Abstract
It is observed that quite a number of adults are unable to learn a second language apart from their mother tongue. Therefore, the purpose of this study is to investigate the reasons behind the poor or no acquisition of Second Language in adults. We have, therefore, collected our data through questionnaire and employed descriptive statistics, using single percentage in tabular form, bar charts and histograms to analyse our data. The major findings are that 18(30%) of our respondents agreed that they do not think they can learn the English language; implies that majority of our respondents have a negative attitude towards the English language and this inhibits learning and that 54(90%) of the respondents agreed that they prefer their native languages to English. This shows that there is cultural bias and as far as 90% of our respondents are concerned. This is also an inhibitor to learning the English language. Recommendations have also been given to assist learners learn better given the factors discovered to inhibit this learning.
CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract vi
Table of Contents vii
List of tables x
List of figures xi
1.0 Chapter One-General Introduction
1.0 Introduction 1
1.1 Aims and Objectives 1
1.2 Scope of study 1
1.3 Justification 2
1.4 Methodology 2
1.5 Chapter Summary 3
2.0 Chapter Two-Literature Review
2.0 Introduction 5
2.1 Definition of terms 5
2.2 Second Language Acquisition 6
2.3 Language Acquisition Theories
2.3.1 Behaviourism 7
2.3.2 Mentalism 9
2.4 Linguistic concepts
2.4.1 Socio cultural factors in L2 acquisition 14
2.4.2 Language and culture 14 11
2.4.3 Cultural confrontation 16
2.4.4 Cultural familiarisation 20
2.5 An eclectic approach to factors affecting language learning 22
2.6 Conclusion 28
3.0 Chapter Three-Presentation and Analysis of Data
3.0 Introduction 29
3.1 Section One: Presentation and Analysis of Data Based on Personal Variables 30
3.2 Section Two: Presentation and Analysis of Data Based on Some Research Questions 34
3.3 Section Three: Presentation and Analysis Based on a Randomly selected Few lexical items of the English language 49
3.4 Chapter Summary 52
4.0 Chapter Four-
Summary of Findings, Recommendations and Conclusion
4.0 Introduction 53
4.1 Summary of Findings 53
4.2 Recommendations 56
4.3 Conclusion 57
Bibliography
Appendix
List of Tables
Table 3.1.1: The distribution of respondents according to sex 23
Table 3.1.2: The distribution of respondents according to age groups. 24
Table 3.1.3: Distribution based on ethnicity 25
Table 3.2.1: The categorization of English language 27
Table 3.2.2: The distribution of respondents based on ability to speak English. 27
Table 3.2.3: The distribution of respondents who like English but cannot Speak it. 29
Table 3.2.4: The distribution of respondents who think they cannot learn the English language. 30
Table 3.2.5: The distribution of respondents based on those who prefer their native language to the English language. 32
Table 3.2.6: The distribution of respondents based on response to time in Language acquisition. 33
Table 3.2.7: The distribution based on responses on an assertion that ‘it is compulsory to speak English where I work’. 34
Table 3.2.8: The distribution based on an assertion that ‘if I speak vernacular where I work, I will be punished’. 36
Table 3.2.9: The distribution based on an assertion that ‘I have a formal training in the use of English’. 37
Table 3.3.1: The use of correct plural and tense forms
Table 3.3.1.1: Showing the percentage use of each lexical item in this research (1-5). 39
Table 3.3.1.2: Showing the percentage use each of the lexical items in this research (6-10). 39
List of Figures
Figure 1: A bar chart showing the distribution of the respondents according to sex. 23
Figure 2: A bar chart showing the distribution of the respondents according to their age groups. 25
Figure 3: A bar chart showing the percentage distribution of ethnicity 26
Figure 4: A bar chart showing the percentage of those who agreed that English language is easy to learn. 27
Figure 5: A bar chart showing the proficiency of speakers of the English language based on the responses got from our questionnaire. 29
Figure 6: A bar chart showing the percentage of responses of the respondents on the assertion that ‘ I like English language but cannot speak it’. 30
Figure 7: A bar chart showing the percentage of those who agreed that they do not think they can learn English language and those that did not. 31
Figure 8: A bar chart showing the percentage distribution of responses on the assertion that ‘I prefer my native language to English language’ 32
Figure 9: A bar chart showing the percentage distribution of respondents who agreed to the assertion that ‘if I had enough time I will learn English language better’ and who did not. 34
Figure 10: A bar chart showing the percentage distribution of respondents who agreed to the assertion that ‘it is compulsory to speak English where I work’. 35 Figure 11: A bar chart showing the percentage distribution of respondents based on the assertion that ‘if I speak vernacular where I work, I will be punished’ 36
Figure 12: A bar chart showing the percentage distribution of respondents on an assertion that ‘I have a formal training in the use of English’. 38
Figure 13: A histogram showing the percentage distribution of respondents based on the randomly select few lexical items. 39
GENERAL INTRODUCTION
1.0 INTRODUCTION
Learning a second language for an adult is a demanding task but attainable. This research is meant to expose those reasons why adults find it difficult to learn a second language. Very few of a vast number of people who have difficulty in acquiring a second language know the reasons behind their little or no acquisition of the target language; this is the major reason for attempting this research. The researcher’s interest in the field of language acquisition is also a propelling force for attempting this research.
1.1 AIMS AND OBJECTIVES
One of the major aims of this research work is to analyse the reasons behind the little or no acquisition of second language in adults. Another objective of this laudable research is to make a reader understand how he/she can learn a second language better. This research also intends to compliment other researchers’ efforts in the field of language acquisition and to fill in gaps where they have left vacuums.
1.2 SCOPE OF STUDY
Taking into consideration the vastness of the proposed topic, it will only be appropriate to streamline this research work to two theories which have perspectives of language acquisition focusing on variables that can either improve or impair second language learning in adults. These variables would be considered thoroughly as this research progresses.
