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Full Project – The problems of teaching oral and written composition in primary schools

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CHAPTER ONE

1.1 Introduction

Language is central to learning and to life in general. As such, it is commonly believed that success of language education leads to success in educational life. Obviously, pupils cannot learn anything more important in school than mastery of English language as it is not just one of the subjects in school curriculum but an essential source for learning all other subjects. The status of English language as second language in Nigeria implies that it plays a key function in the social professional and educational life of Nigerian (Olaofe, 2015). The implication for this is that English language has to be taught and learned very well to ensure that pupils have a complete mastery of oral and written communication.

The objective of teaching oral and written composition is provided in the National Policy on Education of the Federal Republic of Nigeria (2004) is to give children permanent literacy and the ability to communicate effectively.

A.B.K. Dadzie et al (2016) argued that “one of the important functions of English Language lies in its use as the language of education”. By this we refer to its usage as the language of instruction in educational institution. In school, English Language is the medium of communication. All other subjects in the school curriculum are taught in English and English Language itself is a core subject in the curriculum. It will also interest you to know that in order to be admitted into any higher institution of learning be it university, college of education, polytechnic, or school of health, a credit pass in English Language is often required. Indeed, English Language is the language of administration in Nigeria. This is why it is taken as the official language of the country, hence it is the language used for government transactions, verbal or written.

Despite the socio-economic, political, religious and most importantly the educational role English Language plays on the life of Nigerians, there is a continued downward trend in the competence exhibited by it users. It is generally believed that the school system is falling in its responsibility to give learners proficiency in English at all level of education as many pupils are unable to express themselves orally in English Language or more are unable to read and write completely (Oyetunde, 2016). However, among the factors responsible for this state of affair has been the focus of both spoken and written.

Researches and experiences have shown that many factors adversely affect performance in oral and written compositions. There are the teacher’s factors and student’s (Oyetunde, 2016). Most pupils lack dedication and interest in reading which enable academic achievement and success in oral and written compositions. Many teachers lack professional training and are unqualified to teach.

More so, many teachers in the teaching profession lack proficiency in English Language because they are not given the opportunity to attend professional conferences and workshops to update their knowledge in the subject. One of the major factors that adversely affect performance in oral and written composition is lack of knowledge and application of appropriate methods of teaching oral and written composition in our institution of learning (Olaofe, 2015).

It is against this background that the researcher set to find out the problems of teaching oral and written compositions in some selected Primary schools in Lafia local Government Area, Nasarawa State.

1.2 Statement of the Problem

The problem of teaching oral and written composition in primary schools is a matter of concern. This is due to the rate of deficiencies pupils exhibited in English Language, oral and written composition in particular. This is manifest in the situation where many pupils speak poorly and write ungrammatically in examination.

1.3 Objectives of the Study

The objectives of this study are:

To identify pupils’ inability to express themselves in good and correct English.
To ascertain the level of interference of pupils’ mother tongue in their oral and written English.

To identify the factors responsible for the pupils’ failure in oral and written composition.

1.4 Research Questions

In the light of this, the following questions were designed:

Is pupils’ performance in oral and written composition affected by the teacher’s general teaching methods?
Is pupils’ performance in oral and written composition affected by the interference of mother tongue?

Is pupils’ performance in oral and written composition affected by school administrators?

Is pupil’s performance in oral and written composition affected by home and peer group influence.

1.5 Research Hypotheses

Teacher’s general teaching method is responsible for the problem of teaching and learning oral and written composition in English Language.
School administrators have negative attitude towards the teaching and learning of oral and written composition in English Language.

Interference of mother tongue is the problem of teaching and learning oral and written composition in English Language.

Home and peer group are problems of teaching and learning oral and written composition in English language.

1.6 Scope of the study

This research is limited to the problems of teaching and learning oral and written composition in English Language in some selected primary schools in Lafia Local Government, Nasarawa state.

1.7 Definitions of terms

Oral: This is the spoken aspect of the discourse.

Written: This refers to the act of putting words together in a paper to express meaning.

Composition: This is an act of putting words together in a passage to express ideas.

Mother– tongue: It is the first language been acquired before any language learnt.

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