ABSTRACT
This study focussed on the Effect of Exposure to Figurative
Language on Senior Secondary School Students’ Achievement in English Reading
Comprehension in Awka Education Zone of Anambra State. Three research questions
and six null hypotheses were formulated to guide the study. The study engaged
quasi-experimental research design, otherwise known as pretest-posttest
non-equivalent control group design involving two intact classes from each of
the randomly selected schools. Two hundred and ninety-nine (299) Senior
Secondary Class Two Students, comprising males and females exclusively from
four schools located in urban and rural areas of the Education Zone served as
subjects in the study. The experimental group was made up of one hundred and
fifty two (152) students, comprising 43 males and 47 females from urban; 26
males and 36 females from rural schools. In the control group of (147)
students, 47 males and 45 females were from urban, and 25 males and 30 females
were from rural. Each of the intact classes in each of the schools selected for
the study through simple random sampling was also randomly assigned to
experimental and control groups. The instrument for data collection was the
English Language Reading Comprehension Achievement Test (ERCAT) based on two
reading prose passages. Five different lesson plans for the two groups with the
same instructional objectives and questions but different teaching strategies
were developed. Two reading passages one for pretest and the other for posttest
were used for the assessment. An internal consistency reliability estimate of
each of the reading passages was calculated using Cronbach Alpha at .84 and .91
for the pretest and posttest respectively. Kendall’s Coefficient of
Concordance (W)Test was used to determine inter-rater reliability which
yielded .51. Data obtained were calculated using mean and standard deviation to
answer the research questions while the Analysis of Covariance (ANCOVA) was
used to test the null hypotheses at 0.05 level of significance. The results of
the study indicated that the strategy of exposure to figurative language
significantly enhanced achievement in reading comprehension more than the
conventional method. Gender had no significant influence on the students’
achievement while location significantly did. The interaction effect of gender
and instructional strategy was not significant but there was significant
interaction effect of instructional strategy and location. Again, the
interaction effect of gender, location and instructional strategy was not
significant. Following discussion on findings, the educational implications of
the study were posited and recommendations made. Among others, English Language
teachers should adopt the exposure strategy to figurative expressions as added
alternative to the conventional method of vocabulary learning in reading
comprehension. A stronger reading foundation should be laid right from
pre-nursery to junior secondary school during which learners engage in
extensive reading for more exposure to figurative expressions embedded in texts.
The limitations of the study and suggestions for further research were given.
CHAPTER ONE
INTRODUCTION
Background of the Study
English Language has become an invaluable legacy of the British
colonial masters to Nigeria. The language has provided Nigerians with another
means of expressing their culture. Before the British came into Nigeria, the
country already had its many indigenous languages. One would have expected that
with the attainment of Nigeria independence in 1960, the language referred to
as the language of conquest and oppression would have been abolished (Akindele
and Adegbite, 1999). On the contrary, the English Language has come to stay as
the country’s official and national language. Globally, English is recognized
as a world language.
Language is understood as the particular set of speech norms of
a particular community (Alersandrowicz-Pedich and Lazar, 2002). It is expressed
using a set of symbols in form of letters or pictures which represent its sound
system. According to Offorma (2009) language expression can be verbal or
non-verbal to convey thoughts, feelings, and information. The way the
information is conveyed would reveal that language operates within a systematic
arrangement. Again, there are some elements or characteristics of language
which one cannot easily explain or find reasons for (Schmmit, 2000). For
instance, in English, the object called “house” is so called not on the basis
of any rational explanation but that the English people have conventionally
agreed to call it so, otherwise different languages would have had the same
name to designate the same object. Therefore, no two languages express the same
idea exactly the same way. This suggests that language learning is by imitation
and that to be clear and acceptable one must use words and patterns of
expression which people of the group understand and accept and which have the
same meaning for the hearer as for the speaker (Alersandrowich-Pedich and
Lazar, 2002).
Every language is made up of four skills in their hierarchical order
of acquisitions as follows: listening, speaking, reading and writing. The
listening skill as the first of the four major language skills is the key and
the gateway to language learning and it is very vital and fundamental in the
process of language acquisition. The three other skills, speaking, reading and
writing build upon it and are more or less dependent on it (Mgbodile, 1999). As
the child consolidates his listening skill he moves into the speaking stage
that will enable him join his speech community. Listening and speaking stages
are termed natural stages because they are acquired without any formal
learning. Long before the child learns to read, he has started to communicate.
Reading is the extension of communication and it naturally builds upon
listening and speaking skills already acquired. With practice and further
exposure to reading materials children gradually learn to read at primary
school and perfect their reading as they move higher to secondary school and
higher institutions. Skills for reading aloud, silent reading, intensive,
extensive and fast reading are then acquired. According to Agwu (2003) and
Nduka (2003) reading is an indispensable tool of learning at the various levels
of education.
Reading is an active mental process through which the reader gets into the
author’s mind and comprehends his view –expressed and unexpressed –
on a subject which is presented before him in the form of printed
language. In other words, the reader is involved in both mental and emotional
interaction with the author’s ideas, processes these ideas in the light of his
total experience past and present. In order to do this, the reader has to make
speculations, think over, interpret, judge and evaluate all that the author has
said. In comprehending what is read, mere understanding of sentences and
language are not enough but the semantic (underlying meaning) and not the
syntactic (sentence arrangement) content which is retained after reading. In
other words, comprehension is an act or process of understanding the nature or
meaning of something, the act or process of grasping with the mind (Alberto and
Troutman, 2003). In the same vein, Nduka (2003) could be said to have lent
support to the above view when he observed that comprehension, as it refers to
reading, means getting meaning from what is perceived in writing. Perception
here implies forming mental images and concepts generated by the written
symbols (words). These images and concepts are not restricted to only the
visible language symbols but extend far beyond to include ideas not directly
represented by the symbols of the language. Basically, authors often use words
perceptively to achieve special effects. Using language figuratively is one
such use. `
Figurative expressions are the expressive, non- literal use of
language for special effects usually through images. Figurative language is one
of the richest means of emotional communication and it is an indispensable tool
for arousing the feelings of hearers or readers. It enriches literary writing
as images and evocative expressions. According to Nwachuwkwu-Agbada (2001) the
use of figurative language makes for conciseness in speech and writing. In
other words, its use gives rise to economy of words, enhances clarification of
meaning, provides vivid examples, stimulates associations and emotions and
gives life to inanimate objects and ornaments. The kinds of figurative language
people use stem from the underlying values and assumptions of their culture or
society. A well understood metaphor in one culture may have an entirely
different meaning in another culture. For example, the figurative meaning of
different colours varies from one language group to another. According to
Palmer and Brooks (2004) the conventional association in British English
between the colour “green” to mean nature and innocence might not be the same
for students in other cultures. Students ought to be aware of these
associations in order to make tense of idiomatic usages like “to be green”
(referring to the colour of a thing and “to have green fingers” which means
“one good at making plants grow”, as well as more literary uses of the colour
green. The teacher’s task is to sensitize students to the cultural significance
obtainable to particular examples of figurative language in English, while
encouraging them to compare the association with those in their own language.
Figurative language is found both in literary and study-type reading materials.
It is used in conversations too. Hence, it is part of every individual’s
cultural background. The embedded figurative language in a reading passage
carries the culture of that language and the reading process involves
recognition and handling of such cultural meanings (Dellicarpini, 2007). On the
problem of recognizing and handling cultural meanings, Dellicarpini (2007)
stated that because figurative expressions have become conventional components
of everyday language, listeners and readers are unaware of the extent of the
metaphorical nature of language. Some popular idioms, proverbs and metaphoric
expressions are so deeply embedded into language that they are comprehended
immediately when used in oral conversations without the individual knowing the
initial, historical context of the word or phrase. But Batolva (2006) observed
that despite the copious usage of figurative language in conversations, many
readers struggle to interpret the language when it is encountered in a text.
This inability to interpret the language leads to a breakdown in text
comprehension which in turn can frustrate readers and discourage them from
continuing the reading task.
Figures of speech are numerous
but the most commonly used are metaphors, synecdoche, metonymy,
personifications, idioms, proverbs and allusions (Palmer and Brooks, 2006).
Other commonly known forms are hyperbole (overstatement), litotes
(understatement), simile, which is a formal comparison of two things usually
introduced by the words “like” or “as”, and, irony. Metaphors on the other
hand, provide direct comparisons between two things that are usually considered
not similar. An important characteristic of one thing is used to describe
another in a metaphor. For example, in the statement, “The child was a bolt of
lightning,” characteristics of lightning are associated with the child’s quick
movements.
Another important figure of speech in English Language is idiom.
Idioms are defined as fixed phrases or sentences whose meanings are different
from the meanings of the individual words (Baldeh, 2001). They form integral
part of everyday colloquial speech of native speakers. For instance, idioms
such as “making a mountain out of a molehill or burning the midnight oil are
expressions that do not mean what they literally say (Akmajian, Demers, Farmer,
and Horrnish,2004).
One may
ask what implications these examples have for the teaching of figurative
language. First, understanding figurative language involves a process of
inference whereby the learner is able to comprehend that two things which do
not normally collocate are being brought together. Understanding figurative
language requires a deeper level of text comprehension, an understanding beyond
the literal level using analytical and inferential skills. According to
Fredricks (2006), analyzing figurative language for meaning is found to be
complex and challenging for both native and nonnative English speakers. As a
result, students’ inability to grasp figurative language can lead to a
breakdown in understanding key points or even comprehending the passage as a
whole. In the same vein, its being complex to understand can also cause
difficulty in teaching particularly if students’ prior exposure occurred in a
dry, dull format with material that they could not relate to, thereby
decreasing their incentives to learn. Therefore, two major tasks are needed to
interpret figurative language. These are the ability to recognize figurative
language and the ability to understand it. According to Batolva (2006), to
recognize figurative language the reader should see if the writer used language
that would not make good sense if taken literally; if he made a direct
comparison; if the writer said that one thing is something else; if the writer
exaggerated the comparison. To understand figurative language, students are
expected to do the following: decide what things are being compared; think of
the qualities that are characteristic of the figurative language; and, decide
which of these qualities is appropriate to the context in which the figurative
language is used. In reading for comprehension then, word recognition is not
enough. Vocabulary knowledge is needed (Scarborough, 2001).
For English as a Second Language (ESL) learners, many factors
have been known to influence reading negatively. These factors have been
categorized into psychological, physical, environmental, pedagogical and
linguistic. Generally, reading achievement can be hampered by psychological
problems and physical defects ranging from general low intelligence leading to
poor mental and perceptual ability; auditory defects which lead to
poor auditory perception; eye defects, defects of the speech organs and
emotional instability (Mgbodile,1999). Also, studies have shown that Nigerian
learners of English have poor reading habits which influence comprehension.
These habits include pointing at words thereby delaying the fast movement of
the eyes for fast reading; moving the head sideways along the line of print,
thereby making reading tiring and boring; vocalization in which the reader
pronounces words to oneself equating the speed of talking with the speed of
reading; sub vocalization, in this case, the lips are not moved, the
tongue and vocal cords are intact but a sort of inner speech is made to
oneself; and, word by word reading which results in excessive word analysis
(Nduka, 2003; Ikonta,2005; and Offorma, 2009).
A variable considered important in reading skill is gender.
Gender in this study is regarded as a cultural constraint which distinguishes
the roles, behaviour, mental and emotional characteristics between males and
females developed by a society (Azikiwe, 2005). A society in this regard is a
group of individuals who share common interest and norms, living together in a
particular geographic location (Nwafor, 2002). In language learning, especially
reading, there have been controversial reports on gender performance. For
instance, Akabogu (2002) and Marja (2008) recorded no gender difference in
performance of male and female students in reading comprehension. Offorma
(2001,2009) reported that girls achieve more than boys in foreign language
acquisition. On the other hand, Anizoba (2004) and Oluikpe (2004) also reported
no significant influence of gender on the students’ achievement in essay
writing.
Closely related to the influence of gender on students’
performance in reading comprehension is location of the school. Differences in
location imply the existence of differences in demographic and socio-economic
parameters of the school. (Anizoba, 2004), Uwa (2005) and Adepoju (2008)
observed that students in schools located in the urban area perform
better in second language learning than those in schools located in the rural
area. The observation was that schools in the urban centres had access to
electricity which in turn attracted infrastructures like language laboratory,
computers for computer based learning, well equipped school libraries,
conducive classrooms and enough qualified English language teachers. On the
contrary, schools located in the rural areas lack most of these amenities. So
far studies carried out on the influence of location on reading comprehension
have shown controversial results. For example, Ene (2002) and Akabogu (2002)
reported that students in the urban area scored higher marks in reading
comprehension than the students in the rural area. Okeke (2000) and Anizoba
(2004) reported a no significant difference in achievement in reading comprehension
of students from the urban and rural areas.
Closely related to location variable is a linguistic factor
which influences reading comprehension among Nigerian students. This problem
arises as a result of interference of the learners’ mother tongue (MT) on the
target language (TL). According to Uwa (2005), students who are used to the
pronunciation, stress, rhythm and intonation patterns of their mother tongue
before learning to read and write in a language which has different
phonological, lexical and syntactical arrangements with their (MT), get in the
printed material distorted thereby influencing the students’ rate of
comprehension (International Reading Association, 2001).
Unfortunately, students’ performances in examinations conducted
by examination bodies like West African Examination Council (WAEC) and National
Examination Council (NECO) have been very poor in English language. Reading
skill is at the centre of all the subjects offered in the school (Nduka, 2003).
Therefore, failure in reading is failure in all the other subjects including
the English language. For instance, WAEC’S statistical report on candidates’
performance in English Language, May/June (2006-2008) showed very poor
achievement. In May/June (2006), 32.48% obtained credit and above; in May/June
(2007), 30.32% scored credit and above; in May/June (2008), 35.02% scored
credit.
In the same examination, NECO’s statistical presentation
on candidates’ performance in the same subject has not showed any improvement
as one would expect with all that the computer age has to offer. In NECO
June/July (2009), 25.99% candidates scored credit and above. In June/July
(2010), 21.00% candidates scored credit and above; and in June/July (2011),
20.16% obtained credit and above (http://www.neco.com). The results so far
presented call for urgent need to explore ways of making reading lessons
effective in order to enhance students’ achievement.
WAEC Chief Examiners’ Reports on English Language Paper 1
sections B and C which comprises Comprehension and Summary of passages have
never attracted favourable commentary on students’ performance for some years
now. For instance, they expressed sadness that after six years in the secondary
school and given a paper that conformed to standards, most candidates still
performed very poorly (WAEC, 2008). According to the report, the
candidates’ expression was generally poor and the range of vocabulary knowledge
so limited. In the reading comprehension and summary sections, candidates lost
a lot of marks as a result of lifting seeming answers. The report indicated
that many candidates were yet to understand the skills of reading comprehension
one of which hinges on vocabulary recognition and vocabulary knowledge.
The Senior Secondary Certificate Examination (SSCE) English
Language Syllabus has revealed the WAEC and NECO objectives for setting
comprehension questions. According to the objectives, it is expected that after
six years in the secondary school, candidates should be able to do the
following:
·
Find appropriate equivalents for selected words and phrases;
o Understand
the factual content of a passage;
o Make
inferences from the content of the passages;
o Respond
to uses of English expressions to reveal, reflect sentiments, emotions and
attitudes;
o Identify
and label basic grammatical structures, words, phrases or clauses, and explain
their functions as they appear in the context;
o Identify
and explain basic literary terms and expressions;
o Recast
phrases or sentences into grammatical alternatives.
(WAEC 2004-2008:192-193)
Method of teaching the subject has been under severe criticism
in recent time. In most Nigerian secondary schools the conventional method of
teaching reading comprehension is teacher-oriented and not student -centred. It
is patterned after the Audio-Lingual Method which often ends in habit
formation. The learning theory underlying the (ALM) is the behavioural theory
of stimulus-response which upholds that language, like much of human behaviour,
takes the form of repeated responses to similar stimuli. In the adaptation of
(ALM) to teaching reading comprehension in the classroom, the English teacher
has often done the following :(i) sets out purposes for reading;(ii) builds
background experience of the reading passage; and, (iii )teaches unfamiliar
vocabulary through the use of the dictionary. The audio-lingual method of
language teaching has been criticized for a number of reasons. For example, the
method is seen as an all- teacher affair. According to Richards and Rodgers
(2001), learners are viewed as organisms that can be directed by skill training
to produce correct responses such that teaching focusses on the external
manifestations of learning rather than on the internal processes of learning.
Learners play a reactive role by responding to stimuli.
On the contrary, a humanistic approach which centres on the
schemata and meta-cognitivism have gained increasing prominence in English
Language teaching and it has recognized the learner as a whole person who has
analytic ability (Fredricks, 2006). The theory of constructivism on which
this teaching strategy is based, states the nature of interaction between the
cognitive processes resulting from the influence of prior experience, both
social and cultural, on the reading passage as aids to comprehension if properly
harnessed. This includes all the variables which may influence the meaning any
reader can give to a text.
Exposure to figurative language is discussion oriented. Recourse
is made to first language association (Peregoy and Boyle, 2000; Fredricks,
2006). The use of the dictionary is encouraged so that learners can generate
more metaphorical extensions of the target words. Exposure takes the form of
teaching vocabularies in their context. The teacher adopts the following steps
in exposing figurative language in a passage: (i) Categorizing language
according to metaphorical propositions which may require act of “completion”
from the readers whereby a “linkage” is established between the two elements
being compared and linguistic inferences made (Lazar, 1996:47). For example, to
what is “Love” compared to in the two verses below:
(a). Love is a smoke raised
with the fume of sighs:
Being purg’d, a fire sparking in lover’s tears:
A madness most discreet. (from Romeo and Juliet I.i.)
(b). Love is feeling cold in the
back of vans.
Love is a fanclub with only two fans.
Love is walking holding painstained hands. (from “Love is” by Adrian Henri in
Mc Gough 1981:108)
The question can be “Which comparison in the verses above about
“love” do you think is the most effective? and why?
Figurative language can be taught by asking the students to list the literal
qualities in a group of words in order to decode their figurative meanings in a
text. The aim of the activities which follow is to help the learners grapple
with the more sustained metaphors often found in certain texts such as humorous
journalism, advertisements, poetry and other literary texts. For instance in
the following words “peak”, “mountain”, “torrent”, can you match each word with
the definition that best explains its meaning?
1. a large
amount of water that flows or falls very quickly
2. an
extremely high hill that usually has steep sides
3. the
pointed part of a mountain
The words defined have at least one other meaning which the
students can find out.
According to Fredricks (2006) idioms and collocations with
deeply entrenched metaphors create the most difficult problems for ESL readers
as the embedded metaphors carry the culture of the second language.
Unfortunately, many studies have not been carried out on the extent to which
figurative language can expand students’ vocabulary for enhanced reading
comprehension. Few works available have given credit to its usefulness to
ESL learners. For instance, Palmer, Shackelford, Miller, and Leclere, (2006)
observed that providing ESL students with explicit instruction in
interpreting figurative language- a bridge to reading comprehension- is a
significant goal for teachers who design instruction for culturally
and linguistically diverse population. Lazar (1996) suggested using figurative
language to expand students’ vocabulary. Fredricks (2006) identified it as an
aspect of vocabulary difficult to teach. In the present study, the researcher
has attempted to investigate whether exposure to figurative language will have
any effect on the achievement of senior secondary school students in English
reading comprehension.
Statement of the Problem
There have been consistent reports of poor achievement in English Language
among Nigerian students over the years. Also, results on students’ performance
in Senior Secondary Certificate Examination (SSCE) in English Language over the
years have not been commendable. Failure in this subject area has often been
attributed to the methods and strategies of teaching the reading skill which is
the core of the school curriculum. Another observation made is the limited
vocabulary which ESL students have. Previous reports from WAEC Chief Examiners
noted that in reading comprehension section, most candidates usually exhibited
poor understanding by giving the surface meaning of the passage, lacking the
ability to read between the lines or draw inferences. The reports also added
that most candidates performed poorly in questions testing figures of speech
and concluded that all these pitfalls pointed to the fact that the candidates
were not adequately prepared for the examination by the schools. The
conventional method of teaching reading comprehension has been found to have
some limitations, one of which is that it is teacher-centred instead of
learner-centred.
Therefore, considering the
need to improve students’ performance in reading comprehension, the present
study attempted to investigate the effect which exposure to figurative language
would have on senior secondary school students’ achievement in reading
comprehension. Put in question form, the problem of the study was: What will be
the effect of exposure to figurative language on senior secondary school
students’ attitude and achievement in English reading comprehension?
Purpose of the Study
The main purpose of the study was to determine the effect of
exposure to figurative language on senior secondary school students’
achievement in English reading comprehension. Specifically, the study set out
to determine:
1. the
achievement of senior secondary school students exposed to figurative language
in English reading comprehension and those taught using the conventional
method.
2. the
influence of gender on the achievement of senior secondary school students
exposed to figurative language in English reading comprehension.
3. the
influence of school location on the achievement of senior secondary school
students exposed to figurative language in English reading comprehension.
Significance of the Study
The findings of this study are expected to be beneficial to English Language
teachers, students, curriculum planners, course book writers, the Government
and stakeholders in education. Teachers of English will see the need to teach
figurative language as a special aspect of vocabulary in English reading
passages for enhanced comprehension. Basically, English writers often use words
figuratively to achieve special effects. The strategy is expected to encourage
students to make use of standard dictionaries to generate more figurative
extensions of words for increased vocabulary knowledge and vocabulary use.
Recourse made to the students’ schema through association with their first language
provides stress-free and friendly classroom that promotes learning.
Theoretically, this study recognized that reading comprehension has moved from
mere behavioural perspective to a cognitive developmental and socially
constructed task that goes beyond understanding the words in a page. The
teaching strategy is found to encourage successful discussion among groups in
the class. The teacher is the facilitator and the learning situation is
students’ – centred for impactful output. The discussion during reading is
expected to promote higher level thinking opportunities which aids the students
to make critical and aesthetic contributions on the text. Students are able to
also generate new ideas and questions. Empirically, the study has provided
evidence that exposure to figurative language increases vocabulary knowledge
which goes beyond the literal knowledge of words to inferential and analytic
levels that promote reading comprehension. Students’ mental capacity is
sharpened which leads to creativity transferred to novel situations during
extensive reading.
In the same vein, textbook writers will be able to carry out a
thorough review of the existing reading section in English textbooks in order
to incorporate and organize linguistic activities which can give the learner
more opportunities to process language at a deeper level. There will be the
need to integrate culturally based linguistic differences that can promote
understanding among students.
The result of this study is expected to sensitize the Government
and Stakeholders in education on the need to organize seminars and workshops
for English teachers who are already in the field about the new strategy.
Finally, educational researches bring innovations to teaching and learning. Hence,
the present study is an added resource material for educational purposes as
well as reference material for further research.
Scope of the Study
The present study is delimited to the effect of exposure to
figurative language on senior secondary students’ achievement in English
reading comprehension in Anambra State. For content coverage, two reading prose
passages of WAEC equivalent were selected from Senior Secondary School
Students’ English Project written by Grant, N., Nnamonu, S., and Jowitt, D.
(2002).
The questions from the reading passages elicited students’
knowledge in the six process objectives on knowledge, comprehension,
application, analysis, synthesis, and evaluation (Wheeler, 1979). The variables
of gender and location on the teaching strategy were considered too.
Research Questions
The following research questions guided the study:
1. What is
the difference in the mean achievement in English reading comprehension of
senior secondary school students exposed to figurative language and those
taught using the conventional method?
2. What is
the difference in the mean achievement between male and female students exposed
to figurative language in English reading comprehension?
3. What is
the difference in the mean achievement in English reading comprehension of senior
secondary school students from urban and rural location exposed to figurative
language?