A SOCIO LINGUISTICS STUDY OF STUDENTS ATTITUDES TOWARDS NIGERIAN ENGLISH AND BRITISH ENGLISH IN AGBOR, DELTA STATE.

This study examines “Socio Linguistics Study of Students Attitudes Towards Nigerian English And British English. Methodology: Relevant data were drawn from selected students of Department of Language, University of Delta, Agbor , Delta State.Using a well-structured questionnaire were distributed to (224) students of Department of linguistic college of education Agbor, were randomly selected using simple random sampling method. Chi-square was used to check the hypotheses. The result of the findings revealed that there is an influence of ethnicity on students' attitudes toward Nigerian English and British English in Delta state, socio linguistics factors such as gender has an influence on students' attitudes toward Nigerian English and British English in Delta state, there is an influence of students religious practices on students' attitudes toward Nigerian English and British English in Delta state and finally there is an influence of indigenous Nigerian Languages on students' attitudes toward Nigerian English and British English in Delta state. Study conclusion and policy recommendations: The study concluded that sociolinguistic study of students’ attitudes toward Nigerian English and British English reveals complex dynamics shaped by social identity, education, exposure, and cultural orientation. While British English often retains high prestige due to its association with colonial legacy, formal education, and perceived global intelligibility, Nigerian English is increasingly gaining recognition as a marker of national identity and linguistic innovation. Students typically exhibit ambivalent attitudes valuing British English for academic and professional advancement, yet acknowledging Nigerian English as a practical and authentic medium for local communication. The study recommended that greater efforts be made within educational institutions to promote balanced awareness and appreciation of both Nigerian English and British English. Language educators should adopt inclusive teaching approaches that acknowledge the legitimacy of Nigerian English as a functional and evolving variety, rather than presenting it solely in contrast to British norms. Curriculum developers should incorporate local linguistic examples alongside standard models to help students see the value of their own language practices. Additionally, media, policy makers, and linguistic researchers should work to shift public perception by emphasizing the sociolinguistic realities and communicative effectiveness of Nigerian English