Communicative Approach in Developing the Oral Communicative Ability of Igbo L2 Learners at The Upper Basic Level in Ebonyi State, Nigeria

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Communicative Approach in Developing the Oral Communicative Ability of Igbo L2 Learners at The Upper Basic Level in Ebonyi State, Nigeria

Nwigwe, Nwakaego and Obeka, N.O (2024) Communicative Approach in Developing the Oral Communicative Ability of Igbo L2 Learners at The Upper Basic Level in Ebonyi State, Nigeria. British Journal of Education, 12 (3). pp. 8-15. ISSN 2054-6351(Print),2054-636X (Online)

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Abstract

It has been observed that Igbo L2 curriculum has not been promoting the major objective assigned to it, namely, to inculcate in Igbo L2 learners’ communicative competence in Igbo language. This study investigated the effectiveness of communicative approach on oral communicative ability of Igbo L2 learners at the upper Basic level. The quasi-experimental research design involving non-randomized experimental research design. Two research questions and one null hypothesis guided the study. The sample for the study consisted of ninety (90) Jss II Igbo L2 learners drawn from two intact classes in Ebonyi Local Government Area of Ebonyi State. Igbo L2 learners were taught for six weeks (6) using the communicative approach. Mean and standard deviation were used to answer the research questions while t-test statistics was used to test the null hypothesis at 0.05 level of significance. The results revealed that L2 Igbo learners taught with communicative approach achieved higher in their communicative ability than those taught with conventional method. The study, therefore recommends that teachers of Igbo as a second language should adopt a communicative approach in teaching. They should combine dialogue, games, contests, role play and songs so as to motivate learners and make their lessons very interesting.

Item Type:	Article
Subjects:	L Education > L Education (General)
Depositing User:	Professor Mark T. Owen
Date Deposited:	15 Feb 2024 14:08
Last Modified:	15 Feb 2024 14:08
URI:	https://tudr.org/id/eprint/2673

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