Confusion of the Use of Been and Being by English as Second Language Learners in Nigeria

A. G. Tafida, Bala Muhammad Dhalhatu, Mohammed Alhaji Usman
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Abstract

English language teaching in Nigeria is faced with numerous challenges resulting in negative academic performance of students at various levels of education. Some of the challenges include unqualified and inexperienced English language teachers, inadequate space allocation for English language on the school timetable, improper teaching methods, lack of English language specialists to teach the various aspects of English, giving emphasis to some aspects of the language than the other among others. The paper takes a look at the confusion of the use of been and being by English as second language learners which might be due to less emphasis given to that aspect of the language during the teaching/ learning process. A test containing 30 questions was administered on two groups of schools- public and private. In each of the schools, some SS3 and JSS3 students were sampled for the study and the results show significant error margins of more 50% in the two sets of respondents. Tables and pie charts were used to show the findings. The major findings of the study show that: the verb forms, ‘been and being’ are confusing to English as second language learners especially at secondary school level; there is significant difference in the level of confusion in the use of been and being by students in public and private secondary schools in Minna metropolis and there is significant difference in the level of confusion in the use of been and being by senior secondary school students in public and private schools among others. Some of the recommendations offered are: the teaching of language forms should be accompanied by numerous real life examples; Language teaching should progress from known to unknown; it is essential to use substitution tables to provide the learner with enough practice on language use; and that qualified English language teachers should be employed to teach English language. These findings and recommendations are expected to improve the teaching and learning of English as second language.
尼日利亚英语第二语言学习者对Been和Being用法的混淆
尼日利亚的英语教学面临着许多挑战,导致学生在不同教育水平上的学习成绩都很差。一些挑战包括不合格和缺乏经验的英语教师,学校时间表上英语语言的空间分配不足,教学方法不当,缺乏英语语言专家来教授英语的各个方面,强调语言的某些方面而不是其他方面。本文着眼于作为第二语言的英语学习者在使用been和being时的混淆,这可能是由于在教学/学习过程中对语言的这一方面的重视程度较低。一项包含30个问题的测试在公立和私立两组学校进行。在每一所学校,一些SS3和JSS3学生被抽样研究,结果显示两组受访者的显著误差幅度超过50%。表格和饼状图被用来显示研究结果。该研究的主要发现表明:动词形式“been”和“being”对第二语言学习者来说很容易混淆,尤其是对中学水平的英语学习者;闽南市公立和私立中学学生对been和being的使用混淆程度存在显著差异,公立和私立高中学生对been和being的使用混淆程度存在显著差异。提出的一些建议是:语言形式的教学应该伴随着大量的现实生活中的例子;语言教学要从已知到未知;使用替代表为学习者提供足够的语言使用练习是必要的;并且应该聘请合格的英语教师来教英语。这些发现和建议有望改善英语作为第二语言的教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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