Lawan
Shu’aibu
Federal
University Dutse, Jigawa Nigeria
Abstract
Learning
adequate proficiency level in written English among learners of English as a
second language is very critical and challenging task to applied linguists,
educators and governments.
This
study has investigated relative impact of applications of provisions and
principles of structural linguistics and communicative theory on performance in
the written English of public Senior Secondary Schools Students in Kano State
of Nigeria. The study has paid focuses on two key pillars of any written
discourse: content generation and expression skills. Stratified probability
method of sampling has been used to select the six sample schools for the study
and systematic method of sampling has been used to select the twenty sample
scripts for the study. Analytic scoring system has been used to score the
sample scripts and descriptive statistics using percentages has been used to
analyse the data. The results indicate that employing the principles and
provisions of structural linguistics theory in written English among the
subjects enables better content generation and expression skills than employing
the provisions and principles of communicative theory of language. The study
recommends that both the teachers and textbook writers of written English in
senior secondary schools should incorporate the provisions and principles of
structural linguistic theory in the business of inculcating content generation
and expression skills among the students.
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