Facilitation Methods in the Acquisition of English in Selected Primary and Secondary Schools in Gombe Metropolis

Abstract

This study is an investigation of the existing English language teaching methodologies employed in the classroom. One of the concerns of Applied Linguistics is that appropriate teaching methodologies are needed to achieve any success in the acquisition of English as a second language. Several previous studies focus more on teaching methods that affect second language speakers of English like German, Spanish, French, Chinese, etc. However, this study investigates how most Hausa speakers (L₁) of English as a second language (L₂) acquire English in the classroom setting.  The study draws on two theories of language acquisition, namely the behaviourist theory which states that language must be learned by the child because it is behavioural and environment-dependent, and the mentalist theory that argues on the fact that abstract system of language cannot be learned, but that humans possess an innate language faculty. Public and private schools in Gombe metropolis were sampled to capture sufficient data, while questionnaire and classroom observation were employed to describe English learning method as found in each school. The traditional and modern teaching methodologies as outlined from the theories are used to explain acquisition of English. This study takes the view that conceptualizations of second language learning based on behaviourist approaches and the latter ones on nativist approaches are adopted to constitute the modern teaching methodology. The study concludes that it is pertinent to re-evaluate and restructure the English teaching methodologies in primary and secondary schools for more success to be recorded in the use of English language.