Abstract
A general observation in the Nigerian classrooms today is that spoken language has not been accorded the recognition it rightly deserves. This is not surprising for approaches to language teaching in these areas have not been reviewed to reflect the revolutionary trend of communicative language teaching pedagogy. To underscore this, a study was carried out among two Nigerian speakers of English who were admitted to study at the University of Leeds using three monologic tasks.The study showed that features often found in spoken language like paratactic phrases, pausing, incomplete sentences, false starts, formulaic chunks were not fully exploited. The study therefore canvassed that teachers should teach thesespecific linguistic features which distinctly characterize spoken language using tasks that can enhance production and boost confidence in the focal participants and increased their ability to use language in real situation Key words: Nigeria, appraisal, spoken, English language
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