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
