Professional Documents
Culture Documents
Submitted To:
Mr. Izhar-ul-Haq
By
Uzma Ambreen Chaudry
Diploma TEFL 5655
Roll No. AD 526620
AIOU
Lahore
NOV-2010
ABSTRACT
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the dire situations and the old dated fashion of the
INTRODUCTION
This Research assignment is hereby submitted to the respected
Teacher Sir. Izhar-ul-Haq to fulfill partial requirement of the
course “Psycholinguistics & Language Teaching
Methodology”, code # 5655, TEFL, at Allama Iqbal Open
University, Reza Block Campus, Lahore.
The Researcher is a student and ‘has completed this
assignment with best of efforts, zeal and passion by utilizing
proven Research tools and techniques to get accurate
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information and draw out the conclusion with the help of which
the real problem can truly be encircled and Recommendations
be given.
This paper discusses the problem regarding teaching English
language. English should be taught in English not in Urdu or
other languages.
This paper encircles the problems of teaching English in
Pakistan, the causes, effects, advantages and disadvantages of
the style of teaching. The data was collected from eminent
teachers and focused students who belong to the circle of
teaching and learning. The Researcher has tried his level best
to collect the data with in the close proximity of methodology of
teaching with respect to the analysis.
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sample was taken keeping in view the time limitations
and specified length of the course project.
It can thus be said that even more specific problems
could be found out and analyzed if the study could be
carried on, at a higher level.
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regions come across and talk to one another in Urdu, on
the other hand the academic, official, corporate, Research
and other areas extend the same demand for English and
it is used as the first official language across Pakistan.
Since 1947 till date, we have had placed our best efforts
to be home with English but the more we go further the
less we gain. It is a fact that the impression of British
rulers was the main cause in determining the place of
English in our official and other courses but it is even a
fact that the notion of a common language is as
necessary at global level as within a country among
different regions.
The world needs a common language which can act as a
medium of communication when two people of different
nations, regions communicate together. It is not decided
on an International forum but the nature and structure of
a language paves the way towards it acceptability as a
global language. English has its roots, sound roots, rich
heritage of prolific writing pieces and a very strong
backing of intellectual paraphernalia which helps it in
growing further and farther.
The Problem:
In Pakistan, the language and teaching policy had always
been so controversial that it was made and left in
isolation without any impact and usage. The weakness in
English is our Nation’s dilemma but even after crossing
the landmark of half a century we have been trying our
level best to cope with it without having any concrete
pavements or intellectual back ups. There are lot of
hookups and barricade, we use English as a Medium of
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Instruction, we have taught and are teaching it as a
subject but not as a distinct language. Our students are
being pushed to study Physics, Chemistry and
Mathematics in English but English in their Mother tongue.
The problems aggravates when it comes to the students
of rural background who have not at all been exposed to
the English language. and till today ,in rural areas,
teachers are teaching English in their mother tongue and
what makes it worse is that sometimes they are taught
English in their regional languages i.e, Sindhi, Punjabi,
Pashto, Seraiki. Students from such areas can create a big
number of problems for the teachers who are teaching
them on a higher level as well as for the fellow students.
The result of this very approach is formidable and futile as
it appears as a considerable handicap when student
enters the professional life and start his/her career.
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so that they may understand the need for the change and
accept it all willingly.
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Classes are taught in the students' mother tongue, with
little active use of the target language. Vocabulary is
taught in the form of isolated word lists. Elaborate
explanations of grammar are always provided. Grammar
instruction provides the rules for putting words together;
instruction often focuses on the form and inflection of
words. Reading of difficult texts is begun early in the
course of study. Little attention is paid to the content of
texts, which are treated as exercises in grammatical
analysis. Often the only drills are exercises in translating
disconnected sentences from the target language into the
mother tongue, and vice versa. Little or no attention is
given to pronunciation.” [2]
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Lessons begin with a dialogue using a modern
conversational style in the target language. Material is
first presented orally with actions or pictures. The mother
tongue is NEVER, NEVER used. There is no translation.
The preferred type of exercise is a series of questions in
the target language based on the dialogue or an
anecdotal narrative. Questions are answered in the target
language. Grammar is taught inductively--rules are
generalized from the practice and experience with the
target language. Verbs are used first and systematically
conjugated only much later after some oral mastery of
the target language. Advanced students read literature
for comprehension and pleasure. Literary texts are not
analyzed grammatically. The culture associated with the
target language is also taught inductively. Culture is
considered an important aspect of learning the
language.” [3]
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linguistics advocates the importance of this method in
following words as:
”The Audio-lingual Method”
This method is based on the principles of behavior
psychology. It adapted many of the principles and
procedures of the Direct Method, in part as a reaction to
the lack of speaking skills of the Reading Approach.
New material is presented in the form of a dialogue.
Based on the principle that language learning is habit
formation, the method fosters dependence on mimicry,
memorization of set phrases and over-learning. Structures
are sequenced and taught one at a time. Structural
patterns are taught using repetitive drills. Little or no
grammatical explanations are provided; grammar is
taught inductively. Skills are sequenced. Listening,
speaking, reading and writing are developed in order.
Vocabulary is strictly limited and learned in context.
Another useful approach is called
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Margie S. Berns, an expert in the field of communicative
language teaching, writes in explaining Firth's view that
"language is interaction; it is interpersonal activity and
has a clear relationship with society. In this light,
language study has to look at the use (function) of
language in context, both its linguistic context (what is
uttered before and after a given piece of discourse) and
its social, or situational, context (who is speaking, what
their social roles are, why they have come together to
speak)" (Berns, 1984, p. 5).
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most learners of the language, making it difficult to
teach it effectively.
• English is pronounced in a very different way
from almost all other languages of the world. And
every region of the world where English is spoken
has a different accent. People who are not used to
English find these accents quite intimidating.
• There are too many kinds of English. While
teaching English as a second language, it should be
kept in mind that students will not know the
difference between US English, Queen's English and
all the sundry English of the world. This could lead
to confusions.
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n) Lack of time.
o) Stick and stick policy.
p) Un-focused studies.
q) Unnecessary interference by parents.
Above mentioned problems are definitely the tip of an
iceberg as there are many other internal and external
problems faced by students in those particular areas.
Final Words:
In the very right perspective of what has presented
above, the view of experts in this very field, it can easily
be deduced that the present teaching methods have
become obsolete and need immediate changes in its
infrastructure and appearance.
English is taught as a subject and all the students pass it
as a subject without having any command over the usage
and with lot of deficiencies in listening and speaking, on
top of all these students even lack a lot with respect to
the use of correct grammar and composition as they are
taught grammar with the closest context of formulas but
when they use the same in paragraphs they make many
mistakes in writing. Such students when come into urban
areas it becomes difficult for them to understand what is
usually taught to average students of well developed
areas. It creates problems for teachers as well because it
becomes difficult for them to carry on teaching at an even
pace, either they have to pay separate and individual
attention to such students or , because of lack of time ,
they are forced to leave them struggling on their own.
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DATA ANALYSIS
Sample Questionnaire
SURVEY QUESTIONNAIRE
TEACHERS
Name: _________________________________
Qualification: _________________________________
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3. please read the questions very carefully and select the
best options from the ones listed in front of the said
question.
No Questions Responses
A B C D
E
01 It is easier to teach students with urban
background than teaching students with
rural background.
02 The problem with the students of rural
background is not of intelligence but of a
weaker language base.
03 The biggest problem of such students is :
a) poor understanding of structure of
grammar
b) poor vocabulary
c) lack of confidence
d) English language itself
e) All of the above
04 Current language teaching methods are old
fashioned and do not satisfy current needs
of students.
05 Teachers at the grass root level in rural
areas should be given proper teacher
training and it should be made obligatory
for them to take such workshops.
06 Lack of incentive and motivation as well as
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the prevailing school culture is the biggest
cause of student’s failure in mastering the
English language
07 Minimal exposure to English language plays
a big part in student based problems.
Signature:____________________________
Findings:
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01 02 03 04 05
01 It is easier to teach students with urban A A A A A
background than teaching students with Conclusion : 100% replied as
strongly agreed
rural background.
02 The problem with the students of rural A A A A A
background is not of intelligence but of a
Conclusion: 100% selected the
weaker language base. option of strongly agreed.
03 The biggest problem of such students is : E E E E E
a) poor understanding of structure of Conclusion: 100% chose the option
of All of above
grammar
b) poor vocabulary
c) lack of confidence
d) English language itself
e) All of the above
04 Current language teaching methods are old A B B D D
fashioned and do not satisfy current needs Conclusion: 20% replied as strongly
agree while 40% chose Slightly
of students. Agree as their response and 40 %
chose to disagree
05 Teachers at the grass root level in rural A A A A A
areas should be given proper teacher Conclusion: 100% replied as
training and it should be made obligatory strongly agree
for them to take such workshops.
06 Lack of incentive and motivation as well as A A A D A
the prevailing school culture is the biggest Conclusion: 80% replied as strongly
cause of student’s failure in mastering the agree while 20% chose disagree
English language
07 Minimal exposure to English language plays A A A A A
a big part in student based problems. Conclusion: 100% chose strongly
agree as their response
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10 New Interactive syllabus must be designed A A A A A
while keeping in view the social Conclusion: 100% responses
dropped in the category of strongly
infrastructure and usage of English with
agree
more focus upon students with weak base
and special classes should be arranged for
such students.
Class Observations :
A total of four classes of middle and secondary level were
selected for observations, each class was held for 45 minutes
and normal class activities were carried out:
One of the classes was having class test day :
a) Teacher wrote down questions from book given in
book exercise supposedly crammed by the students
earlier.
b) Summary of Abu-bin-Adhem was given.
c) A few sentences of Urdu were given to translate
into English (pre written exercises in book ,
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translated and practiced by students in class a few
times)
Conditions were no different in rest of the classes;
a) All the communication (on both sides) took place in
mother tongue.
b) Teacher reading out texts and translating in Urdu.
c) Students were not being encouraged for speaking
English
d) No creative writing activities.
e) Weak students of (some from rural areas) were
forced to stand in class as punishment for not
understanding what was told by teacher once or
twice , and so on.
Findings:
Though most of the teacher knew that the method
they are using for teaching students, especially the students of
rural background is not so perfect yet, they were not ready to
try and change or improve it , some of the teachers were of the
view that translation method is actually the best method that
can be used for teaching students with rural background and
they thought it to be a compulsion to translate in Urdu
everything they taught. When asked that is it possible that if
proper attention is given to students with weak rural
background these students could manage to do pretty well in
classes, their answer was absolutely yes. Some of them agreed
that if they had enough class time or some special classes they
could actually give extra time to these students and it could
improve current conditions but majority of teacher were not
ready for giving extra time after classes thought they agreed
that the method could benefit such students.
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Most of the teachers complained that the main reason of the
weak bases of such students is the way they were taught at
initial level, they have a weak language base that’s why they
become the cause of slowing down all the students and the
normal class pace. They also explained that most of such
students even themselves are not ready to take extra hours
and believe in that they can pass the exams by cramming the
subject, these students face the biggest hurdle while studying
grammar because it becomes difficult to teach them the rules
which they afterwards tend to forget and do the same mistakes
over and over again as the grammatical rules are actually
needed to be applied and practiced and can not be crammed
that’s why they always have poor results in grammar related
assessments.
There are many levels at which this works. Our classes are
always worried about the very fact that they are learning the
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most important language of the world, and half of them are
probably thinking they will not be able to master even ten
words of English. It is essential for a teacher to create some
kind of bond with the students and tell them that it’s never
impossible to do anything. When they bond with the teacher,
they will find learning the language easier.
Teacher should make it a very firm rule, but subtly implied, that
there will be no other language spoken in your class other than
English. This will be very difficult at first, especially when the
students are hell-bent on translating new English words they
learn into their own language. Teacher must not encourage this.
But it should also be kept in mind that the students are trying
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their best. Teacher should be gentle with them when they
attempt to translate English into their language. Exhort them to
think in English. This is a mammoth task, and can be achieved
only after some weeks, or probably months, of teaching.
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class that allows students to learn and participate in a fun
environment.
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Conclusion:
References
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