Research on Humanities and Social Sciences ISSN 2222-1719 (Paper ISSN 2222-2!"# ($nline %ol.#& No.

1'& 2(1#

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Igbo Language Needs Analysis of Non-Igbo University of Nigeria Post-Graduate Students: Implication for Curriculum esign
1. 2. Ndu*uisi $g*onna +hame,ula 1-& .hu/wueme/a +le0ander $/o1e2& $lusanmi 2a*arinde1 3epartment o, 4inguistics& Ig*o and other Nigerian 4anguages& 5ni6ersit1 o, Nigeria& Nsu//a 3epartment o, Science 7ducation& 5ni6ersit1 o, Nigeria& Nsu//a -7mail o, the corresponding author. ndu*uisi.ahame,ula8unn.edu.ng

Abstract 9his stud1adopted the theoretical ,ramewor/ o, Needs +nal1sis to in6estigate the Ig*o language needs o, nonIg*o 5ni6ersit1 o, Nigeria Post-:raduate (P: students. ;our research <uestions guided the stud1 and descripti6e sur6e1 research design was adopted.9he population o, this stud1 consist o, all the post-graduate students who are non-Ig*o spea/ers at the 5ni6ersit1 o, Nigeria ,rom 2((9=2(1( to 2(12=2(1# sessions.Purposi6e sampling method was used to select 7" students who are resident at the Post-:raduate Hall. 9he instrument ,or data collection was a ,our (' point 4i/ert-t1pe rating scale in ,our clusters. 3escripti6e statistics was used in data anal1sis. 9he ,indings o, the stud1 showed the 6arious aspects o, Ig*o languagelearners need to *e e<uipped with ,or e,,ecti6e communication. 9he stud1 there,ore concluded that as Nigeria has adopted education as a tool ,or national de6elopment& it has *ecome imperati6e that the Ig*o language needs o, non-Ig*o 5ni6ersit1 o, Nigeria post-graduate students *e articulated in designing an e,,ecti6e curriculum. Recommendations were also pro,,ered. !ey"ords: Ig*o language& 4anguage needs& Needs +nal1sis& .ommunicati6e language needs& Social language needs& .ommercial language needs& .urriculum design& 5ni6ersit1 o, Nigeria Post-:raduate Students. #$% Introduction Nigeria is a multi-ethnic nation with 6aried culture and languages. Nigeria has up to 2)( ethnic groups with a*out ')( distinct languages (National Population .ommission (NP. . 5guru (2((! on the multiplicit1 o, the Nigerian nation& o*ser6es that Nigeria is made o, man1 linguistic groups totalling *etween ,our and ,i6e hundred with three language groups (Ig*o& >oru*a& Hausa standing out amongst them. +g*edo (2((7 also note that Nigeria has 1)( million people who spea/ an estimate o, '(( languages. :i6en this disposition o, Nigeria& the National Polic1 on 7ducation (NP7 adopted education as a tool ,or the inculcation o, national unit1 (;ederal Repu*lic o, Nigeria (;RN & 2((' . 4anguage learning ,or e,,ecti6e communication *etween di,,erent ethnic groupsthere,ore *ecomes imperati6e.Not ?ust *ecause o, the need ,or mo*ilit1 o, la*our within the countr1& *ut also ,or the high rate o, migration o, students ,rom one region to another. ;urthermore& as people mo6e ,rom one region to another& there are almost as man1 need to learn the host communit1@s language at will as there are instances where one need them,or sur6i6al. 9he communicati6e need o, language learners is there,ore a ma?or preoccupation o, Needs +nal1sis (N+ . Needs +nal1sis is a process o, ,inding out the needs ,or which a learner or groups o, learners re<uire a language and arranging the needs according to priorities.In,ormation on the wa1s in which learners pre,er to learn are o*tained through needs anal1sis.N+ is one o, the applied linguistics teaching tools that also include .ontrasti6e +nal1sis (.+ & 7rror +nal1sis (7+ & and 3iscourse +nal1sis (3+ .+ccording to $puta (2(11 & N+ is the ,irst and most important step in an1 training process. 9hus& N+ generall1 leads curriculum designers and language teachers to ta/e speci,ic actions on what to do and how to do it in the conte0t o, learner-centred instruction. Hence& the communicati6e goals o, language learning are to a great e0tent enshrined in the aims o, N+. :i6en this& N+ as a tool is used to anal1Ae the language needs o, the learners in such that the learning o*?ecti6es can *e e0plicitl1 identi,ied and selected. Such anal1sis can ,acilitate a *etter understanding o, the speci,ic language learning needs o, the 5ni6ersit1 o, Nigeria (5NN Post :raduate students who are non-Ig*o language spea/ers. 9his is *ecause N+can e,,ecti6el1 *e used to in6estigate the language needs o, Second 4anguage (42 & +lternate 4anguage (+4 or ;oreign 4anguage (;4 learners. It also pro6ides rele6ant data ,or the curriculum designer to de6elop e,,ecti6e language teaching materials ,or communicati6e competence in speci,ic areas o, language use. 9his would in turn guide language teaching.;urthermore& N+ is communication oriented in its approach to language teaching *ecause it attempts to in6estigate and disco6er the needs o, the language learners. In other words& it attempts to disco6er the purpose ,or which the learners are learning the language and in which areas or ,ield the1 would use the 9arget 4anguage (94 the1 wish to learn. It also addresses the language needs o, learners ,or di,,erent purposes. 9his helps the language teacher to situate his teaching appropriatel1 and also assists teaching aids=resources personnel to de6elop their materials according to the needs o, the language learners. :i6en this characteristic o, Needs +nal1sis& one can ,or e0ample tal/ a*out the concept o, 7nglish ,or Speci,ic Purposes

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Research on Humanities and Social Sciences ISSN 2222-1719 (Paper ISSN 2222-2!"# ($nline %ol.#& No.1'& 2(1#

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(7SP and also appl1 its principles ,or Ig*o ,or Speci,ic Purposes (ISP . Needs +nal1sis is also in line with ,unctionalism. 9he ,unctionalist approach to language teaching is that o, communicati6e competence such that learners could attain master1 o, the use o, the language in practical or real li,e situations. 4ong ego& e,,orts ha6e *een directed towards communicati6e competence in language use and not ?ust linguistic or grammatical competence. >ule (199" asserts that re6ision o, 42 learning e0perience can *est *e descri*ed as communicati6e approaches. 9he1 are partiall1 a reaction against the arti,icialit1 o, Bpattern-practice@ and also against the *elie, that consciousl1 learning the grammar o, a language will necessaril1 result in an a*ilit1 to use the language. N+ is in line with the Notional s1lla*us well elucidated in Cil/ins (197" . 9he Notional S1lla*us o, Cil/ins (197" is 6er1 central to .ommunicati6e 4anguage 9eaching (.49 . Notional s1lla*us encourages the plan o, the content o, language teaching in line with actual use o, language in communication& hence& its use in 7nglish ,or Speci,ic Purposes (7SP . 2ell (19!1 o*ser6es that 7SP is in,luenced *1 the ,unctional 6iew o, language as well as group needs ,or communication. Iloene (2((7 there,ore asserts that the curriculum designer must as necessit1 determine which aspects o, a language are most needed *1 the language learners. Needs +nal1sis is there,ore& adopted in language learning researches and as an applied linguistics tool ,or language teaching. It is use,ul to applied linguists ,or o*taining input data in language learning curriculum. $ssai (2(11 ,urther argues against the idea o, teaching 42 learners with Bpattern-practice@ and conscious learning o, the grammar o, 94 which he *elie6es do not consider the rele6ance o, e0posing learners to the e0tra linguistic patterns.Pattern-practice ma1 also not e0pose the learners to the real e0periences outside the classroom situation. In line with this& Nwigwe (2(1( o*ser6es that a ma?or ,actor militating against Ig*o language learners attaining communicati6e competence is the use o, improper learner resource=materials not rele6ant to their needs and interests. 9hese are inherent in pattern-practice approach to language learning which has ,or long *een the ma?or approach to Ig*o language teaching and learning.9here is there,ore& the need to design a ,unctional curriculum ,or teaching Nigerian indigenous languages li/e Ig*o language as +lternate 4anguages (+4 . &$% Problem of t'e Study 5ni6ersit1 o, Nigeria and ,ew other ,irst generation 5ni6ersities in Nigeria ha6e *een designated ,lagships ,or high s/illed manpower training through graduate education programmes. 9his is in line with the go6ernment@s adoption o, education as a tool ,or national de6elopment and as a tool ,or the inculcation o, national unit1 (;RN& 2((' . 9his also complements the institution@s 6ision o, trans,ormationin order to *ecome a world class uni6ersit1. +dmission o, students ,rom di,,erent ethnic groups and regions thus& *ecomes inherent in the administration@s strategies to gi6e the uni6ersit1 a national 6iew in achie6ing its scholarship o*?ecti6es. :i6en this situation& there is no gainsa1ing the ,act that the non-Ig*o spea/ers admitted ,or scholarship in herdi,,erent disciplinewould *est *e success,ul in their academic and social achie6ement to the e0tent the1 can communicate and interact e,,ecti6el1 in the host Ig*o communit1. ;urthermore& language as a 6ital means o, communication and a de6ice ,or thin/ing isa medium o, ena*lement ,or human e0istence. Hence& language pla1s a ma?or role in human communication& thoughts& ,eelings and wishes. $puta (2(11 opines that man cannot ,unction without the language o, his en6ironment. ;or this reason& Ig*o language teaching needto *e presented in an authentic conte0t to e<uip 5ni6ersit1 o, Nigeria Post :raduate students who are non-Ig*o language spea/ers with the particular conte0t in which Ig*o language is used. N+ can *e used as a theoretical ,ramewor/ and as an anal1tical tool to achie6e this.3espite this need& pattern-practice approach to language learning has ,or long *een the ma?or approach to Ig*o language teaching and learning. 9here are also scarce empirical guide /nown to the researchers on Ig*o language needs anal1sis which can *e used in teaching non-Ig*o spea/ers e,,ecti6el1 as an alternate language. 9here,ore& the pro*lem o, this stud1 posed as a <uestion isD what are the Ig*o language needs o, non-Ig*o 5ni6ersit1 o, Nigeria postgraduate studentsE ;or that reason& the purpose o, this stud1 is to ,ind out those aspects o, the Ig*o language that non-Ig*o spea/ers at the 5ni6ersit1 o, Nigeria need to learn to communicate e,,ecti6el1. Speci,icall1& this stud1 sort to determine theF 1. language needs o, 5NN P: students@ non-Ig*o spea/ers ,or e,,ecti6e communication 2. social language needs o, 5NN P: students@ non-Ig*o spea/ers as alternate languageat 5NN #. commercial language needs o, 5NN P: students@ non-Ig*o language spea/ers as alternate language at 5NN '. areas o, wea/ness o, 5NN P: students@ non Ig*o spea/ers@ in using Ig*o languageas alternate language It is hoped that the ,indings o, this stud1 will ena*le the curriculum designer to see to what e0tent the e0isting Ig*o language programme o, instruction are in line with the learners@ real need. Hence& the ,indings o, this stud1 will *e o, immense *ene,it to the curriculum planners and language instructors. Goreo6er& the

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multilingual nature o, Nigeria linguistic terrainplacesIg*o language as a strategic alternate language to ac<uire ,or e,,ecti6e communication in the south eastern Nigeria and elsewhere- gi6en that Ig*o language is one o, the three ma?or languages in Nigeria (5guru& 2((! .+dditionall1& since the National Polic1 on 7ducation NP7 gi6es much attention to the indigenous languages as a tool ,or the inculcation o, national unit1 and national consciousness& application o, the ,indingso, this stud1 willhelp in e,,ecti6e teaching o, Ig*o language to nonIg*o spea/ers to accomplish the o*?ecti6e. ;urthermore& the ,indings o, this stud1 will ser6e as an empirical guide to language teachers in emphasiAing areas o, priorit1 in teaching second and alternate languages. Such relia*le in,ormation can *e used to impro6e and strengthen language teaching curriculum. It will also help in diagnosing the areas o, wea/ness and strength o, language learners. Such diagnoses can *e used to impro6e teaching and learning.9he result o, this stud1 willas well assist the curriculum planner=designer to ,ocus on those speci,ic needs o, the non-Ig*o spea/ers that ,acilitate their e,,ecti6e communication among themsel6es (since the1 ha6e di,,erent 41 and *etween them and the locals.9here is no gainsa1ing the ,act that this stud1 will contri*ute to the scarce empirical literature on Ig*o language needs anal1sis as most a6aila*le are largel1 opinionated. 9he theoretical /nowledge o, this stud1 is also considered signi,icant *ecause it will strengthen pre6ious empirical ,indings *1 pro6iding in,ormation that can *e used in e0plaining language teaching pedagog1. ($% )et'odology of t'e Study 9his stud1 adopted descripti6e sur6e1 research design. 3escripti6e sur6e1 design intend chie,l1 at collecting data and s1stematicall1 descri*ing the ,eatures o, a gi6en population. +ccording to Nworgu (2((" & descripti6e sur6e1 design aims at collecting data on& and descri*ing in a s1stematic manner& the characteristics& ,eatures or ,acts a*out a gi6en population. 9he descripti6e sur6e1 research design is appropriate ,or this stud1 since it permits an anal1sis and description o, the language needs o, students as accounted *1 them. 9he rationale ,or choosing this design is that it would guide the researchers to identi,1 the characteristics o, the population under stud1 with respect to their Ig*o language need which would ena*le the researchers to gather relia*le data ,or the stud1. 9his stud1 was carried out at the 5ni6ersit1 o, Nigeria. 5ni6ersit1 o, Nigeria is the ,irst indigenous 5ni6ersit1 in Nigeria which was esta*lished in 19"1 *1 the then 7astern Regional :o6ernment. 5NN admits Nigerian and international students ,or post-graduate studies in 1' ,aculties in the two campuses in 7nugu state (Nsu//a and 7nugu campuses . 7nugu state is one o, the ,i6e states in 7astern Nigeria which include +*ia& 7*on1i& +nam*ra and Imo states. Ig*o language is the mother tongue o, these states.9here are man1 other Ig*o spea/ing groups in other states in Nigeria li/e in 3elta and Ri6ers states. Cith a population o, 1"&#!1&729 in these ,i6e states (National Population .ommission (NP. & 2(11 & the Ig*o spea/ing people o, Nigeria *ecomes one o, the three ma?or ethnic group in Nigeria *esides the Hausa and >oru*a spea/ing ethnic groups. 5NN was chosen ,or this stud1 *ecause its admission data in the past ,ew 1ears indicates a signi,icant increase in the num*er o, non-Ig*o spea/ing students ,rom other states o, the ,ederation. 9here is no gainsa1ing the ,act that this will ne6ertheless go a long wa1 in complementing their educational attainment in the region. 9he population o, this stud1 consists o, all the post-graduate students at the 5ni6ersit1 o, Nigeria ,rom 2((9=2(1( to 2(12=2(1# sessions that Ig*o language is not his or her ,irst language.9here are man1 non-Ig*o P: students running either Postgraduate diploma& masters or Ph.3 program in the Nsu//a and 7nugu campuses o, the 5ni6ersit1 o, Nigeria. $nl1 P: students who are resident at the Post graduate Hall at the Nsu//a campus were purposi6el1 sampled.Hence& a total o, 7" P: students constituted the sample siAe ,or the stud1. 9he instrument ,or data collection was a structured <uestionnaire titledF Needs +nal1sis Huestionnaire (N+H . 9he 2!-item instrument was designed *1 the researchers to elicit data ,rom the respondents on their Ig*o language needs ,or e,,ecti6e communication. 9he instrument is di6ided into two sectionsD section + is demographic while section 2 is a ,our (' point 4i/ert t1pe rating scale in ,our clusters& each cluster addressing a research <uestion.9o ascertain the 6alidit1 o, the instrument& it was gi6en to three e0perts& two in 4inguistics andone in Geasurement and 76aluation& all in 5ni6ersit1 o, Nigeria& Nsu//a. 9he1 were re<uested to e0amine the instrument to ensure that the N+H relates to the purpose o, the stud1 and the research methodolog1. 9heir comments and corrections helped in the,inal de6elopment o, the instrument. 9o ensure the relia*ilit1 o, the instrument& a trial testing was conducted using 2( non-Ig*o spea/ing undergraduate students at the 5ni6ersit1 o, Nigeria. .ron*ach +lpha method o, relia*ilit1 estimate was used to determine the internal consistenc1 o, the instrument. + relia*ilit1 coe,,icient 6alue o, (.71 was o*tained. 9his was considered satis,actor1*1 the researchers to esta*lish the consistenc1 o, the instrument. 9he .ron*ach +lpha method was used *ecause it measures the internal consistenc1 o, the items and allows instrument to *e administered once on the respondents. In the conduct o, the stud1& the 2! item 6alidated N+H was administered directl1 *1 the researchers to the sampled 7" students at the Post-:raduate hall o, the Nsu//a campus o, the 5ni6ersit1 o, Nigeria. Chere the

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respondents are una*le to complete the <uestionnaire and return same immediatel1& the researchers called *ac/ to collect the completed <uestionnaire. 9he ,our research <uestions were anal1Aed using means and standard de6iations. 7ach research <uestions real limit o, num*ers was used to determine the decision le6el as ,ollowsF #.)( and a*o6e was considered %er1 $,ten (%$ D 2.)(-#.'9 is $,ten ($ D 1.)(-2.'9 is Sometimes (S while (.((1.)9 is Ne6er (N . .onse<uentl1& ,or each o, the items& a mean response o, 2.) and a*o6e was set as *ench mar/ inma/ing decision on the aspect o, Ig*o language needs o, 5NN P: students@ non-Ig*o spea/ers whichneed to *e emphasiAed in the curriculum design. 3.1 Data Presentation and Analysis 3.1 Research Questions One: Chat are the 4anguage needs o, 5NN P: students@ non-Ig*o spea/ers ,or e,,ecti6e communicationE *able #: 9he mean ratings and standard de6iations o, 5NN P: their language needs. SourceF +hame,ula and $/o1e (2(12 .;ield +nal1sis Result. )ean Standard eviation ecision S+N +s a student& m1 Ig*o language needs includeF .9"(2" Needed Spea/ing s/ills #.1()# #$ .ommunicati6e a*ilit1 2.9"() .!))'# Needed &$ 4istening s/ills #.197' .!'!!' Needed ($ Reading s/ills 2.#2!9 1.(#779 Not Needed ,$ Criting s/ills 2.()2" .9919( Not Needed -$ .ultural 6alues 2."1!' .9#7"2 Needed .$ .!99'2 Needed .ultural norms 2.)")! /$ Inowledge o, idiomatic e0pression 2.#!1" .9#7"2 Not Needed 0$ Gedical=health terms 2.#1)! 1.(7#'' Not Needed 1$ 3.2 Interpretation of Findings 9a*le 1a*o6e shows the mean ratings and standard de6iations o, the language needs o, 5NN P: students nonIg*o spea/ers ,or e,,ecti6e communication. Judging ,rom the high mean responses ,or ,i6e language needs ,or e,,ecti6e communication& 5NN P: s students@ non-Ig*o spea/ers need help in the areas o, spea/ing s/ill& communicati6e a*ilit1& listening s/ills& cultural 6alues and cultural norms. 9his suggests to the curriculum designer to emphasiAe these areas in de6eloping the curriculum that could *e e,,ecti6e in teaching non-Ig*o spea/ers. It also shows that thenon-Ig*o spea/ers under stud1 do not needreading and writing s/ills& /nowledge o, idiomatic e0pression and medical=health terms. 3.3 Research Question !o: Chat are the Social language needs o, 5NN P: students@ non-Ig*o spea/ers as alternate language at 5NNE *able &: 9he mean ratings and standard de6iations o, 5NN P:students social language needs. SourceF +hame,ula and $/o1e (2(12 .;ield +nal1sis Result. S+N +s a student& m1 Social language needs includeF )ean Standard eviation ecision :reeting e0pressions #.))2" .7191" Needed #%$ Celcoming guests #.21() .!()2) Needed ##$ ;riendship e0pressions #.2#"! .!#()" Needed #&$ .ommunicati6e /nowledge in Ig*o social e6ents 2.)")! .!219" Needed #($ Sports=Recreational terms 2.#2!9 .9((19 Not Needed #,$ .omplaint language 2.27"# .97'#2 Not Needed #-$ +*usi6e=curse language=swear words 1.72#7 .9!791 Not Needed #.$ .ondolences 2.'#'2 .!!''7 Not Needed #/$ 3." Interpretation of Findings 9a*le 2 indicates that the non-Ig*o spea/ersneed social language used in greeting e0pressions& welcoming guests& ,riendship e0pressions and communicati6e /nowledge in Ig*o social e6ents. 2ased on the high mean responses o, non-Ig*o spea/ers on these social language needs& emphases should *e on these areas in designing a curriculum that can integrate these non-Ig*o spea/ers sociall1. 9he ta*le also show that their social language need do not include sports=recreational terms& complaint language& a*usi6e=curse language=swear words and condolences. 3.# Research Question hree: Chat are the commercial language needs o, 5NN P: students@ non-Ig*o language spea/ers as alternate language at 5NNE

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*able (: 9he mean ratings and standard de6iations o, 5NN P: students commercial language needs. SourceF +hame,ula and $/o1e (2(12 .;ield +nal1sis Result. +s a student& m1 commercial language needs includeF S+N )ean Standard ecision eviation Gonetar1 terms #.1''7 .!9((( Needed #0$ Inowledge o, seller *u1er con6ersation #.2#"! .797!( Needed #1$ 2argaining terms #.1)79 .92')2 Needed &%$ Negotiation terms #.()2" .9"'"' Needed &#$ Gar/et initiation terms #.(2"# .92##! Needed &&$ Gar/et da1s 2."!'2 1.122(# Needed &($ 3.$ Interpretation of Findings 9a*le # indicates that the non-Ig*o spea/ers ha6e commercial language needs in all the areas itemiAed. 9hese are in the areas monetar1 terms& /nowledge o, seller *u1er con6ersation& *argaining terms& negotiation terms& mar/et initiation terms and /nowledge o, mar/et da1s. 9he reason ,or this ma1 not *e ,ar ,rom the ,act that transactions *etween them and the locals are ine6ita*le. ;urthermore& /nowledge o, these commercial language terms can position the non-Ig*o spea/ers *etter in *usiness transactions and ma1 help them *argain *etter. 9he curriculum designer should there,ore concentrate on these aspects o, Ig*o language that can empower the non-spea/ers to negotiate *etter in transactions. 3.% Research Question Four: Chat are the areas o, wea/ness in Ig*o language o, 5NN non-Ig*o spea/ersE *able ,: 9he mean ratings and standard de6iations o, 5NN P: on areas o, wea/nesses in Ig*o language. SourceF +hame,ula and $/o1e (2(12 .;ield +nal1sis Result. )ean Standard eviation ecision S+N G1 wea/ness in Ig*o language stems ,rom the areas o,F Inowledge o, dialectal di,,erences #.1!'2 .97)!) Cea/ &,$ Pro6er*s and idiomatic e0pression #.(2"# .9929" Cea/ &-$ .ultural norms o, Ig*o language 2.77"# 1.(1')' Cea/ &.$ Peculiarities o, di,,erent communicati6e e6ents 2.!9'7 .9'"2! Cea/ &/$ 9one patterns #.(#9) .9)!#' Cea/ &0$ 3.& Interpretation of Findings 9a*le ' a*o6e shows that 5NN non-Ig*o spea/er@s wea/ness in Ig*o language stem ,rom all the itemised areas.9hese are /nowledge o, dialectal di,,erences& pro6er*s and idiomatic e0pression& cultural norms o, Ig*o language& peculiarities o, di,,erent communicati6e e6ents and tone patterns. 9his suggests to the curriculum designer to start with diagnosis o, the communicati6e a*ilit1 o, the language learner. 9his according to $puta (2(11 is the ,irst and most important step in an1 training process ,$% Conclusion 4earners need to *e e<uipped with dail1 e0pressions that can ena*le them to e,,ecti6el1 participate in the interactions with nati6e spea/ers. Hence& Needs +nal1sis in6ol6es the gathering o, in,ormation to ,ind out how much learners alread1 /now and what the1 still need to learn. 9his stud1 there,ore anal1Aed the Ig*o language needs o, non-Ig*o 5ni6ersit1 o, Nigeria post-graduate studentsF implication ,or curriculum design. 9he researchers adopted the theoretical ,ramewor/ o, Needs +nal1sis(one o, the tools in +pplied 4inguistics ,or Second 4anguage 9eaching research in determining the priorit1 language needs o, the Non-Ig*o P: students o, the 5ni6ersit1 o, Nigeria when learning the Ig*o language.9he stud1 conclude that& as Nigeria has adopted education as a tool ,or national unit1& de6elopment& it has *ecome imperati6e that the Ig*o language needs o, non-Ig*o 5ni6ersit1 o, Nigeria Post-:raduate students *e articulated in designing an e,,ecti6e curriculum. -$% 2ecommendations 2ased on the ,indings o, the stud1& the ,ollowing recommendations are pro,,eredF Students (language learners should *e in6ol6ed in all phases o, language teaching curriculum de6elopment. 9his will a,,ord them the opportunit1 o, ma/ing use,ul inputs in e,,ecti6e curriculum especiall1 at the design stage. In designing a curriculum that could *e e,,ecti6e ,or teaching non Ig*o 5NN P: students& emphases should *e on these ,elt language needs as o*ser6ed *1 this stud1. 2eferences +g*edo& .. 2((7. Pro'le(s of (ultilingual nations: he )igerian perspecti*e. Nsu//aF +.7 Resources Ionsults. 2ell& R.9. 19!1.An Introduction to applied linguistics: Approaches and +ethods in ,anguage eaching.4ondonF #9

Research on Humanities and Social Sciences ISSN 2222-1719 (Paper ISSN 2222-2!"# ($nline %ol.#& No.1'& 2(1#

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2rad,ord. ;ederal Repu*lic o, Nigeria& 2(('.)ational Policy on -ducation ('th 7dition .4agosF N7R3. Press. Iloene&G.I.& 2((7. 9owards a .ommunicati6e 9eaching o, Ig*o as an +lternate 4anguage (+4 @. In +nasiudu& 2. N.& :.I.NwaoAuAu K ..N. $/e*alama (7ds. ,anguage and literature in a De*eloping .ountry: -ssays in /onour of Professor 0.O.A. Olui1pe. $nitshaF +,ricana ;irst Pu*lishers 4imited. PpF2)2-2)9. National Population .ommission& 2(11. 9he Nigerian 3emograph1. Retrie6ed Garch 12& ,rom httpF==www.npc.org Nwigwe& N.& 2(1(. )eeds Assess(ent and Analysis in ,earning +aterial De*elop(ent for Ig'o ,2 ,earners. + Paper presented to the ;i,th +nnual .on,erence o, the Ig*o Studies +ssociation (IS+ held at 5ni6ersit1 o, Nigeria& Nsu//a ,rom $cto*er 12-1). Nworgu& 2. :.& 2((". -ducational Research: 0asic Issues 2 +ethodology. Nsu//aF 5ni6ersit1 9rust Pu*lishers. $puta& .. :.& 2(11. ,anguage )eeds of .o(puter rainees in )su11a +etropolis.G. + 9hesis (5npu*lished & 5ni6ersit1 o, Nigeria& Nsu//a. $ssai& 2.$.& 2(11. he curriculu( and the teaching of Ig'o as ,2 in federal colleges of education: Pro'le(s and Prospects. Journal o, Ig*o 4anguage and 4inguistics. #(1 F '#-)#. 5guru& J.$.& 2((!. A .o((on )igerian ,anguage (Re6ised edition . Nsu//aF 5ni6ersit1 o, Nigeria Press. Cil/ins& 3.+& 197". )otional sylla'uses. 4ondonF $0,ord 5ni6ersit1 Press. >ule& :.& 199". he 3tudy of ,anguage. (4ow Price 7dition. .am*ridgeF .am*ridge 5ni6ersit1 Press.

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