CHALLENGES IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN PUBLIC SECONDARY SCHOOLS

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RESEARCH INFORMATION

[icon type=”icon-pencil”]: CHALLENGES IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN PUBLIC SECONDARY SCHOOLS
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This study, CHALLENGES IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN PUBLIC SECONDARY SCHOOLS contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.

Keywords: CHALLENGES IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN PUBLIC SECONDARY SCHOOLS


RESEARCH BODY

ABSTRACT

This study is a re-appraisal of the challenges facing the teaching and learning of Oral English in Abeokuta South Local Government of Ogun State. The study was designed to find out truth from the students concerning the challenges of teaching and learning of Oral English.

Questionnaire were used for the students. A total of one hundred (100) students randomly selected from four public senior secondary school classes in Abeokuta South Local Government Area of Ogun State responded to the questionnaire. Twenty five students were selected from each school.   

TABLE OF CONTENT

CHAPTER ONE

1.0       Introduction

1.1       Background of the Study

1.2       Statement of the Problem

1.3       Purpose of the Study

1.4       Research Questions

1.5       Research Hypothesis

1.6       Scope of the Study

1.7       Delimitation of the Study

1.8       Definition of Terms

CHAPTER TWO

2.0       Literature Review

2.1       English as a Second Language

2.2       Factors Enhancing Effective Teaching and Learning of Oral English

2.3       Techniques of Teaching

2.4       Teaching Aids                                                                                                

2.5       The Students or the Learners

2.6       Modes of Expression of the Students or Learners

2.7       Accent

2.8       Interest and Motivation to the Teachers and the Students

CHAPTER THREE

3.0       Research Methodology

3.1       Research Design

3.2       Population and Sampling Technique

3.3       Method of Data Collection

3.4       Method of Data Analysis

3.5       Instrumentation

CHAPTER FOUR

4.0       Interpretation and Presentation of Data

CHAPTER FIVE

5.0       Summary, Conclusion and Recommendation

5.1       Summary

5.2       Recommendation

5.3       Conclusion

References

Questionnaire

CHAPTER ONE

  • INTRODUCTION
    • BACKGROUND OF THE STUDY

Human beings are the only creatures endowed with the wonderful capacity to speak. Speech is a great blessing but it can also be a great curse, for it helps us make our intensions and desires known to other fellows. People use a language as a medium of communication. English language is one of these languages. It is the most widely spoken language in the world.

English language has been spoken in one form or the another in this country since the sixteenth century. It began as a language of trade at the country ports and since communication is a two way process some Nigerians out of necessity began to attempt to replace Portuguese based English pidgin with an English based one.

The missionaries came along in the middle of the nineteenth century and because of the need for interpreter, began to teach the English language in school. The final phase of the early contact of Nigeria with the English language came with colonization of the country when basically the colonial government gave support to the efforts of the missionaries in establishing system of education in which English was a very important constituent, English language has been taught formally in Nigerian schools for close to a century and a half admittedly, to begin with, to only a small percentage of the population; but gradually it became a language sought after not just by these engaged in commerce and missionary work but also one that ultimately acquired the status of official language: the language of government, commerce, legislature, and not at least of importance of communicating among Nigerians from different ethnic back grounds and between them and the external world. As time went on, it became possible to observe the differences between acrolectal English, spoken and written by those who had learnt the language direct from native speakers of the language and  mesolectal and basiclectal English, spoken by those, much larger in number, who had learnt the language from fellow Nigerians who, themselves, might have had little or no contact with native speakers.

The spread of primary education in the country from the 1980s greatly boosted the raves of mesolectal and basiclectal English, but the better informed opinion is that Nigerian pidgin is in fact a language in its own right. This project therefore is not concern with pidgin English. Consequently, there is the need for every Nigerian to be in the four basic skills of learning, listening, reading, writing and speaking. English language continues to be used even more intensively as a medium of instruction for pupils in primary, secondary and tertiary institutions.

In conformity with these importance, it is therefore necessary to teach it well. However overtime has not been the case especially in the public secondary schools. Teachers of English are particularly disturbed by the poor performance in English language (Ndahi 2008). Why it  is also important to place premium on learning and teaching of English is because it is the medium of instruction to teach other subjects as explained in the National policy education.

The questions frequently asked by skeptics bother on why it should be important for Nigerians to have a good command of English language and why deterioration in performance should bother any one. After all, such people are quick to point out, English is not our language.

Though, many people have observed that there is a steep fail in standard of education in Nigeria, this was further corroborated by a World Bank study with a report that university education in Nigeria has degenerated in the past 15 to 16 years. According to the report, graduate skill have steadily deteriorated over the past decade and that the poor performance of Nigerian graduates is particularly evident in two areas; poor mastery of the English language and lack of requisite technical skill. It was ascertained in the report that the deficiencies in both vital aspects makes Nigerians unfit for the labour market and sometimes the larger society. Short comings were particularly observed in oral and written communication and applied technical skills.

The study also indicated that a serious disconnection exist between university training and the needs of the labour market and this has been socially costly to the country. The report showed that in many cases, employers of labour compensate for insufficient academic preparation by organizing remedial course for new employees at great expenses. This often increased the companies operating cost and reduced profitability.

Ekong (2000)identified “lack of sufficient materials: student home background and lack of interest in spoken English on the part of the teachers, and  the students”. It is when these problem are identified that a solution can be proffered in order to make English lessons interesting and useful in schools today that make learning and teaching processes difficult. For quite sometime now, the issue of English language has been a major concern to the authorities in schools. Some of the problems are lack of materials, interest of teachers, parental and home background.

This unhappy trend should not be to undermine the landable educational  programmes of our government. It is needless to emphasize the importance of English language in the acquisition and transmission of knowledge from primary school to university and to the general administration in Nigeria.

Through the World Bank study may have identified major areas of the decline in the university education the actual problem may have its roots to the secondary school level. For it is at the secondary level that the potential under graduate is given adequate requisites foundation in the use of English.  Kolawole (2009), says that “A mastery of written and spoken language is highly desirable, yet its teaching and learning is beset by a myriad of problems at the secondary level.

Therefore, in consideration of the myriads of problems be setting the teaching and learning skills in effective use of language for communication and to given and take of social experience.

Without doubt, there are odds against Nigerian Students in learning English. Reyner et al cited in (Aduwa and Iyamu, 2006 in English language and studying) ascertained that many good teachers are adaptive rather than rigid in their approach to teaching children and only loosely base their instruction on a given method. This study attempts a diagnosis of the causes of the problems with a view to make recommendations to the authorities, parents and teachers in combating the problems. It is expected that the study will guide the efforts of the school authorities and the government in achieving their goal.

Keywords: CHALLENGES IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN PUBLIC SECONDARY SCHOOLS


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Keywords: CHALLENGES IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN PUBLIC SECONDARY SCHOOLS