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CHAPTER ONE | |||||
1.1
INTRODUCTION
English language originated in England and is now
widely spoken throughout the continents. It is the primary language of the
United States, the United Kingdom, Canada, Austrialia, Ireland, New Zealand, and
various small Island nations in the Carribean Sea and Pacific Ocean. It is also
an official language of India, the Philippines and many countries in
Sub-Saharan Africa, including South Africa. In Nigeria, English Language is the
lingual Franca. This makes the language an indispensable tool for students in
the country to communicate and interact socially because of the numerous
indigenous languages/dialects spoken by the different ethnic groups in
different parts of the country. Some dialects are similar both in spoken and in
written form, while others are radically different from one another. These
Nigerian languages include Kwale, Owan, Urhobo, Edo, Ijaw and Yoruba. However,
none of these dominant tribal languages has been generally accepted as a
national language. English language is the official language in Nigeria and the
means through which the colonial masters in their era used in uniting the
various tribes for communication to take place.
English language is global the language of technology,
science, aviation and computer, education and at that a world language of
importance. Therefore efficient spoken/written knowledge of English Language is
of basic importance to the study of every other subject of Standard English language
command respect and prestige in the society. Inspite of the importance of
correct use of English language, it is found that in particular students
perform woefully in its usage both in examinations and daily life interactions.
A number of factors contribute to the situation one of which is the constant
used of pidgin English in the study and living situations including the primary
and junior secondary schools. It becomes challenging as the role of teachers in
teaching English language in the primary and junior secondary schools. To speak
Standard English with the students especially those in junior secondary moreso
the certificate classes level of JSS III, SS III level. This will be English
teachers encouraging the pupils to speak it every time and anywhere with availability
of adequate instructional materials to aid the teaching and learning of English
language.
1.2
STATEMENT OF THE PROBLEMS
Pidgin English is traceable to the Portuguese coming
to Nigeria as traders and missionaries. Pidgin English is a hybrid language,
contains elements of both immediate African language speaking environment and
English. It is learned usually as L2 at times as L1. It is not what a learner learn
by itself because it is no developmental. It is a fairly closed language sound
system and serves restricted numerous functions an expanding to serve fresh
function by wholesale borrowing of vocabulary from English. The missionaries
from Portugal used pidgin English as a means of communication with the natives
of the coastal lands. Today, Pidgin English is used to facilitate communication
link among individual, serves as a language of the literate and the illiterate
in the Nigerian society. However, this Pidgin English which is mostly used at
homes market, primary and junior secondary schools among peer groups should be
stepped aside in the school system gamut of the society by the teachers so that
standard English acquisition and command comes to the way of learners. This
will make students take the standard English learning and efficient daily use
serious and afford them active a command of good English in terms of
communication and enjoyable social interaction.
1.3
PURPOSE OF THE STUDY
The study purpose among others investigate the
reasons students use Pidgin English instead of a Standard English. Also to make
them know it has effect on their use of English i.e. it hampers proficient use
and retards progress in acquiring good English language. The study would also
show the way out to students on how to minimize Pidgin English usage in their
daily performance.
1.4
SIGNIFICANCE OF THE STUDY
The significance of this study is to be found among
others in parents/students and teachers recognition that Pidgin English usage
slows down the pace of efficient use of English. In various homes, native
language is spoken most often, then the pidgin English and there English. It
may be in form of our dialects, Pidgin English or Standard English. The
background of our upbringing matters a lot, when we are taught in pidgin for
instance, there is no way we can have a good command of Standard English
anywhere we find ourselves. Rather the parents who had trained up their
children with Standard English would be proud of their children, hearing them
use Standard English to communicate, Standard English enhances the children’s
educational standard because English is a means through which every other
subject is taught.
In the
same vein, a situation where a child is trained to use Pidgin in communication,
the child finds it difficult to understand his teacher when the lesson is going
on. Therefore, if a child is trained up with standard English at school, the
child learns easily without any stress or strain to understanding the language
used by the teacher (i.e. Standard English). Teachers does not find it
difficult to disseminate any information to such Standard English background
oriented student(s). the teacher would be happy seeing his students excel in
the examinations and of course the students would command respect or prestige
in the society using eloquently the Standard English.
1.5
RESEARCH QUESTIONS
1.
Are there
available qualified teaches handling the teaching/learning of English language?
2.
Does Pidgin
English have any influence on the teaching and learning of English Language?
3.
Is there any
relationship between Pidgin English and English Language?
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Friday 25 October 2013
EFFECT OF PIDGIN ENGLISH ON THE TEACHING OF ENGLISH LANGUAGE IN SOME SELECTED JUNIOR SECONDARY SCHOOLS
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