EFFECTS OF PIDGIN ENGLISH IN STANDARD ENGLISH USAGE AMONG STUDENTS IN SELECTED SECONDARY SCHOOLS IN EHA-AMUFU, ISI -UZO L.G.A. OF ENUGU STATES

TABLE OF CONTENTS
Title page
Approval page
Certification
Dedication
Acknowledgement
Abstract
Table of Contents

Chapter One: Introduction
1.1       Background of the study
1.2       Statement of the problem
1.3       Objectives of the study
1.4       Significant of the study
1.5       Scope and limitations of the study
1.6       Research questions

Chapter Two: Review of Related Literature
2.0       Introduction
2.1       Standard English
2.2       Pidgin English
2.3       Nigerian Pidgin English
2.4       Researches in Nigerian Pidgin English
2.5       Problems encountered by speakers of Nigerian Pidgin
2.5.1 Educational disadvantage
2.5.2 Lack of standard orthography
2.5.3 Lack of cultural attachment

Chapter Three: Research Methods and Theoretical Framework
3.0       Introduction
3.1       Research design
3.2       Area of study
3.3       Research population
3.4       Sampling
3.5       Instrument for data collection
3.6       Method of data collation and analysis
3.7       Theoretical Framework

Chapter Four: Data Presentation and Analysis
4.0       Introduction
4.1       Research question one
4.2       Research question two
4.3       Research question three

Chapter Five: Summary of Findings, Conclusion and Recommendation
5.0       Introduction
5.1       Summary of findings
5.2       Conclusion
5.3       Recommendations
Works cited
Appendix


ABSTRACT
The use of Pidgin English in the Nigerian context has gone beyond verbal communication to become more of a mode of behaviour as its expression has moved from informal conversation to formal situations. This above scenario necessitated this study which investigates the effects of Pidgin English on Standard English usage among selected secondary schools in Eha-Amufu in Isi-Uzo L. G. A. Using the descriptive research design and the questionnaire as the research instruments, data were collected from a sample of 200 students and 35 teachers from four selected secondary schools in Eha-Amufu. Also, copies of the written essays of the selected students were analysed to complement results from the questionnaire. Findings reveal that the use of Pidgin English is traceable to the students’ homes. However, the finding that students do not use Pidgin English in their written essays were largely contradicted by the avalanche of Pidgin English usage found in the written essays of the students which also reveal an adverse effect of Pidgin on Standard English both in spelling and contextual usage. The researcher, therefore, concludes that the use of Pidgin English creates a form of identity among students and hence recommends that constant monitoring and evaluation of language use in teaching and learning in Nigeria will help check the trend of usage of Pidgin English which will guide policy making aimed at addressing this ugly trend.


CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Language in multilingual societies such as Nigeria has always been a matter of concern to educators, educational planners and parents especially with regard to its appropriate use in communication. The English language is

the  medium  of  instruction  in
all  Nigerian  educational  institutions  at  all
levels.  This  is  the  basis  for
Olaore’s  comments,  “…
in  the  countries

language policy, the fact that for a long time to come, English will continue to play a prominent role in the socio-economic and political development in Nigeria as the language of administration, politics, industry, education, science and technology is of paramount importance,’ (21).

The English language, to a large extent, functions as a second language in Nigeria. Although Nigeria is believed to have more than four hundred (400) languages with over two hundred and fifty (250) ethnic groups, (Emenanjo, 73), the English language is the only language used for all forms of official transaction. Despite the central role the English language has been playing in communication process nationwide, the language excludes the majority of uneducated Nigerians who live in rural

communities. Some Nigerian communities have more than six distinct but....

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Item Type: Postgraduate Material  |  Attribute: 93 pages  |  Chapters: 1-5
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