This study analyzed the effects of teaching techniques on effective teaching and learning of English Language in Osogbo Local Government. The specific objectives were to identify the effects of teaching techniques with emphasis on demonstration and discussion methods and analyzed the effects of teaching techniques among the junior secondary school students. Three schools were chosen purposely for this study. From each of these schools, twenty students were chosen at random making a total of sixty students. They were interviewed through the use of questionnaire and personal interview.
- Background of the study
English is a global language. With the advent of global shrink, there is a demand of good command over this language. In addition to the technical or domain specific knowledge, the proficiency in English as a language has become indispensible. Unfortunately for the native learners, English is a second language and it was found that the students in large numbers failed to express their views and ideas in English in both general and specific terms. In the modern neo-liberal scenario of Nigeria, the necessity of competence in English has become increasingly vital. The globalization has necessitated the learning of English Language in an international perspective.
Moreover, the text materials on the subjects of technical education, science and medicine are available in English. The advance of multinational companies in all sectors of economy such as production, distribution and service sectors require personnel with a fair degree of language competence. In this backdrop, the necessity of acquisition of not only spoken English but also written English has become the need of the hour. Salman Rushdie, the renowned novelist says that the English language ceased to be the sole possession of the English some time ago. And it grows from many roots. No one community can claim sole ownership over the English language, which has gone genuinely global. In this precept, it is high time to have a holistic approach to learn and teach English as Second Language. English language learners who are academically proficient in their first or native language represent differing levels of academic experiences, abilities and interests in addition to their language proficiency. Some students read above their grade levels; others struggle with daily instruction. Some have highly supportive home environments for language and literary development; others live without access to books or literary rich environments.
Many English language learners spend most of their academic life with teachers who speak only English and who are not prepared to fully understand their varying needs as English language learners. In order for today’s teachers to meet the challenge of educating a richly diverse generation of children, they need to learn a great deal about Second Language acquisition and effective pedagogy for English language learners by using various types of innovative teaching methods and technique in the environment of school or college for the learning of English as the Second Language. It is an acclaimed fact that teaching and learning a foreign language can’t be reduced to the direct teaching of linguistic skills like phonology, morphology, vocabulary and syntax. The contemporary models of communicative competence show that there is much more to learn in a language. Teaching requires creativity, there are lots of different methods, strategies and techniques that can be applied and brought into classroom. Any teaching technique or method including portfolio based instruction will not be successful if students are not engaged in the process. Techniques are closely related to methods and approaches
- STATEMENT OF THE PROBLEM
It was found that the conventional pattern of teaching English was just producing rote learners or mug pots. This pattern appeared obsolete for the pragmatic usage of the language. No qualitative assessment of students was planned as per the old pattern. The old method was based on stereotypical English grammar study (the same concepts like parts of speech, tenses, subject verb agreement, conditionals etc. with no practical implications. The teaching approach was teacher centered which led to a one way process which lacked interesting interaction and therefore demanded a change. It required a shift from ‘teacher centered to learner centered’. The existing problem was analyzed and it was found that that there was a need to overhaul the conventional teaching methodology. This paper aims to discuss the application and results of this experimental procedure of effective techniques that were employed in teaching English.