An assessment of second language acquisition strategies among Yoruba-English bilingual adolescents in Ibadan
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Background of the Study
Second language acquisition (SLA) strategies are essential for achieving proficiency in a language that is not the learner’s mother tongue. Among Yoruba-English bilingual adolescents in Ibadan, various instructional and self-directed strategies are employed to facilitate language learning. These strategies range from immersive classroom practices to technology-enhanced learning, each contributing differently to linguistic competence (Ogunleye, 2023). The effectiveness of these strategies is influenced by individual learner differences, exposure levels, and socio-cultural factors. In Ibadan, where both Yoruba and English are integral to social and academic life, adolescents are required to navigate two distinct linguistic systems. Recent research highlights that effective SLA strategies not only improve grammatical accuracy and vocabulary acquisition but also foster intercultural communication skills (Adeyemi, 2024). However, challenges persist due to inconsistent instructional methods and varying levels of learner motivation. This study aims to assess the efficacy of various second language acquisition strategies among Yoruba-English bilingual adolescents, with a focus on identifying best practices that support balanced bilingual development and academic success (Folashade, 2025).
Statement of the Problem
Despite the availability of multiple SLA strategies in Ibadan, Yoruba-English bilingual adolescents often face difficulties in achieving balanced language proficiency. Variability in instructional quality and learner motivation contributes to inconsistent outcomes, with some students excelling in one language while lagging in the other (Ogunleye, 2023). Educators struggle to implement uniform strategies that address the diverse needs of students. Furthermore, the lack of systematic evaluation of these strategies leaves a gap in understanding which approaches are most effective in promoting comprehensive language acquisition (Adeyemi, 2024). This study seeks to address these issues by examining the effectiveness of different SLA strategies and identifying factors that hinder or facilitate successful language learning (Folashade, 2025).
Objectives of the Study:
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To evaluate the effectiveness of various SLA strategies among bilingual adolescents.
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To identify factors that influence the success of these strategies.
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To propose recommendations for enhancing second language acquisition practices.
Research Questions:
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What are the prevalent SLA strategies among Yoruba-English bilingual adolescents?
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How do these strategies affect language proficiency?
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What factors determine the effectiveness of SLA practices?
Significance of the Study
This study is significant because it assesses the practical effectiveness of second language acquisition strategies among Yoruba-English bilingual adolescents. The results will provide educators and curriculum designers with evidence-based recommendations to improve language teaching practices, thereby enhancing bilingual proficiency and academic performance (Ogunleye, 2023; Adeyemi, 2024).
Scope and Limitations of the Study:
The study is limited to assessing SLA strategies among Yoruba-English bilingual adolescents in Ibadan.
Definitions of Terms:
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Second language acquisition (SLA): The process of learning a language other than one’s native tongue.
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Bilingual adolescents: Young individuals proficient in two languages.
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Acquisition strategies: Techniques used to facilitate language learning.
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