Impact Of Language Laboratory For Effective Teaching And Learning Of Oral English In Junior Secondary Schools In Epe Local Government Area Of Lagos State

Project and Seminar Material for English Education

Impact Of Language Laboratory For Effective Teaching And Learning Of Oral English In Junior Secondary Schools In Epe Local Government Area Of Lagos State

Abstract

This study was carried out to examine the impact of language laboratory for effective teaching and learning of oral English in junior secondary schools in Epe Local Government Area Of Lagos State. The study was carried out to find out if there are enough language laboratories available for effective teaching and learning of the Oral English in secondary schools in Epe Local Government Area, find out the major inputs of the language laboratory on the effective teaching and learning of Oral English as it affects the teachers of the language in secondary schools in Epe Local Government Area and find out the major impact of the language laboratory on the effective teaching and learning of the Oral English as it affects the teacher trainee of the language in secondary school in Epe Local Government Area. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of all the English Language teachers in junior secondary schools of Epe Local Government Area, Lagos State. In determining the sample size, the researcher conveniently selected 41 respondents and 35 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using Pearson correlation statistical tool, SPSS v23. The result of the findings reveals there are no enough language laboratories for the effective teaching and learning of Oral English in secondary schools in Epe Local Government Area. The study also revealed that the method teachers use in the teaching of oral English in secondary schools in Epe Local Government Area includes: the direct method, the audio-lingual, the experimentation method, the lecture method, the reading method, and the grammar translation method. Therefore, it is recommended that that the Government and Educational planners should provide facilities for training more English teachers in secondary schools using the language laboratories. To mention but a few.

Table of Content

  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of the Study

English language has remained the language of; government, law, administration, Politics, mass media, commerce and all sort of social engagement for people from different language groups in Nigeria, Adeoya (2012). It is the language for Education and a medium of instruction for all subjects. An applicable degree of competence is expected from the learners of English. In various sectors in Nigeria, English language has proven to be a more efficient medium than any of the native languages. According to Aremu (2012), English language is a medium of communication, like every other language of the world. He added that English language is the native language of some parts of the western world like the great Britain (united kingdom), some part of the America (U.S.A) etc. He further describes English language as one of the most spoken languages of the world. Today, English is the lingua franca of Nigeria (official language) as Nigeria was colonized by the British people. Also Abdullahi (2012) opined that it is the language introduced to some countries of the world by their colonizers. He added that, the English language is a universal language though not adopted by the entire nations of the world but more than 97% use it as means of communication. However, Salihu (2012) is also of the opinion that the English language serves a general means of communication in some areas, mostly where it is generally accepted as their lingua franca. Aliyu (2010), also observed that the English language is said to be the language which originates from British as their native language and it is recognized by the Americans with the exception of south Americans.

For the process of education to function effectively, the school curriculum is taken into consideration. Therefore, curriculum is the term used to indicate a group of subjects or field of study arranged in a particular sequence. According to Puckett (2009) Curriculum is the selection, organization and administration of a body of subject matter designed to lead the students on the same definite life objective.

In spite of the fact that so many aspects of man’s knowledge compete today for inclusion as subjects in the school curriculum, at least one modern language continues to maintain the right to a place in the secondary school curriculum. All those who believe that the study of a modern language other than one’s own has an important part to play in the development of the adolescent, a part which perhaps today is even more essential than in the past, are content that this should be so. It has been observed that in theory and practice whenever circumstances allow the advantages inherent in such a study are beneficial to children in secondary schools.

Language according to Webster’s Encyclopedia Unabridged Dictionary of the English Language: Is the system of use common to people who are of the same community or nation, from 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 language. Most forms of human activity depend on the co-operation of two or more persons. A common language enables human beings to work together in an infinite variety or ways.

Lieberman (2004) argues that human language is biologically based as in other primates, and that both humans and animals have innate 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 other species.

According to Anibueze, (2007), English Language is a lingua franca. As lingua franca, it is the Language for unification. It is highly established so that the people of varied languages will have purposes to relate together mutually and work in union. A Hausa man may comfortably stay and effectively speak with a Yoruba man or an Igbo man, and vice versa.

It is, therefore worthwhile acquiring mastery of this very important language for whoever does not, has deprived him of access to the world’s brightest ideas and modern technologies.

In Nigeria today, English remains the language of pedagogy, 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. This calls for a system that would be both rudimentary and functional in its approach.

This is important for according to Umaru (2005) as a student learns a new Language; very often he does not know how to express what he wants to say. Since the student uses a foreign Language as a medium of communication, he has to start from the scratch to learn the rudiments of the Language. It is natural then that this is the function where the various problems arising from the teaching and learning of the Language meet the need to do so properly.

Language teaching, according to Oluikpe (2005) is that the basic criteria for assessing students’ proficiency in writing and speaking as generally controlled by the basic grammatical categories such as punctuation, tense, number, gender etc. Language teaching in Nigeria has a lot of deficiencies. The major reason for these deficiencies is our English teachers who not only lack the technical know-how but are also non-professionals. A situation where a teacher of the language has no mastery of its grammatical categories, as we see today, does not mean well for the system. Also writing on these problems facing Language teaching, according Regner (2001) ascertained that “many good teachers are adaptive rather than rigid in their approach to teaching children and only loosely base on their instruction on a given method.

According to Ozohili (2007) language literally means the “tongue” a human organ used in speaking. Traditionally, language is defined as a system of arbitrary vocal symbols by which thoughts are communicated from one being to another. According to Robert (2000) the language laboratory is “The center of Language teaching and the teacher helps its operational activities by providing suitable materials and learning situations. We are living in modern world. Language laboratory has the capacity to transmit a complete lesson of prose or poetry. At present language laboratory has been increased and its impact on Educational field. It is a two-way teaching learning process which minimizes pupil’s mistakes. It also strengthens the learning of English among students so the investigator is interested to find out the Effectiveness of using Language Laboratory in English among students.

According to Bamisaye (2006), English Language is the language used in Education sector, it is introduced as a subject in first year of the primary school up to secondary school and including the university level; it is a medium of instruction. Therefore it is necessary that student should understand it because of the greater importance attached to it. Most students dread from it because there are mass failures in the subject, reason been there are no competent teachers to handle the subject and also there are inadequate or no Language Laboratories in most of the Secondary Schools.

Hindu (2006), define Language Laboratory as a room in a school, college, training institute, university or academy that contains special equipment to help students learn foreign languages by listening to tapes or CDs, watching videos, recording themselves, etc. The Language Laboratory is an audio or audio-visual installation used as an aid in modern language teaching. It was also called Speech and Writing Laboratory. All the four language learning skills (Listening, Speaking, Reading and Writing) are given importance and learners are provided with ample opportunities to practice by listening to the audio programmer and watching the video clips. In other words, a Language Laboratory is a room consisting of instructional technology tools source unit that can disseminate audio, audio-visual, and/or written materials to any number of students at individual seats or carrels, with a wide variety of potential feedback mechanisms to the student, teacher, or other students.

Modern language laboratory is really one of the newest media that is making a lot of impact in our educational system. The language laboratory is an audio or audio-visual installation used as an aid in laboratory each student is able to replay one track of a tape and at the same time record his response on another track. He is then able to rewind the tape to listen to both the master track and the recording to his own response comparing the two recordings.

1.2 Statement of the Problem

The problem of this study is to find our f the language laboratory has an impact on effective teaching and learning of English Language in secondary schools in Epe Local Government Area. The most serious problem confronting learners of a second language is that the language is not widely used in their immediate environment. As a result, the learner has no exposure to the language of his immediate environment has many teachers made up of the people with whom he interacts daily. The second language learner has to make up for out-of-school opportunities to learn. In most cases, teachers who teach second languages are themselves not native speakers. So they neither speak the language fluently nor intelligibly. But they are not to be blamed because of the interference of the mother tongue. The researchers, therefore, deemed it necessary to find out the impact of the language laboratory n the teaching and learning of English language In secondary schools in Epe Local Government Area.

1.3 Purpose of the Study

The aim of this research is to highlight the impact of the language laboratory on effective teaching and learning of the English language in Epe Local Government Area Of Lagos State.

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

1.4 Research Questions

  1. Are there enough language laboratories for the effective teaching and learning of Oral English in secondary schools in Epe Local Government Area?
  2. Are there enough qualified teachers to teach Oral English using language laboratory in secondary schools in Epe Local Government Area?
  3. Does the interference of the mother tongue necessitate the use of the language laboratory in secondary schools in Epe Local Government Area?
  4. What method do teachers use in the teaching of oral English in secondary schools in Epe Local Government Area?

1.5 Research Hypothesis

  • Ho: There is no significant relationship between language laboratories and effective teaching of Oral English in secondary schools.
  • Ha: There is a significant relationship between language laboratories and effective teaching of Oral English in secondary schools.

1.6 Significance of the Study

Findings from this study will provide valuable information to the government, the Nigeria Educational Research centre, the curriculum planners, because through this research awareness will be created for the installation of language laboratories. This work is expected to enable teachers of the English language to identify problems and become aware of the factor 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.

Finally, findings from this study will be beneficial to all those involved in the teaching of English language in Epe Local Government Area and the country at large.

1.7 Scope of the Study

This study is limited to investigating the impact of language laboratory on effective teaching and learning of Oral English in secondary schools in Epe Local Government Area, Lagos State. The study is limited to the availability of language laboratories, the qualification of English teachers and the teaching methods, the impact of the language laboratory on students performance, and finally the mother tongue interference.

1.8 Limitation of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed.

More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other local governments, states, and other countries in the world.

1.9. Definition of Terms

Language:

The principal method of human communication, consisting of words used in a structured and conventional way and conveyed by speech, writing, or gesture.

Laboratory:

A laboratory is a facility that provides controlled conditions in which scientific or technological research, experiments, and measurement may be performed.

Language Laboratory:

A language laboratory is a dedicated space for foreign language learning where students access audio or audio-visual materials.

1.10 Organization of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, abnd selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the impact of language laboratory for effective teaching and learning of oral English in junior secondary schools in Epe Local Government Area Of Lagos State. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was on the impact of language laboratory for effective teaching and learning of oral English in junior secondary schools in Epe Local Government Area Of Lagos State. The study is was specifically carried out to find out if there are enough language laboratories available for effective teaching and learning of the Oral English in secondary schools in Epe Local Government Area, find out the major inputs of the language laboratory on the effective teaching and learning of Oral English as it affects the teachers of the language in secondary schools in Epe Local Government Area and find out the major impact of the language laboratory on the effective teaching and learning of the Oral English as it affects the teacher trainee of the language in secondary school in Epe Local Government Area.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 35 responses were validated from the enrolled participants where all respondent were all the English Language teachers in junior secondary schools of Epe Local Government Area, Lagos State.

5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. There are no enough language laboratories for the effective teaching and learning of Oral English in secondary schools in Epe Local Government Area.
  2. There are no enough qualified teachers to teach Oral English using language laboratory in secondary schools in Epe Local Government Area.
  3. The interference of the mother tongue necessitate the use of the language laboratory in secondary schools in Epe Local Government Area.
  4. The method teachers use in the teaching of oral English in secondary schools in Epe Local Government Area includes: the direct method, the audio-lingual, the experimentation method, the lecture method, the reading method, and the grammar translation method.

5.4 Recommendations

With regard to these findings, the following recommendations are made:

  1. That the Government and Educational planners should provide facilities for training more English teachers in secondary schools using the language laboratories.
  2. And besides English language teacher should not only have the intellectual knowledge of the subject matter……. Must also posses language usage and have a problem in their vocal systems. They should know the methodology for imparting the knowledge.
  3. The Government and Ministry of Education should make provision for refresher courses during long vacation to bring the languages teachers in tune with modern methodology.
  4. The researchers also recommend that efforts should be made to ensure a blend of experimentation with the direct method or that two or more methods be adopted in the teaching of English language. No angle method is recommendation in isolation.

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