Factors Affecting Secondary School Oral English Instruction

Factors Affecting Secondary School Oral English Instruction

Chapter One

Preface

In English Language, there’s a strong correlation between oral language chops and achievement in the writtenlanguage among learners in seminaries. In Nigeria, English remains the undisputed language of academy instruction, governance, administration, legislation, bar, transnational relations, junction of the country ‘s multitudinous ethnical ingredients, social prestige, and so on( Adeniran, 1980; Okedara 1997; Oluga, Adewusi, Babalola, Oyediran, 1999; FGN, 2004; Osisanwo, 2005).

English language is tutored as a subject and at the same time it’s a medium of instruction for other subjects in the Nigeria educationcurriculum.The end and objects of tutoring oral chops in English being tutored in the Nigeria education class is to make the pupil communicate effectively and intelligently in English. It also helps the pupil to develop confidence in his capability to express himself in English as easily as possible and provides an occasion for thecorrection of miscalculations in spoken English.

A good approach to oral language instruction will developsthe reading, writing and speaking chops of the pupil thereby making the literacy of English language more effective and the literacy gests of the learners in other subjects being tutored in Secondary seminaries more concrete and more pleasurable.

This research seek to study and identify the factors affecting Oral English instruction in Secondary seminaries in Osogbo original government Area of Osun State.

Background Of Study

The English language has come greatly valued and adorned in Nigeria’s Educational system. As remarked by Bamgbose, Banjo & Thomas( 1995), “ the dominance of English in formal and transactional communication is inarguable ”. In view of the multilingual nature of Nigeria, with further than 400 indigenous languages( Ufomata 1995), English is regarded as the only doable and realistic choice for the nation now and in the foreseeable future. The topmost sweats expended on English language in Nigeria have been in the area of the Educational system, particularly in relation to Nigerian indigenous languages of which the major bones are Hausa, Igbo, Yoruba, Ibibio, Edo, Fulfulde, and Kanuri. English as the sanctioned language of Nigeria and also the former social language was chosen to grease the artistic and verbal concinnity of the country. English, still remains an exclusive save of the country’s civic nobility, and isn’t extensively spoken in the pastoral areas which comprise three diggings of the country’s population.

Language planning in Africa has to take place against the background of several factors, including multilingualism, the social heritage, the part of education as an agent of social change, high prevalence of ignorance, and enterprises for communication, public integration and development( Bamgbose, 2000 99) Thereforelearners of English language as a alternate language are substantially faced with the problem of oral proficiency in terms of applicable pronunciation of English sounds( phonemes) either by virtue of being again language or mama lingo or first language hindrance. still, there has been emphasis on the hunt for Standard English, hence; an English language educator as well as learner must aim at proficiency to a degree of the standard form( Standard English or entered Pronunciation). This enables the educator and the learner to acquire acceptable capability for practical purpose of tutoring and everyday communication.

It’s on this note, that important emphasis and sweats should be placed on the tutoring of Oral English because it’ll help the learner to develop his or her pronunciation sufficiently to permit effective communication with both native speakers andnon-native druggies. also, it’s egregious that common miscalculations linked among the preceptors and learners of English as a alternate language moment include indecorous pronunciation, mispronunciation, poor accentuation, as well as misrepresentation of phonetic sounds. For case, utmost scholars mislay the rates and length of vowels. It’s in view of these problems that recent development in language tutoring and literacy has made the tutoring and literacy of oral English not only a necessity but also apre-requisite for assessing the learner’s capability in language use and accession.

thus, since emphasis has shifted to studying varied rules aimed at the identification, interpretation and reduplication of English sounds( phonemes), there’s every cause to emphasise and to review the tutoring of oral English especially inpost-primary seminaries. likewise, speech is regarded as persona which represents an existent’s capability to articulate phonemes according to some established morals. It also entails the capability of an individual to identify and understand the representation and meaning of English sounds. It’s relatively unfortunate that utmost of our secondary academy learners don’t parade the knowledge of oral English when using the language which could be associated with the forenamed factors. In a nutshell, there’s the need for concern.

Oral proficiency should be made essential in both preceptors( preceptors) and learners( scholars). Jowitt( 1991) confirms that the emphasis on proficiency in spoken English was introduced in the New National Curriculum in English language for Nigerian Secondary seminaries in the 1980s. It was preliminarily neglected in the tutoring of English in Nigeria as oral English was made voluntary for the West African School Certificate scholars( though a mandatory course for schoolteacher grade II examinations in those days). Roach( 2000) confirms that pronunciation tutoring has not always been popular with preceptors and language proponents and in the 1970s and 1980s. It was fashionable to treat it as a rather outdated exertion. It was claimed that it makes learners try to sound like native speakers of entered Pronunciation, which came delicate and led to repetitious exercises, and it also failed to give significance to communication.

Jowitt( 1991) comments about the negligence of oral English tutoring on preceptors. He stated that pupils unconsciously reckoned on mama lingo models when deprived them of harmonious and dependable guidance from preceptors, as indeed numerous of preceptors did assuming that there was a perfect correspondence between sound and spelling. They use orthography as their companion to pronunciation. Anthony( 2001) and Uche( 1998) emphasise the difficulties of acquiring oracy chops. According to Williams( 1990), the factors to be enumerated could be categorised under one factor – the hindrance of mama lingo. It’s worth noting that for thenon-native speakers, the mama lingo always affects the accession of the alternate language. This has always, been a major problem in oral English or pronunciation tutoring especially in Nigerian seminaries. Unoh( 1986) also examines the situation of oral English in Nigerian secondary seminaries. He asserts that tutoring of English pronunciation in Nigeria suffers from peculiar debits unknown to the tutoring of English language or any other academy subject( for that matter). For any subject to be effectively tutored, there are at least three veritably important conditions that must be met

A high degree of provocation on the part of both pupil and schoolteacher; and

The preceptors ’ capability in the subject, and his or her mastery of the ways of conducting knowledge in it.

Vacuity of applicable books as well as standard installations for practical.

While the forenamed conditions are infrequently achieved in the tutoring of English Language, they’re also hardly met in the case of the tutoring and literacy of English pronunciation. Okoli( 2000) commentary on the need to be complete in the sound system of a new language and explains that English should be pronounced in the accentuation typically chosen as the standard form especially the model most frequently recommended for foreign learners studying standard British English and also entered Pronunciation.

The tutoring of oral English in Nigerian secondary seminaries has preliminarily been overlooked. still, recent development in the tutoring of English Language requires lesser emphasis on this aspect of English language. Oral English complements the understanding and the use of English language so as to ameliorate the standard of spoken English. According to Idris( 2001), not much has been achieved since the preface of Oral English in our West African School Certificate and National Examination Council due to the problems associated with the tutoring and literacy of oral English. There are being publications on phonology written by Linguists similar asA.C. Gimson, Daniel Jones, David Jowitt, Peter Roach, among others. lately, there’s the emergence of new publications particularly on Oral English by other language preceptors, experimenters and scholars similar as Mannell, Cox, and Harrington( 2009), Akperero( 2000), Enyeazu( 2001), and Idris( 2001). This development has gone a long way in bringing oral English into focus. Its recent addition in the English Language Examination Paper( Test of Orals) has drawn the attention of numerous preceptors and scholars.

Accordingly, the tutoring of oral English is rather counted down by colorful factors which have contributed to the slow pace and ineffectiveness in tutoring the course. These factors include

Poor background.

hindrance of mama lingo.

Unqualified preceptors, poor tutoring methodology

Lack of constant practice,

Lack of exposure and installations

deficit and limited availability to applicable books.

utmost of the scholars in our secondary seminaries are faced with either one of the problems or the other. Some are deficient due to further than one problem especially scholars from pastoral and poor backgrounds. This study examines some of the major challenges that the tutoring of oral English could be faced with in Nigerian secondary seminaries.

Statement Of The Problem

Due to the adding nature of poor academic performance of secondary academy scholars especially in external examinations like WAEC, NECO, NABTEB or JAMB, numerous educationists tend to shift the blame on the scholars warrant of interest in the subject being bandied, hindrance of mama lingo, lack of constant practice by the scholars, lack of exposure and installations as well as deficit and limited availability to applicable books.

I wish to maintain that though sweats have been put in place to ameliorate Oral English, a good result is yet to be seen and according to Obriri( 2007), “ Although numerous concerned pundits have charted multitudinous ways to simplify the tutoring or instruction of Oral English, numerous further problems are mounting and need to be completely addressed urgently as they’re intimidating ”. The cause of this negative development is clearly because a lot of energy are being conducted only towards the learners ’ problems, and not the problem of tutoring.

The main concern of this disquisition is to identify those problems that are negatively affecting the instruction of Oral English. The inquiry will also look at the sweats that have been put in place to attack the problem of tutoring Oral English, which still haven’t yielded any practical result. The factors affecting Oral English instruction in Osogbo Local Government Area range from schoolteacher incapacity, shy educational accoutrements , nausea for the emphasis on the British accentuation, poor tutoring chops, poor provocation for the scholars, to other problems which could have been caused by academy possessors or the government. The work identifies workable results to the factors affecting Oral English instruction in secondary academy in Osogbo Local Government Area.

The Purpose Of Study

Nigeria as a country requires a population competent in the English Language in order to keep up with the pressure of globalization which has led to the adding use of the English Language in all sectors as well as its continued use as the sanctioned language and medium of instruction, Oral English is an important part of the language class in Nigeria is also needed for learners to be suitable to understand the structure of the English Language. therefore, it’s negotiable that proficiency in English is one of the topmost openings that the Nigerian education system ought to give children with. The primary end of this study is to identify the factors affecting Oral English instruction in Secondary seminaries in Osogbo original government Area of OsunState.From the above this study sets out to

Assess the styles of instruction of Oral English by preceptors in elderly secondary academy.

Compare the effectiveness of colorful system being used for the instruction of Oral English by preceptors of elderly secondary academy via their academic performance,

Examine the effect of hindrance of mama lingo oninstructors of Oral English in elderly secondary academy.

Compare the qualification of preceptors on their capability to perform effectively in their field of work.

probe the influence of applicable books, practical installations on the instruction of Oral English in Senior Secondary seminaries.

Exploration Questions

Is there a significant relationship between good educational accoutrements and scholars performance in Oral English?

Are practical Oral Exercises necessary in the instruction of Oral English?

Do the preceptors ’ qualifications affects the instructions of Oral English?

Exploration Suppositions

There’s no significant relationship between good educational accoutrements and scholars performance in Oral English.

Practical Oral Exercises aren’t necessary in the instruction of Oral English.

Noise isn’t inimical to the instruction of Oral English.

preceptors ’ qualification doesn’t affect the instruction of Oral English.

Compass And Delimitation Of Study

First, the experimenter will concentrate his inquiry on probing the factors affecting the instructions of OralEnglish.Secondly, the experimenter will limit his work to ten named secondary seminaries in Osogbo Local Government Area of Osun State. These include

Ataoja School of Science Osogbo

Laro High School, Osogbo

Osogbo High School, Osogbo

Baptist High School, Osogbo

Oroki Middle School, Osogbo

St ’ Charles High School Osogbo

Ifeolu Middle School Osogbo

African High School Osogbo

Good Tidings Standard Collegiate Osogbo

Gof International College Osogbo

Significance Of Study

This study will be salutary to the following

The Secondary School scholars in Osogbo Local Government Area and other scholars in Osun State

Headliners and possessors of secondary seminaries within and outside Osogbo Local Government Area

preceptors of Oral English in secondary seminaries in Osogbo Local Government;

Ministry of Education in Osogbo Local Government Area;

Osun State Universal Basic Education Board; and

Osun State Ministry of Education, and so on.

Functional Description Of Terms

Factors effects or circumstances contributing to result.

Affecting Produce effect on or to bring about.

Quality Degree of excellence.

English The language, firstly of England, now spoken in numerous countries and used as a language of transnational communication throughout the world.

Language Use of words in agreed way as means of mortal communication.

Teaching Guidance or training given to someone.

scholars A academy pupil or a person studying at a place of advanced education

Secondary School Level of education that comes after the introductory or results from the primary education.