THE UTILISATION OF LANGAUGE ACTIVITIES IN TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECONDARY SCHOOLS

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THE UTILISATION OF LANGAUGE ACTIVITIES IN TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECONDARY SCHOOLS

CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the study

1.2 Statement of problem

1.3 Objective of the study

1.4 Research Hypotheses

1.5 Significance of the study

1.6 Scope and limitation of the study

1.7 Definition of terms

1.8 Organization of the study

CHAPTER TWO

2.0 LITERATURE REVIEW

CHAPTER THREE

3.0 Research methodology

3.1 sources of data collection

3.3 Population of the study

3.4 Sampling and sampling distribution

3.5 Validation of research instrument

3.6 Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

Abstract

This study was on the utilization of language activities in the teaching and learning of English language in senior secondary school in Obio Akpor LGA. The total population for the study is 200 staff of selected secondary schools in obio Akpor. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made of principals, vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies.

Chapter one

Introduction

1.1Background of the study

The English language has been accorded with high status in the nation’s educational system where it is a school subject as well as the medium of instruction from the last three (3) years of primary to the tertiary level. The overall aim is for every Nigerian citizen to possess a reasonable degree of competence and proficiency in English to be able to effectively shoulder national responsibilities in the task of nation building. Education, in Nigeria, is considered synonymous with a good command of the language. According to Banjo, if educated man is defined in Nigeria as one who has had at least secondary education then no Nigerian who speaks no English can be regarded as educated. English bestows some status on those who speak it fluently. It is no longer viewed as a temporarily borrowed language but has been accepted as part of our linguistic property by the majority of Nigerians. We often use it with creativity and ebullience, which spring from a confident sense of ownership, the fact that it is not our mother tongue notwithstanding. There is no better linguistic candidate for national integration, unity and identity than the English language. No Nigerian language can be considered as a useful tool for this herculean task. Nigeria, a great country with its over 520 languages, no doubt, comprises several nations. For national cohesion, unity and social stability, however, the imperative of evolving a common (national) language is urgent. Unfortunately, none of the indigenous languages has been able to successfully harmonize or stabilize the country and our linguistic diversity rather than being a blessing has been regarded by many as a curse

It is worthy to note that in spite of these numerous languages, only 65 have alphabets for writing and only 120 have texts written in them. This means that most of the Nigerian languages do not have the capacity to take up the challenges posed by proper language planning and engineering. It is easy to deduce why the English language carried the burden of the Nigeria language policy because it serves the needs of a multi-lingual country that is bereft of an indigenous official language. As laudable as the goal of the English language teaching is, it has its challenges and problems. Based on this the researcher wants to investigate the utilization of language activities in the teaching and learning of English language in secondary school

Statement of the problem

Many writers have expressed dismay at the students’ linguistic and communicative incompetence. No wonder, the seemingly fallen standard in our educational system is attributed primarily to our linguistic failure, since all education is education in language. The two important factors that affect the development of English in Nigeria and in any second language situation is the linguistic environments in Nigeria and the quality of teaching. The first factor is derived from the interference from the native languages and other languages in contact. Problems emanating from this factor are referred as interlingual problems. The second problem points to the teacher who is the pivot on which teaching and learning process depends for success. Whether the problem is inter-language or intra-language problem, an enormous responsibility revolves around the teachers of

To ascertain the challenges of teaching and learning of English language in secondary school in Obio Akpor LGA

To ascertain the factor that affect the development of English language in secondary of Obio Akpor LGA

To ascertain whether utilization of language activities affect teaching and learning of English language in secondary school in Obio Akpor LGA

In discussion about language teaching and learning, Brown (2007a) points out that, there is a depending and subordinating relationship between teaching and learning. Teaching plays roles as guiding, facilitating learning, and encouraging the learner and setting the conditions for learning. Having a good understanding of how the learner learns will help teachers determine their philosophy of education, their teaching style, approach, methods, and classroom techniques. According to Cook (2001), “the proof of teaching is in the learning”, and “all successful teaching depends upon learning” (p. 9). Cook also states that there is no point in providing interesting, well prepared language lessons if students do not learn from them.

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