Impact Of Language Laboratory For Effective Teaching And Learning Of Oral English In Junior Secondary Schools: A Case Study Of Some Selected Secondary Schools In Ilorin West Local Government Of Kwara State.

Project and Seminar Material for English Language

Impact Of Language Laboratory For Effective Teaching And Learning Of Oral English In Junior Secondary Schools: A Case Study Of Some Selected Secondary Schools In Ilorin West Local Government Of Kwara State.


Abstract


This study investigated the impact of language laboratory for effective teaching and learning of Oral English in some selected secondary schools, the study examined the teachers’ attitude to improving oral English on students.
The researcher used questionnaires to collect data from 36 teachers of English Language in the four selected schools n Ilorin West Local government of Kwara state.

Chapter one is the introduction which comprises; the background, purpose of study, significance of study. Chapter two is the review of literature while chapter three focuses on methodology; that is design, population, instrument for data collection. Chapter four is on analysis, discussion of findings and chapter five deals with conclusion and recommendations.


Chapter One


Introduction

1.1 Background of the Study

The theme of this study aim at finding out the impact of language laboratory for effective teaching and learning of oral English in Junior Secondary Schools in Ilorin West local Government of Kwara State.

Language according to Webster’s Encyclopedia English Dictionary: is the body of words and systems use by people who are the same community or nation, the same geographical area or the same cultural tradition. Language is human speech either spoken or written. Whenever there is a human society, there is a language.

Lieberman (1984) argues that human language is built on a biological based that is present in other primates, and that both humans and animals have laurite neural mechanisms which are matched to their respective sound producing mechanisms.

Yet most linguists will readily agree that only humans have language proper and that the possession of language put humans at considerable advantage compared with others species.

English is one of the major languages out of about 5000 estimated language spoken in the world. About 200years ago, English was simply the language of less than 15 million peoples. Today, however, English is used by more than 300 million people. English is one of the most influential and fast growing languages spoken across the globe. Today, English is used in several countries, in the United States, America, Canada, New Zeeland and some parts of West African Countries. Equally, about half of the world’s scientific and technical journals as well as newspapers are printed in English. The spread of English is further enhanced through the establishment of British council and United States information services by the British and U.S. governments respectively with centers and libraries in various countries including Nigeria. All these factors have therefore made it easy for anyone who understand and speak English, and move around major cities in the world to communicate effectively with one another.

According to Anibueze (2007), English language is a lingua franca. As lingua franca, it is the language for unification. English language had remained a very important tool for socialization and bureaucratic activities in Nigeria, since the day of colonialism.

In Nigeria today, English remains the language of the country, students can hardly make commendable progress in their studies without adequate mastery of English through which most of the course in primary, secondary and tertiary institutions are taught and examined.

Oluikpe (2005) stated that the basic criteria for assessing students proficiency in writing and speaking are generally control of the basic grammatical categories such as punctuation, tense, number and gender etc.

Language Teaching in Nigeria had some deficiencies. The reason for this deficiency is our English teachers who are not well trained and also non-professionals


1.2 Statement of the Problem

The problem of study is to find out if the impact of English laboratory has no teaching and learning of Oral English on junior secondary schools. The most serious problem confronting learners of English language is that the language is not widely used in their immediate environment. As a result these learners have no exposure to the language of his immediate environment has many teachers made up of people they interact with daily.

There is always interference of mother tongue in students. The following problems are identified in the language laboratory for the teaching of oral English language.

  1. Problem of large class and inadequate teaching recourse
  2. Lack of communication skills on the part of teachers and students
  3. Problem of teaching technique
  4. Problem of pronunciation

1.3 Purpose of the Study

The aim of this research is to highlight the impact of language of laboratory for effective teaching and learning of oral English in Junior Secondary Schools.

  1. To find out if there are enough language laboratories available for effective teaching of oral English in Secondary schools
  2. To find out the major inputs of the language laboratory on the effective teaching and learning of English language as its affects the teachers of the language in secondary schools.
  3. To find out the major impact of the language laboratory on the effective teaching and learning of the English language as it affects the teacher trainee of the language in secondary schools.

1.4 Significance of the Study

The findings from this study will provide valuable information to the government, Nigeria educational research Centre, the curriculum planners, through this research and awareness will be created for the installation of language laboratories in our schools.

The research is expected to enable teachers of English language to identify problems that hamper the teaching of oral English and how to deal with them. Students will also be aware of their major “road blocks” to speaking and be able to find means of overcoming them.

To draw the attention of concerned parties about the significance of language laboratory.

To motivate and encourage the learners to use language laboratory and to show the learners about the ways of using language laboratory in learning pronunciation.


1.5 Scope of Study

This study is limited to investigating the impact of language laboratory for effective teaching of oral English in some selected secondary schools in Ilorin West local government of Kwara State. The study is limited to junior secondary school and availability of language laboratories, the qualification of English teachers and teaching methods, the impact of language laboratory on student’s performance and mother tongue interference.

The study covers four selected secondary schools in Ilorin West LGA. The schools are

  1. Mount Carmel Secondary School, Ilorin
  2. Bakoko community Secondary School, Ilorin
  3. Government Day Secondary school, Adeta
  4. Government Girls Day Secondary School, Pakata

1.6 Research Questions

  1. Are there enough language laboratories for the effective teaching and learning of Oral English in secondary schools?
  2. Are there enough qualified teachers to teach oral English?
  3. Does the interference of the mother tongue necessitate the use of language laboratory?
  4. What method do teachers use in the teaching of oral English?
  5. To what extent does language laboratory play important role in improving learners’ pronunciation?
  6. Does language laboratory help students to perform better in speaking skill?
  7. Does students enjoy listening activities in the laboratories

1.7 Definition of Terms

1. Intonation:

Is the variation of spoken pitch that is not used to distinguish words; instead it is used for a range of functions such as indicating the attitudes and emotions of the speakers signaling the difference between statements and questions.

Intonation is the sound changes produced by the rise and fall of the voice when speaking, especially when this has an effect on the meaning of what is said. It is simply the rise and fall in the sound of your voice when you speak.

2. Stress:

In linguistics, and particularly phonology, stress or accent is relative emphasis or prominence given to a certain syllable in a word, or to a certain word in a phrase or sentence. This emphases is typically caused by such properties as increased loudness and vowel length, full articulation of the vowel and change in pitch

3. Linguistic:

Is the study of language and the way language work. Linguistic is the scientific study of language, and involves an analysis of language meaning, and language in context, its structure, including the study of grammar, syntax, and phonetics.

4. Written Language:

Is a representation of a spoken or gestural language by means of a writing system. Written language is an invention that must be taught to children, who will pick up spoken language. Written language tend to be more complex and intricate them speech with longer sentences and many subordinate clauses. The pronunciation and layout of written text also have no spoken equivalent

5. Spoken Language:

Is sometimes used to mean only vocal languages, especially by linguist, making all three terms synonyms by excluding sign languages. A spoken language is the words that are spoken, or theory, pronunciation the way a word or language is customarily spoken or conversation. Spoken language tend to be fall of repetitions incomplete sentences, corrections and interpretations with the exception of formal speeches and other scripted forms of speech such as news reports and scripts for plays and films.


Chapter Five


Conclusion and Recommendations

5.1 Introduction

This chapter contains discussion of findings, conclusions drawn from the study, the implication of the findings and recommendations for further study are also highlighted.

This study attempt to investigate the impact of Language laboratory for effective teaching and learning of oral English in some selected..

Secondary schools in Ilorin West local government of Kwara state. This study set out to answer the research questions:

  1. SEX of English teachers
  2. What is the qualification of English teachers
  3. What is the teaching experience of the teachers
  4. Does language laboratory helps students perform better in speaking skill
  5. Did language laboratory motivate students oral English or speaking skill
  6. Did students derived any benefits when using language laboratory
  7. Does language laboratory provide English students environments for practicing oral English or speaking
  8. Did students enjoy listening activities in the laboratory?
  9. Did language laboratory develop students’ pronunciation?
  10. Did language laboratory help students practice the features of connected speech (stress and intonation)?
  11. Did teachers provide different authentic materials that help students improve listening and speaking
  12. Did teachers demonstrate the sound and encourage students to imitate?

The answer to this questions based upon this research were collected on percentages using strongly agree, agree, neutral, disagree and strongly disagree respectively.


5.2 Discussion of Findings

In view of the data analysis and interpretations presented in chapter four. The following were the findings of the research work based on the research questions.

The result of the study indicates that the use of language laboratory is significantly related to proficiency in oral English. This is in line with the position of Schank (1998) who said language instruction is concerned with developing communicative competence. This will in turn give the students ability to interact with others in English language.

According to Kamai (2005) said the study of oral English in teaching and learning give the students the ability to explore alternative linguistic environment.

The use of audio and video in the teaching and learning has advantages of presentation abstract ideas in realistic concepts which freely used by teachers anytime.

Beside students are able to view a performance over and over again for emulation without any risk. Teachers play a key role in the success or failures of any audio or videos used in language classroom. Teachers select the audio or videos related to student’s needs, promote active viewing and integrate it with other areas of language.

According to Alessi (2001:538) said audio and video is a powerful tools for learning and instruction. The students’ shows high level of interest when they have chance to see and hear it.

The power of creation is involved when they use the audio and video themselves, they are given the potential to create something memorable. Language laboratory is useful for teaching and learning through teachers console and language learning software. It acts as a platform for learning, practicing and producing language skills through interactive lessons and communicative mode of teaching. The learners learn at their own pace. Teaching with software that is approachable by pairing or grouping of students facilitates group discussions among the students.


5.3 Implication of Study

In view of the findings the following measures are here by recommended

  1. The school authority in the selected schools should allot more there to the teaching and learning of oral English in our junior secondary schools because it is the foundation class to the senior classes
  2. Teachers should help their students to dissipate fear when they begin to speak in the laboratory.
  3. The state government in the selected schools should be encouraged to make use of language laboratories
  4. Students will be aware of the importance of technology in language acquisition.

5.4 Conclusion

Base on the result of the findings, the students in the selected secondary schools reveals that there is significant impact in the use of language laboratory as an effective impact in their learning activities were established in the data collected and analyzed.

Language laboratory is a very useful tool for practicing and accessing one’s speech language. It providesa facility which allows learners to speak with model pronunciation repeat and record the same. It is possible for teachers to provide assistance individually and collectively for students.

The language laboratory allows every participant to his or her privacy to listen and speak.


5.5 Recommendations

Based on the findings of this study, the following recommendations are made;

  1. English language teachers should try as much as possible to make use of the language laboratory as a necessary instructional materials
  2. Audio and visual materials made for the teaching of oral English should be used by teachers in teaching the students so as to give them ample opportunity of interacting with one another.
  3. Teachers in other languages apart from English language should also try to have language laboratory e.g French
  4. More seminars should be organized for the English teachers in secondary schools.

5.6 Suggestions for Further Studies

  1. The findings of the study suggest a number of other areas of need that would facilitate language teaching in our secondary schools in Nigeria
  2. There is need to carryout same study in other languages such as French
  3. The same work should be replicated in our senior secondary schools

Complete Material For Impact Of Language Laboratory For Effective Teaching And Learning Of Oral English In Junior Secondary Schools: A Case Study Of Some Selected Secondary Schools In Ilorin West Local Government Of Kwara State.


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