Factor Affecting The Teaching And Learning Of English Language In Primary School
[ILORIN WEST LOCAL GOVERNMENT AREA OF KWARA STATE]

Infrastructure and the teacher affect the teaching and learning of English Language in Schools Branham (2002), Adedeji (2001) and Chalemen (1994) all found that the more effective and available infrastructure are , the better the teaching and learning process. Students learn better in an environment that is conducive to learning. They discovered that there is significant difference in students’ perfonnance between schools with good school climate and those with a poor climate. The prominent role of the teacher in the learning process is stressed by researchers such as Molagun (2007), Mkpa (2002), Dada (2000) and Okonkwo (1984). The teacher should have the required knowledge for teaching and should teach to the extent that all his students will have a good knowledge of the topic(s being taught.
Teaching Methodology was found to be a major factor which can determine students’ level of understanding of English Language. According to William (1990), teachers should always use the right method for each class he/she teaches, since no two classes may be exactly the same.
Abiri (1980) and Danesty (2004). discovered that the need for the use of instructional materials while teaching cannot be over-emphasized, bearing in mind the roles they (instructional material) play in retaining students’ attention and concretizing concepts, ideas, knowledge, skills and topics Any learning experience that is mostly based on theory may not produce the desired results eventually.
Government policies and attitudes of teachers and students contribute a lot to the extent to which learning goes in school A lot of government policies discourage rather than encourage learning Many teachers and students have developed negative attitude to teaching and learning This may be as a result of lack of job satisfaction, poor economic situation or inability to see any reason to study (Bazuaye (1997), Akinkumi (1984) and Cyril and Doreen (1993). The relationship between social factors and students’ performance in English was discussed under topics such as age, ethnicity, parental, social status, gender, and religion and school ownership.
Speaking is the productive aural/oral skill. It consists of producing systematic verbal utterances to convey meanings. Akere (1998) observed, that many students at the school level cannot communicate fluently in English. Jowit (1999) and Kolawole (19997) also agreed with the above.
Reading according to Rubin (2002) is a total integrative process that starts with the reader and includes affective, perceptual and cognitive domains. Banjo (2008) explained that:” one of the main causes of mass failure in various examinations among candidates is their inability to imbibe the good reading culture”. For students to perform excellently well in other subject they must be able to read.
In writing the learner is taught how to arrange his ideas, put the ideas across, punctuate effectively, etc. The technical nature of writing requires it should be handled properly. Angelo (1981), Kolawole (2000) and Osisanwo stated the importance of writing in English Language and the need for the skill to be well taught for high performance in English examinations in school.
There is no doubt that a lot of research have been carried out on the factors that relate to students’ academic performance in English Language in Secondary Schools. In the aspect of the research on the factors affecting the teaching and learning of primary school pupils in English Language much research seem to have not been carried out. Therefore this study is timely and imperative. Hence, the researcher intends to investigate the factors affecting the teaching and learning of English is Primary School in Ilorin West Local Government Area of Kwara State.