ABSTRACT
This work set out to investigate problems of teaching English language as a second language in Nigeria, through a case study of selected secondary schools in Ukanafun Local Government Area. Objectively, the study investigated the effect of mother tongue interference the quality of teachers, students, attitude towards learning and the impact of availability and utilization of instructional resources on the teaching of English as a second language. Teachers from selected schools in the study are formed the population for this study.
Sampling was by simple random sampling technique. For the study, a survey research design was adopted for the study. Data analysis was done using simple percentage method because it could easily be understood at a glance and computation has a high accuracy rate.
Problems of Teaching English Language as a Second Language in Nigeria
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
English language in is accepted as a lingua franca in Nigeria and many other African countries, hence it is used as a medium of communication in our social, economic, political and cultural organizations. In school, English language is used as a medium of teaching and learning processes. English is also used in carry out political activities it is widely used in our heterogeneous society where about three hundred different languages are spoken in different parts of the country. English languages are used generally for our national businesses and international affairs. Therefore the importance of English languages in our educational hemisphere cannot be over emphasized.
Further, English languages are recognized as a core subject who remains compulsory for every, student at the secondary level of Education (national policy on Education, 2004). Unfortunately, inspite of the huge benefit of using English languages for our everyday activities, this subject remains widely or highly dreaded by many students in Nigeria, and the failure rate at the senior secondary school certificate examination level and other external examinations is often high, hence many candidates who aspire for higher education in the university, polytechnic and colleges of education cannot meet up their expectation for further study.
Many researchers all over the world are of the view that knowledge and skills in communication with English languages has a significant influence on the performance of students in other subjects.
However the acquisition of excellent skills of communication with English languages tends to suffer some interference from the mother tongue of the learner. English therefore is a second language and has to be learnt as such before it can be effectively used for communication and other transactions.
Researchers like Eka (2015), Zusouvlay (2013) hold the view that students learn better when, appropriate method of teaching English languages is adopted, and that students also learn better when appropriate methods of teaching English language is adopted, and that students also learn better when appropriate instructional resources used in the teaching-leaning process. Eka (2015), therefore upholds that the issue of qualitative Education in Nigeria falls into three distinctive categories in one way, it is the teacher, in the other way it is the student, and then the government. Garaliauskiene (2019), further highlighted that mother-tongue creates a significant influence or impact on the teaching and learning of English as a second language.
Based on this background information therefore, this study intends to find out whether the quality of teachers, attitude of students toward learning such as a study habits, time management and other none cognitive factors could significantly impact on students learning of the subject.
The study will also examine the extent to which availability and utilization of facilities in secondary schools in Ukanafun affect teaching and learning of English as a second language as well as how the influence of the mother tongue interference could influence students achievement in English languages, with a view to proffering solutions based on research findings on the issue.
1.2 Statement of the Problem
Ideally, Education is intended to transform an individual intellectually and morally it is therefore expected that the individual is thought by qualified teachers in a particular field who will use appropriate method of teaching and instructional facilities in the lesson class to create positive effect in the teaching-learning process. The school is expected to be adequately equipped with adequate instructional and infrastructural facilities either by government or school proprietors with the sole aim of achieving the desired educational or institutional objectives. Students are also expected to demonstrate attitudes and study habits that will guarantee them success in this direction.
Unfortunately, the researcher observed over the years that many students, especially in Ukanafun Local Government Area performed poorly in English language especially in public examinations such as unified Tertiary Matriculation Examination (UTME) and since as a matter of educational policy in Nigeria, credit pass in English language is a critical requirement for admission into higher institution in Nigeria these category of candidates usually do not succeed in securing admission into higher institution to read any course.
Mass media reports in Nigeria also indicate that English have been increasing number of failure in English language among secondary school students and UTME candidates over the years which has given rise to row enrollment of students particularly in English language based professions such as law, communication arts, theatre arts ecetera. Improvement in students’ achievement in English Language would therefore represent an asset in this regard.
This study will therefore find out whether the quality of teachers who teach the subject or the attitude of students towards learning English language, or availability of these resources do have an impact in the teaching of English as a second language, while also assessing the influence of mother tongue interference in the teaching learning process of English language in the study Area.
Problems of Teaching English Language as a Second Language in Nigeria
1.3 Purpose of the study
General purpose of the study is to investigate into problems of teaching English Language as a second Language in Nigeria using a case study of Ukanafun Local Government Area
Specifically the study will;
- Finding out the impact of mother tongue interference on the teaching of English as a second Language
- Examine the impact of teacher’s quality on the teaching of English as a second language
- Examine attitude of students towards the learning of English as a second Language
- Asses the impact of availability and utilization of instructional resources on the teaching of English as a second Language
1.4 Significance of the study
Findings obtained from the study will,
- Serve as a reference manual to future researchers on the topic.
- Serve as a guide to teachers on factors relating to mother tongue interference to the teaching of English as a second language
- Enlighten students on the issue of mother tongue interference in the study of English language.
- Also help government, school proprietors and related agencies when making policy statements concerning supply of infrastructural facilities to secondary schools in the area.
1.5 Research Questions
In the course of conducting the study it was imperative to raise the following research questions to guide the study.
(i) How does mother tongue interference impact on the teaching of English as a second language?
(ii) To what extent does the quality of teachers impact on teaching of English as a second language?
(iii) How does students’ attitudes towards learning impact on teaching of English as a second language?
(iv) What impact does availability and utilization of instructional resources have on the teaching of English as a second language?
1.7 Delimitation of the Study
The study was restricted in scope to an investigation into problems of teaching English as a second language.
It was also limited to selected secondary schools in Ukanafun Local Government Area. Hence, findings from this research was not generalized as it remains valid to Ukanafun Local Government where the study was conducted.
Problems of Teaching English Language as a Second Language in Nigeria
1.8 Limitation of the Study
In the course of the investigation the researcher was confronted with certain challenge which posed significant threat to the success of the exercise. Prominent among them was financial constraints and duration constraints.
The researcher was faced with financial inadequacy, particularly as she depended on her parents financial contributions to procure and process materials required for the research which was scarcely adequate for a work of this magnitude. Secondly, a one-semester duration allocated by the college authority for the completion and submission of this report was hardly adequate for extensive investigation on the issue.
1.9 Operational Definition of Terms
(i) Academic Performance: This terms often used in educational institutions to describe the evaluation of student’s ability in a particular subject or assessment of students’ activities in the entire school.
(ii) Lingua Franca: This refers to a general acceptable language commonly used for communication in everyday life in a particular society.
Lawson Peter – Chief Editor in Projectvilla Nigeria. A writer and academic researcher.