FACTORS AFFECTING THE TEACHING AND LEARNING OF SPOKEN ENGLISH IN A MULTILINGUAL SOCIETY

TABLE OF CONTENTS
Title Page – – – – – – – – – i
Declaration – – – – – – – – – ii
Approval Page – – – – – – – – – iii
Dedication – – – – – – – – iv
Acknowledgements – – – – – – – – v
Table of Contents – – – – – – – – vi
Abstract – – – – – – – – – viii

CHAPTER ONE
1.1 Background to the Study – – – – – – 1
1.2 Historical Background of Jos South Local Government – – – 2
1.3 Statement of the Problem – – – – – – 3
1.4 Purpose of the Study – – – – – – 3
1.5 Research Questions – – – – – – 4
1.6 Hypothesis – – – – – – – 4
1.7 Significance of the Study – – – – – – 5
1.8 Scope of the Study – – – – – – – 5
1.9 Definition of Terms – – – – – – – 6

CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Meaning of Multilingualism – – – – – 7
2.2 Spoken English in the Context of Multilingualism – – – 8
2.3 Positive Effects of Multilingualism on Spoken English – – 9
2.4 Negative Effects of Multilingualism on Spoken English – – 11
2.5 Causes of Multilingualism – – – – – – 13
2.5.1 Migration – – – – – – – – 13
2.5.2 Imperialism – – – – – – – – 13
2.5.3 Federation – – – – – – – – 14
2.5.4 Borders – – – – – – – – 14
2.6 Significance of Multilingualism – – – – – 14
2.7 Challenges of Multilingualism on a Second Language Learner – 16
2.8 Factors Affecting Spoken English Teaching and Learning in Nigeria 18
2.8.1 Interference – – – – – – – 19
2.8.2 Motivation – – – – – – – 19
2.8.3 Societal Attitudes – – – – – – – 20
2.8.4 Family Background – – – – – – – 20
2.8.5 Error Inducement by Incompetent Teachers – – – – 21

CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction – – – – – – – – 22
3.2 Research Design – – – – – – – 22
3.3 Population and Sample – – – – – – 22
3.4 Sampling Technique – – – – – – – 23
3.5 Instrument for Data Collection – – – – – 24
3.6 Validity of the Instrument – – – – – 24
3.7 Procedure for Data Collection – – – – – 24
3.8 Method of Data Analysis – – – – – 25

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Introduction – – – – – – – – 27
4.2 Data Analysis – – – – – – – 27
4.3 Discussion of Results – – – – – – – 33
4.4 Testing of Hypothesis – – – – – – – 35

CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction – – – – – – – – 36
5.2 Summary of Findings – – – – – – 36
5.3 Conclusion – – – – – – – – 36
5.4 Recommendations – – – – – – – 37
References – – – – – – – 38
Appendix – – – – – – – – 40

ABSTRACT
This project is an examination of the linguistic phenomenon of multilingualism. It highlights the factors affecting spoken English in a multilingual society in selected secondary schools in Jos South Local Government Area of Plateau State. The main objective of this study was to determine the factors affecting spoken English in a multilingual society such as Nigeria, to explore the effects of mother tongue on spoken English among others. The population of the study was the entire secondary schools in Jos South Local Government. The sample of the study were 100 students from five selected secondary schools. In each school, 20 students were chosen using simple random sampling technique. The researcher used a questionnaire to collect the data. The collected data were presented and analysed using simple percentage, with the use of t-test for the testing of hypothesis. The result showed that students are fluent in their mother tongue but deficient in English language as they sometimes unconsciously code-switch from English language to their mother tongue. Learners of English in Jos South Local Government are always afraid of speaking English, there is lack of interest by the learners of English. Besides, 77% agreed that direct translation, 86% agreed that mispronunciation, 82% agreed that gradual extinction of native languages, 91% agreed that interpersonal and communication skills are some of the effects of multilingualism on the second language learners of English and that the multilingual nature of Nigeria has effects on the learning of spoken English. The findings brought about the following recommendations: students should be encouraged to speak English language not only in school but also at home, there should be suitable teaching aids in every situation, there should be total restriction of the speaking of vernacular in schools by students so as to improve their spoken English.

CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
English language was introduced in Nigeria by the colonialists and missionaries in the middle of the 18th century, Ogu (1992, p. 6). Since then, English has become quite indispensable in our day to day activities within the country and in the world in general. Nigeria adopts English language as its official language due to many reasons and of course, the principal reason cannot be far from ethnic and linguistic diversities.
English is the language of government, institutions, and business transactions in the country. It then stands to reason, therefore, that one must have a thorough grasp of the language and its spoken form. Nigeria remains blessed with a language that is meeting her national aspirations, one that is well advanced and embraced universally.
Spoken English as part of teaching and learning English has not been given much recognition in the country, Nigeria. The reason being that people have the opinion that spoken English is not enough for proper functioning of English language in an individual or a student, as there are other aspects of English like writing, reading and listening. Also, Nigeria is a multilingual nation with an estimate of 400-500 languages, (Jowitt 2005, p. 9). The fundamental problem is that none of these languages can be conveniently accepted as a National language for the purpose of communication among the speakers from different ethnic backgrounds.
Opera (2015, p. 21), opined that multilingualism is a linguistic phenomenon that results from a situation where people in the same geographically contiguous space speak different languages. People within the same definable society or community belong to different speech communities but must interact at at a wider level, occasioning the need for another language to ensure common understanding.
Opera also said, factors that lead to the emergence of multilingualism include geographical division caused by mountains, rivers, forests, conquest and subjugation and colonization.
Multilingualism tends to breed problems, whereas a monolingual feels a sense of unity and oneness that promotes progress and facilitates mobilization of people and resources towards national consciousness and nationhood because there is a common language with which every citizen identifies.
A recent observation of some selected secondary schools in Jos South Local Government of Plateau State by the researcher has shown that the level of students’ performance in spoken English has been very poor. It has reached a level in which students at this level cannot speak in English without switching to vernacular. This is because of the multilingual nature of Jos South L.G.A of Plateau State.,
1.2 Historical Background of Jos South
Jos South is a Local Government Area in Plateau State, Nigeria. It houses the Governor’s office in Rayfield and can thus be described as the capital of Plateau State.
It has an area of 510km2 and a population of 306, 716 as of the 2006 census.
Jos South has five districts: Du district, Zawan district, Gyel district, Kuru district and Vwang district.
Language spoken in Jos South is Berom which is the indigenous language. It is the discovery of tin by the British that led to the influx of other tribes such as the Hausa, Igbo, Yoruba, Urhobo, Jukun, Idoma, Tiv, Ngas, Tarok, Mwangavul, Afizere, thus making Jos South a cosmopolitan city.
1.3 Statement of the Problem
Spoken English should be of great interest to all. Most students find it difficult to express themselves in English which leads to poor or wrong expressions and incorrect spellings. Due to these problems faced by learners of English, they usually use the language of the immediate environment for interaction.
Multilingual situations have created problems in the teaching and learning of spoken English. This accounts for the failure of English language as a subject because learners put down exactly what they speak. Most learners today even in the universities cannot speak and write good English as a result of the wide use of indigenous languages.
The focus of this research work is on the factors affecting the teaching and learning of spoken English in a multilingual society.
1.4 Purpose of the Study
The research aims to look at the factors affecting the teaching and learning of spoken English in a multilingual society using Jos South Local Government Area of Plateau State as a case study, having the following objectives in mind:
i. To identify factors affecting spoken English in a multilingual society
ii. To identify the effect of mother tongue on the learning of spoken English.
iii. To determine the importance of spoken English in the society.
iv. To offer suggestions as to how these problems can be solved.
1.5 Research Questions
This study aims at providing answers for the following questions.
i. Does pronunciation of words/sounds in native languages by these learners affect their pronunciation of English sounds/words?
ii. Do the learners sometimes unconsciously code-switch from English language to other languages?
iii. Do the learners think in their native language before translating it to English language?
iv. Are the learners fluent in their mother tongue?
v. Are the learners always afraid of speaking English language because of the fear that they would make mistakes?
1.6 Hypothesis
Ho The multilingual nature of Jos South Local Government Area of Plateau State has no significant effect on the learners’ spoken English.
Ha The multilingual nature of Jos South Local Government Area of Plateau State has significant effect on the learners’ spoken English.

1.7 Significance of the Study
` Nigeria is highly a multilingual nation and any effort to bring students of diverse ethnic groups to learn English language will show a lot of discoveries and problems.
Spoken English is generally a problem in present-day schools. This could be observed in the students’ spoken and written English.
This research intends to encourage English language teachers to build-up good skills in order to enable them device effective pedagogical strategies for combating the problems of spoken English in students.
The study will be beneficial to the students and the schools in Jos South Local Government Area because it will enhance their communicative skills.
This research will also help the schools supervisor, education agencies, government, and curriculum planners to know the need of learners and include it in every level of learning.
1.8 Scope of the Study
This study concentrates on the factors affecting spoken English in a multilingual society of Jos South Local Government Area of Plateau State and to offer possible solution to how this problem can be solved.
The study will find out the problems of teaching and learning spoken English language in some selected secondary schools in Jos South Local Government Area of Plateau State. The schools include:
1. Zang Commercial Secondary School.
2. Cocin Secondary Schoolm, Kangang.
3. Da Toma Academy, Kuru.
4. Mary Immaculate, Zawan.
5. Saint Joseph College, Vom.
6. Sacred Scholars Acadmy, Nyango Ayel.
7. Government Science School, Kuru.
8. Government Secondary School, Vwang.
9. Government Secondary School, Bukuru.
10. Government Secondary School, Du.
1.9 Operational Definition of Terms
i. Multilingualism: Ability to speak several languages.
ii. Mother Tongue: A first language a person acquired at birth.
iii. Second Language: Any language learned after one’s first language.
iv. National language: A language spoken by large proportion of the inhabitants of a nation.