The Utilization of Language Activities in the Teaching and Learning of English Language in Senior Secondary in Obio Akpor Lga
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To ascertain the challenges of teaching and learning of English language in secondary school in Obio Akpor LGA
- To ascertain the factor that affect the development of English language in secondary of Obio Akpor LGA
- To ascertain whether utilization of language activities affect teaching and learning of English language in secondary school in Obio Akpor LGA
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.
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 the utilization of language activities in the teaching and learning of English language in senior secondary in Obio Akpor LGA
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).
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.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133 (one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
Question 1
Gender distribution of the respondents.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the utilization of language activities in the teaching and learning of English language in senior secondary school in Obio Akpor LGA. 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 the utilization of language activities in the teaching and learning of English language in senior secondary school
Summary
This study was on the utilization of language activities in the teaching and learning of English language in senior secondary school in Obio Akpor LGA. Three objectives were raised which included: To ascertain the challenges of teaching and learning of English language in secondary school in Obio Akpor LGA, to ascertain the factor that affect the development of English language in secondary of Obio Akpor LGA and to ascertain whether utilization of language activities affect teaching and learning of English language in secondary school in Obio Akpor LGA. 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 obio Akpor. 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
The importance of English language cannot be overemphasized, due to its role in social, political economical, and environmental development. There are many challenges that teachers and the learners face in teaching and learning English in Nigerian schools. Both the teachers and learners have role to play in overcoming this situations
Recommendation
Teachers of English should employ more collaborative activities that will actually engage learners in active interaction of the material given.
- Teachers of English should acquaint themselves with knowledge of these collaborative activities in order to improve their teaching competence and skills.
- Learners should be encouraged to process information and arrive at their own meaning, interact and share experience so that they will be in control of their learning and use language in varied life situations.
- Learners are engaged, motivated and active when they work together. To this end, teachers should organize activities / competitions that will enable them to co-operate and participate in such a way that communication and higher level thinking skills are developed
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