TESTING ORAL ENGLISH IN TEACHER TRAINING COLLEGES: A CASE STUDY OF 1984/85 FORM FIVE STUDENTS OF JESUS COLLEGE, OTUKPO BENUE STATE

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dc.contributor.authorAWODI, SAMUEL ODE
dc.date.accessioned2014-03-24T08:07:43Z
dc.date.available2014-03-24T08:07:43Z
dc.date.issued1988-06
dc.descriptionA Project submitted to the Postgraduate School of Ahmadu Bello University, Zaria, In partial fulfillment of the requirements of the MASTER OF EDUCATION (TESL).en_US
dc.description.abstractThis study dealt with tasting .Oral English in T^achar Training Ci lieges uith a particular case study of the 1984/85 fnrm five students of Jesus College, Otukpa in Benue State. The Study focused specifically on the problems of | testing Oral English at the productive and at the reccaptive | levels. It further examinod the problams of administering Oral English tests at those two levels. The second group of problems uere discussed in two parts. One of those discussed the problems which the researcher encountered uhile the other discussed those encountered by the students. The study also examined the effects of those problems on the students' performance in the tests. The tests were sub-divided into eight sub-tests namely:- (i) Listening comprehension (ii) Minimally contrasting items (iii) Vowel and consonant sounds (iv) Consonant clusters (v) Word and sentence stress (vi) Emphatic stress (vii) Intonation (viii) Oral rending (passages) In order te make the tests valid and reliable, Ingram's (Davies '86) Item Analysis and the Split-half technique were used. And in order to validate the subjectivity in Oral reading (passages) scoring, two independent raters uure employed to score the students along with the reasercher. Fifty respondents uere sampled for both the pilot and the main tests. The respondents' performances were computerised and analysed at A.B.U Computer Centre and the reports uere recorded in chapter four of the study. During the course of the Study, it was observed that the students were not adequately and properly taught Oral reading (passages) and emphatic stress. It was also noticed that the receptive level was neglected by the Oral English teachers. As a result, the students performed relatively poorly in those areas. The problems which both the researcher and the students (respondents) encountered during the course of the test administration were listed in chapter four of the study while the recommendations for further solutian were given in chapter five. Tha study showed that the problems discussed had negative effects on the performnnce of the respondents. In conclusion, the researcher recommended those two areas for further research: (i) The area of what should be tested in Oral English needs further studios. (ii) The codification of Nigerian spoken English needs immediate attention of linguists.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/4196
dc.language.isoenen_US
dc.subjectTESTING,en_US
dc.subjectORAL ENGLISH,en_US
dc.subjectTEACHER,en_US
dc.subjectTRAINING,en_US
dc.subjectCOLLEGES,en_US
dc.subjectCASE STUDY,en_US
dc.subjectFIVE STUDENTS,en_US
dc.subjectJESUS COLLEGE,en_US
dc.subjectOTUKPO,en_US
dc.subjectBENUE STATEen_US
dc.titleTESTING ORAL ENGLISH IN TEACHER TRAINING COLLEGES: A CASE STUDY OF 1984/85 FORM FIVE STUDENTS OF JESUS COLLEGE, OTUKPO BENUE STATEen_US
dc.typeThesisen_US
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