A Study On The Effect Of Pidgin English On Nigerian Students

Project and Seminar Material for English Language

A Study On The Effect Of Pidgin English On Nigerian Students


Abstract


This study is on a study on the effect of Pidgin English on Nigerian students. The total population for the study is 200 students in Madona University, Enugu state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made final year students,year four students, year three students and year two students were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies


Chapter One


Introduction

1.1 Background to the Study:

The term pidgin is used to refer to a language which develops in a situation where speakers of different languages have a need to communicate but do not share a common language. Once a pidgin has emerged, it is generally learned as a second language and used for communication among people who speak differently.

Language is the most creative and unlimited instrument for social communication and it helps us to understand the deep seated social relevance, culture involvement and the human relatedness of language. Having said this, we can therefore agree that pidgin is a language of its own and not just a supplementary tongue as some people see it, since it serves as an unlimited instrument of social communication especially in a multilingual community as Madona University.

According to R. Linton he states that “the culture of a society is the way of life of its members, the collection of ideas and habits which they learn, share and transmit from generation to generation” (12). These cultures, ideas and habits can only be transmitted from generation to generation through language. In linguistic, every language is considered adequate to represent the communicative needs of its people and as such should not be made to suffer any biases.

This cannot be said of Nigerian Pidgin – even though it is a language – because various attempts have been made by different faction to eradicate the use of Nigerian Pidgin English. These attempts have however been unsuccessful because of the significant value the language has to its users. It is a language that has brought people together in spite of their differences in ancestral culture and language by creating a local culture for itself which blends ideas from different cultures.


1.2 Statement of Research Problem:

Nigerian Pidgin is a language just as English and there is enough room for both language to co-exist and be mutually enriching. Despite this – and the fact that Nigerian Pidgin English appears to be the most popular means of communication among diverse groups and is easier to learn than any other language in the country today – it is generally asserted that it is not the suitable language for use in formal setting and its use in such setting is usually frowned at.

This research work will explore the potentials of Nigerian Pidgin English as a language. If Nigerian Pidgin English does have this potential, why is its usage and status denigrated? Also, does the speaking of Nigerian Pidgin affect the student’s academic performance? Answers to these questions will enable us make useful recommendations for future studies.


1.3 Objective of the Study

The objectives of the study are;

  1. To ascertain whether Nigeria Pidgin English has any effect on the student’s academic performance in Madona University
  2. To look into the effectiveness and status of Nigerian Pidgin English
  3. To ascertain whether lecturers influence students with pidgin English

1.4 Research Hypothesis

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

  • H0: there is no effectiveness and status of Nigerian Pidgin English
    H1: there is effectiveness and status of Nigerian Pidgin English
  • H02: there is no relationship between Pidgin English and student academic performance
    H2: there is no relationship between Pidgin English and student academic performance

1.5 Significance of the Study

This study is important because its results can go a long way to finding out the causes of students’ negative or positive academic performance. If Nigerian Pidgin English has contributed negatively or positively to the students.

This work will in no doubt contribute to one’s knowledge especially in the department of English, Madona University, Enugu as it will highlight some issues in educational planning. It will be a guide for the federal government in planning for effective educational system.


1.6 Scope and Limitation of the Study

The scope of this project is on the effects of Nigerian Pidgin English in university community. An assessment of its use in various forms will be carried out. This research is limited to Madona University, Enugu even though the findings might be generic. The researcher encounters some constrain which limited the scope of the study;

a) Availability of Research Material:

The research material available to the researcher is insufficient, thereby limiting the study

b) Time:

The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

c) Organizational Privacy:

Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities.


1.7 Definition of Terms

Pidgin:

Nigerian Pidgin is an English-based pidgin and creole language spoken as a lingua franca across Nigeria. The language is commonly referred to as “Pidgin” or Broken.

Student:

A student is primarily a person enrolled in a school or other educational institution who attends classes in a course to attain the appropriate level of mastery


1.8 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study

Chapter Five


Summary, Conclusion and Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was on a study on the effect of Pidgin English on Nigerian students. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of a study on the Pidgin English on Nigerian students


5.2 Summary

This study was on a study on the effect of Pidgin English on Nigerian students. Three objectives were raised which included: To ascertain whether Nigeria Pidgin English has any effect on the student’s academic performance in Madona University, to look into the effectiveness and status of Nigerian Pidgin English, to ascertain whether lecturers influence students with pidgin English.In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 students in Madona University, Enugu state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made final year students,year four students, year three students and year two students were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies


5.3 Conclusion

This study hopes that these measures will contribute to revamping the unsatisfactory poor performance of students in English language, which is vital to both their success and progress in formal education. The government, parents and teachers will achieve greater value from their investments, in both human and material resources, expended on education when the teeming population of students passes the all important English language examination. Teachers of English need to be equipped with necessary provisions to enable students overcome the pressures of their massive exposure to Nigerian pidgin in the society. This call for a reappraisal of the teaching of English language is expected to enhance better returns on teachers’ efforts.


5.4 Recommendation

According to Cummins (2000), school language policy is a process rather than a product. The policy must address the causes of second language learners’ educational underachievement. Cummins also advised that such policies should take account of relevant research on second language learning and academic success and integrate them with the specific circumstances of school communities and their experience. Cummins explained that school language policies relate to the roles not only of specialized language teachers but of all teachers in the school. This implies that teachers, administrators, and stakeholders in the education sector have a significant role to play. I recommend improved clarity in the school language policy in Nigeria, where language policy is divided into three parts: official language policy, educational language policy, and general language policy. This three-way paradigm remains vague and has created confusion. However, policy implementation remains a huge problem in the Nigerian educational system. (Bolaji & Gray, 2015). There is a wide disparity between policy pronouncements and policy implementations in Nigeria. Cummins (2000) opined that no one is more important in the learning process than the teacher. Effective teaching and learning can take place only when the teacher uses the right method. Unstructured bilingual practices in classrooms have remained a serious challenge. There is need for teachers to put an end to frequent code switching in classrooms because the practice does not contribute to developing the learners’ proficiency in English. It is also important for stakeholders in the educational system to review the recommended textbooks and replace them with learner-friendly texts.


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