Vocabulary Expansion of the Igbo Second Language Learners through Acculturation Programme: A Case Study of NINLAN

Dom-Anyanwu, Ngọzi Lovina; Ikwuegbu, Rosemary Nkem; Asogwa Chijioke Chukwudi

doi:10.59890/ijir.v3i8.68

Authors

Dom-Anyanwu, Ngọzi Lovina Lagos State University of Education
Ikwuegbu, Rosemary Nkem Lagos State University of Education
Asogwa Chijioke Chukwudi Lagos State University of Education

DOI:

https://doi.org/10.59890/ijir.v3i8.68

Keywords:

Acculturation, Vocabulary Expansion, Igbo Language, Second Language Acquisition, Cultural Immersion

Abstract

This study aims to investigate the impacts of acculturation programs on vocabulary expansion among senior secondary school learners of Igbo as a second language, and explores the effectiveness of the National Institute for Nigerian Languages (NINLAN)'s acculturation program in promoting Igbo language and culture acquisition. Anchored on the Acculturation Theory, this study seeks to understand how cultural immersion influences language learning outcomes generally and vocabulary expression in particular . The population for this study comprises students from Unity schools in Nigeria, with a sample of students from Federal Government College Ijanikin, Lagos. The NINLAN in Aba, Abia State, serves as the major site for the acculturation exercise, where students experienced the New Yam Festival, visit the museum, the Eze's Palace, and the popular Ariaria market as well as learning Igbo language in the classroom. A mixed-methods approach was employed, including pre- and post-acculturation vocabulary tests, excursion observation, and interviews with learners and NINLAN staff. The expected outcomes of this study include insights into the effectiveness of acculturation programs for vocabulary expansion and the understanding of the role of cultural immersion in language acquisition. This study will contribute to the development of effective acculturation programs for language learners and inform language teaching methodologies and policies, highlighting the significance of cultural immersion in promoting language acquisition, particularly in the context of Igbo language learning

References

Belz, J. A. (2002). Social dimensions of telecollaborative language study. Language Learning & Technology, 6(1), 60-81.

Byram, M., & Feng, A. (2006). Living and studying abroad: Research and practice. Multilingual Matters.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.

Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal study. Applied Linguistics, 23(4), 421-462.

Folse, K. S. (2004). Vocabulary myths: Applying second language research to classroom teaching. University of Michigan Press.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Newbury House.

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House.

Jackson, J. (2015). Becoming interculturally competent through study abroad: Theory and research. Multilingual Matters.

Kinginger, C. (2013). Social and cultural aspects of study abroad. In M. Byram & A. Hu (Eds.), The Routledge handbook of language and intercultural communication (pp. 360-374). Routledge.

Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.

Lantolf, J. P., & Genung, P. (2002). "I'd rather switch than fight": An experimental study of prestige motivation in foreign language learning. The Modern Language Journal, 86(3), 372-386.

Nation, P. (2013). Learning vocabulary in another language. Cambridge University Press.

Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context. Routleaàdge.

Schumann, J. H. (1978). The pidginization process: A model for second language acquisition. Newbury House.ll

Yang, N., & Zhu, Y. Q. (2017). The impact of acculturation on language learners' cultural identity and language proficiency. Journal of Multilingual and Multicultural Development, 40(2), 137-149.