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ABSTRACT
This work discussed the sociolinguistic factors that influence the learning of English language in Nigerian secondary schools. There are some language-related problems that contributed to the poor performance of our secondary school students. Therefore, the study aimed at identifying some of these problems. Apart from identification of these problems, the study also suggested some possible ways on how these problems can be solved. Structurally, this work was divided into five chapters. Thus, chapter one focused on introduction, background of the study, statement of the problem, purpose of the study, research questions and scope of the study. Chapter two focused on review of related literature. Chapter 3 examined research methodology, research design, population of the study, the sample and sampling technique, instrument for the study, validity of the instrument, reliability of the instrument and administration of the instrument. Chapter four took a look at data presentation and analysis. Finally, chapter five had the summary, conclusion, recommendation and contribution to knowledge.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Considering the position of the English language on the international scene, one would say that the former British West African colonies of which Nigeria is one, have the singular privilege of inheriting from the British colonial administration, one of the greatest legacies the British has ever given to the people.
In Nigeria today, English has been accepted and adopted as the second language in Nigeria and number of people speaking the language is constantly on the increase. English is today the language of government, business, administration, commerce, education, mass media, literature and it is used in other areas of communication both internally and externally among Nigerians.
Realizing that English has become the most important, if not the only language, in which the country can communicate, socialize, conduct businesses and engage in political activities at different levels, its study is therefore most relevant in Nigeria schools.
In Nigeria, English is the “queen of all school subjects so that no matter what the orientation of a given student is; he or she cannot avoid English language as a subject.”
Language is what makes a man. Therefore, one is not judged with what he/she knows only, but how well and effectively he/she can speak and write.
Despite this prominent position, which English occupies in Nigeria, our students still perform below standard in the language. Etim (1980) confirms this observation when he notes that students’ achievement in the West African School Certificate (WASC) English has been decreasing in recent.
It is the consideration of many that secondary education in Nigeria is one of the most crucial stages of the three levels of the educational system. Fifteen (1969:2) confirms this view when he says that “good secondary education is the key to all progress in Africa and that good secondary education depends on English.”
It should not be as if the issue of the importance of English is being overstressed. But, before a candidate gains admission into any general certificate in education at credit level of English which is somewhat compulsory.
In view of the much importance attached to English, Ayan (1976) stressed that the learning of English in Nigeria should be given proper attention such attention should be in forms of personal materials and facilities that are available for effective work.
It has been pointed out earlier in this paper that the secondary school level is one of the crucial stages in our educational system. Indications also abound from several quarters of poor performance in English in our higher institutions, hence the introduction of remedial courses in English for students. This is because it has been discovered that students find it very difficult to cope with the reading expected of them.
The problem of learning English as a second language has existed in most secondary schools. The problem has caused more harm among the various secondary schools in the area.
Therefore, seeing this as a problem facing many secondary schools, the researcher engages in carrying out this study towards overcoming them.
1.2 Statement of the Problem
The trend of political events in the polity over the years seems to have generated a lot of problems that affect the smooth learning of English language in Nigeria. Such problems arise out of the inconsistency in policy formulation and implementation by different administrations from time to time.
Language study as a tool for human civilization and societal harmony suffers some restraints in a country like Nigeria where especially the English language is a legacy of colonialism. Such restraints are of different modes and shades.
Mother tongue interference, religion/cultural beliefs, economic background, corruption and geographical location of school, etc. are some of hindrance upon which the learning of English in Nigeria schools is negatively affected.
It is therefore the basic concern of this research to, having observed the problem created by the above mentioned as the sociolinguistic factors that influence the learning of English, look forward to make elaborate effect towards overcoming such hindrances. So far, the sociolinguistic factors about influence the smooth learning of English language in Nigerian schools.
1.3 Objectives of the Study
The general objective of this study is to examine the sociolinguistic factors that influence the learning of English in Nigeria. The study therefore will focus on the following objectives:
- To find out the extent to which mother tongue interference influence the learning of English language.
- To investigate the effect of bilingualism and multilingualism on the learners of English language.
- To find out how Pidgin English prevent effective learning of English language.
- To provide possible solutions to the sociolinguistic factors that influences the learning of English language.
1.4 Research Questions
This study includes questions such as:
- To what extent does mother tongue interference influence the learning of English?
- To what extent does bilingualism and multilingualism affect the learning of English?
- To what extent could Pidgin English prevent effective learning of English language?
- How can English language teaching and learning be improved?
1.5 Significance of the Study
Having carried out an in-depth and thorough research on the sociolinguistic factors that influence the learning of English language in Nigeria schools, this study is therefore significant because it will serve as a working document towards educational policy formulation and its implementation by educational policy planners in Nigeria. Moreover, as such, the study is relevant as its recommendation would help in strengthening the success of our educational policies towards the learning of English language.
In addition, this study intends to enlighten those in authority more about the problems and the need for them to seek adequate solution.
This research will also help teachers and students to understand the causes of the problems encountered in the learning of English language as a second language. It should also enable them put those suggestions into practices as to solve those problems in order to minimize poor performance of English language.
Its significance also lies in the facts that subsequent researchers shall found a background from which to take a leap into other learning of English language in Nigeria.
1.6 Scope of the Study
This study is undertaken across Etche Local Government Area of Rivers State. Its focus is to assess the success and the failure of the learning of English language in secondary schools across Etche Local Government Area. Although there are many problems militating against the learning of English language as a second language in Nigeria, this study is particularly concerned with the sociolinguistic factors as it influences the learning of English language in secondary schools.
1.7 Limitation of the Study
Due to time factor and financial constraints, this study is limited to four secondary schools in Etche Local Government Area.
- Community Secondary School, Igbo Etche
- Nihi Community Secondary School
- Okehi Community Secondary School
- Egwi Community Secondary School
Its focus is to carefully study the students’ ability to comprehend English composition and oral public speech.
The researcher also encountered the problem of discouraging attitude from people consulted. Some even rejected questionnaires given to them and most of them claimed to be uninterested and suspicious. Questionnaires were served to some teaching staff and students of both secondary schools. Their responses provide material of our findings in chapter four (4) of this study.