Browsing by Author "Dozie, Chinomso P."

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    New perspectives in teaching and learning second languages: Enhancing unseen elements and processes beyond theories
    (U. P., 2020) Dozie, Chinomso P.; Regis-Onuoha, Adaeze J.; Udosen, Escor Effiong; Madu, Lovina I.; Egwim, Favour O.
    This article reports on findings from qualitative and empirical research on second language (L2) teaching and learning based largely on second language teaching theories, methods, and approaches which are generally believed to contribute immensely to second language learning. The goal of the study was to ascertain the extent to which these theories when applied to actual second language teaching and learning situations translate to effective/positive feedback. Oral interviews and informal interactions were used to elicit information from 4000 students who gave consent and were randomly selected from a pool of students after the objective of the study was explained. In addition, key Person Interviews (KPIs) were used to confirm, enhance and supplement the information obtained from the oral and informal interactions. The results showed that beyond the basic theoretical matters and their applications in second language teaching and learning, the study subjects as well as KPIs were more inclined to believe that factors such as motivation, interest, commitment, willingness, and determination were crucial to language teaching and learning and which ultimately accounts for competence and performance in the target language. The study concludes that second language teaching/learning involves the mutual action and participation of two parties – teacher and learner for optimum feedback. Further research can be done to explore the perception of second language learners in the early secondary school years to be able ascertain the exact point of disconnect in the process.
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    Review of the ethno-linguistic situation in Nigeria: Perspectives from language, literacy, and ethnicity
    (Res Militaris, 2021) Udosen, Escor Effiong; Njemanze, Queen U.; Dozie, Chinomso P.; Ononiwu, Mark C.; Nnamani, Francis U.
    There have been diverse perspectives on the ethno-linguistic situations in Nigeria. These have copiously been evaluated through diverse strategies such as language, literacy, and ethnicity. These three concepts have been viewed as essential tools in identifying a people, either as an ethnic, racial, or national group. However, since no single group is in the majority in Nigeria, the three major ethnic groups which have the largest ethnic groups, have often encountered ethnic and linguistic situations from other groups in the nation. In other words, the complex ethno-linguistic situation in Nigeria has been the prime representation of the classic set of problems in matters relating to national planning and development. Historical and sociocultural elements are fundamental requirements for national development which requires social cohesion, understanding, and cordial relationships among the citizens. This can be achieved through language which is a medium of communication. Language influences an individual's interpretation of reality; also, ethnicity and literacy can be established using language which is one of the main symbols of a people's culture. The Nigerian Society is multilingual and pluralistic as such most of our social problems involve some type of conflict, and sometimes, disagreement over cultural tradition and language symbols of our identities. In other words, language meets universal human needs for identification and communication. This paper explores the place of language, literacy, and ethnicity in the identification of a people and their culture, it x-rayed some notable situations induced by ethnic and linguistic affiliations and concluded by advocating for a policy that should encourage the existence and maintenance of these concepts in Nigeria. This will help the nation to achieve cordial relationships, and a good understanding of the present-day interdisciplinary dialogue in language, literacy, and ethnicity, for greater national development.
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    The English language and the second language learners’ perception in a multicultural Nigeria: an appraisal
    (U.P., 2020-07) Ojilere, Ijeoma C.; Dozie, Chinomso P.; Chidozie, Mmachi Akudo
    The objective of the study was to evaluate the impact of English as language of formal learning using some schools from the three senatorial zones in Imo State as well as teachers’ challenges in the use of this target language as a pedagogical tool. Through a random sampling process, 1200 copies of pretested and validated questionnaire written in English were administered to selected students from these regions. Key Persons Interview was also used to supplement the questionnaire data. 895 copies of questionnaire representing 74.6% were duly completed and returned for analysis. Studies showed that students’ perception of English as a language of education is one in which they feel compelled and have rather come to terms with its usage as a result of its imposition by the British colonialists, acceptance by the Nigerian government and general implementation as an official language. Findings revealed that 68.5% feel the need to fall back on their local language for clarification of some sort while 14.5% of the respondents have little or no need to use the mother tongue but 17% have occasional inkling to resort to their mother tongue for proper understanding. This interference is expected in a multilingual nation like Nigeria which has instituted bilingualism and multilingualism to her citizenry. The study established that the use of English accounts for some of the challenges in academic performance of students and therefore recommends that teachers, parents and government must strive to reiterate the need to inculcate and acculturate this official language as an ineluctable tool for academic success and societal integration.