The Influence of Gender in the Use of English Language of 400 Level Students of Sokoto State University
Chapter One
OBJECTIVE OF THE STUDY
The main objective of this study is to ascertain the influence of gender in the use of English language among 400 level students of Sokoto state university; in order to aid the completion of the study, the researcher intends to achieve the following specific objective;
- To ascertain the influence of gender disparity on the use of English language among student of Sokoto state university
- To investigate the relationship between gender disparity and student eloquence in English language
- To examine the effect of gender on student academic performance in English language
- To ascertain the effect of gender differences on the failure rate in English language
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Distinctions between male and female are prominent as regard the use of the tool of language. Language assumes different colours and tones between the sexes. Akindele and Adegbite (2005) echo the suggestion from linguistic research that in many societies, the speech of men and women differs. It has been observed by Kramman (1977) that men’s speech is forceful, blunt, efficient, authoritative and serious as opposed to the weak, trivial, ineffectual, tentative, hyper polite and euphemistic nature of women’s mode of communication. Hatman (1976) also reports that women’s speech is flowery and full of the describers- modifiers and qualifiers – than men’s speech. Jasperson (1922) discovers that women use lots of intensifiers which make the speech lack precision. Thome and Harley (1975) and Trudgil (1975) affirm that women favour the prestigious or correct way of language use. They easily acquire or learn the standard form of a language than their men counterpart. It is discovered that women make greater use of pitch. Brend (1975) finds out that women use high pitch more than men in their daily communication. Women’s discussion is more frivolous and domestic than that of men. Although researches reveal that men talk much longer than women. Strodbeck et al, 1957; Wood, 1966; Argyle et al, 1968 and Swacker, 1975 say that private talk, gossiping, free flow domestic language interactions and language of banalities are common to women than men. The language of women is simple in vocabulary and grammar; easy for babies and infants to acquire in their early years of language formation. The research findings captured men as the group that talk more for obvious reason. Akindele (1988) observes that it is a rare occurrence for women to initiate discourse when men are present; in fact, Chester (1971) asserts that it is impossible for women to talk when males were present especially if the males were their husbands. In the religious hemisphere, be it Christian, Islamic or Traditional religion, women are rarely allowed to make a public speech, men dominate the scene. In Christian religious group, for example, women are not allowed to speak in public especially in a mixed congregation except they are allowed by men, (1 Corinthians 14:34, 35 KJV). Akindele (1988) discovers that males interrupt females and even determine turn-taking procedures. The frequent interruption of females by males demonstrates males’ dominance in communication system. Males gain the floor of discussion for themselves through interruption mechanism. The aforesaid notwithstanding, research findings do not affirm women inferiority in the area of language acquisition and language learning. Women tend to perform better in quick acquisition of language tool than men. They have the greater potentials to move closer to the native speaker of a language in the area of language learning. The confirmation of this by the research works of some linguists like Trugdill, Thome and Halley (1975), Holmes (2008) reflect in their work that women favour the standard, correct and most prestigious form of the language of communication than men. The discovery that men talk longer and dominate the scene of any discussion only demonstrates men’s authority, power and complete control of the world affairs. Masculine dominance cannot be demonstrated if language power is not overtaken and put under their control. Some words in English language are closely associated with women. Words like lovely, darling etc are relatively common to females than male (Finegan 2004). Though there is no experimental procedure that confirms the superiority of either of the genders in acquiring or learning human language, it can never be denied the structural distinctions and unique natural peculiarities of the linguistic use of the language of communication between the sexes .Caroll ,(2004) identifies the differences in language ability rather than language learning and language acquisition. There was no empirical evidence as to special favour to any individuals on the ground of gender as regards the language competence and language performance. The idea of hormonal disparity according to Gray and Buffery (1971) as cited in Haralambos and Holborn: Sociology Theme and Perspectives by Collins (2001) that the left hemisphere of the brain which is reserved for language activities in man is more dominant in girls after the age of two and that boys have greater abilities in those functions concentrated in the right hemisphere is heavily criticized. For example ,Collins (2001) quotes Bleier(1984) that ‘comparable populations of males and females have the same range of test scores, the same range of abilities, and in some test situations the mean or average test scores may not differ at all, or ,differ by only a few percentage points.’ Therefore, hormonal effects could not be relied upon to conclude that there is a superior stand by either of the genders in language acquisition or language learning.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter deals with the method used in collecting data required in carrying out this research work it explains the procedures that were followed and the instrument used in collecting data.
SOURCES OF DATA COLLECTION
Data were collected from two main sources namely
-Primary source and
secondary source
primary source: These are materials of statistical investigation, which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment, the researcher has adopted the questionnaire method for this study.
Secondary data: These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
POPULATION OF THE STUDY
Population of a study is a group of persons or aggregate items, things the researcher in interested in getting information for the study effectiveness of ICT in teaching and learning. 200 staff of selected secondary schools in Edo state was selected randomly 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 the influence of gender in the use of English of 400 level student of Sokoto state university.
In the preceding chapters, 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 challenges of gender in the use of English among student of Sokoyo state university
Summary
The result of the hypothesis in this study showed no significant gender differential in students’ academic performance in English Language. It thus adds to the corpus of existing literature on this subject (Vernon 1996, Akpama, 2007, Denga, 1996). It is, however, at variance with Dennis and Dennis (1996) and Oladele (1998). The plausible reason for this is that various personality attributes influence performances and these includes anxiety, dependence, aggressiveness, attitude, interest and motivation. Many girls are, however, denied access to education because the parents of such girls consider girl education wasteful since they would be married. Girls are thus socialized to accept their primary roles as procreation and family management. This obnoxious practice violates the rights of women. Apart from the early socialization which tends to keep women in predominantly female-oriented jobs, women are also constrained by demands on their time and energy by domestic labour and child care. These prevent them from participating in forms of employment for sustainable development. Nigerian women are thus disempowered and forced by the above scenario to come under heavier burden of poverty, inequity and other forms of economic ineptitude. Angya and Okpe (2005) note that the intransigence of cultural beliefs and other related values that put menfolk up there and the women far below has intensified the perpetuation of injustice thus impeding women’s contribution to national development even in civilized democracies like the U.S, Britain, France etc. Women are subjugated and made to encounter occupational and attitudinal biases which prevent them from reaching their full potential. The strength of the finding of this research suggests that female students and male students have equal academic potentials and, if given the chance, both male and female can contribute to national development. According to Okeke in Okwoche and Omachi (2008) since women make up more than half of Nigeria’s population, no worthwhile development can be achieved without their contribution
Conclusion
In conclusion, learning environment and appropriate methods of teaching all will go a long way at helping the learners to perform better in language programmes. The curriculum must be so enriched to the point of providing enough work on language of instruction. The language that plays the major roles in one’s life must not be placed on an artificial terrain. English language is vital to every Nigerian. Its teaching must be made practical without allowing any issue like sex to hinder students’ good performance and good performance must be enhanced through the natural acquisition of its tools The idea that sex plays prominent role in students’ performance in the language as a school subject should be dropped into the junks. It had been discovered in Nigeria schools that Lecture Method was the commonest and the most popular method used by the teachers not only in English language but also in all other school subjects. This make the teaching teacher centred. In the process of carrying out the work, it was discovered that Audio-tape Mediated Discussion Method had the highest contribution to students’ knowledge followed by Discussion and Lecture Methods in their orders. The results derived from the study exonerated students from academic failure especially in oral English. It has been discovered that instructional method could be responsible. The results therefore strongly supported the idea of learning language by participation and competence through recapitulation. Good and appropriate methods could mount monuments that can facilitate good memory. Therefore, regardless of sex, a combination of well graded linguistic inputs with the right method produces a better result.
Recommendations
Haven completed the study, the researcher is of the opinion that Learners must be helped to develop the right attitude through effective teaching programme that will obliterate wrong self perception. There are other important factors that must be considered which have nothing to do with sex; factors that affect language learning and language acquisition programmes may include: intelligence, Maturation, Readiness, Aptitude and Incentives. In conclusion, learning environment and appropriate methods of teaching all will go a long way at helping the learners to perform better in language programmes. The curriculum must be so enriched to the point of providing enough work on language of instruction. The language that plays the major roles in one’s life must not be placed on an artificial terrain. English language is vital to every Nigerian. Its teaching must be made practical without allowing any issue like sex to hinder students’ good performance and good performance must be enhanced through the natural acquisition of its tools.
Reference
- Ahmadu Bello University, Post-graduate School (2010). Regulations governing higher degree studies. Zaria: Ahmadu Bello University Press Limited.
- Ahmadu Bello University, Post-graduate School (2012). Regulations governing higher degree studies. Zaria: Ahmadu Bello University Press Limited.
- Akinleye O. A (2012) Gender Differences And School Location Factors As Correlate Of Secondary School Students‘ Achievement In Physics. Retrieved December 20, 2012 from: http://edition. Physicsclub.com/tefl-articles/gender/Cl.
- Alex C. (2012), Gender in the Language classroom. Retrieved August 20, 2012 from: http://edition. Englishclub.com/tefl-articles/gender/Cl.
- Algoe, S. (2012).Gender differences in learning styles. Retrieved March 3, 2012 from saraalgoe.hubpages.com/hub/Gender-Differences-In-Learning-Style.
