Abstract:
This study is a needs-based analysis of undergraduate students’ general Igbo (Igbo GS) in Nigerian tertiary institutions, focusing on Nnamdi Azikiwe University, Awka. With survey design, in 2015/2016 session, data were collected from two indigenous Igbo-speaking lecturers and two hundred non-Igbo undergraduates in the Igbo GS/L2 cluster. Mixed sampling was used to identify and select students from fourteen faculties. Six research questions and hypotheses were used to discover patterns, order of importance, needs and requirements for Igbo GS; preferred ways of learning; and the extent faculties’ needs and requirements differ. Data were descriptively analysed with statistical package of social sciences version 20.0. Findings: students and lecturers identified order of importance of Igbo skills as: listening, speaking, reading and writing. With correlation significant at 0.010 level (r-value: 0.990, P-value: 0.005), no significant difference in their views at 0.571 p level. To students, order of difficulty in learning Igbo is: speaking, writing, reading and listening. To lecturers, all skills are difficult. Without correlating, their views differed significantly at 0.000 p level. To students, the university enforced Igbo GS; to lecturers, students need cultural integration. Both views did not correlate (r-value 0.282, P-value 0.081); they differed significantly at 0.004 p level. Students prefer modern techniques in learning vocabulary of Igbo contexts; lecturers prefer cultural integration. No correlation in their opinions (r-value: 0.071 and P-value: 0.371); but, no significant difference at 0.090 p level. To students, order of requirements for Igbo are infrastructural and staff development, use of technology, others. To lecturers, the order is cultural integration, infrastructural and staff development, others. They correlated significantly at 0.010 level (r-value: 0.670; P-value: 0.000); and, no significant difference at 0.286 p level. Faculties did not differ significantly (p 0.050) regarding identified needs and requirements for Igbo. Heavy pedagogical implications are indicated: modern principles of L2 pedagogy; others. There are good prospects of Igbo for specific purposes - ISP. Official learner-centred, needs-based general Igbo courses; staff and infrastructural development and content-based Igbo would facilitate ISP.
