Full Project – EFFECTS OF EXTENSIVE READING IN PROMOTING COMMUNICATION COMPETENCE AMONG JSS 2 STUDENTS IN BWARI AREA COUNCIL OF FCT

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TABLE OF CONTENT

ABSTRACT

CHAPTER ONE.0 INTRODUCTION

1.1 BACKGROUND TO THE STUDY

1.2 STATEMENT OF THE PROBLEM

1.3 PURPOSE OF THE STUDY

1.4 RESEARCH QUESTIONS

1.5 HYPOTHESIS

1.6 SIGNIFICANCE OF THE STUDY

1.7 SCOPE OF THE STUDY

1.8 DEFINITION OF TERMS

CHAPTER TWO

2.0       LITERATURE REVIEW

2.1       THE NATURE OF EXTENSIVE READING

2.2       METHODS OF TEACHING COMMUNICATION COMPETENCE

2.3       COMMUNICATION COMPETENCE THROUGH WORD PARTS

2.4       EXTENSIVE READING AND COMMUNICATION COMPETENCE

CHAPTER THREE

3.0       RESEARCH METHODOLOGY

3.1       RESEARCH DESIGN

3.2       POPULATION

3.3       SAMPLE AND SAMPLING PROCEDURE

3.4       RESEARCH INSTRUMENT

3.5       VALIDITY AND RELIABILITY

3.6       DATA ANALYSIS

CHAPTER FOUR

4.0       DATA ANALYSIS

4.1       RESULTS

4.2       DISCUSSION OF FINDINGS

CHAPTER FIVE

5.0       CONCLUSION AND RECOMMENDATION

5.1       CONCLUSION

5.2       RECOMMENDATIONS

REFERENCES

ABSTRACT

The study examined Effects of Extensive Reading in Promoting Communication Competence Among JSS 2 Students in Bwari Area Council of FCT with reference to some secondary schools in Bwari Area Council of FCT. It also ascertained the teachers awareness of the benefits of extensive reading, the types of reading materials available for extensive reading for schools, the extent teacher engages student in extensive reading and the techniques/strategies teachers employ in developing extensive reading for communication competence. The study had a sample size of ninety-two (92) students selected from four junior secondary schools in the study area using purposive sampling technique. Three research questions were asked and three hypotheses generated. The hypotheses were statistically tested using mean, standard deviation and t-test statistical techniques. A pre-test in form of cloze test on registers of sports, education and politics was given to the students. After that, passages and articles from newspapers, magazines on sports, education and politics were given to the group of students to read before administering post test. After the post-test, it was found that the students had a higher achievement mean scores on registers of sports, education and politics. To prove the findings, the vocabulary gains of the low performer, mid and the high performer in the cloze test of sports education and politics were analysed before and after the treatment. This showed a significant improvement at the post test level. On the bases of these findings, the study concluded that extensive reading has a significant impact on the communication competence of students in junior secondary school level. It recommended that extensive reading should be embedded in junior secondary school curriculum and literature should be made compulsory at all levels of secondary schools in FCT in order to promote the love of reading and communication competence.

CHAPTER ONE

1.0       INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Extensive reading has been widely recognized as an effective method for promoting communication competence among junior students. Numerous studies have shown that extensive reading not only enhances students’ reading skills but also improves their overall language proficiency. By exposing students to a wide range of texts, extensive reading helps them develop a better understanding of grammar, vocabulary, and sentence structures, which are essential for effective communication.

Language acquisition without reading is difficult. Reading is a good way of comprehension. A good reader is able to understand sentences and structures of a written text. One important way to develop communication competence is through extensive reading. Students by reading extensively will be exposed to different new scope of vocabulary which is necessary in reading comprehension (McCutchen & Logan, 2011).

People learn to read by reading, and the ability to read proficiently is best achieved through extensive reading. Likewise, there is widespread consensus that there is a correlation between communication competency and extensive reading, for which communication competency and reading comprehension can be regarded as a mutually beneficial process. This mutual benefit means that vocabulary facilitates learners’ ability to decode meaning from the context (Lakpini, 2004). In addition to improving language skills, extensive reading also plays a crucial role in developing students’ communication skills. Through reading various texts, students are exposed to different writing styles, perspectives, and ideas, which broaden their knowledge and enable them to express themselves more effectively. Moreover, extensive reading provides students with a rich source of language input, allowing them to acquire new vocabulary and expressions that they can use in their own communication.

Adedokun (2009) has described communicative competence as “being able to meet the changing demands and to fulfill one’s communication goals across the lifespan”. Communicative Competence should accomplish four main purposes including: expressing wants and needs, developing social closeness, exchanging information, and fulfilling social etiquette routines (Adedokun, 2009). Communicative competence is comprised of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence (Abubakar, 2008). Communicative competence is manifested within the national standard through the interpretive mode, interpersonal mode, and presentational mode of communication (Biemiller, 2012). The interpretive mode of communication is characterized by the ability to interpret and understand spoken and written language whereas the interpersonal mode of communication describes the ability to maintain conversation between two or more individuals. The presentational mode of communication is highlighted by information presented through spoken or written language. When combined, these three modes of communication represent authentic real world communicative settings (Biemiller, 2012).

Reading is an indispensable tool in learning that forms an integral part of any learning situation, and the bedrock of education. Therefore, access to information is crucial to individual advancement as well as corporate educational development. Adedokun (2002) described reading as the act of translating symbols or letters into word or sentences that have meaning to an individual. It is also the understanding of what is seen in a text, which is the ability of the reader to take incoming visual information, process that information and obtain meaning from it. Information is indispensable. According to Lao & Krashen (2000), bridges the gap between knowledge and ignorance. One of the major avenues for acquiring information is reading. Reading is the foundation upon which other academic skills are built. It offers a productive approach to improving vocabulary, word power, and language skills.

Communicative competence has always been the goal of every language classroom wherein instructions are geared toward the components on organizational, pragmatic, systematic and psychomotor (Kamal, 2010). From the communication competence perspective, it is important to address academic reading as a meaning-based activity that is purpose and comprehension-driven. Reading is motivated by the reader’s particular purpose and propelled by increasing comprehension of the texts.

Extensive reading has a significant positive impact on promoting communication competence among junior students. It enhances their language skills, develops their communication abilities, promotes critical thinking and analytical skills, fosters cultural awareness and empathy, and encourages autonomous learning. Therefore, incorporating extensive reading into the curriculum is crucial for nurturing well-rounded and effective communicators.

Further, given that language is embedded in contexts and tasks, academic reading assessment should focus on contexts and purposes and address narrow language abilities as they emerge from the local context. Whether it involves primary school children or university students, it seems clear that most comprehension is linked to a purpose, and it is thus important to examine reading within the context of that purpose. It is on this note that the study investigated the perception and extent of Effects of Extensive Reading in Promoting Communication Competence Among JSS 2 Students in Bwari Area Council of FCT.

1.2 STATEMENT OF THE PROBLEM

By and large, the importance of reading cannot be overemphasized, because no learning activity or situation can take place without reading. But one of the major problems facing Nigerian students is their inability to communicate effectively (Agada, 2010).

This problem can be conceived to be linked with the absence of reading habit among students or non-challant attitude to reading to the use of the internet. Although there are many reasons why people read, but observations and researches have shown that there is a low reading habit among students in recent times, especially in developing countries, because reading is not considered as a relevant leisure activity as it does not form part of children’s social interaction and watching of television. Another major problem that leads to the absence of reading habits among students is on the advents of ICTs like the internet, cell phone, video games and other viewing gadgets.

Laufer (2003) is of the view that students now have viewing culture instead of reading culture because of the advents of these ICTs gadgets. Also the lack of available information resources like texts books both in the school library and at homes also could lead to lack of students forming the habits of reading. One series problem in reading comprehension is that among students are used to comprehending a passage on sentence level rather than on discourse level. This frailer causes some students to be dependent on understanding every single sentence in a text, even when this is not necessary to fulfill their reading purpose, with the result they tend to rend all texts at the same speed. In addition, the student heavily relies on dictionaries to get the meanings of some new words. It is against this background that the study examines the role of extensive reading in promoting communication competence among secondary school students in FCT.

1.3       PURPOSE OF THE STUDY

The aim of this research work is to investigate the Effects Of Extensive Reading in Promoting Communication Competence Among JSS 2 Students in Bwari Area Council of FCT with reference to some secondary schools in Bwari Area Council of FCT.The specific objectives are;

1. To ascertain the teachers awareness of the benefits of extensive reading.
2. To identify the types of reading materials available for extensive reading in schools.
3. To determine the extent teacher engages student in extensive reading.
4. To determine the techniques/strategies teachers employ in developing extensive reading for communication competence.

1.4 RESEARCH QUESTIONS

1. To what extent are teachers aware of the benefits of extensive reading?
2. What are the types of reading materials available in schools for extensive reading?
3. To what extent do teachers engage students in extensive reading activities?
4. What techniques and strategies do teachers employ to develop extensive reading skills for communication competence?

1.5 HYPOTHESIS

H0: There is no significant relationship between extensive reading and student communication competence

1.6 SIGNIFICANCE OF THE STUDY

Extensive reading is a useful strategy for students to improve their communication competence. The study provides other researchers with some reliable instruments, action procedures, and experimental findings for use in future research. To the researcher’s knowledge, there are no studies about the effect of extensive reading on communication competence in the context of Nigerian secondary schools. Most of the studies were conducted on the effect of extensive reading on reading proficiency or the effect of extensive reading on other skills separately. However, most of the related studies approve that using extensive reading is an effective tool for achieving communication competence

Finally, the research will also help school owners to come up with better reading strategy to improve the communication competence of their students through the active role of teacher. It will also help sensitize the government in improving the syllabus as well as raising the standard of learning so as to student communication competence by making available all the necessary materials within the school setting so as to encourage extensive reading among secondary school students.

1.7 SCOPE OF THE STUDY

The scope of this study is to investigate Effects Of Extensive Reading in Promoting Communication Competence Among JSS 2 Students in Bwari Area Council of FCT with reference to some secondary schools in Bwari Area Council of FCT

1.8 DEFINITION OF TERMS

Reading: Reading is a process of constructing meaning through dynamic interaction among the reader’s existing knowledge, the information suggested by the text being read, and the context of the reading situation.

Extensive Reading: Extensive reading is the teaching of reading in terms of language skills by studying reading texts intensively in order to practise reading skills such as distinguishing the main idea of a text from the detail, finding pronoun referents, or guessing the meaning of unknown words.

Communication: Communication is the act of conveying intended meanings from one entity or group to another through the use of mutually understood signs and semiotic rules.

Communication Competence: Communication competence is seen a as “being able to meet the changing demands and to fulfill one’s communication goals across the lifespan.

Grammatical Competence: Grammatical competence is the knowledge of the structure and form of a language; some of which include its morphologic, syntactic, phonemic and graphemic features.

Discourse Competence: Is the knowledge of the interrelationship between and logic across sentences and phrases is characteristic of discourse competence. An individual with strong discourse competence can aptly judge the relationship between different ideas within a text.

Sociolinguistic Competence: Sociolinguistic competence focuses on the recognition and accordance of the rules of interaction; taking turns, appropriate greetings, proper use of formal/informal register, naturalness or overall native-like language

Strategic Competence: Strategic competence is characterized by the ability to make the most of the language, particularly when compensating for language deficiencies.

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Full Project – EFFECTS OF EXTENSIVE READING IN PROMOTING COMMUNICATION COMPETENCE AMONG JSS 2 STUDENTS IN BWARI AREA COUNCIL OF FCT