The Problems and Prospects of Teaching English Language in Secondary Schools (a Case Study of Enugu South L.G.A)
CHAPTER ONE
Objective Of The Study
The major aim of this study is to determine the problems facing the teaching and learning of the English Language in the Secondary Schools in Enugu South Local Government Area and possible prospects to that specifically, the study indented to:
- Identify and classify these problems
- Determine the magnitude of these problems
- Make recommendation for more language.
- To ascertain the problems of teaching English language in secondary school
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Teaching
Teaching commonly take the form of questioning, listening, giving information, explaining some phenomenon, demonstrating a skill or process, testing understanding and capacity, and facilitating learning activities (such as note taking, discussion, assignment writing, simulationsand practice). Nwankwo (2019) slated that teaching is an intimate contact between a more mature personality and a less mature one which is designed to further the education of the latter. Oforjebe (2018) said that teaching is an arrangement and manipulation of a situation in which there are gaps and obstructions which an individual will seek to overcome and from which he will learn in the course of doing so. Teaching is a system of actions intended to produce learning. Teaching is a form of interpersonal influence aimed at changing the behaviour potential of another person. Teaching is a system of actions involving an agent, an end in view, and a situation including two sets of factors—those over which the agent has no control (class size, size of classroom, physical characteristics of pupils, etc.) and those that he can modify (way of asking questions about instruction and ways of structuring information or ideas gleaned). Teaching is defined as an interactive process, primarily involving classroom talk which takes place between teachers and pupils and occurs during certain definable activities. Nordquist (2018) noted that ‘English as a Second Language’ is a traditional term for the use or study of the English language by non-native speakers in an English-speaking environment (it is also known as English for speakers of other languages.) That environment may be a country in which English is the mother tongue (e.g., Australia, the U.S.) or one in which English has an established role (e.g., India, Nigeria). English as a Second Language also refers to specialized approaches to language teachingdesigned for those whose primary language is not English (Malu 2018).
Learning
In education, learning and studying are often used interchangeably. In other words, they are synonymous and it is from this point of view that they are explained in this work. Learning is the process of acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences. [1] The ability to learn is possessed by humans, animals, and some machines, and there is also evidence for some kind of learning in some plants (Karban, 2015). Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulates from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be “lost” from that which cannot be retrieved (Schacter; Gilbert and Wegner, 2011). Human learning begins before birth and continues until death as a consequence of ongoing interactions between person and environment. The nature and processes involved in learning are studied in many fields, including educational psychology, neuropsychology, experimental psychology, and pedagogy. Research in such fields has led to the identification of various sorts of learning. For example, learning may occur as a result of habituation, or classical conditioning, operant conditioning or as a result of more complex activities such as play, seen only in relatively intelligent animals (Gagliano, 2014). Learning may occur consciously or without conscious awareness. Learning that an aversive event can’t be avoided nor escaped may result in acondition called learned helplessness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development (Gagliano, 2014).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the problems and prospects of teaching English language in 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 problems and prospects of teaching English language in secondary schools
Summary
This study was on the problems and prospects of teaching English language in secondary schools. Three objectives were raised which included: Identify and classify these problems, determine the magnitude of these problems, Make recommendation for more language and to ascertain the problems of teaching English language in secondary school. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Enugu South. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Teaching English language in secondary schools presents several challenges, including varying proficiency levels, limited resources, large class sizes, and limited immersion opportunities. However, through professional development programs, technology integration, small group instruction, and the creation of language immersion opportunities, educators can address these problems and improve English language instruction in secondary schools. By embracing these prospects, educators can enhance students’ language skills and foster a more effective learning environment.
Recommendation
Teaching English language in secondary schools presents numerous challenges, including varying proficiency levels, limited resources, large class sizes, and limited immersion opportunities. However, there are promising prospects for enhancing English language instruction in these settings. By addressing these challenges and embracing potential solutions, educators can create a more effective learning environment for students.
Professional development programs can empower teachers with innovative instructional strategies and techniques that cater to diverse student needs. Integrating technology into English language instruction can provide additional resources and interactive platforms for students to engage with the language. Small group instruction and differentiation strategies can help address varying proficiency levels, enabling teachers to provide individualized attention and support.
Creating language immersion opportunities through collaboration with local communities, educational institutions, and international organizations can expose students to authentic English language contexts, facilitating fluency and natural language acquisition.
By actively working towards these prospects, educators can overcome the challenges faced in teaching English language in secondary schools and improve the overall quality of instruction. Enhancing English language skills will not only benefit students academically but also equip them with essential communication skills for their future endeavors. With a commitment to innovation and collaboration, the prospects for teaching English language in secondary schools can be significantly improved, enabling students to become proficient and confident English language users.
Recommendation
- Offer Continuous Professional Development: Schools and educational institutions should organize regular professional development programs for English language teachers. These programs should focus on pedagogical approaches, instructional strategies, and the integration of technology in language teaching. Continuous professional development will enable teachers to stay updated with the latest methodologies and enhance their instructional effectiveness.
- Reduce Class Sizes: Efforts should be made to reduce class sizes in secondary schools, particularly in English language classes. Smaller class sizes allow for better individualized attention, interaction, and feedback, which are crucial for language development. Allocating additional resources and employing more teachers can help achieve smaller class sizes, leading to more effective language instruction.
- Establish Language Immersion Programs: Schools should actively seek opportunities to establish language immersion programs for students. This can be done through partnerships with local communities, educational institutions, and international organizations. Exchange programs, language camps, and cultural events can provide students with valuable exposure to authentic English language contexts, promoting fluency and cultural understanding.
- Foster Collaborative Learning: Promote collaborative learning among students by incorporating group work, pair work, and projects into English language classes. Collaborative activities encourage active participation, peer interaction, and the development of communication skills. Creating a supportive and inclusive classroom environment will enhance language learning and build students’ confidence in using English.
- Embrace Technology Integration: Encourage the integration of technology into English language instruction. Schools should provide access to language learning apps, online resources, and interactive software that supplement classroom teaching. Teachers can leverage online platforms for collaboration, communication, and virtual language exchange, providing students with opportunities to connect with native English speakers and other learners worldwide.
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