ABSTRACT
The
study examined the extent of the use of extensive reading in promoting
communication competence in secondary school with reference to some secondary
schools in Shomolu Local Government Area of Lagos State. It also ascertained
the teachers awareness of the benefits of extensive reading, the types of
reading materials available for extensive reading for schools, the extent
teacher engages student in extensive reading and the techniques/strategies
teachers employ in developing extensive reading for communication competence.
The study employed the use of descriptive and inferential methods. Under the
descriptive method, the statistical package for social sciences was the tool
used to test and validate the stated hypothesis. The findings of the study
revealed that the relationship between extensive reading and communication is
positive, strong and significant. Based on the findings of the study, it was
recommended that there is the need to enact a policy that encourages
construction of libraries in secondary schools, provision of relevant information
resources and, qualified librarians to run such libraries and parents should
encourage their children and wards to read at home, and watch children
educational television programmes.
TABLE OF CONTENT
Title page
Approval page
Dedication
Acknowledgment
Abstract
Table of content
CHAPETR ONE
1.0 INTRODUCTION
1.1 Background
of the study
1.2 Statement
of problem
1.3 Objective
of the study
1.4 Research
Hypotheses
1.5 Significance
of the study
1.6 Scope and
limitation of the study
1.7 Definition
of terms
1.8 Organization
of the study
CHAPETR TWO
2.0 LITERATURE REVIEW
CHAPETR THREE
3.0 Research
methodology
3.1 sources of data collection
3.3 Population
of the study
3.4 Sampling
and sampling distribution
3.5 Validation
of research instrument
3.6 Method of
data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
CHAPTER
ONE
INTRODUCTION
1.1
Background to the Study
Language acquisition without reading is
difficult. Reading is a good way of comprehension. A good reader is able to
understand sentences and structures of a written text. One important way to
develop communication competence is through extensive reading. Students by reading
extensively will be exposed to different new scope of vocabulary which is
necessary in reading comprehension (Pazhakh and Soltani, 2010).
People learn to read by reading, and the
ability to read proficiently is best achieved through extensive reading.
Likewise, there is widespread consensus that there is a correlation between
communication competency and extensive reading, for which communication
competency and reading comprehension can be regarded as a mutually beneficial
process. This mutual benefit means that vocabulary facilitates learners’
ability to decode meaning from the context (Teng, 2015).
Light (1997) has described communicative
competence as “being able to meet the changing demands and to fulfill one's
communication goals across the lifespan” .Communicative Competence should
accomplish four main purposes including: expressing wants and needs, developing
social closeness, exchanging information, and fulfilling social etiquette
routines (Light, 1997). Communicative competence is comprised of grammatical
competence, discourse competence, sociolinguistic competence, and strategic
competence (Canale & Swain, 1980; Canale, 1983 & Savignon, 1997).
Communicative competence is manifested within the national standard through the
interpretive mode, interpersonal mode, and presentational mode of communication
(Mart, 2012). The interpretive mode of communication is characterized by the
ability to interpret and understand spoken and written language whereas the
interpersonal mode of communication describes the ability to maintain
conversation between two or more individuals. The presentational mode of
communication is highlighted by information presented through spoken or written
language. When combined, these three modes of communication represent authentic
real world communicative settings (Mart, 2012).
Reading is an indispensable tool in
learning that forms an integral part of any learning situation, and the bedrock
of education. Therefore, access to information is crucial to individual
advancement as well as corporate educational development. Adetunji (2007)
described reading as the act of translating symbols or letters into word or
sentences that have meaning to an individual. It is also the understanding of
what is seen in a text, which is the ability of the reader to take incoming
visual information, process that information and obtain meaning from it.
Information is indispensable. According to Yusuf (2007), bridges the gap
between knowledge and ignorance. One of the major avenues for acquiring information
is reading. Reading is the foundation upon which other academic skills are
built. It offers a productive approach to improving vocabulary, word power, and
language skills.
Communicative competence has always been
the goal of every language classroom wherein instructions are geared toward the
components on organizational, pragmatic, systematic and psychomotor (Brown,
1994). From the communication competence perspective, it is important to
address academic reading as a meaning-based activity that is purpose and
comprehension-driven. Reading is motivated by the reader’s particular purpose
and propelled by increasing comprehension of the texts. Further, given that
language is embedded in contexts and tasks, academic reading assessment should
focus on contexts and purposes and address narrow language abilities as they
emerge from the local context. Whether it involves primary school children or
university students, it seems clear that most comprehension is linked to a
purpose, and it is thus important to examine reading within the context of that
purpose. It is on this note that the study investigated the perception and
extent of the use of extensive reading in promoting communication competence in
secondary school.
1.2
Statement of the Problem
By and large, the importance of reading
cannot be overemphasized, because no learning activity or situation can take
place without reading. But one of the major problems facing Nigerian students
is their inability to communicate effectively (Ajayi, 2012).
This problem can be conceived to be
linked with the absence of reading habit among students or non-challant
attitude to reading to the use of the internet. Although there are many reasons
why people read, but observations and researches have shown that there is a low
reading habit among students in recent times, especially in developing
countries, because reading is not considered as a relevant leisure activity as
it does not form part of children’s social interaction and watching of
television. Another major problem that leads to the absence of reading habits
among students is on the advents of ICTs like the internet, cell phone, video
games and other viewing gadgets.
Umar (2009:10) is of the view that
students now have viewing culture instead of reading culture because of the
advents of these ICTs gadgets. Also the lack of available information resources
like texts books both in the school library and at homes also could lead to
lack of students forming the habits of reading. One series problem in reading
comprehension is that among students are used to comprehending a passage on
sentence level rather than on discourse level. This frailer causes some
students to be dependent on understanding every single sentence in a text, even
when this is not necessary to fulfill their reading purpose, with the result
they tend to rend all texts at the same speed. In addition, the student heavily
relies on dictionaries to get the meanings of some new words. It is against
this background that the study examines the role of extensive reading in
promoting communication competence among secondary school students in Lagos
State.
1.3 Objectives of the Study
The aim of this research work is to
investigate the extent of the use of extensive reading in promoting
communication competence in secondary school with reference to some secondary
schools in Shomolu Local Government Area of Lagos State.The specific objectives
are;
1.
To ascertain the teachers awareness of the benefits of extensive
reading.
2.
To identify the types of reading materials available for extensive
reading in schools.
3.
To determine the extent teacher engages student in extensive reading.
4.
To determine the techniques/strategies teachers employ in developing
extensive reading for communication competence.
1.4 Research Questions
1. To what extent are teachers aware of
the benefits of extensive reading?
2. What are the types of reading
materials available in schools for extensive reading?
3. To what extent do teachers engage
students in extensive reading activities?
4. What techniques and strategies do
teachers employ to develop extensive reading skills for communication competence?
1.5
Research Hypothesis
H0: There is no significant relationship
between extensive reading and student communication competence.
H0: There is no significant relationship
between the teachers’ role in teaching and the students’ communication competence.
1.6
Significance of the Study
Extensive reading is a useful strategy
for students to improve their communication competence. The study provides
other researchers with some reliable instruments, action procedures, and
experimental findings for use in future research. To the researcher’s
knowledge, there are no studies about the effect of extensive reading on
communication competence in the context of Nigerian secondary schools. Most of
the studies were conducted on the effect of extensive reading on reading
proficiency or the effect of extensive reading on other skills separately.
However, most of the related studies approve that using extensive reading is an
effective tool for achieving communication competence
Finally, the research will also help
school owners to come up with better reading strategy to improve the
communication competence of their students through the active role of teacher.
It will also help sensitize the government in improving the syllabus as well as
raising the standard of learning so as to student communication competence by
making available all the necessary materials within the school setting so as to
encourage extensive reading among secondary school students.
1.7 Scope of the Study
The scope of this study is to investigate the
extent of the use of extensive reading in promoting communication competence in
secondary school with reference to some secondary schools in Shomolu Local
Government Area of Lagos State.....================================================================
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