In order to learn or study English as a second language and be successful at it, the students must be assisted by the teacher to acquire the four language arts skills; namely, speaking, listening , reading and writing. To achieve this the teacher has to teach using different method of teaching, by varying his method of teaching assimilation will be visible.
Malinowski (1991) asserted that composition writing is a difficult skill to acquire, and recommended therefore that teachers must use a variety of methods for teaching English language. Ellis and Tomlison (1980), indicated some basic skills to be taught to learners so that they can write essay proficiently, such skills include, spelling, punctuation, linguistic skills and convention of style.
Reyner et al (2001:57) ascertained that many good teachers are adaptive rather than rigid in their approach to teaching the students in learning English. Trifonoviteh (1981) indicated that a students is automatically placed at a disadvantage when he already has a language of his own and he is asked to learn another language. The teacher has a lot to do inorder to make teaching and learning a success by using series of method he can achieve this.
Bright and McGregor (1970), said that language skills could be acquired through practice. The students have to talk, read and write very well under the teacher’s guidance if they are to make progress Galliher et al (1995) states that teachers must assume the role of “resource brokers” The implication of this is that teachers should become familiar with a variety of instructional delivery methods, rather than rely on one “best way”.
In addition to the use of different teaching methods, Cleve (1992) and Oluikpe (1979) advocated the use of method such as guided controlled and free writing techniques in essay writing., the goal of controlled expression is to instill in the learners or students the faculties needed to produce clear piece of composition free from all grammatical errors. This is because English grammar has it ‘s own set of complicated rules and regulations which makes it a tough language to conquer.
A good number of students struggle with these rules, and cannot really understand many of these principles. To make matters worse, English itself is of different varieties. This is why different regions have their own English accent so if English is spoken in fifty different regions, it is likely that it is spoken in fifty different ways. This explains why it is difficult for students to understand native English. Thus, there is a very clear gap to be bridged between the teacher and the students before actual communication and education can be effective. This can be achieved through the use of different method of teaching. Teachers are not altering their instructional practices in spite of the coming of the new instructional technologies. In additionally, most teachers have depended on textbooks and the chalkboards as media for disseminating knowledge a the classroom. With the current practice by English language teachers in senior secondary schools, their students are greatly deprived without access to modern instructional media.
School Learning Environment
The environment plays an important role in both physical and intellectual growth of the learners and this affects most of the behavoural characterization shown in different persons.
Orisawayi (1985) indicated that the size of the class and its setting act as constraints in the teachers plan for the verbal performance of the learners. According to him, a reasonable size of the class, which might facilitate verbal performance would be between ten and twenty learners.
Also Aliji (1980), indicated that the large size of the class discourages assignment, it is common in most of the secondary schools these days to have up to fifty students in a class. In this kind of situation, majority of the students are not allowed to express themselves.
Most students do not learn in environment that is conducive to effect learning many people uses the school’s premises as shortcut to their destination. People often move through the paths and across the playing fields in many of the schools thereby distracting the attention of the learners.
Malinowski (1991) asserted that composition writing is a difficult skill to acquire, and recommended therefore that teachers must use a variety of methods for teaching English language. Ellis and Tomlison (1980), indicated some basic skills to be taught to learners so that they can write essay proficiently, such skills include, spelling, punctuation, linguistic skills and convention of style.
Reyner et al (2001:57) ascertained that many good teachers are adaptive rather than rigid in their approach to teaching the students in learning English. Trifonoviteh (1981) indicated that a students is automatically placed at a disadvantage when he already has a language of his own and he is asked to learn another language. The teacher has a lot to do inorder to make teaching and learning a success by using series of method he can achieve this.
Bright and McGregor (1970), said that language skills could be acquired through practice. The students have to talk, read and write very well under the teacher’s guidance if they are to make progress Galliher et al (1995) states that teachers must assume the role of “resource brokers” The implication of this is that teachers should become familiar with a variety of instructional delivery methods, rather than rely on one “best way”.
In addition to the use of different teaching methods, Cleve (1992) and Oluikpe (1979) advocated the use of method such as guided controlled and free writing techniques in essay writing., the goal of controlled expression is to instill in the learners or students the faculties needed to produce clear piece of composition free from all grammatical errors. This is because English grammar has it ‘s own set of complicated rules and regulations which makes it a tough language to conquer.
A good number of students struggle with these rules, and cannot really understand many of these principles. To make matters worse, English itself is of different varieties. This is why different regions have their own English accent so if English is spoken in fifty different regions, it is likely that it is spoken in fifty different ways. This explains why it is difficult for students to understand native English. Thus, there is a very clear gap to be bridged between the teacher and the students before actual communication and education can be effective. This can be achieved through the use of different method of teaching. Teachers are not altering their instructional practices in spite of the coming of the new instructional technologies. In additionally, most teachers have depended on textbooks and the chalkboards as media for disseminating knowledge a the classroom. With the current practice by English language teachers in senior secondary schools, their students are greatly deprived without access to modern instructional media.
School Learning Environment
The environment plays an important role in both physical and intellectual growth of the learners and this affects most of the behavoural characterization shown in different persons.
Orisawayi (1985) indicated that the size of the class and its setting act as constraints in the teachers plan for the verbal performance of the learners. According to him, a reasonable size of the class, which might facilitate verbal performance would be between ten and twenty learners.
Also Aliji (1980), indicated that the large size of the class discourages assignment, it is common in most of the secondary schools these days to have up to fifty students in a class. In this kind of situation, majority of the students are not allowed to express themselves.
Most students do not learn in environment that is conducive to effect learning many people uses the school’s premises as shortcut to their destination. People often move through the paths and across the playing fields in many of the schools thereby distracting the attention of the learners.
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