Abstract
This paper views the present trend of structure-focused English language teaching in Nigerian secondary schools as one that is deficient, and therefore not bringing out the desired objectives for teaching and learning a second language. It advocates the adoption of a discourseoriented approach to teaching and learning. This does not call for the total jettisoning of the old ways of teaching but proposes an alignment and incorporation of language use in context with the attendant focus on the study of the different and varied cohesive devices in a language like English. It concludes that this will improve in no small measure the communicative cum discourse competence of the learners in question, which
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