Enhancing Police Officers’ Communication Skills through English for Occupational Purposes

Enhancing Police Officers’ Communication Skills through English for Occupational Purposes.

ABSTRACT

The study examined the effect of English for Occupational purposes  on Police officers’ use of English. Specifically the study was designed to identify the essential components to be included in the teaching of English for Occupational Purposes (EOP).

It also examined the effect of EOP in  enhancing the communicative skills of the trainees in Police colleges in Nigeria. The research designs used for the study were survey and experimental. The data collected were analyzed using different statistical techniques.

These are the mean, standard deviation, t-test and analysis of variance (ANOVA). Five research questions were formulated and five hypotheses were tested.

The  main findings were that all the items listed in table 2 and 3 were accepted to be essential components that could be included in the teaching of EOP in police colleges that can enhance communication skills. These finding were interpreted in terms of the need to restructure the Use of English course in Police colleges.

The findings have shown that communicative language teaching, approach can be effectively adopted in Police colleges to enhance communicative competence and consequently improve the learners communicative performances.

Based on this, five recommendations were  made for EOP teaching in Police colleges amongst which is the need to focus the language teaching in Police colleges on achieving the needs of the learners in time and space.

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INTRODUCTION

English language is one of the major languages of the world, which at present, is the most widely studied among non–native speakers. It is a major foreign language taught in the schools all over  the globe (Webster’s Dictionary of English language, 2000).

It is a language of colonization which has been adopted by most African countries. English language is the official language as well as the language of wider communication in Nigeria. English is the main language of communication in almost all institutions and organizations, hence its importance cannot be overemphasized.

Grant (1983) observes that one of the objectives of teaching English language in Nigerian institutions of learning is to enable learners to be proficient in the language in order to be as effective as possible in all subjects in the school curriculum.

To communicate effectively in order to accomplish a mission and a task depends on the acquisition of a high level of proficiency in English.

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REFERENCES

Akuezuilo, E.O. (1993). Research methodology and statistics. Awka: Nuel Cent (Nigeria) Publishers.
Alaezi, O. (1987). The Nigeria new school curriculum. Issues and insights Jos: Jos University Press.
Alderson,  J.  C.,  &  Urguhart, A.H. (1984).Reading in a foreign language, London: Longman.
Awotunde, P. O., Ugodulunwa, C., & Ozoji, E. D. (1997). Practical steps to research in education, Jos: Deka Publications.
Bala, K. (2003). English language made simple. Kano: Gaya Ltd.
Baldeh, F. (1990). Better English language learning and teaching.Nsukka: Fulladu. Publishing Company.

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StudentsandScholarship Team.