-
Teacher’s Perception On The Causes Of Students’ Failure In English Language In Secondary Schools, A Case Study Of Students
[A CASE STUDY OF ODEDA LOCAL GOVERNMENT OF OGUN STATE OF NIGERIA]
CHAPTER TWO -- [Total Page(s) 4]
Page 3 of 4
-
-
-
2.5 LANGUAGE TEACHING METHODOLOGIES
The Direct Method
In this method the teaching is done entirely in the target language. The learner is not allowed to use his or her mother tongue. Grammar rules are avoided and there is emphasis on good pronunciation.
Grammar-translation method
Jibowo(2000) point out that this method was derived from the traditional approach which believes that language can be learnt in isolation.
Ajayi(2009) described grammar translation method as the dead method which was the nineteenth (19th ) century. The Nigerian English teachers also use this method during the colonial rule when formal education was first introduced to the country. The method was first used in the teaching of classical language – Latin and greek.
Learning is largely by translation to and from the target language. Grammar rules are to be memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on developing oral ability.
The goal of this method according to Ajayi(2009) was to study the grammar of the target language (English as L2) and to Make students become more familiar with the structure and thus students will be able to speak and write the target language ,all this can be achieved by translating sentences, passages, words etc from the target language to the mother tongue and vice versa.
Audio-lingual method
This method is reffered to as aural-oral method (Ajayi2000). The approach dominated the language teaching scene as from 1905 and reached its peak in the 1960s.The term itself was first proposed by Nelson Brook(1957). The method sees language learning as habit formation. The theory behind this method is that learning a language means acquiring habits. There is much practice of dialogues of every situations. New language is first heard and extensively drilled before being seen in its written form.
Poltzer(1961)points out that language is behaviour and behaviour can be learnt only by including students to behave. This method prevents the errors from occurring Ajayi (2009). The critics of the approach are of the view that language behaviour is too complex to be learned purely by repetition, pattern drills and imitation.
They observed that it is not realistic for a teacher to probably present all the possible sentences of the target language. At the level of grammar one of the weaknesses identified is that the form of grammar taught is rather inadequate and the habit formation as a way of teaching language.
The structural approach
This method sees language as a complex of grammatical rules which are to be learned one at a time in a set order. So for example the verb "to be" is introduced and practised before the present continuous tense which uses "to be" as an auxiliary.
Suggestopedia
The theory underlying this method is that a language can be acquired only when the learner is receptive and has no mental blocks. By various methods it is suggested to the student that the language is easy - and in this way the mental blocks to learning are removed.
Total Physical Response (TPR)
TPR works by having the learner respond to simple commands such as "Stand up", "Close your book", "Go to the window and open it." The method stresses the importance of aural comprehension.
Communicative language teaching (CLT)
The most recent innovation in language teaching is reffered to as communicative language teaching. It is the most current method which is based on the believe that language is primarily for communication and not just mere academic exercise.
This method is a reaction against artificial pattern drills of the audio-lingual approach with the goal of the communicative language teaching method to equip the learners with adequate communication skills that will enable him to combine the knowledge of linguistics and socio-linguistics rules in communicative interaction Sauvignon(1987).
The focus of this method is to enable the learner to communicate effectively and appropriately in the various situations she would be likely to find herself in. The content of CLT courses are functions such as inviting, suggesting, complaining or notions such as the expression of time, quantity, location.
This method has the ultimate goals of achieving what hymes(1932) refers to as communicative competence as against linguistic competence Chomsky (1957) of the audio lingual approach as explained by Rivers (1973) and cited by (1972).
The Silent Way
This is so called because the aim of the teacher is to say as little as possible in order that the learner can be in control of what he wants to say. No use is made of the mother tongue.
CHAPTER TWO -- [Total Page(s) 4]
Page 3 of 4
-
-
ABSRACT - [ Total Page(s): 1 ]ABSTRACT IS COMING SOON ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 1 ]INSTITUTE OF EDUCATIONThis questionnaire is designed to obtain some vital information from teachers in Odeda local government area of Ogun state, Nigeria. Concerning their perspectives on the causes of students failure in English in secondary schools.SECTION ‘A’Personal informationClass taught: Jss1-3 ( ), Sss1-3( )Age: 23 and below ( ), 24-29 ( ), 30 and above ( )Gender: Male ( ), Female ( )School type: Private ( ), Public ( )Key: A= Agree, S A= Strong ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]CHAPTER ONE1.0 INTRODUCTION1.1 BACKGROUND OF THE STUDY Language in any human society is an important human heritage. The significance of language in human life cannot be over-emphasized. It is indeed central not only to our social interactions and relationships, but also in distinguishing us and enabling others to ascertain the position in the society. This would explain why people with speech or hearing disabilities find it difficult to integrate and participate fully in their com ... Continue reading---
CHAPTER THREE - [ Total Page(s): 2 ]CHAPTER THREE3. 0 SUBJECT METHODOLOGY3.1 RESEARCH DESIGN This chapter deals with the methodology used in the cost of study, the chapter comprises of the research design, sampling procedure, instrumentation and procedure for data collection that is the procedure for scoring the instrument and also the method of data analysis. This research is a case study one, survey design is also used. This research design is conducted to investigate the teachers perception in the caus ... Continue reading---
