THE PROBLEMS AND PROSPECTS OF TEACHING ENGLISH LANGUAGE IN SECONDARY SCHOOLS (A CASE STUDY OF ENUGU SOUTH L.G.A)
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THE PROBLEMS
AND PROSPECTS OF TEACHING ENGLISH LANGUAGE IN SECONDARY SCHOOLS (A CASE STUDY
OF ENUGU SOUTH L.G.A)
ABSTRACT
The
objective of this research work was to find out the problems and prospects of teaching
English Language in Secondary Schools in Enugu South Local Government Area of
Enugu State. This research work as an investigation to find data for this
study, a total of two hundred (200) respondents were selected from a population
of one thousand people. After carrying out the research, the research found
that the teaching and learning of English Language in Secondary Schools in
Enugu South has a lot of problems which include:
(a) Lack of qualified English teachers in
those schools.
(b) Lack of language laboratories in the schools
(c) Inadequate use of teaching materials and
(d) Lack of conducive environment for
learning
(e) Lack of incentive and lack instructional
material or teaching resources etc.
These entire
problems affect the teaching and learning of English Language in Secondary
Schools sin those schools in Enugu South.
TABLE OF
CONTENTS
Title
page
i
Approval
page ii
Certification
iii
Dedication
iv
Acknowledgment v
Table of
contents
vi
Abstracts
viii
CHAPTER ONE:
Introduction
1
1.1 Background of the study 3
1.2 Statement of the problem 8
1.3 Purpose of the study 10
1.4 Significance of the study 10
1.5 Research Questions
11
1.6 Scope of study
12
1.7 Limitation of study
12
1.8 Definition of terms
13
CHAPTER TWO:
Literature Review
15
2.1 Theoretical Review
15
2.2 Problems of teaching English
Language 15
2.3 Solution to the problem 20
2.4 General ways of improving the teaching
and
learning of
the English Language in
Secondary
Schools
22
2.5 The Public Concern
23
CHAPTER
THREE: Research Methodology
3.1 Research Design
25
3.2 Area of the study
25
3.3 Population of the study 26
3.4 Sample and sampling techniques 26
3.5 Research Instrument 27
3.6 Validation of the instrument 27
3.7 Method of Data Collection 27
3.8 Method of Data Analysis 28
CHAPTER FOUR
4.1 Research Question One 30
4.2 Research Question Two 30
4.3 Research Question Three 31
4.4 Research Question Four 31
4.5 Discussion of Results 39
CHAPTER
FIVE: Discussion of Findings
5.1 Use of instructional resources/media 42
5.2 Conclusions
44
5.3 Recommendation
47
References
49
Appendix
CHAPTER ONE
INTRODUCTION
English is
one of the major languages out of about 5000 estimated languages spoken in the
world. About 200 years ago, English was
simply the language of less than 15million peoples.
Today,
however, English is used by more than 300million people and second only to
Chinese as regards the number of people using a particular language. Oga R.O (2007), ascertained that English
Language is one of the most influential and fast growing languages spoken across
the globe.
One fifth of
the earth’s land surface use English either as native tongue or official
language.
Of the
entire World’s Languages English is the most widely studies language,
especially in areas where it is not native.
Today, English is used in several countries in the American continent
including the United States of America and Canada, New Zealand, Republic of
South Africa, Australia, Nigeria and Ghana, including other countries in the
West African, Sub continent. Though
English was actually the language of colonization in these countries like India
they have since remained the official languages in most of the colonized
territories.
In other
countries including Japan and China according to Udemba S.C (2007), English
Language is usually taught as the chief foreign language.
Equally,
about half of the world’s scientific and technical journals, as well as
newspapers, are printed in English.
During the cold war the former Soviet Union used English in their
propaganda broadcasts across the developing countries in Africa and Asia. The spread of English is further enhanced
through the establishment of British Council and United States information
service by the British and U.S governments respectively with centers and
libraries in various countries including Nigeria.
All these factors
have therefore made it easy for anyone who understands and speaks English, and
moves around major cities in the world to communicate effectively with one
another.
According to
Anibueze (2007), English Language is a lingua franca. As a lingua franca, it is
the language for unification. It is
highly established so that the people of varied language will have purposes to
relate together maturely and work in union.
For example, Hausa man may comfortably stay and effectively speak with a
Yoruba man or an Igbo man, advice versa.
1.1 BACKGROUND OF THE STUDY
The English Language has remained a
very important tool for socialization and bureaucracy activities in Nigeria,
since the days of colonialism. Then,
English was taught to their native servants just to equip them for domestic
functions.
It was only
natural that emphasis wad laid on spoken English only and not either on written
English or both of them. However, with
the emergence of a new class of people, with time, the civil servants, and
their new roles in the colonial administration, the teaching and learning of
the language took another forms:
Written
English become prominent. Edward W.T.
(2003) ascertained that this was very important as Nigeria which is a British
began to interact with other British Colonies and citizens in Africa.
Today English is the language for the
international community, According to Ezugu (1995), the English Language is the
most widely spoken language in the world.
It is used as either a primary or secondary language in many
countries. It is the Language of
education administration, law, World trade, International diplomacy as well as
that of pop culture.
It is
therefore worth while acquiring mastery of this very important language for
whoever does not, has deprived himself of access to the world’s brightest of
idea and modern technologies.
In Nigeria today English remains the
language of pedagogy, students can hardly make commendable progress in their
studies without adequate mastery of English, through which most of the courses
in primary, secondary and tertiary institutions are taught and examined.
This calls
for a system that would be both rudimentary and functional in its
approach. This is important for
according to Umaru (2005) as a student learn a new language, very often he does
not know how to express what he wants to say in writing. Since the student uses
a foreign language as a medium of communication, he has to start from the
scratch to learn the rudiments of the language.
It is natural then that this is the junction where the various problems
arising from the teaching and learning of the language meet the need to do so
properly.
Language Teaching, according to Oluikpe
(2003) the basic criteria for assessing students’ proficiency in writing and
speak are generally control of the basic grammatical categories such as
punctuation, tense, number, gender etc.
Language
Teaching in Nigeria had fraught with deficiencies. The major reason for these deficiencies is
our English teachers who are not well-trained only but are also non-professionals. And even if they are some what trained, their
training is not up to work. A situation
where a teacher of language has no mastery of it grammatical categories, as we
see today, does not mean well for the system.
Also writing on these problems facing language teaching, Regneret al
(2001) ascertained that “many good teachers are adoptive rather than rigid in
their approach to teaching children and only loosely base on their instruction
on a given method. Language is the official medium of communication to
humans. It is one of the things that
differentiate man from animals. Signs
and symbols have no International understanding and may be difficult to
understand. Picture, painting and sculptures cannot be read by all. This makes language superior to all of them
because it is easily understood and generally used. According to Ozohili Oby (2007) language
literally means the “tongue” a human organ used in speaking. According to Ozohili (2007), traditionally,
language is defined as a system of arbitrary vocal symbols by which thoughts
are communicated from one being to another.
Language Learning: Human beings has the
ability to learn and to understand and think about things. He has the capacity to gain and use
knowledge. He can as well explore
situations, collect information, plan and execute the plans. Man’s high intelligence has also enable him
to evolve a level of linguistic communication by which life can be regulated. Theodore M.C, (2001) stated that language
learning requires thoroughly time, patience and practice. It cannot be done
solely in school with the large class but requires few minutes daily practice
for individual students.
Therefore,
pupils and students should be encouraged to practice this language in their
leisure time inorder to master the language as required.
Methodology: The methodology here
refers to the method by which the teachers presents his/her materials to the
learners and engages them in the task at hand. Methodology is very vital in
every teaching-learning situation.
For
according to Robert .M., (2003) for effective teaching and learning to take
place, the skillful teacher needs to use the many different methods and
techniques at his command.
Even though
there is a great diversity in teaching methods and techniques, there is no one
of them that can be regarded as the best for every teaching situation. This is
however assumed that a carefully designed teaching method can work wonders in
making learning more effective.
The Teaching Materials: The teaching
materials involves the dominance of textbooks, dictionaries, chalkboards,
workbooks, (which are rarely used) and posters in the teaching of English
Language in Secondary Schools in Enugu South Local Government Area of Enugu
State has been counter – productive.
Modern media
such as audio and video tapes, language laboratories, programmed texts, flash
cards, computers, magazines and newspapers are not in use. These findings agree with those of kolawole
(1998) who found that the teaching of English Language is bedeviled with many
problems such as inadequate of adequate and useful resources.
1.2 STATEMENT OF THE PROBLEM
The English
Language is our cultural window into the world of heterogeneous culture and
traditions. It is a gate of all higher
intellectual pursuit. It is our medium
of instruction in schools from the kindergarten to university level.
Therefore,
students at the secondary school levels are expected to communicate effectively
in writing using the English Language.
It is however regrettable that the
teaching of this important tool of both effective education and
national/international socialization at secondary schools in Enugu South Local
Government Area of Enugu State, just like in other secondary schools in Nigeria
had been suffering some defects and neglects alike.
Lack of
qualified teacher equipped to groom the students seems to be the major problems
in the schools – Text books are constantly changed thereby causing disjointed
teaching method.
Other
instructional materials are also not available.
Language Laboratory to aid the acquisition and master of English Sounds
is a strange story to both the teachers and students in this area.
Above all, mother tongue interference
poses a debilitating danger to the prospect of good English acquisition in
those secondary schools.
Since the students first acquired their
mother tongue before learning the English Language this leads to grammatical
errors in time of their performance as these vernacular patterns are different
from English patterns.
1.3 PURPOSE OF THE STUDY
The major aim of this study is to
determine the problems facing the teaching and learning of the English Language
in the Secondary Schools in Enugu South Local Government Area and possible
prospects to that specifically, the study indented to:
(i) Identify and classify these problems
(ii) Determine the magnitude of these
problems
(iii) Make recommendation for more language.
1.4 SIGNIFICANCE OF THE STUDY
Any academic research embarked upon
must be aimed towards achieving a particular goal which will be significant to
the society.
Based on
this, the findings of this study will provide us with the basic information on
the nature and causes of these problems, which will be of a great importance to
teach the students in Enugu South educational zone. Therefore, they will go along way in
improving teachers teaching method and students standard in both writtenand
spoken English, so as to enhance good performance of the students in
examinations. It will help teachers to
know the areas in which these problems occur mostly and frequently and then
improve their teaching strategies.
The findings
of the study will help authors and textbook publishers to know the areas to
stress the subject.
1.5 RESEARCH QUESTIONS
The following research questions have
been formulated to guide the study:
(a) Do Secondary School teachers use
instructional resources frequently in teaching the English Language?
(b) Do the English Language teaches use
appropriate methods in teaching English Language frequently?
(c) Do Secondary School students in Enugu
South Local Government Area learn English Language in environment conducive to
learning?
(d) Do you think that the existing condition
can be improved upon?
1.6 THE SCOPE OF THE STUDY
The study
covered the following: the problems of teachingEnglish Language, the methods
and techniques of teaching English in Secondary Schools, an examination of
problems encountered by teachers in their classes.
1.7 LIMITATION OF THE STUDY
In
consequence with the topic of this project which is “problems and prospects of
teaching English Language in Secondary Schools in Enugu South Local Government
Area of Enugu State”. The researcher has
no intention to study other Schools outside the given Local Government
Area. Efforts made in the past improving
these problems will not receive attention for treatment here since the existence
of the problems prove them ineffective.
Again, the
major focus would be on problems encountered by teachers in teaching the
course. Consequently, students’ experiences would be treated referentially,
while teachers become the main guinea pig.
1.8 DEFINITION OF THE TERMS
The
following words and phrases which form the foundation for this study are hereby
explained for the effective comprehension of this research work:
(i) Problems and prospects: Problems, for
the purpose of this study refers to those situations whose presence affects the
smooth teaching of English in Secondary Schools in Enugu South Local Government
Area. Prospects also refers to situations that could facilitate the process.
(ii) Language Teaching and Learning: With
reference to English Language, this means the whole activities that surround
the process of acquiring English as second language by students in Enugu South
Local Government Area.
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