Impact Of Language Laboratory For Effective Teaching And Learning Of Oral English In Junior Secondary School
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Impact Of Language Laboratory For Effective Teaching And Learning Of Oral English In Junior Secondary School
ABSTRACT
The theoretical framework for this study was provided by a survey of literature, which also allowed the researcher to acquire sufficient data for the study. Primary sources of information were explored, and questionnaires were employed to collect data. The research results were provided in tabular form and analysed using simple percentages.
The study’s goal is to determine whether there are enough language laboratories accessible to effectively teach and learn English in secondary schools. Their relevance is that they provide essential information to the government, the Nigeria Educational Research Centre, and curriculum planners.
The purpose of this study is to investigate the effects of the Language Laboratory on effective English language teaching and learning in secondary schools. The study’s population consisted of 25 teachers, with no sampling.
Primary data is the administration of the instrument, while secondary data is the data gathering. The information tool employed in this research project. Prior to its implementation, the questionnaire was approved by the supervisor.
Everything was obtained through hard work, and because the researchers interviewed people in the Enugu North Local Government Area, their contributions have assisted the researchers in carrying out the research work effectively. For data analysis, the researchers used newspapers.
Chapter one
INTRODUCTION
Background to the Study
In one sense, we are constantly being educated, to the point that anything that happens to us might cause changes in the way we feel, think, behave, and, of course, communicate.
We learn from what we hear, our surroundings, the people we meet, and ideas found in books or papers. In truth, everything we see and experience constantly teaches us and our children.
The school curriculum is used to ensure that the educational process runs smoothly. As a result, the term curriculum refers to a collection of disciplines or fields of study that are organised in a specific order.
According to Puckett (1979), curriculum is the selection, organisation, and administration of a body of subject content designed to guide students towards a common life goal.
Despite the fact that so many areas of human knowledge are now competing for admission as courses in the school curriculum, at least one modern language retains the right to a position in the secondary school curriculum.
All those who believe that studying a current language other than one’s own plays a vital role in adolescent growth, a role that may be much more crucial today than in the past, are content that this is the case.
It has been found that in principle and practice, if circumstances allow, the benefits inherent in such a study benefit secondary school students.
According to Webster’s Encyclopaedic Unabridged Dictionary of the English Language: Is the collection of wards and systems of use shared by people from the same community or nation, geographical area, or cultural tradition?
Language is human speech, whether spoken or written. Language exists wherever there is human society. Most sorts of human activity require the cooperation of two or more people. A common language enables humans to collaborate in an unlimited number of ways.
Lieberman (1984) contends that human language is based on biological principles seen in other primates, and that both humans and animals have innate neurological systems that correspond to their respective sound producing capabilities. However, most linguists will readily agree that language is unique to humans and that having language gives humans a significant advantage over other species.
English is one of the world’s most widely spoken languages, accounting for over 5000 languages. About 200 years ago, less than 15 million individuals spoke English. Today, however, more than 300 million people utilise English, making it the second most widely spoken language after Chinese.
English is one of the most influential and rapidly developing languages spoken around the world.
English is the native tongue or official language of one-fifth of the world’s land surface. English is the most frequently studied language in the world, particularly in non-native speaking areas. Today, English is spoken in various nations on the American continent, including the United States of America and Canada
New Zealand, the Republic of South Africa, Australia and Canada, New Zealand, and the Republic of countries in the Western African peninsula. Although English was the language of colonisation in various countries, including India’s colonised regions.
Other countries, such as Japan and China, typically teach English as their primary foreign language. Approximately half of the world’s scientific and technical journals, as well as newspapers, are published in English.
The British Council and the United States Information Service, established by the British and US governments, respectively, with centres and libraries in numerous nations, including Nigeria, have helped to spread English even farther.
All of these variables have made it possible for everyone who understands and speaks English and travels to major cities throughout the world to converse effectively with one another.
According to Anibueze (2007), English is a lingua franca. As a lingua franca, it is the language of unification. It is well-established so that individuals of different languages can interact with one another and work together. For example, a Hausa guy may comfortably and efficiently communicate with a Yoruba or Igbo man, and vice versa.
Since colonial times, the English language has been an important tool for socialisation and bureaucratic activity in Nigeria. It was only logical to place emphasis on spoken English, written English, or both. However, with the rise of a new class of people, government officials, and their new positions in colonial administration, the teaching and learning of the language took a different turn.
Today, English is the language of the international community; Ezugu (1998) claims that English is the most frequently spoken language in the world. Many countries use it as either their primary or secondary language. It is the language of education, government, law, international trade, diplomacy, and culture.
It is therefore worthwhile to learn this very essential language, because those who do not do so will be denied access to the world’s finest ideas and contemporary technologies.
In Nigeria today, English remains the language of pedagogy; students cannot make commendable progress in their studies unless they have a thorough understanding of English, which is used to teach and assess the majority of courses at elementary, secondary, and postsecondary institutions.
This necessitates a system that is both simple and functional in its approach.
This is significant because, according to Umaru (2005), when a student learns a new language, he frequently struggles to express himself in writing.
Because the student employs a foreign language as a means of communication, he must begin from beginning to acquire the fundamentals of the language. It is inevitable that this is the function where the different problems that arise from teaching and learning the language meet the requirement to do so properly.
According to Oluikpe (2005), the primary criteria for grading pupils’ writing and speaking skills are generally control of basic grammatical categories such as punctuation, tense, number, gender, and so on. Language teaching in Nigeria has struggled with shortcomings.
The primary cause of these problems is our English teachers, who are not only inexperienced but also unprofessional. Even if they have had some instruction, it is based on their work. As we see today, a situation in which a language teacher lacks grasp of its grammatical categories is detrimental to the system.
Regner et al. (2001) found that many successful teachers are flexible rather than rigid in their approach to teaching children and only loosely base their teachings on a certain method.
Language is the official means of communication for people, and it is one of the characteristics that distinguishes man from animals. Signs and symbols lack worldwide recognition and may be difficult to interpret.
Not everyone can read pictures, paintings, or sculptures. Language is superior to all of them since it is easy to understand and widely used. According to Ozohili (2007), language literally means “tongue,” which is a human organ utilised for speech. Traditionally, language is described as a set of arbitrary verbal symbols used to express thoughts from one being to another.
Language Learning: Humans have the ability to learn, understand, and think about things. He has the ability to learn and apply knowledge. He can also investigate issues, gather facts, prepare, and carry out the plans.
Man’s considerable intelligence has also enabled him to develop a level of language communication that allows life to be governed. According to Theodore (2001), language learning involves a significant amount of time, patience, and practice. It cannot be done only at school with large classes, but individual pupils must practise for a few minutes each day.
As a result, pupils and students should be encouraged to practise this language in their spare time in order to master it as needed.
The approach relates to how the teacher communicates his information to the students and engages them in the activity at hand.
Methodology is essential in every teaching-learning setting.
According to Robert (2003), in order to achieve effective teaching and learning, the skilled teacher must employ a variety of strategies and tactics. Even though there is a wide range of teaching methods and strategies, none of them can be considered the best for all teaching situations. It is considered, however, that a well-designed teaching approach can perform wonders in improving learning outcomes.
Teaching materials: The use of textbooks, dictionaries, chalk boards, workbooks (which are rarely used), and posters to teach English in secondary schools in Enugu North Local Government Area in Enugu State has proved counterproductive.
Modern media, such as audio and videotapes, language laboratories, programmed texts, flash cards, computers, periodicals, and newspapers, are not used. These findings are consistent with those of Kolawole (2000), who discovered various difficulties, such as insufficient and helpful resources.
Modern language laboratories are among the most recent media to make a significant impression on our educational scene. The language laboratory is an audio-visual installation used as an aid in the laboratory.
Each student can replay one track of a tape while simultaneously recording his response on another track. He can then rewind the tape to hear both the master track and the recording of his own reaction, comparing the two recordings.
Statement of the Problem
The purpose of this research is to determine whether the language laboratory has an impact on successful teaching and learning of English in secondary schools.
The most important challenge that second-language learners face is that the language is not commonly spoken in their local area. As a result, the student receives no exposure to the language of his immediate environment
which includes numerous professors who are people with whom he interacts on a daily basis. The second language student must compensate for missed learning opportunities outside of the classroom.
Most second-language teachers are not native speakers. As a result, they are unable to communicate fluently or clearly in the language. However, they are not to blame for the interference of the mother tongue.
As a result, the researchers decided to investigate the impact of the language laboratory on English language teaching and learning.
The purpose of the study
The purpose of this study is to emphasise the language laboratory’s impact on efficient English language teaching and learning.
1. Determine whether there are enough language laboratories in secondary schools to facilitate efficient English language teaching and learning.
2. Determine the key inputs of the language laboratory on the effective teaching and learning of English as they affect secondary school language teachers.
3. Determine the major influence of the language laboratory on successful English language teaching and learning as it affects secondary school teacher trainees.
Significance of the Study
The findings of this study will be helpful to the government, the Nigeria Educational Research Centre, and curriculum developers, since it will raise awareness for the building of language laboratories.
The research is expected to help English language teachers identify problems and become aware of the factors that impede English teaching and how to cope with them.
Students will also be aware of their key “roadblocks” to speaking and how to overcome them.
Finally, the outcomes of this study will be shared with all those involved in English language teaching in Enugu North and throughout the country.
Scope of the Study
This study is limited to studying the effects of language laboratories on successful teaching and learning of the English language in specific selected schools in Enugu North.
The study focusses on the availability of language laboratories, the qualifications of English teachers and teaching methods, the impact of the language laboratory on student performance, and, ultimately, mother tongue interference.
Research Questions
1. Are there enough language laboratories in Enugu North’s secondary schools to effectively teach and acquire English language?
2. Are there enough trained teachers to teach English?
3. Does the interference of the mother tongue demand the use of the language lab?
4. What strategy do teachers use to teach oral English?
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