This study,INHIBITIONS TO ENGLISH LANGUAGE PROFICIENCY (A CASE STUDY OF KADUNA STATE COLLEGE OF EDUCATION) 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.
The purpose of this study was to find out the factors that inhibit the learning of English Language Proficiency in Kaduna State College of Education Gidan-Waya. English Language proficiency especially in Kaduna State College of Education and indeed all higher institutions in the country have become a mirage and a quest. Since the inception of the college at Kafanchan in 1977 and its present site of Gidan-Waya, virtually all courses and their curriculum have been administered in English Language. Yet, it is a dilemma that the majority of students could hardly speak or write in English without making a number of irritating errors. The project focuses on making a critical and comprehensive analysis of this dilemma with a purpose of suggesting measures of ameliorating this impasse for the particular benefit of staff and students of College of Education Gidan-Waya. The descriptive survey was used and two sets of questionnaires were designed to collect information from students and teachers. Data was collected through the use of questionnaire to the respondent, analyzed and presented in tables. The finding revealed that for now no Nigerian dialect can effectively replace English language as the sole medium of instruction and that poor English usage impedes development. The research recommended that all Nigerian students must be proficient in English language and competent teachers be recruited to achieve this.
1.1 BACKGROUND OF THE STUDY
By 1970 more Advanced Teachers Colleges (ATC) had already been established in order to speed up teachers production because government realized that the country had depended too much on expatriate teachers is post-primary institutions. Both the state and Federal Government considered this situation very undesirable. This was worsened by the expansion of the educational programme of which Universal Primary Education (UPE) was only the beginning.
The Kaduna State Government under the leadership of Governor Usman Jibril established a state Advanced Teachers College in April 1977 with an initial intake of 180 students. Although budget estimates were made for the college in the 1976/77 fiscal year, nothing was spent on the college. The appointment of the principal Mr. Paul Turton and staff was effective from 4th April 1977 and the college was opened on 30th April 1977.
The first intake consisted of ninety (90) Arts and fifty (50) science students but the college was able to admit only thirty five (35) science students. The balance was made up from the Arts. The reason may not have been unconnected with the role of Grade II teachers colleges, which were Arts-oriented.
The college was established in order to provide training in Arts, language, sciences, vocational and technical education which could lead to the award of the Nigerian Certificate in Education (N.C.E). The college was affiliated to Ahmadu Bello University Zaria in 1978, for the purpose of moderation, standardization of examination, courses and syllabuses and for the purpose of professional acceptability. In 1983, the college was approved to run degree programmes and the name was changed from Advanced Teachers College Kafanchan to Kaduna State College of Education Gidan-Waya. In the same year when the degree programmes were to be implemented, the college was moved to its permanent site in Gidan-Waya in 1995.
Hausa was among the pioneer subjects or courses offered by the college. It had the following combination; Hausa/Islamic; Hausa/Yoruba; Hausa/Social Studies; Hausa/History; Hausa/Arabic Studies; Hausa/French and a total of 34 students of different Hausa combination graduated in 1980. Since its inception, the department has had 18 sets of students but the college programmes were only recently reviewed, assessed or evaluated. The crux of the matter then is that there is a deliberate absence of course combinations which include English Language. The preponderance of Hausa based courses seem to suggest that the language is the medium of instruction. This however is not the case. Indeed, in the 1970s English was and still is the official language.
1.2 STATEMENT OF THE PROBLEM
The problem of this research can be stated in the following broad questions:
The researcher is stimulated to find answers to these and many other hypothetical problems that will ensue. It is sincerely believed that this effort would be an avant-garde to bringing lasting and durable solutions to Nigeria’s educational environment.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to investigate inhibitions to English Language proficiency in Kaduna State College of Education Gidan Waya.
Specifically the study focuses on the following areas:
1.4 SIGNIFICANCE OF THE STUDY
Communication is a very important aspect of life, especially in the administration of the classroom curriculum. English language as an acceptable official and national language is the vehicle of this transmission. The acquisition of a good command of the language of expression in all dialogues, interaction and conservations is of the utmost importance. What every idea a presenter has in mind cannot be successfully presented if the vehicle is not good enough. Language proficiency. Papacy is therefore inexcusable.
1.5 DELIMITATIONS OF THE STUDY
This study is centered on the inhibitions to English Language proficiency in Kaduna State College of Education Gidan-Waya. The target of the research is the staff and students of the College while the immediate community of the college is the beneficiary.
1.6 RESEARCH QUESTIONS
Research questions refer to a reasonable assumption or non-factual statement aimed at pointing out the preliminary expectations and conclusion of the research. It is formulated through questions with a basic expectation that the outcome will have an impact on the topic of the discourse. It is a guideline on the area the researcher is expected to concentrate and make valid empirical tests on them.
The researcher formulated the following research questions to guide the study:
1.7 OPERATIONAL DEFINITION OF TERMS
Curriculum: Subjects that are included in a course of study or thought in a school, college etc.
Proficient: Ability to write and speak English well because of training and practice.
Competence: The ability to use written and spoken language well.
Development: Gradual growth of English Language proficiency so that it becomes stronger or advanced.
Dialogue: Formal discussion conversation between two or more persons in life, play, book or film.
Malaise:Problems affecting a particular situation or group of people that are difficult or even solve.
Impasse: A difficult situation in which no progress can be made because of serious disagreement.
Ameliorate: To make something better.
Dilemma: A situation that makes problem and decision taking very difficult.
Mirage: A hope, a wish you cannot make happen because it is not realistic.
Quest: A long search for something important.
Resuscitate: To make something breathe again, or come back to life after it had almost died.
Have you made payment for this project? If YES, Get a Download Code by contacting our Customer Care.