Perceived Factors Militating Against Learning of English Language in Junior Secondary Schools
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To ascertain whether mother tongue interferes with the acquisition of the English language skills.
- To ascertain whether Shortage of trained English teachers affect the effective of teaching learning English language
- To ascertain whether size of the class affects the English teachers’ efficiency.
- To examine whether instructional aids affects the learning of English language.
- To examine whether students’ home background affects the acquisition of English language skills.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Problems of Teaching English Studies in Junior Secondary School Level
At the junior secondary school level the subject is known as English Studies, which is a combination of English and literature. Previously, in the 1960s and early 1980s, English Language was taught from class one to class five as a separate subject from literature. During this period too, literature from class one to class five was taught as a separate subject with specific periods allocated to it in the time table which resulted in elaborate and effective teaching and learning of both English Language and literature in English by the students. The students were able to read and communicate fluently in English because of the knowledge and skills acquired through reading of literature. In support of the teaching of literature as a separate subject in junior secondary level Okolie (2007:143) states that literature has contributed immensely and most profitably to the education and development in Nigeria, through the expressions of Africans world and lives in the writing of various nationals in Africa. It also helps the Africans to unfold themselves, analyse their dreams and aspirations, implement, their visions and project their image and personality. Therefore to teach literature as a separate subject from English will enhance the expression of African cultural values, focus and visions which the students must inculcate at an early stage in their educational programme so as to appreciate the society that they live. With the integration of English Language with literature as one subject and tagged English studies at the junior secondary level, it does not provide the teachers with proper opportunities to teach literature exhaustively, as most teachers are interested in teaching English language, using all the available periods for English studies. What can be deduced from this aspect is that literature and English language are two broad subject areas as such both cannot be combined for effective performance if the lessons are to benefit the students. Undoubtedly, lack of serious study of literature affect students’ communicative competence because they have not been exposed to varieties of styles in language usages, vocabularies and expressions which is only possible through the study of literature as a separate subject from English Language. Okolie (2007, 150) further postulates that reading of African novels gives one opportunity to slip imaginatively into circumstances and conditions of life beyond one’s immediate milieu. Writing or reading a novel implies widening of the imaginative capability of the reader, the writer and the audience. Literature also increases the mobility of the individuals mind by widening his experience and imaginative capacity to enter into new situations. According to Jenkwe (2007: 165) literature is a fictive exploration of human experience both as educative and morally edifying field of knowledge. This assertion qualifies literature as a major field of study that should be given province in the junior secondary school.
CHAPTER THREE
RESEARCH METHODOLOGY
RESEARCH DESIGN
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to perceived factors militating against learning of English language in Junior secondary schools’
SOURCES OF DATA COLLECTION
Data were collected from two main sources namely:
- Primary source and
- Secondary source
Primary source: Personal interview was conducted with the staff of first bank of Nigeria plc.
Secondary source: The secondary formed the major theoretical part that was derived through critical review of library and also other related literature (material written by others researchers).
POPULATION OF THE STUDY
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on perceived factors militating against learning of English language in Junior secondary schools’. 200 staff of selected secondary schools in Oredo local government of Edo state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
INTRODUCTION
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain perceived factors militating against learning of English language in Junior secondary schools’. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenge of factors militating against learning of English language in Junior secondary schools’
Summary
This study was on perceived factors militating against learning of English language in Junior secondary schools. Five objectives were raised which included: To ascertain whether mother tongue interferes with the acquisition of the English language skills, to ascertain whether Shortage of trained English teachers affect the effective of teaching learning English language, to ascertain whether size of the class affects the English teachers’ efficiency, to examine whether instructional aids affects the learning of English language and to examine whether students’ home background affects the acquisition of English language skills. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Oredo local government of Edo state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made of principals, vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Nigeria as a nation is lucky to be a colony of the British nation the original owners of English Language which is the most widely spoken language in the world and the language of Information Communication Technology used throughout the world. Already the nation is involved in language globalization, so what is needed now is how to broaden our national language teaching curriculum to fall in line with the global standard and global trend by incorporating the modern science and technologies into the curriculum. Moreover, the use of Information Communication System in schools should be considered by the educational planners and administrators so as to expose the teachers and students to new methods of teaching and knowledge acquisition. Proper teaching and learning of the language will bring growth in science and technology to the nation since all the text books used in teaching all the subjects in our secondary and tertiary institutions are written in English Language. Effective interpretation of scientific thoughts will lead to the acquisition of western technology and the development of indigenous technology also.
Recommendation
(a) The National, State and Local Government should give prominence to the teaching and learning of English Language by supporting language education programmes.
(b) Regular conferences, seminars and workshops should be organized for English Language teachers so as to update their knowledge about latest developments and vocabularies incorporated into the language because of scientific inventions and new technology.
(c) New practical teaching approaches should be adopted by teachers of the language through the introduction of new skills to encourage the teachers in the practical usage of the language. This would enhance communicative competence of the learners.
(d) Government at all levels of education should recruit more English Language specialists from the Colleges of Education and the Universities to fill the existing gaps in schools. Non-English Language graduates should not be allowed to teach the subject because they are incompetent.
(e) Government should provide Standard English language text books to all pupils and students at the primary and secondary schools levels because these schools are the bedrock of education.
References
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