ABSTRACT
This study examined the way in which socio – cultural identities and ideological motivation permeate English language learning and the effect on language competence. The investigation looked at two diametrically distinct schools (i.e. a Grade A and a Grade C school) particularly in the area of the students` background and motivation, to ascertain the effect of these socio – cultural and motivational factors that impinge on the learning of grammar and vocabulary, which reflects in their language competence. The study used Skinner Behaviourist Theory and Gardener`s socio – educational modules as bases for a conceptual framework.
The methodology used involved both quantitative and qualitative research tools. Random sampling methods were used in selecting the student population for the study while teachers were purposively picked. Students answered questionnaires while unstructured interviews were done with teachers in the case study schools. The data were analyzed using Statistical Package for Social Sciences (SPSS).
The findings showed that students` socio – cultural backgrounds and the learning environment influence their English language learning and eventual competence. Personal motivation is critical to success in language learning and usually overrides the socio – cultural challenges of the student.
It is recommended that deprived environments be well resourced to aid in students` English language learning. Students should be given a reorientation about English language learning so as to be motivated to achieve language competence.
TABLE OF CONTENTS
PRELIMINARY INFORMATION PAGE
Title page i
Declaration ii
Dedication iii
Acknowledgement iv
Abstract v
Table of contents vi
List of Tables x
CHAPTER ONE GENERAL INTRODUCTION
1.0. Introduction 1
1.1.0 Background to the study 3
- English in the Ghanaian school situation 4
- Motivation and Socio – cultural Influence in Learning English 6
- Statement of Problem 7
- Objectives of the study 10
- Research Questions 10
- .0 Theoretical Framework 11
- Relevance of Framework 13
- Operational Definition 13
- Background of Case study Schools 15
- Methodology and data collection 18
- Sampling and Data Collection 18
- Organization of Work 19
CHAPTER TWO LITERATURE REVIEW
- Grammar 20
- Vocabulary 23
2.3.0. Motivation 27
- Integrative Motivation 29
- Instrumental Motivation 30
2.4.0 Language and Culture 31
- Language and Society 32
- Learning a Second Language 33
- Factors affecting English Learning 35
- The Environmental Factor 35
- Socio – cultural / economic factors 38
- Who teaches English in the School? 42
| CHAPTER THREE | METHODOLOGY | |
| 3.0 Introduction | 45 | |
| 3.1 Methodology of the Study | 45 | |
| 3.2.0 Data Collection | 46 | |
| 3.2.1 Primary Data | 46 | |
| 3.2.2 Secondary Data | 47 | |
| 3.3.0 Population | 47 | |
| 3.3.1 Sample Size | 47 | |
| 3.3.2 Sampling procedure | 48 | |
| 3.4 Instrumental of Data Collection | 48 | |
| 3.5 Procedure of Data Collection | 49 | |
| 3.6 Method of Data Analysis | 50 | |
| 3.7 Limitation | 50 |
CHAPTER FOUR ANALYSES AND DISCUSSIONS
- Introduction 51
- Socio – Demographic Information 52
- Programme of Study 54
- Students` Performance in English 59
- Motivational and Socio – cultural Factors in school 90
- On Language Competence: Grammar or Vocabulary 97
- Socio – Demographic Information 52
| CHATER FIVE | FINDINGS, RECOMMENDATIONS AND CONCLUSION | |
| 5.0 Introduction | 113 | |
| 5.1 Findings | 113 | |
| 5.2 Conclusion | 114 | |
| 5.3 Recommendations | 116 |
- The Role of the Classroom Activity 116
- The Role of Motivation 117
- The Role of the Learning Environment 118
- The Contribution of Parents 119
- The Role of the Student 119
- The Curriculum 120
BIBLIOGRAPHY 122
APPENDIX A 130
APPENDIX B 131
APPENDIX C 136
LISTS OF TABLES
Table 1. Gender 52
Table 2. Age of Respondents 53
Table 3. Programme of Study 54
Table 4. Type of School of Basic Education (Private or Public) 55
Table 5a. Highest Academic Qualification of Mother 56
Table 5b. Highest Academic qualification of Father 57
Table 6. Frequency of Parents or Guardians` Provision of Necessary Materials for
Learning English 58
Table 7. Grade in English at the BECE 59
Table 8. General Performance in English at the S.H.S 60
Table 9a. Factors Accounting for Students` Impressive Performance 61
Table 9b. Factors accounting for Students` Unimpressive Performance 61
Table 10a. General Performance in English at the S.H.S * Type of Basic Education
(Private / Public) * Cross Tabulation * KASS 64
Table 10b. General Performance in English at the S.H.S * Type of Basic Education
(Private / Public) * Cross Tabulation * ACHINAKROM 64
Table 10c. Chi – Square Tests 66
Table 11a. General Performance in English at the S.H.S * Grade in English at the
BECE * Cross Tabulation * KASS 68
Table 11b. General Performance in English at the S.H.S * Grade in English at
the BECE * Cross Tabulation * ACHINAKROM 69
Table 11c. Chi – Square Tests 70
Table 12a. Programme of Study * General Performance in English at the S.H.S * KASS 71
Table 12b. Programme of Study * General Performance in English at the S.H.S
* ACHINAKROM 72
Table 12c. Chi – Square Tests 73
Table 13a. General Performance in English at the S.H.S * Parents or Guardians`
Provision of all the necessary materials for learning English* Cross Tabulation 74
Table 13b. Chi – Square Tests 74
Table 14a. Highest Academic Qualification of Mother* General Performance in
English at the S.H.S* Cross Tabulation 76
Table 14a. Chi – Square Tests 75
Table 14b. Highest Academic Qualification of Father* General Performance in
English at the S.H.S* Cross Tabulation 77
Table 14b. Chi – Square Tests 77
Table 15a. Frequency of English Language Usage in Conversation in School 78
Table 15b. Frequency of English Language Usage in Conversation outside School 80
Table 16a. Dominant Language Spoken at JHS 80
Table 16b. Dominant Language Spoken at SHS 81
Table 17. Comparison of the Quality of English Language Spoken at the JHS and that
of SHS 83
Table 18. Scale of Subject Priority 84
Table 19. Impact of Teaching Style on Students` English Language 86
Table 20a. Reasons for Positive Response 87
Table 20b. Reasons for Negative Response 88
Table 21. Influence of Historical Achievement of School on English Learning 90
Table 22. Current Academic Competition in School as a Motivating Factor for
Learning English 91
Table 23. Do you wish to be in another school where you think your English
Would be better? 93
Table 24. Other Motivating Factors for Learning English Language 94
Table 25. Social Factors Influencing English Language Study 95
Table 26. What Constitutes Language Competence 97
CHAPTER ONE
GENERAL INTRODUCTION
- Introduction
Language is one of man’s major means of communication. It is significant in education be it formal or informal. For some historical and economic reasons, English has become the central language of the world in the twenty-first century. English is virtually the language of international transaction, the Internet and to a very large extent the medium of international relations. Indeed, the role of English language in the global system cannot be overemphasized. It is perceived as a key to promoting international exchange, acquiring scientific knowledge and technological expertise, fostering economic progress, and participating in international competition. A certain level of proficiency and competence in English is virtually becoming a requirement for one to function not only internationally but even locally. In the quest for this attainment of proficiency, however, certain conditions can be catalytic to enhance the process of acquisition, whereas certain factors may rather militate against the process, for which we must endeavour to address.
The manifest function of education in Ghana is for people to be able to read and write the English language and also communicate in it. The average educated Ghanaian is therefore expected to read and write English language and also to communicate in it well enough. So regardless of the individual’s level of intelligence in other fields, failure to speak good English is a big issue in Ghana, especially in the formal sector. One’s level of intelligence can sometimes be measured, albeit erroneously, by one’s impeccable fluency in the English language.
The controlling factor in every language is its grammar. Grammar constitutes the basic element
through which communication is carried out in a language. To learn to speak and write a language is to study its grammar. Every language has its own syntax and therefore to be able to
communicate in the language, knowledge of some level of grammar of the language is important. According to Feldman (1994:256), “Grammar is the framework of rules that determine how our thoughts can be expressed.” He continues by saying that every language has intricate rules that guide the order in which words may be strung together to communicate meaning. He asserts that English speakers have no difficulty in knowing that “Radio down the turn” is not an appropriate sequence, while “Turn down the radio” is. Here, we see that syntax is guided by the grammar of the language.
In effect, effective communication can be achieved generally by means of grammatical sentences or by a series of such logically related sentences when the speaker and the learner, the writer and reader have to understand. Grammar, then, becomes imperative in language.
Vocabulary is equally pertinent to effective communication, and Davies and Pearse (2000) even believe that vocabulary sometimes becomes more crucial than grammar because whereas grammar appears to be limited vocabulary is almost limitless, for we develop vocabulary every day. Cook (2001) asserts that some authors have now been emphasizing the acquisition of vocabulary as a means of making syntax more powerful. That is, much of the details of grammar are now seen as part of vocabulary. Our focus on language1 competence will, therefore, be on these two aspects: grammar and vocabulary. The culture within which the language exists is seen as very important to communication. A good balance of these three components is effective for communicative competence.
Some students learn language faster and easier than others. Undoubtedly, some language learners are successful by virtue of their sheer determination, hard work and persistence. Learning English language is not just about cognitive functioning or phonetic development. Certain factors like age, personality, and cognitive abilities cannot be overruled as significant to language
1 Except otherwise stated, our reference to language in this study will be English language.
learning and competence. There are also other motivational and socio-cultural factors that control the individual learner. If the student’s level of motivation for learning English is high and there are positive socio-cultural influences that drive the learning process, then the student would be encouraged to maximise the conditions to the fullest. On the other hand, if motivation is low coupled with negative socio-cultural factors, then efforts must be made to address the issue.
As we appreciate the assertion that learning has to do with processes within learners, we must also acknowledge that the learner’s motivation and the culture in which he learns set the agenda for learning in several ways. The culture determines what is learnt and influences how and when it is learnt. Munro (1999) notes that what and how a person learns are influenced largely by the culture in which the learning occurs and the social interaction processes in which the learner engages. It is the quality of these interactions, rather than processes solely within the learner, that determines the quality of the learning outcome.
0 Background to the Study
According to the British Council, at least one billion people speak or are trying to speak English at the present time and of these, about 300 million people are actively studying the English language. Countries such as Japan, China and others have advanced in technology and other fields yet they use English for various purposes. Hu (2002) attests to this about China and says that because of the superior prestige English has accrued in relation to the nation’s modernisation program, English Language Teaching (ELT) has received a great deal of attention. Zou et al (2006) are of the opinion that given the current social environment in Shanghai, one’s proficiency in English is gradually becoming one of the survival skills for the future. They even claim that English has achieved the equal status as Chinese and Mathematics in importance in the school curriculum. Now English is rigorously studied as a foreign language (EFL) in China.
In most countries which were colonised by the British, English is studied as a second language (ESL). Here, English is crucial to the administration, education and other formal sectors of the countries. Some of them may not have a national language thereby making English the only language that bridges the language barrier of the people.
English in the Ghanaian School Situation
Advocates of traditional culture hold the view that we should not allow the English culture that presents itself mostly in language to overshadow our local languages. To this, Tony Adade Yeboah is reported in the Daily Guide newspaper of 22nd December, 2010 by James Quansah as having attributed the falling standard of English in Ghana to the argument and position held by a section of the public that English should not be allowed to domineer the over 46 recognized dialects spoken in Ghana. Many have indeed passionately raised concerns about the Anglicization of the Ghanaian culture. Adade Yeboah then says, “In as much as we want to maintain our culture through the local dialects, we still have to embrace English Language” (p22). In the same report, Lawyer Africanus Owusu Ansah, a columnist of Daily Guide ‘English For You’, also contributes to this with a more emphatic posture by saying “English has become so vital in our own culture that we do away with it at our own peril” (Daily Guide 22nd December, 2010:22). The conclusion that can be drawn from these is that willy-nilly English and its associate cultural dynamics have become part of the Ghanaian socio-culture.
Ghana falls into the ESL category without a national language and the average educated Ghanaian is expected to be apt in his everyday use of the English language. But the educated Ghanaian has not had it easy accomplishing this task. The inhibitions in the Ghanaian educational sector in general have existed before and after the Guggisberg era, which is noted to
have seen tremendous improvement in this sector. After the numerous bottlenecks, many
committees were set up to salvage education from its falling state, but almost all the reforms yielded little or no major result. Among some of the reforms were that the calibre of teachers to teach in schools were to be properly trained (which led to the establishment of more teacher training institutions) and when and how English language was to be introduced in schools, etc. Aboagye (2002) writes that among the recommendations of the 1920 Educationists’ Committee was the introduction of English as early as possible in primary schools as a subject of instruction, while vernacular was to be a medium of instruction- obviously, to make students have a firm grasp of the grammatical concepts of English as they are presented in their own language.
A good level of English will help students considerably to enter and graduate from the university, to obtain better jobs, especially those in companies or joint ventures which have international connections; to read technical materials, and to study abroad. Ghana needs citizens with a superior level of English language proficiency. To have a significant number of competent users of English in a whole range of professions, businesses, workplaces and enterprises has been seen by the authorities as a key element in Ghana opening wider to the outside world and the drive to modernization.
