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A STUDY ON THE INFLUENCE OF PIDGIN ENGLISH ON THE TEACHING OF ENGLISH LANGUAGE IN SOME SELECTED JUNIOR SECONDARY SCHOOLS IN EPE LOCAL GOVERNMENT OF LAGOS STATE

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[icon type=”icon-pencil”]: A STUDY ON THE INFLUENCE OF PIDGIN ENGLISH ON THE TEACHING OF ENGLISH LANGUAGE IN SOME SELECTED JUNIOR SECONDARY SCHOOLS IN EPE LOCAL GOVERNMENT OF LAGOS STATE
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Keywords: A STUDY ON THE INFLUENCE OF PIDGIN ENGLISH ON THE TEACHING OF ENGLISH LANGUAGE IN SOME SELECTED JUNIOR SECONDARY SCHOOLS IN EPE LOCAL GOVERNMENT OF LAGOS STATE

RESEARCH BODY

TABLE OF CONTENTS

CHAPTER ONE

1.0     INTRODUCTION

1.1     BACKGROUND OF THE STUDY

1.2     STATEMENT OF THE PROBLEM

1.3     OBJECTIVES OF THE STUDY

1.4     RESEARCH QUESTIONS

1.5     SIGNIFICANCE OF THE STUDY

1.6     SCOPE OF THE STUDY

1.7     LIMITATION OF THE STUDY

1.8     DEFINITION OF TERMS

CHAPTER TWO

2.0     LITERATURE REVIEW

CHAPTER THREE

3.0     RESEARCH METHODOLOGY

CHAPTER FOUR

4.0     DATA ANALYSIS

CHAPTER FIVE

5.0     SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

REFRENCE

APPENDIX

CHAPTER ONE

  • INTRODUCTION

1.1 BACKGROUND STUDY

English is the language of formal education in the country, so students seeking admission into any tertiary institution need to prove their capabilities to acquire tertiary education and express knowledge in correct and acceptable English language. However, there has been a recurring grave concern about the poor performance of students at these public examinations.

Students, parents, teachers and the government are often shocked by the results of, notably, English language released by the examination bodies. The performance of very many students in the language has continued to be unimpressive and worrisome.

Stakeholders in education have adduced many other factors for student’s unsatisfactory performance in English language. But one crucial factor which contributes to this dismal performance of students in the language is a linguistic problem, which unfortunately is obvious, but is yet to receive concerted efforts to solve. Bamgbose (2013) asserts that ‘a major problem with the educational system of most African States is educational failure, which may be traced to the language of instruction.’ Though a large percentage of students in Nigeria learn English as a second language and are instructed in it, the Nigerian pidgin seems to interfere with their acquisition of the language and their performance in it much more than their mother tongues. The interference of the pidgin contributes in no small measure to the dismal performance of students in the language.

The term pidgin is used to refer to a language which develops in a situation where speakers of different languages have a need to communicate but do not share a common language. Once a pidgin has emerged, it is generally learned as a second language and used for communication among people who speak different languages.

Language is the most creative and unlimited instrument for social communication and it helps us to understand the deep seated social relevance, culture involvement and the human relatedness of language. Having said this, we can therefore agree that pidgin is a language of its own and not just a supplementary tongue as some people see it, since it serves as an unlimited instrument of social communication especially in a multilingual society like Nigeria.

Wardhaugh (1986: 55) gives credence to this assertion when he states that Nigerian pidgin is not just a “bad” variety of the English language but a language with its own history, structure, array of functions, and the possibility of winning recognition as a language. This is empirically true. Recently, the Nigerian Television Authority reports that Nigerian pidgin has been adopted for use in China. The Chinese have acknowledged the efficiency of the pidgin for transactions with Nigerians in China. The language has been performing many arrays of functions in: the entertainment industry, the media, politics, and commerce as well as in the social life of Nigeria.

In Linguistics, every language is considered adequate to represent the communicative needs of its people as such should not be made to suffer any biases.

This cannot be said of Nigerian Pidgin – even though it is a language because various attempts have been made by different factions to eradicate the use of Nigerian Pidgin English. These attempts have however been unsuccessful because of the significant value the language has to its users. It is a language that has brought people together in spite of their differences in ancestral culture and language by creating a local culture for itself which blends ideas from different cultures.

Moreover, this use of Pidgin as a lingua Franca affects many Nigerians in academic careers, especially, those students that come from the environments where it is spoken. So this study focuses on the influence of pidgin English on the teaching of English language in some selected junior secondary schools in Epe local government of Lagos State.

1.2     STATEMENT OF THE PROBLEM

English language which serves as the official language and the medium of instruction in schools in Nigeria co-exists with the language. The long period of the coexistence of the languages exerts pressure on the proper learning and use of English by students. Students are exposed to the massive use of Nigerian pidgin in the society and the exposure hinders a significant proportion of the students from giving good and adequate attention to learning English language which is learnt formally only in schools. There are very limited opportunities for many students to practice with the English they learn at school.

Ker (2010) affirms that: ‘For majority of Nigerians, nearly 80% of the population, the language they know very well is not English…it is obvious that English is not the asset it is supposed to be in a multi-ethnic setting such as ours.’ Students in this country enjoy massive exposure to Nigerian pidgin which is prevalent in the society and so they interact with it more than English language.

It is observed that many of the students do not understand that English language is distinctly different from Nigerian pidgin. They do not know that the grammar and vocabulary of the pidgin are foreign and unacceptable to English. These set of students are fooled by the English language vocabulary they use in Nigerian pidgin to assume that the two different languages are the same. Solomon (2007:82) reports that this ignorance makes students to loan Nigerian pidgin vocabulary to the language. As a result of the ignorance, many students impose the grammatical structure of the former on the latter in their written English. These have grave effects on their performance in English language examinations. These problems make it important to carry out a study on the influence of pidgin English on the teaching of English language in some selected junior secondary schools.

1.3     OBJECTIVES OF THE STUDY

The general objective of this study is to carry out a study on the influence of pidgin English on the teaching of English language in some selected junior secondary schools in Epe local government of Lagos State. The specific objectives are:

  1. To ascertain how often junior secondary school students in Epe local government speak pidgin English.
  2. To find out if there is a law against speaking of pidgin of English in some selected junior secondary schools in Epe local government.
  3. To know if pidgin English hinders students from giving good attention to learning proper English language in some junior secondary schools in Epe local government.
  4. To investigate the performance of students in some selected junior secondary schools in Epe local government in English Language.
  5. To examine if Pidgin English interferes with the spoken or written English of students in some selected junior secondary schools in Epe local government in English Language.
Keywords: A STUDY ON THE INFLUENCE OF PIDGIN ENGLISH ON THE TEACHING OF ENGLISH LANGUAGE IN SOME SELECTED JUNIOR SECONDARY SCHOOLS IN EPE LOCAL GOVERNMENT OF LAGOS STATE


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Keywords: A STUDY ON THE INFLUENCE OF PIDGIN ENGLISH ON THE TEACHING OF ENGLISH LANGUAGE IN SOME SELECTED JUNIOR SECONDARY SCHOOLS IN EPE LOCAL GOVERNMENT OF LAGOS STATE

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