Effects of Guided Interaction Strategy on the Lower Primary School Pupils’ English Phonology and Morphology Skills in Ile-Ife, Osun State, Nigeria

Abstract

English Language is not only a foreign language but a language of instruction in Nigerian schools. However, the National Policy on Education (2014) stipulates that mother-tongue should be used as medium of instruction from crèche to lower primary school. This has not been strictly adhered to by most nursery and primary schools operators in Nigeria instead, English Language is mostly used. From this premise, it becomes imperative to lay a solid foundation on the proper learning and acquisition of needed skills of English Language by the pupils at the lower level so as to enhance their performance in their subsequent academic pursuit hence the use of a strategy called Guided Interaction strategy (GIS) to enhance the performance of the pupils in English phonology and morphology. Two lower primary schools were used where one school was used as experimental group and the second school as control group. The results obtained, after a six week experiment, show that the GIS has significant improvement on the pupils’ acquisition of phonology and morphology skills.

Keywords:Guided-interaction-strategy, phonology, morphology, foreign language, mother-tongue and conventional-teaching-method

DOI: 10.7176/JLLL/100-03

Publication date: January 31^st 2024