CHAPTER ONE

GENERAL INTRODUCTION

Introduction

This chapter has to do with the background of the study, statement of the problem, object of the study and significance of the study.

Background to the study

According to Buddha (2001), questioning is a vital component of interaction, and communication. Without questioning, spoken English conversations will be unable to function well towards the achievement of its goals. This work focuses more on questioning in spoken English, which is a major form of human thoughts, and interpersonal communication, which has to do with employing a series of questions, to explore an issue, an idea or something intriguing.

According to Jean Mouton’s Wonder (2016), the origin of the word question in Latin is known as Qu- which is from the Latin verb quaeso or quaero which means to seek. The figurative meaning of questioning is to ask enquiries. Jamie (2005). Throughout human history, when one talks of questioning, the first thing that comes in mind is this sign which is grammatically called the question mark. This marker is use at the end of every question in order to make it a question. Questioning in spoken English is a vital necessity that keeps conversations going.

When students are skeptical (doubtful) about something, be it information, time, quality or ideas, they engage themselves into the common term called questioning. Students’ interrogations in speech gives them conclusions of what they seek to know thus, taking away doubtful ideas in them this helps in the provision of valid information.

This is done through questioning when speaking. Asking questions is a natural feature of communication. There are a number of English expressions which one can use to ask questions. Asking questions is the best way to practice spoken English conversations. But at times, speakers of English do not present questioning paying attention to Standard English grammatical rules. Speakers should be conscious of using the right word to ask a question in terms of subject verb complement in a sentence. Every question demands a response so that it inevitably generates new ideas. Atos (1997). This has to do with the process of forming and wielding (using) that serves to develop answers and insight.

Asking questions is related to personal information, introducing yourself, and saying hello, which cannot be separated from types of spoken English questions. Throughout the history of spoken English conversations, raising questions, and knowing the right question to ask when speaking. This is an important learning skill that learners need to be taught. Questioning enable one to learn how to ask basic spoken English interrogations which is related to personal information, introducing yourself, and asking for someone’s opinion and suggestions. All these facts can be discussed using the various questions types in spoken English

Statement of the problem

This project will address the problem of questioning in spoken English. Speakers of English continue to maintain conducive speaking environment by ensuring the operation of questioning in conversations for better speaking outcome.

However, the researcher discovered in recent times that speaker’s poor presentations of questioning when speaking is attributed to their local languages that they use in conversations. It can also be attributed to School administrators, teachers, and student’s ineffective way of presenting questioning. That is local languages can  influence questioning in spoken English conversations in the sense that speakers take direct translations from pidgin English and other varieties to standard English, thus, making the asking of questions ineffective.

With effective questioning in spoken English, misuse of the subject, verb and object will be eliminated because speakers will know what comes first and what comes last, thus, rendering the school environment with effective questioning in spoken English which may have a positive influence on English Language conversations, and students’ communication.

Objectives of the study

The purpose of this study is to find out the extent to which questioning in spoken English is use by 400 level students of English as a Second Language (ESL) in the University of Buea

Specific objectives of the study

The specific objectives of this study are;

1. To determine the various types of interrogation that is use by 400 level students of English at the University of Buea.
2. To find out the nature of responses given to the different types of questions used by 400 level ESL students at the University of Buea.
3. To investigate the types of errors that go along with the types of interrogation use by 400 level ESL students at the University of Buea

Research questions

Main research questions

How is interrogation in spoken English used by 400 level ESL students at the University of Buea?

Specific research questions

This part of the study has to do with the types of interrogation in spoken English and the nature of questions presentation by the students.

1. What type of interrogation do the students use in their speeches?
2. What nature of responses were given to the different types of questions?
3. What types of errors go along with the types of interrogation used?

Research hypothesis

Hal; 400 level ESL students at the University of Buea use types of interrogations in spoken English.

Hoi; 400 level of English students at the University of Buea do not use interrogation types.

Ha2; 400 level ESL students at the University of Buea give responses to questions.

Ho2; 400 level ESL students at the University of Buea do not give responses to questions

Ha3; 400 level ESL students at the University of make errors in their use of interrogation.

Ho3; 400-level ESL students at the University of Buea do not make errors in their use of interrogation.

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