COGNITION AND ITS EFFECT ON SECOND LANGUAGE ENGLISH LEARNING IN SOME SELECTED SECONDARY SCHOOLS IN EKITI STATE

Abstract

The study investigated cognition and its effect on second language English learning in some selected secondary schools in Ekiti State. The sample consisted of one hundred and twenty (120) respondents that was selected from Senior Secondary School one to three (SSS I to SSS 3) in Ikere Local Government Area of Ekiti State. A simple random sampling technique was employed in the selection of the 120 respondents. Government owned schools were used for the study. Gender equality was considered in selecting respondents for the study. Hence, the sample for the study comprised of both male and female students in balanced proportion. The study used a descriptive research of survey type. Descriptive research of survey type is preplanned and structured in design so that the information collected can be statistically inferred on a population. The instrument used for data collection for this survey was a self-structured questionnaire tagged “Cognition and its Effect on Second Language English Learning (CESLEL)”. Two research questions were raised to guide the study and they were answered descriptively using mean and Standard Deviation. One research hypothesis was formulated for the study and tested using Chi square test of independence. Based on the data analysis, findings revealed that there was significant effect of cognition on second language (English) learning and acquisition among secondary school students. The study concluded that cognitive strategies were effective in the learning of English as a second language by L2 learners and that cognitive restructuring through interruption and redirect of thoughts has momentous effect in learning English language among secondary school students. Sequel to the findings of the study, it was recommended that learners should build up skills that improve their personal learning and assessment, and learn through visual, audio, and kinesthetic media. Learners should endeavour to take numerous detailed note in class during lessons.