EFFECT OF TEACHING TECHNIQUES ON EFFECTIVE TEACHING AND LEARNING OF ENGLISH LANGUAGE

CHAPETR ONE

INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study

CHAPETR TWO

2.0   LITERATURE REVIEW

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

 

Abstract

This study analyzed the effects of teaching techniques on effective teaching and learning of English Language in Osogbo Local Government. The specific objectives were to identify the effects of teaching techniques with emphasis on demonstration and discussion methods and analyzed the effects of teaching techniques among the junior secondary school students. Three schools were chosen purposely for this study. From each of these schools, twenty students were chosen at random making a total of sixty students. They were interviewed through the use of questionnaire and personal interview.

 

 

 

 

 

 

 

 CHAPTER ONE

INTRODUCTION

• Background of the study

English is a global language. With the advent of global shrink, there is a demand of good command over this language. In addition to the technical or domain specific knowledge, the proficiency in English as a language has become indispensible. Unfortunately for the native learners, English is a second language and it was found that the students in large numbers failed to express their views and ideas in English in both general and specific terms. In the modern neo-liberal scenario of Nigeria, the necessity of competence in English has become increasingly vital. The globalization has necessitated the learning of English Language in an international perspective. Moreover, the text materials on the subjects of technical education, science and medicine are available in English. The advance of multinational companies in all sectors of economy such as production, distribution and service sectors require personnel with a fair degree of language competence. In this backdrop, the necessity of acquisition of not only spoken English but also written English has become the need of the hour. Salman Rushdie, the renowned novelist says that the English language ceased to be the sole possession of the English some time ago. And it grows from many roots. No one community can claim sole ownership over the English language, which has gone genuinely global. In this precept, it is high time to have a holistic approach to learn and teach English as Second Language. English language learners who are academically proficient in their first or native language represent differing levels of academic experiences, abilities and interests in addition to their language proficiency. Some students read above their grade levels; others struggle with daily instruction. Some have highly supportive home environments for language and literary development; others live without access to books or literary rich environments. Many English language learners spend most of their academic life with teachers who speak only English and who are not prepared to fully understand their varying needs as English language learners. In order for today’s teachers to meet the challenge of educating a richly diverse generation of children, they need to learn a great deal about Second Language acquisition and effective pedagogy for English language learners by using various types of innovative teaching methods and technique in the environment of school or college for the learning of English as the Second Language.  It is an acclaimed fact that teaching and learning a foreign language can’t be reduced to the direct teaching of linguistic skills like phonology, morphology, vocabulary and syntax. The contemporary models of communicative competence show that there is much more to learn in a language. Teaching requires creativity, there are lots of different methods, strategies and techniques that can be applied and brought into classroom. Any teaching technique or method including portfolio based instruction will not be successful if students are not engaged in the process. Techniques are closely related to methods and approaches

• STATEMENT OF THE PROBLEM

It was found that the conventional pattern of teaching English was just producing rote learners or mug pots. This pattern appeared obsolete for the pragmatic usage of the language. No qualitative assessment of students was planned as per the old pattern. The old method was based on stereotypical English grammar study (the same concepts like parts of speech, tenses, subject verb agreement, conditionals etc. with no practical implications. The teaching approach was teacher centered which led to a one way process which lacked interesting interaction and therefore demanded a change. It required a shift from ‘teacher centered to learner centered’. The existing problem was analyzed and it was found that that there was a need to overhaul the conventional teaching methodology. This paper aims to discuss the application and results of this experimental procedure of effective techniques that were employed in teaching English.

• OBJECTIVE OF THE STUDY

The objectives of the study are;

1. To identify the common grammatical mistakes in the usage of English Language
2. To identify the commonly mispronounced words due to Mother Tongue Influence.
3. To ascertain the techniques on teaching and learning of English language
   • REESEARCH HYPOTHESES

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

H₀:  there are no techniques on teaching and learning of English language

H₁:  there are techniques on teaching and learning of English language

H₀²: there are no common grammatical mistakes in the usage of English Language

 H₂: there are common grammatical mistakes in the usage of English Language

1.5 SIGNIFICANCE OF THE STUDY

The study will give a clear insight on effect of teaching techniques on effective teaching and learning of English language. The study will be beneficial to students, educational sector and the general public. The study will also serve as a reference to other researchers that will embark on this topic

• SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers effect of teaching techniques on effective teaching and learning of English language. The researcher encounters some constrain which limited the scope of the study;

1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
2. 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.
3. 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

TEACHING: Specific statements of behaviour by a student after a period of learning proving they have learned. Learning strategies/ teaching methods. Activities chosen by the teacher to help students learn. Lecture. Subject introduced and delivered by the teacher in a specific time which transmits information.

ENGLISH LANGUAGE: English is a West Germanic language that was first spoken in early medieval England and is now the third most widespread native language in the world, after Standard Chinese and Spanish, as well as the most widely spoken Germanic language

EFFECTIVE TEACHING: Effective teaching is more than just the successful transference of knowledge and skill or application around a particular topic. Effective teaching ensures that this surface approach to learning is replaced by deeper, student driven approaches to learning that analyse, develop, create and demonstrate understanding

 

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

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