EXPLORATIONS IN SECOND LANGUAGE ACQUISITION: A SOCIOLINGUISTIC STUDY OF SELECTED ESL LEARNERS IN BENUE STATE, NIGERIA

Abstract

This study explored challenges faced by English as Second Language
(ESL) learners in Benue State, Nigeria, in acquiring communicative
competence, focusing on linguistic, cultural, and pedagogical
barriers in multilingual, resource-constrained settings. A qualitative
case study design, guided by Dell Hymes’ Theory of Communicative
Competence, examined how learners navigate linguistic and
cultural communication aspects. Data was collected for three
months through semi-structured interviews with 36 participants (12
teachers, 24 students). Focus Group Discussions involving six
student groups and two teacher groups, classroom observations of
18 sessions, and document analysis of relevant policy and curricular
materials. Participants from six urban and rural secondary schools
represented diverse linguistic and socio-economic backgrounds.
Thematic analysis identified four key findings among which were
cultural-linguistic barriers, including native language interference
and limited English immersion. The study recommended culturally
responsive strategies, such as teacher training in communicative
language teaching (CLT), community-driven language immersion
programs, and policy reforms to reduce class sizes and ensure
equitable resource distribution.