THE IMPACT OF LANGUAGE LABORATORY IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN JUNIOR SECONDARY SCHOOL

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THE IMPACT OF LANGUAGE LABORATORY IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN JUNIOR SECONDARY SCHOOL

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF STUDY

Learning English as a foreign language is not an easy task for many students. In the very early months of studying English I noticed that many of my classmates have difficulties in speaking English accurately and fluently, they don‟t speak English as it should be; four years later, and still many of them still have the same problems, there is no progression or improvement. I asked myself why their speaking skill has not been improved. It is a fact that speaking is the most difficult skill comparing to other skills, because it is a combination of many other skills for instance, people used to say that a good listener makes a good speaker and a good reader also can make a good speaker. So to be a good speaker is not a matter of talent not only talented people can be a good speaker if he/she makes effort to achieve the goal. It is the same for foreign language students it is not impossible to be a good English speaker if you make efforts and follows certain effective strategies to be so. In fact, in education it is the duty of the teacher to look for strategies that may help students to achieve better and to reach the required level in speaking, for that and as a future teacher I thought about a strategy to enhance speaking capacities of foreign language learners. I find it crucial to spot the light on the use of  language laboratory aids as an effective strategy to enhance teaching and learning speaking English in this modest research. We assumed that if the teacher uses and motivate his/her students to use  language laboratory aids inside and outside the classroom then students‟ speaking skill will improve. Finaly, the use of language laboratory aids is a necessity that makes language learning and teaching easy, effective and enjoyable.

 STATEMENT OF THE PROBLEM

Usually, when someone shows his/ her ability to speak proficiently a foreign language, we hear people around him/her asking „how did he/she come to achieve this? Which method does he/she follow? Many scholars‟ around the world have been eager to know the best methods that help students to enhance their speaking skill, and most of them directed their attention to the use of  language laboratory aids as an effective strategy for both improving speaking abilities and making learning foreign language easy and enjoyable. However;  few learners are aware of the impact of the use of these materials on their speaking capacities and the vast majority of the teachers do not use any kind of  language laboratory aids. Therefore the lack of using them makes the majority of students not motivated in the lectures and this for sure has a negative effect on their learning progress. (teachers are not using the AVA this leads to lack of students‟ interest in learning)

RESEARCH OBJECTIVES

Through this academic research, we aim at

  1. Investigating the relationship between the use of language laboratory aids and oral english speaking improvement.
  2. Introduce language laboratory aids to EFL teachers and learners and make them aware about its efficiency and usefulness,
  3. To determine the role of the teacher as a key factor in motivating his/her students .

RESEARCH QUESTIONS

1.Do EFL teachers use  language laboratory aids in their lectures?

2.Are they aware of the importance of  language laboratory approach?.

  1. Why teachers do not use language laboratory materials?
  2. Why they are not available in junior secondary school in Nigeria?.

5.Do students have an extensive exposure to language through the use of  language laboratory aids?

HYPOTHESIS

  1. If students are intensively exposed to language through the use of language laboratory aids, then their speaking skill will be improved.
  2. If the teacher does not use language laboratory materials in his/her lectures then students‟ speaking skill will not improve.

Independent variable: using  language laboratory aids.

Dependent variable: speaking skill improvement

SIGNIFICANCE OF THE STUDY

Doing this research we focus on the use of language laboratory aids in teaching languages and especially teaching learning speaking. I believe that my work is of great importance for teachers, it may be as guide for better using  language laboratory materials as well as making them aware about their students needs. This research is also beneficial for other researchers who are interested in the topic.

DEFINTION OF TERMS

LANGUAGE LABORATORY

The language laboratory is an audio or  language laboratory installation used as an aid in modern language teaching. They can be found, amongst other places, in schools, universities, and academies. Perhaps the first lab was at the University of Grenoble in 1908. In the 1950s up until the 1990s, they were tape-based systems using reel to reel or (latterly) cassette. Current installations are generally multimedia PCs. The original language labs are now very outdated. They allowed a teacher to listen to and manage student audio via a hard-wired analogue tape deck based systems with ‘sound booths’ in fixed locations.

ORAL ENGLISH

This  part of English language involve learning how to speak and pronounce words and sentences correctly.

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THE IMPACT OF LANGUAGE LABORATORY IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN JUNIOR SECONDARY SCHOOL

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