Abstract
English language oral teaching and testing has usually been a problematic issue in the Nigerian educational system. This study thus examines the way Continuous Assessment (CA) and examination results compare in the ENG 121 English orals practical class in FCE, Okene. This is to assess the impact of the innovative pragmatic approach of continuous practice of pronunciation employed by the course lecturer. The performance levels of the candidates are ranked on a scale of 1-10. A frequency and percentage comparative ranking of the scores is done. A tabular and graphic presentation of the scores reveals the students’ performance is generally above average, indicating the success of the pragmatic approach. Nevertheless, a more favourable performance in the CA than in the examination is observed. The paper concludes that the innovative approach greatly helped the students to improve on their performance in spoken English. It thus recommends, among other things, that pragmatic teaching procedure should be constantly employed in teaching Nigerian students to the end of Nigeria attaining her true position in the comity of nations.
Highlights
It is stating the obvious to say that the English language plays a pivotal role in Nigeria’s national life (Oderinde, 1979; Osakwe, 2005; Oyeleye, 1990)
The results show that the students’ continuous assessment (CA) test and examination that were compared point to an apparent above average performance level by the students in National Certificate of Education (NCE) 1 in their English language practical course
The paper concludes that this pragmatic approach to the teaching of English should prove more effective to create functional citizens and educators towards making the Nigerian educational system more functionally impactful within the Nigerian socio-cultural milieu
Summary
It is stating the obvious to say that the English language plays a pivotal role in Nigeria’s national life (Oderinde, 1979; Osakwe, 2005; Oyeleye, 1990). The way many teachers of English tend to avoid practical teaching of the English language pronunciation is disturbing (Daniel, 2011). One of the Nigerian educational objectives is that the educational process should enable her citizens to acquire “competencies necessary for self-reliance” (Federal Republic of Nigeria, 2004: 8). Effectiveness of the learner connotes the functionality of an educational process. Avoidance of oral English teaching in a country where the English language is so vital to most national activities does not portray a functional educational process. It would be tantamount to self-deception to regard products of such an educational process as effective. It becomes pertinent to try new ideas in the Nigerian English speech work class
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