FACTORS AFFECTING FIRST LANGUAGE ACQUISITION IN JUNIOR SECONDARY SCHOOLS IN OSISIOMA-NGWA
LGA OF ABIA STATE
BY
ONWUBIKO, ROSE CHINENYE
09/SW/01/0073
DEPARTMENT OF ENGLISH LANGUAGE,
FACULTY OF EDUCATION
IMO STATE UNIVERSITY, OWERRI
FEBRUARY, 2012
TITLE PAGE
FACTORS AFFECTING FIRST LANGUAGE ACQUISITION IN JUNIOR SECONDARY SCHOOLS
IN OSISIOMA-NGWA LGA OF ABIA STATE.
BY
ONWUBIKO, ROSE CHINENYE
09/SW/01/0073
A RESEARCH WORK SUBMITTED TO THE
DEPARTMENT OF ENGLISH LANGUAGE,
FACULTY OF EDUCATION
IMO STATE UNIVERSITY, OWERRI
IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR THE AWARD OF DEGREE OF B.A. (ED)
IN ENGLISH LANGUAGE
FEBRUARY, 2012
APPROVAL PAGE
This thesis has been approved for the Department of English Education, Imo State University, Owerri.
Supervisor:……………… Sign:………… Date:…………
Dean of Faculty………… Sign:………… Date:…………
External Examiner…… Sign:………… Date:…………
CERTIFICATION
Onwubiko, Rose Chinenye, an undergraduate student in the Department of Education, English Language with Registration number 09/SW/01/0073 has satisfactorily completed the requirement for the course and research work for the award of degree of Bachelor of Arts (Education) in English Language.
Supervisor's Sign:…………………………….
Head of Department's Sign:…………………
Centre Cordinator's Sign:……………………
Dean of Studies Sign:…………………………
DEDICATION
This project research is dedicated to my mentor and friend, Comrade Chris Ngozi Nkoro on whose encouragements I relied on.
ACKNOWLEDGEMENT
I am delighted that the God Almighty, the author and finisher of my faith made it possible for me to come to the conclusion of this course successfully.
I am also grateful to my supervisor, Dr. (Mrs.) B. Igbokwe, who instructed me, read and corrected the manuscript. I thank you so much for your understanding and co-operation.
My million thanks go to my darling pastor and friend, Rev. Ogboso Ejindu, who stood by me through prayers and encouragement especially during my incessant absence from the church. I am also grateful to my God-sent brother and friend Chris N. Nkoro who despite his numerous engagements painstakingly browsed through my manuscripts and make necessary corrections; I covet the gift in you.
I sincerely appreciate my God gifted child, Prosper Ikechukwu for his support and understanding especially at those times of my indifference to his complaints, and also to my niece Oluchi Frank Onwubiko for her support.
I am also indebted to my lecturers in Imo State University, Owerri especially those in the faculty of Education. My special thanks also go to Mrs. Love Kanu, Mr. E. C. Akalazu, Dr.E. Ekwonye, and many others I cannot mention here.
I do not forget my course mates for the joy, love and co-operation that existed among us, special thanks to Agnes Chukwu, Amarachi Adiele, Josephine Anasiudu, Njideka Duruaku, and others.
I also acknowledge the co-operation and help rendered to me by the Zonal Educational Board, Aba Zonal Office, the management, teachers and students of the ten selected schools for responding to my questionnaire.
DECLARATION
I, ONWUBIKO ROSE CHINENYE, with matric. No 09/SW/01/0073 do hereby declare that this project has not been previously presented either wholly or part for the award of any other degree in any university in this country.
Onwubiko, Rose Chinenye ………………..
(Researcher) Signature of Researcher
…………………….
Date
ABSTRACT
This project seeks to identify factors that affect first language acquisition and the extent to which students in the Junior Secondary Schools in Osisioma-Ngwa LGA of Abia State respond to these factors. It examines speech development processes in first language acquisition. To accertain this, the study has used samples of students in that cadre of secondary education. Ten schools within Osisioma L.G.A were used. The population was experimentally exposed with their teachers. Questionnaire were also extensively distributed, collated and analyzed. The study showed that though the population used were not first language learners of the English which is the medium of instruction, they also exhibited the same traits of first language learners in their own native tongues namely Igbo language. It was also discovered that it methods are devised to reduce the effect of the inhibiting factors, learning the language2 will be easier for these students. The study recommends that in our educational system, efforts should be made to enhance the training of competent language teachers, the use of teaching materials that relate to languages should be made, more time and periods should be devoted to the learning and teaching of language. This study proffers solutions to tackle these problems in order to enhance better teaching and understanding among students in Nigerian schools. The work is divided into five chapters.
The first chapter is the introduction; Chapter two is the review of related literature, Chapter three looks at the research design, collection and organization of data. Chapter four discusses data analysis and results while the last chapter used as conclusion, systematically discusses the summary of the research, recommendations and suggestions for further studies.
TABLE OF CONTENTS
Pages
Title Page………………………………………………. i
Approval Page………………………………………………. ii
Certification………………………………………… iii
Dedication………………………………………………. iv
Acknowledgement………………………………….. v
Declaration…………………………………………… vii
Abstracts…………………………………… viii
Table of Contents………………………………………………….
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study ……………… 1
1.2 Statement of the Problem ……………… 6
1.3 Scope of Study
1.4 Purpose of the Study
1.3 Significance of the Study ……………… 6
1.5 Research Questions ……………… 8
1.6 Hypotheses
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction ……………… 9
2.1 Definition of Language ……………… 9
2.2 Functions of Language……………… 11
2.3 Language Acquisition ……………… 14
2.4 Theories of Language Acquisition………… 16
2.5 Development of first Language ……….. 21
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Research Design………………………….. 29
3.1 Area of Study……………… 29
3.2 Population of the Study……………… 29
3.3 Sampling and Sampling Techniques……… 29
3.4 Instrument for Data Collection……… 30
3.5 Development and Validation of the Instrument 31
CHAPTER FOUR: DATA ANALYSIS AND RESULTS
4.1 Research Question I ……………… 34
4.2 Research Question II ……………… 36
4.3 Research Question III ……………….. 38
4.4 Research Question IV ………………… 42
CHAPTER FIVE: INTERPRETATION AND DISCUSSION OF RESULTS
5.0 Summary and Conclusion……………… 46
5.1 Recommendation ……………… 47
5.2 Conclusion……………… 49
5.3 Suggestions for Further Studies………. 50
5.4 Bibliography ……………………………….. 51
5.5 Appendix ………………………………..
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Recently, there has been a tremendous influx of information about early language processes from diverse disciplines such as Psychology, Sociology, Linguistics, Speech Pathology and Education. As the global society flows more easily across borders, people, cultures, companies, governments and institutions make and come into more contacts. Borders are blurred and the importance of bi- and multi-lingualism becomes necessary to sustain the constant contact. As a result of this increase in the need for language acquisition and teaching, much research have been devoted to exploring ways in which a diverse set of factors affect language learning and acquisition.
The significance of these variables lies in the impact on how we teach second language.
All normal children acquire the language that they hear spoken around them. Without special instruction, they start talking, roughly at the same age and they go through the stages of language development. The progress that they make is at times so rapid that as parents and researchers have noted, it is hard to keep a comprehensive and systematic record of it.
According to McNeil (1996), "at the age of about one year, a normal child not impaired by hearing, loss or speech impediment will begin to say words. By one-and-half or two years, he will begin to form simple two and three-word sentences. By four years, he will have mastered very nearly the entire complex and abstract structure of the language that he is exposed to".
First language acquisition is remarkable for the speed with which it takes place. By the time a child enters elementary school, he/she is an extremely sophisticated language user, operating a communicative system which no other creature or computer comes close to matching. The speed of acquisition and the fact that it generally occur, without overt instruction, for all children, regardless of great differences in a range of social and cultural factors have led to the belief that there are some innate predispositions in the human infant to acquire language. Language acquisition is part of the overall development of children physically, socially and cognitively. There is strong evidence that children may never acquire a language if they have not been exposed to that language before they reach the age of six or seven. Chomsky (1959) says that the mind is not simply a blank slate. In other words, language is innate and since language is innate it is acquired, it grows and matures as Chomsky would say, organically. Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language as well as to produce and use words to communicate.
The capacity to successfully use language requires one to pick up a range of tools including Syntax, Phonetics, and an extensive vocabulary. This language might be vocalized with speech or manual as a sign.
The child requires the ability to perform in the two basic language skills of understanding speech and speaking understandably, and the language in which he so performs depends on his experience during the first two or three years of his life. We know that all normal children are born with the potentiality of acquiring language, grossly subnormal intelligence or defective hearing can prevent a child from releasing this potentiality. These problems vary from those that exhibit a case of ambiguity, express themselves incoherently or speak at cross-purpose. Less commonly, it happens in a dramatic and devastating manner, in the form of language handicap that is those who find it difficult or impossible to communicate, on account of some physical, psychological or other disability facing children.
Children with language related disabilities face frustrating, isolated and uncertain future, if their handicap is often not recognized.
Language acquisition usually refers to first language acquisition which studies infants' acquisition of their native language. This is distinguished from second language acquisition which deals with acquisition (in both children and adults) of additional languages. The capacity to acquire and use language is a key aspect that distinguished humans from other organisms. A major concern in understanding language acquisition is how these linguistic contexts are defined. It is difficult to believe considering the complex nature of human languages, and the relatively limited cognitive abilities of an infant, that infants are able to acquire mot aspects of language without being explicitly taught. Children within a few years of birth understand the grammatical rules of nature of human languages, and the relatively limited cognitive abilities of an infant, that infants are able to acquire most aspects of language without being explicitly taught.
Children understand the grammatical rules of their native language without being taught as one learns grammar in school. A range of theories of language acquisition have been proposed in order to explain this apparent problem.
1.2 Statement of the Problem
Junior Secondary School students perform poorly in spoken and written English in both internal and external examinations. Communication is then hampered; failure rates continue to rise without much sign of abetting. Reasons for this phenomenon may be as diverse and as they are varied. The method of language acquisition may be added to this list of reasons. Children at this level of education are exposed to a second language, but the learning may be marred through how they acquired mastery of the L1. At this level also physical (dis)abilities play a major role and sometimes problems caused by defects may never be eliminated completely.. This problem has persisted and has prompted a probe.
1.4 Scope of Study
This study is restricted to students and teachers in Junior Secondary Schools in Osisioma-Ngwa LGA of Abia State.
1.5 PURPOSE OF THE STUDY
What necessitated my research into this topic is the difficulties associated with the students expression, comprehension and exhibition of the other languages especially English language. This has mainly caused problems and some set backs to the students in their academic performances and the users of the language at an alarming rate.
1.3 Significance of the Study
The findings of this study will help both students and teachers of languages in Junior Secondary Schools to understand that the key to effective learning and performance in other languages is the proper acquisition and good use of the first language.
It will help teachers to learn to recognize how much language children have and how to encourage its use and growth through meaningful conversations.
This work will create awareness to education planners to include effective programmes for children to trust themselves and have the opportunity to solve problems and discover the world around them.
A study of this type will help children who are in a child-centered environment where discovery learning is the instructional method to get access to new knowledge and how to apply, evaluate and solve problems as new information becomes available.
Further, the study encourages active learning using constructivist and whole language approaches.
1.6 Research Questions
The following research questions will guide the researcher:-
What factors affect first language acquisition in Junior Secondary Schools in Osisioma-Ngwa LGA of Abia State?
What are the factors responsible for good or bad development in first language acquisition?
Do children learn language using a 'mental organ', some of whose principles of organization are not shared with other cognitive systems?
Is language acquisition a problem to be solved by general intelligence?
1.7 Hypothesis
HO1 there is no significant relationship between language acquisition and educational values on students in Secondary Schools.
HO2 there is no significant relationship between social and economic influences on language acquisition of students in Secondary schools.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction
This chapter collects and collates views of diverse authors on the subject under probe. It will help our present endeavour to arrive at empirical stance as to a cogent factor that enhance or inhibits first language acquisition. The chapter looks at ways of accounting for a child's language acquisition process evidenced from neurology and the study of development. Furthermore, it ventures to identify the origin of language, features of language and the meaning of language acquisition.
2.1 Definition of Language
The word 'Language' has at least two basic meanings:
Language as a general concept and 'language' as a specific system, e.g. 'English'. De Saussure (1983) first explicitly formulated the distinction. He uses the word "Langage" for language as a concept and "Langue" as the specific instance of language.
Language as a Mental Faculty Organ or Instinct.
Accordingly Chomsky (1959) sees language primarily as the mental faculty that allows humans to undertake linguistic behavior. The definition stresses the universality of language to all humans and biological basis of the human capacity for language as a unique development of the human brain. This view often understands language to be largely innate.
Language as a Formal Symbolic System.
Another definition sees language as a "formal system of signs governed by grammatical rules of combination to communicate meaning". De Saussure (1938). This definition stresses that languages can be described as closed structural systems consisting of rules that relate particular signs to particular meanings. Ferdinand de Saussure's Structuralism remains the foundation for most approaches to language study today.
Chomsky (1959) opposes the above view of language. He advocates a formal approach to studying the structures of language and defines language as "a particular set of sentences that can be generated from a particular set of rules". The Structuralist viewpoint is commonly used in formal logic, Semiotics and Structural Theories of Grammar.
Language as a Tool for Communication.
Another definition sees language as "a system of communication that enables humans to co-operate". This definition stresses the social functions of language and the fact that humans use it to express themselves and to manipulate objects in their environment.
According to Moore et al (1993) "Functional theories of grammar explains grammatical structures by their communicative functions. They understand the grammatical structures of language to be the result of an adaptive process by which language is 'tailored' to serve communicative needs of their users.
This view of language is associated with the study of language in pragmatic, cognitive and interactional framework.
In addition to this, human language is unique in comparison to other forms of communication such as those used by animals because it allows human utterances form a finite set of elements, and because the symbols and grammatical rules of many particular languages are largely arbitrary, so that the system can only be acquired through social interaction. The known systems of communication used by animals on the other hand can only express a finite number of utterances that are mostly genetically transmitted. Human language is also unique in that its complex structure serves as much wider range of functions than any other kind.
2.2 Functions of Language
Onyekwere and Nkoro, (2007) assert that "the chief use to which language can be put is that of communication of information and misinformation. Possibly, it is a means through which ideas are transmitted". Language functions in two major categories – the interactive and transactive.
At the interactive level of language, humans use language to interact with one another, socially or emotionally to indicate friendliness, co-operation and hostility or annoyance, pain or pleasure. The other function of language is transactive – where humans use their linguistic abilities to communicate knowledge, skills and information. The transactional function is responsible for the transfer of knowledge from one generation to the other.
Yule, (1996) explains that language manifests in the following six features:
Displacement: language allows its users to talk about things and events not present in the immediate environment, to refer to past and future time. Displacement in language is used to talk about things and places whose existences we cannot even be sure of. The property of displacement allows humans unlike any other creature to create fiction and to describe a possible future world.
Arbitrariness: Human language demonstrates a property called arbitrariness – where there is no natural connection between linguistic form and its meaning. They do not in any way 'fit' the objects they denote.
Productivity: It is an aspect of language which is linked to the fact that the potential number of utterance in any human language is 'infinite', it has been termed 'creative', or 'open-endedness'. Language-users manipulate their linguistic resources to produce new expressions and new sentences.
Cultural transmission: the process of passing language from one generation to the other despite the fact that humans are born with an innate predisposition to acquire language; they are not born with the ability to produce utterances in a specified language. Cultural transmission of a specified language is crucial in its human acquisition process.
Discreteness: the sounds used in language are meaningfully distinct. The difference between the letter 'b' and the letter 'p' sound is not actually very great, but when these sounds are part of a language like English, they are used in such a way that the occurrence of one rather than the other is meaningful.
Duality: language is organized at two levels or layers simultaneously. This property is called duality or double articulation. At one level, language has distinct sounds and at another level distinct meanings. The duality of level is in fact one of the most economical features of human language. In agreement to several publicized instances, non-human animals have been taught to understand certain features of human language, despite the fact that animals can be taught to understand parts of human language, they are unable to develop a language as in humans.
2.3 Language Acquisition
'Language acquisition is one of the central topics in cognitive science'.
This according to Derwin, (1980) requires no direct teaching or specialized study; he called this process 'an instinctive tendency to acquire an art'. Also as detailed by Kuniyoshi, (2005) "language acquisition is seen as a process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words to communicate".
Yule, (1996) puts it that "the capacity to successfully use language requires one to pick up a range of tools including syntax, phonetics and an extensive vocabulary. He further states that language might be vocalized (speech) or manual (sign)". Therefore, language acquisition usually refers to first language acquisition which is based on infant acquisition of their native language.
All healthy, normally-developing human beings learn to use language. Children acquire the language(s) used around them. The development is essentially the same for children acquiring sign or spoken languages.
First Language Acquisition proceeds in a fairly regular sequence, though there is a wide degree of variation in the timing of a particular sage among normal developing infants.
Katzner, (1999) asserts that from birth, newborns respond more readily to human speech than to other sounds. By one month of age, babies appear to be able to distinguish between difference speech sounds. By six months of age, a child should begin babbling, producing the speech sounds or hand shapes of the language used around them. Words appear around the age of twelve to eighteen months and the average vocabulary of an eighteen-month old child is fifty (50) words. In agreement to the above assertion, a child's first utterances are holophrases (literally 'whole sentences') utterances that use just one word to communicate some ideas. Several months after a child begins producing words, it is believed that she/he will produce two-word utterances and within a few months begin to produce telegraphic speech, i.e short sentences that are less grammatically complex than adult speech, but that does show regular syntactic structure; so from the age of three to five years, a child's ability to speak or give a sign is refined to the point that it resembles adult language.
2.4 Theories of Language Acquisition
A range of theories of language acquisition have been proposed in order to explain this apparent problem. These theories include:-
Innateness theory:- all humans talk but no house pets or house plants do, no matter how pampered; so heredity must be involved in language as much as environment does. Chomsky, (1959) made strong claims about language; he suggests that 'language is innate faculty – that is to say that humans are born with a set o rules about language. The Universal Grammar is the basis upon which all human language is built. Chomsky goes on to suggest that "children are exposed to very little correctly formed language when people speak; they constantly interrupt themselves, change their minds, make slips of the tongue and so on. Yet children manage to learn their language". To this Bruner (1987) objects, the psychologist holds that while there Chomsky (1959) suggests a Language Acquisition Device (LAD), there must also be a Language Acquisition Support System, (LASS). He is referring to the family, and those around the child. Bruner's conception of the way children learn language is taken a little further by Macnamara (1950) who holds that "children rather than having an in-built language device, have an innate capacity to read meaning into social situations".
It is this capacity he adds "that makes them capable of understanding language and therefore learning it with ease rather than the LAD". Chomsky sees language as a specific skill whose acquisition is governed by an inborn programme that requires no direct intervention from parents or teachers. It is argued that children must be born with an innate capacity for language development; the human brain is ready for language at a very tender age in the sense that when children are exposed to speech, certain general principles for discovering or structuring language automatically begin to operate. These principles constitute a child's Language Acquisition Device.
Language Acquisition Device is an inbuilt knowledge of language universal which provides 'blueprint' for language, so that the child would outline what a possible language looks like. It is important to note that exposure to language or primarily linguistic data that causes the universal principle for discovering and structuring language in LAD is crucial.
Social Interactionist theory: - this theory consists of a number of hypotheses on language acquisition. These hypotheses deal with written, spoken or visual social tools which consist of complex systems of symbols and rules on language acquisition and development. According to Lindfors, (1991) "Language is inextricably entwined with our mental life – our perceiving, our remembering, our attending, our comprehending, our thinking – in short all of our attempt to make sense of our experience in the world". This suggests that the way children learn language follows a specific pattern and is inherently systematic in nature. It is clear that children must be exposed to language and be able to interact with others, how this exposure occurs is extremely variable. Language acquisition is part of the overall development of children physically, socially, and cognitively. For McLaughlin, (1987) "the child is the active party in the language-learning process and in the process of making sense of language. His experience and interaction with others gives him the background to relate language to the sound/meaning relationship and to the purpose it represents". Furthermore, children naturally obtain a "communicative competence" intrinsically, understand the rules of grammar and gain knowledge of the rules. Linguistic structure comes through the child's own cognitive and social activity.
Relational Frame Theory:- the relational frame theory as opined by Hayes, Barnes and Holmes (2001) provides a wholly selectionist/learning account of the origin and development of language competence and complexity. Based upon the principles of Skinnerian Behaviorisms, RFT posits that "children acquire language purely through interacting with the environment". This theory introduced the concept of functional contextualism in language learning, which emphasizes the importance of predicting and influencing psychological events, such as thoughts, feelings, and behaviours, by focusing on manipulable variables in their contexts. RFT distinguishes itself from Skinner's work by identifying a particular type of operant conditioning known as derived relational responding. Also RFT suggests that children learn language via a system of inherent reinforcements.
Emergentism Theory: An emergentist theorist such as MacWhinney's Competetion Model posits that 'Language acquisition is a cognitive process that emerges from the interaction of biological pressures and the environment". According to these theories, neither nature nor nurture alone is sufficient to trigger language learning, both of these influences must work together in order to allow children to acquire a language. The proponents of these theories argue that general cognitive processes subserve language acquisition and that the end result of the processes is language. Conclusively, Chomsky sees the child as essentially autonomous in the creation of language. She is programmed to learn, and will learn so long as minimal social and economic conditions are realized. In Bruner's (1987) version, the programme is indeed in place, but the social conditions become more important. The child is still an active participant, is still essentially creative in her approach to language acquisition, but the role of the parents and other caretakers is also seen as primordial. Finally, Macnamara (1950) sees language learning as being subordinate to and dependent upon the capacity to understand and participate in social activities.
2.5 Development of first Language Acquisition
As Pallier noted, 'before the child begins to speak and to perceive, the uncommitted cortex is a blank slate on which nothing has been written. In the ensuing years much is written, and the writing is normally never erased. As posits by him, after the age of ten or twelve, the general functional connections have been established and fixed for the speech cortex". According to the sensitive or critical period models, the age at which a child acquires the ability to use languages is a prediction of how well he/she is ultimately able to use language. Pallier (2008). There remains a great deal about language development in children. A child's language is constantly developing and changing as Bates, (1989) puts it that "children are actively engaging in communication as they are learning to communicate. Although there is great variation between individual children and the rate of their language acquisition, there is little variation in the pattern of development between languages. Virtually every child develops linguistic and communicative competence, and it is learned naturally and in context, not arranged in an easy-to-difficult sequence". The fact that both children and adults constantly communicate with a high degree of success is evidence that we are all following the same rules of appropriate communication behavior. For this rule; Tabor, (1997) asks educators to think of language as a 'puzzle' with all of the pieces needing to come together for language to really work. These pieces of puzzle are Phonology, Vocabulary, Grammar, Discourse and Pragmatics.
Phonological Development
Children by a year old must have learnt a great deal about the way adults use sounds to express differences in meaning but express great difficulty in producing these sounds, most children from a year old can recognize several dozen words which involve a wide range of vowels and consonants, but their own ability to produce these words may be restricted to just two or three consonants and a single vowel.
"One child at 13months could use only (b), (d), and (a), but he uses three sounds to express a variety of words for example (ba) was used for baby, bath, cup, and Peter. By 15 months, he had added (m),(p), and (u) to his repertoire, and was thus able to distinguish a much larger number of words. He also began to use some of these consonants at the end of words as well as the beginning. For example (pu) was used for a nasty smell, and ( p) was used for up. By age 2, he was using over a dozen consonants and vowels and was able to pronounce over 200 words intelligently (though often immature) Crystal, (1997). While trying to produce sounds, a great deal of variations in the way the target sounds are produced, one child could produce blanket as (bab) (baki) and (batit) just within a few hours interval. This variability in pronunciation appears to have at least two sources. First, children are continually trying to match their production to the representations they have for the adult words. Secondly, children are concerned with making themselves understood, and they may have to try out several different versions of a word before they succeed. "as their productions get close to the adult model, the number of different versions, for a word decreases, and at the same time, they become more comprehensible" (Clark and Clark, 1977).
Generally, children have their own trends in changing the sound of a language, when they attempt to use them they include:-
Fricative consonants tend to be replaced by stops eg (see) is pronounced as (si:/)
Velar consonants tends to be replaced by alveolar consonants eg (gave) is pronounced as (dave)
Consonants clusters are avoided eg (cry) is pronounced as (kai)
Consonants at the end of words are often omitted eg (boot) (but)
Unstressed syllables are often dropped eg (banana) becomes (nana)
Crystal 1997) posits that 'as words become longer, sounds in one part of a word can alter the pronunciation of sounds in other parts. This tendency for sounds to 'harmonize' is found in both consonants and vowels. Consonants harmony is found in such pronunciation of dog as (dog:/) or (dod:/) with identical (or near identical) consonants.
Vowel harmony would be heard if 'window' were pronounced for example as (wouwou) or (wada). There is also preference for (w) and (j) sounds to be used instead of (i) eg leg as (jeg)".
Reduplication
This is an important aspect in features of children phonologies. They simplify words with two distinct syllables by choosing a single syllable to reduplicating it. Children in order to produce the word 'kitchen' may decide to use syllable (ki) and reduplicate it to make (Kiki). In reduplicating, they become more ambitious until eventually they are able to produce the adult words correctly. Shatz and Gelman (1973).
Grammatical Development
Before children get the real thing – speaking correctly and understandably, they pass through different stages of grammatical development; that is, vocalization, babbling, one-word utterance, two or three word utterances and lastly the function words and inflection stages. "Around 18 months, language changes in two ways. Vocabulary growth increases, the child begins to learn word at a rate of one every two waking hours, and will keep learning on that rate or faster through adolescence. (Clark, 1993; Pinker 1994)
Vocalization and Babbling
Babies during the first few months of their lives make sounds that the adult finds difficult to understand. In other words, they do not speak but can only make noise through their mouth. They cry, coo like pigeons', giggle, suck, blow, spit and make a host of other virtually indescribable noises". See Steinberg (1993) further asserted that babbling is a type of vocalization where the child uses speech sounds mainly vowels and consonants – vowel syllables eg (a) (u), (ma), (p), (pa). the child's frequent repetitive use of these sounds gives it a speech-like quality.
As the period of babbling progresses, the child begins to sound more like the language of its immediate environment in which he/she is exposed to.
Blocking and Inflectional Over-regularization
The blocking principle in Morphology dictates that "an irregular form listed in the mental dictionary as corresponding to a particular inflectional category (say, past tense), blocks the application of the corresponding general rule. For example, adults know the irregular form 'broke' and that prevents them from applying the regular '"-ed" it is not so with children, who have not heard 'broke' enough times to remember reliably. Blocking would suppress the regular rule, and they would generally recover from these overgeneralization errors, (Marcus, et al (1993).
Semantic Development
Learning the meaning of words is necessary in acquisition of language. Children have to learn not only the syntax and sounds of their language but also the meaning of words, so the general question is 'how do children acquire these meanings, especially word meaning? Bowerman, (1982) puts it that "a general principle of argument structure is that the argument that is affected in some way specified by the verb gets mapped into the syntactic object. This is an example of a 'linking rule' which links semantics with syntax (and which is an example of the contingency a young child would have employed to use semantic information to bootstrap into the syntax)". Gleitman, (1990) points out that there are some aspects of a verb's meaning that are difficult if not impossible, for a child to learn by observing only the situations in which the verb is used". He asserts that verbs' syntax and semantics go both ways. For example, verb pairs like 'push' and 'move', 'give' and 'receive', 'win' and 'beat' 'buy' and 'sell', etc often can be used to describe the same event; only the perspective assumed by the verb differs.
Also, mental verbs like 'see, know, and want are difficult to infer by merely observing their contexts. Gliettman (1990) suggests that the crucial missing information comes from the syntax of the sentence. For example, fall is intransitive (it fell, not Bob fell the ball), drop can be transitive (he dropped the ball). This reflects the fact that the meaning of fall involves the mere act of plummeting, independent of whom if anyone caused it. The child could figure out the meaning difference between the two by paying attention to the transitive and intransitive syntax, an example of using syntax to learn semantics, rather than vice-versa. Similarly, a verb that appears with a clause as its complement (as in 'I think that…) must refer to a state involving a proposition, and not say of motion (there is no verb like he jumped that he was in the room)". Therefore, a child hearing a verb appearing with a clausal complement can infer that it might be a mental verb.
Pragmatic Development
The task of language acquisition requires that children learn much more than patterns of sound, grammar and vocabularies; it is of great importance that they learn to use these patterns correctly in a rapidly increasing range of everyday social situations. This developing pragmatic awareness has attracted a great deal of study in recent years, particularly in relation to the way children learn strategies of conversational interaction. Crystal (1977) opines that between the age of two to four years, an alarming development takes place in the way children participate in conversation. But it must be noted that the conversation are usually very erotic and disjointed while the parents do most of the 'talking', and the children using sequence of utterances which may or may not be directed at the listener. The effect is a curious mixture of monologue and dialogue. By age three, children must have learned many aspects of conversational strategy that is they are able to initiate a dialogue, the various ways of obtaining and holding a listener's attention. They start to turn-talk in conversation, also how to respond appropriately. In building up a successful conversational skills, the child is aware of the fact that certain social factors govern such skills, such as the correct use of forms of address and marks of politeness (eg sorry, please) and how to make requests in an indirect way.
They also learn to anticipate points of potential breakdown (carrying out conversational 'repairs') such as repeating utterances that are unclear, or asking for clarification (Crystal)
Therefore, all of these will help in building or laying good foundation for conversational ability by their fifth year. It is important to note as well that like the semantic development, pragmatic continues throughout the school years and indeed, throughout adult life. So far we know that children are not born with preconception of what words are, they could hardly be expected to begin acquiring language by uttering combination of words. A child does not begin with sounds or words and learn to combine them, rather he begins by learning which features are significant and progressively differentiates his utterances as he learns. A child's exposure to language should not be called teaching; he learns the language because he is shaped by nature to pay attention to it, to notice, remember and use significant aspects of the language.
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter is organized under the following subheadings:- Research Design, Area of Study, Population of the Study, Sample and Sampling Technique, Instrument for Data Collection, Development and Validation of the Instrument, Administration of the instruments/Procedures for treatment and tests, and Method and Techniques of data analysis.
3.1 Research Design
This is a survey which investigates factors affecting First Language Acquisition in Junior Secondary Schools in Osisioma-Ngwa LGA of Abia State.
3.2 Area of Study
This study attempts to cover ten government Secondary schools in Osisioma-Ngwa LGA of Abia State
3.3 Population of the Study
The population of the study, for a more accurate result was drawn from all the JSS 3 students of from government schools in Osisioma-Ngwa LGA with a figure of 325 students and 61 teachers. The schools selected for this study are the following:-
Ngwa High School, Abayi
Community Girls' Seconday School, Umuocham
St. Anne's Secondary School, Umuobasi Amavo
Osuokwa Community Secondary School
Comprehensive Secondary School, Okpu/Umuobo
Amato Secondary Technical School, Umuoyoro
Girls' Secondary School, Abayi Umuocham
Uratta Comprehensive Secondary School, Ogbede
Umuocham Girls' Secondary School
Mbutu Umuojima Community Secondary School.
3.4 Sample and Sampling Technique
The sample of this investigation consists of ten Junior Secondary Schools drawn from of government secondary schools in Osisioma-Ngwa LGA of Abia State. A random sampling technique was used in selecting the students for the study, and this gives a representative data for the study.
3.5 Instrument for Data Collection
The researcher used questionnaires as her main research instrument for collecting data needed for the study. She also designed it in such a way as to make it easy for the responding teachers and students to respond to it. The questions used were dichotomous (Yes/No) technique.
The sentences were very short and simple to understand and the questions were also easy for the students and teachers contacted to answer the questions despite their busy academic schedules.
3.6 METHOD OF DATA COLLECTION
The questionnaires were personally administered to the students and teachers respectively.
3.6 Validation of the Instruments
In order to establish the validity of the questions used, the questions were first administered to a combined group of 250 teachers and students, who originally constituted the pilot example. This group was used to determine the extent that the questions measured what they were intended to measure. Nevertheless, the questions were to manifest a high degree of validity, which was confirmed by the pilot test adopted as a means of testing the validity of the instrument used.
3.7 Methods and Technique of Data Analysis.
The data collected was presented and critically analyzed by the use of figured table and facts. Also the data collected for the study was analyzed by calculating and converting the per cutes of the respondents answers to relevant observations made. However, the implication of each analyzed table was shown respectively as the results were used to answer the research questions.
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
This chapter covers the presentation, data analysis, results, as well as summaries of findings. Data collected shall be presented and critically analyzed, using figured tables and facts. The data are contained in the respondent answers to the questionnaire distributed to them.
The researcher distributed a total of 250 questionnaires to students and teachers of the selected schools in the ratio of 5:1, (that is 200 questionnaires for students and 50 for the teachers). Nevertheless, after the questionnaires were collected from the respondents, they were screened and sorted out by the researcher.
The details of the questionnaires issued and returned are shown in the tables below:-
Return of the questionnaires distributed by the students and teachers.
Group
No Issued
No Returned
No rejected
Not issued
Percent
students
200
198
2
196
98
Teachers
50
49
1
48
96
Total
250
247
3
244
196
According to Table 4.1 above, 244 (98%) of the respondents returned the questionnaire sent to them, while 3 (1.2%) did not return theirs. On the other hand, 3 (1.2%) of the questionnaires were rejected for wrong computation.
The high response rate of 95% achieved in the study is due to the two repeated call made on respondents and the possible high interest they have in the study. For purpose of clarity, the researcher decided to treat the data collected from the students and teachers separately.
Research Question 1
(1) What factors affect First Language Acquisition in Secondary Schools in Osisioma-Ngwa LGA of Abia State?
Table 4.2
Teachers' response to R.Q1
Options
Responses
Percentage
Yes
43
90
No
5
10
Total
48
100
Students' response to R.Q1
Options
Responses
Percentage
Yes
190
97
No
6
3
Total
196
100
Going by the tables above, it is apparent that 43 or 90% of the teachers and 190 or 97% of the students believed that both the biological, environmental/social, motherese factors affect the acquisition of first language. On the contrary, 5 or 10% of teachers and 6 or 3% of students agreed strongly that the factors are more of educational.
Good acquisition of language is of prior importance; therefore, parents, schools, government, individuals should endeavour to encourage children language in first acquisition in order to maintain and improve their other languages?
In continuation, the researcher went further to know if the acquisition of the first language has any educational values on the students.
Table 4.3
Teachers' response
Options
Responses
Percentage
Yes
46
96
No
2
4
Total
48
100
Students' response
Options
Responses
Percentage
Yes
193
98
No
3
2
Total
196
100
From the above, 46 or 96% of the total teachers respondents, and 193 or 98% of the total students respondents agreed that the acquisition of first language before other languages have some educational value. This implies that, through the acquisitions of first language, the Secondary School students' knowledge of other languages is enhanced.
Research Question 2
What are the factors responsible for good or bad development in first language acquisition?
Teachers response to R.Q.2
Options
Responses
Percentage
Yes
45
94
No
3
6
Total
48
100
Students response to R.Q2
Options
Responses
Percentage
Yes
194
99
No
2
1
Total
196
100
As it can be seen from the table above, a high percentage of 45 or 94% of total responses from teachers, and 99% or 194 of total responses from students accept the fact that constant communication, encouragement and praise from adults, turn talk, solely parental raising, refrains from speech, silent environment etc in the area of first language acquisition are responsible for the resultant effect. On the other hand, less than 5 of the total responses did not believe to the assertion. They also imply that, even though we are aware of the factors yet, little or no attention is given to these areas both at home and in school.
The researcher went further to know if the teachers' poor performances in impartation of other languages are involved, or that the students contribute also.
Table 4.5
Teachers' response
Options
Responses
Percentage
Yes
20
42
No
28
58
Total
48
100
Students' response
Options
Responses
Percentage
Average
72
38
Below Average
121
62
Total
196
100
From the table above, it is fool-proof that a high number of 29 or 58% and 212 or 62% of the total responding teachers and students respectively agreed that students poor and below average performance is a contributive factor from the parents. About 20 or 42% of the responding teachers and 75 or 39% of the students seem to share the belief that students in spite of all odds perform at average level.
The above statistics shows that both parents and teachers are responsible for students' poor acquisition of languages.
Research Question 3
Are the factors that affect the development of language acquisition within the teachers, Community and Parent's control?
Table 4.6
Teachers response to R.Q3
S/N
Options
Responses
Percentage
a
Motherese: the relationship between mothers and their children, adoption of certain number of specific verbal strategies
20
50
b
Social/Environmental Factor: influences from books, exposures, constructive plays, negative feedback, daily contact with adults
10
20.8
c
Biological Factors: growth of the child intelligence, innate disposition, heredity
5
15
d
Neurological Factors: Aphasia (psychological disorder) developmental dyslexia (great difficulty in reading, writing, spelling ect)
8
16.7
e
Combination of all the factors.
48
100
Total
91
192.5
Students' response to R.Q3
S/N
Options
Responses
Percentage
a
Motherese: the relationship between mothers and their children, adoption of certain number of specific verbal strategies
50
25
b
Social/Environmental Factor: influences from books, exposures, constructive plays, negative feedback, daily contact with adults
30
15
c
Biological Factors: growth of the child's intelligence, innate disposition, heredity
10
9
d
Neurological Factors: Aphasia (psychological disorder) developmental dyslexia (great difficulty in reading, writing, spelling etc)
15
7
e
Combination of all the factors.
100
50
Total
195
100
Table 4
Above shows that 20 or 50% of the responding teachers is of the view that one of the contributory factors that affects the development of language acquisition is within the teachers' community and parents' control. On the other hand, 50 or 20% of the responding students also agreed with the teachers. Again from the above data, 10 or 20% of the responding teachers and 30 or 15% of the students accepted that social and economic influences from books also contribute to the language acquisition. 5 or 15% and 10 or 20% of both teachers and students viewed Biological factors as set back to the child's acquisition of first language, while 8 or 16.7 % of teachers and 15 or 7% students agreed to the neurological factors as contributing to the problem.
However, it was generally agreed that the combination of all the options will help to develop the students and encourage them to have interest in other language. The highest percentage of students accepted all the factors; which imply that they (students) need varied strategies to be disposed to acquiring competence. The researcher again asked respondents (teachers/students) if teachers normally consider these factors when teaching, given the effects of these on the students' language acquisition.
Table 4.7
Teachers' response
Options
Responses
Percentage
Yes
3
6.2
No
45
93.8
Total
48
100
Students' response
Options
Responses
Percentage
Yes
2
1
No
194
99
Total
196
100
An examination of the table above shows that only 3 or 6.2% of the responses by teachers said "Yes" to the question, while 2 or 1 % of the total responding students equally agree to the question. However, a high percentage of 93.8 or 45 of the total students disagree.
The above analysis implies that teachers do not give consideration to the listed factors that affect their students' acquisition of language.
Research Question 4
Do children learn language using a 'mental organ', some of whose principles of organization are not shared with other cognitive systems?
Table 4.8
Teachers' response to R.Q 4
Options
Responses
Percentage
Yes
42
8.8
No
6
12
Total
48
100
Students' response to R.Q4
Options
Responses
Percentage
Yes
192
98
No
4
2
Total
196
100
Above table indicates that a high percentage of the responding teachers agree that children do learn language using a 'mental organ', while only 6 or 12% out of the responding teachers and 4 or 4% of the total of 196 or 100% of the students responded negatively. Thus, a huge total of 42 or 88% of teachers and 192 or 98% of the students showed positive answers.
This implies that adequate measures must be taken by the teachers in their classrooms bearing in mind the unique nature of human mind, and also language teachers who can properly teach language should be involved in our schools. On the other hand, there is need for the provision of programmes for students' physical, social and cognitive development for a proper linguistic environment. Teachers on their part should encourage their students as to entice and develop the skill and love for language acquisition. In her bid to seek more, the researcher wanted to know from the respondents if more time allocation for teaching of language in our educational curriculum should be encouraged.
Table 4.9
Teachers' response
Options
Responses
Percentage
Yes
48
100
No
0
0
Total
48
100
Students' response
Options
Responses
Percentage
Yes
196
100
No
0
0
Total
196
100
None of the responding teachers and students agreed that time should not be allotted on the usual period for language. The number of 48 or 100% of the students agreed that more time should be given for language. This implies that there has been little or not enough time for the teaching of language in our educational curriculum.
Test of Hypothesis
HO1 there is no significant relationship between language acquisition and educational values on students in Secondary Schools.
N.B x2 = chi-square test
0 = observed frequency from questionnaire
E = expected frequency calculated
To work expected (e) out from the table, table 4.2 was used both for students and teachers to work a 2 by 2 table below:
Formular = Row Total x Column Total
Grand Total
Response
Students
Teachers
Total
Yes
190
43
233
No
6
5
11
Total
196
48
244
For Yes = 190 x 233
244 =181.4
Yes = 43 x 233
244 =41.1
No = 6x 11
244 =0.27
No = 5x 11
244 =0.23
Contigency Table for x2
Response
O
E
O – E
(O-E)2
(O-E)2/e
Yes
190
181.4
8.6
73.96
0.41
Yes
43
41.1
1.9
3.61
1.09
No
6
0.27
5.73
32.83
121.59
No
5
0.23
4.77
22.75
98.93
x2 = 221.02
Decision Rule: The results were tested at alpha (x) value of 1% and 5% level of significance. If xo2 >xe2 the null hypotheses (HO1) will be accepted, otherwise it will be rejected.
From the contingency table, it was discovered that xo2 value of 244 is > (greater than) xe2 value of 221.02 therefore HO1 is accepted that there is no significant relationship between the language acquisition and educational values of students in Secondary Schools.
HO2 There is no significant relationship between social and economic influences on language acquisition of students in Secondary schools.
To test this, Table 4.6 was used
Response
Students
Teachers
Total
Motherese
20
50
70
Social
10
30
40
Biological
5
10
15
Neurological
8
15
23
Others
48
100
148
Total
91
195
286
Motherese 1 = 20 x 70
286 = 1400/286 =4.90
Motherese 2 = 50 x 70
286 = 3500/286 =12.24
Social 1 = 10 x 40
286 = 400/286 =1.40
Social 2 = 30 x 40
286 = 1200/286 =4.20
Biological 1 = 5 x 15
286 = 75/286 =0.26
Biological 2 = 10 x 15
286 = 150/286 =0.52
Neurological 1= 8 x 23
286 = 184/286 =0.64
Neurological 2= 15 x 23
286 = 345/286 =1.21
Others 1 = 48 x 148
286 = 7104/286 =24.84
Others 2 = 100 x 148
286 = 14800/286 =51.75
Contigency Table for x2
Response
O
E
O – E
(O-E)2
(O-E)2/e
Motherese
20
4.90
15.1
228.01
46.53
"
50
12.24
37.76
1425.82
116.49
Social
10
1.40
8.6
73.96
52.83
"
30
4.20
25.8
665.64
158.49
Biological
5
0.26
4.74
22.47
86.41
"
10
0.52
9.48
89.87
172.83
Nuerological
8
0.64
7.36
54.17
84.64
"
15
1.21
13.79
190.16
157.16
Others
48
24.84
23.16
536.39
21.59
"
100
51.75
48.25
2328.06
44.9
x2 = 941.87
Decision Rule: when the xo2 >xe2 then the null hypotheses (HO2) is accepted, otherwise it will be rejected.
From the xo2 value of 286 which is < (less than) xe2 value of 941.87, it holds that HO2 is rejected and thus implies that "there is a significant relationship between the language development and the environment of students in Secondary Schools.
CHAPTER FIVE
SUMMARY AND CONCLUSIONS
This chapter will be treated under the following headings: - Implications of the Study, Limitations of the Study, Recommendations, and Suggestions for further studies, Summary and Conclusions
5.2 Implications of the Study
This study has educational implications for the students, teachers, parents and government. The natural desire of any student is to excel in his/her academic work but some students find this illusive in some subjects especially English Language. Despite the efforts of both teachers and students, there has been consistent problem in teaching and learning of L2 over the years. The educational implication of the above is that it will lead to discouragement, loss of self-confidence and termination of the students' desire and aspirations for learning. If the problem in first language acquisition is not properly tackled, it will equally force parents and students to become involved in unethical practices, when this happens, the future of education in Nigeria will look bleak and the country is bound to suffer. The teachers on the other hand will be discouraged and this will go a long way to bring down his moral and status.
5.2 Limitations of the Study
A study of this could have required a wide area of coverage for more adequate generalization. But due to time constraints, lack of finance and other factors, the study was confined to Junior secondary School students from ten selected Secondary Schools in Osisioma-Ngwa Local Government Area of Abia State.
5.3 Recommendations
Despite the factors earlier enumerated in the work, it is believed that the ten government Secondary schools in Osisioma-Ngwa LGA, used in this research possess a large repository of the teaching of languages and expectance of students' good acquisition of other languages.
However, the research has been able to proffer some recommendations necessary for an effective and acceptable behavior towards the teaching and learning of language in Secondary Schools. The researcher proffers the following strong recommendations:
There should be an assistance and recognition from government and authorities towards effective acquisition of language both in Secondary Schools and beyond.
More time and periods should be devoted to the learning and teaching of language acquisition in our various schools. Language teachers should also be encouraged for them to contribute or put in their best in the development of languages.
Teachers should on their part put into practice the use of teaching materials that relate to languages; this could be done by making provision of policy that would encourage the teachers, students and the future ones to embrace languages.
Language teachers should be recognized, giving them strategic positions/appointments in government and educational establishments/ministries so that they can contribute to the development of language in its entirety.
In our educational systems, efforts should be made by the governments to enhance the training of competent language teachers. This will go a long way in the effective inculcation of language acquisition. This could be achieved by establishing more faculties of languages in our Universities, and Colleges of education. On the other hand, school authorities and governments should endeavour to build enough language laboratories with modern day facilities; this will not only introduce the students to the real meaning of language and also induce the students to read and study extensively and to be keen and interested while the lecture lasts.
Government should as well as make sure that teachers (languages) are paid regularly and as at when due. Also governments, educational bodies and parents should make adequate provision of language textbooks to enable students have concrete ideas and knowledge of what language and its acquisition is all about. And school libraries should be equipped with standard language textbooks, as well as other linguistic materials/equipment so that students should have them when necessary.
However, there should be a control prize for these linguistic books so that students and parents can afford them without much stress.
Suggestions for further Studies
There can be as many approaches to the acquisition of first language and other languages as there are teachers. At the same time, we can also say that there are varied ways to conduct language acquisition lessons as there are linguistics works. No single method can suffice for teaching and learning all the factors that inhibit or enhance language development; and within each development stage there is a variety of sub-types. Nevertheless, the methodology of language acquisition is essentially influenced by these varieties.
For further study of factors affecting first language acquisition, the learner and teacher of languages should know that there are certain features which may be regarded as essential to the proper development of language acquisition lesson.
5.5 Summary of the entire Study/Conclusion
Despite these problems mentioned, it is not enough to reason that a child with poor speech will definitely outgrow it as time goes on because socially unacceptable speech has far- reaching and damaging effects on the child's personal and social adjustment. The responsibility for teaching the child to speak in a socially acceptable way falls to parents, teachers and other adults. Children with language-related disabilities cannot be properly diagnosed and treated by speech therapist except on the basis of a better understanding of both normal and abnormal language acquisition. Teaching materials can be improved if they are geared not only in vocabulary, but also in grammar to the linguistic competence of the children for whom they are intended. Furthermore, in so far as the mental age of a child with which educators work is determined in part by language-related tests, it can ascertain whether the tests in question are valid and reliable. It is especially important that teachers and all those with the education of children should not on the one hand fail to spot the signs of partial deafness of anticipated dyslexia or in the other diagnose either mental retardation or a so called language deficit on the basis of un reliable evidence.
Recent work in the study of language acquisition has done a lot to make the evidence more reliable, though it may not have involved so far any deep theoretical issues in either linguistics or psychology or in the philosophy of mind.
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Appendix I
Faculty of Education
Imo State University
Owerri.
P.M.B. 2000
Sir/Madam,
The researcher is undertaking a course in English Language in the above faculty. She is carrying out a study on Factors Affecting First Language Acquisition in Junior Secondary Schools in Osisioma-Ngwa LGA of
Abia State.
The attached instrument is intended to solicit your opinion for the study. I request that you give your sincere and objective response. In the questionnaire, you are provided with options under which you are requested to place a tick in the column against the item which you consider appropriate.
The information is for academic purposes. They will be treated as highly confidential.
Thanks for your anticipated co-operation.
Yours faithfully,
Onwubiko, Rose Chinenye
Student
Appendix II
Section A
Personal Data
Please supply the following information.
1. Name of School……………………………………………………
2. Academic qualifications of the respondent: PhD M.A/M.SC B.A/B.SC PGDE HND NCE STUDENT
3. Sex: Male Female
4. Years of Teaching Experience: 1-10 years 11-20 years 21-30 years 30 years above
5. Position: School Principal Vice Principal
Head of Department Teaching Staff Student
Section B
Please indicate by ticking where you consider appropriate and applicable in the columns provided.
A questionnaire on Factors Affecting First Language Acquisition in Junior Secondary Schools.
S/N
Items
SA
A
SD
D
U
1
Acquisition of the first language before other languages has some educational values on the students.
2
Through the acquisition of first language, the secondary school students' knowledge of other languages are enhanced
3
Constant communication, encouragement and praise from adults, turn talk, refrains from speech, silent environment are responsible for the good/bad development of first language acquisition.
4.
The development of language acquisition is within the teachers, community and parents' control.
5.
Both parents and teachers are responsible for students' poor acquisition of languages.
6.
Parents, Schools, Government and individuals should encourage children language in first acquisition in order to maintain and improve their other languages.
7.
Social and economic influences from books also contribute to the language acquisition.
8.
Teachers should consider these factors when teaching, given the effects of these on the students' language acquisition.
9.
Provision of programmes for students' physical, social and cognitive development for a proper linguistic environment should be made.
10.
Time allocation for teaching of language in our educational curriculum should be encouraged.
