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Item Open Access Oil conflict and nationness in the Niger Delta: a review of crude realities in Helon Habila’s oil on water(U.P., 2020) Anyanwu, Patricia Ngozi; Dozie, Chinomso PatriciaThe discovery of oil in commercial quantity in the Niger Delta region in the 1950s was heralded with resounding joy. This was because of the anticipated resources which were expected to engender rapid human and infrastructural development of the region and Nigeria at large. Unfortunately, after over six decades of this discovery, the region remains perennially impoverished and underdeveloped amidst pervasive environmental degradation, displacement, and wanton dehumanization of the people. This unfortunate reality has continued to incite discontent as the people of this region relentlessly struggle for fairness and equity in the nation's scheme of things. Over the years, this struggle has assumed different currents, including kidnapping, illegal oil bunkering, peaceful and militant protests as well as pipeline blowouts and vandalism. These unfortunate realities have been variously expressed through literary creativities of many Nigerian writers, including Helon Habila. In Oil on Water, Habila paints a vivid picture of the individual and collective predicaments of these dispossessed people, as well as the conscious steps they have taken in order to retrieve their lost rights and entitlements from the Nigerian nation and her multinational oil company collaborators. Adopting HomiBhabha's Dissemination strand of the postcolonial theoretical framework, this paper examines how Helon Habila has deployed the technicalities of voice, action, character, setting and imageries in order to appeal to our sensibilities on the unfortunate individual and collective dispossession of the people of this devastated region. This is with the aim of lending our voice to the numerous calls on the Nigerian nation and her multinational oil company collaborators to shun humiliation, intimidation, rituality and annihilation of the people and consider dialogue and more humane alternatives in proffering an urgent development of the people and their region.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 Rhetoric in religious discourse: Elicitation and dialogue as dramatic pause in Nigerian pentecostal sermons(U. P., 2024-07) Ajileye, Michael Olugbenga; Okere, Chidi Eustace; Dozie, Chinomso PatriciaThis study examines the use of elicitation, as well as dialogic interrogation and dialogic repetition, as devices for dramatic pause in Nigerian Pentecostal sermons. Sermons are by their nature, usually monologic, in which the preacher monopolizes the conversation space from commencement to conclusion. The congregation usually is expected to sit through it all, listen and imbibe the message. This trend, noted mainly in orthodox Christianity circles, has been observed to often lead to boredom and attention fatigue in the audience. This study notes that Nigerian Pentecostal preachers, while still wholly in control of the sermon, appear to have effectively reversed its monologic nature by employing elicitation and dialogue as audience-engaging and attention-arresting devices to introduce unique pause effects in their sermons, thereby creating that general impression of vitality and activity often associated with the Nigerian Pentecostal brand of Christianity. This study identified these devices as discursive practices embedded in the social practice of Pentecostal preaching, which are among the principal ways in which its ideology is circulated and reproduced. This present study constitutes a part of a general intellectual investigation, which involves the identification of specific discursive patterns that characterize Nigerian Pentecostal Christian sermons and to determine how they are intertwined with the general ideology of persuasion as a goal.Item Open Access Promoting learning through interaction: examples from the English language classroom(U.P., 2015) Njemanze, Queen; Ononiwu, Mark; Dozie, Chinomso; Festus C. AhizihClassroom interaction is helpful for language learning. Every learner is expected to develop competence in English language learning, in order to function effectively in the multilingual Nigerian setting. English as the official language in Nigeria occupies an important position. Considering the importance, role and functions of English in Nigeria the primary goal of the English language curriculum is that learners should acquire communicative competence in English. From our observation we found that learners learn more comprehensively through classroom interaction. This research also discovered that applying the basic principles of interactive language teaching can promote learners initiative and autonomy, which in turn begets linguistic and communicative competence. To achieve this goal, the curriculum recommends the communicative language teaching approach for teachers of English; to enable learners achieve communicative competence in the use of the English language. Teaching through interaction enhances observation, using apt methods, strategies and resources which in turn promote learners autonomy and initiative. This study thus, emphasizes the need to use interactive strategies in order to enable students to use, practice and achieve fluency in the language. This paper therefore, explores some interactive strategies applied in the classroom with a focus on re-tooling English language teachers for more productive teaching and learningItem Open Access 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.