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.