scholarly journals The Influence of the Nigerian Pidgin English on Eha-Amufu Secondary School Students’ Usage of the Standard English

2020 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Ogechi Chiamaka Unachukwu ◽  
Goodluck C. Kadiri ◽  
Amaka Grace Nwuche
Keyword(s):  
Adverse Effect ◽  
Second Language Acquisition ◽  
Secondary School ◽  
Secondary School Students ◽  
Peer Group ◽  
Standard English ◽  
School Students ◽  
Essay Writing ◽  
Affective Filter ◽  
English Usage

The use of Pidgin English in the Nigerian context has gone beyond verbal communication to become more of a mode of behaviour as its expression has moved from informal conversation to formal situations. The above scenario necessitated this study which investigates Eha-Amufu secondary school students’ usage of the Standard English in view of the use of the Nigerian Pidgin English (NPE). The study sets to find out what informs the usage and the extent the Nigerian Pidgin English has affected the use of the Standard English of these students using the affective filter hypothesis from Stephen Krashen’s 2003 Second Language Acquisition (SLA) theory. Using the questionnaire and essay writing as research instruments, data were collected from a sample of 200 students and willing teachers from four selected secondary schools in Eha-Amufu. Findings reveal that the use of the Nigerian Pidgin English is traceable to homes and peer group influence and has grossly affected the students’ Standard English usage. The finding that students do not use Nigerian Pidgin English in their written essays was largely contradicted by the avalanche of the Nigerian Pidgin English expressions found in the written essays of the students which also reveal its adverse effect on the Standard English both in spelling and contextual usage. This research, therefore, concludes that a deliberate and conscious effort at instilling in the minds of Eha-Amufu students the knowledge of the adverse effect of NPE usage on their academic performance and the danger of its persistent use will go a long way in mitigating the adverse effects of Nigerian Pidgin English usage on the Standard English usage among them.

scholarly journals Enhancing Interest Among Senior Secondary Students in Expository Essay Writing in South East Nigeria: The Reciprocal Peer Tutoring Approach

2020 ◽  
Vol 12 (5) ◽  
pp. 38
Author(s):  
Amuche P. Nnamani ◽  
Josephine U. Akabogu
Keyword(s):  
Secondary School ◽  
Peer Tutoring ◽  
Secondary School Students ◽  
Teaching Approach ◽  
School Students ◽  
Senior Secondary School ◽  
Essay Writing ◽  
Reciprocal Peer Tutoring ◽  
Senior Secondary ◽  
The Impact

The study focused on investigating the impact reciprocal peer tutoring teaching approach has in promoting interest among senior secondary school students in writing expository essay in Igbo –Etiti Local Government Area, South-East, Nigeria. The effect of gender in promoting interest in expository essay writing among senior secondary school students was also investigated. Two research questions and three null hypotheses guided the study. The study adopted a quasi- experimental design. 75 (32 males and 43 females) in two intact classes consisted of the sample for the study. Expository Essay Writing Interest Inventory (EEWII) which was face validated by four consultants was used as an instrument to data for the study. Mean, standard deviation and analysis of covariance (ANCOVA) were used to analyze the data collected. Results obtained revealed that reciprocal peer tutoring teaching approach was effective in promoting interest in expository essay among the students. The result also indicated that the variation in the mean interest scores of male and female students in expository essay was not significant. The interaction effect of gender and the teaching approach on mean interest scores of senior secondary school students in expository essay writing was also not significant. Hence, the researchers recommended that secondary school teachers should adopt this teaching approach for expository essay writing teaching in secondary schools.

Factors influencing elective language choice

1995 ◽  
Vol 18 (1) ◽  
pp. 95-108 ◽  
Author(s):  
Judith McGannon ◽  
Anna Medeiros
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Peer Group ◽  
Language Choice ◽  
School Students ◽  
Group Preference ◽  
Perceived Ability ◽  
Factors Influencing

Abstract Factors influencing the decision of secondary school students to continue or discontinue the study of French beyond the compulsory years were investigated in a government secondary college in an outer eastern suburb of Melbourne. Six classes of year 8 French students were surveyed. The results of the study indicate that gender, perceived ability in French, encouragement from parents and teachers, peer group preference, and beliefs about the career relevance of French influence the decision of students to opt in or out of the language programme.

Vocabulary Size of Malaysian Secondary School Students

2019 ◽  
Vol 3 (4) ◽  
pp. 27
Author(s):  
Alice Su Chu Wong ◽  
Jocelyn Yee Vun Lee ◽  
Marianne Fung ◽  
Octavia Willibrord
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Secondary School ◽  
Reading Ability ◽  
Secondary School Students ◽  
Receptive Vocabulary ◽  
School Level ◽  
Vocabulary Size ◽  
School Students

Vocabulary plays a vital role in second language acquisition and is crucial in comprehension of various texts. Without a threshold level of vocabulary proficiency, English Language Learners (ELLs) will have difficulties in processing texts. Indeed, it is well conceded that vocabulary is a good predictor of second language proficiency. While sizable studies have examined ELLs reading skills, little is known about the vocabulary size of Malaysian secondary school students. The current work is part of a larger study that examines the relationship between vocabulary size and critical reading ability. It aims to investigate ELL secondary school students’ vocabulary level and determine whether they are equipped with sufficient vocabulary proficiency for tertiary level education. Eighty-five (85) participants from a public school in Kota Kinabalu, Sabah were involved in the study. A set of receptive vocabulary test was administered during a two-period lesson. Results showed that most of the participants have not mastered vocabulary proficiency beyond the 2000-word level. The findings have pedagogical implications for the teaching of vocabulary at the secondary school level.

scholarly journals THE INTERDEPENDANCE BETWEEN ATTRIBUTIONS AND SECOND LANGUAGE ATTAINMENTS IN SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 8 (1) ◽  
pp. 109-124
Author(s):  
Bogusława Gosiewska-Turek
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Secondary School ◽  
Language Learning ◽  
Attribution Theory ◽  
Secondary School Students ◽  
School Students ◽  
Affective Factors ◽  
Adolescent Students

Affective factors are undoubtedly considered to be vital in second language acquisition. Among these factors attribution theory is of primary significance, as it affects learners’ final achievement. It indicates that people attribute various causes in their lives to their success and failure. With the employment of attribution theory, this study examines Polish secondary school adolescent students’ attributions for success and failure in second language learning. The main purpose of the study is to investigate, whether Polish secondary school students’ attributions have an impact on their achievements in second language acquisition. In order to conduct the study, the researcher administered attribution questionnaires to the students and an achievement sheet to the teacher to fill in with students’ semester grades in English. Then the data obtained from the questionnaires and the achievement sheet were correlated.  The results show that successful students are more likely to attribute their success to internal facets such as ability and effort and unsuccessful learners attribute their lack of success to external factors, among which task difficulty or luck could be enumerated.  

Student action research: Preventing bullying in secondary school—Inkla project

2017 ◽  
Vol 18 (2) ◽  
pp. 251-269 ◽  
Author(s):  
Małgorzata Wójcik ◽  
Maria Mondry
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Participatory Action Research ◽  
Secondary School Students ◽  
Peer Group ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
School Life ◽  
Action Research Project ◽  
School Students

This article presents Inkla, a youth participatory action research project initiated by secondary school students and supported by university researchers and students. The main goal was to help secondary school students explore intragroup relations in school classes and problems students may encounter as bullying or peer group exclusion. It was also intended to design practical methods to stop bullying and create supportive peer groups. A group of secondary school students became student researchers and conducted interviews in their school classes which resulted in including their peers and teachers in well planned and research-based collective action to prevent bullying and improve school life. Outcomes demonstrate that the student voice can support or change a school’s antibullying policy if the responsibility for bullying prevention is shared with students who are treated as agents of change. This article also describes the complex process of building participative relationships in youth participatory action research.

Sign in / Sign up

Export Citation Format

Share Document