An Evaluation of the Communicative Approach to Language Acquisition and Language Education (Published)
This article evaluates the communicative approach adopted in the teaching of language in Nigerian Secondary Schools. This study analyses the communicative language teaching approach in line with the language difficulty situation of the Nigerian students. The Stephen Krashen theory on language learning was adopted for the study. A critical review of literature, interviews and classroom observation reveal that unless conscious and deliberate steps are taken to arrest the current traditional method of teaching language in Nigeria by teachers and language policy makers the success of this approach will remain a mirage. The study suggests that teachers of the English language need to be more proactive and less non-challant in their use of the communicative approach. They also need to implement appropriate communicative activities consciously to meet the learning styles and needs of their students in the Nigerian context.
Language Transfer: The Case of Teleconferencing Teaching/Learning in English Language at the Ghana Technology University College (Published)
This research work seeks to assess how computing, through teleconferencing could be used to contribute to the effectiveness of language teaching/learning in Africa, in general, and in Ghanaian universities, in particular through socio-cognitive and communicative language teaching approaches, explorative and investigative research. The study addresses the impact of French language on teaching/learning of English via teleconferencing teaching and learning in English. Language transfer has always occurred face-to- face delivery of teaching and learning but this research seeks to emphasise the results of learners’ performance through technology in didactics known as teleconferencing teaching and learning with the particular emphasis on errors committed. The study applies cognitive and socio-cognitive approaches to teaching/learning of languages via teleconferencing as well as using contrastive analysis to analyse common errors Francophone learners commit in English language (L3). It was discovered that the errors committed were due to language incompetence or perception blind spot or due to their background as francophone learners who have English language as L3, as well as overgeneralisation and wrong application of English structures. The paper stresses that language transfer or negative transfer either face-to-face teaching/learning or teleconferencing is concomitant of human existence, particularly in language teaching and learning.