helen bodunde

The study was conducted to assess the indigenous language competence of extension agents and examine the influence of their personal characteristics on their indigenous language competence. A total of 84 Extension agents were randomly selected from the list of extension agents of Ogun State Agricultural Development Programme (OGADEP). Experimental procedure was adopted to assess the fluency and translation abilities of Extension agents. Data was also collected on their personal characteristics. The data was analyzed using both descriptive and inferential statistics. Results revealed that majority (64.3%) of Extension agents were highly competent in the indigenous language and the results from fluency test showed that average talking speed of extension agents was 134 words per minute (wpm), which falls in the high competence category. However, translation test to measure competence in translating English Language to Yoruba Language (indigenous language) showed that certain technical ...

The choice of a medium of instruction, an aspect of status planning, is a sensitive, political and social matter in a multilingual setting. This paper explores the controversy about medium of instruction. A survey of attitude towards medium of instruction in the basic educational level was conducted in the six geo-political regions of Nigeria. A total of 600 teachers and non- teachers responded to a set of questionnaire. The result shows that language utility highly influences the choice and acceptability of medium of instruction; in fact, it may enhance its functionality.

The study was conducted to assess the use of dialect in agricultural message dissemination in Ogun State; and examine farmers’ understanding of language as currently used by extension agents. A total of 84 extension agents and 140 farmers were randomly selected from a list of extension agents and farmers provided by the Ogun State Agricultural Development Programme (OGADEP). Experimental procedure was adopted to assess extension agents’ use of dialect during agricultural message delivery. Data was collected on personal characteristics of all respondents; extension agents’ perception of essentiality of dialect use; as well as farmers’ understanding of extension agents’ language use. The data was analyzed using descriptive statistics. Results revealed that all but one of the extension agents did not use dialect in message delivery. However, majority (71.4%) of them were in positive agreement as to the essentiality of knowledge of dialect to effective agricultural message dissemination...

The spoken English in Nigeria exhibits features that are explicitly distinctive, and thus, a cynosure for linguistic investigation. This paper undertakes a study of the pronunciation patterns of English words by final-year university undergraduates drawn from four Nigerian universities. Sixty-five (65) respondents, all of them Nigerians, were selected from nineteen linguistic groups using the stratified random sampling technique. The subjects for the study comprised Nigerians with varying sociolinguistic, ethnic, cultural and educational backgrounds. Adopting an eclectic approach for its theoretical thrust, the paper observes that the performance of the respondents poses some major challenges to L2 teachers of English in Nigeria generally. However, the researchers equally observe that there are some prospects depending on the approaches or methodologies adopted for learners and trainees. Based on this observation, the study re-emphasizes the need for appropriateness in pronunciation...

The acquisition and learning of a language involve understanding and mastery of what constitutes its grammar. This paper assessed the performance of second language undergraduate students in the use of English prepositions and determined the likely sources of challenges in its correct use.  One hundred and ninety eight undergraduate students were randomly selected from the Department of English Language of a Nigerian University. An assessment test on preposition use was the main instrument for data collection. The results show that the highest number of the students scored between 15 and 19 over 50 which is the modal class. Less than average (43.7%) scored fifty and above. The challenges and difficulties encountered in the use of prepositions are linked to the nature of English prepositions: Polysemy, idiomatic usage and substitution with first language (LI) prepositions. The difficulties were made manifest as majority of the respondents wrongly substituted ‘on’ with other prepositi...

The pace of increasing globalization in the 21 st century has been facilitated largely by development in information and communication technologies (ICTs). A recourse to the use of such technologies in the language classroom will go a long way to resolve some primary concerns in relation to overcrowdedness, inadequacy of resources and challenges of classroom management. These problems among others, are peculiar to developing nations. This paper elucidates the impact of the digital age on the teaching and learning of English and Communication Skills (ECS) in Nigerian Universities drawing from the example of the Federal University of Agriculture Abeokuta, (FUNAAB). Electronic communication with its distinctive style full of abbreviations and deviant use of language has evolved as a contemporary phenomenon. This, some believe, is promoting a decline in basic literacy and affecting effective language usage and communication. This trend calls for a pro-active effort on the part of teache...

Over the years, many reasons have been adduced for students’ lack of communicative competence at tertiary institutions even after they have taken proficiency courses to develop their communicative ability. Lecturers are sometimes, accused of not designing a syllabus which meets students’ actual needs and also for not applying appropriate teaching pedagogy, thereby creating, in some cases, a gap between communicative competence and actual performance. This paper explicates some of the manifestations of these, using data from two sets of students’ results from 100 level to 200 level. The paper raises the question as to whether the results reflect the expected achievement of the objective of the courses and the implications for communicative competence.