ABSTRACT
Speaking is one of the language skills that enhances students’ performance in the English language. This
is because speech is the primary manifestation of competence in language use. This study examines the
differences and similarities in the spoken English of private and public schools in Ado Ekiti. The study
aimed at examining the Oral performances of the students and identifying the factors affecting Oral
English performance in schools. Error analysis is the theory used for analysis. The data were obtained
through the use of questionnaire purposely administered to the students from selected schools. Interview
and observation were also used. The data were analyzed by transcribing the words pronounced by the
students. The four stages of error analysis were used to analyze the errors identified. The reports of the
questionnaire were used to identify the similarities and differences in public and private schools. The
findings revealed that public secondary school students in Ado-Ekiti perform better in Oral English than
their private secondary school counterparts also in Ado-Ekiti. It is also discovered that private secondary
schools in Ado-Ekiti have a shortage of Oral English teachers while public secondary schools have more
proficient teachers. However, both private and public secondary schools lack teaching aids for Oral English.Secondary schools in Ado-Ekiti need to focus attention on Oral English teaching so as to improve the performances of the students in the English language. Also, private schools in AdoEkiti need to employ competent Oral English instructors to handle the teaching of Oral English. It is recommended that private school administrators should provide creative and dynamic Oral English instructors. In addition, prominence should be given to Oral English.Governments at all levels should provide language laboratories and materials for use in secondary schools because it helps to reduce Mother tongue interference in Oral communication.
TABLE OF CONTENT
Certification………………………………………………………………………………….i
Dedication…………………………………………………………………………………..ii
Acknowledgement………………………………………………………………………….iii
Abstract……………………………………………………………………………………..iv
Table of content…………………………………………………………………………….v
CHAPTER ONE
1.0 Introduction…………………………………………………………………………………1
1.1 Background to the study…………………………………………………………………..1
1.2 Statement of Research problem……………………………………………………………3
1.3 Aims and Objectives……………………………………………………………………….4
1.4 Significance of the study…………………………………………………………………..5
1.5 Scope and limitations ………………………………………………………………………5
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CHAPTER TWO
2.0 Literature Review and Theoretical framework……………………………………….6
2.1 Literature review………………………………………………………………………6
2.1.1 Oral English component and mechanism……………………………………………..6
2.1.2 Teaching English as a Second language in Nigeria…………………………………10
2.1.3 Oral English performance in public and private schools……………………………13
2.1.4 Learning environment……………………………………………………………….15
2.1.5 Mother tongue interference…………………………………………………………..17
2.2 Theoretical framework……………………………………………………………….19
CHAPTER THREE
3.0 Research Methodology………………………………………………………………27
3.1 Introduction…………………………………………………………………………..27
3.2 Sources of Data…………………………………………………………………. …..27
3.3 Sampling Frame and Technique……………………………………………………..27
3.4 Method of Data Analysis……………………………………………………………..28
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CHAPTER FOUR
4.0 Introduction………………………………………………………………………….29
4.1 Section A : Demographic distribution of teachers respondent………………………29
4.2 Section B: table of word pronunciation……………………………………………..32
4.2.1 Private School respondent analysis…………………………………………………..34
4.2.2 Public School respondent analysis…………………………………………………..36
4.2. Error Analysis of the words………………………………………………………….38
4.3 Section C: Demographic of Students questionnaire……………………………….44
4.3.1 Analysis of section C……………………………………………………………….44
4.4 Section D: Demographic of Students questionnaire………………………………45
4.4.1 Analysis of section D………………………………………………………………46
CHAPTER FIVE
5.0 Summary, Recommendation and Conclusion……………………………………..47
5.1 Summary of Major Findings……………………………………………………….47
5.2 Recommendation……………………………………………………………………48
5.3 Conclusion………………………………………………………………………….49
Reference…………………………………………………………………………………………50
Appendix…………………………………………………………………………………………55
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND TO THE STUDY
English language is the official language of instruction at various level of education in Nigeria. It
is a significant subject in the school curriculum. The four basic skills of Language which are
listening, speaking, writing and reading are given due attention in the Senior Secondary School
English curriculum. The mastery of these four skills improves a student’s performance in the
English language and by extension in the other subject since they are taught in English language.
Among these skills, “speaking is very significant because as Egbe (2007:31) state, speaking is
the primary manifestation of language; writing is both secondary and dependent upon it”. He
further buttresses this fact by saying that the knowledge of language entails having the
knowledge of
Systemof language, vowel and consonant, accurate pronunciation, stress and intonations.
Sequences of sounds and their meaning, the speaker of English know that soup is quite
diverse from soap in meaning and in pronunciation.
According to David Crystal (2004:11) “Oral English is the more natural and widespread mode of
communication, though ironically the one most student find difficult to comprehend and
articulate properly. Presumably because it is so much more difficult to ‘see’ what is happening in
speech than in writing”. In recent years, linguists have found it easier to ‘see’ what is happening
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in speech through the availability of corpus resources. Computerized databases containing ‘real
life’’examples of both spoken and written English.
According to (Akere 2005), the aim of teaching Oral English at the senior secondary school is
geared towards increasing the learners Oral communication skills which will enable them to
communicate successfully in English and in different domain of interaction. Developing the
learners Oral communication skills helps to reduce the event of ambiguity through incorrect
pronunciation and mother tongue interference which has hitherto marred communicative
competence among student of the senior secondary school.
According to David (2008), the significance of teaching Oral English has been emphasized.
Today, there is more than ever before a demand on English student to show mastery over not
only the written English but very importantly the spoken English. David further strains that
student whose Oral English is underdeveloped are at a disadvantage in every aspect of personal
relationship in private and public secondary schools.
As important as the Oral communication skills is, it has been revealed that student find it
problematic to obtain the skills in both public and private schools. Also, the performance of the
student from public school and private schools varies base on different factors. Many studies
have attempted an investigation of the attainment of Oral English skills, the difficulty faced by
students and the factors affecting the performance of students among others.
In the view of David (2008), private and public schools differs in terms of the level in which
Oral English is being taught. Macaulay (2010) recognized teachers’ model as a hitch in the
teaching of Oral English at the senior secondary school level. Oluikpe (2002) asserts that the
averageNigerian child still finds it overwhelmingly difficult in learning the skills of spoken
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English. Igboanusi (2006) says that the problem is unequivocally placed at the door step of the
Oral English teachers. Oladuni and Tonibare, (2014, p.73) indicated that there are significant
difference between the level of exposures of pupils in public and private schools to English at
home.
Some solutions have been suggested to Oral English pedagogical problems in Nigeria.
Bamgbose et al (1995) suggest that a conscious effort be made to modify the form and content of
text in respect of the standard Nigerian Varity in the country. Normanzidan (2012) suggest that
learners have insufficient or lack exposure to English as there is a limited opportunity to use Oral
English outside the classroom. Chang (2010), indicated that the reasons for students’
performance in Oral English is derived from learners laziness, lack of efficiency of the school
and insufficiencyof the parents promotion.
Some scholars have examined these problems and some solutions have been proffered on Oral
English performance. The present study will add to the solutions by carrying out a comparative
study of Oral English performance of private and public secondary schools in Ado-Ekiti.
1.2 STATEMENT OF THE RESEARCH PROBLEM
In spite of the emphasis placed on the teaching and learning of Oral English in the secondary
school syllabus, it has been revealed that some schools offer little consideration to it in the
classroom and students still fail in most Oral English assessments. Many researchers have
examined the problem faced by student in learning and performance of Oral English among
public and private schools generally, Such studies as Orisawuyi (2007), states that the student
perform poorly generally in Oral English because of the lack of competent teachers. Uchendu
(1999) asserts that instructional materials are unavailable in both private and public secondary
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schools and so on however such studies comparing Oral English performance of public and
private secondary school in Ado-Ekiti are not common. Therefore this study fills the gap by
carrying out a comparative study of the Oral English performance of private and public
secondary schools in Ado-Ekiti .
Specifically, this study focuses on the performance of students in Oral English in both public and
private secondary schools. This is because it has been discovered that student are facing
difficulties in understanding what they are being taught in class. This is evident in student
performance in test and examination. Also, the obvious difference observed in Oral English
performance of both public and private secondary school students make a comparative study of
their performance and the factors responsible for the performances a worthy exercise.
1.3 AIMS AND OBJECTIVES
The aim of this study is to carry out a comparative study of Oral English performance among
public and private schools in Ado-Ekiti.
The specific objectivesare:
To examine the performance of public and private secondary school students in Oral
English in Ado-Ekiti.
To identify factors affecting Oral English performance among public and private
secondary school students in Ado-Ekiti.
To compare the performance and factors affecting the performance of Oral English in
public and private secondary school students in Ado-Ekiti.
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1.4 SIGNIFICANCE OF THE STUDY
This study is important because it will help to manage the problem student and teachers
encounter in the course of teaching and learning Oral English in secondary schools. It will also
assist the schoolbook writer to discover the areas of difficulties the learners face in the learning
of Oral English. It will highlight the importance of Oral English and its teaching to students in
both private and secondary schools in Ado-Ekiti..
This study will draw attention to the current situation of Oral English and it influences on student
performance in secondary school within the Ado-Ekiti metropolis. It will also enable the
planners to know that a solid foundation should be laid on learner’s centeredness and
communicative use of English language should be emphasized at the primary level. The study
will enable the curriculum planners see the need to broaden the content and methodology to
beused at the senior secondary school.
1.5 SCOPE AND LIMITATIONS OF THE STUDY
This research focuses on the Oral aspect of the English language. This is because there is an
increase in the amount of failure recorded in Oral English examination amongst secondary
school student. This study is limited to four secondary schools (two private schools and two
public schools) in Ado –Ekiti, Ekiti state, Nigeria.
The secondary schools considered are:
Anglican High School Ado-Ekiti
Nova Secondary School Ado-Ekiti
Christ Girls Secondary School Ado-Ekiti
Jokotayo Secondary School Ado-Ekiti
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