Effect Of Language Disorder In Language Acquisition and Learning: Igbo Language Perspective

Abstract

This study examined the effect of language disorder in acquisition and learning of Igbo language in secondary schools in Enugu state. Two research questions guided the study. A survey research design was used for the purpose of the study. The sample of the study was 98 Igbo language teachers in public secondary schools in Enugu state, selected using proportionate stratified random sampling technique. A 18-item statements/questionnaire was used to collect data from the respondents. The instrument was validated by two experts in Igbo language and one from Measurement and Evaluation, all from the University of Nigeria, Nsukka. The instrument yielded reliability co-efficient of 0.91 using Cronbach Alpha method. The results were analyzed using mean scores. The result shows that the causes of language disorder during acquisition are genetic/ biological components like low birth weight, prematurity, general birth complications, male gender, family history and environmental factors like low/poor  parental education, emotional disorders,  poor stimuli during childhood among others. The findings of the study equally revealed that the effects of language disorder in learning of Igbo language in secondary school is learning disabilities which manifest in; inability to pronounce and tone marks Igbo words, poor spelling and distorted writing while coping Igbo language note or during dictation,  negative attitude towards learning Igbo language, inability to express or engage in meaningful contribution in Igbo class and  in age-appropriate social interaction in Igbo language  among others. It was recommended among others that teachers should ensure that all activities that stimulate written Igbo language should be carried out in a playful way (games),  parents should encourage their children to read by reading them stories, playing rhyming games that help with phonological awareness among others.