TABLE OF CONTENTS
DECLARATION
i
DEDICATION
ii
ACKNOWLEDGEMENTS
iii
ABBREVIATIONS AND ACRONYMS
iv
LIST OF TABLES
v
LIST OF APPENDICES
vii
TABLE OF CONTENTS
viii
ABSTRACT
xii
CHAPTER ONE: GENERAL INTRODUCTION
1
1.1. Background of the Study
1
1.2. Statement of the Problem
2
1.3. Choice of the Topic
3
1.4. Significance of the Study
4
1.5. Objectives of the Study
4
1.5.1. General Objective
4
1.5.2. Specific Objectives
5
1.6. Research Questions
5
1.7. Research Hypotheses
5
1.8. The Scope of the Study
5
1.9. Methodology
6
1.10. The Structure of the Work
6
CHAPTER TWO: LITERATURE REVIEW
8
2.1. Introduction
8
2.2. Definition and Views on Language
8
2.2.1. Definition
8
2.2.2. The Importance of Language
9
2.2.3. Qualities of Effective Language
9
2.2.4. The Elements of Language
10
2.2.4.1. Sounds
10
2.2.4.3. Grammar
10
2.2.4.4. Meanings
11
2.2.5. The Language Proficiency
12
2.2.5.1. Accuracy
12
2.2.5.2. Fluency
12
2.3. Definition and Views on Communication
13
2.3.1. Definition
13
2.3.2. Essential Components of Communication
14
2.3.2.1. People
14
2.3.2.2. Message
14
2.3.2.3. Channel
15
2.3.2.4. Noise
15
2.3.2.5. Context
16
2.3.2.6. Feedback
16
2.3.2.7. Effect
16
2.3.3. Types of Communication
17
2.3.3.1. Intrapersonal Communication
17
2.3.3.2. Interpersonal Communication
17
2.3.3.3. Public Communication
18
2.3.3.4. Oral Communication
18
2.3.3.5. Written Communication
19
2.3.4. Types of Communicative Activities
19
2.3.4.1. Functional Communication Activities
20
2.3.4.2. Social Interaction Activities
20
2.3.5. Essential Processes in Learning to
Communicate
20
2.3.6 Language-based Barriers to Communication
21
2.4. Definition and Views on Communicative
Competence
22
2.4.1. Definition of the Communicative
Competence
22
2.4.2. Components of the Communicative
Competence
23
2.4.2.1. Grammatical Competence
23
2.4.2.2. Sociolinguistic Competence
24
2.4.2.3. Discourse Competence
24
2.4.2.4. Strategic Competence
24
2.5. Language Acquisition and Language Learning
24
2.5.1. Definition and Views on Language
Acquisition
24
2.5.2. Definition and Views on Language
Learning
25
2.5.3. Oral Language Skills
26
2.5.3.1. Speaking
26
2.5.3.2. Listening
28
2.6. Instructional Technologies in Communicative
Language Teaching
29
2.6.1. Audio Cassettes and Cassette Player
30
2.6.2. CDs and CD player
30
2.6.3. Video Cassettes and Video Player
31
2.6.4. Computer
32
CHAPTER THREE: METHODOLOGY
33
3.1. Introduction
33
3.2. Design of the Study
33
3.3. Area of the Study
33
3.4. Population of the Study
34
3.5. Sample and Sampling Technique
35
3.6. Instrument of Data Collection
37
3.6.1. Questionnaire
37
3.6.2. Test
37
3.7. Validity of the Instruments
37
3.8. Method of Data Collection
38
3.9. Method of Data Analysis
38
3.10. Limitations of the Study
39
CHAPTER FOUR:DATA PRESENTATION, ANALYSIS
AND INTERPRETATION
40
4.1. Introduction
40
4.2. Teachers and Students' Views on E.L. Learners'
Use of English in Real-life Communication
40
4.2.1. Students' Interest in Using English Language
in Real-life Communication
40
4.2.2 Students' Feeling when Speaking English Out
of Classroom Setting
41
4.2.3. Students' Choice between Accuracy and
Fluency when They Are Speaking in English.
42
4.3. Availability of Language Teaching Aids in
Schools and the Use of these Latter to Develop Oral Communicative Skills among
E.L. Learners
43
4.3.1. Availability of Audio-visual Equipment in
Schools
43
4.3.2. Schools' Use of Audio-visual Equipment in
E.L. Teaching and Learning
44
4.3.3. Importance of Using Audio-visual Equipment
in E.L. Teaching and Learning
45
4.4. E.L. Teachers' Focus on Oral Skills when
Teaching
46
4.4.1. Writing, Reading, Speaking and Listening
Skills as They Are Emphasised on by E.L. Teachers
46
4.4.2. The Frequency at which a Lesson on Oral
Skills Is Planned
48
4.4.3. Emphasis on either Speaking or Listening in
E.L. Teaching and Learning
49
4.4.4. Factors Influencing Teachers in Deciding
which Skills to Insist on when Teaching English Language
50
4.5. The Ability of Students in Using E.L. in
Friendly Communication Situations
51
4.5.1. Sex and Students' Ability to Use E.L. in
Their Everyday-life Communication
52
4.5.2. Students' Residence Area and Their Ability
to Use E.L. in their Everyday-life Communication
53
4.5.3. Students' Family Literacy and their Ability
to Use E.L. in Their Everyday-life Communication
54
4.6. Summary of the Chapter
55
CHAPTER FIVE: GENERAL CONCLUSION,
RECOMMENDATIONS AND SUGGESTIONS
FOR FURTHER STUDIES.
56
5.1. General Conclusion
56
5.2. Recommendations
57
5.2.1. To the Ministry of Education and the
NCDC
57
5.2.3. To schools' Leaders
57
5.2.4. To E.L. Teachers in the Literary Option
58
5.3. Suggestion for Further Researches
58
REFERENCES
59
APPENDICES
61
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