Task-based teaching and learning of Igbo as second language: A musical approach

Abstract

This study shares the view that there is need for vocabulary development for the Igbo second and foreign language (Igbo L2/FL) programmes of tertiary institutions in Igbo land. The purpose is to contribute towards facilitating the learners’ effective communication in Igbo. Tenets of task-based language teaching (TBLT) and learning are proposed. Convenient sample from both primary and secondary sources yielded the data, a mini photo gallery and a glossary. The primary data, products of a field work, were from multiple sources: oral interactions, audio recording and  transcription of folk songs and a performance by Ekere Avụ Dance Group, Mbaise, Imo State, Nigeria. The secondary sources were books, journals and dictionaries. The findings revealed terminological gaps in both English and Igbo which were filled through term creation techniques: adaptation and coinage. Furthermore, the study illustrates the use of TBLT strategies in teaching and learning specific aspects of Igbo L2: photo telling could be usedto elicit the Igbo names of items and objects, and music notationfor tone in oral production. The study recommends change from the traditional formalist approach to language teaching to current learner-centered approaches, like, eclecticism. The Igbo GS L2 program, particularly, needs capacity building; modern facilities like, projector; indigenous musical instruments and costumes; and other supplementary materials.