COMMUNICATIVE FUNCTIONS OF NIGERIAN ENGLISH AND THEIR CONSEQUENCES FOR THE TEACHING OF WRITING SKILLS AT THE SSS LEVEL
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Language is an important part of the educational process. It is an important part of communication. It has extremely solid foundations for creative thought, and without it, no significant advancement in civilization and culture would be possible. Makinde (2022). (2022). This citation investigates language’s capabilities as a tool for communication and creative thought. Language is used to transmit ideas through the act of thought, which are then converted into speech or writing.
As a result, the primary language of a country is critical to its academic development and advancement. Nigeria is a multicultural and multiethnic country with approximately 410 languages (Mackey 2022). However, since the arrival of English in 1842, these multiple languages have altered or, to put it another way, interfered with the way Nigerians communicate.
On the lexical, grammatical, and phonological levels, communication occurs. Although English is the official language of Nigeria, a distinct variety of English has evolved to meet the country’s sociolinguistic and communication needs (which is to an extent a deviation from standard British English). As a result, domestication or localization has occurred. Because our native tongues have influenced English, our writing will reflect this transformation. These deviations were dubbed “unique Nigerianisms” by us.
Adegbite (2022) observes a decreased vowel system, reduced intonation systems, voicing of non-voiced consonant ends, and voicing of voiceless consonants on the phonological level. Thumb, song, lamb, vowel insertion in syllable consonants, and so on. We frequently hear people stretch or touch words incorrectly in everyday speech. For example, the post-vocalic /L/ is dropped.
The word “bulk” is pronounced [bÉ], while “help” is pronounced [hep]. Furthermore, “sit” is pronounced [si:t], “ship” is pronounced [i:p], and “beat” is abbreviated as [bit]. As a result, these incorrect pronunciations may result in poor writing and spelling.
The grammatical level is primarily concerned with the Nigerianization of certain aspects of the English language. For example, among Nigerian English speakers, the phrase “He is guilty, isn’t he?” is common. (Wrong)
“Does that mean he’s guilty?” (Correct)
The lexical level “bush/mea!” is described by coinages (chewing stick, cash mistress, go-slow, senior brother, co-wife), hybridizations (kiakia bus, bukateria), and direct translations (eran igbe).
All of these are related to communication and communication processes. Its primary goal is to communicate a message.
All aspects of Nigerian English contribute to our linguistic and communication abilities. Linguistic competence is frequently used to refer to a native speaker’s command of his language. Communication competence, on the other hand, is an individual’s aptitude and ability to make and comprehend utterances that are not grammatically correct but are adequate in the sociolinguistic context in which they are used. This means that the way Nigerians use language will have an impact on communication. This course will place a strong emphasis on writing as a mode of communication.
According to Maduekwe (2022), writing is a form of communication “It is a unique way of expressing oneself. It draws on intuition as well as logical reasoning to make decisions about experience and emotion, facts and meaning “. As previously stated, language is the foundation.
of creative thought and communication. The way Nigerians think in their lingua franca will define the quality of their written communication as what is in the mind is transmitted into writing. According to a study conducted by Olatunji, Felicia, and Funsho (2022), some university professors code swap for effect and fun on occasion. They use phrases like “Oyinbo” and “Ogbanje” when instructing.
If a teacher code switches or code mixes because they don’t know the English translation of certain phrases or just for fun, their students will undoubtedly mimic them and incorporate these deviations into their own work.
Several English Department professors, according to her research, tried not to use code swap in class so that their students would not imitate them. Others, on the other hand, admitted to
doing so on a regular basis to demonstrate the difference between English and Yoruba (Adegbite 2022).
If we take this down to the Junior Secondary level, we can see that instructors at this level are not free to make such curricular changes. In reality, phrases such as “mammy water” and “ogbanje” are learned during the early years of basic education, which include the SSS courses. These titles are used to refer to children’s books in literature and English textbooks that contain folktales and African tales. The term “mammy water” would then be used by students when writing about mermaids. The essence of the situation is thus that when teachers speak this “Nigerianized version of the English language,” their students pick up on these things, negatively impacting their academic performance.
work.
As stated in the conclusion, writing is an art that requires a certain level of expertise. ‘ Clearly, “Nigerianisms,” code switching, and code mixing are pervasive in our Junior Secondary classrooms; such mastery may never be attained. Students in the Junior Secondary Level are still impressionable and can benefit from assistance in improving their writing abilities (Adegbite 2022). As a result, the goal of this study is to determine the implications of Nigerian English’s communicative functions and how they affect the teaching of writing skills, with a focus on Junior Secondary School level students who use English as a second language (L2), as well as the implications for English teachers who use Nigerian English in the classroom.
1.2 STATEMENT OF PURPOSE
“It has been stated that learning to write fluently and expressively is the most difficult of the macro-skills for all language users, whether the language in question is their native tongue, second language, or foreign language Madueke” (2022). Based on the relative difficulty of writing, it is clear that factors such as interference from mother tongue and our “unusual Nigerianisms” endanger the quality of writing produced by our youth, particularly SSS students who are still in their formative years and can be helped to improve their writing skills.
Furthermore, we must acknowledge that interference factors and “Nigerianisms” affect not only students but also instructors, and teachers in particular because they are the ones who teach writing to students.
This is a critical concern for their students.
1.3 THE STUDY’S OBJECTIVES
The primary goal of this research is to evaluate the communicative functions of Nigerian English and their implications for teaching writing skills at the SSS level. Other goals of this research include:
i. To ascertain the extent to which language/native language influence writing teaching and comprehension in both teachers and students in a second language situation.
ii. To ascertain whether Nigerian English influences students’ writing abilities.
iii. To ascertain the effects of Nigerian English on students.
1.4 QUESTIONS FOR RESEARCH
This study will be guided by the following research questions:
i. To what extent does language/native language influence teaching and writing comprehension in second language teachers and students?
ii. Is it true?
Does Nigerian English influence students’ writing abilities?
iii. What effects does Nigerian English have on students?
1.5 THE STUDY’S IMPORTANCE
This research will help English language teachers identify areas where they can improve their teaching skills and how they can modify their current methods. It will improve the writing quality of SSS students while also allowing parents and society in general to recognize the importance of writing as one of the four language skills required for academic performance and societal advancement.
Furthermore, curriculum designers will benefit from this research because it will provide information on variables such as the instructor, students, and society.
1.6 STUDY OBJECTIVES
This research focuses on the communicative functions of Nigerian English and their implications.
The implications for teaching writing skills at the SSS level are numerous. This study focuses specifically on determining the extent to which language/native language affects teaching and comprehension of writing in both teachers and students in a second language situation, determining whether Nigerian English has an effect on students’ writing skills, and determining the consequences of Nigerian English on students.
Respondents for this study will be students from selected secondary schools in Akure, Ondo State.
1.7 THE STUDY’S LIMITATIONS
The researcher encountered minor constraints while conducting the study, as with any human endeavor. Inadequate funds tend to impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process, which is why the researcher resorted to
sample size options are limited. Furthermore, the researcher conducted this study while also working on other academic projects. As a result, the time spent researching will be reduced.
Furthermore, the case study method used in the study presented some difficulties to the investigator, such as the possibility of biases and poor judgment of issues. To overcome the challenges, the investigator relied on general procedural principles such as justice, fairness, objectivity in observation and recording, and evidence weighing.
1.8 TERM DEFINITION
Communicative functions are the purpose of gestural, vocal, and verbal acts that are intended to convey information to others. Commenting, requesting, protesting, directing attention, showing, and rejecting are all communicative functions.
Writing abilities: Writing abilities include all the knowledge and abilities related to expressing ideas through the written word.
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