Multilingualism and Students Communicative Competence in English Language
ABSTRACT
The main thrust of this study was to assess multilingualism and students’ communicative competence in English department, Akwa Ibom State College of Education, Afaha Nsit. The sampling for the study was consisted of 150 respondents in year one, two and three students. The instrument was a well-structured questionnaire which was designed to provide information on multilingualism and students’ communicative competence in English. In analyzing the data simple percentage was used, the finding of the study revealed that lecturers on their own part do not encourage the formal language of communication in the department. Moreover, students use different languages. Therefore multilingualism has been a matter of considerable discourse among the scholars. Finally, recommendations were made such as educational policy makers and curriculum planners should implement policies and develop curriculum that will encourage students to take active parts in spoken English and written English.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Essentially, the domain of usage of English as a second language makes it formal, it is the official language of Government, education, commerce, and to a large extent, social interaction especially among the educated elite Bamgbose (1978).
Within Nigeria alone, it is estimated that nearly 400 languages are spoken, Agheyisi (1984) Bamgbose (1971). In Ghana 47, Doiphyne (1995) and in Sierra Leone, sixteen. In the context of such complex multilingualism, it is expedient for Government to stick to a neutral language such as English as official languages. Quoting Kachru (1986)
Competence in English and the use of this language signify a transmutation, an added potential for materials and social gain and advantages, English is considered a symbol of modernization and an extra arm for success and mobility in culturally, linguistically complex and pluralistic societies Kachru (1986). In education, English is introduced as a subject from the first year in Primary schools and used as a medium of communication and subject of instruction from the third year through secondary and tertiary education in private schools especially in cosmopolitan areas, children are taught in English language from the kindergarten to gain admission into any university faculty a credit pass at O’ level in English is a prerequisite. It is only in very rare cases that a pass is considered.
Multilingualism and Students Communicative Competence in English Language
The range of students’ proficiency in English within Nigerian colleges for example, is infinite. There is a recognisable division between mainstream educated spoken Nigerian English, there is a tendency to stress the final syllable in a sentence even if it is not a personal pronoun, the effect of this is not just that the Nigeria accent ‘is different from any other but that the message that the speaker wishes to convey is not carried out effectively by the medium undue importance is given to grammatical items while those words with full lexical meaning are deprived of their prominence Kachru (1969).
1.2 Statement of the problem
Multilingualism is the capacity of a speaker to inhabit and function in two or more distinct languages and communities, multilingualism is a sociolinguistic phenomenon that arises as a result of language contact, it is a situation in which two i.e. bilingualism specifically or more language operates within the same context, Multilanguage’s multilingualism as defined in relation to a country or state is situation where several languages are spoken or the act of using or promoting the use of multiple languages either by an individual speaker or by a community of speaker is one who can communicate in more than one language be it actively, through speaking, writing, singing or passively through listening, reading or perceiving, it has been observed that the ability for students to use the English language in a variety of spoken and written context pose a lot of problem hereby making them to violate the rules guiding the second language, though there are a lot of seminars and conference papers being presented to improve on students multilingual competence in English.
Students still have numerous problems either in the spoken or written English, it has so been observed that the concept of competence in a language such as English is multidimensional, it is postulated by Canate and Sulain (1980), that students communicative competence in English is driving down the trend. It is against this background that multilingualism and students’ communicative competence in English becomes imperative.
1.3 Purpose of the study
The main purpose of this study shall be to examine multilingualism and students communicative competence in English, a case study of year two students of Akwa Ibom State College of Education, Afaha Nsit.
- The study shall attempt to find out if multilingualism affects students communicative competence in English
- also, the study shall attempt to suggest measures towards improving on student’s communicative competence in their everyday life.
1.4 Significance of the study
This study shall be of great benefit to teachers educators and other researchers in the following ways:
- It will reveal the effect of multilingualism on English language learner that exists in Nigerian colleges.
- It will help English language curriculum planners and educational policy makers to develop curriculum and implement policies that will enhance effective English language teaching in a multilingual society such as ours.
- Through the development of effective communicative competence in English students will be able to speak English with international intelligibility.