CHAPTER ONE

1.1 Background to the Study

Language is more than just a means of communication; it also reflects cultural values, identity,
and social structure. Language serves as a social class, regional identity, and educational access
marker in multilingual and multicultural cultures such as Nigeria. English was brought during
British colonization, became the official language, and is now widely used in formal
communication, education, government, and the media (Bamgbose, 1991; Adegbija, 2004).
Despite its popularity, English coexists with more than 500 native tongues and Nigerian Pidgin,
resulting in a vibrant multilingual community where social interactions and circumstance
frequently influence language usage.

The usage of English is influenced by a number of social and environmental factors in addition
to institutional demands. These include socioeconomic status, place of residence, peer
pressure, parental education, and the university community's language environment. Ugo
Ochulo (2023) observed that students whose parents had higher educational attainment
(OND/NCE and above) performed significantly better in English Language than those whose
parents had only secondary education or none at all. In other words, many factors come into
play. While some of these factors are personal, others are social. There are individual
differences in learning a second language as well as external factors. Researchers have broadly
classified such factors as internal and external (Sun 2019, Minasia 2020) or psychological and
social factors (He & Li 2023).

Some Linguists have also distinguished between language learning and language acquisition
(Hussain 2017, Sun 2019, Igiri et al 2020). Igiri et al noted thatlanguage acquisition has to do
with children acquiring language, particularly their native language, through a subconscious
process during which they are not aware of grammatical rules while language learning is a
conscious learning process usually obtained in a fixed setting, mainly in school settings (Sun
2019). Language acquisition is differentiated from language learning because the processes
involved in acquiring/ learning the two are not the same. While language acquisition refers to
children acquiring their first language or mother tongue, language learning refers to second
language learning by children or adults. The second language is learned after the first language
has been acquired. For one thing, the native language is not necessarily taught while the second
language may involve some conscious efforts in learning it. Fromkin, Rodman and Hyams (2007)
reiterated that to be proficient in a second language requires intense study and memorisation.
The sociocultural theory of Vygotsky (1978) suggests that learning is mediated by interaction
with more knowledgeable teachers, parents, or peers, which emphasizes the social dimensions
of language learning.

The Federal University Wukari (FUW), located in Taraba State, provides a unique center of
Nigeria's multilingual landscape. The student population comprises individuals from various
ethnic backgrounds such as Tiv, Jukun, Hausa, Yoruba, and Igbo. This diversity makes FUW an
ideal environment to study how students navigate language choices based on social contexts. In
formal settings such as classrooms and seminars, English is expected; however, in informal
interactions, hostels, religious gatherings, social clubs, students often resort to Pidgin English or
their indigenous languages. This code-switching is not merely a linguistic behavior but a social
strategy influenced by identity, solidarity, group norms, and situational demands (Wardhaugh,
2006; Trudgill, 2000).

While some research has focused on linguistic competence and second language acquisition in
Nigeria, relatively fewer studies have interrogated the social determinants of English usage
within tertiary institutions (Ogu, 1992; Farianti, 2018). Yet, these factors play a crucial role in
shaping language attitudes and preferences. As Ugo-Ochulo (2023) emphasized, social factors
such as the parental level of education, occupation, and whether students live in urban or rural
settings have measurable effects on English language proficiency and usage.

Ellis (1994) made a distinction between social factors that influence second language learning
and social context. According to him, social context refers to the different settings in which L2
(second Language) can take place. He stated further that social context could be either natural
settings where informal learning occurs or educational settings, within the four walls of a
classroom, where formal learning takes place. Ellis gave examples of such social factors as age,
sex, social class and ethnic identity. Gary (2008), summarizing Ellis’ distinction of social context
and social factors stated that language learning takes place in a social context which consists of
many influential social factors

Given this, it is not only appropriate but also vital to look at the social aspects impacting English
usage at Federal University Wukari. Such an investigation will provide insight into how
students' social realities and histories influence their language use, as well as whether these
factors help or impede successful academic communication. With possible ramifications for
language planning, curriculum design, and academic support systems in Nigerian universities,
the study's findings will add to the expanding corpus of knowledge in sociolinguistics and
language-in-education policy.

1.2 Statement of the Problem

The English language, though officially endorsed as Nigeria’s language of education and formal
communication, is increasingly being sidelined in informal student interactions. In tertiary
institutions such as the Federal University Wukari, there exists a disconnect between the
expected dominance of English and its actual usage among students in non-academic settings.
Students, while competent in English, often prefer Nigerian Pidgin or their indigenous
languages in conversations, especially within peer groups, religious gatherings, or social clubs.
This observable trend raises questions about the underlying social dynamics influencing these
language choices.

Research has shown that English, when learned as a second language (L2), is affected by a
multitude of factors, both internal (psychological) and external (social). These include parental
education, socio-economic status, and the linguistic environment of students. As Ugo-Ochulo
(2023) notes, “respondents whose parents were OND/NCE holders performed slightly better
than respondents whose parents were degree holders,” suggesting that parental involvement
and educational level influence students’ English performance, regardless of presumed
academic advantage.

In the same study, students from urban and semi-urban areas consistently outperformed their
rural counterparts. The study attributed this to factors such as better facilities, qualified
teachers, and supportive home environments. Conversely, rural dwellers often lacked access to
such facilities, leading to lower performance. “Respondents who live in urban or semi-urban
areas performed better than those who live in rural area. This indicates that geographical
location affects academic performance in English”.

Yet, even where facilities and parental support exist, there remains variability in English usage
and performance. As observed by Farianti (2018), in some cases, “there is no significant
correlation between social factors of parents and students’ achievement in learning English…
their scores were influenced by other factors such as the personality of the students and the
students’ disabilities”.

Failure to interrogate these social determinants may contribute to continued poor academic
communication skills, low participation in English-mediated classroom activities, and
underperformance in assessments. Furthermore, it may reinforce socio-linguistic inequalities
that privilege students from urban, English-speaking homes over those from more indigenous-
language-oriented backgrounds.

Investigating the social, cultural, and environmental elements influencing students' language
use in official and informal university settings is particularly crucial. Without this knowledge,
attempts to raise academic achievement and English language proficiency might not have the
desired effect.

1.3 Objectives of the Study

This study's main goal is to look at the social elements that affect undergraduate students at
Taraba State's Federal University Wukari's use of English. Although English is still used in
Nigerian institutions for official academic interactions and instruction, students' actual usage of
the language varies greatly based on a complex interaction of social, cultural, and
environmental factors. The purpose of this study is to analyze these factors and offer a
comprehensive understanding of how and why students switch between English and other
language varieties in various settings.

More specifically, the study seeks to:

1. Identify the major social factors such as socio-economic status, parental education, ethnicity,
religion, and peer networks that influence students' use of English within the university
environment.

[Link] if residing and schooling in rural, urban or semi- urban areas influences students’
speaking of English in Federal University Wukari, Taraba State

3. Explore the impact of peer interaction and group identity on language preference in both
academic and informal settings.

4. Assess students’ attitudes and perceptions toward English, Nigerian Pidgin, and indigenous
languages, especially in relation to identity, prestige, and communicative convenience.

1.4 Research Questions

The study will be guided by the following research questions:

1. What are the key social factors that influence students’ use of English at Federal University
Wukari?

2. Does the location of a student’s residence and schooling background affect their spoken use
of English within the university?

3. How does peer interaction and group identity influence students’ language choice between
English, Nigerian Pidgin, and indigenous languages?

4. What are students’ attitudes toward the use of English compared to Nigerian Pidgin and
indigenous languages in both academic and informal contexts?

1.5 Significance of the Study

This study is significant because it aims to study how social factors influence the usage of
English of students in Federal University Wukari in both formal and informal contexts. Despite
being the official language of teaching, pupils do not necessarily prefer or utilize English the
most. The purpose of this study is to investigate the reasons for this and the ways in which
factors such as parental education, socioeconomic status, and peer group influence language
choice and proficiency.

English is learnt as a second language in Nigeria, and it is also the official language. It is taught in
schools as a subject and it is also the language of instruction at all levels. However, the learning
of a second language can be complex” and is affected by both “internal or psychological
factors” and “external or social factors”. This study focuses on these external or social factors
particularly how they influence the use of English.

More specifically, this research is timely because it addresses gaps in existing studies. While
previous works such as Farianti (2018) have examined the impact of social factors on students'
English achievement, they often focus on performance scores rather than everyday language
choices or usage patterns. The influence of the level of education of parents of respondents
learning English as a second language, and whether residing and schooling in rural, urban or
semi-urban areas influence students’ learning of English” remain critical areas needing further
research.

Teachers and language instructors will benefit practically from the study since it will help them
comprehend why some students feel more at ease speaking English in class while others turn to
Pidgin or their home tongues. With this understanding, instructional strategies can be modified
to accommodate the sociolinguistic realities of the students.

The study also holds relevance for university administrators and policy makers. As the findings
uncover the real-life language practices among students, policies aimed at improving
communication and academic performance can be better informed. Ugo-Ochulo (2023)
recommends “an improvement of facilities in schools located in the rural settings” as one way
of enhancing English language outcomes a recommendation that applies to university settings
as well.

Furthermore, this study allows students to consider their own linguistic attitudes and choices.
Peers play a crucial role in providing opportunities to speak the language that contribute to
communicative competence and motivation, claims Case. Students who comprehend this can
be more deliberate in improving their English and engaging completely in the classroom.

1.6 Scope and Limitations of the Study

The purpose of this study is to look into the social elements that affect undergraduate students
at Federal University Wukari in Taraba State, Nigeria, and how they utilize English. The study's
scope is restricted to examining the ways in which peer pressure, socioeconomic status,
parental education, upbringing language, and geographic location (urban, rural, or semi-urban)
impact students' language preferences in academic settings. With the exception of
postgraduate students, academic staff, and non-teaching staff, the study focuses exclusively on
undergraduate students. In both formal and informal contexts, such as lecture halls, group
discussions, dorms, religious fellowships, and student meetings, English is required or used.
Examining how and why students switch between English, Nigerian Pidgin, and native
languages in these situations is the goal.

It is crucial to remember that the purpose of this study is not to evaluate students' English
language proficiency or grammatical accuracy, nor is it to gauge their academic achievement or
exam scores. According to researchers like Trudgill (2000), who contend that language use is
frequently "influenced more by social identity and interaction than by formal instruction," the
emphasis is instead on the social dynamics that shape their language behavior.

Interviews and questionnaires will be the main methods used in this project to gather data.
However, the number of participants will be limited to a sample that is representative of the
university's student population, but not exhaustive, due to time restrictions, budget limitations,
and accessibility concerns.

Another limitation is that the findings may not be generalizable to all universities in Nigeria,
since language use is influenced by local culture, student demographics, and institutional
context.
Lastly, self-reported data may be subject to bias, as students might not fully reflect on or
accurately describe their language behavior. Despite this, every effort will be made to ensure
the reliability of the data through cross-checking and careful analysis.

1.7 Definition of Terms

Sociolinguistics

This is the study of the relationship between language and society. It focuses on how language
use varies across different social groups and settings, and how factors like class, ethnicity,
gender, and region influence the way people speak.

Language Use

Refers to the way individuals apply language in real-life situations. It includes both formal and
informal communication, and covers how language is chosen, adapted, and switched
depending on the context or audience.

Social Factors

These are the social and cultural conditions that affect human behavior and decision-making. In
the context of language, they include peer pressure, family background, social class, religion,
ethnicity, and region of origin, which influence how people speak and what language they
prefer.

Multilingualism

The ability of an individual or a community to use more than one language. In Nigeria,
multilingualism is a common reality as most people speak a mother tongue, Nigerian Pidgin,
and English, depending on the situation.

Code-Switching
The practice of switching between two or more languages or language varieties within a single
conversation or interaction. This is common in multilingual settings where speakers adjust their
language to suit the topic, audience, or social setting.

Nigerian Pidgin

A simplified form of English mixed with local languages, widely spoken across Nigeria in
informal settings. It serves as a common language for communication among people from
different ethnic and linguistic backgrounds.

Language Attitude

Refers to a person’s feelings, beliefs, or opinions about a particular language or dialect. These
attitudes often influence whether a person chooses to speak a certain language, how
confidently they use it, and in what situations.