The Influence of Student's Social Background on the Acquisition of Fluency in Written English

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dc.contributor.authorUnwuchola, Mary Ojonugwa
dc.date.accessioned2018-12-19T07:21:50Z
dc.date.available2018-12-19T07:21:50Z
dc.date.issued2005-05
dc.description.abstractThis research addresses the topic of the Influence of Student's Social Background on the Acquisition of Written English. The research was carried out at Parklands Boys' High School. The school's head teacher, the deputy head teacher, English teachers and selected students participated in the study. Questionnaires and interviews were the instruments used to gather raw data from the field. The following objectives guided the research: I. To examine teachers' knowledge of their students' social background. 2. ro identify ways in which parents and teachers can help students improve their writing skill. 3. To enable students find ways of improving their written work. 4. To explore the various variables that inhibits students from writing competently. The research findings revealed that teachers are aware of students' social background. The purpose of this knowledge is to establish how to help the students in their written English. The study, however, revealed that teachers have to do more work in order to help students improve their English. The method of teaching ought to be examined and reviewed in order for students to participate fully and have interest in the subject. Teachers also ought to give students more assignments and model the use of English language to them. Teachers should to make conscious effort to achieve this for the effective learning to take place within the students. The knowledge of English language is extremely important in the life of students and every teacher taking the subject seriously should make this known to them. Students are to be discouraged from using sheng and Kiswahili in the classroom as well as on the school compound. They should be disciplined so that they may realize the importance of English. Teachers should engage students in various practices that can improve their skills in writing but their reading, speaking and comprehension of given materials.en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12342/452
dc.language.isoenen_US
dc.publisherTangaza University College/Saint Mary university of Minnesota(Nairobi Campus)en_US
dc.subjectStudent's Social Backgrounden_US
dc.subjectAcquisition of Fluencyen_US
dc.subjectWritten Englishen_US
dc.subject1Crashen 's Monitor Theoryen_US
dc.subjectContrastive Hypothesisen_US
dc.titleThe Influence of Student's Social Background on the Acquisition of Fluency in Written Englishen_US
dc.typeOtheren_US
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