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Factors Affecting Secondary School Oral English Instruction
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CHAPTER ONE
INTRODUCTION
In English Language, there is a strong
correlation between oral language skills and achievement in the
writtenlanguage among learners in schools. In Nigeria, English remains
the undisputed language of school instruction, governance,
administration, legislation, judiciary, international relations,
unification of the country‘s numerous ethnic constituents, social
prestige, and so on (Adeniran, 1980; Okedara 1997; Oluga, Adewusi,
Babalola, Oyediran, 1999; FGN, 2004; Osisanwo, 2005).
English
language is taught as a subject and at the same time it is a medium of
instruction for other subjects in the Nigeria education curriculum.The
aim and objectives of teaching oral skills in English being taught in
the Nigeria education curriculum is to make the student communicate
effectively and intelligently in English. It also helps the student to
develop confidence in his ability to express himself in English as
fluently as possible and provides an opportunity for thecorrection of
mistakes in spoken English.
A good approach to oral language
instruction will developsthe reading, writing and speaking skills of the
student thereby making the learning of English language more effective
and the learning experiences of the learners in other subjects being
taught in Secondary Schools more concrete and more enjoyable.
Thisresearch
seek to study and identify the factors affecting Oral English
instruction in Secondary Schools in Osogbo local government Area of Osun
State.
1.1 BACKGROUND OF STUDY
The English language has
become greatly valued and adorned in Nigeria’s Educational system. As
remarked by Bamgbose, Banjo & Thomas (1995), “the dominance of
English in formal and transactional communication is unchallengeableâ€.
In view of the multilingual nature of Nigeria, with more than 400
indigenous languages (Ufomata 1995), English is regarded as the only
feasible and realistic choice for the nation now and in the foreseeable
future. The greatest efforts expended on English language in Nigeria
have been in the area of the Educational system, particularly in
relation to Nigerian indigenous languages of which the major ones are
Hausa, Igbo, Yoruba, Ibibio, Edo, Fulfulde, and Kanuri. English as the
official language of Nigeria and also the former colonial language was
chosen to facilitate the cultural and linguistic unity of the country.
English, however remains an exclusive preserve of the country’s urban
elite, and is not widely spoken in the rural areas which comprise three
quarters of the country’s population.
Language planning in Africa has
to take place against the background of several factors, including
multilingualism, the colonial legacy, the role of education as an agent
of social change, high incidence of illiteracy, and concerns for
communication, national integration and development (Bamgbose, 2000: 99)
Thereforelearners of English language as a second language are mostly
faced with the problem of oral proficiency in terms of appropriate
pronunciation of English sounds (phonemes) either by virtue of being
anew language or mother tongue or first language interference. However,
there has been emphasis on the quest for Standard English, hence; an
English language Instructor as well as learner must aim at proficiency
to a degree of the standard form (Standard English or Received
Pronunciation). This enables the instructor and the learner to acquire
adequate competence for practical purpose of teaching and everyday
communication.
It is on this note, that much emphasis and efforts
should be placed on the teaching of Oral English because it will help
the learner to develop his or her pronunciation sufficiently to permit
effective communication with both native speakers and non-native users.
Similarly, it is obvious that common mistakes identified among the
teachers and learners of English as a second language today include
improper pronunciation, mispronunciation, poor intonation, as well as
misrepresentation of phonetic sounds. For instance, most students
misplace the qualities and length of vowels. It is in view of these
problems that recent development in language teaching and learning has
made the teaching and learning of oral English not only a necessity but
also a pre-requisite for assessing the learner’s competence in language
use and acquisition.
Therefore, since emphasis has shifted to
studying varied rules aimed at the identification, interpretation and
reproduction of English sounds (phonemes), there is every cause to
emphasise and to review the teaching of oral English especially in
post-primary schools. Furthermore, speech is regarded as persona which
represents an individual’s ability to articulate phonemes according to
some established norms. It also entails the ability of an individual to
identify and understand the representation and meaning of English
sounds. It is quite unfortunate that most of our secondary school
learners do not exhibit the knowledge of oral English when using the
language which could be associated with the aforementioned factors. In a
nutshell, there is the need for concern.
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