CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

A teacher is seen as a bridge between the students and the curriculum. Teachers are the co-ordinators of all educational activities within the school system. Their responsibility is to interpret the contents of the curriculum and break them down into teachable units in order to achieve the stated goals and objectives. To achieve the objectives, the teachers’ mode of operations and their relationship with the students are of utmost important. These depend on the teachers’ perception and acceptance of the teaching job, methods and materials used and their communicative strategies during instructional process in the classroom.

          The effective teaching/learning of English language in the classroom depends solely on the communication skills of the teacher. Once they communicate appropriate instructions to the students, their potentials are harnessed and creativity developed. These skills of communicating appropriate instructions to the students help inculcate into students the rudiments of English language hence, use them in the construction of readable sentences in English language. In essence, students on their own do not have better standing in understanding and applying the rudiments of English language into sentence construction until they are taught. It is on this background that Ekah (2015, p.49) stated that: learners are drilled to be able to memorise rules of language as a way of developing sufficient ability to be able to translate one language into another. Eka emphasized the use if recitation and translation in that the learners have no mind of their own, hence, they always speak the mind of their teacher.

          Communication therefore, serves as the driving force in any good relationship (Hasan, 2010). Communication encourages effective classroom interaction during teaching/learning process. In this case, the English language teachers need to be well vested in the complexity of the language to be able to communicate instructions effectively to the students. The reason being that if the English teachers do not master the complexity of the language, they will find it difficult to guide the students to form sentences in the language. So, the quality and caliber of teachers and teaching of sentence formation determines the result achieved.

1. 1. This material content is developed to serve as a GUIDE for students to conduct academic research work
2. 2. As a source for additional understanding of the subject.
3. 3. As a source for ideas for your own research work (if properly referenced).
4. 4. For PROPER paraphrasing (see your university definition of plagiarism and acceptable paraphrase)
5. 5. Direct citing (if referenced properly)
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