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STUDENTS'
ATTITUDE AND PERFORMANCE IN TEACHING AND LEARNING OF ENGLISH LANGUAGE
CHAPTER ONE
INTRODUCTION
1.1
BACKGROND TO THE STUDY
English
Language is a language that was brought into Nigeria by the white men. Nathn
(2005).
According to
Alabi (1999), the first obstacle confronted by the visitors (White men) was the
communication barrier between the natives and them. There was then a pressing
need to dislodge this obstruction, hence the need to teach the Basic English
for communication, business transaction, missionary activities and for other
official functions.
Since the
introduction of English language in Nigeria by the British, it has waxed in
importance in the minds of Nigerians. In recent years, its mastery is so valued
that it is consciously or unconsciously equated with erudition by Nigerians. It
is apparently its equation with learning, its economic utility and the people's
seemingly natural desire for proficiency in a "foreign tongue" that
can explain the enthusiasm and anxiety that characterizes the study of English
at all levels of education in Nigeria. Amuzie (2009).
Abraham
(2005) opined that since Nigeria is a country that is rich in its indigenous
cultures and has so many ethnic groups with different languages, it became
imperative that the English language be used as Lingua-Franca as well as an
official language. It is a language of business and communication among
Nations.
Adua (2001)
states that the English language has become an important resource for self-
enhancement. Social and political empowerment and also, an access to
educational and job opportunities.
In spite of
all the importance attached to it, the current status of English is viewed as
ambiguous. Idiagbon (2007). This, in the sense that the importance of English
as a lingua-franca and official language is in contrast with the neglect of the
English instruction and failure to upgrade the language in general, among a
great portion of the population.
Mediocre
teachers and lectures who are unqualified in the field are employed to teach
the subject. Daniel (2008).
According to
Daniel (2008), there is the lack of a standard scheme of work to guide the
teaching process. The current scheme of work especially that of English is not
only porous (lacking some essential Items' or topics that can enhance the
students' mastery of lexical and syntactic complexities of the language) but it
is also infested with some incongruous topics which do not exist in English.
Idiagbon
(2007) states that there is an ethnic influence on the English language, which
hinders the population from learning and speaking the standard British English.
The Hausa
people seem to be least that attaches great importance or exert pressure on
themselves in speaking British Standard English. They do not regard their
language as a primus interpose among Nigerian languages but also see the
English language as a language of Christianity. Hence, dialectical English
enjoins more recognition among them.
In the
eastern part of the country, the influence of Pidgin English is highly
noticeable. Pidgin, for long has been adopted as a language of inter- ethnic
communication. As a result, the ‘freedom' enjoyed in the speaking of pidgin is
hereby transferred to the real English language, already characterized by
ethnic markers. This inhibits positive attitude and performance of students
from those regions.
There have
been no proper measures to upgrade the English language among a larger number
of the society.
Coupled with
these, Trifonovitch (1981) indicated that a student is automatically placed at
a disadvantage, when he already has a language of his own and is asked to learn
another language.
According to
Bolaji (2006), it has .been observed that since students are learning the
English language as a second language (L2), after acquiring basic knowledge of
their indigenous language (L1), it becomes difficult and tasking to fully
understand it. The students encounter so many challenges mentally, emotionally,
and psychological adapting to the new language.
Most
Nigerian students are apprehensive and afraid of the subject; English language
especially the grammar classes. They are afraid of making grammatical errors
when reading or writing the language. This is due to the importance the English
language holds in the society and the world at large. The students are aware
that much is required from them in the study of the language, if they really
want to fit in properly in the society but these children are not positively
motivated in the study of the language due to the lack of qualitative
instruction given in schools. Adejoke (2007).
The ethnic
influence on the language also reduces the user's commutative competence and promotes
a lackadaisical attitude of Nigerian students towards attaining a standard form
of E English. Abdullahi (2007).
The
objectives of teaching English language in secondary schools are for the
following specific purposes:
1. To enable learners to understand the
content of their education.
2. To prepare the learners for full
participation in the life of their country.
3. To provide learners with a means of
addressing and understanding a wider world.
4. To
give learners foundational level of competence roughly equal to that of the
learner for whom English is a mother tongue and a level of usage which
tolerates deviation that doesn't impair intelligibility.
5. To give learners the pleasure derived from
participating in English usage activities and reading, especially literary
works that is commensurate to their level of understanding and or mastery of
the language.
6. To enable students to develop proficiency
in the four major language and communicative skills- listening, speaking,
reading and writing to their utmost capabilities.
From the
analysis above, the multi- ethnic composition of Nigeria provides a guarantee
that the English language will continue to be needed for purposes of general participation
and assimilation in the social process. The nagging problem however, concerns
the equality- of English that is taught and the method of handling the subject
in the school system.
1.2 STATEMENT OF PROBLEM
Students are
negatively motivated to learn English language due to the lack of qualitative
instruction in English that is taught and the method at which the subject is
handled in the school system.
The general
public as well hasn't improved the situation. The kind of environment the
students find themselves is not encouraging enough to facilitate the learning
of standard British English. Thus, they have developed a negative attitude
towards learning the language and this in turn has necessitated poor
performances in the subject.
1.3 PURPOSE OF THE STUDY
The purpose
of the study is to help teachers develop effective strategies for successful
classroom pedagogies. It would reveal the problems that inhibit positive
attitude and performance of students in the subject and aid the teachers in
better preparation and dissemination of instruction to students. Therefore,
this study will focus on:
1. The role of teachers' characteristics in
the effective teaching and learning of English language.
2. Effects of teachers teaching method in
the accomplishment of the English language objectives.
3. Problems faced by English language
teachers that affects or influence teaching of the subject.
4. Problems faced by students that affects
or influence effective learning of the subject.
1.4 RESEARCH QUESTIONS
On the basis
of the stated problems and purpose of this study, the following questions will
guide the study.
1. How does the characteristics of a teacher
influence or affect the effective and performance of students In English
language?
2. To what extent does the teachers'
teaching method influence the performance of students in the subject?
3. What are the problems faced by teachers
which affect effective teaching of the subject?
4. What are the problems faced by students
which affects their attitude and performance in learning the subject?
1.4 HYPOTHESES
1. There is no significant difference in the
characteristics of teachers in respect to teaching and learning of English
Language in the various schools.
2. There is no significant difference in the
academic performance of students in English language in the various schools.
3 There is no significant difference in
the attitude of students towards the teaching and learning of English language
in the various schools.
4 There is no significant difference in
the teachers teaching method used in teachingEnglish language in the various
schools.
5 There is no significant effect of
student's attitude on students' academic performance in English language.
1.5 SIGNIFICANCE OF THE STUDY
The
relevance of this study is to help the teachers understand the pedagogy of the
language profession, so as to help the students learn it easily as well as gain
mastery and competence in it.
It would
also be a yardstick to the teaching and learning of the language, which would
thereby encourage the students to adopt new approaches to learning the
instruction. This would expose them to conceptualize and effectively manage
their own learning. Thus, reinforcing it and transferring their training to
practical situations.
1.6 SCOPE OF THE STUDY
The study-is
concerned with the factors that affect the attitude and performance of students
as well as the effective teaching and learning of the English language.
The study
will cover three secondary schools in Ifako-Ijaye Local Government Area of
Lagos State.
1.7 DEFINITIONS OF TERMS
The
following terms are used for the purpose of this research and are defined
according to content.
EL: English Language
ESL: English
as Second Language
NE: Nigerian English
L1: The first language acquired, which most
times is the mother- tongue
L2: The second language acquired
MT: Mother Tongue
OFFICIAL
LANGUAGE: The language accepted to be used for communication among nations and
Counties.
LINGUA
FRANCA: The language accepted to be used within a country by its citizens. A
unified language of communication amongst people within a country.
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