THE INFLUENCE OF REINFORCEMENT IN LEARNING ENGLISH AS A SECOND LANGUAGE

ABSTRACT

In our country Nigeria, where the English language is studied as a second language, students do not usually perform excellently because they study it against the background of their mother tongue in which they have attained a reasonable degree of competence. To ensure excellence in the learning of English, this experimental research delved into the use of reinforcement in the Continuing Education Programme CEP in the Department of English Language and Literature of Nnamdi Azikiwe University. The theoretical frame work centered on the views of behaviourists who see motivation as a powerful tool in the hands of any tutor who seeks excellence. Their views on reinforcement and motivation were explored. The researcher experimented with first year students already placed under material, nonmaterial and control groups teaching them some topics not yet handled in their English language course entitled: ENG 111: Introduction to General Linguistics 1, for five weeks. Students in the material reinforcement group were taught with material reinforcers. Those in the nonmaterial reinforcement group were taught with nonmaterial reinforcers while, those in the control group were also taught the same topics but with no reinforcement. Meanwhile, a preteaching test was conducted before embarking on the experiment and students performance recorded. At the end of the five weeks, a postteaching test was conducted and their performance also recorded. For the data analysis, Fishers One Way Analysis of Variance ANOVA was used to analyze the data collected. The findings showed that both material and nonmaterial modes of reinforcement are very effective in teaching English as a second language. Finally, the researcher recommended strongly that for the mass failure in the English language to be reduced to the barest minimum, lecturers and teachers at all levels of education should embrace the use of reinforcement in its totality. Suggestions and recommendations for further research brought the work to an end.

Table of Contents

Title Page.i

Approval Page.ii

Certificationiv

Acknowledgements.v

Dedication...vi

Abstract ..vii

Table of Contentsviii

Chapter One: Introduction

1.1 Background to the Study..1

1.2 Statement of the Problem.....19

1.3 Purpose of the Study20

1.4 Significance of the Study.21

1.5 Scope of the Study21

1.6 Research Questions...22

1.7 Hypotheses23

1.8 Definition of Terms24

Chapter Two: Review of Relevant Literature 27

2.1 Theoretical Framework..27

2.2 The Concept of Reinforcement..36

2.3 Reinforcement Schedules.......51

2.4 The Effects of Material and NonMaterial Reinforcements on Learning...61

2.5 The Concept of English as a Second Language..65

2.6 Problems of Learning English as a Second Language...87

2.7 The Place of Age in Second Language Learning.105

2.8 Reinforcement in the ESL Classroom108

2.9 Research on Reinforcement in Nigeria .................112

2.10 Summary121

Chapter Three: Methodology .123

Chapter Four: Data Analysis 138

Chapter Five: Conclusion ..158

5.1 Conclusion.......158

5.2 Recommendations from the Study..160

5.3 Suggestions for Further Research...162

Works Cited.164

Appendixes.......173

Chapter One

Introduction

Background of the Study

The present form and status of the English language in Nigeria are a result of the contact between English and Nigerian languages in the socio cultural and political situations. The initial contact through trade led to a more formalized relationship during the colonial period and subsequent development were to convert English into a second language with a distinctive Nigerian flavour and to ensure for it a dominant position as the countrys official language.