TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgement iv
Table of Contents v
CHAPTER ONE:
INTRODUCTION
1.1 Background
to the Study 1
1.2 Statement
of Problem 6
1.3 Purpose
of the Study 6
1.4 Research
Questions 7
1.5 Hypotheses
7
1.6 Significance
of the Study 8
1.7 Scope
of the Study 8
1.8 Definition
of Terms 9
CHAPTER TWO:
LITERATURE REVIEW
2.0 Introduction 10
2.1 Function of English as a second language in
Nigeria 11
2.2 Development and Reforms made in Curriculum
for English language in secondary education 15
2.3 Methods of teaching the English language 17
2.4 The use of instructional resources in the
teaching of the English language 18
2.5 Challenges in English education in Nigeria 20
2.6 Attitude of students in the teaching and
learning of English Language 24
2.7 Teachers attitude towards the
teaching of English 26
2.8 Performance of students in WAEC English language from 2001 - 2005 28
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction 34
3.1 The Research Design 34
3.2 The Population of the Study; 34
3.3 The sample and sampling techniques 35
3.4 Area under Study 35
3.5 Research instruments 35
3.6 Reliability and validity of research
instruments 36
3.7 Method of data collection 36
3.8 The method of data analysis 37
CHAPTER FOUR:
ANALYSIS AND INTERPRETATION
4.1 Introduction 38
4.2 Respondents Distribution 38
4.3 Test of Hypotheses 59
CHAPTER FIVE:
DISCUSSION, RECOMMENDATION AND
CONCLUSION
5. 1 Discussion of the Findings 65
5.2 Summary of the Findings 65
5.3 Recommendation 66
5.4 Conclusion 67
REFERENCES 69
APPENDIX 70
CHAPTER ONE
INTRODUCTION
1.1 BACKGROND TO THE STUDY
English Language is a language that
was brought into Nigeria by the white men. Nathn (2005).
According to Alabi (1999), the first
obstacle confronted by the visitors (White men) was the communication barrier
between the natives and them. There was then a pressing need to dislodge this
obstruction, hence the need to teach the Basic English for communication,
business transaction, missionary activities and for other official functions.
Since the introduction of English
language in Nigeria by the British, it has waxed in importance in the minds of
Nigerians. In recent years, its mastery is so valued that it is consciously or
unconsciously equated with erudition by Nigerians. It is apparently its
equation with learning, its economic utility and the people's seemingly natural
desire for proficiency in a "foreign tongue" that can explain the
enthusiasm and anxiety that characterizes the study of English at all levels of
education in Nigeria. Amuzie (2009).
Abraham (2005) opined that since
Nigeria is a country that is rich in its
indigenous cultures and has so many ethnic groups with different languages, it
became imperative that the English language be used as Lingua-Franca as well as an official
language. It is a language of business and communication among Nations.
Adua (2001) states that the English
language has become an important resource for self- enhancement. Social and
political empowerment and also, an access to educational and job opportunities.
In spite of all the importance
attached to it, the current status of English is viewed as ambiguous. Idiagbon
(2007). This, in the sense that the importance of English as a lingua-franca
and official language is in contrast with the neglect of the English
instruction and failure to upgrade the language in general, among a great
portion of the population.
Mediocre teachers and lectures who
are unqualified in the field are employed to teach the subject. Daniel (2008).
According to Daniel (2008), there is
the lack of a standard scheme of work to guide the teaching process. The
current scheme of work especially that of English is not only porous (lacking
some essential Items' or topics that can enhance the students' mastery of
lexical and syntactic complexities of the language) but it is also infested
with some incongruous topics which do not exist in English.
Idiagbon (2007) states that there is
an ethnic influence on the English language, which hinders the population from
learning and speaking the standard British English.
The Hausa people seem to be least
that attaches great importance or exert pressure on themselves in speaking
British Standard English. They do not regard their language as a primus
interpose among Nigerian languages but also see the English language as a language
of Christianity. Hence, dialectical English enjoins more recognition among
them.
In the eastern part of the country,
the influence of Pidgin English is highly noticeable. Pidgin, for long has been
adopted as a language of inter- ethnic communication. As a result, the ‘freedom' enjoyed in the speaking of pidgin is
hereby transferred to the real English language, already characterized by
ethnic markers. This inhibits positive attitude and performance of students
from those regions.
There have been no proper measures to
upgrade the English language among a larger number of the society.
Coupled with these, Trifonovitch
(1981) indicated that a student is automatically placed at a disadvantage, when
he already has a language of his own and is asked to learn another language.
According to Bolaji (2006), it has .been
observed that since students are learning the English language as a second
language (L2), after acquiring basic knowledge of their indigenous language (L1),
it becomes difficult and tasking to fully understand it. The students encounter
so many challenges mentally, emotionally, and psychological adapting to the new
language.
Most Nigerian students are
apprehensive and afraid of the subject; English language especially the grammar
classes. They are afraid of making grammatical errors when reading or writing
the language. This is due to the importance the English language holds in the
society and the world at large. The students are aware that much is required
from them in the study of the language, if they really want to fit in properly
in the society but these children are not positively motivated in the study of
the language due to the lack of qualitative instruction given in schools. Adejoke (2007).
The ethnic influence on the language
also reduces the user's commutative competence and promotes a lackadaisical
attitude of Nigerian students towards attaining a standard form of E English.
Abdullahi (2007).
The objectives of teaching English
language in secondary schools are for the following specific purposes:
1. To
enable learners to understand the content of their education.
2. To prepare the learners for full
participation in the life of their country.
3. To provide learners with a means of
addressing and understanding a wider world.
4. To give learners foundational level of
competence roughly equal to that of the learner for whom English is a mother
tongue and a level of usage which tolerates deviation that doesn't impair
intelligibility.
5. To give learners the pleasure derived from
participating in English usage activities and reading, especially literary
works that is commensurate to their level of
understanding and or mastery of the language.
6. To enable students to develop proficiency
in the four major language and communicative skills- listening, speaking,
reading and writing to their utmost capabilities.
From the analysis above, the multi-
ethnic composition of Nigeria provides a guarantee that the English language
will continue to be needed for purposes of general participation and
assimilation in the social process. The nagging problem however, concerns the
equality- of English that is taught and the method of handling the subject in
the school system.
1.2 STATEMENT OF PROBLEM
Students are negatively motivated to
learn English language due to the lack of qualitative instruction in English
that is taught and the method at which the subject is handled in the school
system.
The general public as well hasn't
improved the situation. The kind of environment the students find themselves is
not encouraging enough to facilitate the learning of standard British English.
Thus, they have developed a negative attitude towards learning the language and
this in turn has necessitated poor performances in the subject.
1.3 PURPOSE OF THE STUDY
The purpose of the study is to help
teachers develop effective strategies for successful classroom pedagogies. It
would reveal the problems that inhibit positive attitude and performance of
students in the subject and aid the teachers in better preparation and
dissemination of instruction to students. Therefore, this study will focus on:
1.
The role of teachers' characteristics
in the effective teaching and learning of English language.
2. Effects of teachers teaching method in the
accomplishment of the English language objectives.
3. Problems faced by English language
teachers that affects or influence teaching of the subject.
4. Problems faced by students that affects or
influence effective learning of the subject.
1.4 RESEARCH QUESTIONS
On the basis of the stated problems
and purpose of this study, the following questions will guide the study.
1. How does the characteristics of a teacher
influence or affect the effective and performance of students In English
language?
2. To what extent does the teachers' teaching
method influence the performance of students in the subject?
3. What are the problems faced by teachers
which affect effective teaching of the subject?
4. What are the problems faced by students
which affects their attitude and performance in learning the subject?
1.4 HYPOTHESES
1. There is no significant difference in the
characteristics of teachers in respect to teaching and learning of English
Language in the various schools.
2.
There is no significant difference in
the academic performance of students in English language in the various
schools.
3
There is no significant difference in the attitude of students towards
the teaching and learning of English language in the various schools.
4
There is no significant difference
in the teachers teaching method used in teaching English language in the various schools.
5
There is no significant effect of
student's attitude on students' academic performance in English language.
1.5 SIGNIFICANCE OF THE STUDY
The relevance of this study is to
help the teachers understand the pedagogy of the language profession, so as to
help the students learn it easily as well
as gain mastery and competence in it.
It would also be a yardstick to the
teaching and learning of the language, which would thereby encourage the
students to adopt new approaches to learning the instruction. This would expose
them to conceptualize and effectively manage their own learning. Thus,
reinforcing it and transferring their training to practical situations.
1.6 SCOPE OF THE STUDY
The study-is concerned with the
factors that affect the attitude and performance of students as well as the
effective teaching and learning of the English language.
The study will cover three secondary
schools in Ifako-Ijaye Local Government Area of Lagos State.
1.7 DEFINITIONS OF TERMS
The following terms are used for the
purpose of this research and are defined according to content.
EL: English Language
ESL: English as Second
Language
NE: Nigerian English
L1: The first language acquired, which
most times is the mother- tongue
L2: The second language acquired
MT: Mother Tongue
OFFICIAL LANGUAGE: The language accepted
to be used for communication among nations and Counties.
LINGUA FRANCA: The language accepted
to be used within a country by its citizens. A unified language of
communication amongst people within a country.
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