This has led to a localization or domestication. Though English is Nigeria’s lingua franca, a unique brand of English has emerged to suit Nigeria’s socio-linguistic and communication needs (which is to an extent a deviation from standard British English). However, with the introduction of the English language in 1842, these numerous languages have influenced, or if we might say, interfered in the way Nigerians use language on the lexical, grammatical and phonological levels of communication. Nigeria is a diverse and multi-ethnic country with about four hundred and ten (410) languages Mackey (1992:12). Therefore the language of wider communication of a country is crucial to the progress and growth of that nation, even academically. Language is used to communicate ideas through the process of thinking, translated to either speech or writing. The above citation explores the powers of language as a tool for communication and creative thought. It is an indispensable aspect of communication. Ithas very strong basics for creative thought and without it there would be no meaningful progress in civilization and culture, Makinde (1997:7). ![]() Language is a very important factor in the educational process. As such it is said that ‘language is culture’ and none can be separated from each other. It is true that the culture and values of the people are embedded in the language they speak. In this instance a foreign language (English) left its native environment and met with another language or languages (Nigerian indigenous languages). It is a second language because Nigerians already had their first language or Mother Tongue (L1) before the incursion of this foreign language called ‘English’ into the country. The English language in Nigeria is a second language. Based on the findings of this study, recommendations and suggestions were made for students, parents, teachers and school administrators and relevant agencies for further research. It also revealed that there is significant relationship between impact of Pidgin English and student’s academic performance in English. The study further revealed that there was significant relationship between student’s communication with Nigerian pidgin and English language. The study revealed that thereis a significant difference between Nigerian pidgin and written English in some selected senior secondary school student in Lagos State. ![]() 3 research questions and 3 research hypotheses were designed and formulated for the purpose of the study. 100 sample sizes were used for the study. The four senior secondary schools involved were selected based on simple random sampling technique and the statistical tools employed to analyse the data collected were simple percentages and frequency. An instrument titled: Effectiveness of Nigerian Pidgin English in Nigerian Senior Secondary School (ENPENSSS) was used to collect relevant data for the study. The study employed a descriptive survey research design. ![]() This study investigated the effectiveness of Nigerian Pidgin English in Nigerian senior secondary school in Lagos state.
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