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EDUCATION EDUCATION UNDERGRADUATE PROJECT TOPICS

COMMUNICATION STRATEGIES AND SENIOR SECONDARY SCHOOL STUDENTS’ CREATIVITY IN ENGLISH SENTENCE CONSTRUCTION

COMMUNICATION STRATEGIES AND Y SCHOOL S’ CREATIVITY IN ENGLISH SENTE CONSTRUCTION

 

CHAPTER ONE

1.1 The Study’s Background

A teacher is regarded as a link between ents and the curriculum. Teachers are in charge of organizing all educational activities within the school system. It is their responsibility to interpret curriculum content and break it down into teachable units in order to achieve the stated goals and objectives.

To achieve the goals, the teachers’ mode of operation and their relationship with the ents are critical. These are determined by the teachers’ perception and acceptance of the teaching job, the methods and used, and their communicative strategies in the classroom during the instructional process.

The effective teaching/learning of English in the classroom is solely dependent on the teacher’s communication skills. Their potential and creativity are developed once they communicate appropriate instructions to the ents. These skills of communicating appropriate instructions to ents help instill in ents the fundamentals of the English language, which they can then use to construct readable sentences in English.

In essence, ents do not have a better chance of understanding and applying the fundamentals of English sentence construction until they are taught. On this basis, Ekah (2015, p.49) stated that: learners are drilled to memorize language rules as a way of developing sufficient ability to translate one language into another. Eka emphasized the importance of recitation and translation because ents have no minds of their own and thus always speak the mind of their teacher.

As a result, communication is the driving force in any healthy relationship (Hasan, ). During the teaching/learning process, communication promotes effective classroom interaction. In this case, English language teachers must be well-versed in the complexities of the language in order to effectively communicate instructions to ents.

The reason for this is that if English teachers do not understand the complexities of the language, they will struggle to guide ents in forming sentences in the language. As a result, the quality and caliber of teachers, as well as the teaching of sentence formation, determine the outcome.

Communication strategies are important in the teaching and learning of sentence formation because they improve mutual understanding between teachers and ents during the teaching process. These strategies ensure that ents understand the instructions communicated to them by their teachers and thus participate fully in the classroom learning process.

In other words, English teachers must carefully and effectively apply communication strategies such as rehearsal strategy, questioning strategy, oral communication strategy, and morphological creative strategy to develop ents’ creative ingenuity toward sentence formation. In doing so, English language teachers should remember what Rand, Phyllis, and Edgerton (2001, p.38) said: “Everyone is unique.”

One person’s creative ability is not the same as another’s. Finding one’s creative talents and then polishing and improving them for global relevance is important and rewarding. We can hone and improve our creativity by learning to think and write more effectively.”

Rehearsal, as one of the strategies for developing creativity in ents, focuses on continuous sentence formation practice. The ents’ skills and knowledge are harnessed through rehearsal, allowing them to function well, double their productivity, and perform well in sentence formation. Tracy (, p.79,101) observed: “Your ability to learn and remember can last your entire life if you keep your brain alive, alert, and functioning at its best.”

When you develop and hone your ability to focus and concentrate, you will be able to double your productivity, performance, and output.” Rehearsal necessitates a great deal of concentration, determination, and sample. This necessitates the teachers’ constant attention in order to provide the necessary guidance to the ents during rehearsal.

This is made possible by good relationships between teachers and ents, which results in effective interaction between them. This is consistent with Shulman’s interaction theory (2002), which states that interaction theory is a model of helping process in which workers’ skills help to create a positive working relationship. In turn, this relationship serves as a conduit for workers to influence practice outcomes.

Clarify one’s professional function and role in the helping process as a prerequisite for effective practice. This is because the professional will do his or her own part while also involving the workers in their own parts.

Furthermore, the questioning strategy improves the teaching of sentence formation. This entails using appropriate interrogative statements in the classroom when teaching sentence formation. During the learning process, both teachers and ents use this strategy. Teachers use the questioning strategy to assess their ents’ understanding of the subject matter, while ents use it to clarify issues in the lesson that they do not understand.

One of the characteristics of a skilled teacher, according to Etim (2016, p.165), is the effective use of the questioning technique. Throughout a lesson, questions are asked and answered. Students are given the opportunity to think creatively and respond positively through this strategy, allowing them to be actively involved in the teaching/learning process. As a result, the questioning strategy is one of the most effective strategies for developing ents’ creativity in sentence formation in the English language.

Another strategy that can help ents develop creativity is oral communication. It is a solid strategy for conveying instructions to ents. This strategy involves using verbal cues to communicate instructions to ents. Oral communication is an essential component of the classroom teaching and learning process. In essence, all explanations and illustrations for the lessons taught in class are done orally.

It involves both teachers and ents (interlocutors) in an interaction that promotes learning. s are thus transmitted through sound symbols in oral communication. This allows ents to make significant contributions to what they are learning.

According to Karunaratne (2009: p.171), “oral communication allows ents to contribute to what they learn and how they learn it.” As a result, effective use of oral communication strategies encourages effective participation in classroom teaching/learning activities, which develops ents’ creativity in sentence construction.

Morphological strategy is also a communication strategy that encourages ents’ creativity in sentence construction. It is about word formation and the process of word formation. Morphology, according to Udofot (), is “an aspect of language that deals with the internal structure of words and the rules governing the formation of words in a specific language.”

This strategy assists ents in forming new words while adhering to the existing rules of word formation in order to communicate ideas to others through the use of words. The words formed will be added to the ents’ word bank for use at any time in their lives.

With this, ents will never be short of ideas to communicate through sentences, but rather their creativity will be channeled toward sentence formation. As a result, as ents learn how to create new words with the help of their teachers, their creativity is directed toward sentence construction.

Looking at the topic of this y, it is clear that the ents’ inability to perform well in English language exams, both internal and external, is due to their inability to communicate their ideas, knowledge, or opinions in simple but correct sentences.

This is due to a gap in teachers’ ability to apply communication strategies in the classroom teaching/learning process. As a result, the researcher is attempting to fill gaps and encourage teachers and ents to use communication strategies in order to achieve optimal results in their English language performances.

1.2 Problem Identification

A critical examination of our Itu Local Government Area school systems and the activities of English teachers reveals the important roles of communication strategies in the development of ents’ creativity in sentence construction in English. It has been observed that ents have difficulty constructing sentences in English.

The reason for this is not far-fetched given that ents lack adequate knowledge of the rudiment of English language in which sentences are formed, as well as a sufficient word bank to guide them in sentence formation. As a result, these deficiencies pose a significant challenge to ents’ and teachers’ performance in the teaching and learning process of sentence construction in the English language. This allows the researcher to conduct a y on communication strategies and ents’ creativity in sentence construction in English.

1.3 The Study’s Purpose

The primary goal of this research is to investigate the impact of communication strategies on ents’ creativity in sentence construction.

This y in particular tends to:

Determine the effect of rehearsal strategy on ents’ sentence formation creativity.
Investigate the impact of questioning strategy on ents’ sentence formation creativity.
Determine the impact of oral communication strategy on ents’ sentence construction creativity.
Determine the impact of morphological strategy on ents’ sentence formation creativity.

1.4 Importance of the Research

The y’s findings are significant in that the rehearsal strategy would assist English language teachers in teaching with ease and involving ents in the learning activity, as well as ents in mastering the lesson taught. The questioning strategy would be beneficial to both teachers and ents in that it would help teachers identify areas where ents did not understand the lesson and thus revisit such areas, and it would help ents think creatively, thus broadening their scope of experiences. It would also allow them to read more widely.

The oral communication strategy would be beneficial to both ents and teachers in that it would assist teachers in communicating his instructions to ents in a meaningful manner and would assist ents in understanding and responding positively to the instructions communicated to them by the teachers.

Morphological creativity strategy would be extremely beneficial to ents because it would assist them in understanding the structure and components of words, creating and storing new words in their word bank to make it easier for them to construct sentences in English

 

1.5 Research Questions

To achieve the y’s objectives, the researcher developed the following research questions to guide the y:

What effect does the rehearsal strategy have on ents’ sentence formation creativity?
What effect does questioning strategy have on ents’ creativity in sentence formation?
How does ents’ creativity in sentence construction differ depending on their oral communication strategy?
How does morphological creative strategy influence ents’ sentence formation creativity?
Hypotheses (1.6)

The researcher developed the following hypotheses to carry out this y:

There is no discernible effect of rehearsal strategy on ents’ creativity in sentence formation in English.
There is no discernible effect of questioning strategy on ents’ creativity in sentence formation in English.
The oral communication strategy has no significant influence on ents’ creativity in sentence formation in English.
Morphological strategy has no significant influence on ents’ creativity in sentence formation in English.

1.7 The Study’s Fundamental Assumptions

This research focuses on communication strategies and ents’ creativity in English sentence constriction. To that end, the following assumptions underpin this y:

A valid and reliable research instrument can be used to measure the y variables, which include rehearsal strategy, questioning strategy, oral communication strategy, and morphological strategy.
Teachers and ents in schools have different communication strategies and learning styles when it comes to sentence formation in English.

1.8 The Study’s Limitations

This research is being conducted in all secondary schools in Akwa Ibom State’s Itu Local Government Area. The researcher restricts his y to selected public secondary schools in Akwa Ibom State’s Itu Local Government Area. The 2017/2018 school year is being considered. The research focuses on teachers’ communication strategies and ents’ creativity in sentence formation in English.

1.9 Terminology Definition

The researcher defines the terms in this y operationally, as follows:

Communication Strategy: Communication is the process of expressing ideas, feelings, or providing information to others. Strategy, on the other hand, refers to a plan that is intended to achieve a specific goal. Communication strategies are blueprints that show how information can be exchanged between teachers and ents.
Students’ Creativity: This refers to ents’ abilities and skills in the classroom during the teaching/learning process.

Sentence truction: This is the process of arranging words in grammatical order in order to convey meaningful ideas to the audience.

Rehearsal Strategy: This is the plan devised to ensure that ents practice the lesson taught.

Morphological Strategy: This is the plan devised to encourage ents to form new words in accordance with the existing rules of word formation in the targeted language (English) in order to communicate their ideas, opinions, and messages in sentences.

Oral Communication Strategy: This is a plan for communicating instructions to ents in the classroom using sounds produced with the mouth rather than writing.

Questioning Strategy: This is the process of asking questions that stimulate ents’ creative thinking and further readings in order to provide a satisfactory answer to the teacher’s question.

CHAPTER TWO

REVIEW OF RELATED WORKS

2.0 Getting Started

This chapter examines related literature under the following headings: theoretical framework, which includes connectionism learning theory and social learning theory; conceptual/empirical framework; rehearsal strategy and ents’ creativity in sentence construction in English language; questioning strategy and ents’ creativity in sentence construction in English language; oral communication strategy and ents’ creativity in sentence construction in English language

 

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COMMUNICATION STRATEGIES AND Y SCHOOL S’ CREATIVITY IN ENGLISH SENTE CONSTRUCTION

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