Full Project – A SURVEY OF THE CHALLENGES ASSOCIATED WITH THE LEARNING OF ORAL ENGLISH IN SECONDARY SCHOOLS
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CHAPTER ONE
INTRODUCTION
Background to the Study
Language is the greatest defining characteristic and trait of humans. Language is defined by a set of decoded vocal sounds. Language is not a self-contained entity. It is perpetually contextualized. Language and society are inextricably linked. The interdependence between language and society cannot be overstated in a child’s education. Language serves as a map of social reality. English is a widely spoken language in Nigeria. The English language has developed into a priceless British heritage, providing Nigerians with yet another method of expressing their culture. Nigeria’s official language is English (Adedimeji, 2007).
Notwithstanding, it has been observed that there are many problems militating against the teaching and learning of Oral English in Post primary schools as enumerated by many writers on problem of Oral English in Nigeria. They attributed the high level of failures in Oral English to lack of students concentration in the classroom, their view steamed from observed students performance in Oral English.
Thus, observed failure could be as a result of inability of the students to understand economic terms, lack of finance to buy relevant textbooks, inadequate teachers, inability of the students’ to interpret Oral English table and graph, inappropriate and ineffective method of teaching, lack of control over the attitudes of students and teachers and others which have contributed to low level of teaching Oral English in secondary schools.
Okorie (1979: 152) suggested that for the effective teaching to take place, the skillful teacher needs to use the many effective method and techniques effectively because in them his success and failure depends. He further emphasized that the success in the use of methods depends on the intelligent analysis of educational purposes, pupil in the class and the curriculum content of the moment.
A few moment reflection is sufficient to reveal that every society faces crucial issues and problem in education which have very serious economic angles that cannot be overlooked easily for instance, the production of education as well as the acquisition of education both require the use of large qualities of scare resources (Production of education requires conducive classrooms, administrative blocks, personnel, librarians, laboratories while the acquisition of education requires expenditures on tuition fees, book, travels, uniform, lodging etc. and students time.
The English language serves a variety of purposes in Nigeria. It functions as a lingua franca. It is the language of instruction, the constitution, nationalism, the media, the government, and education, among other things. This is because Nigeria is a bilingual country, and the English language acts as a means of communication between its citizens. From the fourth year of elementary school until the university level, a kid is introduced to the English language (Adegbija, 2004). This is stated unequivocally in Section 4 paragraph 19, subsection on elementary education, 2004 of the Federal republic of Nigeria’s national policy on education. ‘That English shall be utilized as the medium of instruction and immediate environment language beginning in the fourth year, and that French shall be taught as a subject’. This means that beginning in the fourth year of elementary school, English will be the language of teaching.
Statement of the Problem
There is no doubt that secondary school students in Nigeria are being faced with the problem of mother tongue language interference in studying English language. The oral aspect of English language is the main focus of this research. The impact of the mother tongue language on the pronunciation of English words is one of the problems. The impact of the home background on the students’ pronunciation of English words is also a problem.
Hence, series of works have been done concerning the problems of mother tongue language interference on the oral English of secondary school students in English language but it was observed that little or no emphasis has been made on the Survey of the challenges associated with the learning of oral English in secondary schools.
Poor performance in Examination is caused by many factors such as; students ineffective study techniques, quality of teachers and method of teaching, the parents inability to provide useful materials like textbooks, exercise books and school fees and problem of inadequate instructional materials for teaching and learning of Oral English in schools.
Consequently, there has been a need to conduct a research work on the Survey of the challenges associated with the learning of oral English in secondary schools.
Purpose of the Study
The general purpose of this study is to examine the Survey of the challenges associated with the learning of oral English in secondary schools. Specifically, the purposes of this study are to determine;
- The impact of home background on the students’ performances in oral English.
- The impact of non-availability of language equipment on students’ performances in oral English.
- The impact of poor teaching on the students’ performances in oral English.
- The impact of the teacher’s qualification on the performances of students in oral English.
Research Questions
Based on the purposes of this study, the following questions are raised to direct the study.
- What are the impacts of home background on the students’ performances in oral English?
- What are the impacts of non-availability of language equipment on the students’ performances in pronunciation?
- What are the impacts of poor teaching on the performance students in oral English?
- What are the impacts of the teacher’s qualification on the performance of students in oral English?
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Full Project – A SURVEY OF THE CHALLENGES ASSOCIATED WITH THE LEARNING OF ORAL ENGLISH IN SECONDARY SCHOOLS