Teacher-centered impediments to oral english learning: overview of ESL context
This paper examines features which have continued to impact adversely on the oral proficiency of learners of especially English, in the light of a supposed decline in the standards of education in Nigeria. There has been a preponderance of studies on leaner-centered impediments to learning of Oral E...
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| Format: | article |
| Publication Date: | 2008 |
| Country: | España |
| Institution: | Universidad de Valladolid |
| Repository: | UVaDOC. Repositorio Documental de la Universidad de Valladolid |
| OAI Identifier: | oai:uvadoc.uva.es:10324/17364 |
| Online Access: | http://uvadoc.uva.es/handle/10324/17364 |
| Access Level: | Open access |
| Keyword: | Filología Inglesa |
| Summary: | This paper examines features which have continued to impact adversely on the oral proficiency of learners of especially English, in the light of a supposed decline in the standards of education in Nigeria. There has been a preponderance of studies on leaner-centered impediments to learning of Oral English in a second language environment as Nigeria, while the all-important role of the teacher is often either mentioned in passing or all-together ignored, hence the need for this study. This study elucidates the circumstances that brought about the downward trend in learners' performances debunking the constant reference to learners as mostly responsible for the situation. It calls for a re-examination of Teacher-talking-Time (TTT) and the significance of Teacher-Language Awareness (TLA) since teachers' awareness, application and response to factors regarding TTT and TLA examined in this paper are important precursors of learners' oral proficiency. The study concludes by suggesting the need to pay more attention to these areas in ESL teaching operations. |
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