CHAPTER ONE

1.0

BACKGROUND OF THE STUDY

1.1

Introduction
In Nigeria, English language has been perceived as L2 to most Nigeria. The reason is that

the acquisition of a local dialect is at the first instance in Nigeria that implies that L1 acquisition
must have been the language which was acquired right from birth. For instance, a new born baby
in Nigeria would be influenced by so many environmental factors in which language acquisition
would be one of them. Lets take an instance of a baby that grows up in an Ibibio land in as
much the baby remain in the land concerned to the maturity stage, such baby will be influenced
by linguistic aspect of the spoken Ibibio. As such Ibibio becomes L1 to that child because that is
the first language that has been imbibed by the child and it continues to affect his or her spoken
aspect.
Teaching is an educational behaviour which varies from individual behaviour in terms of
experiences and level of education. It is a pedagogical process which involves bringing desirable
changes in an individual. That means a teacher must impact knowledge and skills to the students
he or she has been assigned to take care. In this aspect Adeyanjie and (Egwuogu 2013, P.8)
affirm that in a situation where a teacher in faced with the teaching of English language such
teacher is faced with a new set of linguistic habits into the speakers who already have mastered
their mother tongue (Mt) or first language (L1).as such there is language interference that occurs
in such environment and it affects the child. That implies again that environmental factor in
terms of linguistic achievement affects the spoken aspects of L2 most especially if that child was
restricted to the environment. Proficiency of English language to a child as he or she grows up
1

could be acquired through formal education in which at the Junior Secondary level such child is
supposed to be taught the rudiments of English language as far as the Nigerian environment is
concerned. Pronunciation in English language becomes a key factor to the learners because it
deals with the spoken aspects in which communication is essential. This is the focus of this
study.
1.2

Statement of the Problem

If the essence of language teaching is to achieve effective communication nationally and

internationally, then teaching of English language in the Junior Secondary School unit becomes
problematic because of the inheritance aspect of these children based on linguistic factor mostly
in the area of language interference between L1 (language of acquisition which is Ibibio) and L2
(ENGLISH LANGUAGE) which is still foreign to them.Based on this problem this study intends
to ascertain how;
(1)The teaching of English language should be viewed in the Junior Secondary section in
Nigeria?
(2)How could it be affected by the teachers concerned?
(3)What should be the remedies to its achievement in order to enhance effective teaching of the
oral aspects?
1.3

Purpose of the Study

The purpose of the study is to:

1. Ascertain the teaching of oral English in Junior Secondary Schools in the rural areas in
Nigeria.
2

2. Determine the difficulties encountered by English teachers of Junior Secondary sections in,
the teaching of oral English in the rural areas in Nigeria.
3. Find out the extent in which oral English is taught at the Junior Secondary sections in rural
areas in Nigeria
4. Examines and explain how these difficulties in terms of oral acquisition of English can be
mastered by these students of the Junior Secondary section of rural areas in Akwa Ibom
state.
1.4

Research Questions

The research questions formulated to guide this study were:

1. How could the teaching of oral English in Junior Secondary Schools in the rural areas in
Nigeria be ascertained?
2. How can this study determine the difficulties encountered in the teaching of oral English by
English teachers of Junior Secondary section in Nigeria?
3. To what extend is oral English taught at the Junior Secondary section in rural areas in
Nigeria?
4. How would it be possible for this research to examine and explain the level in which oral
acquisition of English can be mastered by these student of the Junior Secondary section of rural
areas in AkwaIbom state?
1.5
Research Hypotheses
The research hypotheses were formulated using alternative and null statements.
1
Hi: the teaching of English language in Junior Secondary School in the rural areas can be
significantly ascertained.
H0: the teaching of English language in Junior Secondary Schools in the rural areas in
Nigeria cannot be significantly determined.
2.

Hi: the difficulties encountered by English teachers of Junior Secondary section in the
teaching of oral English in the rural areas in Nigeria can be significantly determined.

H0: the difficulties encountered by English teacher of Junior Secondary section in the
teaching of oral English in rural areas in Nigeria cannot be significantly determined.
1.6

Significant of the Study

The study is significant because it intends to add more to the body of knowledge in the

sense that, it shall expand more on the difficulties of teaching English as L2 to students of rural
areas in Nigeria.Secondly,the study shall be useful in the area of phonetics and phonology
because it will highlight more on how English teachers can use the phonetics and phonology
aspects of English to develop learning skills of the language on the Junior Secondary School
students mostly the unexposed ones.
Also the study intends to be helpful to curriculum educationist planning experts so that
they will be able to reassess the syllabus of English language in Junior section. The other
beneficiaries of the study will be English teachers of Junior Secondary School sections,and the
AkwaIbom state government as well stakeholders and authorities concerned in the ministry of
education.
1.7 Scope of the Study
The scope of the study will be based on selected Secondary Schools in the rural set up
mostly those found in local government area. It will also cover Local Education Council,
Ministry of Education and Stakeholders.
Then the teachers of the Junior Secondary section shall be interviewed on difficulties they have
been encountering in the teaching of oral English.
1.8 Limitation of the Study
The researcher encountered some obstacles in the course of researching on the difficulties
encountered by English teacher of Junior Secondary section of rural areas in AkwaIbom state in
the teaching of oral English.These were in the following areas:finances an attitude of the
respondents.

In the area of finance, the researcher encounter lack of funds in which the research was
actualized minimally because lack of funds could not pave way for the exploration of research
materials which were found out of proximity.
Secondly,the respondents were reluctant in answering the questions when they were
administered with questionnaires. This could emanate because of the fear they were
entertaining.
1.9 Operational Definition of Terms
Key terms were operationally defined. These were:
Difficulties Encountered:
The term refers to obstacles that hinder the effective teaching of oral English in J.S.S in rural
areas.
English Teachers:
Classroom manager involved in imparting knowledge of English language as L2 to Junior
Secondary School students of rural areas in Akwa Ibom state.
Junior Secondary Section:
In the Nigerian system it is made up of three years programmes in which the students at the
secondary level must pass through JSS1, JSS2 and JSS3.
Rural Areas:
These are environments far away for the urban set up in which the Secondary Schools under
study are located.
Teaching Of Oral English:
The art of teaching spoken English in order to overcome the difficulties encountered by English
teachers of Junior Secondary section in rural areas in AkwaIbom state.

CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction
This chapter intends to present scholars and researchers that have also researched in
difficulties encountered by English teachers in the teaching of oral English in the rural areas.
2.1 Teaching Models in the Context Of Oral Aspect
2.1.1 The total physical response model method (TPRMM)
This is a new general approach to teaching foreign languages and it is also called the
Comprehensive Approach because of the importance it gives to listening comprehension.
Indeed according to Azikiwe (2012:82) the (TPRMM) begins with a focus on the listening skills.
According to Larsen freeman (2012) the idea arose from observing the way children acquire their
mother tongue. A child spends many months listening to people around before he attempts to say
a word. There is no directive or instruction that the child at such a time must speak. Rather he
chooses to speak when he is biologically ready.
First, the teacher who uses the (TPRMM) believes that language is better learned the way
the children learn their mother tongue. Second, the teacher at the initial stage directs all the
behaviour of the students while the students are initiators of the teacher model. As learning
progresses, the students will now speak and give directives to the teacher and other students.
Third, the lesson begins first with the teacher of the lesson modeling and performing
most of the actions himself and also with the students. Later, the students without the teacher
6

perform their action alone. Lastly, when the students are ready to speak, they become the ones to
issue the commands to other students and also to the teacher.
Fourth, there is teacher- students interaction as well as teacher-individual student
interaction. The teacher gives commands and the students respond non-verbally. Later, the
students responses become verbal.
2.1.2 Audio-Visual Method (AVM)
According to Web (2004) one of the new methods of teaching foreign languages which
evolves as a result of the dissatisfaction on the results of the former methods in the audio-visual
method (AVM), the (AVM) is very slightly different from the audio-lingual method and the
difference is that the former includes visual stimuli, while the later does not. The two methods
stress the spoken language just like the native speakers. This is because according to Web (2004),
the advocates of audio visual and lingual methods believe that language, in fact, is what its
speakers say, and not what some other people feel they ought to say.
2.1.3 Oral Method
Based on Alexander (2005:222) the criticisms against direct method resulted in oral
methods (OM) or compromise method as it is also called. According to the same author
Alexander (2005:228) the method came into use during the period between the first and second
world wars and incorporates the best features of the direct method. The oral method in the main
involves a combination of thorough training in correct pronunciation, understanding of the
spoken language.

2.2 Concept of Language

2.2.1 Definition of Language
There are many definitions of language as there are experts and linguists. According to
Halliday (2000), language could be defined in various ways depending on whether one is
interested in dialects and those who speak them, words and their histories, the differences in
language in different cultures, the formal properties of language system, language as an art
medium, uses of language and the like,Ekpenyong (2000) defines language as a learned
systematic, symbolic vocal behaviour and a culturally acquired and exclusive mark of man.
MOTAZE (2000) on the other aspect is of the opinion that language is a system of articulated
sounds organized by human thoughts and used by group of humans for purposes of
communication.
Language from the foregoing could be said to be a means of social control, it is a
collection of motor responses, it functions symbolically and so it is used for verbal
communication. Again, only human beings had evolved a communication system with the
property of natural language. The existence and use of verbalized language is therefore one
factor used to differentiate between man and animals. Language is therefore a human
characteristic that distinguishes man from lower animals. Indeed man has used language as one
way of representing experience.Thatit is the means by which representation of human
experiences work efficiently together is affirmed by Dickson (2000:721):

It is best to admit that language is primarily

vocal actualization of the tendency to see
reality symbolically an actualization in term
of vocal expression of the tendency to master
reality not by direct and ad hoc handling of
this element but by the reduction of
experience to familiar form.

Language therefore, is mans principal means of classifying issues and it is this

classifying function that goes further explanation towards accounting for the role of language as
an organizer of your representations of experience.
The definition of another linguists John (2000) is in line with Dickson and according to
him, language could be said to mean the relationship between words and experience and it could
be produced and received in form of verbalization or experience of verbalization. These two
terms have different meanings which explain language as a means by which human beings
always represent their experiences. All aspects of human endeavors are expressed by language.
Verbalization of experience occurs when we produce language by talking and writing.
But the oral aspect becomes very important that is putting our reactions to experience within and
around us in words. On the other hand experience within and around us in words. On the other
hand experience of verbalization occurs when we receive language by words of others and
understanding them in their context. In a simple and clear aspect language means putting our
experiences of others put into words.
Nevertheless, from whichever perspectives language is defined, the following ideas cut
across them according to Eka (2000):- that language is a code whereby ideas of the user about
the environment and the world at large are represented through a conventional system of
arbitrary signals of communication. There are some key words which must be explained for
9

proper understanding of what language is. These words are code, ideas, convention, system and
communication. This in effect means that language is a code; it represents ideas about the world.
It is a system, it is a convention and it is used for communication.
2.2.2 Language as a Code
As a code which means representation of one issue with another, language is a means of
representation of objects, events or relationships. A word, a sentence, a graph or a map could be
used to express an object so that it is possible to consider it, preserve it and to share it. In other
words for instance, the word yam represents or stands for the object, Love a kind of
relationship, while dance represents the action or event. However,

the

representation

of

words differ from that of maps and graphs in that words do not reproduce either directly or
indirectly the object, event or relationship as do maps and graphs. The word yam and the
sentence eat yam represent the object and the event by means of code. The code according to
Stephen (2002:5): Is the means or ways in which a finite number of elements (sounds and
movements) correspond with all possible objects and events so that more or less arbitrary
sentences of sounds and movements can function as words or sentences to represent objects and
events. Based on Stephens view the listeners or receivers of the code have to decide to be able
to understand the message. Hence in encoding, the receiver recalls and combines the elements of
the code top represent information in a message. Decoding further involves recognizing and
segmenting the elements of the code to extract information from a message.Therefore, the code
provides a form of language.
2.2.3 Language as a System

10

Language is said to be a system because the combination of sounds to form words and the
combination of words to form sentences for representation of knowledge is determined by a
system of rules. The rules are applied in the construction of words and sentences. For instance,
no English word can consist of only consonants or vowels rather words are combinations
ofvowels and consonantse.g. house, farm. Book etc. for sentence construction a complete and
meaningful sentence might contain the subject verb and object e.g. the boy killed the dog
James, goes to the market my uncle is a director. Another English rule is that nasal consonants
MNJ can precede other consonants at the end of words e.g. pump amount pony sing but
cannot precede other consonants at word initials e.g. IMPUB NOPY. The last sets of words
are not acceptable for English words.
Yet another rule is that the word the precedes the subjects and objects of sentences but
not the verbs. Such rule enables one to know what follows or should not follow what. In the
words of Bloom and Lahey (2008:80):
The ways in which rules of language operate are
predictable.Given information about the rules for a
particular sentence or a group of sentence.it is
possible to make prediction about other
sentences
Such a prediction would follow from the
inductions about the given set of sentences that (1)
names of persons and act precede the name of an
action, (2) names of object that are affected by an
action follow the name of the action, (3) a word
the precedes the names for persons and objects
but not action, and so on.

An individual who knows a language by implication has mastered the rules of the
language, that is the rules that assign combination of sounds, words, phrases in a definite way to
11

form meaningfully sentences. However, Helen (2008) explains that the person who knows the
language has no consciousness of having mastered these rules of putting them to use. It is also
the view of Helen that there is no reason to suppose that this knowledge of the rules of language
can be brought to consciousness.
2.2.3 Language as a Convention
The statement that language is agreed to be a convention cannot be denied. According to
Felix (2009). Language is an acceptable form used by a group of English or a community. It is a
shared knowledge because every member of the group agrees on and accepts this medium of
communication. In their view, Udousoro and Collins (2009) explain that words and sentences are
used as they are only because the speakers in a language community agree on such matters and
that there is a set of community norms, operations, principles, strategies and values that guide the
production and interpretation of speech which is termed the community ground

rules for

speaking. Explaining why language is a convention Fidelis (2009) states that what lies behind the
notion that facts about language are arbitrary is the view that they exist by virtue of a social
rather than a logical or empirical factor or order. The conventionality of language is not in doubt
because according to William (2010:44). People speaking a language agree among themselves
that certain form correspond with certain content and can be used in specific ways. In this sense,
the correspondence between form and meaning in language and the ways in which language are
used are arbitrary or conventional facts about language.
In effect if sounds, words and construction of sentences rules of grammar and all that go
to make a language distinct are not shared by all within a certain geographical area, then it
cannot be said to be a language. Indeed, it is not enough for an individual to perceive an object,

12

to recognize other instances of the object, to formulate sounds and words to represent it and then
term in language. Only when the class of objects conforms to similar classification by other
persons and the word or sign is accepted by other persons as a means of representing the object
class one can say the word or sign is part of the peoples language. In other words, words and
sentences have to be accepted by all in the community before they become an aspect of the
language. Secondly, the acceptance is always implicit and understood by all without their having
to talk about it.
2.2.4

Language used for communication

The main purpose of language is for personal interaction with people in different

circumstances. People interact in order to give or receive information and to accomplish tasks.
The interaction could be through signs and gesticulations but the most pronounced one is through
the act of speaking. An appropriate that could be used for the purpose of this research is
communication which has several definitions. According to Ndolo (2006) it is the act of speaking
and the most popular aspect is interpersonal communication that a communication that occurs on
one-to-one basis. Also, Okunna (2006) is of the view that oral aspect in any language form the
basis for communication, in which the oral exercise becomes valid between persons or members
of certain communities. Language is learned primarily for the purpose of communicating with
people around to express our feelings, ideas, expectation and experiences, According to Okunna
(2006) two assumptions underlie the view of language learning. First is that language is a means
of representing information in messages. Second, is that the use of language is a social act that
we learn language as a means for obtaining, maintaining and regulating contact with other
persons. The central idea in the two assumptions is communication which is basic in all human
relations. For two or more people to relate effectively in every life activities, they have to
13

communicate either verbally, or non-verbally. But in the present situation, we are concerned with
verbal communication.
According to Baran (2008) communication involves five (5) elements which are:
a.
b.
c.
d.
e.

Sender: who could be the teacher, anybody else?

Message: feelings facts, knowledge, advice etc
Medium: verbal or non-verbal. In the present study is it oral or verbal
Medium of recipient: auditory, visual, writing, physical
Receiver: the teacher, learner, others.

The primary function of language is to communicate effectively and the teacher must strive
to develop in the learners the necessary skills and knowledge required for it.
The use of language for communication is underscored because it is one of the means by
which culture is made psychologically active within the learners through the agents of
socialization of which school is one. It is also through communication via language that social
roles are ascribed to the child. Communication is therefore essential tool in growth and
development of the individual and the society at large.
2.3

Content, Form and Use in Language

According to Eka (2000) there are three dimensions in language namely: content form

and use. In other words any acceptable language must consist of content or meaning that is
represented by linguistic form for use in a particular context. This three dimensional view of
language, is basic to describing the development of language. Consequently, for effective use of
language, the must be conversant with the context, form and use of the language for different
kinds of circumstances.

14

2.3.1

Content
There is communication when words or signs and relationships between words or signs

make some meanings to the hearer. The content of a language according to Eka (2000) is made
up of ideas or events, or objects, or actions that are the focus of the message language content is
generalized, depersonalized and independent of a particular content. In other words language
content is shared experience by all involve and thus may be said to be universal. The content of
language has been succinctly put by Ebong (2005:48). Thus The content of language is its
meaning or semantics, the linguistic representation of what persons know about the world of
object, events and relations.
2.3.2

Form
Objects and the way they relate to themselves can be represented by words or sign to give

language its form. According to Caleb (2008:11) language consists of sounds, morphology or
units of meaning that are words and syntax or the units of meanings (words) combined with one
another.Sounds can be described phonetically, or in terms of articulatory features. On the other
hand, words can be grouped into norms verbs, adjectives, and all other parts of speech. Finally,
sentences can be classified according to sentence types such as declarations negatives, questions
clause types such as relative and nominalized clauses and phrase structure. Form in language is,
briefly stated, a way by which sounds are connected with meaning. It is also the description of
shape or contour of the different features or parts of language.
2.3.3

Use
Halliday (2005) is of the view that the function of language is socially based since

through language individuals interact with one another and behaviors are also regulated leading
15

to social control. Other aspects of language according to Eyoh (2006) are used points at the rules
for determining which content and form will serve the purpose. This is very important since
speech is behaviour that does not occur in a vacuum rather in relation to other people.
From the foregoing, we can emphatically, conclude that an individual who successfully
integrates content from and use of language has acquired proficiency in the language. Bloom and
Lahey (2006) opine that the integration of the three components is knowledge of language.
2.4

Literature Appraisal

2.4.1

Challenges facing the teaching of English Pronunciation in Nigerian Junior

Secondary School (JSS)

There are various challenges facing the teaching of English pronunciation in Nigerian
Junior Secondary School (JSS). However, such facts must be admitted in as much teaching of
oral English is concerned in Nigeria. The study will match with two prominent scholars
Cruttenden (2001) and (Moedjito 2008).
2.4.1.1 Challenges emanating from the students
Even though Nigeria was colonized by Great Britain, the problem that resides in the
smooth teaching of English is from the interference perspectives. Once again, a renowned
linguist Mary (2001) has attributed such challenge due to the exposure of these students into
other native languages. Like in the case of Akwa Ibom state there are dialects that have
infiltrated into the environment such as: Ibibio, Annang, Oron and other semi dialects that
surround these major ethnic groups in Akwa Ibom state. Linguistically, these students have some
linguistic deformities in the sense that they are unable to adapt themselves due to the fact that

16

most of term acquired an indigenous language as L1 and English language became L2 (meaning
second language acquisition). In that regard it becomes little difficult to surmount this problem
since there is a strong linguistic mix-up that delays such pronunciation skills on the part of the
students.
Thats why Omoniyi (2009:107) writes:
It is impracticable that speech skills can be
generally available to Nigerian learners of
English as a second language. The
phonological system of the various indigenous
languages are different from those of English
and because English is learnt as a second
language, what simply takes place is an
adaptation of indigenous phonological systems
for English speech sounds and patterns rather
than an attempt to manage two phonological
systems separately.

The taskfacing the teachers or the pedagogue of English lies in the fact that such students
must be exposed to the rudiments of English language. At that level there are some technicalities
which must be involved as far as oral English in concerned.
2.4.1.2 Challenges emanating from lack of educational facilities in oral teaching of English
In the Junior Secondary section in rural area of Akwa Ibom attention has not been given
toSecondary Schools in term of provision of adequate learning equipment and learning tools in
oral English. As stated by Ewuogu (2012) the world has gone beyond the conventional stage to
Information and Communication Technologies. Basics teaching materials are lacking on the part
the English teachers such as current books, audio-visual tools, and the Internet. On the part of the
learners they are not opportune to explore digital language laboratory which could enhance their

17

spoken efficiency of English. They are not also armed with ICT gadgets in which they easily
getin touch with CDs.Even if such materials are available, lack of electricity supply may
frustrate the teachers effort.
2.4.1.3 The personnel involved
Most teachers of English language are not educationally oriented in terms of having
passed through pedagogic trainings. In other words most of them have not acquired basic
qualification from the Universitys faculty of education. As such teaching of Oral English
remains a great problem to them. Again, Egwuogu(2012) affirms that most teachers of English
language have taught for several years, but they have not undergone refresher course in the area
of teaching English language as a professional or foreign language in Nigeria. Another problems
resides in the area of mastering the element of language which according to Azikiwee (2012:9)
are phonology in which Azikiwe(2012:9) views it as:
Aspect of languagewhich is made up of
segmental phonemes which cover the
vowels, semi-vowels and consonants, and
the
supra-segmentalphonemes
which
includes the stress pitch and juncture of the
language, but the supra-segmental phonemes
have been a little source of confusion to
second language learners. Learners is neither
learning of facts nor an operation, it is the
third type of learning, learning as a skill.

On this aspect, according to Bright and MC Gregory (2000) English as an International

language has many varieties both native speaker and non-native speaker varieties. By
geographical classification, Nigerian English has Yoruba English, Igbo English and Hausa
English.
18

Also to add, most teachers of English language lack the techniques for effective teaching of
pronunciation in JSS classes.

19

CHAPTER THREE
METHODOLOGY
The research methodology is presented in this chapter, with the following sub-headings:
i.
Research Design
ii.
Population of the Study
iii.
Sample and Sampling Technique
iv.
Instrument
v.
Validating and Reliability of the Instrument
vi.
Method of Data Analysis
3.1 Research Design
The researcher adopted the survey research design for the study. This is because it was the most
appropriate method that facilitated data collection for the study. In addition, the survey
entailspainstaking research in which the researcher goes to the field to obtain data through the
questionnaire which in this case was the most appropriate method used and found very suitable.
3.2

Population of the Study

The population of this study comprised of teachers of selected Secondary School in rural areas in
Akwa Ibom State. These schools were:
1.
Etoi Secondary School, Uyo
2.
Aka Community Secondary School , Uyo
3.
College of Science, Afaha Oku, Uyo
4.
NUCO Secondary School, Afaha Oku, Uyo
5.
Lutheran High School, Obot Idim
6.
Ibesikpo Secondary Commercial School
7.
Etinan Institute, Etinan
8.
Edem Idim Secondary School, Etinan
9.
Community Secondary School, Etinan
10. Union Girls Secondary School, Ibiono
11. Community Secondary School, Ikot Use Ekong
12. Holy family College, Abak
13. Comprehensive secondary, Ediene Abak, Abak
14. Ibiaku Uruan Secondary School
15. Father Fintans Memorial Comprehensive Secondary School, Ikot Ntot, Mkpat Enin
20

16. Community Secondary School, Nyadiong

17. Community Secondary School, Ikot Essien
18. Edem Ekpat Girls Secondary School, Etinan
19. Nsit peoples Grammar School, Nsit Ubium
20. Police Secondary School, Ikot Akpan Abia.
Based on staff statistics obtained from the different Secondary Schools, the population of the
study was one hundred (100).
3.3

Sample and Sampling Technique

A sample of one hundred (100) was drawn for this study. The sample was determined

from the population of the study through Yaro Yamani statistical tool with its formula:

n=

N
2
1+N (e)

Where n = sample size

e = tolerable error (5%)
Thus, to obtain the sample stated above the calculation was done in this manner:
n=

100
1+100( 0.05)2

n=

N
1+100 X ( 0.0025)

n=

100
+1=1.2
0.2

21

100
1.2

= 83

Therefore the study sample was 83.

3.4

Instrument
A researcher-made instrument difficulties encountered by English teachers of Junior

Secondary section of rural areas in Akwa Ibom Sate in the teaching of rural English was
developed by the researcher and used for data collection. The instrument was divided into two
parts (A and B). Part A required demographic information from the respondent s while part B
focused on difficulties encountered by English teachers of Junior Secondary section of rural
areas in Akwa Ibom State in the teaching of rural oral English. The questions in the questionnaire
were structured in which it gave ample opportunities to the respondents to have a wide range of
choice. The total number of items in the questionnaire was 40.
Respondents were expected to indicate their response in a two-point like type scale of:
Yes
No
3.5

Validity and Reliability of the Instrument

In order to ensure clarity of instrument, avoidance of ambiguity and to ensure that the

instrument actually measured what it was intended to measure, the items were subjected to
validation. The first validation of the instrument was ascertained by the research supervisor, who
read through, redefined some wordy statements and suggest drops and adds. All the corrections
were effected before the final production of the instrument.

22

The reliability of the instrument was established through a pre-test in which some copies of
the questionnaire were administered to my immediate colleagues who were not involved in the
main study.The data obtained from these participants were calculated using Chi- square (x 2)
fitness test
3.6

Administration of Instrument
The instrument was administered by the researcher and eight of her colleagues. The

respondents were met in their respective schools. The researchers colleagues were used so as to
complete the work on schedule due to many numbers of schools and their distance in the locality
involved.They all went with the letter of introduction from the National Open University Uyo
State Center. The respondents were made to fill and return the instrument within three days.

3.7

Method of Data Analysis

Data for the study were presented using frequency distribution table. In analyzing the data,

the researcher adopted simple percentage as statistical tool. Also, inferential statistical data were
used to analyze using Chi-square (x2) fitness test. This was done in order to enable the researcher
accept or reject the already stated hypotheses.
It is mathematically expressed formula for simple percentage:
F
N

X 100

Where F = total frequency of responses

23

N = total number of respondents

Formula for Chi-square (X2) test
X2 =

FoFe
Fe

Where X2 = Chi-square
Fo = observed frequency
Fe = expected frequency
Ho = Null hypothesis
Hi = alternative hypothesis
The degree of freedom (df) = c-1 (R-1)
Formula for hypothesis is
=

( FoFe
Fe )

CHAPTER FOUR
DATA ANALYSIS, INTERPRETATION AND DISCUSSION OF FINDINGS
4.1

Introduction

This chapter analyses, interprets and discusses the studys findings.

4.2

Data Analysis and Interpretation

Table 1:RespondentsGender

24

Respondents gender
Male
Female
Total
Source: field survey 2016

Frequency
38
45
83

Percentage %
46
54
100

Table 1 shows that 38 (46%) of the respondents were male while 45 (54%) of the respondent
were female respondents.

Table 2: Respondents Educational Attainment

Respondent gender educational attainment

Frequency

Percentage

Bachelors Degree in English

38

%
46

Bachelors Degree English/Education

22

27

Masters Degree in English

10

12

Post graduate Diploma in Education

12

15

Total

83

100

Source: Field survey 2016

25

Table 2 indicates that in term of educational attainment of the respondents (teachers of English
Language) 46% were holders of Bachelors Degree in Pure English, 27% were in Possession of
Bachelors Degree in English/Edu. English, 12% were holders of Masters degree in English and
15% of the respondents were holders of Post Graduate Diploma in education
Table 3: Respondents years in service
RESPONDENTS

YEARS FREQUENCY

IN SERVICE
1-3
3-6
6-10
10 and above
Total

18
32
21
12
83

PERCENTAGE (%)
22
39
25
14
100

Source: Field survey, 2016

Table 3 shows that in terms of length of service 22% of the respondents had one to
threeyears experience as teachers of English Language, 39% of the total respondents were
having in between 3 to 6 years experience as teachers of English Language, 25% of the total
respondents were having experience ranging from 6 to 10 years while 14 % of the respondents
were experienced in teaching English Language in between 10 years and above.
Table 4: Respondents levels in teaching English Language in Junior Secondary section
RESPONDENTS LEVEL

FREQUENCY

PERCENTAGE (%)

JSS 1

22

27

JSS 2

46

55

JSS 3

15

18

TOTAL

83

100

26

Source: Field survey, 2016

Table 4 shows that 27% of the respondents were teaching English Language in Junior
Secondary One, 55% of the respondents were assigned to teach English Language in Junior
Secondary Two, while 18% of the respondents were teaching English Language in Junior
Secondary Three.

Table 5: Respondents affirming that the teaching of English in their different Secondary
Schools located in rural areas have convenient based on the environment

RESPONSE

FREQUENCY

PERCENTAGE (%)

Yes

28

34

No

55

66

Total

83

100

Source: Field survey, 2016

Table 5 states that 34% of the respondents affirmed that the teaching of English in their different
Secondary Schools located in rural areas has been convenient based on the environment, while
66% of the respondents denied such fact.
Table 6: Respondents agreeing or disagreeing that enough teachers of English Language
have been deployed to the schools where they have been engaged.

27

RESPONSE

FREQUENCY

PERCENTAGE (%)

Yes

39

47

No

44

53

TOTAL

83

100

Source: field survey 2016

Table states that on the massive deployment of teachers of English teachers in the Secondary
Schools located there the respondents are employed 47% of the respondents agreed that a greater
percentage of English teachers were deployed to their various schools, while 53% of the
respondents disagreed
.
Table 7: Respondents Confirming to Have Been Provided With Audio-Visual Tools
RESPONSE

FREQUENCY

PERCENTAGE (%)

No

83

100

TOTAL

83

100

Yes

Source: field survey 2016

Table 7 shows that none of the respondents were provided with audio-visual tools for teaching
English language in its generality.
Table 8: Have You Been Provided With Audio-Lingual Tools
RESPONSE

FREQUENCY

PERCENTAGE (%)

28

Yes

39

47

No

44

53

TOTAL

83

100

Source: field survey 2016

Table 8 shows that none of the teachers of English in the selected Secondary School were
provide with audio-lingual tools

Table 9: Respondents agreeing or disagreeing that enough time has been allotted to them to
teach oral English

RESPONSE

FREQUENCY

PERCENTAGE (%)

Yes

16

19

No

67

81

TOTAL

83

100

Source: field survey 2016

Table 9 shows that 19% of the respondents agreed that enough time had been allotted for the
teaching of oral English while 81% of the respondents disagreed.
Table 10: Respondents (Teachers) Noticing some Forms of Linguistic Interference Among
Their Students.

29

RESPONSE

FREQUENCY

PERCENTAGE (%)

Yes

68

82

No

15

18

TOTAL

83

100

Source: field survey 2016

Table 10 state that 82% of the respondents agreed to have noticed some form of linguistic
interference among their students while 18% of the respondents disagreed.

Table 11 (a): Respondents agreed and disagreeing to have improvised a simple method of
teaching oral English through groupings.

RESPONSE

FREQUENCY

PERCENTAGE (%)

Yes

68

82

No

15

18

TOTAL

83

100

Source: field survey 2016.

Table 11 (a) states that none of the respondents could improvise a simple method of teaching oral
English through groupings.
Table 11 (b): Respondents advancing reasons why they were unable to improvise simple
methodof teaching oral English

30

RESPONSE

FREQUENCY

PERCENTAGE (%)

Lack of space

68

82

Many students in the

classroom

15

18

TOTAL

83

100

Table 11 (b) indicates that 82% of the respondents complained that lack of space would not allow
them to improvise simple method of teaching oral English in the Junior Secondary section, while
18% of the respondents stated that in a classroom students were more than the required number.

Table 12: Respondents confirming to have been sent on refresher courses in oral English
since they had assumed duties

RESPONSE

FREQUENCY

PERCENTAGE (%)

Yes

10

No

75

90

TOTAL

83

100

Source: field survey 2016

Table 12 states that 10% of the respondents agreed to have been sent on refresher while 90% of
the respondents disagreed.
Table 13: Respondents agreeing to have ever initiated their students into the English
phonetic alphabet

RESPONSE

FREQUENCY

PERCENTAGE (%)
31

Yes

24

29

No

59

71

TOTAL

83

100

Source: field survey 2016.

Table 13 shows that 29% of the respondents agreed to have initiated their students into phonetic
alphabets and 71% of the respondent did not initiate their students into the English phonetic
alphabets.

Table 14: Respondents Agreeing to Have Accessed Books in Oral English

RESPONSE

FREQUENCY

PERCENTAGE (%)

Yes

38

46

No

45

58

TOTAL

83

100

Source: field survey 2016.

Table 14 sate that 46% of the respondent agreed to have accessed books in oral English while
54% of the respondents disagreed.
Table 15: Respondents confirming that the textbooks in oral English matched with the
learning ability of their students

RESPONSE

FREQUENCY

PERCENTAGE (%)
32

Yes

34

41

No

49

59

TOTAL

83

100

Source: field survey 2016.

Table 15 states that 41% of the respondents confirmed that the textbooks in oral English matched
with the students learning ability while 59% of the respondents disagreed.
4.3 Testing Of Hypotheses
This section deals with the testing of hypotheses associated with the research work.
Hypotheses are either to be alternative (Ha) or the Null Hypothesis (Ho).
The hypothesis shall be based on 5% level of significance where the table value of 1 form of
degree of freedom (n=1) is 3.841.
Hypothesis one
1. Ha: the teaching of English language in Junior Secondary Schools in the rural areas in
Nigeria can be significantly ascertained.
Ho: The teaching of English language in Junior Secondary School in the rural areas in
Nigeria cannot be significantly ascertained.
Research question 5: Has teaching of English been convenient based on the environment.
To test the hypothesis the researcher employed the statistical (X 2) Chi-square test based
on the reactions of respondents.

33

A response to hypothesis one

Table 4.3.1
Option

Number of respondent

Percentage %

Yes

28

34

No

55

66

Total

83

100

Source: field survey 2016.

Using X2

83
=41.5
2

X2 =
o
28
55

oe
e

( )

(o-e)

(o-e)2

(o-e)2
e

41.5

-13.50

182

43.9

41.5

13.50

182

43.9

X2 = calculated 87.8

87.8

Level of significance = 5%
Degree of freedom = n-1 = 2-1 = 1
X2 = 3.841 at 1 degree of freedom (0.05) level of significance
34

Decision
Since X2 calculated value 87.8 is greater than the tabulated value 3.841, we reject the null
hypothesis and accept the alternative hypothesis which states that the teaching of English
language in Junior Secondary School in the rural areas in Nigeria can be significantly ascertained
Hypothesis two
The difficulties encountered by English teachers of Junior Secondary section in the teaching of
oral English in the rural areas in Nigeria can be significantly ascertained.
Ho: the difficulties encountered by English teachers of Junior Secondary section in the teaching
of oral English cannot be significance determined.
Research question 10: have you noticed some form of linguistic interference among your
students
To test the hypothesis the researcher employed the statistical (X2 ) Chi-Square test based on the
reaction of respondents
A Response to Hypothesis Two
Table 4.3.2

Option

Number of respondent

Percentage %

Yes

68

82

No

15

18

Total

83

100

Source: Field Survey 2016.

35

Using X2

83
2

X =

= 41.5

oe
e

( )

o
68
15

(o-e)

(o-e)2

(o-e)2
e

41.5

26.50

70.22

16.92

41.5

-26.50

70.22

16.92

X2 = calculated = 33.84
Level of significance = 5%
Degree of freedom = n-1 =2-1 =1
X2 = 3.841 at 1 degree of freedom
(0.05) level of significance
Decision rule

36

Since X2 calculated value 33.84 in greater than the tabulated value 3.841, we reject the
hypothesis and accept the alternative hypothesis which states that the difficulties encountered by
English teachers of Junior Secondary section in the teaching of oral English in the rural areas in
Nigeria can be significantly ascertained.

4.4 Discussion of Findings

Based on research done, the study found that enough English teachers were not posted or
deployed to most Secondary School in rural areas, assuch, the junior section was lacking
personnel. Also it was found that English teachers of the junior section were not provided or
supplied with audio-lingual materials, as such they were unable to cope with the smooth teaching
of oral English in these section concerned. Then going to the time table, the study found that
enough time was not allotted to the teaching of oral English.
Another difficulty encountered by the teachers of English language was based on the
interferences that always occurred to their students when they were teaching oral English. Lastly
greater percentage of teachers had not undergone refresher trainings.

37

CHAPTER FIVE
SUMMARY CONCLUSION AND RECOMMENDATIONS
5.1

Summary of Findings
A study on difficulties encountered by English teachers of Junior Secondary section in

rural areas in Akwa Ibom State in the teaching of oral English was explored, and carried out, in
order to ascertain the level of the teaching of oral English in the areas concerned. The studys
design was the survey method. The studys population was one hundred and a sample of 83 was
determined from the study population through Yaro Yamani statistical tool. Also, the Chi-Square
(X2) fitness test was used to test the hypothesis.Studys findings revealed that only a fewer
number of teachers were deployed to Secondary Schools in the rural areas, as such; the teaching
of oral English was viewed so backward. Then, English teachers were not provided with
adequate teaching tools to enable them to combat against the difficulties they have been
encountering in the teaching of oral English. Also, most of the English teachers had not
undergone refresher courses since they assumed duties.
5.2

Conclusion

38

English language was introduced in Nigeria in 1842 by the first batch of missionaries
who arrived in Badagry to evangelize as well as educate us. (Tamori,1981).
The British government became the colonial masters of Nigeria from the annex of Lagos
in 1861. The representatives of the Queen that were sent to look after Her Majestys colony
officialised English language which was informally introduced by the early missionaries.
The quest for the acquisition of English language was originally restricted to the ruling
class and the notability that the Europeans used to their slave trade as well as for governingtheir
subjects. Presently, English is the dominant common language in Nigeria because no indigenous
language is spoken by an overwhelming majority of the people. The statement that the standard
of English language has fallen is often not understood. The implication of this statement is that
the poor standard of teaching oral English is attributed to some factors some of which are
inadequate teaching materials and methods, shortage of English teachers, inadequate training
programme for teachers of English Language, inadequate English curriculum for schools, lack of
interest on the part of the learner and also the learning environments (home/school) which are
evident in the unintelligible speech and writings by present day students.
5.3

Implications of the Study

The implication of the study could be found in the following areas:

5.3.1

Socio-Educational
The socio-educational implication of this study is a cross-cultural approach to the

methodological approach of teaching oral English on the part of the teachers. That means,
teachers of English language must be aware of the fact that they are faced with students having

39

different cultural and linguistic backgrounds thus, hindering them to assimilate perfectly the
different intonation patterns in oral English. That also means that, enough effort must be done by
the teachers to ensure that most of the artificial barriers such as laziness on the part of the
learners and lack of interest in focusing on the pronunciation of words are eliminated in a
classroom situation where the teacher is the classroom manager.

5.3.2

Varieties and Registers of English.

The cross-cultural attitude in the learning of English language implies the learning of this

language in all its ramifications varieties and oral codes. A language is stressed by its oral,that is
the implication of this study to the teachers of English language.
5.3.3

Compulsory Use of the English Phonetic Alphabets

Difficulties encountered by English teachers of Junior Secondary section in rural areas in

Akwa Ibom State is in the area of mastering the English phonetic alphabets. Therefore, one of
the implications of this study is in the area of stress that should be laid by the teachers of English
language in the area of imparting the letters of the phonetic alphabet to the students. That means
the students should be taught to be acquainted with all the letters of the English phonetic sounds
and their correspondence graphic words. This scholarly exercise will reduce to an extent such
difficulties or the teaching of oral English in the Junior Secondary section in rural areas in Akwa
Ibom State.
5.4

Recommendations
40

Based on different findings done as regard difficulties encountered by English teachers of Junior
Secondary section of rural areas in Akwa Ibom state in the teaching of oral English and based on
the implications of the study, recommendations forwarded are:
1. English Language curriculum for Junior Secondary School section should be revised and
it should reflect the aspect of oral English.
2. The establishment of language laboratory in all Junior Secondary Schools section should
be a welcome project that should be executed by Akwa Ibom State government and
concerned agencies and stakeholders.
3. Teachers of English language who have not acquired a pre-requisite teaching
qualification in education should be encouraged to enroll for it.
4. Provision of audio-visual and audio-lingual materials for effective teaching of oral
English should be done by the authorities concerned.
5. Teachers of English who have not possed the mastery of oral English should be sent to
5.5

local and international training in terms of seminars, workshops and symposia.

Suggestions for Further Research
For further research the studys suggestions should be based on the following areas:

incentives to teachers of English in the teaching of oral English in Junior Secondary section. In
this aspect, the researcher shall look at the variables that could motivate the teachers to be more
efficient and dynamic in the teaching of oral English. Another area to explore as part of
suggestion for further research should be into the benefits of oral English in the Junior Secondary
section in rural areas. This domain if explored will oblige the authorities concerned to expand the
scope of teaching English language in the Junior Secondary section. Lastly, the attitudes of
students of Junior Secondary section in rural areas of Akwa Ibom State should also be another
area for future research.

41

REFERENCES
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Azikwe, U. (2012). Language Teaching and Learning. Lagos: Africana Press.

Bloom, L. and Lahey, M. (2008). Language Development and Language Disorder. New York:
John Willey and Sons.

Bright, K. and Gregor, J. (2000). Audio Visual Handbook. London: Holt, Rinehart and Winston.

Baran, J. (2008). Dynamics of Mass Communication, London Mc Graw-Hills Press.

Caleb, E. (2008). Habit formation in Human Learning Process. London White Hall Inc.

Cruttenden, C. (2001). Curriculum Development, New York: Harcourt.

Dickson, E. (2000). The Conditions of Learning.Chicago: Holt, Rinehart and Winston.

Ekpenyong, E.A. (2000) Bilingualism and Globalization: Implication for Nigeria in Journal of
Language and Development (lad) Vol. 2 No 1 department of foreign language: university
of Uyo.

Ebong, C. (2005). Teaching Secondary English. New York: McGraw-Hills press.

42

Eyoh, P.N> (2006). Listening Comprehension and Note taking course Glassgow: Collins
publishers.

Egwuogu, D. (2012). Audio Visual Materials of Instruction Lagos: Macmillan

Eka, D. (2000). Structures of English Lagos: Print View Press.

Fidelis, O. (2010).linguistics theory London: Prentice Hall

Felix, G. (2009). Mother Tongue in Teaching English. Paris: UNESCO Press.

Halliday, M. A. K. (2000). Explorations in the Function of Language London: Edward Arnold

Ltd.

Helen, U. (2008).Technology for Effective Teaching and Learning: London: Ruotledge press

John, E. (2000). Bilingualism and the Teaching of English in Ca labar studies in Languags.
Development of Modern Language: University of Calabar

Larsen-freeman, D. (2012). Techniques and Principles in Language Teaching. New York:

Oxford University Press

Moedjito, B. N. (2008). Successful Teaching: its Psychological principles. Boston Collins Press

Mary, M. (2000). Implications of Teaching Oral English, Paris: UNESCO

Ndolo, E. (2006). Mass Media and Communication. Enugu: N.G.B.

Okunna, C.S. (2006). Teaching English Enugu: N.G.B.

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Omonuiyi, M. R. (2009). Language Arts. Lagos: Macmillan Nig. Publishers Ltd.

Stephen, F. (2000). Teaching Faster Reading. Cambridge: Cambridge university press.

Udousoro F., and Collins, P (2009). Language and Mind. New York: Harcourt Brace Inc.

Web, D. (2004). Teaching Modern Languages. London: David and Charles (Holding) Ltd.

44

APPENDIX 1
Faculty of Education
Department of English
National Open University of Nigeria
Uyo Study Centre
Dear Respondent,
This letter is an introduction to the main reason as to why your participation in this
questionnaire is required.
This study is a research on the difficulties encountered by English teachers of Junior
Secondary section of rural areas in Akwa Ibom state in the teaching of oral English. It is in
partial fulfillment of one of the requirements for the attainment of the award of the Bachelors
degree in English/ Education from the National Open University Uyo Study Centre from where I
am currently taking on my studies
I would appreciate you responding to this questionnaire. This is purely for academic
purpose and your response will be kept confidential and anonymous.
Thank you.
Jacob, Imaobong Asuquo
Researcher

45

APPENDIX II
Questionnaire on difficulties encountered by English teachers of Junior Secondary section
of rural areas in Akwa Ibom state in the teaching of oral English
SECTION A
1. Gender: male
female
2. Educational attainment: BA (English)
PGD (Education)
3. Years in service: 1-3
3-6
4. Levels in teaching: JSS1

BA (Ed) English
6-10

JSS2

MAEnglish

10 and above
JSS3

SECTION B
5. Has teaching of English been convenient based on the environment?
Yes
No
6. Has enough teachers of English language been deployed to the schools where you have
been engaged?
Yes
No
7. Have you been provided with audio-visual tools?
Yes
No
8. Have you been provided with audio lingual tools
yes
No
9. Has enough time been allotted for teaching oral English language?
Yes
No
10. Have you noticed some form of linguistic interference among your students?
Yes

No

46

11. Have you improvised a simple method of teaching oral English through groupings?
Yes

No

then if No, thick the option best deemed by you

Lack of Space
Many Students in a Classroom
12. Have you been sent on refresher courses in oral English since your assumption of duties?
Yes
No
13. Have you ever initiated your students into the English phonetic alphabets?
Yes
No
14. Have you been able to access a book in oral English?
Yes
No
15. Has it matched with the teaching and learning of oral English to your students?
Yes

No

47