Directorate of General Studies
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Browsing Directorate of General Studies by Subject "learning"
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Item Open Access 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.Item Open Access 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 AkudoThe 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.