AN EXAMINATION OF THE ORAL ENGLISH SUBJECT CONTENT: A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS INETI OSA LOCAL GOVERNMENT AREA
Dialect is the real apparatus of correspondence in human culture and discourse possesses a noteworthy position in many dialogs of dialect as an open medium. One of the real attributes of man, as indicated by Mgbodile (1999), is his capacity to utilize dialect to send messages about items, occasions and circumstances around him. Discourse is the thing that recognizes man from different creatures. Discourse is central to any dialect and learning of the English Language can’t be considerably great without viable control of the discourse sounds, for semantics skill, as indicated by Chukwuma,H and Otagburuagu,E(1997), is construct principally in light of oracy. In this way, the authority of English is exceptionally associated with the dominance of the talked type of it. From the early age, a typical tyke reacts to the sounds which his older folks use to speak with him. In his offer to impart and get his needs recognized and fulfilled, the kid starts to emulate the sounds which he has gotten notification from his senior citizens. His critical need to speak with the grown-up group and his steady hearing and impersonation of the dialect make it feasible for him to gain his native language or his first dialect. Ogbuehi (2003) declares that each ordinary tyke secures the sound framework and the discourse examples of his primary language regularly through impersonation of sounds from grown-up gathering. Then again, figuring out how to talk a moment dialect or remote dialect as a rule includes a few rigors and difficulties in light of the fact that the student needs to take in the sound frameworks and the prosodic highlights of the second dialect against the as of now immovably merged first dialect in the brain of the student. The issue is halfway that a few dialects are tonal and syllable-coordinated and others are push planned and different discourse sounds have unmistakable acoustic properties. The change in accordance with these distinctions may prompt a bungle and in this manner the student may create sounds that can’t be comprehended by different clients of a similar dialect. Onuyouruba (1990) affirms that figuring out how to talk a moment dialect is mentally requesting in light of the fact that the student as of now feels good towards the oral english frameworks of his local dialect. Mackey (1965) concurs that a man who has been utilizing just a single dialect since early youth has propensities and contemplations which are firmly attached to his propensities for dialect, and that dialect is a piece of his experience. He presumes that in taking in a moment dialect, the student needs to modify his discourse propensities to oblige those of the objective dialect.