OSENI ALIU KAYODE

Lang, Arts AND Sci

At the Lang, Arts AND Sci department office

Appointment on Visitation important

Topic: EVALUATION OF THE ENGLISH LANGUAGE CURRUCULUM ON THE PHONOLOGICAL ASPECT OF STUDENT LEARNING OUTCOME IN SENIOR SECONDARY SCHOOL IN LAGOS STATE.

Description:

Oral English is an aspect of English Language in the Nigeria school curriculum. At the primary school level, it is called phonemes, in secondary school, it is known as oral English while at the University level, it is called phonetics and phonology. This study will point out major inadequacies in oracy skills in the secondary school curriculum taking cognizance of segmentals and expecially the  suprasegmentals.

This study  equally intends to fill the gap in the inadequencies of teaching methodologies of the prosodics. It has been observed that learners shy away from learning this  important aspect of oral English called suprasegmental. There is no extensive teaching of the suprasegmental. The suprasegmentals which is called prosodics feature in phonetics includes: stress, tone or word conjucture that accompanies over consonants and vowels place important role in effective communication.

    On this note, i will like to contribute my quota by filling the gap on the advancement of teaching and learning the prosodics. Suprasegmental aspect of english and phonology needs to be properly taken care of by the curricularist. Some of the problem associated with it can be traced to failure in English language and the effective use of the language. Secondary schools in Lagos State will be considered to carry out this research and it is espected that the result will ameliorate effective teaching of oracy skill both in secondary and post secondary schools in Nigeria.

  

#	Certificate	School	Year
1.	Ph.D (Language Education/English Language)	LAGOS STATE UNIVERSITY, OJO, LAGOS	2020

EFFECTS OF PUPILS READING READINESS ON READING ACHIVEMENT AT THE BASIC LEVEL OF EDUCATION

This paper critically assess the effect of pupils' reading readiness on child development at the basic level of education in Nigeria. A descriptive survey design was adopted 200 basic one pupils randomly selected from four schools in Lagos (Comprising of public and private). Participated in the study reading readiness checklist and achievement test were employed and administered on basic one pupil's to ascertain reading readiness level. The hypotheses raised in the regard were tested by comparing the reading  achievement of basic one pupils in both public and private school in Ojo and Amuwo Odofin Local Government Area of Lagos State. Data collected were analyzed using T-test and person moment correction co efficiency. The result revealed that there is significant difference in the child development of pupil who are adjudged ready to read and those who are not. This shows that children who is ready to read is likely to make appreciable progress in reading than those who are not. Therefore, it is recommended that the teachers should identify children who have weaknesses in reading readiness and the results can help teacher plan for learning in the classroom, according to children's need.

keywords: Reading, Readiness, Child development, Basic education

OSENI ALIU is a Assistant Lecturer at the Department of Lang, Arts AND Sci

OSENI has a Ph.D in Language Education/English Language from LAGOS STATE UNIVERSITY, OJO, LAGOS