Effectiveness of the Television as an Element of Mass Media in the Teaching of English Language
Chapter One
OBJECTIVES OF THE STUDY
The Main Objective of the study is to appraise the effectiveness of the television as an element of mass media in the teaching of English language; The specific objectives include:
- To determine the relevance of television as an element of mass media.
- To determine the importance of the teaching of English language.
- To examine the effects of using mass media as a tool in learning English as a foreign language.
CHAPTER TWO
LITERATURE REVIEW
Introduction
Nowadays, English is considered as the most influential medium in bridging the global communication. A large proportion of learners in the world study English hard in order to communicate with native speakers or speakers of other languages. Teaching English as foreign language requires different ways which may be considered basic to acquire and produce the language. using mass media can be one of the practical and powerful teaching tools that provide learners with opportunities to get a sufficient language. Different mass are the ideal means to enable teachers to meet various needs and interests of their students. They also provide learners with a lot of language practice. This is the concern of this chapter in my present work.
Taking into consideration the wide mass-media spreading over the contemporary society, thus it has a major influence upon the citizens‟ education. Mass media are diversified media technologies that are intended to reach a large audience of learners by mass communication. The technologies through which this communicating take place varies because there are different from each other i.e. radio, music, film and television. Many learners are taking most of their time in mass media. This has led to diversity of grades and school work. Studies show that even one or two hours of daily television viewing by school aged children has significant effects on academic performance, especially creativity” (Comedian Pediatric Society, 1999).
Definitions of Mass-Media
Reitze and Ridder (2006) Media can be defined as technologies designed to store and distribute meanings. Amongmedia in general, mass media can be singled out regarding the meanings produced and theaudience receiving them. Regarding the meanings, mass media contents are produced byspecialized agencies according to a pre-determined schedule of “(daily) actuality” within in anational or linguistic community. Mass media have a program: They pre-package contents and distribute them according to some substantive regime andsome time schedule – they are media for masses of meanings. Regarding the audience, thetechnical requirements and possibilities of mass media themselves together with the givenlanguage delineate the boundaries of their use so that in principle they are available for each member of a nation or language community, rather than for socially circumscribed groupsonly they are media for masses of people.
Hallin and Mancini (2004) stated that as mass media address nations, their development is a strand of the modernization of nations Up to now, modern societies have only three mass media: (daily) newspapers (including periodicals), dating back to the 17th century; radio, originating in the 1920ies; and television, taking the lead in the 1950ies. These three will be dealt with in the following expertise. The internet, however, will not be dealt with as it is an individual rather than a mass medium. It is a technical platform, which is primarily used for personal communication and for personal services, but can also be used in order to distribute the three above mass media (Meulemann 2009). Therefore, it has been labelled a “converged medium” (Price Waterhouse Coopers 2007, 53).
Crosbie (2002) stated that mass media refer to channels of communication that involve transmitting information in some way, shape or form to large numbers of people he quotes, “although the question of exactly how many a “large number” has to be to qualify as a “mass” is something that’s generally left undefined – it’s one of those things that we know when we see it…”.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried out to examine the Effectiveness Of The Television As An Element Of Mass Media In The Teaching Of English Language. All the primary schools in Amac educational zone in Abuja FCT form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of two hundred and twenty-one (221) questionnaires were administered to respondents of which 200 were returned. The analysis of this study is based on the number returned.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
CONCLUSION
In this study, our focus was to carryout a critical analysis on the Effectiveness Of The Television As An Element Of Mass Media In The Teaching Of English Language. The study specifically was aimed at ascertaining the relevant of Television As An Element Of Mass Media. This study reviewed and anchored its framework on conversational theory.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 200 responses were validated from the enrolled participants where all respondent are active pupils in the LEA primary School Pyakasa.
The findings revealed that television programmes influences children education positively and that children benefits socially from the programmes and lack the moral aspect of it.
RECOMMENDATION
Based on the responses obtained, the researcher proffers the following recommendations:
The use of television among young children has raised many issues, as discussed above which has put great concern to parents, professionals and researchers. Looking back at the content of television programming that we could access from cable and satellite, the amount of advertisement, violence, and other unhealthy behavior and scenes are being broadcasted for the viewing of the audience. Regardless of the issues raised above, whether TV is harmful or not,
depends on several factors; what is being watched, who is watching, with whom, while doing what and for how long. Hence, it is then the role of parents particularly (as television are watched most at home), to teach their young children about media literacy. This is because, when children are thought to be media literate, they could become savvier TV viewers, who are able to distinguish reliable information from manipulation and thus gradually reducing the problems addressed above.
Apart from setting limits, reducing and carefully choosing channels for young children and school age children viewing, parents could discuss with their young children about what is right and what is wrong especially on aggressive behaviours. This is because when adults express disapproval of on-screen behavior, raised questions about the realism of televised information, and encourage children to discuss it, they teach children to evaluate television content rather than accept it uncritically. Besides, when parents engaged children with moral reasoning, they tend to engage children in social problem solving and prosocial acts, such as helping, sharing and defending victims of injustice. Moreover, as young children are easily influenced by television commercials that are targeted to them, parents are to watch the television commercials together with their children and create a discussion about the program being watched. It is important for parents to encourage their young children to wonder about advertisements, the advertiser’s motives, and the effects of consuming the advertised products, so that they understand the real meaning of advertisement, as well as preparing them to be a better consumer.
Also school management should endeavour to go into quiz competition with each other, which will be shown on television station. Television industries on their own part should be used for various educational programmes.
On the other hand, government and non-governmental organizations (NGOS) should assist in monitoring films being displayed to the public. Government should provide adequate materials needed for the production of these programmes and as well assist the school administrators to carryout television quiz competition by sponsoring the programmes.
References
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