CHAPTER ONE
INTRODUCTION
In English Language, there is a strong correlation between oral language skills and achievement in the writtenlanguage among learners in schools. In Nigeria, English remains the undisputed language of school instruction, governance, administration, legislation, judiciary, international relations, unification of the country‘s numerous ethnic constituents, social prestige, and so on (Adeniran, 1980; Okedara 1997; Oluga, Adewusi, Babalola, Oyediran, 1999; FGN, 2004; Osisanwo, 2005).
English language is taught as a subject and at the same time it is a medium of instruction for other subjects in the Nigeria education curriculum.The aim and objectives of teaching oral skills in English being taught in the Nigeria education curriculum is to make the student communicate effectively and intelligently in English. It also helps the student to develop confidence in his ability to express himself in English as fluently as possible and provides an opportunity for thecorrection of mistakes in spoken English.
A good approach to oral language instruction will developsthe reading, writing and speaking skills of the student thereby making the learning of English language more effective and the learning experiences of the learners in other subjects being taught in Secondary Schools more concrete and more enjoyable.
Thisresearch seek to study and identify the factors affecting Oral English instruction in Secondary Schools in Osogbo local government Area of Osun State.
1.1     BACKGROUND OF STUDY
The English language has become greatly valued and adorned in Nigeria’s Educational system. As remarked by Bamgbose, Banjo & Thomas (1995), “the dominance of English in formal and transactional communication is unchallengeable”. In view of the multilingual nature of Nigeria, with more than 400 indigenous languages (Ufomata 1995), English is regarded as the only feasible and realistic choice for the nation now and in the foreseeable future. The greatest efforts expended on English language in Nigeria have been in the area of the Educational system, particularly in relation to Nigerian indigenous languages of which the major ones are Hausa, Igbo, Yoruba, Ibibio, Edo, Fulfulde, and Kanuri. English as the official language of Nigeria and also the former colonial language was chosen to facilitate the cultural and linguistic unity of the country. English, however remains an exclusive preserve of the country’s urban elite, and is not widely spoken in the rural areas which comprise three quarters of the country’s population.
Language planning in Africa has to take place against the background of several factors, including multilingualism, the colonial legacy, the role of education as an agent of social change, high incidence of illiteracy, and concerns for communication, national integration and development (Bamgbose, 2000: 99) Thereforelearners of English language as a second language are mostly faced with the problem of oral proficiency in terms of appropriate pronunciation of English sounds (phonemes) either by virtue of being anew language or mother tongue or first language interference. However, there has been emphasis on the quest for Standard English, hence; an English language Instructor as well as learner must aim at proficiency to a degree of the standard form (Standard English or Received Pronunciation). This enables the instructor and the learner to acquire adequate competence for practical purpose of teaching and everyday communication.
It is on this note, that much emphasis and efforts should be placed on the teaching of Oral English because it will help the learner to develop his or her pronunciation sufficiently to permit effective communication with both native speakers and non-native users. Similarly, it is obvious that common mistakes identified among the teachers and learners of English as a second language today include improper pronunciation, mispronunciation, poor intonation, as well as misrepresentation of phonetic sounds. For instance, most students misplace the qualities and length of vowels. It is in view of these problems that recent development in language teaching and learning has made the teaching and learning of oral English not only a necessity but also a pre-requisite for assessing the learner’s competence in language use and acquisition.
Therefore, since emphasis has shifted to studying varied rules aimed at the identification, interpretation and reproduction of English sounds (phonemes), there is every cause to emphasise and to review the teaching of oral English especially in post-primary schools. Furthermore, speech is regarded as persona which represents an individual’s ability to articulate phonemes according to some established norms. It also entails the ability of an individual to identify and understand the representation and meaning of English sounds. It is quite unfortunate that most of our secondary school learners do not exhibit the knowledge of oral English when using the language which could be associated with the aforementioned factors. In a nutshell, there is the need for concern.