An Evaluative Study of Teaching and Learning of English Grammatical Structures in Some Selected Primary Schools
Chapter One
Objectives of the Study
The objectives of this research are:
- Find out how English grammatical structures are being taught in the primary school.
- Address the various challenges faced by teachers and learners of English especially in the aspects of grammatical structures.
- Make educational planners, language policy makers, curriculum developers and educational administrators to be aware of what is happening in the field (class room).
- Identify problem areas in the teaching and learning English grammatical structures in the primary schools and to proffer solutions to such identified problems.
- Assess and evaluate the quality of teachers teaching English and the materials used in the teaching of English grammatical structures whether the materials are adequate, relevant or not.
- Finally this research work will suggest and recommend some measures for improving the standard of English language teaching and learning with special focus on grammatical structures at the primary school level.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Researchers have been carried out on specification language areas concerning the child’s primary education. These areas include reading readiness, mother-tongue interference on second language learning, problems of teaching and learning English language in the primary schools, and areas of grammatical structures. However, a lot more need to be done in the area of teaching and learning of grammatical structures in the primary school.
In this section of the research, the researcher will review literature as they relate to the teaching and learning of English grammatical structures in the primary school in these areas:
- The meaning of English grammar, and structure.
- Objectives of teaching and learning of English grammatical structures in the primary school.
- Views of some linguists concerning the teaching and learning of English grammatical structures in the primary school.
- Some methods of teaching grammatical structures.
- Steps in teaching and learning of English grammatical structures in the primary school.
Meaning of English Grammar and Structure
Grammar can mean different things to different people. This however depends on the situation the word is used, or the educational exposure of the person using the word. That is to say, it can simply mean the rules of a language to others while others see it as the act of constructing good sentences.
In the words of Ben Oluikpe (1979) in a paper titled “Can the knowledge of grammar make us better writers?” grammar is defined as “a set of normative rules that determines correctness”. He added by saying that a sentence is incorrect if it contravenes any of the rules; maintaining that “the Longman’s notion of grammar is extensive, for it covers such points of usage as tenses, agreement, punctuation, spellings etc”.
Tiffen (1969) says that “grammar suggests to some people a set of language rules which one ought to say”. He is of the opinion that if one knows the rules of the language, then that person is conversant with the grammar of that language.
The second definition advanced by Tiffen (1969) is that “grammar suggests to many people hours spent in defining and recognizing parts of speech, analyzing clauses, constructing good sentences, proper punctuation etc”. he says, many people find these activities challenging, interesting and satisfying.
Bunnell (1956) opines that to be able to choose words which ought to be employed, and to place them where they ought to be placed, we must become acquainted with certain principles and rules; and these principles and rules constitute what is called “grammar”.
According to Boadi et al (1968:8), “grammar is one of the many words in English which may have many meaning(s) to different people according to their educational background and experience”. It is in view of the above assertion that they came out with many definitions of grammar among which some are discussed here.
Firstly, they said that grammar is used to designate a set of rules which when mechanically applied will produce the well-formed sentences which are possible in a language…” A full grammar based on this definition must comprise semantics, structure and syntax.
Another definition given by these team of authors is that “grammar is the judgment about the acceptability of certain expressions in a language.” For instance, it is through the knowledge of the grammar of English that one can judge which is the correct expression between a. “It is me” and b. “It is I”.
CHAPTER THREE
Research Methodology
Methodology is the way or procedure adopted to arrive at a solution of a particular problem. This section of the research therefore describes the techniques and procedures used in collecting data from teachers, pupils and educational administrators from the study area on “the evaluative study of teaching and learning of English grammatical structures in the primary school”. In this research, about eighty respondents will be used as the source of information (data).
The data gathering instrument for this research include questionnaires, interview, observation, textbooks, primary school English syllabus and the pupils’ exercise books.
The Use of Questionnaire
A questionnaire was designed for the purpose of gathering data for this research. In the questionnaire, respondents were asked to provide information concerning the teaching and learning of English grammatical structures in the primary school.
Areas covered in the questionnaire include time allocation, course content, teaching methods, teaching aids, evaluation of pupils’ work, pupils’ area of difficulty, teachers qualification and area of specialization etc. The questionnaire contains spaces for additional information and suggestions on how to improve the teaching and learning of English grammatical structures in the primary school.
CHAPTER FOUR
Data Analysis
In this chapter data obtained from questionnaire will be presented and analyzed. Also the contents of some selected textbooks used in the primary school will be carefully examined. Facts obtained through observation and interview will be discussed. This analysis will provide evidences on which conclusion will be drawn and recommendations made.
Analysis of Data obtained from Questionnaire
A total of seventy questionnaires were distributed for this research, sixty were returned out of which ten were wrongly filled and therefore not used for this analysis. Thus, fifty questionnaires were used in the analysis.
CHAPTER FIVE
SUMMARY, RECOMMENDATIONS AND CONCLUSION
Summary
In this research, the researcher has tried to find out the meaning of grammar and structure. The research work also investigated the nature, methods, steps, objectives and problems of teaching and learning of English grammatical structures in the primary school. Views of some linguists concerning this subject matter were also discussed. In undertaking this research, six primary schools, teachers, pupils, district and local government education offices, and education officers within the study area were used as major sources of data.
It was discovered that for any successful learning on grammatical structures to take place, the preparedness of the pupils is very important. As a result, teachers should expose the pupils to different learning materials and situations. These will prepare the pupils and make them read for the real learning situation on grammatical structures.
In the teaching and learning of English grammatical structures, the role of the teacher is very important. However, this research discovered that most teachers of English in the primary school are either not having the minimum teaching qualification or are not trained in the art of teaching English language. Therefore teachers of English need to be well trained so that they can do their job with professional competence.
During the data collection and analysis in this research, several methods including the use of questionnaire, interview, observation, text and course syllabus were employed.
Based on the findings of this research, some recommendations on how to improve the teaching and learning of English language and grammatical structures in particular are made.
Conclusion
This research work has exploited and put together the necessary requirements for the teaching and learning of English grammatical structures in the primary school. The researcher therefore is encouraging parents, teachers and the government to take interest in the primary education of children especially in areas relating to English language learning. The teachers, should discharge their duties with dedication and honesty so as to enable pupils master the aspects of English grammatical structures very well at the early stage of education.
Finally all the findings and recommendations put in this research will enable pupils, teachers, local education authorities, state primary education boards, National Primary Education Commission, National Primary Curriculum Implementation Committee (NPCIC), and other related bodies to effect changes and ensure efficiency in the teaching and learning of English language in general and grammatical structures in particular in the primary schools.
Recommendations
Based on the findings of this research, it is very important for the researcher to make some recommendations on how the teaching and learning of English grammatical structures in the primary school can be improved.
- English lesson in the primary schools should be placed at the early hours of the day. At least between eight and ten O’clock in the morning. This is because these hours are conducive for learning to take place unlike in the afternoon when the pupils are tired, hungry and inattentive.
- The government, from the local to the federal legal should make it a point of duty to organize conferences, workshops and seminars for English language teachers to broaden and update their knowledge.
- In addition to the above point, the Local Government Education Authority (LGEA) and the State Primary Education Board (SPEB) should assist in sponsoring teachers of English who might wish to attend conference and seminars organized by professional and accredited language organizations.
- Out of the total English lessons per class in a week, a good fraction of the time should be given to the area of teaching and learning of grammatical structures.
- Teachers should attend to and teach all the needed aspects of grammatical structures in the primary school. They should not rely on only one aspect of grammar, for instance concentrating only on parts of speech neglecting other areas like clauses, sentence linking and tenses.
- Enough class exercises and assignment should be given to the pupils. The teacher must however make sure that he properly evaluates such work by marking and correcting pupils’ errors. Pupils’ exercise books should also be returned in good time.
- Representatives of the primary teachers, LGEA, SPEB, NPEC should come together, agree and select suitable textbooks and other relevant materials to be used in the teaching and learning of English language at various levels of the primary school. This should be immediately followed by an orientation programme on how the newly selected materials can be properly used by both teachers and pupils.
- Structural items to be taught in the primary school should be selected from a variety of available textbooks so as to expose both the teacher and the learners to the experiences of different authors from whom they learn a lot.
- Authority concerned should ensure proper monitoring, inspection and evaluation of the teachers’ work. This will encourage the teachers and also make them effective inn their work.
- Remuneration of teachers such as adequate and prompt payment of salary, food, housing, provision of other benefits, though not peculiar to teachers of English alone, will however motivate the teachers in the primary school to do their jobs effectively.
It is hoped that a good observation of the above recommendations by all those concerned, would provide a meaningful, effective and successful teaching and learning of English grammatical structures in the primary school.
REFERENCES
- Alex, O. (1992). Comprehensive Text on English Language. Sanadams Publishers Nigeria.
- Awe, I. (1976). Questions and Answers on English Methods, Akure: Ola Awe Publishers.
- Brian, T. (1969). A Language in Common. London: Longman Publishers.
- Egbe, E. (1992). “Promoting the Effectiveness of Learning to teach English Grammatical Structure through Simulation” in Curriculum Studies Review; Vol. 1 No1, University of Jos.
- Finnachiaro, M. (1958). Teaching English. New York: Regents Publishers.
- Fries, C.C. (1977). Teaching and Learning English as a Foreign Language. University of Michigan Press.
- Gurrey, P. (1963). Teaching English Grammar. Great Britain: Longman.