THE PROBLEM OF ORAL EXPRESSION IN ENGLISH LANGUAGE. SOME SELECTED SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA, BENIN CITY, EDO STATE
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THE PROBLEM OF ORAL EXPRESSION IN
ENGLISH LANGUAGE. SOME SELECTED SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT
AREA, BENIN CITY, EDO STATE
ABSTRACT
The study targets the problem of
oral expression among students in some selected junior secondary school in Oredo
Local Government Area of Edo State. some researcher questions were formulated
to guide the direction of the study. A review of related literature was carried
out to find out the views of other writers on the topic studied. Both teachers
and students in the selected schools were involved in the study with data for
the study collected through the administration of questionnaire to both
teachers and students. Their responses were tabulated and placed side by side
related research questions for analysis and interpretation for a desired
result. Lastly, Summary, findings and conclusion with recommendation were made.
TABLE OF CONTENT
CHAPTER ONE
1.1
Introduction
1.2
Problem of the study
1.3
Purpose of the study
1.4
Significance of the study
1.5
Scope of the study
1.6
Limitation of the study
1.7
Operational definition of terms
CHAPTER
TWO
2.0
Review of related literature
2.1
Poor teacher approaches to lesson
2.2
Sociological factors
2.3
Behaviorism
CHAPTER THREE
3.0
Methodology
3.1
Goals of study
3.2
Population
3.3
Class sampled
3.4
Sampling techniques
3.5
Instrumentation
3.6
Method of data collection
3.7
method of data analysis
CHAPTER FOUR
Presentation and
analysis of data
CHAPTER
FIVE
Summary, Conclusion
and Recommendation
5.1
Summary
5.2
Conclusion
5.3
Recommendations
REFERENCES
CHAPTER ONE
1.1
INTRODUCTION
Nigeria
adopts English Language as its official language due to many reasons. Of course
the principal reason cannot be divorced from ethnic linguistic diversities and
the major ethnic languages are Hausa/Fulani in the North, Ibo in the East and
Yoruba in the West. English is the language of government, institutions and
businesses transaction in the country. It then stands to reason, therefore,
that one must have a thorough grasp of the language in both its spoken and
written forms. Nigeria therefore remains blessed with a language that is
meeting her national aspirations, one that is well advanced and embraced
universally, English language that is on this premise is hinged, the various
governments, local, state and federal attachment of great importance to the
teaching and learning of English language in the educational institutions of
learning.
English
language is one of the most powerful literary tools developed to a tremendous
level, vivid and accurate records of our heroes both living and dead, (Late
Chief Obafemi Awolowo, Dr. Nnamdi Azikiwe etc) may not have been possible
without the use of English language. The language is powerfully employed in
self expression as well as in literature, essays and letters.
English
as a medium of instruction in higher studies and for internal and external
examinations has remained unchanged. English language has for long been a
unifying factor among the numerous language spoken in Nigeria today and it has
done a lot of good. Wole Soyinka won the (1980) noble prize for literature
which is a thing of pride and joy to the entire black continent. If Wole
Soyinka had written all his books in Yoruba, he certainly would not have won
the noble laureate prize. It is therefore not surprising that much emphasis is
placed on the teaching and learning of English language. English language is
used in all ramification of the nation’s educational system, but the emphasis
notwithstanding, the performances of students in English language is not encouraging.
1.2
PROBLEM
OF THE STUDY
Most
students find it difficult to express themselves in some given situations. This
is because they lack the rudimentary knowledge that is in English language.
Elements which are vital for sentence construction such deficiency includes the
ability of the students concerned to recognize the varying slots in the
structure of the English Language.
This
problem is more touching and alarming when one considers the percentage of
students who fail the English language in secondary schools. It is devastating
when one discovers that a student’s linguistic expression of his thought is
universally considered as invaluable communication tool in all his transactions
the situation becomes more poignant when it is considered that a student’s
competence and proficiency in English language expression are always regarded
as valuable assets. Since these will create effective ability in all the
individuals discipline in the school and in the use of English language itself.
Therefore, it is expected that at each level or class in the school, each
student should be able to express his or herself proficiently in English
language both in written and oral work with an academic performance that is at
least related and appropriate to such level.
It is in
regard to improving on the above difficulties that many writers have stressed
the fact of spoken language coming first in the learning of a language which
the mastery of it is carried over to the written language. Wilkin (1974) said
that in recent years it has been argued on both linguistic and psychological
grounds that spoken English should be the principal objective in the language
teaching in the face of these observations it becomes necessary to find out the
factors affecting the proficient teaching of spoken English, its vocabulary and
that of sentence structure.
1.3
PURPOSE
OF THE STUDY
To find
out or discover some of the factors responsible for the poor performance of
students in English language in these schools. There can be different reasons
why researcher undertakes in carrying out certain studies and this in view that
of this study include the following;
To create
learning situation in which non-native speakers can gain proper insight into
how a particular language is used for living, social interaction and
communication. It also expresses ones experience in such a way that it can be
made meaningful to others.
Moreover,
it is to enable student’s acquire the vital structural meaning of words over
and over, it is to place a strong emphasis upon the spoken language in record
and foreign language teaching. It will also help teachers to learn the best way
of exposing learners to the skills of English language.
1.4
RESEARCHER
QUESTIONS
1.
Is there
any relationship between teaching approach/methods of delivery lesson and
students performances in English languages?
2.
Is there
any relationship between social environment and measured performance of
students in English language?
3.
Does
mother tongue interference have any effect on student’s performances in English
language?
4.
Does
student’s attitude to English studies have a bearing on their performances in
English language?
1.5
SIGNIFICANCE
OF THE STUDY
Poor
achievement in spoken and written English is generally a problem in present day
schools. The poor standard could be observed in the students spoken and written
English. This is also detectable in daily interactions and transactions. In the
schools English language by the students in the environment of use is
exhibited. This thus, calls for the urgent need of solutions to the problems
and to achieve this, the problems aforementioned must be identified and solved.
This is
where this study becomes significant as it is expected that the findings and
recommendations will solve the problem.
1.6
SCOPE OF
THE STUDY
This
study concentrates on the factors responsible for poor performance of students
in English language, in some selected schools, Emotan College School I, II, III
and Idia College in Oredo, Benin City. This study covers the teachers and their
pupils or students in these selected secondary schools.
1.7
OPERATIONAL
DEFINITION OF TERMS
Non-Challant: This
terms means not having, not showing interest in something.
Heroes: This
means those who have distinguished themselves in acts of valour and bravery.
Poor Performance: This
simply means not doing well academically, that is not good or of a quality that
is low or lower than expected.
L1: Mother
tongue
L2: Second
language
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