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A SURVEY OF THE ENGLISH COMMUNICATIVE NEEDS OF NCE/CC STUDENTS WITH SUGGESTIONS FOR PROGRAMME IMPROVEMENT
ABSIRACT
The aim of this study was to survey the communication
needs of students enrolled for the Nigeria Certificate in
Education – by – Correspondence (NCE/CC) programme in the
Institute of Education, Ahmadu Bello University, Zaria,
During the researcher’s interaction with the students and in
grading their assignments, it was observed that they were
dissatisfied with the content of the General English course.
In addition, their communicative ability was inadequate.
This prompted the study.
The study was designed to find out what the students
considered as their communicative needs in Listening,
Speaking, Reading and Writing skills. Three questionnaires
were administered to years I and IV students and their
lecturers to collect information in this respect. On the
whole, eighty-eight year I students, sixty-six year IV
Students and fourteen lecturers participated in the study.
The results were analysed using frequencies and
percentages. The results revealed that the four language
skills were rated high to moderate need for a teacher that
uses English for instruction. The majority of year I
students and the lecturers perceived most of the skills as
high needs of the students at the point of entry. Skills
highly emphasised by these two groups are as follows:
Listening skills including ability to:
– Take down meaningful notes.
– Contrast English phonemes.
– Recognise meanings of words, phrases and
sentences .Caused by stress and intonation
viii
Speaking skills including ability to:
– Pronounce consonants.
– Stress words and sentences appropriately,
Reading skills including ability to:
– Find specific information quickly from material
read.
– Understand, interprete, summarize material of
various topics.
Writing Skill including ability to:
– Plan and write Essays, of various types using
appropriate format.
Unlike the year I students and the lecturers, the year
IV students perceived most of the skills as moderate needs.
However, they indicated high need in the area of writing,
particularly ability to:
– Write various types of Essays.
– Develop paragraphs in chronological form.
– Use punctuation marks correctly.
In the light of the findings, it was recommended that
needs of each set of new entrants should be sought using a
needs assessment procedure. The teachers should also monitor
the students needs as they progress through the programme
to know what needs are satisfied and what remains to be
done. In respect of year IV students who perceived most
of the skills as moderate needs it was recommended that they
still need help particularly in writing.
TABLE OF CONTENT
Title page- – – – – – – – – i
Approval page – – – – – – – -ii
Dedication – – – – – – – – -iii
Acknowledgement – – – – – – – -iv
Abstract – – – – – – – – – -v
Table of content – – – – – – – -vi
CHAPTER ONE
INTRODUCTION – – – – – – – -1
1.0 Background of the study – – – – -1
1.1 Statement of the problem – – – – -5
1.2 Purpose of the study – – – – – -6
1.3 Significance of the study – – – – -8
1.4 Research questions – – – – – -9
1.5 Scope of the study – – – – – – -10
CHAPTER TWO
LITERATURE REVIEW – – – – – – -11
CHAPTER THREE
Research methodology – – – – – – -39
Design of study – – – – – – – -40
CHAPTER FOUR
Presentation, analysis and interpretation of data – -48
CHAPTER FIVE
Summary of findings – – – – – – -60
Conclusion – – – – – – – – -61
Recommendations – – – – – – – -62
Suggestions for further research – – – – -64
References – – – – – – – – -65
Appendix I – – – – — – – – -68
Questionnaire. – – – – – – – -69
