A SOCIAL-LINGUISTIC STUDY OF CODE MIXING AND CODE-SWITCHING IN SECONDARY SCHOOL IN ETHIOPE WEST LOCAL GOVERNMENT AREA

ABSTRACT

This study investigated on the A social-linguistic study of code mixing and code-switching in Secondary School in Ethiope West Local Government Area. Specifically it strived to find out other causes of Code-Switching and Code-Mixing on learning English language, determine how Code-Switching and Code-Mixing contribute toward student’s success or failure in learning English language in class and examine other ways which can be used to avoid Code-Switching and Code- Mixing on learning English language in the classroom. The theoretical framework used include: theory of language acquisition like the imitation theory, Inter-language theory, and theory of active construction of grammar and Reinforcement. It also explored: theories of Code-Switching and Mixing like situational and metaphorical Switching and Nakedness. The study mainly used qualitative approach in data collection, analysis and presentation. Content analysis was used for data analysis and presentation. The findings indicate that Code-Switching and Code-Mixing influence student’s failure to learn English language, creates lack of confidence in speaking, limit students practice in speaking English language, retarded the ability of students to master English language and fail to understand and master English language. In addition, the study revealed that, teachers are the main source for Code-Switching and Code-Mixing and that more efforts be placed on training English teachers to improve their pedagogy skills.

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ABSTRACT

This study undertakes a comparative analysis of the works of two Nigerian female novelists: Buchi Emecheta and Flora Nwapa, it looks at the contemporary African society which is dominated by men. Little or no recognition is given to women thus they have been oppressed, depressed, subjected and neglected. In this regards African female writers like Buchi Emecheta, Flora Nwapa, Ama Ata Aidoo, Mariama Ba, Zaynab Alkali among others fought on behalf of African women through their works by giving them significant roles which portray women as a virtue and instrument of honour in the Africa society

TABLE OF CONTENT

PAGE

Abstract
CHAPTER ONE/INTRODUCTION

1.1 Background to the Study

1.2 Statement of the Problem

1.3 Objectives of the Study

1.4 Scope and limitation of the study

1.5 Significance of the Study

1.5Methodology

1.6 .1 Biography of Buchi Emecheta

1.6.2  Biography of Flora Nwapa

CHAPTER TWO:

Introduction

2.1 Literature Review

2.1.1 A critique of Buchi Emecheta

2.1.2 A critique of Flora Nwapa

2.2 Buchi Emecheta and Flora Nwapa as a liberal feminist

CHAPTER THREE:

Analysis of  Emecheta’s Second Class Citizen
CHAPTER FOUR:

Analysis of  Flora Nwapa’s Efuru

CHAPTER FIVE/SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary

5.2 Conclusion

5.3 Recommendation

Bibliography

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Emecheta and Nwapa are earliest feminist writers, whose works serve as the starting point for the independence and freedom of African women in general. They wrote novels about the struggles of African women in a contemporary African society and portray the condition of women in the traditional African setting. Their works promote equality for men and women in political, economic, educational, traditional and social spheres. They believe that women are oppressed due to their sex based on the dominant ideology of patriarchy.

Patriarchy literally means rule by men or by paternal right. It is a situation whereby women are ruled or controlled by men, giving power and importance to men.

Were Nigeria and Africa oppressively masculinity? The answer is “yes” Ghana was known to have some matrilineal society such as Akans; but Nigeria’s traditional culture, Muslim as well as non-Muslim had been masculine – based even before the advent of the white man. The source, nature and extent of female subordination and oppression have constituted a vexed problem in African literary debates. Writers such as Ama Ata Aidoo of Ghana and late Flora Nwapa of Nigeria insisted that the image of the helpless, dependent, unproductive African women was once ushered in by European imperialists whose women lived that way. On the other hand, the Nigeria-born, expatriate writer Buchi Emecheta, along with other critics, maintain that African women were traditionally subordinated to sexist cultural mores.

Colonial rule aggravated the situation by introducing a lopsided system in which African men received a well rounded education like their European counterparts before the mid-nineteenth century, African women received only utilitarian, cosmetic skills in domestic science centers the kind of skills that could only prepare them to be useful helpmates of educated, premier nationalists and professionals such as Nnamdi Azikwe Nigeria’s first president, and the late Obafemi Awolowo of the Yoruba tribalist leader.

1.2 STATEMENT OF THE PROBLEM

A study of some feminist novels in Nigeria has shown that the new feminist novel deviates from the old forms of creating pictures of women that lived private lives. It focuses more on crediting women with more forms of experience than their personal or sexual entanglements. From the development of feminist world-view, women, many of whom are middle-class, work. What feminism has done in the Nigerian novel is to debunk the claim that women are only mere vessels of home keeping and sexual gratification. It explains that like their male counterparts, women work. When they do not work outside their homes, they devise other means of relating to the external world. Such means could be in writing, communication and even in business relationships as the modern world, with its globalization, has generated various means of livelihood and sustenance.

The authors selected for this study show their grasp of the vast differences that really existed between the accepted cultural images of women and what women actually pass through in the modern world. Their abilities to develop their plot on this contradiction really distinguish them as feminist novelists in Nigeria.

1.3 AIMS AND OBJECTIVES

This research work will examine the two novels by comparing and differentiating the novels, since the writers share similarities and differences in their texts.

1.4 SCOPE AND LIMITATION OF THE STUDY

The scope of this work is relatively wide. It will be determined by how affective or relevant a portion is to the study. The study will touch the mainline text, i.e. the area in which the topic is concerned.

It would have been worthwhile to use as many texts for this research but it will be limited to Emecheta’s Second Class Citizen and Nwapa’s Efuru.

1.5 SIGNIFICANCE OF THE STUDY

This work will serve as a body of knowledge to other researchers who may wish to embark on similar topic especially in the area of feminist.

1.6.1 BIOGRAPHY OF BUCHI EMECHETA

Buchi Emecheta was born on August 14, 1944 in Lagos to Igbo parents, Alice Emecheta and Jeremy Nwabudinke. Her father was a railway worker in the 1940’s. due to the gender bias of the time, the young Buchi Emecheta was initially kept at home while her younger brother was sent to school, but after persuading her parents to consider the benefits of her education, she spent her early childhood at an All-Girl’s Missionary School. Her father died when she was nine years old.

A year later, Emecheta received a full scholarship to the Methodist Girl’s School, when she remained until the age of sixteen. She married Sylvester Onwordi, a student to whom she had been engaged since she was eleven years old. Onwordi immediately moved to London to attend University and Emecheta joined him in 1962. She bore him five children in six years, but it was an unhappy and sometimes violent marriage (as chronicled in her autobiographical writings such as Second Class Citizen).

At the age of twenty-two, Emecheta left her husband. While working to support her children alone, she earned a B.sc degree in Sociology in the University of London. From 1965 to 1969, she worked as a library officer for the British Museum in London from 1969 to 1976 she was a youth worker and sociologist for their inner London Education Authority.

She has visited several American Universities including Pennsylvania State University, Rutgers University, university of California and Los angels. She was senior fellow and visiting professor of English in University of Calabar Nigeria.

Her major theme is child slavery, motherhood, female independence and freedom. She is the authorof numerous books including; The Joys of Motherhood, The Bride Price, In the Ditch, Second Class Citizen, Destination Biafra and Head Above Water.

1.6.2 BIOGRAPHY OF FLORA NWAPA (1931-1993)

Flora Nwapa was born in Oguta, Eastern Nigerian, which was then a British colony. Both of her parents, Christopher Ijeoma and Martha Nwapa were teachers. She was educated at the University of Ibadan, receiving her B.A in 1957. Nwapa continued her studies in England, earning in 1958 a degree in Education from the University of Edinburgh.

After returning to Nigeria in 1959, Nwapa worked as an Education officer in Calabar for a short time, and she taught Geography and English at Queen’s School in Enugu. From 1962-1964 she was an Assistant Registrar at the university of Lagos. During the Nigerian Civil war, she left Lagos with her family. Like many members of the Igbo Elite, they were forced to return to the Eastern region after the end of the conflict. She became Nigerian writer, Teacher and Administrator, a fore-runner of a whole generation of African Women Writer.

Flora Nwapa is best known for re-creating Igbo (Ibo) life and traditions from a woman’s view point. With Efuru (1966) Nwapa became Black Africa’s first internationally published female Novelist in the English Language. She has been called the mother of Modern African Literature.

In 1982, the Nigerian Government bestowed on her one of the countries highest honours, the OON (Order of Niger). By her own town, Oguta she was awarded the highest Chieftaincy title, Ogbuefi, which is usually reserved for men of achievement.

As a novelist Nwapa made her debut with Efuru, based on an old folktale of a woman chosen by gods, but challenged the traditional portrayal of women. She died on October 16, 1993 in Enugu, Nigeria. She was married to Gogo Nwakuche an Industrialist. They had three children.

Flora Nwapa is the author of numerous books including Idu, Never Again, Wives at War, One is Enough, This is Lagos and EfuruDownload Full Material-N5000

ABSTRACT

The English sentence has a fairly strict word order and the elements that make up a sentence must be in concord, otherwise, the linear sequence becomes ungrammatical. This study investigated the degree of competence on concord in English attained by the senior secondary class three students in Onitsha North Local Government Area of Anambra State. The need for the work was underscored by the crucial role played by the English language in Nigerian education. The finding of the study would be relevant in English language learning and pedagogy. A simple survey research design was adopted for the study and the subjects of the study comprised five hundred students from five secondary schools in Onitsha North Local Government Area of Anambra State. One hundred objective questions set on different types of concord were used as test instrument. The subjects‟ errors were classified and analysed using a simple percentage and arithmetic mean. Standard mean of 75 and above was used as an indication of the mastery of the rules of concord. The finding of the research revealed that the subjects have not mastered the rules guiding different types of concord. They were unable to dictate concord errors caused by shift in the construction of elements of sentences. The causes of concord errors were more intralingual than interlingual. The implications of the finding in the teaching and learning of English were discussed and suggestions for improvement made.

CHAPTER ONE

 

• Background of the Study

 

Nigeria is a multilingual country with the English language as the key medium of communication. The language is used in politics, government administration, law, mass media, commerce and education. Consequently, every facet of the country‟s life depends largely on the English language. To the majority of Nigerians, the yardstick for measuring the degree of one‟s level of educational attainment is one‟s performance in the English language.

The first education ordinance of 1882 recognized only the English language as language of instruction. Since then, the language has been „the barometer with which the quality, efficiency and effectiveness of our school curricular are measured‟ (Eyisi 3). Poor performance in the language leads to poor performance in other subjects.

The new National Policy on Education, sections four and five, does not only recommend the English language as the language of instruction from the fourth year of primary education, it is also a compulsory subject in secondary and tertiary levels of education in Nigeria. Hence, a credit pass in English at senior secondary school certificate or general certificate O‟ level examination is a prerequisite for admission into various tertiary institutions in the country.

Regrettably, the mastery of this very important language is confronted with a lot of challenges, such as dearth of sufficiently qualified teachers of English, lack of role models, negative attitude to the learning of the language, poor reading culture and above all, inadequate exposure to the intricacy of the grammar of the language as well as faulty application of grammatical rules. Eyisi affirms that:

 

… although the available position of English in the national life is waxing stronger than it has been, the spoken and written quality of the language in Nigeria, as perceived by the expert judges have deteriorated to a drastic level (10).

To buttress this assertion, the WAEC Chief Examiners Reports of 2000, 2002 and 2004 respectively, revealed that candidates‟ responses to the examination questions were rather disappointing, in spite of the fact that the questions were clear. They stated that the candidates‟ short-comings were their inability to express ideas correctly in English and abuse of basic rules of grammar. It is also an incontestable fact that good writing stems from adequate familiarity with the grammatical components of a language.

Grammar in its simplest sense is „the study of how a language works‟ (Charpman 155). What this means specifically is that grammar is the study of the systems and patterns which operate in a language to give meaning to an utterance. These acceptable systems and patterns are believed to constitute the rules of language. These rules govern the sounds, words, sentences and other elements, as well as their combination and interpretation. (Encyclopedia Britannica 410) Chomsky confirms „…that a fully adequate grammar must assign to each of an infinite range of sentences, a structural pattern indicating how this sentence is to be understood by the ideal speaker-hearer‟ (4 – 5).

In English grammar, there are rules, which govern variations in the form of words, variation in the word order and combination of phonemes. The phonology of English, for instance, permits the combination of certain phonemes in a particular sequence to form acceptable patterns. Let us consider the letters „p‟, „a‟, „t‟, when in combination English words such as „pat‟, „tap‟ and „apt‟ are realized but „atp‟ on possible

 

combination is not permissible in the language. In the same vein, „books‟ is the plural of

„book‟, but „mans‟ is not accepted as the plural of „man‟.

TABLE OF CONTENTS FOR ERROR ANALYSIS OF THE ENGLISH CONCORD

• CHAPTER ONE
• 1.1 Background of the Study
• 1.2 Statement of the Problem
• 1.3 Aims and Objectives
• 1.4 Relevance of the Study
• 1.5 The Scope of the Study
• 1.6 Research Methodology
• CHAPTER TWO: LITERATURE REVIEW
• The Concept of Grammar
• The Concept and Components of Syntax
• The Concept of Error
• Categories of Errors
• Sources of Error
• CHAPTER THREE: RESEARCH DESIGN AND PROCEDURE
• Introduction
• 3.1 Research Design
• 3.2 Area of Study
• 3.3 Population of the Study
• 3.4 Sampling Technique
• 3.5 Research Instrument
• 3.6 Method of Data Analysis
• CHAPTER FOUR: PRESENTATION, DATA ANALYSIS AND
• INTERPRETATION
• Analysis of Sampled Questions
• Statistical Analysis of the Subjects‟ Overall Competence on Concord
• in English
• The Subjects‟ Competence on Different types of Concord
• Subject-Verb Agreement
• Concord with the Correlatives
• Subject-Complement Concord
• The Concord of Subject and Object
• Pronoun/Antecedent Concord
• Shift in Construction
• CHAPTER FIVE: DISCUSSION, SUGGESTION AND CONCLUSION 72
• Works Cited
• Appendix I

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