THE APPLICATION OF LANGUAGE ACTIVITIES IN ENGLISH LANGUAGE TEACHING AND LEARNING IN SENIOR SECONDARY IN OBIO AKPOR LGA
This study looked at how language activities were used in the teaching and learning of English in senior secondary school in Obio Akpor LGA. The study’s total population is 200 staff members from selected secondary schools in obio Akpor. The researcher collected data using questionnaires as the instrument.
This study used a descriptive survey research design. The study included 133 respondents, including principals, vice principals, administration, senior staff, and junior staff. The collected data was organized into tables and analyzed using simple percentages and frequencies.
1.1The Study’s Background
The English language has a high status in the country’s educational system, where it is a school subject as well as the medium of instruction from the last three (3) years of primary school to the tertiary level. The overarching goal is for every Nigerian citizen to have a reasonable level of English competence and proficiency in order to effectively shoulder national responsibilities in the task of nation building.
In Nigeria, education is synonymous with good command of the language. According to Banjo, if an educated man in Nigeria is defined as having completed at least secondary school, then no Nigerian who does not speak English can be considered educated. Those who speak English fluently gain some social standing. The majority of Nigerians no longer regard it as a temporary borrowed language, but rather as part of our linguistic property.
Despite the fact that it is not our mother tongue, we frequently use it with creativity and ebullience that stems from a confident sense of ownership. The English language is the best linguistic candidate for national integration, unity, and identity.
There is no Nigerian language that can be considered useful for this herculean task. Nigeria, a wonderful country with over 520 languages, undoubtedly consists of several nations. However, developing a common (national) language is critical for national cohesion, unity, and social stability. Unfortunately, none of the indigenous languages have been able to successfully harmonize or stabilize the country, and many see our linguistic diversity as a curse rather than a blessing.
It is worth noting that, despite their numerous languages, only 65 have writing alphabets and only 120 have texts written in them. This means that the majority of Nigerian languages are incapable of meeting the challenges posed by proper language planning and engineering.
It is easy to understand why the English language bore the brunt of the burden of Nigerian language policy because it serves the needs of a multilingual country lacking an indigenous official language. As admirable as the goal of English language teaching is, it is not without its difficulties. Based on this, the researcher wishes to investigate the use of language activities in secondary school English language teaching and learning.
Many writers have expressed surprise at the students’ lack of linguistic and communicative skills. No surprise, the apparent decline in our educational system is primarily attributed to linguistic failure, because all education is education in language.
The linguistic environments in Nigeria and the quality of teaching are two important factors that influence the development of English in Nigeria and in any second language situation. The first factor results from the interaction of native languages and other languages in contact.
Interlingual problems are those that arise as a result of this factor. The second issue focuses on the teacher, who is the pivot on which the teaching and learning processes rely for success. Whether the problem is inter-language or intra-language, English teachers in Nigeria bear enormous responsibility.
The study’s objective
The study’s objectives are as follows:
To investigate the difficulties in teaching and learning English in secondary schools in Obio Akpor LGA.
To identify the factors influencing English language development in secondary schools in Obio Akpor LGA.
To determine whether the use of language activities affects the teaching and learning of English in secondary school in Obio Akpor LGA.
Hypotheses for research
The following items have been proposed for testing:
H0: There are no difficulties in teaching and learning English in secondary school in Obio Akpor LGA.
H1: There are difficulties in teaching and learning English in secondary school in Obio Akpor LGA.
The study’s importance
The study will be extremely useful to students, teachers, and policymakers. The study will provide a clear picture of how language activities are used in the teaching and learning of English in secondary school in the Obio Akpor local government. The study will also be used as a resource for other researchers who will be working on a similar topic.
The study’s scope and limitations
The study’s scope includes the use of language activities in the teaching and learning of English in secondary school in the obio akpor local government area. The researcher encounters some constraints that limit the scope of the study, which are as follows:
The researcher’s research material is insufficient, limiting the scope of the study.
The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
Inadequate funding tends to impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire and interview).
Definitions of terms
Utilization: the action of putting something to practical and effective use.
Teaching is defined as engaging with learners to facilitate their understanding and application of knowledge, concepts, and processes.
Learning: teaching entails involving students in the active construction of knowledge.
English is a West Germanic language that was first spoken in early medieval England and has since become the dominant language of international discourse in today’s world. It is named after the Angles, one of the ancient Germanic peoples who migrated to the area of Great Britain that was later named England after them.
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