Investigating Factors Affecting the Use of Spoken and Written English in School

Samuel Tamba

doi:10.24113/ijohmn.v6i1.166

Abstract

This paper is from a research work and it investigated factors affecting the effective use of oral and written English in senior secondary school. The study revealed that some teachers who teach Oral English are not committed teachers even though they have the requisite qualifications in English Language. The study further revealed that a large percentage of teachers of English Language teach the subject only few weeks before WASSCE using the wrong methodology. Also, the appropriate materials such as textbooks are not easily available or accessible: workshops and tutorials are not usually conducted for teachers; teachers are not motivated and thus pupils lack interest in the subject.

Highlights

English Language is one of the subjects in the schools’ curriculum, and it plays an important role in the learning processes in terms of learners’ proficiency in the four English
English Language is a compulsory subject as it has an important role as an official language in Sierra Leone
From the target of 20 teachers, 100% at the Government Secondary School Kenema reported about the inadequate time to teach English Language, followed by 60% at the Islamic Secondary School, Kenema

Summary

Introduction

English Language is one of the subjects in the schools’ curriculum, and it plays an important role in the learning processes in terms of learners’ proficiency in the four English. Language skills that is listening, speaking, reading and writing English Language is listening, speaking, reading and writing the language of instruction in schools and colleges It is learned in schools and colleges, and it is the official language that learners use to communicate effectively and efficiently. Hedge (1988) states that the use of available texts to teaching reading and writing is constrained, suggesting a need for research work, but Crystal, D (1996) states that a second language learner has the tendency to transfer wholesome work or sentences from his native language (L1) to English Language (L2) If this transfer of language takes place, it affects the spoken and written ability of learners. The two languages, L1 and L2 might vary in Phonology (sound) and morphology (word structure) This is why the L1 learner usually finds it difficult to effectively and efficiently speak and write the L2, English Language. Such word – bound students should be given enough time to do more exercises in speaking and writing

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Discussion

Conclusion