THE RELEVANCE OF FOLKTALE IN THE TEACHING AND LEARNING OF LITERATURE IN SENIOR SECONDARY SCHOOLS

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THE RELEVANCE OF FOLKTALE IN THE TEACHING AND LEARNING OF LITERATURE IN SENIOR SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

Background of the study

The concept of literature is seen from different points of view. Putting the notion of literature in a single term is not appropriate, because literature does not lend itself to a single tidy definition since its evolution over the centuries has been as complex, heavy, and natural as life itself Meyer (2005). Moody (1971) defines it as an umbrella term, that is used to express in words some special aspects of the human experience. Furthermore, Lombardi (2013) defines literature as a work that uses creative thinking in expressing thoughts and ideas. Meyer also explains literature as fiction consisting of carefully arranged words designed to show imagination, stories, poems, and plays. These genres represent imagination based on actual historical events. Imaginative writing differs from other kinds of writing. Like other art forms, imaginative literature offers pleasure and usually attempts to convey a perspective, mood, feeling, or experience. Writers transform the facts the world provides people, places, and objects into experiences that suggest meanings (Meyer, 2005). Literature also includes the oral traditions, legends, myths and saga from classical time’s right through to the folktales’ of non-literate societies.

Folk stories are conducive to the inheritance of national culture and the cultivation of children’s local feelings. There are many works in folk tales that reflect ethnic customs and national character. Folktales often transcend time and space with twisted and bizarre stories. They are often fantastic, creating a mysterious adventure atmosphere, which is conducive to children’s imagination, aesthetic ability and creative spirit. Folktales are magical, fantastic and mysterious, which is in line with the characteristics of student’s physical development. Folktales are attractive and appealing to student and can arouse student’s curiosity. They provide children with a beautiful space for free imagination, and they are in line with student’s mental development rules and can stimulate student’s will to study independently. In using literature students are significantly benefited in terms of language skills, raising cultural awareness, and changing views towards native and target societies. Therefore, the main aim of study is to investigate the relevance of folktale in the teaching and learning of literature in senior secondary schools

Statement of the problem

The content of some folk tales has a clear historical gap with today’s real life. Whether it is the expression of certain words in life at the time, or the life events in the story at the time, they can be hardly understood by children. Most teachers only use folk tales in the language fields which most of them are conducted in the form of storytelling and performance. With single forms, it is difficult to attract children’s interest. This requires teachers to flexibly process folk stories, select appropriate themes for teaching, and carry out educational activities, so that folk stories can be better applied and developed at secondary schools

Objective of the study.

The objectives of the study are;

To ascertain the view of students towards` using folktales in teaching literature in secondary school in Owerri municipal council

To ascertain the effects of folktales in teaching of literature in secondary school of Owerri municipal council

To ascertain the relationship folktale and understanding literature in secondary school

Research hypotheses

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H0: there are no effects of folktales in teaching of literature in secondary school of Owerri municipal council

H1: there are effects of folktales in teaching of literature in secondary school of Owerri municipal council

H02: there is no relationship folktale and understanding literature in secondary school

H2: there is relationship folktale and understanding literature in secondary school

Significance of the study

The study will be very significant to students and teachers. The study will give a clear the relevance of folktale in the teaching and learning of literature in secondary schools. The study will give a clear insight on the benefit of using folktale in teaching of literature in secondary school. The study will also serve as reference to other researcher that will embark on the related topic

Scope and limitation of the study

The scope of the study covers the relevance of folktale in the teaching and learning of literature in secondary schools. The researcher encounters some constrain which limited the scope of the study;

a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study

b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

1.7 DEFINITION OF TERMS

Folktale: a story originating in popular culture, typically passed on by word of mouth

Teaching: Teaching can be defined as engagement with learners to enable their understanding and application of knowledge, concepts and processes. It includes design, content selection, delivery, assessment and reflection

Literature: Literature broadly is any collection of written work, but it is also used more narrowly for writings specifically considered to be an art form, especially prose fiction, drama, and poetry. In recent centuries, the definition has expanded to include folk tale, much of which has been transcribed.

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