WELCOME TO KENTERPRO:
PROBLEMS ASSOCIATED WITH THE TEACHING OF SPOKEN ENGLISH IN SENIOR SECONDARY SCHOOLS IN PANKSHIN

 CHAPTER ONE

INTRODUCTION

• Background to the Study

In Nigeria, English language is both a subject and a medium of instruction for other subjects in the education curriculum. The teaching of oral skills in English Language is an important aspect of language education, and the curriculum aims to equip students with the ability to communicate effectively and intelligibly in English. By developing their oral skills, students are able to express themselves with greater fluency and accuracy, and to build their confidence in using the language. The objectives of teaching oral skills in English include providing opportunities for students to practice speaking and listening in English, and to receive feedback and corrections on their pronunciation, grammar, and vocabulary. The curriculum seeks to create an environment where students can engage in meaningful conversations, debates, and discussions in English, and to develop their critical thinking and analytical skills through the medium of the language. Furthermore, the teaching of oral skills in English helps to bridge the gap between the classroom and the real world, where English is a widely spoken language in many professional and social contexts. Students who are proficient in spoken English are better prepared to navigate the globalized world and to pursue academic and career opportunities both within and outside Nigeria.

As language teaching and learning have progressed, it has become increasingly clear that the ability to speak English fluently and accurately is not only necessary but also essential for assessing a learner’s language acquisition and competence. Therefore, there is a need to emphasize and review the teaching of spoken English, particularly in post-primary schools (where learners are expected to have a strong foundation in the language).

Speech is considered a personal skill that reflects an individual’s ability to articulate phonemes according to established norms, and to comprehend and use English sounds with clarity and precision. Unfortunately, many secondary school learners lack proficiency in spoken English, which can be attributed to the aforementioned factors. This underscores the need for a concerted effort to improve the teaching and learning of spoken English in order to produce learners who are competent and confident in their ability to communicate effectively in English.

Both instructors (teachers) and learners (students) should prioritize the development of oral proficiency in English. According to Jowitt (2008), the New National Curriculum in English language for Nigerian Secondary Schools, introduced in the 1980s, emphasized the importance of proficiency in spoken English. Previously, Spoken English was not given much attention in the teaching of English in Nigeria, and it was made optional for West African School Certificate students (although it was a compulsory course for teacher grade II examinations in those days).

However, Roach (2000) notes that pronunciation teaching has not always been popular among teachers and language theorists. In the 1970s and 1980s, it was even considered an outdated activity. This is because it was believed that it made learners try to sound like native speakers of Received Pronunciation, which could be difficult and led to repetitive exercises. Furthermore, it was argued that focusing solely on pronunciation failed to give importance to communication.

Today, the emphasis is on developing oral proficiency in English that emphasizes effective communication rather than trying to sound like native speakers of Received Pronunciation. This involves providing learners with opportunities to engage in authentic and meaningful conversations in English, and to develop their listening and speaking skills in a way that reflects real-life situations.

Both instructors and learners need to understand the importance of developing oral proficiency in English, and work together to achieve this goal. Instructors should create a supportive learning environment that encourages learners to speak English confidently and effectively, and provide constructive feedback on their pronunciation and intonation. Learners, on the other hand, should actively engage in speaking activities and take advantage of opportunities to practice their oral skills in English. By working together, instructors and learners can ensure that oral proficiency is an inherent part of language education in Nigeria.

As stated earlier, teaching English as a second language presents various challenges for educators, and as such, it is not uncommon for teachers to encounter different difficulties in their efforts to teach the language effectively. It is against this backdrop that this study seeks to explore the specific problems associated with teaching English as a second language in senior secondary schools in Pankshin. The study will examine the various obstacles encountered by teachers in their attempts to teach English as a second language effectively in the senior secondary school setting in Pankshin. Such problems may include difficulties with pronunciation, intonation, and phonetic representation, among others. Other factors that could contribute to these difficulties may also be explored, such as inadequate teaching materials, lack of teacher training and support, and inadequate classroom resources, among others. By identifying these problems, the study aims to provide useful insights that can inform the development of effective strategies for teaching English as a second language in senior secondary schools in Pankshin. These strategies could include the development of teacher training programs to address identified areas of weakness, the provision of adequate teaching resources, and the implementation of new teaching approaches that can help to improve student engagement and learning outcomes.

• Statement of the Problem

Over time, researchers and stakeholders in education have often attributed poor performance in English language by students to factors such as the (1)government, (2)curriculum planners, (3) parents and students themselves. However, little attention has been given to teachers as a possible cause of mass failure in this subject. It is important to note that English language holds the status of an official language in Nigeria, and learning it as a second language is not an easy feat. Learners of English as a second language often face several challenges in their attempts to master the language. This could be attributed to the fact that most second language teachers and learners struggle to speak or write good English.

English is one of the rapidly changing languages in the world, and one of the reasons for this is the fact that new speakers of the language are actively shaping it. This development could lead to natural speakers of English losing relevance in the language. Against this backdrop, this research seeks to examine the problems associated with teaching English as a second language in selected senior secondary schools in Pankshin. The aim is to identify the specific challenges encountered by both teachers and learners in their efforts to teach and learn the language effectively. Possible suggestions and solutions that could help to reduce these challenges will also be explored.

It is hoped that the findings from this study will provide valuable insights into the difficulties faced by teachers and learners of English language in Nigeria, and inform the development of effective strategies that can improve the teaching and learning of English as a second language in senior secondary schools.

1.3 Purpose of the Study

The main purpose of this study is to investigate problems of teaching English as a second language in selected senior secondary schools in Pankshin Local Government Area of Plateau State.

The specific objectives of the study include:

1. to find out the problems of teaching Spoken English in Pankshin Local Government Area.
2. to determine the causes of students’ poor performance in Spoken English in Pankshin Local Government Area.
3. to find possible solutions to the problems associated with the teaching and learning of Spoken English in Pankshin Local Government Area.

1.4 Research Questions

The following research questions were formulated to guide the study.

1. What are the problems of teaching Spoken English in Pankshin Local Government Area?
2. What are the causes of students’ poor performance in Spoken English in Pankshin Local Government Area?

• What are the possible solutions to the problems associated with teaching and learning of Spoken English in Pankshin Local Government Area?

1.5 Significance of the Study

It is imperative to note that English language is a vital tool for communication in today’s globalized world. The importance of this study lies in the fact that English is used as a medium of communication in various social, academic, and official platforms. This study will benefit all education stakeholders, including the government, curriculum planners, teachers, and students.

The government will benefit from this study as it will shed light on the problems faced by teachers in teaching spoken English language in selected secondary schools in Pankshin. The recommendations that will be provided as part of the study’s findings will serve as guidelines for the government to make informed decisions that will enhance the teaching and learning of spoken English in secondary schools.

Curriculum planners will also benefit from the study as they will understand the challenges that teachers face in implementing the curriculum. This knowledge will enable them to structure learning experiences that cater to the limitations or problems faced by teachers in teaching spoken English.

In addition, the study will help administrators to identify the necessary resources that need to be provided in schools to improve the teaching of spoken English. The study will provide insights into the appropriate instructional materials and teaching methods that can be used to enhance the teaching and learning of spoken English in secondary schools.

For the students, this study will be of great benefit as it will provide measures that will enhance their English language skills. The outcome of this study will help teachers to adopt suitable strategies that will improve students’ acquisition of oral skills in English language. Ultimately, this will make students better users of the English language, thereby preparing them for the demands of the globalized world.

1.6 Scope of the Study  

This study covers problems associated with learning of spoken English in selected secondary schools in Pankshin. It is important to note that despite the limited scope of the study, the findings are not only relevant to the selected local government and schools, but also to other parts of the state and country at large. The results of the study could be extrapolated to other regions in Nigeria and beyond, as the challenges encountered in teaching and learning English as a second language are often similar and ubiquitous. There are limitations such as the small sample size and the fact that it only focuses on spoken English skills. However, these limitations do not negate the importance of the study’s findings and recommendations, as they could serve as a starting point for further research and improvement in the education sector.

1.7 Definition of Terms

Teaching: In the field of education, teaching refers to the coordinated exchange of information and experience, which is typically structured within a discipline. More generally speaking, teaching refers to the act of one person or artifact providing stimulation to the psychological and intellectual development of another individual.

Learning: The process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences is referred to as learning. Learning can take place in a variety of contexts. Not only do humans, animals, and even some machines have the capacity to learn, but there is also evidence that certain plants are capable of learning in some capacity as well.

Spoken English: Spoken English is an aspect of the English language and it is important in learning as most subjects and information in schools are transmitted verbally in English. Spoken English is concerned with the verbal production of speech sounds associated with meaning.