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THE SYNTAX OF NOUN PHRASE-A COMPARATIVE ANALYSIS OF IGBO AND ENGLISH LANGUAGE
Abstract:
This study undertakes a comparative analysis of the syntax of noun phrases in Igbo and English, two languages with distinct typological and structural characteristics. The research explores the underlying principles governing the formation, modification, and distribution of noun phrases in both languages, highlighting similarities and differences in their syntactic structures. By examining elements such as determiners, adjectives, possessives, relative clauses, and nominal modifiers, the study reveals how Igbo, a tonal and agglutinative language, contrasts with English, a non-tonal and analytic language, in terms of noun phrase construction. The analysis also considers the role of word order, inflectional morphology, and syntactic dependencies in shaping noun phrases in both languages. Findings from this study contribute to a deeper understanding of the syntactic diversity across languages and provide insights into the implications for language typology, second language acquisition, and cross-linguistic studies. This research underscores the importance of examining lesser-studied languages like Igbo to broaden the scope of linguistic theory and foster a more inclusive approach to syntactic analysis.
Chapter One: Introduction
1.1 Background to the Study
Language is a fundamental aspect of human communication and cultural identity, and its structure varies significantly across different linguistic systems. The noun phrase (NP), a critical syntactic unit in language, plays a central role in conveying meaning and organizing grammatical relationships within sentences (Chomsky, 1965). In linguistics, the study of noun phrases involves analyzing their internal structure, including determiners, modifiers, and head nouns, as well as their syntactic functions in sentences (Radford, 2004). While extensive research has been conducted on the syntax of noun phrases in English, a widely studied Indo-European language, less attention has been given to the structure of noun phrases in Igbo, a Niger-Congo language spoken predominantly in southeastern Nigeria (Emenanjo, 2015).
Igbo and English belong to different language families and exhibit distinct syntactic properties. English noun phrases typically follow a rigid head-initial structure, with determiners and modifiers preceding the head noun (e.g., “the beautiful house”) (Quirk et al., 1985). In contrast, Igbo noun phrases often display a head-final structure, with modifiers and determiners following the head noun (e.g., “ụlọ mara mma,” meaning “house beautiful”) (Nwachukwu, 1983). These structural differences provide a rich ground for comparative analysis, offering insights into the universality and diversity of syntactic patterns across languages.
This study seeks to explore the syntax of noun phrases in Igbo and English, comparing their structural properties, syntactic functions, and the role of modifiers and determiners. By examining these two languages, the study aims to contribute to the broader understanding of noun phrase syntax and its variations across linguistic systems.
1.2 Statement of the Problem
Despite the growing body of research on the syntax of noun phrases in English, there is a paucity of studies focusing on the structure of noun phrases in Igbo. Existing studies on Igbo syntax have primarily focused on verbal constructions and clause structures, with limited attention to noun phrases (Emenanjo, 2015). This gap in the literature hinders a comprehensive understanding of the syntactic properties of Igbo and its comparison with other languages, such as English.
Furthermore, the structural differences between Igbo and English noun phrases raise questions about the universality of syntactic rules and the influence of language-specific features on noun phrase formation. For instance, while English noun phrases are typically head-initial, Igbo noun phrases often exhibit a head-final structure. These differences have implications for language acquisition, translation, and cross-linguistic communication. This study addresses these gaps by conducting a comparative analysis of noun phrase syntax in Igbo and English, focusing on their structural properties, syntactic functions, and the role of modifiers and determiners.
1.3 Objectives of the Study
The primary objectives of this study are:
To analyze the structure of noun phrases in Igbo and English, focusing on the position of the head noun, determiners, and modifiers.
To compare the syntactic functions of noun phrases in Igbo and English sentences.
To examine the role of modifiers and determiners in noun phrase formation in both languages.
To identify similarities and differences in the syntax of noun phrases in Igbo and English and discuss their implications for linguistic theory.
1.4 Research Questions
This study is guided by the following research questions:
What are the structural properties of noun phrases in Igbo and English?
How do the syntactic functions of noun phrases differ in Igbo and English sentences?
What is the role of modifiers and determiners in noun phrase formation in Igbo and English?
What are the similarities and differences in the syntax of noun phrases in Igbo and English, and what are their implications for linguistic theory?
1.5 Hypotheses
The following hypotheses were formulated to guide the study:
There are significant differences in the structure of noun phrases in Igbo and English, with Igbo exhibiting a head-final structure and English exhibiting a head-initial structure.
The syntactic functions of noun phrases in Igbo and English sentences differ due to language-specific syntactic rules.
Modifiers and determiners play a more prominent role in English noun phrases than in Igbo noun phrases.
Despite structural differences, there are universal features in the syntax of noun phrases that apply to both Igbo and English.
1.6 Significance of the Study
This study is significant for several reasons. First, it contributes to the understanding of noun phrase syntax in Igbo, a language that has received limited attention in linguistic research. Second, the comparative analysis of Igbo and English noun phrases provides insights into the universality and diversity of syntactic patterns across languages. Third, the findings of the study have implications for language teaching, translation, and cross-linguistic communication, particularly in contexts where Igbo and English are used interchangeably. Finally, the study adds to the growing body of research on African languages, promoting their documentation and preservation.
1.7 Scope of the Study
This study focuses on the syntax of noun phrases in Igbo and English, with an emphasis on their structural properties, syntactic functions, and the role of modifiers and determiners. The analysis is limited to simple and complex noun phrases in declarative sentences. The study does not address other syntactic structures, such as verb phrases or clause structures, unless they are directly related to noun phrase syntax.
1.8 Definition of Terms
Noun Phrase (NP): A syntactic unit that consists of a noun or pronoun as its head, along with optional determiners and modifiers.
Head Noun: The central noun in a noun phrase that determines its syntactic function and meaning.
Determiner: A word or phrase that specifies the reference of a noun, such as articles (e.g., “the,” “a”), demonstratives (e.g., “this,” “that”), and possessives (e.g., “my,” “their”).
Modifier: A word or phrase that provides additional information about the head noun, such as adjectives (e.g., “beautiful”) or relative clauses (e.g., “that I saw”).
Syntax: The arrangement of words and phrases to create well-formed sentences in a language.
1.9 Organization of the Study
This study is organized into five chapters. Chapter One provides the introduction, background, problem statement, objectives, research questions, hypotheses, significance, scope, and definition of terms. Chapter Two reviews the literature on noun phrase syntax in Igbo and English. Chapter Three outlines the research methodology, including data collection and analysis techniques. Chapter Four presents the findings of the study, and Chapter Five discusses the implications, conclusions, and recommendations.
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INFLUENCE OF PRESCRIPTIVE GRAMMAR ON LANGUAGE AMONG STUDENTS
Abstract
This study investigates the influence of prescriptive grammar on language use among students in secondary education. Prescriptive grammar, characterized by strict rules and conventions governing language usage, plays a significant role in shaping students’ writing and speaking skills. Utilizing a mixed-methods approach, the research incorporates quantitative surveys and qualitative interviews to explore students’ attitudes toward prescriptive grammar and its impact on their language proficiency. The findings indicate that a substantial majority of students perceive prescriptive grammar as beneficial, enhancing their grammatical accuracy and boosting their confidence in communication. However, the study also reveals that anxiety related to grammatical correctness can inhibit language production, suggesting the need for a balanced approach to grammar instruction. Additionally, socio-economic factors are found to influence students’ attitudes toward prescriptive grammar, highlighting the importance of tailored educational strategies. The research concludes with recommendations for educators to adopt inclusive grammar teaching practices that recognize the dynamic nature of language while fostering students’ understanding and application of grammatical rules. This study contributes to the discourse on grammar education and emphasizes the critical balance between prescriptive norms and communicative competence in language learning.
Chapter One: Introduction
1.1 Background of the Study
Language serves as a vital tool for communication and expression in various contexts, including academic, professional, and social settings. In the realm of education, grammar holds a significant place, particularly prescriptive grammar, which outlines the conventional rules and structures governing language use. Prescriptive grammar aims to establish standards for correct language use, guiding learners in developing their writing and speaking skills. This chapter presents the background of the study, the problem statement, research objectives, research questions, significance of the study, and the scope and limitations of the research.
1.2 Problem Statement
Despite the recognized importance of grammar in language acquisition and proficiency, there exists a considerable debate regarding the effectiveness and relevance of prescriptive grammar in contemporary education. Many educators question whether strict adherence to grammatical rules enhances or hinders students’ ability to communicate effectively. Furthermore, students often experience anxiety and frustration related to grammatical correctness, which can impact their willingness to engage in language activities. This study aims to explore the influence of prescriptive grammar on students’ language use, examining both the positive and negative effects of grammatical instruction on their communication skills.
1.3 Research Objectives
The primary objectives of this study are as follows:
To assess students’ attitudes toward prescriptive grammar and its perceived impact on their language skills.
To examine the role of prescriptive grammar instruction in enhancing students’ writing and speaking abilities.
To investigate the relationship between socio-economic status and students’ perceptions of prescriptive grammar.
To explore the challenges students face in adhering to prescriptive grammatical rules.
1.4 Research Questions
This study seeks to answer the following research questions:
What are students’ attitudes toward prescriptive grammar and its influence on their language use?
How does prescriptive grammar instruction affect students’ writing and speaking skills?
In what ways does socio-economic status influence students’ perceptions of prescriptive grammar?
What challenges do students encounter when applying prescriptive grammatical rules in their communication?
1.5 Significance of the Study
The findings of this study will contribute to the existing body of knowledge on grammar education by providing insights into the role of prescriptive grammar in language development among students. Understanding students’ attitudes and experiences with prescriptive grammar can inform educators’ instructional practices, promoting a more effective and supportive learning environment. Additionally, the study highlights the need for balanced grammar instruction that accommodates diverse student backgrounds and learning needs, ultimately enhancing language proficiency and confidence in communication.
1.6 Scope and Limitations of the Study
This study focuses on secondary school students, particularly those enrolled in English language courses. The research will be conducted in selected schools within a specific geographic area, which may limit the generalizability of the findings. Additionally, while the study aims to explore various factors influencing students’ perceptions of prescriptive grammar, it may not capture all contextual variables that impact language learning. The reliance on self-reported data from surveys and interviews may also introduce biases, as participants might provide socially desirable responses.
1.7 Definition of Key Terms
Prescriptive Grammar: A set of rules and guidelines that prescribe how language should be used in formal contexts, focusing on correct syntax, morphology, and punctuation.
Language Proficiency: The ability to communicate effectively and accurately in a language, encompassing both receptive (listening and reading) and productive (speaking and writing) skills.
Socio-economic Status: An individual’s or group’s economic and social position relative to others, often determined by factors such as income, education, and occupation.
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PRESCRIPTIVE GRAMMAR AND ITS INFLUENCE ON LANGUAGE AMONG STUDENTS
Abstract
This study explores the impact of prescriptive grammar on language use among students, examining how adherence to traditional grammatical rules influences their written and spoken communication. Prescriptive grammar, which advocates for the strict observance of established language norms, often contrasts with descriptive approaches that reflect how language is naturally used by speakers. The research investigates the extent to which prescriptive grammar is taught and enforced in educational settings, and how this shapes students’ linguistic competence and creativity.
The study employs a mixed-methods approach, combining quantitative analysis of student writing samples with qualitative interviews and surveys to gather insights from both students and educators. Findings reveal that while prescriptive grammar helps students develop a strong foundation in language structure, it can also inhibit linguistic flexibility and creativity. The study also identifies a gap between prescriptive norms and actual language use, leading to potential confusion and frustration among students.
The research concludes by recommending a balanced approach to grammar instruction that incorporates both prescriptive and descriptive elements, encouraging students to understand and apply grammatical rules while also appreciating the dynamic and evolving nature of language. This approach aims to enhance students’ overall language proficiency and confidence in diverse communicative contexts.
Chapter One: Introduction
1.1 Background of the Study
Language is a fundamental tool for communication, and grammar serves as the structural foundation that governs how language is used. Over centuries, various rules and norms have been established to standardize language use, leading to the development of what is known as prescriptive grammar. Prescriptive grammar dictates how language should be used, emphasizing correct and proper forms according to established conventions. These rules are often taught in educational settings, where students are expected to adhere to them in both written and spoken communication.
The influence of prescriptive grammar on language among students is significant, as it shapes their understanding of what constitutes “correct” language. However, the rigid application of these rules can sometimes conflict with the natural evolution of language and the diverse ways in which it is used by different communities. This tension between prescriptive norms and actual language use raises important questions about the role of grammar instruction in education and its impact on students’ linguistic development.
1.2 Statement of the Problem
While prescriptive grammar provides a standardized framework for language use, its influence on students can be both beneficial and limiting. On one hand, it helps students develop a strong command of language structure, which is essential for clear and effective communication. On the other hand, strict adherence to prescriptive rules may inhibit linguistic creativity, discourage the use of regional or colloquial expressions, and create a disconnect between formal language education and real-world communication practices.
This study seeks to explore the impact of prescriptive grammar on students’ language use, examining whether the emphasis on correctness hinders their ability to express themselves naturally and creatively. The study also investigates how prescriptive grammar instruction affects students’ attitudes toward language and their confidence in using it in diverse contexts.
1.3 Objectives of the Study
The primary objectives of this study are:
To analyze the role of prescriptive grammar in language instruction within educational settings.
To evaluate the impact of prescriptive grammar on students’ written and spoken language proficiency.
To explore the relationship between prescriptive grammar and linguistic creativity among students.
To assess students’ perceptions of prescriptive grammar and its relevance to their everyday language use.
To provide recommendations for a balanced approach to grammar instruction that incorporates both prescriptive and descriptive elements.
1.4 Research Questions
This study will be guided by the following research questions:
How is prescriptive grammar taught and enforced in educational settings?
What impact does prescriptive grammar have on students’ language proficiency and creativity?
How do students perceive prescriptive grammar, and how does it influence their language use in different contexts?
What are the potential benefits and drawbacks of strict adherence to prescriptive grammar rules?
1.5 Significance of the Study
This study is significant for educators, linguists, and policymakers interested in understanding the role of grammar instruction in language education. By examining the influence of prescriptive grammar on students, the research provides insights into how language norms shape communication skills and linguistic attitudes. The findings will be valuable in informing grammar teaching practices that balance the need for language structure with the importance of linguistic diversity and creativity.
Moreover, the study contributes to the ongoing debate between prescriptive and descriptive approaches to language, offering perspectives on how both can be integrated into educational curricula to enhance students’ overall language competence.
1.6 Scope of the Study
The study focuses on the influence of prescriptive grammar on language use among secondary and tertiary students. It will examine grammar instruction in English language courses and its impact on students’ writing and speaking skills. The study will also consider students’ attitudes toward prescriptive grammar and their experiences with language use in various contexts, including academic, social, and digital communication.
1.7 Methodology
This research will employ a mixed-methods approach, combining quantitative and qualitative data to explore the influence of prescriptive grammar on students’ language use. Quantitative data will be collected through the analysis of students’ writing samples, assessing their adherence to prescriptive grammar rules and the impact on their language proficiency. Qualitative data will be gathered through interviews and surveys with students and educators, exploring their perceptions of prescriptive grammar and its role in language education.
The study will also include a review of educational materials and curricula to understand how prescriptive grammar is integrated into language instruction. This comprehensive approach aims to provide a nuanced understanding of the influence of prescriptive grammar on students’ language development.
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A MULTIMODAL DISCOURSE ANALYSIS OF SELECTED DAILY TRUST POLITICAL CARTOONS
Chapter One:
Introduction
1.1 Background to the Study
Political cartoons have long served as a powerful medium for commentary and critique on societal and political issues. They utilize a combination of visual elements and textual components to convey complex ideas, often using satire and humor to engage audiences. In the Nigerian context, political cartoons have become an essential part of the media landscape, offering insights into the socio-political climate and reflecting public sentiment. Among Nigerian newspapers, the Daily Trust stands out for its impactful political cartoons, which frequently address pressing issues in the nation’s political discourse.
This study aims to undertake a multimodal discourse analysis of selected political cartoons from the Daily Trust. By examining the interplay between visual imagery and linguistic elements, the study seeks to uncover the underlying messages, ideologies, and rhetorical strategies employed in these cartoons. The analysis will explore how these multimodal elements work together to influence public opinion and contribute to political dialogue in Nigeria.
Political cartoons have long been a significant form of visual and textual communication, playing a crucial role in the public sphere by offering sharp, often humorous, commentary on political events, social issues, and public figures. Through a combination of imagery and text, political cartoons distill complex issues into accessible, powerful messages that resonate with a broad audience. In the context of Nigeria, a country with a rich and dynamic political landscape, political cartoons serve as a vibrant medium through which public sentiment and critiques of governance are expressed.
The Daily Trust, one of Nigeria’s leading newspapers, is renowned for its incisive political cartoons that tackle a wide array of issues affecting the nation. These cartoons do not merely entertain; they provoke thought, raise awareness, and often challenge the status quo. By merging visual and textual elements, they create a multimodal discourse that conveys layered meanings and perspectives on the socio-political climate.
This study seeks to explore the interplay between visual and textual elements in selected political cartoons from the Daily Trust. Through the lens of multimodal discourse analysis, the research will delve into how these elements work together to construct meaning, influence public opinion, and contribute to the broader political discourse in Nigeria. The analysis will uncover the rhetorical strategies employed by cartoonists and examine the ideological underpinnings of their work, providing insight into the role of political cartoons in shaping and reflecting the nation’s political narrative.
This introduction sets the stage for a deeper investigation into the significance of political cartoons as a form of multimodal communication, highlighting their importance in the Nigerian media landscape and their impact on public discourse. The study will provide a comprehensive analysis of selected cartoons, offering a unique perspective on how visual and textual elements combine to convey powerful political messages.
1.2 Statement of the Problem
Political cartoons are a unique form of media that communicate messages through a blend of visual and textual means. Despite their prevalence and importance in shaping public opinion, there has been limited scholarly attention paid to the systematic analysis of these cartoons, particularly within the Nigerian context. Most studies on political communication have focused on traditional forms of media, such as news articles and editorials, with little emphasis on the nuanced and often subtle ways in which political cartoons convey meaning.
This gap in research raises several questions: How do political cartoons in the Daily Trust use multimodal resources to construct political commentary? What are the dominant themes and ideologies presented in these cartoons? How do the visual and textual elements interact to create meaning? This study addresses these questions by applying a multimodal discourse analysis framework to a selection of Daily Trust political cartoons.
1.3 Objectives of the Study
The primary objectives of this study are:
To identify and analyze the visual and textual elements used in selected Daily Trust political cartoons.
To examine the interaction between visual imagery and text in constructing meaning within these cartoons.
To explore the dominant themes and ideologies reflected in the selected cartoons.
To understand the role of these cartoons in shaping political discourse and public opinion in Nigeria.
1.4 Research Questions
The study will be guided by the following research questions:
What are the key visual and textual elements used in the selected Daily Trust political cartoons?
How do these elements interact to convey political messages and ideologies?
What themes and ideologies are most commonly depicted in these cartoons?
In what ways do the political cartoons influence public perception and political discourse in Nigeria?
1.5 Significance of the Study
This study contributes to the field of media studies and political communication by offering a detailed analysis of political cartoons, a relatively under-explored medium. By focusing on the Daily Trust, one of Nigeria’s leading newspapers, the study provides insights into the role of political cartoons in reflecting and shaping societal attitudes and political debates. The findings will be valuable for scholars, media practitioners, and policymakers interested in understanding the impact of visual media on public discourse.
Furthermore, this research will enrich the existing literature on multimodal discourse analysis by applying it to a non-traditional form of communication. The study’s interdisciplinary approach, combining insights from linguistics, media studies, and political science, will offer a comprehensive understanding of how meaning is constructed and communicated through political cartoons.
1.6 Scope of the Study
The study will focus on a selection of political cartoons published in the Daily Trust between 2020 and 2023. This period is chosen due to its significance in Nigerian politics, marked by major events such as elections, policy changes, and socio-political challenges. The cartoons will be analyzed using a multimodal discourse analysis framework, which considers both visual and textual elements. The study will not cover cartoons from other newspapers or media outlets, nor will it include non-political cartoons or those published outside the specified timeframe.
1.7 Definition of Terms
Multimodal Discourse Analysis: A methodological approach that examines how different modes of communication (e.g., visual, verbal) interact to create meaning.
Political Cartoons: Illustrative works, typically humorous or satirical, that comment on political events, figures, or issues.
Daily Trust: A Nigerian newspaper known for its comprehensive coverage of national and international news, including political commentary through cartoons.
Ideology: A system of ideas, beliefs, or values that informs and shapes political opinions and actions.
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ASSESSMENT ON THE PERFORMANCE OF STUDENTS IN ENGLISH LANGUAGE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Different authors have tried to make an intensive review about the factors which are responsible for mass failure of students’ in English language at the secondary level across the country and beyond. Several researches on this topic were conducted in developing as well as developed countries. In developing countries some researcher showed that school factors were more important for students’ English achievement than family factors. Regarding Nigeria , there is no specific study on the issue. Therefore; further investigation is needed to determine which factors is responsible for mass failure of students in English language at the secondary level of Egor Local Government Area of Edo State, Nigeria.
In a study conducted by Hasan (2005) on the ‘‘English Language Curriculum at the Secondary Level in Nigeria He discovers 82% of rural and urban secondary school students complain that English is not sufficiently used in the class; with an average 68% of teachers admitting that they do not arrange the practice of the four skills (reading, writing, listening and speaking) of English language in the classroom.
Another survey shows that the trained teachers are more efficient than non-trained teachers at the secondary level of the English language in Nigeria (Johnson 2001). Moreover, Stephen Krashen (2002) hypothesizes the ‘affective filter’ that consists of various psychological factors, such as anxiety, motivation, and self-confidence which can strongly enhance or inhibit second language acquisition.
Snow (2004) advocates that students of any age, and in any culture will differ from one another in various intellectual and psychometric abilities. This is noticed in both general and specialized prior knowledge, in interest and motives and in personal styles of thought and work during learning. Furthermore, these differences often relate directly to differences in students learning progress.
Malaka (2001) has explored the motivational problems in teaching-learning English as a secondary language at high school level with a particular reference at standards in Nigeria. Rashid (2005) carries out research on the strategies to overcome communication difficulties in the target language situation of Edo State, Nigeria. He found that some distinctive new features have emerged as to the difficulties and the possible use of strategies in the communication of target language. The majority of the interviewees (85%) admitted that a great deal of anxiety; hesitation and inhibition, play a negative role among those who are not relatively fluent in English conversation.
Wilkins (2004) points out that a teacher is an important variable in foreign language situations, and teacher’s skill, and personalities are instrumental in creating the conditions for learning a language. Gardner (2005) proposes that second language acquisition is ‘truly a socio-psychological phenomenon. It is concerned with the development of communication skills between an individual and members of another cultural community. Krashen (2002) contends that learners with high motivation, self-confidence, self-efficacy, a good self-image, and a low level of anxiety are well equipped for success in second language acquisition. Gardner and Lambert (2002) have emphasized the significance of studying each language-learning setting in its own right, and thereby suggested that the configuration of variables obtained from one setting will not be necessarily valid in another setting. For example, the South Asian learners learn English for historical, political, social and cultural reasons, which are radically different from those of South-East Asian or African learners.
Jayanthi (2002) observes the classroom interaction of the higher secondary students in Punjab. Her study reveals that the factors like smartness of the students, shyness, evaluative capacity, commitment, psychological conditions, observation of world knowledge, time factors, interactional awareness, interaction with text, etc., play a very important role over the effective and efficient interactions of the students.
The role of English in Nigeria is characterized by a multipurpose functionality. For instance, English has been used for years and for different purposes, i.e. medium of instruction in the higher educational institutions, mode of communication beyond the country, Supreme Court language, and gradually it is becoming part of the socio-cultural system.
Walberg’s (2004) theory of educational productivity requires nine factors to increase students’ achievement of cognitive and affective outcomes. These factors are (a) student aptitude variables or prior achievement, (b) Age, (c) Motivation or self-concept as on learning a task; the instructional variables of (d) Quality of instruction (e) Quality of instructional experience (f) Home environment (g) Classroom or school environment (h) Peer group environment, and (I)Mass media (especially Television). There is no exclusive study on this specific issue (factors affecting students’ English achievement at secondary level in Egor Local Government Area of Edo State). Therefore, it is important to conduct research in the two sub-districts, sub-urban and in the rural areas on the basis of reality of students, English teachers’, school principals, guardians, community members and education officers, at secondary level in Nigeria.
English language is a language of communication in Nigerian society. It is a language of medium instructions, as a Lingual Franca, useful in all facets of lives in Nigeria. English as a second language is useful between the encoder and decoders. It is a language meant for a medium of communication by instructors (teachers) in the school. English is a compulsory subject to be taken to qualify students to enter the universities, and to pass WASSCE NECO, NABTEB and other public examinations. English carries our major instruments of communication in various ministries, parastatals, universities, business centre, cyber café, embassies, airports, seaports, and in our major highways. Without English language it would have been difficult for an average Nigerians to exists and interacts with the rest and outside worlds. The original owners of English language were the natives of Britains or United Kingdom which comprises of Wales in Queen Elizabeth, domain, Scotland among the Scotish, North Ireland and among the English people of England. English language gradually became an international language through the act of colonization of British in an attempt to explore the whole worlds. All the English speaking countries should belong to the Anglophone countries of which Nigeria. Ghana, India, USA , Egypt,, south Africa are member. As a result of this English language has gradually become a major language of instruction by all and sundry. Gradually, English has became a lingual France, a medium of communication to both the rich and the poor, the affluence and downtroders in our society. As a second language learner most Nigerian faces major problems in speaking and writing English language, because they could not speak and write like the Native speakers. Many of our indigenous languages has now being assimilated into the study of English language in our day to day activities.
1.2 STATEMENT OF THE PROBLEM
Nigeria has unified educational system. However, it has diversity in the local areas in terms of religion, culture, socio-economic conditions etc. Nigeria has had a long period of academic attachment to English to the acquisition of English as a second language. Against such a background, however, it is generally agreed that the standard of competency of our learners in English is not satisfactory in comparison to the time they expend in learning the language. Huq (2006) in this regard observes, despite the considerable amount of time devoted to English instruction, the general proficiency and achievement of the majority of the students graduating from secondary schools is unsatisfactory and disproportionately low. it has been observed that the performance of students in English Language in public examinations such as WAEC and NECO have been amongst the lowest score compared with other fundamental subjects. Among the failures, about 90% fail the English section (Nigeria Education Statistical Book, 2005).
PURPOSE OF THE STUDY
The main objectives of this study are to:
SIGNIFICANCE OF THE STUDY
The knowledge of English is more critical as well as important in the context of the global marketplace, the knowledge of society and in the age of digital information technology. Dr. Mohamamad Farashuddin (2011), said, ‘‘proficiency in English is a must for the nation to abolish poverty, hunger, disease, illiteracy and indignity.’’ This research is aimed at making contributions towards the quality improvements of English education in secondary schools in Nigeria. By clarifying the factors that influence students’ English achievement, this study attempts to suggest a way of how to improve achievement and effective policy input.
The results of this study can be used for a variety of purposes. Principally, it will help teacher-trainers, educational administrators, policy makers, researchers and teachers in Nigeria to identify the factors likely to increase students’ English achievement. Here, this study will try to point out some areas where steps may be taken to promote English teaching and learning conditions in Nigeria, encompassing the secondary-level students, rural as well as suburban .
RESEARCH QUESTIONS
What are the factors affecting students’ performance in English language at the secondary levels of Egor Local Government Area of Edo State?
What is the actual situation of students’ English achievement at the secondary level in Egor Local Government Area of Edo State?
Which policy inputs are useful in improving students’ English achievement in Egor Local Government Area?
SCOPE OF THE STUDY
The study is delimited to five secondary schools in Egor Local Government Area of Edo State. The teachers and students in the research study are representative sample for the study in the study area.
1.8 DEFINITION OF TERMS
Factors: A circumstance, fact, or influence that contributes to a result.
Achievement: A thing done successfully with effort, skill, or courage.
Cognition: Has to do with how a person understands and acts in the world. It is the set of abilities or processes that are part of nearly every human action.
Cognitive abilities are brain-based skills we need to carry out any task from the simplest to the most complex.
Affective: Denoting or relating to mental disorders in which disturbance of mood is the primary symptom.
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IMPACT OF TECHNOLOGY ON ENGLISH LANGUAGE
CHAPTER ONE
1.1 Background of the study
The challenges of classroom instruction in Nigeria’s school system and research started changing dramatically with the emergence of new technologies which include Information and Communication Technology (ICT). This period of computer age had ushered in a new dimension of processing, preservation and dissemination of information among other vital roles of computer through the help of ICT. These days, ICT has had and is continuing to have an increasingly significant impact on all aspects of human life. ICT provides an avenue for people in all aspects of life to access and profit from the power of computer as a personal tool, to collaborate in groups and to disseminate information locally and globally. For a continuing global interaction in the international community and in a bid to solve the inter-cultural and language barriers that are part of the factors that result in global conflict in recent times, many countries of the world have taken steps to ensure that their citizens have access to information and communication technology through increased reliance on computer assistance in delivering their classroom instructions. In view of the fact that computer has become an inevitable instructional material/method for teaching and learning of English language, this paper explores how ICT must be harnessed to promote teaching and learning of English language.
Attitude is an important concept in social judgments and behaviors and thus, is one of the most important concepts in decision making (Venkatesh et al., 2003). As a result, a lot of research on the attitude of both students and english language teachers towards the use of ICT in teaching and learning had been done with outcome being either positive or negative. For instance Becta (2004) reported that negative attitude was a barrier towards integration of ICT in teaching and learning while Rhoda and Gerald (2000) found that positive attitudes towards ICT use are widely recognized as a necessary condition for effective computer use in teaching and learning. Similarly, study findings by Kubiatko and Halakova (2009) pinpointed that attitude towards use of ICT in teaching and learning in students was as a result of its impact. According to Selewyn (1999), integration of ICT in education environment depends, to a great extent, on english language teachers and student attitude towards their use. This view is supported by Slouti and Barton (2007) findings which indicated that ICT can motivate students in their learning by bringing variety into the lessons and at the same time sustaining english language teachers own interest in teaching. Myers and Halpin (2002) asserted that attitude of both students and english language teachers towards ICT use was a major predictor of future classroom use. It therefore appears that english language teachers’ and students’ attitude may influence adoption of ICT in teaching and learning English language.
Use of ICTs such as computer technology and internet is intended to enable english language teachers to facilitate learning more effectively and enhance students’ understanding of concepts which are expected to translate into expansion of Knowledge and improved examination outcomes. However, in English language their use has not produced desired outcomes in schools which offer computer studies in Rachuonyo South District where average performance of students in K.C.S.E. English language Examinations dropped from 6.7 to 4.10 between 2007 and 2009 despite the adoption of use of new ICTs such as computer technology and internet in 2005. It is not clear how attitude determines use of these new technologies in the study schools as far as students’ performance in K.C.S.E English language Examinations is concerned. There is no structured survey which has been undertaken to unearth the problem. Given this scenario, there is therefore, need to assess attitude as a determinant of use of these new ICTs in the implementation of secondary school English language curriculum in schools which offer computer studies in Rachuonyo South District. This is the focus of this study. In this age of Information and Communication Technology (ICT), there is growing concern for the use of ICT resources such as the computer, scanner, printer, Intranet, Internet, e-mail, videophone systems, teleconferencing devices, wireless application protocols (WAP), radio and microwaves, television and satellites, multimedia computer and multimedia projector in curriculum implementation. In e-learning, curriculum content in the form of texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolor images, maps, and graphics, can be simultaneously presented online to students in both immediate locations (classroom model of e-learning) and various geographical distances (Distance Education model of e-learning). E-learning in education is the wholesome integration of modern telecommunications equipment and ICT resources, particularly the internet, into the education system. Tracy (1995) defines the internet as the international network of communications in which computers in the Wide Area Network (WAN) talk to each other. Shavinina (2001) defines ICT as all the digital technologies, including: computer, scanner, printer, telephone, internet, digital satellite system (DSS), direct broadcast satellite (DBS), pocket-switching, fiber optic cables, laserdisc, microwaves, and multi-media systems for collection, processing, storage and dissemination of information all-over the world. E-learning as an aspect of ICT is relatively new in Nigeria’s educational system. It is a departure from the conventional approach in curriculum implementation. The main purpose of e-learning is to transform the old methods and approaches to curriculum implementation and not to silence the curriculum or to extinguish or erase the contents of curriculum. E-learning is driven by the curriculum. It should follow the curriculum and should not rob the curriculum of its essence.
E-learning should ensure effective pedagogy and curriculum implementation in the computer age. According to Nicholls and Nicholls (1980), Mkpa (1987), and Offorma (2002), curriculum implementation is the planning and execution of the contents of curriculum in order to bring about certain changes in the behavior of the students and the assessment of the extent to which the changes take place. The primary purposes of implementation is to achieve the objectives of instruction, and achieve retention and transfer of knowledge. E-learning is an instructional medium that permits alternative approaches to curriculum implementation in an ICT age. Richmond (1997) observed that, there is a great link between the curriculum and ICT and that there are three major areas that technology can influence learning, including:
Presentation, demonstration and the implementation of data using productivity tools. Use of curriculum – specific applications such as educational games, drills and practice, simulations, tutorials, virtual laboratory visualizations and graphics, representations of abstract concepts, musical composition and expert systems.
Use of information and resources on CD-Rom, online encyclopedia, interactive maps and atlases, electronic journals and other references.
Similarly, the role of ICT in curriculum implementation is recognized by the Nigeria National Policy on Education (FRN, 2004, p. 53) where it stated that, “the government shall provide facilities and necessary infrastructures for the promotion of ICT and e-learning.” It is against this background that the researcher intends to find out the extent of availability and use of e-learning materials by english language teachers in secondary schools.
1.2 STATEMENT OF PROBLEM
The call for application of e-learning in secondary education is to infuse and inject efficiency and effectiveness in curriculum implementation. However, in developing countries like Nigeria, e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia courseware development among others (Global Information Technology Report, 2005) . Other studies indicated that there is dearth of trained english language teachers for e-learning, lack of facilities, infrastructures and equipment (Ikemenjima, 2005; and Jegede & Owolabi, 2008).
The problem is that e-learning in secondary education is challenged by the new technologies in terms of availability and use. It is against this background that the present study is carried out to determine the extent of availability and use of e-learning materials. Second, it seeks to identify possible strategies for availability and use in curriculum implementation “Lack of/inadequate inadequate ICT facilities in schools” ranks second with 108 respondents (61 percent). This finding is corroborated by Ndiku (2003) cited by Wims and Lawler (2007) who discovered that insufficient numbers of computers and peripheral devices inhibit deployment of ICT by english language teachers and by Plante and Beattie (2004) who observed that inadequate ICTs was a challenge to integration of technologies in Canadian schools. Similarly, Okwudishu (2005) discovered that unavailability of some ICT components in the schools hampered english language teachers’ use of ICTs. This problem may be due to underfunding (Enakrire and Onyenenia, 2007)
“Frequent electricity interruption” ranks third with 101 respondents (57 percent). Electricity failure has been a persistent problem militating against ICT application and use in Nigeria (Adomi, 2005a; Adomi, Omodeko, and Otole, 2004; Adomi, Okiy, and Ruteyan, 2003). This makes the few schools with ICT facilities unable to use them regularly.
“Poor ICT policy/project implementation strategy” attracted 94 respondents (63 percent).
The Nigerian Federal Government’s 1988 policy introduced computer education to the high
schools (Okebukola, 1997). The only way this policy was implemented was the distribution
of computers to federal government high schools, which were never used for computer
education of the students. No effort was made to distribute computer to state government or
private schools. Although the government planned to integrate ICTs into the school system
and provide schools with infrastructure, concerted efforts have not been made to provide facilities and trained personnel. Thus, most schools do not yet offer ICT training programmes (Goshit, 2006). The NEPAD e-Schools Project is expected to take care of an estimated 600,000 African schools. This means that not all schools will benefit from this initiative. Most countries participating in the NEPAD e-Schools Project have an ICT development policy or are creating one, but very few have clear implementation plans (Aginam, 2006). Evoh (2007) observes that despite the recognized role of ICTs in improving education, ICTs remain a low financial priority in most educational systems in Africa. He further observes that most countries in the region lack resources for a sustainable integration of ICTs in education, and that African countries face numerous competing development priorities. These range from budgetary constraints, management challenges, and shortage of english language teachers and other educational resources, to the dreadful impacts of HIV/AIDS on education. These are issues that vie for the attention of local policy makers. While all countries in the region acknowledge the strategic role of ICTs in development, only a few have established a comprehensive policy. When such policies exist, they tend to remain unclear and make little reference to implementation (James, 2001, cited by Evoh, 2007).
“Inadequate ICT manpower in the schools” was indicated by 91 respondents (52 percent). The main problem facing Nigeria and its ICT programme is workforce training (Goshit, 2006). Teaching as a profession in Nigeria is considered to be for poor people, therefore the few professional that are available prefer to work in companies and industries where they can earn better salaries. With this deplorable condition, english language teachers are not motivated to go the extra mile in assisting the students to acquire computer education (Oduroye,n.d).
“High Cost of ICT Facilities” attracted 83 respondents (47 percent). Cost has been reported as one of the factors which influence provision and use of ICT services (Adomi, 2006). The cost of computers is too high for many to afford. Monthly Internet rates are exorbitant and the charges for satellite television are unaffordable for most people in Africa (Brakel and Chiseuga, 2003). This has made it difficult for Nigerian seconndary schools to acquire and install ICT facilities for the use of english language teachers and students.
A total of 70 respondents (40 percent) indicated “Lack of/poor perception of ICTs among english language teachers and administrators” There is widespread ignorance and misconception about ICTs amongst Nigerians (Ighoroje and Ajayi, n.d). One of the major inhibitors to Nigeria fully embracing ICTs is the average Nigerian’s general lack of exposure to them. For most Nigerians, information technology is still something unfamiliar, distant, and mysterious. Rather than being seen as a tool for personal and national development, information technology is seen as a hurdle (NITDA, 2003). Some Nigerians are not aware of the existence and importance of the Internet (Adomi, Okiy, and Ruteyan, 2003). It has been reported that 75 percent of the english language teachers in the NEPAD’s e-Schools Project have no or very limited experience and expertise regarding ICTs in education.
Lack of/inadequate inadequate ICT facilities in schools .
Frequent electricity interruption.
Non integration into the school curriculum.
Poor ICT policy/project implementation strategy .
Inadequate ICT manpower in the schools.
High cost of ICT facilities/components.
Limited school budget .
Lack of/limited ICT skills among english language teachers.
Lack of/poor perception of ICTs among english language teachers and administrators
Inadequate educational software .
Poor management on the parts of school administrators and government .
Lack of maintenance culture .
Lack of interest in ICT application/use on the part of students.
1.3 OBJECTIVE OF THE STUDY
iii. To compare the attitude of english language teachers and students across gender in the implementation of English language curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
(iv) To know the constraints of applying ICT teachiong and learning of english language in secondary schools in Kaduna state.
(v) To justify the fact that lack of knowledge of ICT by english language teachers is one of the major constraints in the use of ICT in teaching and learning of english language in secondary schools.
(vi) To evaluate the possible strategies for improving the use of e-learning materials in secondary schools.
1.4 RESEARCH QUESTIONS
(iii) What are the constraints involve in applying ICT teachiong and learning of english language in secondary schools in Kaduna state?
(v) Is lack of knowledge of ICT by english language teachers is one of the major constraints in the use of ICT in teaching and learning of english language in secondary schools?
(V) What are the possible strategies for improving the use of e-learning materials in secondary schools?
1.5 REARCH HYPOTHESIS
H0: One cannot evaluate english language teachers’ attitude towards ICT use in the implementation of English language curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
H1: One can evaluate english language teachers’ attitude towards ICT use in the implementation of English language curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
H0: There are no significant relationship between students’ attitude and ICT use in the english language in selected secondary schools in Rachuonyo South District, Kaduna state?
H0: There are no constraints involve in applying ICT teachiong and learning of english language in secondary schools in Kaduna state.
H1: There are a lot constraints involve in applying ICT teachiong and learning of english language in secondary schools in Kaduna state.
H0: Lack of knowledge of ICT by english language teachers is not one of the major constraints in the use of ICT in teaching and learning of english language in secondary schools.
H1: Lack of knowledge of ICT by english language teachers is one of the major constraints in the use of ICT in teaching and learning of english language in secondary schools.
1.6 SIGNIFICANCE OF THE STUDY
This research work centered on the constraints to effective use of ICT in teaching and learning of english language in secondary schools in Kaduna state This topic is of major interests which will benefit the entire public, students, researchers, lecturers and so on.
1.7 SCOPE OF THE STUDY
This research work centered on constraints to effective use of ICT in teaching and learning of english language in secondary schools in Kaduna state.
1.8 LIMITATION OF STUDY
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. English language teachers in secondary schools in Kaduna state find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
1.9 DEFINITION OF TERMS
Education: Education is a complex social undertaking, and there is no easy way to analyze the many dimensions of the policies involved. Nonetheless, we can begin with the simple characterization of higher education as a process involving the allocation and use of available resources to achieve certain instructional, social and/or economic objectives
“Computer literacy” : “Computer literacy”is a commonly used term in the business world, but it is not precisely defined. Computer literacy, in general, is being knowledgeable about the computer and its applications (Rochester & Rochester, 1991). Such knowledge appears to have two dimensions: conceptual, and operational (Winter, Chudoba, & Gutek,1997). The conceptual dimension includes an understanding of the inner workings of a computer or general computer terminology.
Literacy: Literacy means the ability to read and write.6 In this study, the term “literacy” is the ability to read programs and instructions. Teachers. A teacher is a person employed in an official capacity for the purpose of giving instruction to students in an educational institution, whether public or private.
Competence : In this study, “competence”, refers to the ability of high school teachers to apply their teaching skills, classroom management skills, and evaluation skills in the field of teaching. Computer. Is an electronic device capable of interpreting and executing programmed command for input, output
Computer-assisted instruction” (CAI): Computer-assisted instruction” (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways.
Computer assisted instruction involves using computer technology in order to teach. This can be used by a teacher in addition to lecture.
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IMPACT OF LEARNING ENVIRONMENT ON SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The learning environment, which include the classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers, etc are variables that affect students’ academic achievement (Ajayi, 2001 and Oluchukwu, 2000). Hence, the learning environment remains an important area that should be studied and well managed to enhance students’ academic performance.
The issue of poor academic performance of students in Nigeria has been of much concern to the government, parents, teachers and even student themselves. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the learning environment (Ajao 2001)
Learning environment which include instructional spaces planning, administrative places planning, circulation spaces planning, spaces for conveniences planning, accessories planning, the teachers as well as the students themselves are essential in teaching-learning process. The extent to which student learning could be enhanced depends on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories. It is believed that a well planned school will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching and learning process and academic performance of the students.
Relating this study to international occurrences are the assertions of Williams, Persaud, and Turner (2008), quoting Marsden (2005), which reported that safe and orderly classroom environment (aspect of instructional space), School facilities (accessories) were significantly related to students’ academic performance in schools. The three researchers, also quoted Glassman (1994), asserting that a comfortable and caring environment among other treatments helped to contribute to students` academic performance.
The physical characteristics of the school have a variety of effects on teachers, students, and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms, and inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective ventilation systems lead to poor health among students as well as teachers, which leads to poor performance and higher absentee rates (Frazier, 2002 Lyons, 2001; and Ostendorf, 2001). These factors can adversely affect student behavior and lead to higher levels of frustration among teachers, and poor learning attitude among student.
Beyond the direct effects that poor facilities have on students’ ability to learn, the combination of poor facilities, which create an uncomfortable and uninviting workplace for teachers, combined with frustrating behavior by students including poor concentration and hyperactivity, lethargy, or apathy, creates a stressful set of working conditions for teachers. Because stress and job dissatisfaction are common pre-cursors to lowered teacher enthusiasm, it is possible that the aforementioned characteristics of school facilities have an effect upon the academic performance of students.
Previous studies have investigated the relationship of poor learning environment including problems with student-teacher ratio, school location, school population, classroom ventilation, poor lighting in classrooms, and inconsistent temperatures in the classroom with student health problems, student behavior, and student achievement (Crandell & Smaldino, 2000; Davis, 2001; Johnson, 2001; Lyons, 2001;Moore, 2002; Stricherz, 2000; Tanner, 2000). To complement these studies, the present research will examine the aforementioned areas of learning environment as it affect students performance in Nigerian schools.
Statement of the Problem
Emphasizing the importance of learning environment to students academic performance, Oluchukwu, (2000) asserted learning environment is an essential aspect of educational planning, he went further to explain that “unless schools are well suited, buildings adequately constructed and equipment adequately utilized and maintained, much teaching and learning may not take place.
The high levels of students’ academic performance may not be guaranteed where instructional space such as classrooms, libraries, technical workshops and laboratories are structurally defective. However, little is known on the impact of learning environment on students’ academic performance in an urban city like Lagos State.
1.3 Objectives of the Study
The purposes of this study are:
iii. To explore factors such as class size that have been perceived to promote or inhibit students learning in the academic process of students in secondary school
1.4 Research Questions
iii. What effect does class size has on the academic performance of students in secondary school?
1.5 Research Hypothesis
Ho1 There is no significant difference between learning environment and the student academic performance
Ho2 There is no significant difference between school facilities and academic performance of students
Ho3 There is no significant difference between class size and academic performance of students
Ho4 There is no significant difference between school location and academic performance of students
1.6 Significance of the Study
It is hoped that this study will provide information for parents, educators and school administrators to reflect upon various factors that help students in achieving their academic goals. In so doing, they can investigate the possibility of introducing those factors to their school, which may consequently lead to enhancing students’ educational outcomes in school. In addition, the fact that this study is conducted in public schools, it shares quite a lot of similarities with many other counterparts. In this connection, this study provides a valuable reference for other schools to reflect upon the learning environment as it affect the academic performance of student in secondary school.
1.7 Scope of the Study
This research work focuses on influence of learning environment on academic performance of secondary school students in some selected schools in Agege Local Government Area Of Lagos State. This research work covers all public secondary schools students in Agege Local Government Area Of Lagos State. However, four public secondary schools will be used as case study.
1.8 Limitation of the Study
Apart from time-frame and shortage of finance, the major limitation to this research is the inability of the researcher to cover the whole public secondary school in Agege Local Government Area Of Lagos State as the title suggest.
1.9 Research Methodology
A descriptive research design will be use in carrying out this study. The sample for this study constitutes one hundred (100) respondents. For this research work, random sampling technique will be used. This study will be restricted to the categories of students the researcher considered essentially relevant to issues being investigated. Simple percentage statistical analysis will be used for the study.
1.10 Definition of Terms
School: A school is an institution designed for the teaching of students (or “pupils”) under the direction of teachers
Learning environment: A school’s physical environment includes the school building and the surrounding.
Academic Achievement – Knowledge attained or skills developed in school subjects by test scores.
Secondary school (also”high school”)is a term used to describe an educational institution where the final stage of schooling, known as secondary education and usually compulsory up to a specified age, takes place. It follows elementary or primary education, and may be followed by university (tertiary) education.
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After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
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OR you drop them on our WhatsApp, 08137701720
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Account Name: AMUTAH DANIEL CHUKWUDI
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OR
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Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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ASSESSMENT ON THE PERFORMANCE OF STUDENTS IN ENGLISH LANGUAGE
CHAPTER ONE
INTRODUCTION
Background of the Study
The mastery of a subject is determined by the performance of the students in such a subject at a prescribed examination. Any interactive activity between a teacher and the students is expected to produce learning outcomes in the learners. When such an activity failed to produce a change in behaviour (learning) in the learners, then, there is a problem.
According to Ango (2000), students’ poor performance in English Language globally is basically due to lack of involving the students in the teaching learning activities right from the beginning of any new concept to be taught, lack of qualified teachers as well as experiences in teaching and unavailability and/or insufficiency of materials in the laboratories. The impact of the teachers in the performance of the students is germane. The teachers are the facilitators who are to impact into the students the concepts expected to be learnt.
This laudable objective would not be realized when the students are taught by incompetent teachers. Such teachers would not be able to properly and adequately disseminate the concepts to the students. English Language, being one of the pivotal subjects in technology, its effective teaching must be handled with all seriousness. The competence of the English Language teachers in this regards would be of immeasurable value. One thing is to be well grounded in the conceptual understanding of a subject; another thing is to be well acquitted with the best method to pass the concepts across to the learners for proper comprehension.
But there are various factors affecting teaching and learning of English Language in secondary schools which affect students’ academic performance in English Language.
Fakuade, (2003), students’ academic gain and learning performance is affected by numerous factors including; gender, age, teaching faculty, students schooling, father/guardian social economic status, residential area of students, medium of instructions in schools, tuition trend, daily study hour and accommodation. Many researchers conducted detailed studies about the factors contributing to students’ performance at different study levels. Graetz (2005) suggested “A student educational success contingent heavily on social status of student’s parents/ guardians in the society.
Considine and Zappala (2002) noticed the same that parent’s income or social status positively affects the student test score in examination. Durden and Ellis quoted Staffolani and Bratti, (2002) observed that “the measurement of students previous educational outcomes are the most important indicators of students future achievement.
Lot of studies have been conducted in the area of students achievement and these studies identify and analyze the number of factors that affect the academic performance of the student at school, college and even at university level. Their finding identify students’ effort, previous schooling, parent’s educational background, family income, self-motivation of students, age of student, learning preferences and entry qualification of students as important factors that have effect on student’s academic performance in different setting. The utility of these studies lies in the need to undertake corrective measures that improve the academic performance of graduate students.
It is generally assumed that the students who showed better or higher performance in the starting classes of their studies also performed better in future academic years at degree level. Parent’s socio-economic condition, which includes parents’ academic and professional qualification, revenue and occupational affiliation, is also associated with academic gain of students. The results of many studies confirmed that academic achievement of students is contingent upon parent’s socio-economic condition. So the students belonging to higher social economic backgrounds will perform better than other students associated with low social economic backgrounds. “Social and economical status of student is generally determined by combining parents’ qualification, occupation and income standard” (Jeynes, 2002). Among many research studies conducted on academic achievement, it is not very surprising to observe that socio-economic status is one of the main elements studied while predicting academic performance.
Graetz (2005) conducted a study on socio-economic status of the parents of students and concluded that the socio-economic background has a great impact on student’s academic performance, main source of educational imbalance among students and student’s academic success contingent very strongly on parent’s socio economic standard. Considine and Zappala (2002) also having the same views as Graetz (2005), in their study on the influence of social and economic disadvantage in the academic performance of school students noticed, where the parents or guardians have social, educational and economic advantage definitely strengthen the higher level success in future. It is also noted that these parents make available sufficient psychological and emotional shore up to their children by providing good educational and learning environment that produce confidence and the improvement of skills needed for success.
The view point of Considine and Zappala is more strengthened by this statement of Eamon, According to Eamon (2005) “Those students that usually come out from low socio-economic status or area show low performance in studies and obtained low scores as compared to the other students or their counter parts”.
The educational environment of the school one attends sets the parameters of students’ learning outcomes. Considine and Zappala (2002) quoted Sparkles (1999) showed that schools environment and teachers expectations from their students also have strong influence on students’ performance.
Most of the teachers working in poor schools or schools having run short of basic facilities often have low performance expectations from their students and when students know that their teachers have low performance expectations from them, hence it leads to poor performance by the students. Kwesiga (2002) approved that performance of the students is also influenced by the school in which they studied but he also said that number of facilities a school offers usually determine the quality of the school, which in turn affect the performance and accomplishment of its students. Sentamu (2003) argue that schools influence educational process in content organization, teacher and teaching learning and in the end evaluation of the all. The type of schools in which students study can greatly influence the educational performance and academic achievement of the students. Miller and Birch (2007) summarized the views of many researcher and educationist in their study on the influence of high school attended on university performance.
Intelligence, cognitive styles and personality are individual characteristics that play important role in teaching and learning (Tella, 2007). Other variables such as motivational orientation, self-esteem and learning approaches are important factors that influence academic achievements. Motivation has gained more popularity amongst educational psychologists in leading other variables that could be manipulated to improve academic gains. Lack of interest by students in English Language affects their listening to the teacher. Hence, this study intends to investigate the factors affecting students’ academic performance in English Language in Senior Secondary School in Ikere Local Government Area of Ekiti State.
Statement of the Problem
This study is set out to identify the factors affecting students’ academic performance in English Language in Senior Secondary School. The teaching and learning of English Language have standards to be followed by the art teachers if effective learning is to be achieved. Despite the fact that English Language has invested a lot on art education, there are some persistent problems in our Secondary Schools. Students’ low success level in English Language as a subject has been a worry for a long time in many countries including Nigeria.
Despite stringent measures and strategies employed by the Nigerian government to ensure that educational standards are maintained at least at primary and secondary level, students, whom after passing through all these vigorous teaching and learning strategies, still performs far below expectations. In an attempt to put sound education on ground worldwide, many factors have been incriminated as being responsible for falling standard of education where it is perceived and established.
The survey was designed to examine certain critical aspects of teaching and learning of English Language in secondary schools. This was considered in the areas of teachers, support facilities and equipment, textbook , community resources and incentives available for English Language teachers.
Adelad, (2003), reported a large number of art teachers are untrained and that there is alarming turn-out of teachers at individual schools for a “better job”. Adesenuga (2001) also observed that if art subject is to be taught well, it should be taught professionally, hence the need for sufficient materials for effective teaching of English Language within and outside the classroom.. Based on the foregoing, this study intends to investigate the factors affecting students’ academic performance in English Language in senior Secondary School in Ikere Local English Government Area of Ekiti State.
Objectives of the Study
The broad objective of this research work is to find out the factors affecting students’ academic performance in English Language in Senior Secondary School in Ikere Local Government Area of Ekiti State. Specifically, this study is to:
find out the level of academic performance of students’ in English Language in Senior Secondary School.
ascertain the influence of availability of textbooks, teaching methods, class size, students’ attitudes, and student-teacher interaction on academic performance of English Language students.
investigate the difference between the influences of the identified factors on academic performance of English Language students.
Research Questions
The following research questions will be raised to guide this study:
What is the level of academic performance of students in English Language in Senior Secondary School?
Is there any significant influence of availability of textbooks, teaching methods, class size, students’ attitudes, and student-teacher interaction on academic performance of English Language students?
Is there any significant difference between the influences of the identified factors on academic performance of English Language students?
Research Hypotheses
The following research hypotheses will be formulated from the research questions and tested at 0.05 level of significance.
The academic performance of students in English Language in Senior Secondary School is not significantly high.
There is no significant influence of availability of textbooks, teaching methods, class size, students’ attitudes, and student-teacher interaction on academic performance of English Language students.
There is no significant difference between the influences of the factors on academic performance of English Language students.
Significance of the Study
It is expected that this study will prepare necessary information for educational work, parent, and school administrators to consider how solving various factors that are affecting teaching and learning English Language can help student to accomplish their academic goals. However they can examine the choice of introducing necessary learning materials to their school which may lead to improvement of student in educational outcomes in school.
However, the study will be related because the findings will encourage the school administrators, parents, students and society to observe that there is quality result in good learning environment. The finding of the study will also help the school administrators and curriculum planners to create methods that would reduce negative effect of various factors affecting effective learning of English Language.
The study will also be important to students, themselves to know the ways out of different factors militating against learning of English Language in schools. This study will serve as an eye opener to the students in knowing the negative effects / consequences of various factors affecting English Language in secondary schools. This research work will serve as information to the teachers on existing forms of problems faced by students as well as ways of controlling them.
Some teachers are no longer dedicated to their school timetable. Some deliver half-baked lessons. They leave their notes for students to copy. This is because of challenges they are facing in teaching and learning of English Language in classroom. The teachers, the authorities will benefit immensely from this study, as it will help keep them informed on the adverse effects of various factors affecting the teaching and learning of English Language in secondary schools. Our government would not be left out in the list of the beneficiaries of this study.
The research work will help the government to see reasons why they should rise to solve various problems of teaching and learning of English Language in secondary schools. As a result government could employ trained and qualified teachers into our secondary schools and provide necessary learning resources in schools.
This study will in no small measure assist parents and the society at large in knowing problems their children and wards are facing in school and thus, see ways of assisting them to learn and concentrate more on their studies. Most parents and guardians do not provide the basic materials needed by their wards. Many students in our secondary schools do not have textbooks, writing materials etc. It is a well-known fact that lack of needed necessary educational materials, make learning difficult.
Research Methodology
In order to ensure effective investigation of the variables involved in the study, primary and secondary sources of data collection were used. Primary are the first-hand data that a researcher collects himself/herself e.g questionnaire. The primary source of data for the work include a set of questionnaire while the secondary source of data for the study include; textbooks, journals, articles, workshops, conferences, seminar papers, newspapers, magazines, internet materials, official documents among others.
Scope of the Study
This study is delimited to Senior Secondary Schools in Ikere Local Government Area of Ekiti state. It also covers schools that are offering English Language as a school subject. The study is also delimited to public secondary schools in the Local Government. Students of English Language are also the delimitation of the study.
Limitation of the Study
Factors affecting the researcher’s comprehensiveness and totality in carrying out this study include; scarcity of relevant materials on the issue due to its continuous evolving nature and most of the respondents failed to respond to some important questions. The above challenges would be overcome through persistence and the need to excel in the course of carrying out this study.
Definition of Terms
The researcher wishes to give operation meaning of the following words as they are being used in the research work.
Academic status: The first term examination scores of a student at the end of each academic session usually produced at the end of the second term.
Achievement: According to Black and William (2008) achievement is past oriented. It is based on a specific body of knowledge and it reveals areas of weakness, which can result in remedial action. Achievement can also reveal competence and such results can be used to predict future performance.
Academic Achievement – Knowledge attained or skills developed in school subjects by test scores.
Secondary school: It is a term used to describe an educational institution where the final stage of schooling, known as secondary education and usually compulsory up to a specified age, takes place. It follows elementary or primary education, and may be followed by university (tertiary) education.
Teaching: This is the process of transferring ideas through methods by the teacher to the students’ in order to ensure learning.
Learning: This is the process of acquiring new ideas which involve change in behavior after acquiring new concept.
Students: Someone who is studying at particular subjects or course in the four walls of classroom in primary, secondary, university school and e-learning class etc
Classroom: A room that you have lessons in at a school or college
Teacher: Someone whose job is to teach, especially in a school
School: A place where children are taught
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ERRORS IN TELEVISION NEWSCAST IN NIGERIA
Abstract:
Television news serves as a primary source of information for millions of viewers worldwide, shaping public opinion and discourse. However, the quality and accuracy of news reporting can be compromised by errors that occur during the newscasting process. This study examines the prevalence, types, and potential impact of errors in television newscasts in Nigeria. Through content analysis and audience perception surveys, the research aims to identify common errors, such as factual inaccuracies, pronunciation mistakes, grammatical errors, and technical glitches. Additionally, the study investigates the factors contributing to these errors, including editorial oversight, production constraints, and journalistic standards. Understanding the nature and frequency of errors in television newscasts is crucial for media practitioners, policymakers, and audiences alike, as it informs efforts to improve journalistic integrity, professionalism, and credibility in the Nigerian media landscape. The findings of this study contribute to broader discussions on media ethics, accountability, and the role of television news in shaping public discourse and democratic governance in Nigeria.
Chapter One: Introduction
1.1 Background of the Study
Television news serves as a primary source of information for millions of viewers worldwide, shaping public opinion and influencing societal perceptions of current events. In Nigeria, television newscasts play a crucial role in disseminating news and providing updates on local, national, and international affairs. However, the quality of television news broadcasting depends largely on the accuracy, clarity, and professionalism of the newscasters. Errors in television newscasts can significantly impact the credibility and trustworthiness of news organizations and may lead to misinformation among the public.
Television news broadcasting serves as a cornerstone of information dissemination and public discourse in Nigeria, providing citizens with timely updates on local, national, and global events. The role of television newscasts in shaping public opinion, fostering civic engagement, and holding authorities accountable cannot be overstated. However, amidst the pursuit of journalistic excellence, errors in television newscasts have become a prevalent concern, raising questions about the accuracy, credibility, and professionalism of news media in Nigeria.
The phenomenon of errors in television newscasts encompasses a broad spectrum of inaccuracies, ranging from factual errors and mispronunciations to technical glitches and editorial oversights. These errors, whether minor or significant, have the potential to distort the truth, misinform the public, and undermine the integrity of the news media. In a society where access to accurate information is paramount for informed decision-making and democratic participation, the prevalence of errors in television newscasts poses a substantial challenge to the credibility and trustworthiness of news organizations.
Against this backdrop, this study seeks to delve into the intricacies of errors in television newscasts in Nigeria. By examining the types, causes, and implications of these errors, the study aims to shed light on the underlying factors contributing to lapses in journalistic standards and to explore potential avenues for improvement. Through a systematic analysis of errors observed in television newscasts, this study seeks to contribute to the ongoing dialogue on media ethics, professionalism, and quality journalism in Nigeria.
The significance of this study extends beyond the confines of academia, as its findings hold implications for journalists, editors, media organizations, policymakers, and the general public alike. By identifying common types of errors, understanding their root causes, and assessing their impact on news credibility, this study aims to inform efforts aimed at enhancing the quality and reliability of television news broadcasting in Nigeria. Ultimately, the goal is to foster a culture of accountability, transparency, and excellence in journalism, thereby strengthening the role of television newscasts as a cornerstone of democracy and public discourse in Nigeria.
1.2 Statement of the Problem
Despite the importance of accuracy and professionalism in television news broadcasting, errors in newscasts are not uncommon in Nigeria. These errors range from factual inaccuracies and mispronunciations to technical glitches and editorial oversights. Such errors can undermine the integrity of the news media and erode public confidence in the information presented. Therefore, there is a need to identify and address the types and causes of errors in television newscasts to uphold journalistic standards and ensure the reliability of news reporting in Nigeria.
1.3 Research Objectives
The primary objectives of this study are:
To identify common types of errors in television newscasts in Nigeria.
To examine the causes and factors contributing to errors in television newscasts.
To assess the impact of errors on the credibility and trustworthiness of news organizations.
To explore potential strategies for minimizing errors and improving the quality of television news broadcasting in Nigeria.
1.4 Research Questions
This study will seek answers to the following research questions:
What are the common types of errors observed in television newscasts in Nigeria?
What are the underlying causes and factors contributing to these errors?
How do errors in television newscasts affect the credibility and trustworthiness of news organizations?
What strategies can be implemented to reduce errors and enhance the quality of television news broadcasting in Nigeria?
1.5 Significance of the Study
The significance of this study lies in its potential to contribute to the improvement of television news broadcasting practices in Nigeria. By identifying and analyzing errors in newscasts, the study aims to raise awareness among journalists, editors, and news organizations about the importance of accuracy and professionalism in news reporting. The findings of the study may also inform the development of training programs and guidelines to help media professionals minimize errors and uphold journalistic standards.
1.6 Scope and Limitations
This study will focus specifically on errors observed in television newscasts aired by major Nigerian news channels. The analysis will cover a range of errors, including factual inaccuracies, grammatical errors, pronunciation errors, technical glitches, and editorial oversights. However, the study may be limited by the availability of data and access to archived newscasts. Additionally, the study may not capture errors that go unnoticed or unreported by viewers.
1.7 Definition of Key Terms
Television Newscasts: Scheduled broadcasts of news segments on television channels, typically featuring reports on current events, politics, economics, sports, and other topics.
Errors: Inaccuracies, mistakes, or deviations from established standards observed in television newscasts, including factual errors, grammatical errors, pronunciation errors, technical glitches, and editorial oversights.
Journalistic Standards: Ethical and professional guidelines that govern the practice of journalism, including principles of accuracy, fairness, objectivity, and transparency.
1.8 Organization of the Study
This study is organized into five chapters. Chapter One provides an introduction to the research topic, objectives, and significance. Chapter Two reviews relevant literature on errors in television newscasts and their impact on news credibility. Chapter Three outlines the research methodology, including data collection and analysis procedures. Chapter Four presents the findings of the study, including common types of errors and their causes. Chapter Five concludes the study with a summary of findings, implications for practice, and recommendations for future research.
By examining errors in television newscasts in Nigeria, this study aims to contribute to the ongoing discourse on media ethics and professionalism in journalism.
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ERROR ANALYSIS OF THE LANGUAGE OF ADVERTISEMENT IN NIGERIA
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Technological advancements, globalization of competition, the increasing importance of information, increasingly competitive environments, and changes in consumer demographic characteristics (e.g., an increase in the number of employed women, changes in family structure) have all contributed to significant changes in marketing and advertising. Classic advertising becomes less and less effective as a result of these developments, and this is exacerbated by excessive advertising and advertisers’ extravagant claims. This is one of the factors that contribute to the deficit (i.e., the decreasing reliability and quality of certain media). As a result, advertisers will use any and all measures at their disposal to fulfill previously stated objectives in order to maximize their impact.
Covert advertising, according to scholars (Okorie & Akhidenor 2011), is a primary brand communication method used to promote a business’s image and value. Covert advertising is said to be a brand communication tool that may be utilized to promote and build a brand. Covert advertising, according to Muthukumar (2013), has long been employed as a vehicle and has its own impact on customers. It has become an important part of Integrated Marketing Communications. It is less expensive as a vehicle in the advertising medium and has the potential to have a greater influence on the target market.
Covert advertising is a type of advertising in which a product or brand is advertised as an insert in a film that is usually promoted or patronized by a celebrity who appears in the film. In a similar vein, Vasanthi (2013) believes that “covert advertising is viewed as a hybrid kind of advertising.” A product or brand that is integrated in entertainment and media is known as covert advertising. To put it another way, branding various items by including them in films or television shows where the audience may be unaware that they are being advertised to.” “Advertisers utilize numerous tactics to mask such objectives smartly,” Alrasheedi (2014) believes. Advertisers employ covert communication to persuade their target audiences to purchase their products.” This way of thinking led Aka et al. (2015) to claim that “advertising influences the behavioural pattern of customers and ensures the effectiveness of advertisement.”
The daily activities of human beings generate waste. In the opinion of Singh, Saxena, Bharti and Singh (2018), waste was not a main issue when the populace of humans was relatively small and drifting, but became serious as a result of urbanization and increase of large conurbations. According to Singh, et al., (2018), along the years, people have migrated from urban to rural areas causing an increase in the amount of waste produced by a particular location and this has had an extremely negative effect on public health and sanitation in the environment.
Waste is an unavoidable part of human existence and doesn’t pose any threat except when not properly managed. Waste management in Lagos State, Nigeria is very crucial not just because of a healthy environment but also because it falls under SDG goal 11 and 3 (Sustainable cities and communities, good health and wellbeing) and proper waste management would aid in the accomplishment of this goal. According to Brunner, the primary goals of waste management are to protect human wellbeing, the environment and preserve resources.
Allesch and Brunner (2012) along with Singh et al., believe that over time, there has been an increased migration rate of people from undeveloped and semi-developed areas to metropolitan areas. The increase in the size of the populace in developed cities is extremely high in contrast to those of under developed cities. The unrestrained enlargement in developed areas has left many cities lacking in infrastructural services like water supply, sewage and community solid waste management. In many metropolitan areas, almost half of the solid waste created remains unattended, resulting in rise to unhygienic surroundings especially in compactly populated areas which has a snowball effect on increasing in gruesomeness especially due to parasitic and microbial infections in all segments of the populace, while the developed city dwellers and the waste handlers are being the less affected. Advertising is a multi-faceted method of spreading information about certain goods, services, or ideas to a target audience by designated sponsors. “The activity of calling anything (a commodity for sale, a service provided or wanted) to the public’s attention, especially by means of written or broadcast paid announcements,” according to Webster’s Ninth New Collegiate Dictionary.
Thus, advertising refers to the tactics and procedures used to bring certain items, services, and ideas to the public’s attention in order to persuade them to respond in a specific way to what is promoted. Advertising necessitates communication, and communication necessitates the use of language. Language is the primary medium of human connection and communication. Language, as defined by Sapir, is “a totally human and non-instinctive technique of conveying ideas, emotions, and wants through a system of deliberately generated symbols.”
As a result, language is the foundation for all human activities and interactions. As a type of human contact, advertising makes use of language, and according to Brook, “the words of advertising must be selected with care if they are not to have ludicrous results.”
In Nigeria, the majority of the media is written in English. This isn’t to say that our native languages aren’t employed in media advertising; rather, English is the dominant language in the media. Although English is not native to Nigeria, it is one of the country’s official languages and its lingua franca.
The arrival of the English language in Nigeria was formally acknowledged by the creation of Lagos as a British colony in 1862, but there are signs of its presence in Nigeria prior to that date. With the entrance of Europeans in Nigeria for political, economic, or religious conquest, communication between English and Nigerians of various ethnic groups became necessary. According to Omolewa (in Uzoezie), Europeans had a low view of the vernacular, which they believed to be neither widespread nor of good quality. As a result, these Europeans opted to communicate with Nigerians in their own language.
The Portuguese were the first Europeans to land on Nigeria’s shores. Around the seventeenth century, they made touch with various Southern Kingdoms, including ancient Calabar and the Benin Empire. The second group of Europeans to arrive in Nigeria were British tradesmen. According to Uzoezie, the British drove out the Portuguese and replaced the contact language with English as a diplomatic and commercial language. According to Uzoezie, the Treaty of Utrecht in 1713 and the subsequent British success in the famous race to Nikki in 1884 gave England the monopoly for slave trading along the West Coast of Africa, and the ground was thus prepared for the permeation of the English language along the coast and the hinterlands, as cited by Omolewa in Adetugbo. A kind of inter-language (pidgin) evolved as a result of interactions between the English language, Portuguese, and some indigenous languages.
The official annexation of Lagos as a British colony occurred in 1862; as a result, the British desperately needed manpower to run their affairs of government in Nigeria, and having chosen English as the language of government, they had to teach the indigenes English in order to facilitate better communication, interaction, comprehension, and management The English language was chosen as the medium of instruction for the training of the desperately needed personnel in 1882.
Missionaries who arrived to Nigeria to share the gospel had to communicate in English as well. They highlighted the importance of the English language in relation to religion. As part of their conversion tactics, they taught Nigerians reading, arithmetic, and writing (the 3 Rs). As a result, the language’s expansion was aided.
According to Eresimmadu and Arinze, many liberated slaves returned to their original towns and states when the transatlantic slave trade was abolished in 1807. in their regions of servitude, these slaves had already learned some English. They went on to work as interpreters and instructors, spreading the English language. Furthermore, according to Udensi and Ike-Nwafor, the certification system of work, wherein a credit pass in the English language was made a fundamental prerequisite for employment and further education, heightened the demand for a solid command of the English language. As a result, English became the language of government, the media, education, politics, and the lingua franca of the world.
According to Udensi and Ike-Nwafor, the adoption of English as the official language has caused issues for many Nigerians. These issues manifested themselves as phonological, morphological, syntactic, and graphological mistakes in language usage. Language interactions between English and various mother tongues, often known as vernacular languages, resulted in these mistakes. These languages are completely unrelated to English, with many differences in phonemic inventories, syllabic structures, spellings, and grammar, for example. Nigerians frequently incorporate parts of their vernacular languages into their English speech, which seem as mistakes.
As a result, the fusion of over 250 linguistic groups into a single nation, the rise of commerce, and the growth of the market economy, among other things, made it necessary to replace traditional advertising (the employment of town criers) with a more contemporary strategy, via English.
1.2 STATEMENT OF THE PROBLEM
Most Nigerians are unfamiliar with the phrase grapho-syntactic mistake. These mistakes abound in the advertising industry, as well as other industries that require speaking and writing, and the majority of individuals are unaware of them. The following are the issues that need this research: Grapho-syntactic mistakes violate the language’s syntactic and graphological principles and are not recognized as such by most individuals. And, sadly, the inaccuracies are slowly but steadily becoming commonplace among Nigerians.
1.3 OBJECTIVE OF THE STUDY
The primary aim of this study is to analyze grapho syntactic errors in the language of advertising in Nigeria. Thus, the following objectives;
1. To determine whether grapho-syntactic errors indicate deficient mastery of the English language.
2. To determine if there a correlation between the rates of occurrence of these errors and the level of education of the users of these erroneous forms.
3. To determine whether these erroneous forms show traces of interference from the first language of the users.
1.4 RESEARCH QUESTIONS
The following questions guide this study;
1. Do grapho-syntactic errors indicate deficient mastery of the English language?
2. Is there a correlation between the rates of occurrence of these errors and the level of education of the users of these erroneous forms?
3. Do these erroneous forms show traces of interference from the first language of the users?
1.5 SIGNIFICANCE OF THE STUDY
This research will reveal grapho-syntactic mistakes in advertising language. Many individuals are unaware of these flaws and, as a result, accept erroneous forms as “normal English forms.” This research will assist in exposing these mistakes and demonstrating the right forms of the most common ones, therefore increasing people’s awareness of them. It will also assist in clarifying the problems that some advertising offer in fully comprehending them due to such mistakes. Advertisers will be encouraged to edit their products before distributing them to customers as a result of the study. It will also bring instructors’ attention to them so that they may include them into their classroom activities.
This study will also raise awareness among officials from the Federal and State Ministries of Knowledge about the necessity for a particular degree of education before our people can be permitted to start a “company,” because these errors are indicators of our people’s lack of formal education. It will also make customers more suspicious of certain of the phrases or expressions used by advertising, as some of the grammatically or semantically ill-formed statements may be “intentional” and designed to fool the reader or listener. In summary, the goal of this study is to raise awareness of grapho-syntactic mistakes in advertising and to encourage those involved to assist eradicate them.
1.6 SCOPE OF THE STUDY
This study will cover advertising practices in Nigeria and their use of grapho syntactic errors. This study will look into grapho-syntactic errors and if they indicate deficient mastery of the English language, also it will cover whether there is a correlation between the rates of occurrence of these errors and the level of education of the users of these erroneous forms and whether these erroneous forms show traces of interference from the first language of the users. Hence, English and linguistics students in two selected universities in Lagos State will be used for this study.
1.7 DEFINITION OF TERMS
1. ERROR: This simply refers to the state or condition of being wrong in conduct or judgement.
2. ADVERTISING: Advertising refers to the tactics and procedures used to bring certain items, services, and ideas to the public’s attention in order to persuade them to respond in a specific way to what is promoted.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
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(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
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Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
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