TEACHING ENGLISH RELATIVE CLAUSES TO SECOND LANGUAGE LEARNERS OF ENGLISHBy Afolabi, Amidu. A Federal College of Education (Special) Oyo, Oyo State. Nigeria And Olateju, Moji. A (Ph.D) Department of English. Obafemi Awolowo University Ile-Ife, Osun State Nigeria. e-mail [email protected] Mr Afolabi Amidu A. is a Lecturer at the Federal College of Education (Special) Oyo, Oyo State Nigeria. Dr. Olateju Moji A. is a Lecturer in the Department of English, Obafemi Awolowo University, Ile-Ife. Her research interests are in Discourse Analysis, Pragmatics and Applied Linguistics. She has published a book entitled Discourse Analysis: Analysing Discourse in the ESL Classroom and co-edited two books titled Readings in Language and Literature and Perspectives on Language and Literature. She has also published articles on Discourse Analysis in Systemic Functional Linguistics Forum, Ife Studies in English Language and on-line journals. e-mail [email protected] 1 TEACHING ENGLISH RELATIVE CLAUSES TO SECOND LANGUAGE LEARNERS OF ENGLISH ABSTRACT This study examined the adequacy or appropriateness and mastery of different types of relative clauses in the written English of 180 final year students from six selected Colleges of Education in the South Western part of Nigeria The study revealed that the students were deficient in their use of relative clauses. In the light of the findings, the eclectic approach to the teaching of relative clauses and the introduction of students to the relationship of the units on the rank scale (from the morpheme to the sentence) was proposed and suggestions were made for improvement on the teaching and acquisition of knowledge of English relative clauses by learners and users of English as a second language. 2 3 . it is important to be familiar with the linguistic grammar in order to interpret the linguistic expression correctly. Muir (1972:08) also notes that both syntax and morphology extend over the whole rankscale. it operates at the clause and sentence structures whereas the morphology of the nominal group is that it has elements of structure (mhq) modifier. morphology. To Muir. discussion always involves units next above and unit next below. Working at the clause level in the written English of students in some tertiary institutions in Nigeria therefore reveals a lot about the students’ interpretation of linguistic expressions and usage on the rank scale in general. The recognition of the various types of patterning. head and qualifier at the word level. Scholars like (Tomori 1963). usually. lexis etc. Teaching and learning of English in Nigeria Many attempts have been made through research to arrest or solve the problems confronting the teaching and learning of English in Nigeria. This linguistic expression according to Muir is not just the additive value of words but the complex patterning formed by the operation of the units within each other. units at the rank scale are not discussed in isolation. The syntax for example of the nominal group is that.TEACHING ENGLISH RELATIVE CLAUSES TO SECOND LANGUAGE LEARNERS OF ENGLISH Introduction Language is a patterned activity. word connections and usages occur at various levels of syntax. Muir (1972:02) notes that despite the linear presentation of language as a patterned activity. which exhibits some regularity. It is not surprising. Grammar is an indispensable aspect of English because any deficiency in it will certainly affect one’s competence and performance. which are structurally and functionally important when they occur in a sentence. worked on the various types of relative clauses in English including their functions and illustrative examples. (Oluikpe 1974). (Chigeonu 2000) Omigbule 2003) and (Taiwo 2003) have shown serious concern over the problems confronting the effective teaching and learning of English language in Nigeria and suggestions for further improvement have been made. (Mohammed 1995). When a writer engages himself/herself in the use of complex sentences. The contributions of these various scholars have been noted with special interest. he or she cannot do away with relative clauses either wittingly or unwittingly. It does not seem that this important area of the English language has received the necessary attention it needs in the teaching and learning of English in Nigeria. However. (Adetugbo 1969). It has been observed that many Nigerian students are faced with difficulties in learning the grammar and morphology of English and in particular the relative clauses. that linguists are preoccupied with it. therefore. Learners of English as a second language should therefore be encouraged to master the various types and functions of relative clauses for effective communication. it seems that relative clauses have been neglected in English as a second language situation in Nigeria. (Aboderin 1980). (Bamgbose 1971). (Aremo 1997:83-110) among other things.(Afolayan 1968). (Adejare 1995). 4 . Regardless of this pre-occupation. especially the simple ones. (Fabusuyi 1986). the beauty of any writing or speech lies in one’s ability to vary one’s sentences by not sticking to a particular type. and to have attained an appreciable level of competence in the use of relative clauses. Noforija-Epe. for improvement on the teaching of relative clauses to second language teachers and learners of English. Listed below are the six selected colleges of education. Adeyemi College of Education. 5 . (i) (ii) (iii) (iv) (v) (vi) Osun State College of Education. in the light of the findings. Each student was instructed to write an essay or a letter in an hour’s test on one of the topics below. Three of the colleges are federal owned colleges while three are state owned.. Ikere – Ekiti Lagos State College of Primary Education. Oyo. Ondo. To make suggestions. Ilesa College of Education. Therefore. they are expected to be able to communicate effectively with the language both in speech and in writing. (b) The Data The students used for this study were limited to the final year students in six selected colleges of education in south western Nigeria because they can be presumed to have had considerable exposure to the English language in and outside the classroom. Federal College of Education. Osiele – Abeokuta Federal College of Education (Special).The specific objectives of the study are: (a) To account for the types and functions of relative clauses in the written English of final year students of the Department of English in six selected Colleges of Education from south western Nigeria. stating your reasons for objecting to the marriage. (ii) There have been frequent inter-communal clashes in your area.(i) Your brother is contemplating marrying a beautiful young girl whose character you find objectionable. Each script was analyzed for occurrences of the various types of relative clauses and the types of errors committed by each subject. which are technically referred to as 6 . The relative frequency percentage (RFP) of each error type across the colleges and of all the errors in each college was calculated using the formulae: Total No of each error committed Each error type across = the selected colleges across the colleges Total no of all errors committed across all the colleges x 100 1 All errors in each college = Total No of errors committed in each college Total no of errors committed across all the colleges x 100 1 It needs to be stated that out of 180 scripts selected for analysis. The following steps were taken in analyzing the data: (a) (b) (c) The colleges were labelled A and B i. To make the data as representative of these colleges as possible. This is known as covert errors. fifty students sat for the test in each of the schools giving a total of 300 out of which 180 were randomly selected. Write a letter to him advising him against the proposal. it means that 108 students did not use relative clauses. 108 scripts did not contain any relative clause. By implication. A represents the State Colleges involved in the study while B stands for the Federal Government Colleges.e. Write an address to be presented at a reconciliation meeting of the warring parties suggesting ways of guarding against future occurrences. The remaining 72 scripts were analyzed. (i) (ii) ….75%) of them made the mistake. them and it (i) (ii) … the toddlers distributed the cutlasses which they hid them in the bush…. Error Type C: Redundancy of object pronouns in relative clauses e. This implies that this area needs more attention because it is their weakest point among the error types of relative clauses. 21 (43.( ‘whom’ is omitted) Out of 48 students that used relative clauses in their scripts.instead of ‘which’) …… young children which were involved in the communal clash….g.(. ….(instead of ‘who’) 9 (18. Error Type B: Wrong choice of the relative pronoun e.avoidance phenomena. (i) (ii) …… the cutlasses whose their leaders bought….g. Here the students used the relative pronouns but they were wrongly used e. and out of them 24 students used relative clauses correctly while the remaining 48 students used theirs wrongly. They set the palace.75%) of the students had the above error type in their scripts.g. which they had renovated it two years ago ablaze… 7 . This error was found in the scripts of the students involved in each of the colleges used for the study.g. Types of Relative Clause Errors The different types of relative clause errors recognized for analysis in this study are as in (Aremo 1997:83-102) Error Type A: Omission of relative pronoun e. Ayo came to me was my teacher’s brother (‘who’ is omitted) …… His sister he lived with for several years sent him out unceremoniously. 42%) had this error in their scripts out of 48 subjects that had relative clause errors in their scripts. Below is the relative frequency distribution of the error types in the selected colleges of education.08%) subject had this error out of the total number of 48 subjects that used relative clauses wrongly in their scripts.g. Error Type F: Wrong use of ‘that’ – as personal antecedent in a relative clause e. This is insignificant.Only 1(02. 8 . attention must be focused on this type of error in order to rectify the students’ inadequacy in it. Consequently. 17 (35. The women that name you forwarded to the police… Many students had this error type. Specifically. 17%. Ilesa College of Education. it is obvious that the students in College 1 had the highest number of errors with 29. 2. (SP).17 5 4 3 2 2 21 43. Abeokuta F. TOTAL PERCENTAGE 5 2 1 0 0 6 14 29.E.E. 6. ERROR A Omission of relative pronoun B Wrong choice of the relative C TY PES D E Wrong use of relative after prepositions F Wrong use of ‘that’ as personal antecedent S/N COLLEGE Redundancy of the object pronoun in the relative clause Redundant subject pronoun after who % TOTAL T Y P E A .42 11 8 7 5 3 48 100 22. 9 .75 2 2 1 2 0 09 18. error types F and A –omission of relative pronouns.08 0 0 0 0 0 00 00 0 0 0 0 0 00 00 4 2 3 1 1 17 35. The table above indicates that the students involved in College 1 had the greatest problem as regards the correct use of relative clauses but more specifically with ‘that – relative clause’ that is.58 10. They made the errors in four (4) out of six (6) error types involved in this study. Osun State College of Education. 5. Ondo.C.The Relative Frequency Percentage (RFP) Showing Each/All The Error Types Committed Across / Each of the Selected Colleges. Oyo.STATE 1. Ikere-Ekiti.41 06. Adeyemi College of Education. 4. LACOPED. 3.92 16.25 100% From the table above.C. Epe TYPE B – FEDERAL F.67 14.75 0 0 0 0 0 01 2. 41% had errors in their scripts. Only 06. only three (3) students used relative clauses wrongly. D and E while their serious problem was in connection with omission of relative pronoun (type A) and wrong use of ‘that’ as personal antecedent (type F) as well as wrong choice of the relative (type B) as shown in the table. only five (5) students with 10. while the remaining one was in type F. In other words. College 4 students’ error percentage was 14. B and F. None of the students had errors in types C. namely: B. College 3 had eight (8) students among the forty-eight (48) that committed the error types. College 6 was the best of all the selected institutions used in this study because it had the least errors. D.92% out of the 48 students that had errors in their scripts. C. The students did not have any error in types C. Based on the foregoing. Thus. came from College 2. With respect to College 5.D and E. out of the six error types identified. and E. They had errors in omission of relative pronoun (type A) and wrong choice of the relative (type B) and wrong use of ‘that’ as personal antecedent (type F). The percentage was made up of 7 students out of 48 involved. the most problematic to the students involved in this college was type A. the students selected performed better than all other colleges.Eleven (11) students. representing 22.25% had errors in their scripts. it is clear that the colleges under type B – federal owned fared better than those under type A – state owned because the former had the least number of students that did not use relative clauses correctly while the latter had the greater number 10 . Of all the error types. No student had any error in the remaining four types. Two (2) students had errors in type A. However.67%.58%. none of the students had errors in types C. This represents 16. They had errors in types A. D and E. and it is always a rankshifted clause or embedded clause. The reasons for this disparity might be due to the fact that federally owned colleges are better equipped than the state owned ones. A relative clause appears as a subordinate clause. usually a noun or noun phrase. The relative does not only relate its clause to the antecedent. (Aremo 1997:87) contends that a relative ‘relates’ or ‘connects’ the post-modifying clause to the preceding part of the noun phrase. The Concept of Relative Clauses Scholarly works that provide linguistic insights into relative clause types as presented in this study include those by (Boadi. because it usually begins with the relative. this kind of clausal post-modifier in the noun phrase is commonly referred to as a relative clause. And. (Christophersen and Sandved 1980). The boy A BOY sang a song yesterday was his son. Examples are: (i) A boy sang a song yesterday (ii) The boy was his son. which immediately precedes it. 11 . (Quirk and Greenbaum 1973). the population explosion of students in state colleges coupled with incessant strikes as a result of poor staff welfare. Also. The noun qualified is called the ‘antecedent’ while the pronoun that introduces a relative clause is called the ‘subordinator’ or the ‘relative’. It also acts as a post-modifier because it post-modifies a noun. and (Aremo 1997) respectively. classroom management and discipline as we have in federal colleges. admission of students without adequate entry requirements into Pre-NCE programme might not give room for effective teaching and learning. The boy WHO sang a song yesterday was his son. in the source sentence for the clause. it also functions as a substitute within its clause for some items. Grieve and Nwankwo 1968).of students that committed errors in their scripts. that is. sometimes called or referred to as adjective / adjectival clauses. are usually introduced by one of these relatives / subordinators that. (iv) and (viii) above should be ‘This is where I was born’ and ‘That is why he danced’. Many speakers believe that where any of those relatives is used. John.This implies that the relative/subordinator ‘who’ is substituted in the relative clause for the noun phrase a boy in the source sentence. who. The man whom she wrote to has arrived. This implies that the inclusion 12 . there are considerable restrictions on the use of adverbial (adjunct) forms. The girl A GIRL bought a car last week was a banker. while the preceding nouns or noun phrases are the antecedents. gave me a book He is the man that I admire. Examples. The girl WHO bought a car last week was a banker. (iii) A girl bought a car last week (iv) The girl was a banker. where (adverbs) and sometimes why. the two sentences have been collapsed to become one sentence. For instance: (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) I ate the food which she cooked The boy who came here this morning is my cousin. whom. The above underlined expressions are all relative clauses. which. what (relative pronouns) or when. In the examples (iii and iv) above. and subordinator ‘who’ has been used to replace the noun phrase ‘a girl’ in the source sentence. who travelled abroad. where and so on. Relative clauses. whose.when. This is the building where I was born. That is the reason why he danced. The girls whose names were called on Thursday had fled. there should be no antecedent. However. And using them with their antecedents will result in tautology. one should be flexible and eclectic in approach. The man who was asking for you has gone. The man has gone. direct. in teaching relative clauses. It is more satisfactory initially to deal with nominal groups including relatives as integrated wholes. The man has gone. The man I saw has gone. audio-lingual and cognitive code-learning.of ‘building’ and ‘the reason’ in the former examples have made the statements to be tautologous. including the teacher himself. thus: The man was asking for you. Therefore. they are redundant words. in terms of initial class teaching. Therefore. Methods of teaching are sensitive to variables within the teaching situation. it is rather an artificial way of dealing with the problem. Teaching Relative Clauses Some of the methods that have been used in the teaching of relative clauses includegrammar-translation. There is no method that has merits without demerits. (Williams 1990:6) has this to say about eclectism: The point about eclectism is that it is flexible. (Boadi. I saw the man. They point out that it is not difficult. The specific objectives will determine the choice of a method(s) to use. to devise situations in which you could employ a series of nominal groups such as: 13 . They contend that while it can be proved that the first pairs of sentences are the sources of the greater sentences. Grieve and Nwankwo 1968: 211-213) assert that it is common in books teaching the composition skills or in books of exercises in structure or grammar to approach the teaching of relative clauses by means of the synthesis of two or more sentences. for example. all four post-head modifiers have identical function. it as used in the above expression is redundant and unnecessary.. (Boadi et al 1968:211-213) further identified another area of confusion. The said common confusion is exemplified by: *The book which you are looking for it is not here. Here. 1968) might well be induced by the typical exercise: The book is not here You are looking for it They therefore declare that students are taught to use which as a relative (whereas. may have identical reference as well.. That boy sitting in the corner …..That boy there …. That boy who is sitting in the corner …. which must be cleared in order to make the teaching of relative clauses meaningful and understandable. would probably be more common).. that. Here. incidentally. When this error persists. there could perhaps be a case for teaching how to join two sentences by means of explicit 14 . Students who have become accustomed to the idea that these clauses are simply nounmodifiers are less likely to be misled by the presence of the ‘finite verb’ into thinking that they have written a complete sentence when in fact all they have written is one group/phrase. Quite possibly such an error as observed by (Boadi et al. which might perhaps form the subject. Ideally. there is a clear failure to appreciate that ‘which’ is in fact the direct object in the relative clause. That boy in the corner …. and if the situation is appropriate. The sentence is then represented by X You are looking for 4. Apply the rule. A much-simplified transformational rule would then state: 1. In the case of: You are looking for the book.transformational rules. The two sentences in full. 15 . + Y Nom. X is You are looking for. 3. Gr. but in this case the two relevant nominal groups must be identical. as in: The book is not here. Let Y stand for any structure after the relevant nominal group. + which + X + Y that You are looking for the book the book that you are looking for. 2. Taking the second sentence let X stand for any structure before the relevant nominal group. Gr. Y is nothing. which is + nominal group + Y the book who X + Nom. as above. You are looking for the book. why etc (e. where. whether Subject or Object. the intrusive Direct Object is automatically eliminated. However.) The present researcher agrees with the proposition of (Boadi et al.i. 16 . 5. It is also important that relative clauses be taught together with complex noun phrases since any relative clause will have a noun/pronoun/pronominal as its antecedent whether at the subject position or complement position of a sentence. or following prepositions. The reason why he did it was not clear etc. 1968) that the teaching of relative clauses in English should go along with the teaching of noun phrases or nominal groups and where resources are available. Boadi et al did not take other types of relative clauses into account in their work. Use this group to replace The book in the original sentence: The book that you The book is not here are looking for is not here. Any attempt to teach relative clauses in isolation will lead to the enhancement of the linguistic competence of the students at the detriment of their communicative competence. the application of the rule results in the sentence being turned into a nominal group: The book that you are looking for. It is important to note the following: (a) (b) (c) (d) the relative is automatically placed in first position.e.g. analogous rules will produce clauses beginning with when. it is usually better to start from the morpheme on the rank scale as this will enable students to develop adequate linguistic expressions from the start. this rule will apply equally to all nominal groups. For instance: In these sentences the words italicised modify the head-word of a noun-group: The boy was quiet. we have: The boy who sits next to me was quiet That is the lady who gave me this hat A question based on the above examples is “which words do these clauses modify? Below are exercises that can help students make about ten sentences from a substitution table. (Grieve et al 1990 211-213) cited the structure of sentences containing relative clauses thus: 17 . Thus. The small boy was quiet. clauses can also modify it too. The teaching of this topic should include the use of instructional materials needed and prepared for its easy delivery. The teaching of relative clauses should start from simple to complex. Exercise 1 Make ten sentences: The Principal The Chairman The police The watchman congratulated addressed arrested stopped the boy the students the thief the driver who had won the scholarship who had done so well who broke into the office who caused the accident In addition.In teaching relative clauses to the students. They insist that apart from words modifying the head-word of a noun-group. The small boy in the next house was quiet. the teacher needs to be eclectic in his approach because many methods have to be combined in the teaching in order to make his lesson fully explanatory and comprehensible. which affects everybody But the relative pronoun that may be used in either case. The subordinate clauses in these sentences are called relative clauses. For instance: The relative pronoun who is only used when the clause modifies a noun that refers to a person e. The subject of one sentence is the same as a noun-group in the other sentence. Exercise 2: Make ten sentences by completing these sentences with a relative clause: They gave a reward George wrote a letter Mallam Musa read a story Ada didn’t leave any food The government awarded scholarships to for the boy the students the guest his friend who… Below are some guidelines to follow in order to choose the appropriate relatives. The word who is called a relative pronoun. There was once a man who kept national secrets.g. and is probably more frequent in English than either who or which 18 .The boy was ill + THE BOY lives next to me. This is a situation. Below is another example of an exercise where students could be asked to make ten sentences by completing the sentences with relative clauses. The boy WHO lives next to me was ill. That is the lady + THE LADY gave me this hat. In other cases the relative pronoun. which is used: I saw the prize. That is the lady WHO gave me this hat. which was given to Bola. There are however relative clauses without relative pronouns as in the following: The man dismissed from service is back home. it takes non-personal relative which as in: She is the ship which I purchased.‘The man… was Jim’ with a relative clause ‘… who came to tea…’ It was discovered that there were interesting similarities in how languages combine main and relative clauses together depending on the role that the noun phrase plays in the relative clause that was used as a link to the main clause. Cook identified six types of relative clauses that make up the accessibility hierarchy as: Type 1: ‘The man who left was John’ (subject-linked clauses Type 2: ‘The car that he crashed was John’s’ (object-linked clauses).There was once a man that kept national secrets. For example. 19 . I saw the prize that was given to Bola.g. it is not in every situation that the relative pronoun who is used to modify a person. He says the above concept is called the accessibility hierarchy. the non-personal relative pronoun ‘which’ is used for ‘baby’ whenever it occurs e. He says that sentences of this type are usually seen as the combination of a main clause. That is the baby which was born last week. since some phrases could be “accessed” for making relative clauses more readily than others. Whereas despite the fact that personal pronoun ‘she’ is used for a ship. (Cook 1991:27) suggests what he calls accessibility hierarchy for the teaching of relative clauses. He cites an example of relative clauses thus: ‘The man who came to tea was Jim’. Also. which is not a person. His contribution has been of tremendous linguistic and pedagogical insights into the mastery of relative clauses in English even though we object to the idea of teaching from complex to simple. essentially from easy to difficult. it is arranged in a particular order – hence the name accessibility hierarchy.Type 3: ‘The person that he gave the cheque was Tom’ (indirect object-linked – often referring to the person who receives something Type 4: ‘The person to whom he gave the cheque was John’ (oblique-case clauses Type 5: ‘The man whose book I borrowed was furious’ (possessive linked clauses). He concentrates on wh – relatives (even at the exclusion of which and why) No doubt. 20 . ‘extrapolation’ from one structure to another may be employed since straightforward logical teaching sequence. This will affect the students’ linguistic and communicative competences. may be less effective than the reverse order. Type 6: ‘The man than whom I am taller is John’ (object of comparison-linked clauses). the major deficiency in it is that it fails to account for all types of relative clauses that exist in English. Giving the students an example of the most difficult form is sometimes useful. The obvious conclusion is that teaching should follow the order of the accessibility hierarchy Cook however recommends that in certain circumstances. it will narrow or limit rather than broaden the knowledge of the students as far as relative clauses are concerned. As beautiful as Cook’s accessibility hierarchy is. Cook says that this is not just a list of six types of relative clauses. . 21 . ‘which’ and that. ‘whose’. this study has revealed that students’ knowledge of the mastery of English relative clauses was grossly deficient and inadequate. uses and appropriate choice of relative clauses. For the teaching of relative clauses to be effective. (ii) Relative clauses should be taught alongside noun phrases. 108 students avoided using relative clauses in their essay test. Only 24 students used relative clauses correctly in their scripts while 48 students did not use the relative clauses in their written essay test correctly. From the 180 students sampled for the study. The students’ knowledge of the relative clauses was largely concentrated on those that begin with any of these relatives or subordinators ‘who’. The students need to be exposed to the linguistic expressions at the various levels on the rank scale especially as Muir (1972:15) notes that for methodological consistency and convenience. noun clauses and sentences rather than teaching them in isolation in order to enhance their comprehension.from the morpheme to the sentence. Recommendations (i) The teaching of relative clauses should be thoroughly taught and introduced to students early in their English course. it will be intuitively convenient in morphological considerations to also consider the “word” because linguists are always concerned with these units on the rank scale. the eclectic method of teaching should be preferred which will enable students to be exposed to all the various types.Conclusion In conclusion. The introduction has to be gradual and should start with units on the rank scale. (vi) Finally. Florida State University. Adejare. An Inaugural Lecture. This is very essential especially in Nigeria where English teachers depend a lot on English textbooks. Bamigbose. The English Language in West Africa. 1979 Aremo. Ibadan Mosuro 1995. . A. Afolayan. 155.” In Spencer.1997.O “Writing Skills in the Nigerian School Certificate English Language Programme”. 22 . 1968. A. Adetugbo. as a matter of priority. -----------. “The English Language in Nigeria.1980. B “An Introduction to English Sentences 1” Ibadan. “Communicative Competence in English as a Second Language” in New Englishes: A West African Perspective (ed. 35 – 38. .“Problems. An unpublished Ph. Principles and Prospects of English Studies in an African University”. (v) Students’ admission into tertiary institutions should be considered along with the availability of personnel. Caltop Publications Nigeria Limited. Banjo. London. unpublished Ph. make instructional aids available in schools so as to facilitate learning.D Thesis.). 59 – 64. O. Longman 1971. materials and infrastructure. (iv) The government should.(iii) Eclectism (flexibility) is hereby recommended for the teaching of English relative clauses in order to accommodate variables within the teaching situation as well as the teacher himself. The Linguistic Problems of Yoruba Learners and Users of English. A. References Aboderin. (Ed. and teachers should improvise teaching aids where and when necessary. A.D Thesis. A. J. JNESA 3(1) 1969. A. A “Oral English in the Primary School. Thomas.) Bamgbose. writers of textbooks for ESL learners of English need to reflect in their books an up-to-date knowledge of relative clauses in English. University of London. Batsford. University of London. English Language Teaching: An Integrated Approach. Oyo Kay Blessing Ventures. 1991 Fabusuyi. A. Christophersen.A. R. Thomas. 6(2). O. “An Advanced English Grammar”. L. A Modern Approach to English Grammar. An unpublished Ph. Mosuro 1995.. 28 – 38. Greenbaum. Ibadan. D. Longman. London. S. 1968. V. Second Language Learning and Language Teaching.K.. 1974.A. Macmillan.H. An unpublished M. 1972.O. 1963. London. N. A. D. () “Functional Remedial English”. Ile-Ife. 1980 Cook. P. Lagos: African Universities Press.O. Tomori. Grieve.. Nwankwo. “Collocational Errors in the Written English of Senior Secondary School Pupils in Six Yoruba-Speaking States in Nigeria”. Ile-Ife. Thesis. A. 1986. London. Chigeonu. 2003.O.D Thesis. A. J. 2003. Banjo. B. Obafemi Awolowo University. S. Grammatical Structure and Its Teaching. 1973. Muir.W. “Communicative Competence Acquisition in Infelicitous Learning Environments: The Problem with SSS English in Nigeria” in New Englishes (ed) Bamgbose. “An Investigation into the Standard of Written English of Final Year Pupils in some Western Nigerian Primary Schools”. and Sandved.A. 23 . Nigerian Omigbule. 1-10 Oluikpe.Boadi. “Adverbial – Tense Relationships in the Written English of Selected University of Ife Students” An unpublished M. Y. 1990. Thesis.A. A University Grammar of English Essex. An unpublished M. Quirk. Thesis. University of Ife. 137. Obafemi Awolowo University. A. B. “Sentence Types in the Headlines of Nigerian English – Medium Newspaper Advertisements”. Taiwo.. Mohammed.D.A. Ibadan: Spectrum Books. M. Williams. Arnold. “A Neglected Problem of English Language Education in Primary and Secondary Schools” JNESA. 1997.
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