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PROJECT TOPIC- LANGUAGE ATTITUDE OF TEENAGERS OF EHUGBO DIALECT SPEAKERS

PROJECT TOPIC- LANGUAGE ATTITUDE OF TEENAGERS OF EHUGBO DIALECT SPEAKERS

CHAPTER ONE

INTRODUCTION

Background to the Study

The role of communication and identity development in teenagers is particularly important. This is because during this phase of development, young people come to know and define themselves in ways that were not possible during their childhood (Calvert 2002). Identity, described by Huffaker and Calvert (2005) is a central task that begins in infancy and ends with the culmination of one’s life. There are facets of communication which present opportunities for young people to reflect on their own thoughts, ideas and actions, which add a new dimension to self discovery, particularly in relation to the sustainability of their local language.

According to Nwankwegu (2013) language is a system of vocal communication that comprises a circumscribed set of noises resulting from movement of certain organs within his throat and mouth. It goes further to state that, “by means of these, man is able to impact information, to express feeling and emotions, to influence the activities of others, and to comport himself with varying degrees friendliness or hostility towards persons who make use of substantially the same set of noises”. In same vein, Moody (2007) sees language in terms of manifestations of the phenomena in individual community practices that is a manifestation of specific instances of something more general, hence the Igbo language, English language etc.

Appel and Muysken (2008) observed that the fact that language are not only objective, socially neutral instruments for conveying meaning, but are linked up with the identities of social or ethnic groups has consequences for the social evaluation of, and the attitudes towards languages. It was also observed that the preservation of indigenous culture is associated with the preservation of indigenous language is less an argument about causes and effect than it is the assertion of a constitutive relation between wholes and parts. That is why the notion of “culture” is ordinarily taken to be more inclusive, language is widely regarded as one of the most tangible symbols of culture and group identity – a link which connect people with their past and ground their social emotional and spiritual vitality.

It is often claimed that teenagers learn more quickly and effortlessly provided that formal instruction is carefully and appropriately presented or that informal context-based learning occur in a supportive psychological atmosphere with sufficient motivation and opportunity (Edward, 2014). Consequently, teenagers though need to interact with others from different linguistic background but should possess good command of their mother-tongue (dialect).

PROJECT TOPIC- LANGUAGE ATTITUDE OF TEENAGERS OF EHUGBO DIALECT SPEAKERS

According to International Journal of American linguistic (2005) the loss of any such indigenous language, it is argued, spells the end of another way of looking at the world, of explaining the unknown and of making sense of life (Battiste, 1998). On such grounds, many seriously doubt that any culture entirely cut off from its “mother tongue” is like to survive.

Such thoughts are not, of course, restricted to Ehugbo dialect communities. Many immigrant parents routinely share the conviction that knowledge of one’s “language of origin” is the serious stuff out of which the often vanishing prospects of cultural preservation depend and so regularly speak their native tongue at home and send their children to local school, or after-school classes in Nigerian languages. For Ehugbo parents, the perceived threats of indigenous language loss are often seen as even more real and more pressing. For such parent there is no homeland where whole nation state continues to converse in their language of origin and on potential source or “new speakers”. For Ehugbo parents, the commonly shared fear is that when all the fluent speakers of their language die, so does their culture and language.

Statement of the Problem

Language attitude is one’s feeling towards a particular language which may either be positive or negative. It has been observed that Ehugbo teenagers have negative attitude towards Ehugbo dialect and this has been attributed to child’s perception of the language, poor use of Ehugbo dialect in teaching and learning in basic schools, peer influence and parental influence. These negative attitudes if not checked could take the language to its extinction.

It is upon these backdrops that this research sought to determine the factors that influence the language attitude of teenagers of teenagers of Ehugbo dialect speakers.

Purpose of the Study

The main purpose of this study is to examine the language attitude of teenagers of Ehugbo dialect speakers. Specifically, the study sought to:

  1. Determine the factors that influence the language attitude of teenagers of Ehugbo dialect speakers.
  2. Examine the how parental factors influence language attitude of teenagers of Ehugbo dialect speakers.
  • Determine how school factors influence language attitude of teenagers of Ehugbo dialect speakers.
  1. Examine how ignorance influence language attitude of teenagers of Ehugbo dialect speakers.

Research Questions

The following research questions were formulated to guide the study.

  1. What are the factors that influence the language attitude of teenagers of Ehugbo dialect speakers?
  2. How does parental factors influence language attitude of teenagers of Ehugbo dialect speakers?
  • How does school factors influence language attitude of teenagers of Ehugbo dialect speakers?
  1. How does ignorance influence language attitude of teenagers of Ehugbo dialect speakers?

Significance of the Study

PROJECT TOPIC- LANGUAGE ATTITUDE OF TEENAGERS OF EHUGBO DIALECT SPEAKERS

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