1.1 Introduction
English Language can be defined as a system of communication used for expressing ideas, feelings, information and experiences through speaking and writing. In Nigeria, English plays an important role in education, communication and other areas of national life. Literature-in-English, on the other hand, refers to imaginative works such as prose, poetry and drama written or studied in the English language. Literature uses language as its major means of expression, making the two subjects closely connected (Ihejirika, 2014). The relationship between English Language and Literature-in-English is important because literary texts expose students to different forms of language use, vocabulary, sentence patterns, expressions and styles of communication. Through reading and studying literature, students can develop their reading, comprehension, writing and communication skills.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
Historically, the correlation between English Language and Literature-in-English in Nigeria can be traced to the introduction and gradual development of English through trade, missionary activities and formal education. English Language is an important subject in the Nigerian educational system because it serves as a major language of instruction, communication, assessment and academic interaction. It is taught to help students develop the ability to listen, speak, read and write effectively. Literature-in-English, on the other hand, involves the study of imaginative works such as prose, poetry and drama through which students are exposed to language, culture, human experiences and different forms of expression. As cited by Ihejirika (2014), language and literature are closely connected because literature depends on language for its expression, while language can also be enriched through the study of literary works.
The connection between English Language and Literature-in-English is particularly important because literary texts provide students with opportunities to encounter language in meaningful situations. Through stories, poems and plays, learners come across new vocabulary, sentence patterns, figures of speech, idiomatic expressions and different styles of communication. Similarly, students are encouraged to read, interpret and discuss ideas, thereby developing their comprehension and communication abilities. According to Nnamdi-Eruchalu (2021), exposure to literary works can contribute to students' proficiency in English because reading, listening, dramatization and recitation provide learners with useful language experiences.
In the Nigerian school system, English Language and Literature-in-English have traditionally been treated as related but separate subjects. According to Ihejirika (2014), the two subjects are often taught in different classrooms by teachers who concentrate on either English Language or Literature-in-English. On the other hand, separating the subjects may prevent students from seeing how the language skills they learn in English are applied in literary texts. When students study a literary work only from the perspective of its story, characters or themes without paying attention to its language, they may miss an important opportunity to improve their vocabulary, reading and expressive skills.
The importance of Literature-in-English to English Language learning can be seen in the way literary materials expose students to different forms of language use. Prose presents language through narration and dialogue, poetry introduces learners to condensed and creative forms of expression, while drama allows students to encounter language through conversation and performance. Olatunji and Kolawole (2018) reported that the relationship between Literature-in-English and language proficiency deserves attention because literature provides opportunities for developing various language skills. Similarly, literary texts can encourage students to read more widely and think critically about the meaning and use of language.
A study by Ugwu (2021) reported that poor classroom participation and teaching processes were among the issues associated with weak performance in Literature-in-English among Nigerian secondary school students. Likewise, another Nigerian study found that students who offered Literature-in-English did not necessarily perform better in English Language than those who did not, showing that the relationship between the subjects may depend on how they are taught and learned (East African Journal of Education and Social Sciences, 2023).
This study is set against the backdrop of the need to understand the relationship between English Language and Literature-in-English and its implications for students' academic performance.
1.3 Statement of Problems
Investigation revealed that English Language and Literature-in-English are closely related because literature uses language as its main means of expression, while the study of literary texts can help students develop vocabulary, reading, comprehension, writing and communication skills. However, the two subjects are often taught separately in Nigerian secondary schools, which may limit students from fully benefiting from the connection between them (Ihejirika, 2014).
Furthermore, previous studies have indicated that effective teaching of Literature-in-English can contribute to improved performance in English Language, particularly by strengthening reading and other language skills (Momoh, 2010). It is against this backdrop that this study seeks to examine the correlation between English Language and Literature-in-English.
1.4 Aim and Objectives of Study
The aim of this study is to examine the correlation between English Language and Literature-in-English.
The specific objectives of this research are to:
- Examine students' level of performance in English Language.
- Determine students' level of performance in Literature-in-English.
- Examine the relationship between students' performance in English Language and Literature-in-English.
- Determine whether English Language proficiency influences students' achievement in Literature-in-English.
- Identify the major factors affecting students' performance in both English Language and Literature-in-English.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the level of students' performance in English Language?
- What is the level of students' performance in Literature-in-English?
- What relationship exists between students' performance in English Language and Literature-in-English?
- To what extent does English Language proficiency influence students' achievement in Literature-in-English?
- What are the major factors affecting students' performance in English Language and Literature-in-English?
1.6 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant level of performance in English Language among the students.
- H1: There is a significant level of performance in English Language among the students.
Hypothesis Two
- H0: There is no significant level of performance in Literature-in-English among the students.
- H1: There is a significant level of performance in Literature-in-English among the students.
Hypothesis Three
- H0: There is no significant correlation between students' performance in English Language and Literature-in-English.
- H1: There is a significant correlation between students' performance in English Language and Literature-in-English.
Hypothesis Four
- H0: English Language proficiency has no significant influence on students' achievement in Literature-in-English.
- H1: English Language proficiency has a significant influence on students' achievement in Literature-in-English.
Hypothesis Five
- H0: Teaching methods, learning materials and students' language difficulties have no significant effect on students' performance in English Language and Literature-in-English.
- H1: Teaching methods, learning materials and students' language difficulties have a significant effect on students' performance in English Language and Literature-in-English.
1.7 Significance of Study
The outcome of this research will provide factual information on the relationship between students' performance in English Language and Literature-in-English. The study will also help teachers identify areas where students experience difficulties in learning the two subjects.
Furthermore, the result obtained will provide useful information for improving the teaching and learning of English Language and Literature-in-English. It will also provide education planners with information for improving the teaching of language and literature in secondary schools.
Lastly, the findings will serve as a reference for researchers conducting related studies on English Language and Literature-in-English.
1.8 Scope of the Study
The scope of this research is focused on the correlation between English Language and Literature-in-English among selected secondary school students in Lagos State, Nigeria.
The study covers students' performance in English Language and Literature-in-English, the relationship between their performance in the two subjects, the influence of English Language proficiency on Literature-in-English achievement, and factors affecting students' performance.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Correlation:
Correlation refers to the degree to which two variables are related. In this study, it refers to the relationship between students' performance in English Language and Literature-in-English (Creswell & Creswell, 2018).
English Language:
English Language refers to the language used for communication, teaching, learning, reading and writing. In this study, it refers to the school subject through which students develop skills in grammar, vocabulary, comprehension, writing and communication.
Literature-in-English:
Literature-in-English refers to the study of literary works written or presented in the English language, including prose, poetry and drama.
Language Proficiency:
Language proficiency refers to a learner's ability to use and understand a language effectively. In this study, it relates to students' ability to understand and use English in reading, writing, speaking and comprehension.
Academic Performance:
Academic performance refers to the level of achievement demonstrated by students in their school work or assessments. In this study, it refers to students' results or scores in English Language and Literature-in-English.
Literary Text:
A literary text is a written work that uses language creatively to communicate ideas, experiences and emotions. Examples include prose, poetry and drama.
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