CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Communication
is considered as one of the most distinct features of every speech community.
That is, people use language to communicate their thoughts and express their
opinions to one another either through writing, speaking or other non-verbal
forms of communication. Though not every form of communication is linguistic,
it is obvious that the act of using language to communicate is the most
frequently used mode of communication in every speech community (Gumperz,
2009). It is an undeniable fact that writing is one of the most dominant forms
of communication that uses language. This mode of communication is highly
considered to be a daunting task both in the first and second languages
(Hourani, 2008; Richards & Renandya, 2002). That is, writing is considered
to be the most difficult aspect of the language abilities and skills that
students need to acquire (Corder, 1974). This difficulty as stressed by
Richards & Renandya (2002) is not only limited to generating and organizing
ideas but also relates to the inability of students to translate these notions
and ideas to “legible text”. As a productive skill, writing is
considered as a very difficult task
especially with non-native speakers of English, yet, students cannot do away
with it. This is because, writing serves as an indispensable feature in the
academic lives of students and as such, the link between academic literacy and
tertiary education cannot be overemphasized by scholars (Afful, 2007).The
problem of writing becomes very much compounded when students are made to
express themselves in a second language – English Language.
The reason is based on the fact that
most students lack the skills to communicate effectively in English.
English
language has become an international medium of communication among the people
on earth. The mastery of good English is deemed as having an edge and can bring
a lot of advantages in many ways. This international language is not only used
for communication purposes but also in the fields of technology, commerce,
education and many other aspects of life.
Many
students within the various academic levels, especially within the secondary
school level find it difficult to communicate effectively in English Language
because they do not gain competence in the rules governing the usage of the
Language. Like most African countries that adopted English as second language,
Nigeria inclusive, it has always been the case that performance in English
Language has been described in various unpalatable terms to reflect concerns
about its falling standard” (Mireku-Gyimah, 2014:24). Thus, most students at the tertiary levels
are not able to demonstrate high level of flair and sophistication in most of
their academic essays. This suggests that their proficiency in English is
highly not up to the required standard (Amua-Sekyi, 2000). The falling standard
of English at the various levels of the academic ladder has been traced to a
lot of factors. Gyasi (1990) relates these
falling
standards to lack of qualified teachers, text-books and the absence of reading
culture. From the perspective of Darko et al. (2008), these falling standards
are linked to the predominant use of Pidgin English by students whilst
Mireku-Gyimah (2014) associates this problem to poor teaching and learning of
English Language at the Junior and Senior High School levels.
From
the foregoing, it could be noted that students at different level have problem
with tense error. Therefore, this research work will examine tense errors in
English essays of secondary school in Lapai by finding out the type of tense
errors committed by the students at the senior secondary school level.
1.2 Statement of the Problems
It has been discovered that second
language learners of English face some difficulties while learning the
language. This is because most second language learners find it difficult to
speak or write in good English.
Most students are not able to apply
the knowledge they gained in their academic and communicative skills classes by
writing error-free essays.
With the above problem in mind, this
research work focuses on Tense Errors in English Essays of Secondary Schools
Students This is to find out the tense errors the students make, the causes and
possible suggestion on how to reduce the problems.
1. 3 Research
Questions
The following questions will guide the study
1. What
are the errors in the essays of the students?
2. What
are the types of errors made in essays by the students?
3. What
are the possible causes of these errors?
4. What
are the possible solutions to these errors made in essays by the students?
1.4 Aim of Research
The aim of this research is to study
Tense Errors in English Essays of secondary schools students in Lapai town. Thus,
its specific objectives are;
1. To
identify the errors in the essays of the students.
2. To
classify the errors identified into types
3. To
find out and explain the possible causes of the errors.
4. To
provide solutions to the causes of the errors.
1.5 Significance of
the Study
The falling standard of education
generally could be attributed to poor comprehension of the English by students.
This is due to the fact that English
language as a second language serves as a bed rock for understanding other
disciplines of learning. Most S.S.C.E holders cannot fully communicate in the
national language (English) and it is on this basis that this work focuses on
the tenses in the students’ written essays.
The study is important as it attempt
to highlight the major tense errors committed by the students in their speaking
and writing and to provide the lasting solution on how to correct those errors.
It is strongly expected that the
students, the teachers, the curriculum designers and the textbook writers will
benefit immensely from the findings and recommendations of this work. This will
go a long way to enhance the English expressions of our students.
1.6 Scope of the
study
This study is limited to the analysis
of scripts of Senior Secondary School Students in Lapai Metropolis. The research
is limited to tense errors made by students in the schools so as to provide the
lasting solutions to aid teachers and students on how to guard against such
problems.