ABSTRACT
The topic is Problems and Prospects of Teaching and
Learning English in our Secondary Schools. The study is aimed at studying the
problems and prospects encountered by students and teachers in the teaching and
learning of English under a second language situation. Two public secondary
schools under Ifako Ijaye Local Government Area of Education District 1 were
purposively selected for the study. The two schools were: Sanmori Senior High
School and Vetland Senior Grammar School. All in the same district. All SS3
students and the English Language teachers in the two schools were given
questionnaire. In all 100 students from the two schools were selected of 25
female students and 25 male students from each school. However, all English
Language teachers in the two schools responded to the questionnaire. The
descriptive statistics method was employed in analyzing the data collected. The
obtained frequency counts were expressed in percentage based on the total
number of respondents. The analysis showed that the problems encountered in the
teaching and learning of English Language in schools are numerous ranging from
teachers work load, non-availability of relevant textbooks, large population
leading to in attention on the part of the students. It was suggested that:
teachers of English should be given fewer periods to manage per day - per week
to allow them give adequate attention to every individual child in the
classroom. Schools can adopt the system of teaching
aspects in English. That is: A teacher or two can be assigned to teach
composition give topics out and endeavor to mark the students note to mark
necessary corrections. At least, one composition should be written every week
to improve the communicative competence of students. Since English Language is
our Lingua Franca and every school child is expected to learn the language as
the medium of instruction and the language of Education all efforts should be
geared towards the easy learning of the language in our secondary schools.
TABLE OF CONTENT
Pages
Contents i
Title page ii
Certification iii
Dedication iv
Acknowledgement vi
Table of content
CHAPTER ONE: INTRODUCTION
1.1 Brief History of English Language in Nigeria 1
1.2 The Status and Role of English Language in Nigeria 1
1.3 Statement of the Problems 2
1.4 Objectives of the Study 3
1.5 Significance of the Study 4
1.6 Research Questions 4
1.7 Scope and Limitation of the Study 6
1.8 Definition of Terms 6
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction 8
2.2 English Language at the Secondary School 8
2.3 Method of Teaching English Language 9
2.4 Training of English Language Teachers 10
2.5 Teachers Attitude towards Learning of English Language 11
2.6 Conflict Status and Roles of English Language 12
2.7 An appraisal of WAEC Syllabus 13
2.8 Problems Facing Schools and Teaching 14
2.9 Mother Tongue Interference 16
2.10 Prospect of Teaching and Learning of English Language 17
CHAPTER THREE: RESEARCH PROCEDURE
AND METHODOLOGY
3.1 Introduction 21
3.2 Description of Study Population 21
3.3 Sample and Sampling Technique 21
3.4 Method of Investigation 22
3.5 Procedure for Data Collection 23
3.6 Method of Data Analysis 23
CHAPTER FOUR: DATA ANALYSIS
4.1 Introduction
25
4.2 Teachers Responses 25
4.3 Summary of Findings 40
CHAPTER FIVE: SUMMARY AND RECOMMENDATION
5.1 Conclusion 43
5.2 Recommendation 46
Bibliography 50
Appendix 52
CHAPTER ONE
INTRODUCTION
1.1 HISTORICAL
BACKGROUND OF ENGLISH LANGUAGE IN NIGERIA
The first contact between Nigeria and English Language
dates back to the 16th century when the Colonial masters started
colonizing the West Coast of the Sudan. It is started by what is popularly known
as Pidgin English which was used to communicate between the colonial master and
the people of West Coast English Language has since then assumed a variety of
roles in Nigeria.
1.2 THE STATUS AND
ROLE OF ENGLISH LANGUAGE IN NIGERIA
The role of English as a major language in Nigeria does
not require a lot of proof. Infant Bamigbose (1970) asserted that of all the
heritage left behind in Nigeria by British at the end of colonial administration,
probably none is more important than the English Language. This can be
validated by the fact that English Language has grown over the years through
its use not only as a lingua franca, but also as the language of political,
economic, cultural science and technology development of Nigeria. It is also
the second language, the language of governance and administration, business,
communications, presently, much significant is attached to English Language
both in the labour market and within the educational system in Nigeria.
English is the medium of institution from about the third
year in the educational system in Nigeria. Because of its role and importance
in the social, political, economic, as well as educational life of the country,
its teaching and learning is therefore made compulsory in the secondary schools
in Nigeria.
However, the language is not being taught neither is it
being learnt properly especially at the secondary school level. This accounts
for the students' poor performance in the subjects in West Africa School
Certificates Examination (WASCE) and Senior Secondary Certificate Examination
(SSCE). This study is therefore to examine those problems that are responsible
for the difficulties being encountered in the teaching and learning of English
Language in secondary school.
One wonder, is it the annual changes of English Language
teachers or wrong teaching method of the teachers that cause the poor performance
of students in WASCE and SSCE Examination, there is therefore the necessity to
research into the cause of the problems confronting the effective teaching and
learning of English Language in our secondary schools.
1.3 STATEMENT OF
THE PROBLEM
The need for good mastery of English Language schools and
in the society at large can not be overemphasized hence the need for a research into the problem militating against the effective
teaching and learning of English Language in secondary schools.
The problem under review is the survey of the problems and
prospects of teaching and learning of English Language. Some selected secondary
schools in Ifako-Ijaye Local Government Area of Education District IV Lagos.
1.4 OBJECTIVES
OF THE STUDY
The objectives of this work are to examine and determine
the problems confronting effective teaching and learning of English Language in
secondary schools in Ifako-Ijaye Local Government Area of Education District I,
Lagos. It is also aimed at finding out the prospects of teaching and learning of the language. The following
will be considered in this study. It will try to:
(i)
Investigate the
problems militating against the effective
teaching
of English Language.
(ii) Find out why many students usually perform
poorly in English Language.
(iii) Investigate the problems facing students in
the learning of English Language.
(iv) Determine the prospects of teachers and
learners of English Language and also
(v) Make some suggestions for improvement in the teaching and learning of
English Language.
1.5 SIGNIFICANCE
OF THE STUDY
This study is addressed to students, teachers, principals, educations
planners and administrations those who have interest in the Nigeria educational
system and particularly to the state ministry of education. It is hoped that
all those who feel concerned about the poor performance of students in English
Language will also find work useful to them. It is also hoped that this work
will receive general acceptability if its suggestions, recommendations and
solutions for effective teaching and learning of English are put into practice.
1.6 RESEARCH
QUESTIONS
In order to achieve the aims of this study, attempt is
made to provide answers to the following questions:
(i) What effort is governments making towards
the supply of adequate and qualified English Language teachers in our secondary
schools are teachers encouraged to remain within the teaching profession?
(ii) Does the school authority show much interest
in the study of English Language by way of supplying its library with adequate
and relevant textbooks? Are there enough and relevant teaching aids, furniture
and other facilities to create a conducive learning environment?
(iii) Is the speaking of English learning in school
being enforced? Are students encouraged to listen to radio and watch Standard
English programmes on televisions? Is the bastardized Pidgin English
discouraged among students?
(iv) What are the attitude of parents towards their
children studying and speaking English? Do parents buy relevant and adequate
English textbooks for their children? Are students from literate homes?
(v) What are the professional qualifications of
teachers in schools? How adequate are the teachers compared to the number of
students being taught?
(vi) Do teachers of English Language use suitable
teaching methods? And what are their attitude towards low achievers?
(vii) Is there effective and. timely supervisions of
English Language teachers by the state ministry of English Language?
(viii) What are other prospects of teaching or education
of English
Language?
(ix) What are other problems confronting teachers
and students in effective teaching and learning of English Language?
(x) Are student's hard working and ready to learn
and pass English Language?
(xi) What view do the students hold about English
providing them with job opportunities and further studies?
1.7 SCOPE AND
LLIMITATION OF THE STUDY
The study is limited to two secondary school in
Ifako-Ijaye Local Government Area of Education District I, Lagos because of the
time limit and financial constraint. The two schools have got up to SSS 3
class. This study of the prospects and problems of English Language is based on
questionnaire filled by both the students and the teachers of English Language
in the selected schools and on material extracted from related literature.
1.8 DEFINITIONS OF
TERMS
The operational following terms used in this study are
defined for the purpose of clarity.
TEACHING: It is
a deliberate attempt to impart knowledge skills and competence. In this case,
it is a deliberate effort geared towards students mastering of English Language
a facilitator of learning.
LEARNING: It is
the process of acquiring and retaining knowledge skills etc which can not be
attributed to inherited behaviour
pattern.
LINGUA FRANCA: It has a language spoken habitually by people of different
mother tongues in' orders to facilitate communication and understanding between
them. For example, English Language is used among different ethnic groups in
Nigeria.
MOTHER TONGUE: It is
a language of a group of inhabitants of an, area which they acquired in their
early years and normally becomes their natural instrument of thought and
communication. E.g.
Yoruba Language, Igbo Language and Hausa Language of
various groups of Nigerians. It is the first language of a child (Ll).
SECOND
LANGUAGE: A language of a bilingual person
that he acquired aside from mother tongue.
PIDGIN
ENGLISH: A language resulting from contact
between the British traders and the local people of Nigeria containing elements
of the local or indigenous languages and English used for internal
communication.
MEDIUM
OF INSTRUCTIONS: A language used in the
teaching of other subjects in the schools and colleges.
PROBLEMS:
These are the difficulties confronting teachers and
learners of English Language.
PROSPECTS:
These are the advantages hopes for after the effective'
teaching and learning of English Language e.g. job opportunities. SECONDARY
SCHOOLS: These are post primary
institutions at the end of which students take the Senior School Certificate
Examinations.
LINGUSTICS:
Scientific study of language.
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