A COMPARATIVE STUDY OF RELATIVE EFFECTIVENESS OF TWO METHODS OF TEACHING ENGLISH LANGUAGE IN SECONDARY SCHOOLS

A COMPARATIVE STUDY OF RELATIVE EFFECTIVENESS OF TWO METHODS OF TEACHING ENGLISH LANGUAGE IN SECONDARY SCHOOLS


TABLE OF CONTENT

Title page

Table of content

Abstract

CHAPTER ONE

Background of the study

Statement of the problem

Purpose of the study

Objectives of the study

Research questions

Significance of the study

Limitations of the study

Delimitations of the study

CHAPTER TWO

LITERATURE REVIEW

CHAPTER THREE

RESEARCH METHODOLOGY

Research Design

Population for the Study

Sample and Sampling Technique

Research Instrument

Validity of the Instrument

Reliability of the Instrument

Administration of the Instrument

Data Analysis

 

 

 

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ABSTRACT

The study sought to establish a comparative study of relative effectiveness of two methods of teaching English language in secondary schools. The study was carried out in public secondary schools in Ikere-Ekiti, Ekiti State.

The objectives sought to find out the two teaching methods used in English language, the effectiveness of the lecture methods on teaching of English language and the role of role playas a teaching method in promoting teaching in secondary schools. Three research questions were formulated to guide the study. After an analysis of how the method promotes the teaching and learning of the English language, it was established that each of the methods enhances teaching of the English language. The four skills in English namely: writing, listening, reading and speaking form the core of the English language. The effectiveness of the each method in promoting the acquisition of one or all of the skills was evaluated. Lecture method was found effective in promoting listening and writing skills while Role play method is highly imparted on students speaking skills.

The study established that integration of the two methods is effective on teaching of English lessons. Each of the methods complements the other in the acquisition of the various skills.

 

 

 

 

CHAPTER ONE

INTRODUCTION

Background of the study

English as an international language is spoken in many countries both as native language and as a second or a foreign language. It is taught in schools in almost every country on earth. It is a living and vibrant language spoken by over three hundred million people as a native language. Millions more speak it as an additional language. (Bowen J. 1979) Secondary schools in Nigeria enroll students of varying Nationalities and social backgrounds (Okwara et al, 2009). Okwara et al further says that besides adding to the diversity of learners population, their social cultural settings expose them to varied experiences and values that positively or negatively impact on learning.

Teaching methods refer to a broad set of teaching styles, approaches, strategies or procedures used by teachers to facilitate learning (Curzon, 1990). Teaching methods that enable learners to actively participate in their learning should be adopted instead of those that reduce them to passive recipients of knowledge (Okwara et ai, 2009). In cases where the teaching methods adopted are not consistent with learners preferred learning styles, discomfort sets in and interferes with the learning process hence acquisition of the desired English knowledge is impaired. Use of teaching methods should take cognizance of the learner’s preferred learning styles and balance them with the less effective but popular methods of learning (Okwara et al, 2009). The selection and arrangement of elements of the curriculum and the various ways in which they are introduced to the studies is the more specialized meaning of teaching method (Hoyle, 1969).

Teachers of English can use various teaching methods depending on preference or type of skill the learner is expected to acquire after instruction. According to (Michael, 1987), the lecture method is probably the most popular and widely used teaching method. However lecture method limits the chances of asking questions (Castello, 1991). Other teaching methods in English include demonstration; which stimulates students thinking, small group discussion, this gives learners opportunities to express their opinions, role play, reading, research and writing are also used to provide a nourishing learning environment. Discovery methods are known to keep students motivated and aroused, aid cognition and enhance retention. These methods are not to be used in every lesson but, rather, the teacher should choose the most appropriate methods in line with the topic and the pupils. The choice of teaching methods depends on the strategy used, whereas the strategy depends on the content and objectives of the lesson (Bowen J, 1985). Ineffective teaching occurs when one uses inappropriate method that results to reduced motivation, increased negative attitudes to learning and yields lower achievement (Doff, 1988). Methods enhance acquisition of the various skills in English.

English is the language of communication as well as the medium of communication in schools, colleges and universities. It is also the pre eminent language of International communication. The teaching of English language in Nigeria dates back to pre colonial period when Nigeria was a British colony. The Nigerian linguistic situation is not clear-cut and well-defined. This is because the Nigerian society is shaped with ethnic languages.

An Education conference in language policy held in Nigeria in May 2008 observed that most Nigerian school leavers are not articulate in English, and cannot speak Standard English. It was felt that teachers of English were not doing enough to reinforce the English policy in Nigerian secondary schools.

Statement of the problem

English has become an essential entity in our daily life though not a mother tongue. In Nigeria, where there is infusion of many languages various trends have come up in the use of English as a language.

Being a culturally and linguistically a pluralistic society, the many languages spoken in Nigeria has led to an interesting feature of Nigeria’s multilingualism. Being a metropolitan city the linguistic features of

English language has been corrupted by development of shag and this has penetrated the school system.

This corrupted structure has exposed students to corrupted language structure thus hampers the acquisition of the skills. Teachers of English therefore have the task of using appropriate teaching methods that promote the four skills in English: writing, speaking, listening and reading. The researcher seeks to establish the effectiveness of teaching methods of English on acquisition of English language skills in Nigeria. The feeling is that the most effective methods are those which give students the greatest opportunity for participation and allow them to relate their experiences. The teaching methods that allow students to be more involved in the classroom process, the more likely they are to master the various language structures.

Purpose of the study

The purpose of this study was to investigate the effectiveness of two teaching methods of English language in secondary schools in Ikere local government Area of Ekiti State.

Objectives of the study

The objectives of the study were:

  1. To identify two teaching methods used by teachers of English in Ikere-Ekiti, Ekiti State.
  2. Determine the effectiveness of lecture method on teaching of English language in secondary schools.
  3. To establish how role play method promotes teaching of English language in secondary schools in Ikere-Ekiti, Ekiti State.

Research questions

The following research questions guided this study:

  1. What are the various teaching methods used by the teachers of English in Ikere Local government?
  2. To what extent does the lecture method contribute to teaching of English language in secondary schools in Ikere Local government?
  3. How does role playas a teaching method promote teaching of English language in secondary schools in Ikere Local government?

Significance of the study

The study focused on the two teaching methods used by secondary school teachers of English. Its aim was to collect data on the methods used and their relation, if any, on teaching method of English language.

The effectiveness of each method was analyzed and the most effective method in the teaching of English language highlighted. The findings of the study are meant to give feedback to curriculum developers at the Nigeria Ministry of Education on the appropriateness of the present teaching methods; there effectiveness on the four skills in English namely; listening, speaking, reading and writing. The study would also give feedback to the Ministry of Education for the enforcement of teaching methodologies in public secondary schools in Ikere local government in Ekiti state.

Limitations of the study

The researcher has no control of the attitudes of the respondents which can affect validity of responses. At times the respondents gave acceptable but not honest answers, wrong interpretation by respondents can also affect the responses. The limitations of study include dependence on respondents’ co-operation. Another limitation is the dependence on the teaching methods as a measure of appropriate teaching of English language.

Delimitations of the study

This research was conducted in public secondary schools in Ikere local government. The study was to find out the effectiveness of two teaching methods of English language in secondary schools. However, it did not consider aspects that impact on teaching of language such as the learners’ level of motivation and the learning environment. The methods discussed are not exhaustive. There are several other methods that are used in the teaching of English subject.

 

 

 

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