Teaching and Learning English as a Second Language in Nigeria: Examining Evolving Approaches and Methods

Adebileje, Adebola; Akinola, Aderonke

doi:10.17507/tpls.1009.02

Cited by 9 publications

(6 citation statements)

References 22 publications

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“…As Adebileje and Akinola (2020) put it, language is an instrument of thought which binds human society together in communication and linguistic groups. Sapir (1921) defines it as a purely human and non-instinctive method of communicating ideas, emotions and desires utilizing voluntarily produced symbols.…”

Section: The Backgroundmentioning

confidence: 99%

“…Aiyaubola (2012), describes language as a human vocal noise or the graphic representation of that noise used systematically and conventionally by a group of people in a community. Although several studies have been carried out on the subject of English as a second language in Nigeria, little attention has been accorded to teaching and learning processes for the English language in Nigeria (Adebileje & Akinola, 2020;Banjo, 2016;Akindele & Adegbite, 2009). On this premise, the present study attempts to examine the problems of teaching and learning English as a second language from the perspective of a theoretical framework.…”

Section: The Backgroundmentioning

confidence: 99%

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English Language Teaching and Learning in Secondary Schools in Isoko North Local Government Area of Delta State: Problems and Prospects

E. I.,

U. E.

2024

International Journal of Literature, Language and Linguistics

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This paper studied the problems of teaching and learning English as a second language in junior school certificate examination in Isoko North Local Government Area of Delta State. The study sought to establish the extent to which students in Junior Secondary School and teachers should value English as the language of instruction. The framework adopted is the behaviorist theory of bilingualism. The simple percentage method of data analysis was employed to analyze data. The population comprised students in junior secondary schools in Ozoro precisely the students of Opute Grammar School, Ozoro and Heroes Group of Schools, Ozoro both in Delta State of Nigeria. The sample size was 100, and the instrument for data collection was the questionnaire which was tested and retested on some other students to ensure that it was reliable. It was found out that the majority of the students consider the English language a difficult subject because of their inability to understand every aspect, which the English language entails. It was also found out among others that the level of infiltration of mother tongue into the respondents’ English is very high. This research recommended that good reading habits should be developed in the students and also well-equipped libraries should be provided in the schools and communities in order to improve better performance in their study of English language. It concluded that the problems of teaching and learning English as a second language is as a result of the impact of mother’s tongue, inadequate textbooks, poor language background and lack of professional growth and development of teachers. If these discovered factors are not checked there will be a drastic decline in standard of education.

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Section: The Backgroundmentioning

confidence: 99%

Section: The Backgroundmentioning

confidence: 99%

English Language Teaching and Learning in Secondary Schools in Isoko North Local Government Area of Delta State: Problems and Prospects

E. I.,

U. E.

2024

International Journal of Literature, Language and Linguistics

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“…However, it does not sound right if these two important skills are ignored. Adebileje & Akinola (2020) in their research suggested that both grammar and communication skills are equal importance in which language users -beforehand -need to be equipped with grammar rules in order to be communicative competence. This finding answers RQ1 which investigates how interaction and transaction -in the second language -are being used amongst the university students and also the consequences.…”

Section: Figure 2: Interaction and Transaction In Speakingmentioning

confidence: 99%

FUNCTIONS OF SPEAKING IN ENGLISH LANGUAGE & SPEAKING ANXIETY

Rahmat

Shahabani

Ibrahim

2020

EJEL

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Plato once said “a wise man speaks because he has something to say, a fool speaks because he has to say something!” Often the ability to speak (or not) is used to gauge a person’s language proficiency. Speaking is one of the four language skills which includes listening, reading and writing. However, of all the four skills, the first skill that is portrayed is a person’s speaking skills. A person’s speaking skills (or lack of it) is often used by future employers to evaluate the oral communication abilities of their employees. This is because speaking has many different functions and failure to understand the varying functions may lead to anxiety among the speakers. This pilot study is done to investigate the usage of the English language in undergraduates’ interaction and transaction in their everyday lives, their speaking performances and their speaking anxiety. Data is analysed using SPSS and presented in the form of mean scores. Findings for interaction and transaction showed that English is used during formal transaction. In addition to that, the discussion on academic matters is a necessity to speak English. Next, findings for performance revealed that no matter how good or poor their achievement in this second language, speakers have to make it happen – this is one of the challenges that the speakers have to face. Lastly, the speaking anxiety may impact their (speakers) interaction with other people. Results of this study bear interesting implications towards the acquisition and learning of speaking in English among learners. Article visualizations:<img src="/-counters-/edu_01/0736/a.php" alt="Hit counter" />

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“…Ufomata (1996) noted that the use of English in an ESL context like Nigeria is formal with ESL speakers having different levels of proficiency and a recognisable division between mainstream educated spoken Nigerian English as in other ESL contexts. In Nigeria today, English functions as the language of education and instruction; media and politics including the judicial system hence, attention is often given to English language pedagogy (Adebileje & Akinola, 2020). For this reason, this study's concern is to propose a hybrid method of combining the brick-and-mortar classroom teaching style as well as digital technology to improve English pronunciation among Nigerian learners of English as a second language.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Hybrid Learning in English Pronunciation Pedagogy in the Nigerian ESL Context

Benjamin-Ohwodede,

Mamudu,

Nyemike Awunor

2024

jelita

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This paper is a study on the effectiveness of hybrid learning; a blend of traditional and technology-based training, vis-à-vis the second language (L2) learner of English pronunciation. Specifically, our motivation is centred on the functionality of combining the habitual classroom teaching style with the Telegram app (a mobile-based technological tool) for studies relating to speech production and perception. The methodical procedure and design for this study is both quantitative and descriptive; employing the use of a multiple-choice questionnaire in data collection from 401 Nigerian undergraduate and postgraduate students in the University of Benin, Nigeria, to ascertain the effectiveness of digital designs and stratagems. Pie charts are employed to display multiple divisions of the study's data comparison. This study emphasizes the Online-Driver Blended Learning Model; such a pedagogical approach exposes the L2 learner to a more involved and effective way of understanding how to avoid imposing an unfamiliar accent upon the target language. Consequently, we see a merger of online practical exercises and exposure to uploaded multimodal texts and native speakers' spoken data (audio-visual recordings/voice notes) with scheduled direct classroom interludes. Findings confirm that exploiting such a hybrid model enhances students' cognitive abilities and retentive capacity regarding English pronunciation. Such digital audio-visual tools are paramount phonetic strategies for learning how to avoid unacceptable phonetic alterations. Thus, we see the effectiveness of integrating the Telegram app into the traditional brick-and-mortar educational method in handling problems associated with speech sound production and second-language phonological interference.

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Teaching and Learning English as a Second Language in Nigeria: Examining Evolving Approaches and Methods

Cited by 9 publications

References 22 publications

English Language Teaching and Learning in Secondary Schools in Isoko North Local Government Area of Delta State: Problems and Prospects

English Language Teaching and Learning in Secondary Schools in Isoko North Local Government Area of Delta State: Problems and Prospects

FUNCTIONS OF SPEAKING IN ENGLISH LANGUAGE & SPEAKING ANXIETY

The Effectiveness of Hybrid Learning in English Pronunciation Pedagogy in the Nigerian ESL Context

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