Problems Of Teaching English As A Second Language In Nigeria Secondary School
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Problems Of Teaching English As A Second Language In Nigeria Secondary School
ABSTRACT
Although English is now the language of government, business and commerce, education, mass media, literature, and both internal and external communication, there are still issues with teaching English as a second language in secondary schools. Students assume that English is a difficult language to learn and hence do not make an attempt to study it.
Teachers also struggle to meet the high demands of effective English language instruction and learning. This study was conducted at twenty secondary schools in Enugu’s Igbo Etiti Local Government Area. There are six secondary schools for males, eight secondary schools for girls, and six coeducational institutions.
The target audience included one thousand, eight hundred and fifty-four students in JS III, one thousand, eight hundred and eighty-eight students in SS III, and one hundred and five English teachers.
The study involved ten schools and 200 students from junior and senior secondary schools. Forty teachers were likewise selected and analysed using the mean. Based on the findings, certain recommendations were given.
Chapter one
1.1 Background of the Study
Origin of the English language: According to English history, the language originated in North Western Europe. It is consequently claimed to have affected the Germanic branch of the Indo-European language family.
Aside from having the greatest geographical range, the Indo-European language family is spoken by the most individuals. The language was first spoken by several tribes in Denmark and Northern Germany.
According to Uchechukwu (2008), the term “English” is used to refer to people’s names. By the time of the Northern Conquest (1066), English had become the moniker for all English inhabitants.
Of all the heritage left behind in Nigeria by the British at the end of their colonial administration, the English are undoubtedly the most important. English is currently the language of government, internal, business, commerce, education, and the mass media. ENEH (2008) found that English was the name given to all of England’s inhabitants.
He also remarked that, with the exception of Igbo, all subjects in Nigeria are named in English. This comment is accurate since, since our independence from the British, English has held a prominent place in Nigerian society.
The English language is employed not only in Nigeria, but also on a global scale. According to Paul (2005), English is versatile enough to be utilised for the most essential conversations or transactions of the day.
Thus, the English language allows Nigeria to participate in the deliberations and decisions of international organisations such as the United Nations, the Common Wealth of Nations, and the World Health Organisation.
In Nigeria, English serves a variety of critical functions. It is the country’s lingua franca and the official language in society because the country is home to several ethnic groups who speak different languages. Nigeria need one language to bridge the linguistic gaps between its constituent states in order to maintain its language variety.
The British colonial authorities chose English as the language for Nigeria; according to Uchechukwu (2008), English is spoken by more than a quarter of a billion people. It is becoming increasingly popular as a second language for non-English speakers at work. Thus, English is considered a second language.
Nigeria’s civil service, government establishment, armed forces, public and judicial systems English is the preferred language of communication among ethnic groups with diverse language backgrounds. In social gatherings, English is utilised to facilitate social interaction.
Uchechukwu (2008) reported that, in addition to having the greatest geographical dispersion, English is also spoken by the most individuals. It is becoming increasingly popular as a second language among non-English speakers around the world.
It is a language with over 1 million symbols. It is adaptable enough to be used for even the most trivial conversations or transactions. The most significant matters of the day, it can be used to record scientific facts with accuracy and precision, or to create a poetry expressing a beautiful notion in ear-catching language.
So far, all literature books produced in Nigeria have been written in English. This comprises the writings of Wole Soyinka, Mrs. Edith Eze, Chinua Achebe, and Christopher Okigbo, among others. They have a strong international demand.
In education, it is utilised as a method of instruction in schools and as a university-level subject. School disciplines range from the first year of primary school to the university level. School subjects such as biology, history, government, and mathematics are taught in English. This suggests that his scientific knowledge of the phrase comes from the English language, which he learnt at school.
Thus, the English language serves a purpose in our culture. English is the common language used in educational homes to impart knowledge to children. The youngest ones will eventually learn fluent English from their parents.
True, English is a lingua franca, the primary official language and second language (L2) for Nigerian youngsters, but only a small proportion of the Nigerian populace has access to it and uses it for communication. And only a small number of Nigerians who use English can be said to speak and write Standard English in the same way that educated native speakers do.
According to Anibueze (2000), native speakers typically learn the basic sentence structure of the English language instinctively at a young age. It may not be the normal language, but it is one in which the child is rather proficient.
Because a large number of Nigerians who use English language acquire it through the form school systems, the poor standard of their English can be ascribed in school, especially secondary school by those concerned teachers and students who sat for general certificate of education examination (G.C.E) at community High School Ekwegbe (C.H.S.) in October 2009, and the data collected confirmed that ninety five percent of the students book the examination because of failure
Related to ineffective teaching and learning practices used in schools. Onyejeli (2008) identifies five key concepts for learning and teaching English. First and foremost, the teacher should be very explicit about what he or she is teaching the students because this is common practice.
Second, the teacher should begin teaching English by hearing and speaking first, followed by reading and writing. Third, because kids are learning a second language, the teacher should emphasise the importance of the materials.
Fourth, the teacher should emphasise the importance of revising previously learnt skills to spot errors. Fifth, because the teacher is teaching English to a second language learner, he or she should set aside plenty of time and patience.
Indeed, the situation of the English language in Nigeria and secondary schools has prompted scholars to explore English teaching and learning issues.
The technique of language teaching and learning methods, the method and strategies employed by certain teachers of English offer issues to the learners of the language by the students teachers of English should comprehend the definition of the word “teach” that is to gain knowledge or to perform an act.
Any approaches utilised by the teacher should be designed to help the child learn how to accomplish something. There are eight ways for a teacher to help his students learn, each slightly different from the other but all producing similar benefits in differing degrees.
He can make him learn it, as well as inform, instruct, train, lecture, and educate him. Each technique has its own connotation and impact on the interaction between teacher and students.
The ways of learning require more work from the student, making the outcome more lasting and effective. The other techniques, particularly “teach,” place responsibility on the teacher. This is why teachers must learn how to educate using a variety of materials in the classroom. English language practice is essential for good learning.
1.2 Statement of the Problem
This is a widely held belief that the English language standard is soon becoming a major issue for educators, particularly English language specialists. The student finds it challenging to use English as a vehicle of communication in many social settings or for academic objectives. They make several grammatical errors whether speaking or writing English.
The shortage of specialist teachers in the educational system cannot be overstated. The successful implementation of the curriculum in each of the school subjects, which is heavily reliant on the availability of specialist English teachers, has resulted in the employment of graduates from other disciplines, such as mass communication, to teach English in some secondary schools. This is a severe issue for the teaching and learning of English in secondary schools.
Because the instructor is the most crucial aspect in the teaching and learning process, there is an urgent need to train more English teachers. Teachers give background experiences for their students while also determining their academic performance.
As a result, determining mother tongue, physical and psychological problems, insufficient time allotted to the English timetable, insufficient supply of teaching material, and a shortage of specialist English teachers all impede the teaching and learning of English as a second language in secondary schools in Enugu state’s Igbo Etiti local government area.
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