EFFECTS OF ENGLISH LANGUAGE PROFICIENCY ON THE ACADEMIC PERFORMANCES OF STUDENTS IN SECONDARY SCHOOLS
ATTENTION
BEFORE
YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ
THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU
CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP
US ON 08137701720
EFFECTS OF ENGLISH LANGUAGE PROFICIENCY ON THE ACADEMIC
PERFORMANCES OF STUDENTS IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
English Language proficiency refers to the ability of
students or learners to be able to possess writing skills, listening skills,
reading skills and speaking skills in English Language. According to American
Council on the Teaching of Foreign Language (ACTFL, 2008), language proficiency
or linguistic proficiency is the ability of an individual to speak or perform
in an acquired language. It argued that theories vary among pedagogues as to
what constitutes proficiency.
The multi-lingual and multi-cultural nature of Nigerian
polity on the one hand and the absence of a national unifying indigenous
language on the other have led to the adoption of English language as a medium
of intra-national and inter-national communication (Fakeye 2006) . More
importantly English language has become the pivot on which the educational
wheel of Nigeria rotates. The language is the medium of instruction for all
school subjects from the primary school level to the university, in addition to
being a compulsory school subject that must be passed at all levels of
education in Nigeria Ajufo (2007).
The poor performance of students in English language at
public examinations in recent times has been explained as a major cause of the
decline in academic achievement and standard of education in Nigeria. As Maleki
and Zangani (2007) observe, having difficulties in grasping fully the contents
and concepts of the various subjects of the curriculum taught in the target
language (English language) seems to be one of the most serious problems that
EFL students face in their particular course of study.
This is the same problem with Nigerian ESL students whose
performance in the various schools subjects at public examinations is nothing
to write home about. This might be due to their weaknesses in English language,
the medium of instruction, which may have negative consequences on their
overall academic achievement. In the argument of Feast (2002), when students
are deficient in the language of instruction, it follows that they would not
perform well in the various school subjects taught in the target language.
Therefore, the overall performance of Nigerian ESL students depends, to a very
large extent, on their English language proficiency. Bachman (1990) defines
language proficiency as the language ability or ability in language use. Oller
(1983) avers that language proficiency is not a single unitary ability, but
that it consists of several distinct but related constructs in addition to a
general construct of language proficiency.
The relationship between students overall academic
achievement in the content areas and their language proficiency has been
examined by scholars. Butler and Castellon – Wellington (2000) compared
students’ performance in content areas to concurrent performance on a language
proficiency test and found a correlation between the two. Ulibarri, Maria,
Spencer and Rivas (1981) examined the relationship between Hispanic students’
performance in English language tests and their achievement in Mathematics and
discovered that the language test data were not very useful in predicting
achievement in Mathematics. Bayliss and Raymond (2004) examined the link
between academic success and second language proficiency and concluded that the
relationship between academic achievement and language proficiency disappears
as students approach native-like proficiency levels. So this study focuses on
the effects of English language proficiency in secondary schools, using Iwo
local government as a case study.
1.2 STATEMENT OF
THE PROBLEM
The level of English language proficiency has been an
important requirement for the comprehension of other subjects offered in
secondary schools. The poor performance of students has been connected to poor
English language proficiency.
The poor performance of Nigerian senior, secondary school
students in various school subjects at public examinations has often been
blamed on their weakness in English language which is the medium through which
knowledge in school subjects is transferred to learners.
Deficient English Language use skills could affect academic
performance of students in a country like Nigeria where English Language is a
second language.
This may result in poor academic achievement of students in
cataloguing and classification. Students who have low English Language use
skills might find it difficult to comprehend cataloguing and classification
rules taught and may also be unable to express themselves properly in written
tests and examinations.
The intent of this study is to investigate the effect of
English language proficiency on the academic performance of students in
secondary school, using Iwo local government as a case study.
1.3 OBJECTIVES OF
THE STUDY
The general objective of this study is to investigate the
Effects of English Language proficiency on the academic performance of students
in secondary school. The specific objectives are:
1. To find out
secondary schools in Iwo local governments have qualified English Language
teachers.
2. To ascertain
the level of English language proficiency among secondary school students in
Iwo LGA.
3. To investigate
the impact of English Language proficiency on the poor academic performances of
secondary schools in Iwo LGA.
4. To know if
English language proficiency affects the rate at which students understand
other subjects.
5. To examine if
students with poor English language proficiency are able to express themselves
properly in written tests and examinations.
1.4 RESEARCH
QUESTIONS
The relevant research questions related to this study are:
1. Do secondary
schools in Iwo local governments have qualified English Language teachers?
2. What is the
level of English language proficiency among secondary school students in Iwo
LGA?
3. What is the
impact of English Language proficiency on the academic performances of
secondary schools in Iwo LGA?
4. Does English
language proficiency affects the rate at which students understand other
subjects?
5. Are students
with poor English language proficiency able to express themselves properly in
written tests and examinations?
1.5 SIGNIFICANCE OF
THE STUDY
The study provides an insight into the root cause of falling
standard of secondary education in Nigeria.
Findings from this study will also help to raise the
proficiency level of Nigerian secondary school students in English language as
a way of addressing their poor academic achievement. The curriculum planners
and all stakeholders in Education would also be sensitized about the
indispensable position of English language in the overall knowledge acquisition
process in formal education.
This study will enhance the existing body of literature by
contemplating the areas of the literature that have not yet been examined or
considered and incorporating these factors into the current study. The study
will thus form the basis for further studies in the field.
1.6 SCOPE OF THE
STUDY
The scope of this study is focused on the effects of English
Language proficiency on the academic performance of students in secondary
school, using Iwo local government area as a case study.
1.7 LIMITATION OF
THE STUDY
Some of the major constraints the researchers encountered in
putting up this research include lack of time, lack of willingness to give
information by respondent and also limited resources.
HOW TO RECEIVE PROJECT
MATERIAL(S)
After
paying the appropriate amount (#5,000) into our bank Account below, send the
following information to
08068231953
or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK
ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR
MORE INFORMATION, CALL:
08068231953
or 08168759420
https://projectmaterialsng.blogspot.com.ng/
https://foreasyprojectmaterials.blogspot.com.ng/
https://mypostumes.blogspot.com.ng/
https://myeasymaterials.blogspot.com.ng/
https://eazyprojectsmaterial.blogspot.com.ng/
https://easzprojectmaterial.blogspot.com.ng/
Comments
Post a Comment