Sociolinguistics Inputs and English as Second Language Classrooms

Autor/in	Onovughe, Ofodu Graceful
Titel	Sociolinguistics Inputs and English as Second Language Classrooms
Quelle	In: English Language Teaching, 5 (2012) 8, S.157-163 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Sociolinguistics; English (Second Language); Language Acquisition; Secondary School Students; Questionnaires; Content Validity; Reliability; Statistical Analysis; Correlation; Parent Background; Parent Influence; Language Usage; Socioeconomic Status; Social Class; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Soziolinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Sekundarschüler; Fragebogen; Reliabilität; Statistische Analyse; Korrelation; Elternhaus; Sprachgebrauch; Socio-economic status; Sozioökonomischer Status; Social classes; Soziale Klasse
Abstract	Sociolinguistic inputs in language acquisition and use of English as Second Language in classrooms is the main focus of this study. A survey research design was adopted. The population consisted of all secondary school students in Akure Local Government of Ondo State, Nigeria. Two hundred and forty (240) students in senior secondary school classes were deliberately selected from six secondary schools randomly sampled. A fourteen-item questionnaire designated to elicit the required information on the sociolinguistic inputs was used for data collection. The face and content validity of the instrument was ensured. A trial test of the instrument was carried out with students in a community senior secondary school in Ekiti State. Split- half reliability was used and a reliability coefficient of 0.9 was obtained. One way Analysis of Variance (ANOVA), t-test and Pearson Product Moment correlation statistics were employed for the data analysis. Findings revealed that parents' occupations have significant impact on secondary school students' use of English. Results also revealed that gender, age and religion have insignificant input on secondary school students' use of English. It was concluded that the family still remains a major source and most potent place for language learning; therefore, parents should give more attention to students language use at home and provide all the necessary impetus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01