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EFFECT OF EXTENSIVE READING ON JUNIOR SECONDARY STUDENTS’ ACHIEVEMENT AND INTEREST IN READING IN ENGLISH LANGUAGE

CHAPTER ONE 

INTRODUCTION

 Background of the Study

 One striking characteristic of human beings is the ability to use language in the most dynamic form - speech. This characteristic is unique in the sense that it distinguishes human beings from other animals. In the light of this, every human society possesses a language which is physiologically expressed in the vocal system and used in exchange of views about the universe. Bello (2005) opined that man is able to communicate and interact with one another through the medium of language and that the ability to speak and be understood by others would not have been possible without the use of language. English is a language and is one of the most prominent languages in Nigeria. According to Bello (2005) English language is the country’s lingua franca. However, the presence of English language in Nigeria and indeed in most African countries today has a colonial history. English language found its way into Nigeria through the activities of early British merchants, missionaries and colonial masters. Otagburuagu and Anyanwu (2002) stated that the advent of English language into Nigeria dated back to the early days of European trading expeditions, British colonization efforts and the introduction of christian missionaries and that the language became officially well established after the Berlin Conference in 1885, when European leaders met and partitioned Africa. Following that partitioning in 1885, Nigeria became a colony of the British Empire. Subsequently, the British colonial masters bequeathed to Nigeria their language which was English language. Hence, English which was the language of Britain came to be used in Nigeria for administrative and educational purposes. Even after the attainment of independence from the British, English language had to be retained as a colonial legacy. This situation was easily favoured by the linguistic complexity of Nigerian society. However, English language does not play a marginal role in Nigeria. It has become a crucial element in the life of Nigerians today particularlly in the field of education. In this regard, Marjah and Offorma (2010) opined that English Language is a major vehicle for education in Nigeria. It is the medium of instruction in schools, the official and national language and the most frequently used language in the judiciary, media and commerce. It is the language used for interaction with the international communities. In Nigeria, before the adoption of English language as the nation’s second as well as official language, many indigenous languages like Hausa, Yoruba and Igbo had been in use for communication and other purposes but none of these indigenous languages was spoken by the majority of the people (Egbe, 2014). Hence, Marjah &Offorma (2010) state that to fully participate in the educational, socio-economic and political aspects of the Nigerian society, one needs to attain some acceptable level of proficiency in the language. Because of the importance of English language, it has been made a compulsory subject from the upper- primary school to tertiary level of education as stated in the National Policy on Education (FRN, 2004). It is one of the major subjects that one must pass at credit level before one can gain admission into higher institutions. In addition, Marjah and Offorma (2010) stated that English language had been made a requirement for all persons who aspire for elective posts in the legislative houses at all tiers of government. It has become expedient for anybody that wants to be relevant in the country’s socio-economic and political environments to have an appreciable knowledge of English Language. This further underscores the need for the learning of English language as a second languge. English language however, has four basic skills. These are: listening, speaking, reading and writing skills. Opega (2008) defined these skills as what a learner should be able to hear, say, read and write in the target language as a result of learning experience. Hence, the third language skill (reading) is what this study is concerned with. According to Opega (2008) reading is the third skill in language learning and yet, it appears as an indispensable tool of learning at various levels of education. Further still, Opega (2011) stated that reading is the fundamental skill upon which all formal education depends and it is an interactive activity between the writer and the reader. The writer encodes the message in the text, while the reader decodes the message in the same text in form of reading achievement.

Review project detailsComments
 
Number of Pages181 pages
Chapter one (1)Yes  Introduction
Chapter two (2)Yes  Literature review
Chapter three (3) Yes methodology
Chapter  four (4) Yes  Data analysis
Chapter  five (5) Yes Summary,discussion & recommendations
ReferenceYes Reference
QuestionnaireYes Questionnaire
Appendixyes Appendix
Chapter summaryyes 1 to 5 chapters
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