CHAPTER FOUR

4.1 Introduction: As outlined in the chapter three of Research Methodology the scopes and the objectives of the present study have been identified keeping in mind the learners group i.e. two hundred forty Hindi speakers pursuing English program in various colleges of Delhi University. Out of these 240, 50% are male and 50% are female and they are further sub-grouped according to their length of learning as well as disciplines (i.e. Science, Commerce, Arts and English Honors). The learning situation is formal education and materials used are as prescribed by DU. The goals and objectives are as outlined in research methodology. The hypothesis that being examined in this study are mentioned in chapter three page . They are reiterated for ready reference: Is there a co-relation between learners linguistic competence and the structure of the current English program operating in various colleges of DU? Do the current running various components of English program contribute to improving learners competence? Is there a progress in terms of students linguistic competence level from (I) B.A.-I to B.A.III (ii) B.Com. I to B.Com. III (iii) B Sc. I to B Sc. III. (iv) B. Eng.(Hon.)-I to B. Eng.(Hon.) -III What are the variables that interfere and influence in the learning process of the present English program? What are the nature, types and frequencies of word order errors produced by these major groups of learners in their three years of UG program? What are the nature, types and frequencies of English word order errors produced by male and female learners in all these groups (i.e. B.A. /B.Com/B.Sc. /B.Eng. Hons.)? Are the errors patterns of the word order correlated with variables in the study? Are the errors patterns of English word order attributable to TL structure? Are the error patterns of English word order attributable to MT structure? In order to meet these objectives the study conducted was mostly empirical i.e. collecting data through different sets of questionnaires (See appendix). The study is composed of four main components: Free Composition Test Language Aptitude Test Attitude Test ( For teachers as well as learners) Learners Questionnaires The first component is an assessment of learners competence while they compose in English to serve the purpose of: Selecting the subjects Analyzing the word order errors in learners English It is hoped that such analysis would help better understand the nature and difficulties these learners face and the error they produce while they compose in English. The analysis of this test will be conducted in both the modes i.e. Subjective and Objective modes. The second component is Language Aptitude Test which aims to find out the learners competence in English word order of grammatical categories. Data of this component is obtained from the scores produced by the subject in LAT. It would serve the purpose to elicit information about the learners competence in English word order of various grammatical categories. The third component is concerned with teachers as well as learners attitude. They are provided with questionnaires and their attitudes are rated on five point Likerts scale. In case of teachers, the test is administered to 30 teachers who are teaching English at various colleges of DU. The aim of the test is to find out about pedagogical attitudes of the teachers and how much attention the program pays to the learners in question. In case of the learners, the aim is to find out their attitude towards the learning of English word order of various grammatical categories. This test is administered to all the learners in question. The fourth component explicitly describes about learners bio-data, various modes of learning, hours consumed during learning, English learning oriented activities, language other than Hindi known to the learners, income of the learners parents, various kinds of learning aids etc. The purpose of this questionnaire is to elicit information which will work out as factors (variables) affecting the learners in question. 4.2 Analysis of Learners Composition Table 1below reveals some of the fundamental clues about the learners compositions which are statistically presented here to reflect an explicit image over the salient features of the writings of these Hindi speaking learners of English as a second language.

Table 1 (a) & (b)

MALE

(a)
B.Sc.III 295.9 2959 206 14.3 12 0.4 188 18 5.82 B.Com.I 349.8 3498 201 17.4 16 0.45 181 20 7.9 B.Com.II 297.1 2971 171 17.3 13 0.44 153 18 7.6 B.Com.III 378.3 3783 246 15.3 18 0.47 227 19 7.3 B.A. (P)-I 204.3 2043 194 10.5 27 1.32 153 41 13.91 B.A. (P)-II 343.5 3435 216 15.9 21 0.61 174 42 9.72 B.A.(P)III 390.4 3904 208 18.7 21 0.53 164 44 10.09 B.A. (H)-I 204.3 2043 194 10.5 27 1.32 153 41 4.96 B.A. (H)-II 360.8 3608 295 12.2 14 0.38 270 25 4.74 B.A.(H)III 383.5 3835 248 15.4 10 0.26 228 20 4.03

B.Sc.-I Average length of composition Total No. of Words Total No. of Sentences Mean words/sentences Total No. of word order Errors Errors with ref. to total no. of words Total No. of B.W. Order sents. Total No. of F.W. Order sents. % of errors with reference to sentences 332.8 3328 176 18.9 16 0.48 147 29 9.09

B.Sc.-II 404.5 4045 305 13.2 16 0.39 265 40 5.24

FEMALE (b)

B.Sc.-I Average length of composition Total No. of Words Total No. of Sentences Mean words/sentences Total No. of word order Errors Errors with ref. to total no. of words Total No. of B.W. Order sents. Total No. of F.W. Order sents. % of errors with reference to sentences 402 4020 236 17.0 22 0.54 185 51 9.32

B.Sc.-II 371.9 3719 219 16.9 8 0.21 188 31 3.65

B.Sc.-III 364.3 3643 257 14.1 5 0.13 239 18 1.94

B.Com. -I 354 3540 207 17.1 15 0.42 190 17 7.2

B.Com. -II 361.8 3618 213 16.9 10 0.27 195 16 4.6

B.Com. -III 376.6 3766 263 14.3 9 0.23 240 23 3.42

B.A. (P)-I 285.8 2858 220 12.9 19 0.66 197 23 8.63

B.A. (P)-II 258.8 2588 157 16.4 11 0.42 128 29 7

B.A.(P) -III 407.3 4073 205 19.8 9 0.22 177 28 4.39

B.A. (H)-I 376.3 3763 303 12.4 6 0.15 281 22 1.98

B.A. (H)-II 427.2 4272 269 15.8 8 0.18 247 22 2.97

B.A.(H) -III 385.5 3855 281 13.7 4 0.1 257 24 1.42

Table (a) & (b) above presents some fundamental characteristics obtained from the learners compositions and are presented here to give an image about the salient features of the compositions of these Hindi speaking learners of English as a second language. Since the main focus of the present study is on the composition (writing) skills of the Hindi speaking learners of English, so it would be necessary to reflect light on some key concepts that would help to understand the nature of difficulties faced by these learners in question. The first point would be the average length of the compositions written by four major groups of male learners and twelve subgroups of male learners which are 332.8, 404.5, 295.9, 349.8, 297.1, 378.3, 204.3, 343.5, 390.4, 204.3, 360.8, 383.5 words and the average length of the compositions produced by the females learners are 402, 371.9, 364.3, 354, 361.8, 376.6, 285.8, 258.8, 407.3, 376.3, 427.2, 385.5 words respectively.
The female learners, as expected, produced some relatively longer essays in comparison with those produced by the male learners. That is to say, the female groups seem to have a better repertoire and so able to express themselves more easily. It is also noticed that B. Com., B. A. and B. A. (Hon.) learners have produced longer compositions as they proceed from the first year to the second year and from the second year to the third year irrespective to the gender. So we can say that learning and teaching materials and methodologies at some extend are definitely affecting them. It is also interesting to note through the following table that the English (Hon.) learners are producing the longest compositions among all the groups of the learners so we can assume that these learners seem to have a better competence in English writing skills.

Table 2
Gender Male Female B.Sc.-I 332.8 402 B.Sc.-II 404.5 371.9 B.Sc.-III 295.9 364.3 B.Com. -I 349.8 354 B.Com. -II 297.8 361.8 B.Com. -III 378.3 376.6 B.A. (P)-I 204.3 285.8 B.A. (P)-II 343.5 258.8 B.A.(P) -III 390.4 407.3 B.A. (H)-I 328.4 376.3 B.A. (H)-II 360.8 427.2 B.A.(H) -III 383.5 385.5 Total 4070 4371.5

Figure 1

Average length of composition

500 400 300 200 100 0 Male Female

The aforementioned table and figure indicate that the female students are generally writing longer composition in comparison with the male students except B. Sc.-II and B. A. (P) II. The table and the figure also reveal the significant progress of the male learners in writing composition as they proceed from the first year to the second year, from the second year to the third year respectively. But in case of the female learners this feature is not so significant as one finds this progress with commerce students only. The average length of the sentence is however longer for the female learners as compared to male learners. Total No. of words

Table 3 B.A. (H)II 3608 4272 7880

Gender Male Female Total

B.Sc.I 3328 4020 7348

B.Sc.-II 4045 3719 7764

B.Sc.III 2959 3643 6602

B.Com.I 3498 3540 7038

B.Com.- B.Com.II III 2971 3783 3618 3766 6589 7549

B.A. (P)-I 2043 2858 4901

B.A. (P)-II 3435 2588 6023

B.A.(P)III 3904 4073 7977

B.A. (H)-I 3284 3763 7047

B.A.(H)-III 3835 3855 7690

Figure 2
5000 4000 3000 2000 1000 0

Male Female

In case of total no. of words produced by the subjects we do not find any major change however one can find that B.A.(P) and B.A.(H) male learners show the remarkable progress in number of words as they proceed from the first year to the second year, from the second year to the third year respectively. One can also find this progress with female learners B.Com. only. Moreover the total no. of words produced by both the genders is almost the same. These show that the learners competence in writing skill at some extend is going down as they proceed from the first year to the second year, from the second year to the third year.

Total No. of Sentences

Table 4
B.A.(P)Gender Male Female Total B.Sc.-I 176 236 412 B.Sc.-II 305 219 524 B.Sc.-III 206 257 408 B.Com.-I 201 207 384 B.Com.-II 171 213 509 B.Com.-III 246 263 414 B.A. (P)-I 194 220 373 B.A. (P)-II 216 157 413 III 208 205 413 B.A. (H)-I 262 303 565 B.A. (H)Total

II 295 269 564

B.A.(H)-III 248 281 529

2728 2830 5508

Figure 3
350 300 250 200 150 100 50 0 Male Female

In case of total no. of sentences no group has performed any significant progress but one can find through the aforementioned table and figure that the female learners have produced more number of sentences in comparison with the male learners except B.Sc.-II and B.A.(P)-II. However male and female learners have produced almost equal number of sentences. One can say that the writing skill of the subjects in question has gone down as they move from the first year to the second year, from the second year to the third year respectively.

Mean wodrs/sentences

B.Sc.Gender I Male 18.9 Female 17 Total 35.9

B.Sc.-II 13.2 16.9 30.1

B.Sc.-III 14.3 14.1 34.5

B.Com.I 17.4 17.1 34.2

B.Com.II 17.3 16.9 29.6

B.Com.III 15.3 14.3 23.4

B.A. (P)-I 10.5 12.9 32.3

B.A. (P)-II 15.9 16.4 38.5

B.A.(P)III 18.7 19.8 38.5

B.A. (H)I 12.5 12.4 24.9

B.A. (H)II 12.2 15.8 28

Total B.A.(H)-III 15.4 13.7 29.1 181.6 187.3 379

Table 5
Figure 4

20 18 16 14 12 10 8 6 4 2 0

Male Female

Through the aforementioned table and figure one can find that the female learners are composing longer sentences in comparison with the male learners except B.Sc.-I and B.Com. groups. However the total no. of sentences produced by both the genders are almost the same. Moreover B.A. (P) learners show the progress as they move from the first year to the second year, from the second year to the third year respectively. One can say that the present English program does not seem successful to increase the writing skill of the subjects in question except B.A.(P).

Total No. of word order Errors

Table 6 (i)
B.Sc.Gender I Male 16 Female 22 Total 38 B.Com.I 16 15 31 B.Com.II 13 10 23 B.A. (P)- B.A. I (P)-II 27 21 19 11 46 32 B.A.(P)III 21 9 30 B.A. (H)-I 13 6 19 B.A. (H)II 14 8 22 Total B.A.(H)-III 10 4 14 197 126 323

B.Sc.-II 16 8 24

B.Sc.-III 12 5 17

B.Com.-III 18 9 27

Figure 5(i)

30 25 20 15 10 5 0 Series1 Series2

Table 6 (ii)
B.Sc.Gender I Male 9.09 Female 9.32 Total 18.41 B.Com.I 7.9 7.2 15.1 B.Com.II 7.6 4.6 12.2 B.Com.III 7.3 3.42 10.72 B.A. (P)- B.A. (P)- B.A.(P)I II III 13.91 9.72 10.9 8.63 7 4.39 22.54 16.72 15.29 B.A. (H)-I 4.96 1.98 6.94 B.A. (H)-II 4.74 2.97 7.71 B.A.(H)III 4.03 1.42 5.45 Total 91.21 56.52 147.73

B.Sc.-II 5.24 3.65 8.89

B.Sc.-III 5.82 1.94 7.76

14 12 10 8 6 4 2 0 Male Female

B.Sc.Gender I Male 0.48 Female 0.54 Total 1.02

B.Sc.-II 0.39 0.21 0.6

B.Sc.-III 0.4 0.13 0.53

B.Com.I 0.45 0.42 0.87

B.Com.II 0.44 0.27 0.71

B.Com.III 0.47 0.23 0.7

B.A. (P)- B.A. (P)- B.A.(P)I II III 1.32 0.61 0.53 0.66 0.42 0.22 1.98 1.03 0.75

B.A. (H)-I 0.39 0.15 0.54

B.A. (H)-II 0.38 0.18 0.56

B.A.(H)III 0.26 0.1 0.36

Total 6.12 3.53 9.65

Table 6 (iii)
1.4 1.2 1 0.8 0.6 0.4 0.2 0 Male Female

As far as word order errors are concerned, the total number of errors was divided by the total no. of sentences as well as total no. of words in order to show the deviant word order errors produced by the learners in percentages. Based on the above tables and figures one can readily notice the following characteristics: The percentages of errors have gone down as the learners proceed from the first year to the second year, from the second year to the third year in all the groups. The no. of word order errors produced by the male learners are more in comparison with the no. of word order errors produced by the female learners among all the groups. The highest word order errors are produced by B.A. (P)-I year male learners. The lowest word order errors are produced by B.A. (H)-III year Female learners. The female learners among all the groups reflect the significant progress because their errors go down to the minimum in the subsequent years.

So one can explicitly say that the knowledge of word order errors are constantly improving as there is a decrease in word order errors when the learners move from the first year to the second year, from the second year to the third year in all the groups. We can say it differently that there is some remarkable improvement in the performance of the learners in all the twelve groups of the learners as they ascend from the first year to the third year

Table 7(i)
B.Sc.Gender I Male 147 Female 185 Total 332 B.Sc.-II 265 188 453 B.Sc.-III 188 239 427 B.Com.I 181 190 371 B.Com.II 153 195 348 B.Com.III 227 240 467 B.A. (P)- B.A. (P)- B.A.(P)I II III 153 174 164 197 128 177 350 302 341 B.A. (H)-I 237 281 518 B.A. (H)-II 270 247 517 B.A.(H)III 228 257 485 Total 2387 2524 4911

300 250 200 150 100 50 0

Figure 6(i)

Male Female

Table 7(ii)
B.Sc.Gender I Male 29 Female 51 Total 80 B.Com.I 20 17 37 B.Com.II 18 16 34 B.Com.III 19 23 42 B.A. (P)- B.A. (P)- B.A.(P)I II III 41 42 44 23 29 28 64 71 72 B.A. (H)-I 25 22 47 B.A. (H)-II 25 22 47 B.A.(H)III 20 24 44 Total 341 304 645

B.Sc.-II 40 31 71

B.Sc.-III 18 18 36

Figure 6(ii)

60 50 40 30 20 10 0 Male Female

In case of Basic and Free word order sentences one can readily deduce the following features from the above tables and figures:

The female learners have performed better in basic word order and produced a large amount sentences based on Basic word order except B.Sc.-II and B.A.(H)-II. But the male learners have produced a large amount of sentences based on Free word order except B.Sc.-I and B.A.(H)-III. So one may assume that Free word order may be a major factor for the male group of learners which caused them to produce more no. of word order errors in comparison with the female group of learners. It is also surprising to note the female learners of B.Sc.-I and B.A.(H)-I have produced highest amount sentences based on Free as well as Basic word order among all the groups. The above tables and figures also indicate that only B.Com. female group of learners reflect the growth in basic word order.

Overall Performance of the learners in Free Composition Test

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Total Words
21334 21176 18721 22617

Total Sentences
1399 1301 1200 1658

M w/s
15.35 15.61 11.29 13.64

Total Errors

79 81 108 55

B.Sc.-I 6968

B.Sc.-II 7764

B.Sc.-III 6602

B.Com.-I 7038

B.Com.-II 6589

B.Com.-III 7549

B.A. (P)-I 4901

B.A. (P)-II 6023

B.A.(P)-III 7797

B.A. (H)-I 7047

B.A. (H)-II 7880

B.A.(H)-III 7690

Total Words
8000 7000 6000 5000 4000 3000 2000 1000 0

Total Words

B.Sc.-I Total Sentences 412

B.Sc.-II 524

B.Sc.-III 463

B.Com.-I 408

B.Com.-II 384

B.Com.-III 509

B.A. (P)-I 414

B.A. (P)-II 373

B.A.(P)-III 413

B.A. (H)-I 565

B.A. (H)-II 564

B.A.(H)-III 529

Total Sentences
600 500 400 300 200 100 0 B.A. (P)-I B.A. (P)-II B.Com.-III B.A.(H)-III B.A.(P)-III B.Com.-I B.Com.-II B.A. (H)-I B.A. (H)-II B.Sc.-I B.Sc.-II B.Sc.-III Total Sentences

M w/s

B.Sc.-I 17.46

B.Sc.-II 14.7

B.Sc.-III 14.29

B.Com.-I 15.16

B.Com.-II 17.2

B.Com.-III 14.83

B.A. (P)-I 11.92

B.A. (P)-II 16.14

B.A.(P)-III 18

B.A. (H)-I 12.69

B.A. (H)-II 13.72

B.A.(H)-III 14.53

M w/s
18 16 14 12 10 8 6 4 2 0

M w/s

B.Sc.-I Total Errors 38

B.Sc.-II 24

B.Sc.-III 17

B.Com.-I 31

B.Com.-II 23

B.Com.-III 27

B.A. (P)-I 46

B.A. (P)-II 32

B.A.(P)-III 30

B.A. (H)-I 19

B.A. (H)-II 22

B.A.(H)-III 14

Total Errors
50 45 40 35 30 25 20 15 10 5 0

Total Errors

Based on the overall performance in Free composition writings one can readily deduce the following points: B.A (H) groups of learners have produced the highest no. of words and sentences i.e. 21334 and 1658. B.A. (P) groups of learners have produced the smallest sentences i.e. 11 words /sentence. B.Com. groups of learners have produced the largest sentences i.e. 16 words /sentence B.A (H) groups of learners have produced the lowest no. of word order errors. B.A. (P) groups of learners have produced highest no. of word order errors. B.A. (P) and B.A (H) groups of learners have shown the better progress in no. of words and sentences as the learners ascend from the level one to two
and from two to three consecutively except B.Com-III and B.A.(H)-II.

B.A. (P) and B.A (H) groups of learners have also shown the better the progress in mean word per sentence.
Almost all the groups have shown the progress because there is a drop in the amount of errors as the learners ascend from the level one to two and from two to three consecutively except B.Com-III and B.A.(H)-II. The persistence of errors in B.Com-III and B.A.(H)-II reveals that the program failed to reduce such errors to a minimum level.

Statistics of Different Types of Word order Errors

Methods of Error Counting The same error produced more than once in a sentence and all the occurrences of the errors have been counted separately for each one of the twelve groups of the learners. Two occurrences of the same type of the error in different sentences are counted as two errors. The percentage is calculated with reference to both, the total no. of sentences and total no. of words. Classification and Tabulation of Errors The study has been carried out within the framework of EA. So the errors produced by the twelve different groups of learners have been classified on the basis of grammatical categories/subcategories in the following modes as they appeared in their script: Error in order of Quantifier Error in order of Negation Error in order of Determiner Error in order of Connector Error in order of Auxiliary Error in order of Adverb Error in order of Preposition Error in order of Possessive Pron. Error in order of Adjective Error in order of Wh-word Error in order of Reflexive Error in order of Complementizer Error in order of Indirect Object Error in order of 'to' Infinitive Error in order of Gerund

Error in order of Quantifier

Gender Male Female B.Sc.-I 2 0 B.Sc.-II 3 0 B.Sc.-III 0 0 B.Com.-I B.Com.-II 0 1 1 1 B.Com.III 0 0 B.A. (P)I 0 0 B.A. (P)II 1 0 B.A.(P)III 0 0 B.A. (H)I 2 0 B.A. (H)II 3 0 B.A.(H)III 0 0

3 2.5 2 1.5 1 0.5 0 Male Female

It is quite evident from the above table and figure that the error in order of quantifier is highest in case of B.Sc.-II and B.A.(H)-II but it is also interesting to note that female learners of only B.Com.-I and II have committed the error in the order of quantifier. The table and figure does also reflect significant progress in learning of the order of quantifier while the learners pursue the prescribed courses of undergraduate English program of Du as no learner has produced such error among all the groups in their final years.

Error in order of Negation

Gender Male Female

B.Sc.-I 3 3

B.Sc.-II 2 1

B.Sc.III 1 0

B.Com.I 2 0

B.Com.-II 0 0

B.Com.III 2 0

B.A. (P)I 5 1

B.A. (P)II 0 0

B.A.(P)III 0 0

B.A. (H)I 0 1

B.A. (H)II 2 1

B.A.(H)III 1 1

5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0

Series1 Series2

As far as the error in the order of negation is concerned, B.A.(P)-I group have produced the highest among all the groups. One can readily notice through the aforesaid table and figure that this group has not repeated the error in the consecutive following years. This reflects that English program has positively affected the learners during their course. The performance of the B.A.(H) group reveals that the program failed to reduce such error. One can also notice

that B.Com. group of learners have better linguistic competence in order of negation among all the groups of the learners. The overall performance shows that the female group has better competence in negation in comparison with the male group because the male group has produced the highest error.

Error In Order of Determiner

Gender Male Female

B.Sc.-I 4 0

B.Sc.-II 0 1

B.Sc.III 5 0

B.Com.I 1 2

B.Com.-II 2 1

B.Com.III 3 2

B.A. (P)I 2 3

B.A. (P)II 3 0

B.A.(P)III 2 4

B.A. (H)-I 1 0

B.A. (H)-II 0 0

B.A.(H)III 0 0

5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0

Series1 Series2

B.Sc. male learners do not show improvement in use of the order of determiner as their errors do persist as they ascend from the first year to third year. One can find no improvement with B.Com and B.A.(P) group of learners as the data and the figure reflect. Moreover we find an amazing performance 0f English Major group of learners with zero error in the order of determiner. Overall performance in order of determiner shows that performance of female group is better in comparison with the male group.

Error In Order of Connector

Gender

B.Sc.-I

B.Sc.-II

B.Sc.III

B.Com.I B.Com.-II

B.Com.III

B.A. (P)I

B.A. (P)II

B.A.(P)III

B.A. (H)-I

B.A. (H)-II

B.A.(H)III

Male Female

3 0

0 0

1 3

1 1

2 2

1 2

0 2

2 1

1 0

0 0

0 2

3 2.5 2 1.5 1 0.5 0 Series1 Series2

B.Com.-I female learners shows very poor performance in use of order of connector as it is reflected through the table and the figure and one cant find any improvement with B. Com. and B.A.(P) female group of learners as the error persists while the learner ascend to the third year. Both the male and the female have produced almost the equal amount of such error. One can also find the B.Sc. female learners have performed better among all the groups of the learners.

Error In Order of Auxiliary

Gender Male Female

B.Sc.-I 1 3

B.Sc.-II 0 0

B.Sc.III 0 1

B.Com.I 0 0

B.Com.-II 1 0

B.Com.III 2 0

B.A. (P)I 1 0

B.A. (P)II 1 0

B.A.(P)III 1 0

B.A. (H)-I 2 1

B.A. (H)-II 0 0

B.A.(H)III 1 0

3 2.5 2 1.5 1 0.5 0 Series1 Series2

B.Sc. First year female learners have the highest error in the use of order of auxiliary verb. One can also notice the persistence of such error also exists even in the third year. This is also interesting to note that except B.Sc. I &III and B.A.(H)-I all female groups have produced auxiliary error free sentences. B.A.(H) group of learners show the significant progress because they do not produce any errors in the use of order of auxiliary in the final year.

Error in Order of Adverb

Gender Male Female

B.Sc.-I 3 6

B.Sc.-II 4 4

B.Sc.III 2 4

B.Com.I 4 2

B.Com.-II 5 2

B.Com.III 1 0

B.A. (P)I 3 4

B.A. (P)II 6 1

B.A.(P)III 5 2

B.A. (H)-I 2 2

B.A. (H)-II 2 1

B.A.(H)III 5 1

6 5 4 3 2 1 0 Series1 Series2

The performance of the female learners is better in comparison with that of the male group of learners. Only B. Com. group of learners show the significant progress in the use of order of adverb with zero error in order of adverb in the final year. Persistence of errors in B. Sc. and B.A.(H) groups show that English program failed to bring such error at zero level. B.Sc. group of learners have produced the highest amount of such errors.

Error In Order of Preposition

Gender Male Female

B.Sc.-I 0 2

B.Sc.-II 2 0

B.Sc.III 1 0

B.Com.I 3 4

B.Com.-II 2 5

B.Com.III 6 0

B.A. (P)I 11 4

B.A. (P)II 2 3

B.A.(P)III 7 2

B.A. (H)-I 2 1

B.A. (H)-II 0 1

B.A.(H)III 1 0

12 10 8 6 4 2 0 Series1 Series2

B.A.(P)-I male group produce the highest amount of error in order of preposition. This error is persisting in this group even in the final year so one can assume that the English program is failed to improve such errors to these learners. One can also readily notice that B.Sc. and B.A.(H) group of learners have performed better among all the groups in the use of order of preposition.

Error In Order of Possessive Pronoun

B.Sc.III 0 0 B.Com.I 1 0 B.Com.III 0 0 B.A. (P)I 0 0 B.A. (P)II 0 1 B.A.(P)III 0 0 B.A. (H)-I 0 0 B.A. (H)-II 1 1 B.A.(H)III 0 0

Gender Male Female

B.Sc.-I 0 4

B.Sc.-II 1 0

B.Com.-II 1 0

4 3.5 3 2.5 2 1.5 1 0.5 0 Series1 Series2

The highest error in order of possessive pronoun is produced by B.Sc.-I female learners. It is interesting to note that B.Com. female and B.A.(P) male learners have performed better among all the groups of the learners with zero error in the use of order of possessive pronoun. All the groups have shown the significant progress in order of possessive pronoun with zero error in their third year of the learning.

Error In Order of Adjective

Gender Male Female

B.Sc.-I 0 1

B.Sc.-II 2 0

B.Sc.III 1 0

B.Com.I B.Com.-II 0 0 0 0

B.Com.III 0 2

B.A. (P)I 2 3

B.A. (P)II 2 2

B.A.(P)III 1 0

B.A. (H)-I 0 1

B.A. (H)-II 4 0

B.A.(H)III 0 0

4 3.5 3 2.5 2 1.5 1 0.5 0 Series1 Series2

The highest errors in order of adjective is produced by B.A.(H)-II male learners where as the lowest error is shown by B.Com.-I ,II and B.A.(H)-III learners. No group has shown the significant progress as they ascend to the third year. However the female learners have committed less errors in comparison with the male learners in the use of the order of adjective.

Error In Order of Wh-word

B.Sc.III 0 0 B.Com.I 2 2 B.Com.III 1 0 B.A. (P)I 0 0 B.A. (P)II 0 0 B.A.(P)III 0 0 B.A. (H)-I 0 0 B.A. (H)-II 0 0 B.A.(H)III 0 0

Gender Male Female

B.Sc.-I 0 2

B.Sc.-II 0 0

B.Com.-II 0 0

2 1.8 1.6 1.4 1.2 1 0.8 0.6 0.4 0.2 0

Series1 Series2

The performance of B.Sc.-I female, B.Com.-I male and female in the use of order of wh-word is not so significant as they have produced the equal amount of errors. Thus one can assume the competence level of these subjects during the initial period of the program to be at zero level. It is also significant to note that all the learner groups except B.Com-III have shown the considerable progress in learning of wh-word order as they ascend to the final year because the error is at zero level for these learners during the end of the program.

Error In Order of Reflexive

Gender Male Female

B.Sc.-I 0 1

B.Sc.-II 0 0

B.Sc.III 1 0

B.Com.I 0 0

B.Com.-II 0 0

B.Com.III 0 1

B.A. (P)I 0 1

B.A. (P)II 0 0

B.A.(P)III 3 0

B.A. (H)-I 0 0

B.A. (H)-II 0 1

B.A.(H)III 0 0

3 2.5 2 1.5 1 0.5 0 Series1 Series2

It is interesting to note that all the female groups of learners have produced the same amount of error in order of reflexive where as B.A.(P) male learners have produced the highest errors i.e. three. B.Sc. female, B.Com. male, B.A.(P) female and B.A.(H) group of learners have shown the considerable progress as they ascend from the first year to the third year.

Error In Order of Complementizer

B.Sc.III 0 0 B.Com.I 1 0 B.Com.III 1 1 B.A. (P)I 1 1 B.A. (P)II 5 1 B.A.(P)III 0 0 B.A. (H)-I 0 0 B.A. (H)-II 0 3 B.A.(H)III 0 0

Gender Male Female

B.Sc.-I 0 0

B.Sc.-II 1 1

B.Com.-II 0 0

5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0

Series1 Series2

The above figure and the table clearly shows the performance male and female groups of learners in B.Sc-II.B.Com-III and B.A.(P) are the same. One can readily notice that all the groups of learners have shown the considerable progress as they have not produced such error in the final year. One may also find that B.A.(P)-II male group have produced the highest error in order of the complementizer.

Error In Order of Indirect Object

Gender Male Female

B.Sc.-I 0 0

B.Sc.-II 0 1

B.Sc.III 0 0

B.Com.I 0 0

B.Com.-II 0 0

B.Com.III 0 0

B.A. (P)I 0 0

B.A. (P)II 0 0

B.A.(P)III 0 0

B.A. (H)-I 0 0

B.A. (H)-II 0 0

B.A.(H)III 0 0

1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0

Series1 Series2

One may consider the error in the order of indirect order as performance error as only one error is committed by B.Sc.-II female group of the learner.

Error In Order of 'to' Infinitive

B.Sc.III 1 0 B.Com.I 1 1 B.Com.III 0 1 B.A. (P)I 1 0 B.A. (P)II 2 0 B.A.(P)III 0 0 B.A. (H)-I 2 0 B.A. (H)-II 0 0 B.A.(H)III 0 0

Gender Male Female

B.Sc.-I 0 0

B.Sc.-II 0 0

B.Com.-II 0 0

2 1.8 1.6 1.4 1.2 1 0.8 0.6 0.4 0.2 0

Series1 Series2

One each error in order of to infinitive is produced by the B.Sc.-III, B.Com-I&III and B.A.(P)-I where as the maximum error i.e. two is produced by B.A.(P)-II and B.A.(H)-I of the learners. Only B.Sc. female, B.Com. male, B.A.(P) and B.A.(H) group of learners show the progress as they ascend to the third year of the program.

Error In Order of Gerund

B.Sc.III 0 0 B.Com.I 0 0 B.Com.III 0 0 B.A. (P)I 0 0 B.A. (P)II 0 0 B.A.(P)III 0 0 B.A. (H)-I 1 0 B.A. (H)-II 2 0 B.A.(H)III 2 0

Gender Male Female

B.Sc.-I 0 0

B.Sc.-II 0 0

B.Com.-II 0 0

2 1.8 1.6 1.4 1.2 1 0.8 0.6 0.4 0.2 0

Series1 Series2

The performance of B.A.(H) male group of learners demonstrates poor progress in the use of Gerund because the error still persists as these learners ascend to the third year of the program. One can point out that the program is failed to bring such error at zero level.

Hierarchy of Word Order Errors (Irrespective of Gender)

Rank 1 2 3 4 5 6 7 8 9 10 11 Total

B.Com.B.Sc.-I B.Sc.-II B.Sc.-III B.Com.-I II B.Com.III B.A. (P)-I Adv. Adv. Prepos. Adv. Adv. Prepos. Prepos. 9 6 7 16 8 7 6 Neg. Determ. Prepos. Determ. Adv. Neg. Adv. 6 5 7 7 3 6 5 Determ. Neg. Determ. Neg. Quant. Connect. Connect. 4 1 3 6 3 4 4 Aux. V. Quant. Determ. Prepos. Aux. V. Wh.-W. Neg. 4 1 2 5 2 4 2 Poss. Pr. Prepos. Determ. Connect. Aux. V. Adj. Adj. 4 1 2 5 2 3 2 Connect. Compltr. Adj. Aux. V. Compltr. Connect. Neg. 3 1 1 3 2 2 2 Quant. Determ. Ref. to' Inf. Poss. Pr. Compltr. Adj. 2 1 1 2 1 2 2 Wh.-W. Connect. to' Inf. Ref. Quant. Quant. 2 1 1 1 1 1 Prepos. Poss. Pr. Poss. Pr. to' Inf. to' Inf. 2 1 1 1 1 Ref. Ind. Obj. Compltr. Wh.-W. 1 1 1 1 Adj. Adv. 1 1 38 17 23 46 24 31 27

B.A. (P)- B.A. B.A. (H)- B.A. (H)- B.A. II (P)III I II (H)III Adv. Prepos. Adv. Adj. Adv. 7 9 4 6 4 Compltr. Adv. Aux. V. Quant. Neg. 6 7 3 3 2 Prepos. Determ. Prepos. Neg. Connect. 5 6 3 2 3 Adj. Connect. Quant. Adv. Ger. 4 3 2 3 2 Determ. Ref. to' Inf. Compltr. Prepos. 3 3 2 1 3 Connect. Aux. V. Poss. Pr. Ref. Neg. 2 1 2 1 1 to' Inf. Adj. Determ. Ger. 2 1 1 2 Poss. Pr. Connect. Prepos. 1 1 1 Quant. Adj. Ref. 1 1 1 Aux. V. Ger. 1 1

Total 89 60 44 34 31 21 17 10 9 6 2 323

32

30

19

22

14

Rank 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Total

B.Sc. Adv. 23 Neg. 10 Determ. 10 Aux. V. 5 Poss. Pr. 5 Quant. 5

B.Com. B.A. (P) B.A. (H) Adv. Prepos. Prepos. 13 20 30 Adv. Adv. Prepos. 14 21 5 Determ. Determ. Neg. 14 11 6 Adj. Quant. Connect. 10 5 10 Adj. Wh.-W. Connect. 8 5 5 Compltr. Neg. Ger. 8 Neg. 6 Ref. 4 to' Inf. 3 Aux. V. 2 Poss. Pr. 1 Quant. 1 5 Compltr. 3 Connect. 3 Aux. V. 3 to' Inf. 2 Poss. Pr. 2 Ref. 2 Determ. 1

Total 86 50 41 30 20 22 18 14 13 9 7 7 2 1 323

4 Prepos. to' Inf. 5 4 Adj. Poss. Pr. 4 3 Connect. Adj. 4 3 Ref. Aux. V. 2 3 Wh.-W. Compltr. 2 2 Compltr. Quant. 2 2 Ind. Obj. 1 to' Inf. 1 79 81

108

55

The hierarchy obtained from the word order errors with respect to gender, time and discipline reflects that the male group of the learners produce more no. of word order errors in comparison with the female group of the learners. One may assume that the females are linguistically well equipped in English word order in comparison with the males. So in overall performance one can also readily find that the no. of word order errors decrease as the learners ascend from the first year to the third year of their program it means the program is definitely affecting the learners. We can say it differently that the present program is proving significant to the learners. The minimum no. of word order errors are produced by B.A.(H) group of learners. So one can say that B.A.(H) group of learners are linguistically well equipped among all the groups of the learners. The performance of B.Sc. shows that the order of adverb seems to be the most difficult (i.e. 23) among all the word order errors produced by this group. But the performance of B.Com. and B.A.(P) show that the order of preposition seems to be the most difficult (i.e. 20 and 30) among all the word order errors produced by these group where as the performance of B.A.(H) shows that the order of adverb seems to be the most difficult (i.e. 13) among all the word order errors produced by this group. The second most difficult word orders are in order of negation, adverbs and preposition for B.Sc. B.Com. and B.A.(P) and B.A.(H) group of learners (i.e. 10,14,2 &5). The third most difficult word orders are in order of determiners and negation for B.Sc. B.Com. and B.A.(P) and B.A.(H) group of learners (i.e. 10,11,14&6). The order of adverb, preposition, negation and determiner show the comparable results in word order errors produced by all four major group of learners. These four word order errors are at the top ranks no.1, 2, 3 and 4.

Analysis of Language Aptitude Test

As mentioned above in the chapter three LAT is composed of six questions. Question one deals with the order of different grammatical categories i.e. Determiner, Auxiliary, Direct object, Indirect object Negation, Modifiers, Prepositions and Adverbials which have been objectively evaluated. Question no. two is meant to evaluate the subjects competence in the use of modifiers before a noun as well as to evaluate their knowledge in the use of the order of modifiers. The third question is meant to assess the learners competence in the use of different English adverbials in a sentence. The fourth, fifth and the sixth questions are meant to assess the learners competence in the use of English preposition and wh-words in a sentence. Thus, the various questions of the LAT test will be analyzed and discussed in some detail in the following sections.

The Scores of the First Three Groups (B.Sc.)

Group B.Sc. 1st. Year 2nd. Year 3rd. Year Total %

Q1 Male Female 35 34 38 107 71.3 38 44 49 131 87.3

Q2 Male Female 20 16 14 50 33.3 24 16 21 61 42

Q3 Male Female 33 35 41 109 72.6 34 41 44 119 79.3

Q4 Male Female 49 47 36 132 88 50 50 50 150 100

Q5 Male Female 31 39 35 105 70 35 41 40 116 77.3

Q6 Male Female 29 29 27 85 56.6 30 34 39 103 68.6

Total

408 426 434 1268 70.55

49 50 40 30 20 10 0 1st. Year 2nd. Year 3rd. Year 35 38 34 Q1 Male Q1 Female 44 38

Question one of LAT is intended to test learners familiarity with correct orders of the different grammatical categories such as determiner , noun , direct object , indirect object, adjective, adverb, preposition, verb (auxiliary and main verb), connector and so on(for more details see section . in chapter three and appendix A). This question consists of five items and each question is marked out of five marks. The above figure shows the scores of the first group i.e. B.Sc. on this question. The scores of the learners on this question show that the female learners have performed better in comparison with the male learners in all the three years of the program. The score of the female learners on this question is 87.3% whereas the score of the male learners is 71.3% on the same question. This reveals that the female learners are yet linguistically better equipped than the male learners on this question. It is also interesting to note that the scores of second year B.Sc. male group of learners reflect no progress as they enter the second year. One can say that their learning got stagnant and the dominating factors may be the methodology of the present English Program as well as the learning teaching context. But these learners show progress in the final year of the program where as the female group of learners show the progress right from the first year to the second and the third year.

25 20 20 15 10 5 0 1

24 21 16 16 14 Q2 Male Q2 Female

Question two of LAT aims to test the learners ability to use the maximum no. of English modifiers before a noun correctly. It consists of nouns and modifiers and subjects were required to write as many modifiers as they wanted. The use of one modifier before a noun carried one mark and the use of two modifiers before a noun carried two marks and so on and the range of evaluation was set from one mark to five marks. Outlined below is the performance of the first three groups of learners in the second question. The scores of the learners indicate that their performances on this question are poor. They dont even show any kind of progress as they ascend from the first year to the third year. This may be due to the limited exposure they get in English modifiers and also may be due to heavy reliance on Hindi as the Hindi speakers use less no. of modifiers before a noun. Though the performance of the learners on this question is not up to a standard yet the female learners have scored 42% against the 33.3% of the male learners.

44 45 40 35 30 25 20 15 10 5 0 1 2 3 Q3 Male Q3 Female 33 34 35 41 41

Question three focuses on the learners ability in using the English adverbials and this question is marked out of five marks. The above figure shows the scores of the first three groups of the learners on this question. The performance of the learners of these groups shows the continuous progress on question three as the learners ascend from the first year to the second as well as to the third year. The scores of the female learners on this question are also better than the scores of the male learners as the scores of the female learners on this question is 79.3% against the scores of the male learners i.e. 72.6%.

49 50 45 40 35 30 25 20 15 10 5 0 1

50

47

50

50

36

Q4 Male Q4 Female

Question four intends to examine the learners ability to place the English preposition at appropriate place in a sentence. This is also marked out of five marks. The female learners of this group shows the best performance on this question with the highest scores i.e. 50 or 100% whereas the performance of the male learners go down when these learners ascend from the first year to the third year. This reveals that the females have better competence than the males on this question.

45 40 35 30 25 20 15 10 5 0 1 31 35

39

41 35

40

Q5 Male Q5 Female

Question five intends to examine the learners ability to write wh- sentences in English language. This question is marked out of five marks. Both male and the female learners show the progress during three years of English program. One can say that the female learners show better progress in comparison with males on this question as the score of the female learners is 77.3% whereas the score of the male learners is 70%.

39 40 35 30 25 20 15 10 5 0 1 2 3 29 30 29 34 27 Q6 Male Q6 Female

Question six is designed to test the learners competence in the use of order of wh-words in English sentences. The scores of the female learners on this question are better than the scores of the male learners as the female learners on this question have scored 68.6% whereas the male learners have scored 56.6 on this question. It is also interesting to note that the male subjects on this question dont show any significant progress whereas the female subjects do. One can say that the progress of the females on this question is better than that of the male.

The Scores of the Fourth, Fifth & Sixth Groups (B.Com.)

Group B.Com. 1st. Year 2nd. Year 3rd. Year Total % Q1 Male Female 44 42 40 126 84 47 48 50 145 96.6 Q2 Male Female 21 20 21 62 41.3 21 28 24 73 48.6 Q3 Male Female 36 31 38 105 70 42 39 36 117 78 Q4 Male Female 48 42 50 140 93.3 49 50 49 148 98.6 Q5 Male Female 34 27 40 101 67.3 36 38 43 117 78 Q6 Male Female 32 25 29 86 57.3 34 33 46 113 75.3 Total

444 423 466 1333 74.05

50 45 40 35 30 25 20 15 10 5 0

44

47 42

48 40

50

Q1 Male Q1 Female

1st. Year

2nd. Year

3rd. Year

As question one of LAT intends to test learners familiarity with correct orders of the different grammatical categories such as determiner , noun , direct object , indirect object, adjective, adverb, preposition, verb (auxiliary and main verb), connector.(for more details see section . in chapter three and appendix A). Each question is marked out of five marks. The above figure shows the scores of the second group i.e. B.Com. on this question. The figure explicitly reveals that the female learners have performed better in comparison with the male learners in all the three years of the program. The score of the female learners on this question is 96.6% whereas the score of the male learners is 84% on the same question. This reveals that the female learners are yet linguistically better equipped than the male learners on this question. The figure above also shows that the scores of the male learners of these groups reflect no progress as they enter the second year and third year of their program. One can say that their learning goes down in their following two years of the program and the dominating factors may be the methodology of the present English Program as well as the learning teaching context.

30 25 20 21 21

28 24 20 21

Q2 Male 15 10 5 0 1st. Year 2nd. Year 3rd. Year Q2 Female

The aim of this question is to test the learners ability to use the maximum no. of English modifiers before a noun correctly. The use of one modifier before a noun carried one mark and the use of two modifiers before a noun carried two marks and the range of evaluation was from one mark to five marks. The scores of the learners indicate that their performances on this question are poor. Even they dont show any kind of significant progress as they ascend from the first year to the third year. Once we look at the performance of B.Sc. learners on this question one can say that the scenario is the same. In spite of the poor performance the % of scores for the female learners is better (48.6%) in comparison with the male learners i.e. 41.3%.

45 40 35 30 25 20 15 10 5 0 36

42 39 31 38 36

Q3 Male Q3 Female

1st. Year

2nd. Year

3rd. Year

Question three reflects the learners ability in using the English adverbials and each question is marked out of five marks. The above figure shows the scores of the learners on this question. The performance of the learners of group four, five and six shows no significant progress on this question three as the learners ascend from the first year to the second as well as to the third year as the figure reflects that the scores of the learners in their final years of the program on this question have gone down. Still overall % of score of the female learners is 78% in comparison with the male learners i.e.70%

50 50 48 48 46 49

50 49

Q4 Male 44 42 42 40 38 1st. Year 2nd. Year 3rd. Year Q4 Female

The question four examines the learners ability to place the English preposition at appropriate place in a sentence. This is also marked out of five marks. The learners of these groups do not show the significant progress as they ascend from the first year to the second year and from the second year to the third year of the program. But overall % of the scores on this question shows the female learners of these groups have scored 98.6% whereas the male learners have scored only 93% on this question.

45 40 35 30 25 20 15 10 5 0 1st. Year 2nd. Year 27 34 36 38

43 40

Q5 Male Q5 Female

3rd. Year

Question five intends to examine the learners ability to write wh- sentences in English language. Each question is marked out of five marks. Both male and the female learners show the progress during three years of English program except the male learners of group five. One can say that the female learners show better progress in comparison with the male learners on this question as the overall % of the scores on this question for the female learners is 78% and % of the scores of the male learners is 67.3%.

50 45 40 35 30 25 20 15 10 5 0 1st. Year 2nd. Year 32 34 25 33 29

46

Q6 Male Q6 Female

3rd. Year

Question six is designed to test the learners competence in the use of order of wh-words in English sentences. The scores of the female learners in the first two years of the program on this question are almost the same but the scores of the male learners are not so significant because these learners do show any growth during three years of the program. As the male subjects on this question dont show any significant progress whereas the female subjects with 75.3% of the scores show the progress in the final year of the program. One can say that the progress of the females on this question is better than that of the males.

The Scores of the Seven, Eight and Nine Groups

Group B.A.(P) 1st. Year 2nd. Year 3rd. Year Total %

Q1 Male 24 38 42 104 69.3 Female 19 37 47 103 68.6

Q2 Male Female 13 19 19 51 34 15 17 22 54 36

Q3 Male Female 32 33 42 107 71.3 27 29 40 96 64

Q4 Male 37 50 50 137 91 Female 45 50 50 145 96.6 Male 27 30 41 98 65.3

Q5 Female 35 32 34 101 67.3 Male 26 27 28 81 54

Q6 Female 25 38 37 100 66.6

Total

325 400 452 1177 65.38

50 45 40 35 30 25 20 15 10 5 0 1st. Year 2nd. Year 24 19 42 38 37

47

Q1 Male Q1 Female

3rd. Year

The above table & figure show the scores of seven, eight and nine groups i.e. B.A.(P) on the aforesaid question. The female and the male learners of these groups reflect the continuous progress as they enter the second and the third year of the program. The figure also reveals that the male and the female learners on this question in their second year of the program almost show the equal scores i.e. 37 and 38. In spite of that the male learners have performed better in comparison with the female learners with a slight difference in all the three years of the program. The score of the male learners on this question is 69.3% whereas the score of the female learners is 68.6% on the same question. This reveals that the male and the female learners of these groups do not show any significant difference in learning of English word order.

25 20 15 15 10 5 0 1st. Year 2nd. Year 13 19 17 19

22

Q2 Male Q2 Female

3rd. Year

As question two aims to test the learners ability to use the maximum no. of English modifiers before a noun correctly. It consists of nouns and modifiers and subjects were required to write as many modifiers as they wanted. The use of one modifier before a noun carried one mark and the use of two modifiers before a noun carried two marks. The scores of these groups of learners indicate that the performances of the female learners are quite progressive in comparison with the male learners on this question. The scores of the male learners are equal i.e.19 as they ascend from the second year to the third year. This may be due to the limited exposure they get in English on modifiers or one can say it differently that the program fails to increase the learners competence on the use of modifiers before a noun.

45 40 35 30 25 20 15 10 5 0 1st. Year 2nd. Year 32 27 33 29

42

40

Q3 Male Q3 Female

3rd. Year

Question three focuses on the learners ability in using the English adverbials and this question is marked out of five marks. The above figure shows the scores of the learners on this question. The performance of the learners of these groups shows the progress on question three as the learners ascend from the first year to the second and to the third year. The scores of the male learners on this question are also better than the scores of the female learners. The scores of these groups give us a different image as the overall scores of the male learners are 71.3% whereas the female learners have scored only 64%.

50 50 45 40 35 30 25 20 15 10 5 0 1st. Year 37 45

50

50

50

Q4 Male Q4 Female

2nd. Year

3rd. Year

Question four intends to examine the learners ability to place the English preposition at appropriate place in a sentence. This is also marked out of five marks. Both the female and the learners of this group shows the better performance on this question with the highest scores i.e. 50 or 100% in the second as well as in the third year. This reveals that the program is highly effective to these learners on this question as the overall scores of the male and the female learners on this question are 91% and 96.6% respectively.

45 40 35 30 25 20 15 10 5 0 1st. Year 2nd. Year 27 35 30 32

41 34

Q5 Male Q5 Female

3rd. Year

Question five intends to examine the learners ability to write wh- sentences in English language. This question is marked out of five marks. Both male and the female learners show the progress during the final year of English program but the figure shows a different image i.e. the scores of the males are better than the scores of the females. One can say that there is no major difference in learning of wh-sentences by the male and the female learners of these groups as the overall % of the male and the female learners of these groups on this question are 65.3% and 67.3% respectively.

40 35 30 25 20 15 10 5 0 1st. Year 26 25 27

38

37

28

Q6 Male Q6 Female

2nd. Year

3rd. Year

Question six is designed to test the learners competence in the use of order of wh-words in English sentences. The scores of the female learners on this question are better than the scores of the male learners. It is also interesting to note that the male subjects on this question dont show any significant progress whereas the female subjects do. One can say that the progress of the female learners on this question is better than that of the male learners as the overall scores of the male and the female learners of these groups are 54% and 66.6% respectively.

The Scores of the Tenth, Eleventh and Twelfth Groups

Group Q1 B.A. (H)E Male Female 1st. Year 44 46 nd 2 . 42 50 Year 3rd. 48 49 Year 134 145 Total 89.3 96.6 % Q2 Male 24 18 23 65 43.3 Female 20 29 25 74 49.3 Male 41 34 48 123 82 Q3 Female 48 35 49 132 88 Male 50 50 50 150 100 Q4 Female 50 50 50 150 100 Male 36 34 41 111 74 Q5 Female 43 43 45 131 87.3 Male 27 27 39 93 62 Q6 Female 34 44 44 122 81.3 Total

463 456 511 1430 79.4

50 50 48 48 46 46 44 44 42 42 40 38 1st. Year 2nd. Year 3rd. Year Q1 Male Q1 Female 49

As it has been mentioned earlier that question one of LAT is intended to test learners familiarity with correct orders of the words of the different grammatical categories such as determiner , noun , direct object , indirect object, adjective, adverb, preposition, verb (auxiliary and main verb), connector and so on(for more details see section . in chapter three and appendix A). This question consists of five items and each question is marked out of five marks. The above figure shows the scores of the first group i.e. B.A.(H) on this question. The scores of these groups of learners on this question show that the female learners have performed better in comparison with the male learners in all the three years of the program. The score of the female learners on this question is 96.6% whereas the score of the male learners is 89.3% on the same question. This reveals that the female learners are yet linguistically better equipped than the male learners on this question. It is also interesting to note that the scores the male group of learners of second year B.A.(H) reflect no progress as they enter the second year. One can say that their learning got stagnant and the dominating factors may be the methodology of the present English Program as well as the learning teaching context. But these learners show progress in the final year of the program where as the female group of learners show the progress right from the first year to the second but their learning competence goes down in the third year as the figure is reflecting .

30 25 20 15 10 5 0 1st. Year 24 20 18

29 25 23

Q2 Male Q2 Female

2nd. Year

3rd. Year

Question two aims to test the learners ability to use the maximum no. of English modifiers before a noun correctly. It consists of nouns and modifiers and subjects were required to write as many modifiers as they wanted. The use of one modifier before a noun carried one mark and the use of two modifiers before a noun carried two marks and so on and the range of evaluation was set from one mark to five marks. Outlined below is the performance of the tenth, eleventh and the twelfth groups of learners on the second question. The scores of these groups of learners indicate that their performances on this question are not up to a standard as these learners belong to English major group. Even they dont show any kind of progress as they ascend from the first year to the third year. This may be due to the limited exposure they get in English modifiers and also it may be due to interference of their mother tongue i.e. Hindi as the Hindi speakers use less no. of modifiers before a noun.

50 45 40 35 30 25 20 15 10 5 0 41

48

48

49

34

35

Q3 Male Q3 Female

1st. Year

2nd. Year

3rd. Year

This question focuses on the learners ability in using the English adverbials and this question is also marked out of five marks. The above figure shows the scores of the tenth, eleventh and twelfth groups of the learners on this question. The performance of the learners of these groups shows that the scores of these learners in the second year of the program have gone down. It puts question mark on the pedagogy of the second year program. Once we look at the scores of the final year the learners show a remarkable progress. It indicates the increase of the learners competence in the use of English adverbials in the final year of the program. The overall score of the female learners on this question is also better (i.e. 88%) than the score of the male learners (i.e.82%).

50 50 45 40 35 30 25 20 15 10 5 0

50

50

50

50

50

Q4 Male Q4 Female

1st. Year

2nd. Year

3rd. Year

As question four intends to examine the learners ability to place the English preposition at appropriate place in a sentence. This is also marked out of five marks. The male and the female learners of these groups show the best performance on this question with the highest scores i.e. 50 or 100%. It shows that the program has definitely helped these learners on this question. It also indicates that the male and the female learners of these groups are well equipped in the use of English preposition.

45 40 35 30 25 20 15 10 5 0 36

43 34

43

45 41

Q5 Male Q5 Female

1st. Year

2nd. Year

3rd. Year

As the question is intended to examine the learners ability to write wh- sentences in English language and it is marked out of five marks. Both the male and the female learners show the progress during three years of English program but the female learners got stagnant in the second year of the program as the score of the first and the second year is the same but the score of the male learners in the same year has gone down. One can say that the program could not affect these learners to even maintain the knowledge of the first year. The overall score shows that the female learners do better (i.e. 87.3%) in comparison with the male learners (i.e.74%) on this question.

44 45 40 35 30 25 20 15 10 5 0 1st. Year 2nd. Year 27 27 34 39

44

Q6 Male Q6 Female

3rd. Year

Question six is designed to test the learners competence in the use of order of wh-words in English sentences. The scores of the female learners on this question are better than the scores of the male learners. It is also interesting to note that the male subjects on this question dont show any significant progress in the first two years of the program whereas the female subjects dont show any significant progress in the last two years of the program. The scores of the male and the female learners on this question are 62.2% and 81.3% respectively. In overall performance the female learners are better equipped than the male learners on this question. One can also say that the male learners show progress on the use of order of wh- words in English whereas the progress of the female learners on this question is stagnant in the final year of the program.

The Scores of Group One, Two and Three (Irrespective of Gender)

Group B.Sc. st 1 . Year 2nd. Year 3rd. Year Total % Q1 73 78 87 238 79.3 Q2 44 34 35 113 37.6 Q3 67 76 85 228 76 Q4 99 97 86 282 94 Q5 66 80 75 221 73.6 Q6 59 63 66 188 62.6 Total 408 428 434 1270 70.5

100 90 80 70 60 50 40 30 20 10 0 Q1 Q2 Q3 Q4 Q5 Q6 B.Sc. 1st. Year 2nd. Year 3rd. Year

The aforementioned table and figure which are irrespective to genders show the progress of learning by the learners of group one, two and three in consecutive three years of the English program on question one to six. The learners of group one, two and three show the progress of learning in

consecutive three years of the English program on question one. So the program does definitely help these learners on this question. As far as the So the program does definitely help these learners on this question. As far as the scores of these learners on question two are concerned it shows that the learners performances have gown down. It indicates the failure of the learning and teaching methodology on this question. The learners of group one, two and three shows the progress in consecutive three years of the English program on question three. One can say that the program has definitely helped these learners on this question. The scores of the learners on question four puts a question mark on the existing program as well as its learning teaching methodology as the performances of these learners have gown down in three consecutive years of the program. The scores of these learners on question five are not so significant as these learners show the progress on this question only in the second year of the program but their performances have gone down in the final year of the program. One can say that the program didnt help these learners even to maintain their previous competence on this question. Interestingly, the learners of group one, two and three shows the progress of learning in consecutive three years of the English program on question six but the scores of these learners are very less (62.6%) in comparison with the scores of these learners on the other questions except on question two(i.e.37.6%). However one can say that the program does definitely help these learners on this question.

The Scores of Group Four, Five and Six(Irrespective of Gender)

Group B.Com. 1st. Year 2nd. Year 3rd. Year Total % Q1 91 90 90 271 90.3 Q2 42 48 45 135 45 Q3 78 70 74 222 74 Q4 97 92 99 288 96 Q5 70 65 83 218 72.6 Q6 66 58 75 199 66.3 Total 444 423 466 1333 74.05

120 100 80 60 40 20 0 Q1 Q2 Q3 Q4 Q5 Q6

B.Com. 1st. Year 2nd. Year 3rd. Year

The abovementioned table and figure which are irrespective to gender show the progress of learning by the learners of group four, five and six in consecutive three years of the English program on question one to six. . The learners of group four, five and six do not show the progress of learning in consecutive three years of the English program on question one. So looking at the performance of these learners, one can say that the performance of these learners has somehow got stagnant. What contributes to this stagnation is the fact these learners get overloaded with B.Com. core subjects. As a result, the program and methodology seem to have negatively affected the linguistic competence of these learners. As far as the scores of these learners on question two are concerned it shows that the learners performances have gown down in the final year of the program. It indicates the failure of the learning and teaching methodology as well as overloading of core subjects at some extend. The learners scores of group four, five and six on question three shows that their performances have gone down in three years of the English program. One can say that the program is failed to meet the learners need. The scores of the learners on question four show that the learners performance goes down in the second year of the program but these learners show better performance in their third year of the program. One can say that it may be due to the learner. It may put a question mark on the existing program as well as its learning teaching methodology as the performances of these learners have gown down in the second year of the program. The scores of these learners on question five are not so significant as these learners show the progress on this question only in the final year of the program but their performances have gone down in the second year of the program. One can say that the program didnt help these learners even to maintain their previous competence of the first year on this question. Interestingly, the learners of group four, five and six show the progress of learning in their first and final year whereas their performances go down in the second year of the English program on question six. But the scores of these learners are very less (i.e.66.3%)in comparison with the scores of these learners on the other questions except question two(i.e.45%). However one can say that the program does definitely help these learners in first and third year of the program on this question.

The Scores Group Seven, Eight and Nine (Irrespective of Gender)

Group B.A. (P) 1st. Year 2nd. Year 3rd. Year Total % Q1 43 75 89 207 69 Q2 28 36 41 105 35 Q3 59 62 82 203 67.6 Q4 82 100 100 282 94 Q5 62 62 75 199 66.3 Q6 51 65 65 181 60.3 Total 325 400 452 1177 65.38

120 100 80 B.A. (P) 60 40 20 0 Q1 Q2 Q3 Q4 Q5 Q6 1st. Year 2nd. Year 3rd. Year

The above table and figure which are irrespective of genders shows the progress of learning by the learners of group seven, eight and nine in consecutive three years of the English program on question one. So the program does definitely help these learners on this question. As far as the scores of these learners on question two are concerned though it shows the progress in learning in the consecutive three years of the program but their growths are in very less amount i.e. the overall score is only 35 %. One may point out that this may be due to learners factors as the learners of these groups are those whose scores are generally less in their twelfth classes. The learners of group seven, eight and nine show the progress in consecutive three years of the English program on question three. One can say that the program has definitely helped these learners on this question. The scores of the learners on question four puts a question mark on the existing program as well as its learning teaching methodology as the performances of these learners got stagnant in the third year of the program. The scores of these learners on question five are not so significant as these learners show the progress on this question only in the final year of the program but their performances have got stagnant in the second year of the program. One can say that the program didnt help these learners on this question. Interestingly, the learners of group seven, eight and nine show that their learning got stagnant in the final year of the English program on question six but the scores of these learners are very less( i.e.60.3%) in comparison with the scores of these learners on the other questions except question two (i.e.35%) . However one can say that the program does definitely help these learners in the second year of the program on this question.

The Scores of Group Ten, Eleven and Twelve (Irrespective of Gender)

Group B.A(H)E. 1st. Year 2nd. Year 3rd. Year Total % Q1 90 92 97 279 93 Q2 44 47 48 139 46.3 Q3 89 69 97 255 85 Q4 100 100 100 300 100 Q5 79 77 86 242 80.6 Q6 61 71 83 215 71.6 Total 463 456 511 1430 79.4

120 100 80 B.A(H)E. 60 40 20 0 Q1 Q2 Q3 Q4 Q5 Q6 1st. Year 2nd. Year 3rd. Year

Table ..and figure .which are irrespective of genders show the progress of learning by the learners of group ten, eleven and twelve in consecutive three years of the English program on question one. . The learners of group ten, eleven and twelve show the progress of learning in consecutive three years of the English program on question one. So the program does definitely help these learners on this question. Though the scores of these learners on question two show the progress in learning in the consecutive three years of the program yet their growths are in very less amount i.e. the overall score is only 46.3 %. We can assume that the teaching methodology and the program have not been highly effective to these learners. The scores of the learners of group ten, eleven and twelve on question three show the progress only in the final year of the English program. One can say that the program did not prove effective to these learners in the second year as a result their scores went down in this year of the program. The scores of the learners on question four puts a question mark on the existing program as well as its learning teaching methodology as the performances of these learners got stagnant in all the years of the program. The scores of these learners on question five are not so significant as these learners show the progress on this question only in the final year of the program but their performances have gone down in the second year of the program. One can say that the program didnt help these learners in the second year on this question. The scores of the learners of group ten, eleven and twelve on question six show the progress of learning in consecutive three years of the English program. So the program does definitely help these learners on this question.

The overall scores of the four major groups

Year First Second Third Total % B.Sc. Male Female 197/300 211/300 200/300 228/300 191/300 243/300 588/900 65.3 682/900 75.7 B.Com. Male Female 215/300 229/300 187/300 236/300 218/300 248/300 620/900 68.8 713/900 79.2 B.A.(Pass) Male Female 159/300 166/300 197/300 203/300 222/300 230/300 578/900 64.2 599/900 65.5 B.A.(Hons.)English Male Female 222/300 241/300 205/300 261/300 249/300 262/300 676/900 75.1 764/900 84.8

Percentage of overall scores of the four major groups

B.Com. B.A.(Pass) B.A.(Hons.)English B.Sc. Male Female Male Female Male Female Male Female First 197/65.6% 211/70.3% 215/71.6% 229/76.3% 159/53% 166/55.3% 222/74% 241/80.3% Second 200/66.6% 228/76% 187/62.3% 236/78.6% 197/65.6% 203/67.6% 205/68.3% 261/87% Third 191/63.6% 243/81% 218/72.6% 248/82.6% 222/74% 230/76.6% 249/83% 262/87.3% Year Total % 588/900 65.3 682/900 75.7 620/900 68.8 713/900 79.2 578/900 64.2 599/900 65.5 676/900 75.1 764/900 84.8

The performance of the male and the female learners of B.Sc., B.Com., B.A.(P) and B.A.(H) groups show that the female learners are well equipped with 75.7%, 79.2%, 65.5% and 84.8% of the scores in comparison with the male learners whose scores are 65.3%, 68.8%, 64.2% and 75.1% respectively. One can also find that the female learners of all these groups reflect progress in learning in all three consecutive years of the program whereas the male learners do not show such feature. It indicates that the female learners are more benefitted by the program in comparison with the male learners and also B.A.(H) group of learners are more affected by the program in comparison with the other groups.

The overall scores of the four major groups

Year First Second Third

B. Sc. 408/600 428/600 434/600

B.Com.

B. A. (p)

B.A.(H)E

463/600 444/600 325/600 456/600 423/600 400/600 511/600 466/600 452/600 Total 1270/1800 1333/1800 1177/1800 1430/1800 79.4 % 70.55 74.05 65.38

600 500 400 300 200 100 0 B. Sc. B.Com. B. A. (p) B.A.(H)E Series1 Series2 Series3 Series4

By looking at the overall performance, one can readily notice that B.A.(H) group of learners with the highest scores of 1430/79.4% are better among the learners of the aforesaid groups. B.A.(P) group of learners stands lowest in the hierarchy of the scores with 1177/65.38%. It reflects that the learners of B.A.(H) are highly affected by the program among the learners of the other groups whereas as the learners of B.A.(P) are less affected among these groups. What contributes to this group i.e. B.A.(P) which is less affected by the program is the fact that these groups of learners are linguistically not so strong as the class 12th score of these learners are less among the learners of all the other groups.

Statistics of Learners' Attitude towards learning of different kinds of English word orders

This questionnaire is composed of ten different statements and each statement is meant to find out the learners attitude (who are under question) towards the undergraduate English program of various colleges of Delhi University as well as the modes of learning of English word order. Statements one to ten of the questionnaire are particularly related to trace out the learners attitudes towards learning of English word order, structure of English language under-graduate English program of Du as well as learning of English word order of different English grammatical categories i.e. order of adjective, adverb, preposition and so on in the clauses/sentences. Statement no. 1 is meant to find out the learners attitude towards the program based learning of English word order. Statement two and four are intended to elicit information revealing the nature of learning the structure of English language under the English program presently operating in various colleges of Delhi University. The third statement is designed to know the learners attitude towards the present English program of their respective colleges. Statements five to ten moreover are related to their attitude towards the learning of word order of different English grammatical categories in their three years of English program.

1. Learning of English word order is very easy

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Minimum 1 1 2 2 1 1 2 2 2 1 1 2 3 2 2 2 2 2 2

Maximum 4 3 3 3 2 4 3 2 2 3 2 3 4 2 3 2 3 2 4

Mean 2.8 2.3 2.4 2.7 1.8 2.2 2.1 2 2 1.9 1.8 2.7 2.2 2 2.8 2 2.3 2 2.5

Standard Deviation 1.135292 0.674949 0.516398 0.483046 0.421637 0.918937 0.316228 0 0 0.737865 0.421637 0.483046 0.421637 0 0.421637 0 0.483046 0 0.707107

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Strongly Agree (1) 1 (10%) 1 0 0 2 2 0 0 0 3 2 0 0 0 0 0 0 0 0

Agree (2) 4 (40%) 5 6 3 8 5 9 10 10 5 8 3 8 10 2 10 7 10 6

Neutral (3) 1 (10%) 4 4 7 0 2 1 0 0 2 0 7 2 0 8 0 3 0 3

Disagree (4) 4 (40%) 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1

Strongly Disagree (5) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Female Male Female Male Female

10 10 10 10 10

2 2 2 1 1

4 2 3 2 4

3.1 2 2.1 1.8 2.3

0.994429 0 0.316228 0.421637 0.823273

B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Female Male Female Male Female

10 10 10 10 10

0 0 0 2 1

4 10 9 8 6

1 0 1 0 2

5 0 0 0 1

0 0 0 0 0

Irrespective of Gender

Irrespective of Gender Strongly Agree (1) 2 10% 0 4 20% 0 3 15% 2 10% 0 Agree (2) 9 45% 9 45% 13 65% 19 95% 15 75% 11 55% 18 90% 12 60% 17 85% 10 50% 19 95% 14 70% Neutral (3) 5 25% 11 55% 2 10% 1 5% 2 10% 7 35% 2 10% 8 40% 3 15% 4 20% 1 5% 2 10% Disagree (4) 4 20% 0 1 5% 0 0 0 0 0 100% 20 100% 20 100% 20 100% 20 100% 20 100% 0 0 0 0 3 15% 0 0 6 30% 0 1 5% 0 0 0 0 0 Strongly Disagree (5) 0 0 0 0 0 0

Level B.Sc.-I B.Sc.-II B.Sc.-III B.Com.I B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Count 20 20 20 20 20 20 20

Minimum 1 2 1 2 1 1 2

Maximum 4 3 4 3 3 3 4

Mean

Standard Deviation 0.94423

Level B.Sc.-I

Count 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20

2.55 2.55 2 2.05 1.95 2.25

B.Sc.-II 0.510265 B.Sc.-III 0.725259 0.22354 0.510265 0.638475 B.Com.I B.Com.II B.Com.III B.A. (P)-I 2.1 0.307701 0.502474 0.366238 0.894159 0.22354 0.686127 B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

20 20 20 20 20

2 2 2 2 1

3 3 4 3 4

2.4 2.15 2.8 2.05 2.05

Irrespective of Year (Level)

Irrespective of Year (Level) Strongly Agree (1) 6 10% 5 8.33% 0 3 5% Agree (2) 31 51.66% 45 75% 47 78.33 43 71.66% Neutral (3) 18 30% 10 16.66% 13 21.66 7 11.66 Disagree (4) 5 8.33% 0 0 7 11.66 Strongly Disagree (5) 0 0 0 0

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

Minimum 1 1 2 2

Maximum 4 3 4 4

Mean

Standard Deviation 0.780429

Level B.Sc. B.Com.

2.366667 2.083334 2.216667 2.3

0.49718 B.A. (P) 0.415461 B.A.(H) 0.743351

Count 60 100% 60 100% 60 100% 60 100%

Tables .andabove show in number as well as percentages the responses of the 240 students surveyed in this study, 20 students (10 males and 10 females) from each of the twelve groups. The mean of the group one male students responses is (2.8), showing that their responses are clustered around the neutral category but the female learners of the same group on the same statement show the different pictures i.e. the mean response of the female learners is 2.3, showing that their responses are clustered around the agree category. To clarify more, 40% of the group one male respondents agree on the statement whereas 40% disagree on the same statement and 10% are rather neutral. In case of the female learners of the same group, 50% agree and 40% are rather neutral. This clearly shows that the responses of the male learners of this group on this statement kept on fluctuating between agree and neutral categories. Besides, the high level of neutral attitude expressed by these learners shows that they are in the first year of the program and do not yet know about it but the female learners of the same group rather agree that the learning of English word order is very easy that is why their responses are clustered towards agree category. As far as the responses of group two students on this statement are concerned it seems that we have a different picture as the mean response (2.4) of the male student is clustered around agree category whereas the mean response (2.7) of the female learners is clustered around neutral category. To be more specific, 60% of the responses of this male group have fallen under the agree category and 40% of the responses have fallen under neutral category whereas the responses of the female learners of the same group are 70% under neutral category and 30% under agree category. So it is understandable then that the group two male subjects agree whereas group two female subjects are neutral on the statement.

The mean of the third group male respondents is (1.8), which indicates that they agree that the learning of English word order is rather easy. Percentages also show that 80% of group three male learners agree with the statement and 20% strongly agree. The mean of the female students of the same group is (2.2), which also indicates that they agree with the statement. Put in other words, 60% of the female learners of the same group agree with the statement, 20% strongly agree and 20% are neutral as well as 10% are rather strongly disagreed. It is interesting to note that under the three years of the program these learners are quite sure that the learning of English word order is very easy. The mean of the fourth group male respondents is (2.1), which shows that they agree with the statement that the learning of English word order is very easy. The percentages of the group also reflect that 90% of group four male learners are under the agree category and 10% are rather under neutral category. But the mean of the female respondents of the same group is (2), which shows that they agree that the learning of English word order is very easy. Percentages also show that 100% of the group four female learners are agreed.

The mean of the fifth group male respondents is (2), which shows that they agree with the statement that the learning of English word order is very easy. The percentages of this group also reflect that 100% of the fifth group male learners agree with the statement. But the mean of the female respondents of the same group is (1.9), which shows that they fluctuate between the category of agree and strongly agree on the statement whether the learning of English word order is very easy. Percentages also show that 50% of the fifth group female learners are agreed whereas 30% of these subjects are rather under the category of strongly agree and 20% are under neutral. It reveals that this group views that the learning of English word order is an easy task.

The mean of the sixth group male respondents is (1.8), which shows that they agree with the statement that the learning of English word order is very easy. The percentages of this group also indicate that 80% of the sixth male group of learners is under the agree category. But the mean of the female respondents of the same group is (2.7), which shows that they fluctuate between the category of agree and neutral on the statement of the learning of English word order is very easy. Percentages also show that 30% of the sixth group female learners are agreed whereas 70% of these subjects are rather neutral. It reveals that the female group views learning of English word order differently. One can also say that the female learners who have undergone three years of English program are neutral about the given statement.

The seventh group male respondents whose mean is (2.2) shows that they agree with the statement that the learning of English word order is very easy. The percentages of this group also indicate that 80% of the sixth male group of learners is under the agree category. But the mean of the female respondents of the same group is (2), which shows that they are under the category of agree on the statement of the learning of English word order is very easy. Percentages also show that 100% of the seventh group female learners are agreed. It reveals that this group views learning of English word order almost together. The eighth group male learners show their neutral attitude as they have the mean value of 2.8 on the given statement. To clarify more the responses of 80% subjects of this group are under the category of neutral and 20% are rather agree. The mean of female learners of the same group on the same statement is 2, which indicates that they are agreed. To specify clearly, 100% respondents of this group are under agree category. It indicates that the responses are splitting on the gender. The responses of the ninth group male learners are falling under agree category (with the mean value of 2.3) on the given statement. To clarify more the responses of 70% subjects of this group are under the category of agree and 30% are rather neutral. The mean of female learners of the same group on the same statement is 2, which indicates that they are agreed. To specify clearly, 100% respondents of this group are under agree category. Keeping in view the responses of this group, one can say that the English program has helped the learners as they move from the first year to the third year. Obviously a good deal of the subjects responses are clustered around agree and neutral categories in the eleventh and the twelfth group, it means the subjects who have undergone two years of undergraduate English program are still not sure to respond on the given statement because their ideas are fluctuating between agree and neutral category. The mean value of the tenth group (i.e.2.5 and 3.1) is also fluctuating between agree and disagree categories. It means that the tenth group of learners who are in their first year of the program are neither linguistically well equipped nor well competent to decide on the aforesaid statement. To clarify more we can have a glance on their respective mean scores as well as their percentages in the above given table. Once we look at overall performances of the four major groups based on discipline, one can find the mean of B.Sc. group of learners is 2.3, it indicates that the majority of their responses are clustered around agree category as 62% B.Sc. respondents are agree whereas 30% of them are neutral and 8% of them are rather disagree. It means that the majority of these learners understand English word order. The responses of B.Com., B.A.(P) and B.A(H) are clustered around agree category. To clarify more, the percentages of these three major groups of subjects are 75%, 78% and 72% respectively which fall under the agree category. It means these subjects are influenced by the program on the given statement and well understand the English word order.

2. The courses enhance the learning of English structure

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Minimum 1 2 3 2 2 1 2 2 1 2 1 2 2 2 2 2 2 2 1 1 2 2 1 1

Maximum 3 3 3 3 3 3 3 3 5 3 4 3 3 3 3 3 3 3 2 4 2 2 2 4

Mean 2.2 2.4 3 2.4 2.6 2.1 2.9 2.7 2.1 2.3 2.7 2.2 2.7 2.3 2.8 2.5 2.5 2.2 1.8 2.1 2 2 1.8 2

Standard Deviation 0.632456 0.516398 0 0.516398 0.516398 0.567646 0.316228 0.483046 0.994429 0.483046 1.05935 0.421637 0.483046 0.483046 0.421637 0.527046 0.527046 0.421637 0.421637 0.875595 0 0 0.421637 0.816497

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Strongly Agree (1) 1 0 0 0 0 1 0 0 4 0 2 0 0 0 0 0 0 0 2 2 0 0 2 2

Agree (2) 6 6 0 6 4 7 1 3 1 7 1 8 3 7 2 5 5 8 8 6 10 10 8 7

Neutral (3) 3 4 10 4 6 2 9 7 5 3 5 2 7 3 8 5 5 2 0 1 0 0 0 0

Disagree (4) 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 1 0 0 0 1

Strongly Disagree (5) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Irrespective of Gender

Irrespective of Gender Strongly Agree (1) 1 5% 0 1 5% 0 4 20% 2 10% 0 0 0 4 20% 0 4 20% Strongly Disagree (5) 0 0 0 0 0 0 0 0 0 0 0 0

Level B.Sc.-I B.Sc.-II B.Sc.-III B.Com.I B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Count 20 20 20 20 20 20 20 20 20 20 20 20

Minimum 1 2 1 2 1 1 2 2 2 1 2 1

Maximum 3 3 3 3 5 4 3 3 3 4 2 4

Mean

Standard Deviation 0.571069 0.470021 0.586967 0.410268 0.767542 0.82533 0.512835 0.512835 0.489214 0.686127 0 0.640531

Level B.Sc.-I B.Sc.-II B.Sc.-III B.Com.I B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

2.3 2.7 2.35 2.2 2.2 2.45 2.5 2.5 2.35 1.95 2 1.9

Count 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100%

Agree (2) 12 60% 6 30% 11 55% 16 80% 8 40% 9 45% 10 50% 10 50% 13 65% 14 70% 20 100% 15 75%

Neutral (3) 7 35% 14 70% 8 40% 4 20% 8 40% 7 35% 10 50% 10 50% 7 35% 1 5% 0 0

Disagree (4) 0 0 0 0 0 2 10% 0 0 0 1 5% 0 1 5%

Irrespective of Year (Level)

Irrespective of Year (Level) Strongly Agree (1) 2 3.33% 6 10% 0 Agree (2) 29 48.33% 33 55% 33 55% Neutral (3) 29 48.33% 19 31.66% 27 45% Disagree (4) 0 2 3.33% 0 Strongly Disagree (5) 0 0 0

Level B.Sc. B.Com. B.A. (P)

Count 60 60 60

Minimum 1 1 2

Maximum 3 4 3

Mean

Standard Deviation 0.56525

Level B.Sc. B.Com.

2.45 2.283334 2.45

0.691164 B.A. (P) 0.501705

Count 60 100% 60 100% 60 100%

B.A. (H)

60

B.A.(H) 1.95 0.534423

60 100%

8 13.33%

49 81.66%

1 1.66%

2 3.33%

The mean responses of the first, the second and the third group of the learners on the second statement (i.e. The courses enhance the learning of English structure) are 2.2, 2.4, 3, 2.4, 2.6 and 2.1 respectively. The responses of the first group of learners are clustered to agree category. In terms of percentages, 70% of the male respondents are agreed whereas 30% of them are neutral on the statement. In case of female respondents, 60%of them are agreed and 40% are neutral on the statement. One can say that the learners of this group understand the structure of English. The responses of the males of the second group of learners are clustered to neutral category. In terms of %, 100% of the male respondents are neutral on the statement. It shows that the learners are neutral on the statement. In case of the female learners of the same group, 60% of them are agreed and 40% of them are neutral on the statement. It indicates that the program enhances the females of this group in learning of English structure. The mean scores of the third group of learners reflect a different picture. 60% of the male respondents are neutral and 40% are agreed on the statement. It means majority of the learners understand English structure. With the mean responses of 2.9, 2.7, 2.1, 2.3, 2.7 and 2.2 the attitude of the male and female learners of group four, five and six is fluctuating between agree and neutral category. To be specific, 90% of the male respondents of group four are neutral on the statement whereas 70% of the female respondents are neutral and 30% of them are agreed with the statement. It means the majority of male learners of this group are undecided upon the statement in comparison the female learners. 50% of the male respondents of group five understand the English structure whereas 50% of them are not sure but 70% of the female learners of the same group understand the structure in English. One can say that only the majority of the female learners of this group understand English structure. 80% of the female subjects of group six agree with the statement. It means the female of this group show better progress in comparison with the males on English structure in three years of learning. The mean responses of group seven, eight and nine show a different image. The mean of the male and female learners of these groups are 2.7, 2.3, 2.8, 2.5, 2.5 and 2.2. It shows that the responses of these learner groups are fluctuating between agree and neutral category. In term of percentages, 70% of the male respondents of group seven are neutral while 30% of them are agreed on the statement whereas 70% of the female respondents of this group are agreed and 30% of them are neutral. It indicates that the majority of the male learners of this group are neutral on the statement but majority of the female learners of this group are agreed with the statement. The male and the female learners of group eight reflect a different image. 80% of the male respondents of this group are neutral while only 20% of them are agreed with the statement but at the other hand 50% of the female respondents of this group are agreed and 50% of them are neutral. It indicates that the majority of the male learners of this group better learn the structure in English whereas half of the female learners of this group understand the structure in English but half of them are neutral on the statement. The male and the female learners of group nine show a different picture i.e. half of the male respondents of this group are neutral and half of them are agreed with the statement whereas 80% of the female respondents of this group are agreed while only 20% of them are neutral on the statement. It indicates that the majority of the female learners of this group understand the structure in English whereas half of the male learners of this group understand the structure in English while half of them are neutral on the statement. The mean of the male and the female respondents of group ten, eleven and twelfth (i.e. 1.8, 2.1, 2, 2, 1.8 and 2) is clustered to agree category. In term of percentages, 100% of the male respondents and 80% of the female respondents of group ten understand the structure in English whereas 100% of the male and the female respondents of group eleven are agreed with the statement and 100% of the male respondents and 90% of the female respondents of group twelfth understand the structure in English. It means these groups of learners are better equipped with knowledge of structure in English.

3.The present English program is very interesting

Level B.Sc.-I

Gender Male

Count 10

Minimum 2

Maximum 3

Mean 3.1

Standard Deviation 0.737865

Level B.Sc.-I

Gender Male

Count 10

Strongly Agree (1) 0

Agree (2) 2

Neutral (3) 5

Disagree (4) 3

Strongly Disagree (5) 0

B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

1 2 2 3 2 2 2 1 1 1 2 2 2 2 2 2 1 2 1 2 2 1 1

3 4 3 3 3 3 3 3 4 4 3 4 3 3 3 3 3 3 4 2 2 3 3

2.1 3 2.9 3 2.5 2.8 2.7 1.8 1.9 2.3 2.3 2.8 2.6 2.7 2.4 2.5 2 2.4 2.2 2 2 2 2

0.737865 0.666667 0.316228 0 0.527046 0.421637 0.483046 0.918937 0.875595 1.05935 0.483046 0.632456 0.516398 0.483046 0.516398 0.527046 0.471405 0.516398 1.032796 0 0 0.471405 0.471405

B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

2 0 0 0 0 0 0 5 3 2 0 0 0 0 0 0 1 0 2 0 0 1 1

5 2 1 0 5 2 3 2 6 5 7 3 4 3 6 5 8 6 6 10 10 8 8

3 6 9 10 5 8 7 3 0 1 3 6 6 7 4 5 1 4 0 0 0 1 1

0 2 0 0 0 0 0 0 1 2 0 1 0 0 0 0 0 0 2 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Irrespective of Gender

Irrespective of Gender Strongly Agree (1) 2 10% 0 0 0 8 40% 2 10% 0 0 1 5% 2 10% 0 2 10% Agree (2) 7 35% 3 15% 5 25% 5 25% 8 40% 12 60% 7 35% 9 45% 13 65% 12 60% 20 100% 16 80% Neutral (3) 8 40% 15 75% 15 75% 15 75% 3 15% 4 20% 12 60% 11 55% 6 30% 4 20% 0 2 10% Disagree (4) 3 15% 2 10% 0 0 1 5% 2 10% 1 5% 0 0 2 10% 0 0 Strongly Disagree (5) 0 0 0 0 0 0 0 0 0 0 0 0

Level B.Sc.-I B.Sc.-II B.Sc.-III B.Com.I B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Count 20 20 20 20

Minimum 1 2 2 2

Maximum 3 4 3 3

Mean

Standard Deviation 0.882315

Level B.Sc.-I B.Sc.-II

2.6 2.95 2.75

0.510265 B.Sc.-III 0.444128 B.Com.I

Count 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100%

2.75 20 20 20 20 20 20 20 20 1 1 2 2 1 1 2 1 4 4 3 3 3 4 2 3 1.85 2.3 2.7 2.55 2.25 2.3 2 2

0.444128 0.874831 0.801074 0.571069 0.510265 0.549955 0.801074 0 0.458694 B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Irrespective of Year (Level)

Irrespective of Year (Level) Strongly Agree (1) 2 3.33% 10 16.66% 1 1.66% 4 6.66% Agree (2) 15 25% 25 41.66% 29 48.33% 46 76.66% Neutral (3) 38 63.66 22 36.66% 29 48.33% 6 10% Disagree (4) 5 8.33% 3 5% 1 1.66% 2 3.33% Strongly Disagree (5) 0 0 0 0

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

Minimum 1 1 1 1

Maximum 4 4 3 4

Mean

Standard Deviation 0.64748

Level B.Sc. B.Com.

2.766667 2.3 2.500001 2.033334

0.80887 B.A. (P) 0.567494 B.A.(H) 0.547186

Count 60 100% 60 100% 60 100% 60 100%

Keeping in mind the data present in Table &.. one notices that the mean responses of group one, two & three subjects fluctuate between agree and neutral categories as it is reflected by the mean scores of their responses i.e. 3.1, 2.1, 3, 2.9, 3 & 2.5. One can also notice that the responses of the male learners of all these three groups are clustered to neutral category whereas the responses of the females of these groups on this statement are fluctuating between agree and neutral category. In term of percentages, 50%, 60% and 100% of the male respondents of the aforesaid groups are neutral on the statement whereas 70% and 50% of the female respondents of group one and three are agreed with the statement. This shows that the female learners of these groups are more interested in the present English program in comparison with the male learners. The responses of the fourth and the sixth group of learners are fluctuating between the category agree and neutral (i.e. the mean responses of the male and the female learners are 2.8, 2.7, 1.7, 1.8, 2.3 &2.3)whereas the responses of the fifth group are clustered to agree category. To be specific, 80% of the male respondents and 70% of the female respondents of group four are neutral on the statement. It means the majority of the learners of this group are neutral. 70 to 90% of the male and female respondents of group five are agreed with statement. It indicates that the present program is interesting to this group of the learners. It is interesting to note the equal mean responses i.e. 2.3 for both the genders of group six but in term of percentages 70% of the male and 90% of the female learners are agreed with the statement. It means the majority of the learners of this group are also much interested in the program. Once we look at the mean responses of the male and the female of group seven, eight and nine we find a different picture. The mean responses of these groups which are 2.8, 2.6, 2.7, 2.4, 2.5 and 2 show that their responses are fluctuating between agree and neutral category. In terms of percentages, 60% of the male and the female respondents of group seven are agreed on the statement. It means the majority of the learners are interested in the program but 70% of the male respondents of group eight are neutral whereas 30% of them are agreed with the statement but at the other hand we find that 60% of the females are agreed and 40% of them are neutral on the statement. It shows that the females of this group better understand the program than the male learners. The learners of group nine reflects a different image, half of the male subjects of this group are agreed whereas half of them are neutral on the statement but 80% females of this group are agreed with the statement. So, one can say that the female learners are more interested in the program in comparison with the male learners. The mean responses of group ten, eleven and twelve show that these learners are more interested in the English program in comparison with the learners of the rest of the groups. 60%, 80%, 100%, 100%, 90% and 90% of the male and the female respondents of the aforesaid groups are agreed on the statement. It shows that these learners the most interested in the program. Data based on irrespective of genders show that the most of the responses of the learners are fluctuating between agree and neutral category except the learners of the five, six, nine, ten, eleven and twelve because the responses of these learners are clustered to agree category. The overall performances of these learners show that the learners are interested in the English program. However, the learners of B.Sc. group are neutral on the statement.

4. I understand the structure of English language i.e. SVO.

S t r o

Level

Gender

Count

Minimum

Maximum

Mean

Standard Deviation

Agree (2)

Neutral (3)

Disagree (4)

Level

Gender

Count

Strongly Disagree (5)

n g l y A g r e e ( 1 ) 3 5 0 0 2 3 0 0 4 1 3 1 0 0 0 0 0 1 0 2 0 1 7 5

B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

1 1 2 2 1 1 2 2 1 1 1 1 2 2 2 2 2 1 2 1 1 1 1 1

3 2 4 4 3 4 3 3 3 4 3 3 4 3 3 3 2 2 4 3 1 3 3 2

1.9 1.8 2.6 2.6 1.9 2.1 2.2 2.1 1.8 2.2 1.9 2.7 2.3 2.1 2.1 2.2 2 1.9 2.3 2.2 2 2.4 1.5 1.5

0.737865 0.733333 0.699206 0.843274 0.567646 0.994429 0.421637 0.316228 0.788811 0.788811 0.737865 0.674949 0.674949 0.316228 0.316228 0.421637 0 0.316228 0.674949 0.788811 0 0.699206 0.849837 0.527046

B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

5 5 5 6 7 4 8 9 4 7 5 1 8 9 9 8 10 9 8 4 10 4 1 5

2 4 2 1 2 2 1 2 1 2 8 1 1 1 2 0 0 1 4 0 5 2 0

0 0 1 2 0 1 0 0 0 1 0 0 1 0 0 0 0 0 1 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Irrespective of Gender

Irrespective of Gender S t r o n g l y

Level

Count

Minimum

Maximum

Mean

A g r e e ( 1 ) 8 4 0 % 0 5 2 5 % 0 100% 20 100% 5 2

Agree (2)

Neutral (3)

Disagree (4)

Standard Deviation B.Sc.-I 20 1 B.Sc.-II B.Sc.-III 20 20 1 B.Com.I B.Com.II 20 2 20 1 3 2.15 4 2 0.366238 0.794481 4 2 0.794481 3 1.7 2 4 2.6 0.65675

Level B.Sc.-I

Count 20 100%

10

Strongly Disagree (5) 0

B.Sc.-II 0.753711 B.Sc.-III

20 100% 20 100%

50% 11 55% 11

10% 6 30% 3

3 15% 1

0 0

55% 17 85% 11 55%

15% 3 15% 3 15%

5% 0 1 5% 0 0

B.Com.I B.Com.II

20

B.Com.III

20 1 20 20 20 1 20 1 20 1 20 1 3 1.5 0.688041 3 2.2 0.522991 4 2.25 0.716135 2 1.95 0.22354 3 2.3 0.801074 0.522991 0.366238

B.Com.III

20 100%

B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I

2 2

4 3

2.2 2.15

B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I

20 100% 20 100% 20 100% 20 100%

5 % 4 2 0 % 0 0 1 5 % 2 1 0 % 1 5 % 1 2 6 0 %

10

30% 17 85% 17 85% 19 95% 12

50% 2 10% 3 15% 0

1 5% 0 0

0 0 0

B.A. (H)-II B.A.(H)III

B.A. (H)-II B.A.(H)III

20 100% 20 100%

60% 14 70% 6

25% 5 25% 2

5% 0

30%

10%

Irrespective of Year (Level)

Irrespective of Year (Level) Strongly Agree (1) 13 21.66% 9 15% 1 1.66% 15 25% Agree (2) 32 53.33% 34 56.66% 53 83.33% 32 53.33% Neutral (3) 11 18.33% 16 26.66% 5 8.33% 12 20% Disagree (4) 4 6.66% 1 1.66% 1 1.66% 1 1.66% Strongly Disagree (5) 0 0 0 0

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

Minimum 1 1 1 1

Maximum 4 4 4 4

Mean

Standard Deviation 0.817209 0.684593 0.399162 0.724684

Level B.Sc.-I B.Com.II B.A. (P)-I B.A.(H)III

2.1 2.15 2.1 1.983334

Count 60 100% 60 100% 60 100% 60 100%

The mean scores of the group one are 1.9 and 1.8 for both the genders. It means the responses of the group one on the statement of structure of English language are clustered to agree category. To be specific, 80% of the male learners and 100% of the female learners of the same group are agreed with the statement. It means the learners of this group have knowledge of English structure. Though the mean scores of both the genders of group two are 2.6 and their attitudes on this statement are fluctuating between agree and neutral category but 50% of the male respondents are agreed whereas 40% of them are neutral on the statement. At the other hand, 60% of the female respondents are agreed and 20% of them are neutral. It shows the majority of the female learners understand the structure in English language. The male and female learners of group three reflect a different image i.e. the mean scores of them are 1.9 and 2.1. It means the mean responses of them are clustered to agree category on the statement. 70 to 90% of the females and the males of this group are agreed with the statement. It means the majority of the learners this group is better equipped with knowledge of structure in English. The mean responses of group four, five and six show the different pictures as their mean responses are 2.2, 2.1, 1.8, 2.2, 1.9 and 2.7. It the responses of some of the learners are fluctuating between agree and neutral category and some of them are clustered to agree category. To clarify these more, 80 to 90% of the male and the female learners of group four understand the structure in English whereas 80% of group five and six except the female learners of group six understand the statement. It means except the female learners of group six the majority of the learners understand structure in English. The mean scores of group seven, eight and nine i.e. 2.3, 2.1,2.1, 2.2, 2 and 1.9 show that the responses of these groups are fluctuating between agree and neutral category except the responses of the males and the females of group nine that is clustered to agree category. 80 to 100% of the male and the female learners of these groups understand the English structure whereas as 10 to 20% of them are neutral. It means maximum learners of these groups understand English structure. The image of group ten, eleven and twelve is almost equal to the image of group seven, eight and nine i.e. the mean scores of these groups are 2.3, 2.2, 2, 2.4, 1.5 and 1.5. It means the responses of these groups are fluctuating between agree and neutral category except the responses of the males and the females of group twelve and the males of group eleven that is clustered to agree. 50% females and 100% of the male learners group eleven understand structure in English whereas 100% of the female learners of group twelve and 80% of the males of this group understand English structure. It means only the female learners of ten and eleven do face problems in learning of English structure. Once we look at data which is based on irrespective of gender one can easily find that the responses of most of the learners are fluctuating between agree and neutral category except the responses of the males and the females of group one, three, five, nine and twelve that is clustered to agree category i.e. 80 to 100% of the male and the female learners of these groups understand the English structure.

The overall performance shows that the majority of the learners understand the structure in English. It means the program enhances the learners to understand English structure.

5. The position & order of Adjectives in English is very easy to understand.

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Minimum 1 1 2 2 2 2 3 2 1 1 1 2 3 3 2 4 2 2 1 1 2 2 1 1

Maximum 4 4 2 3 3 4 4 3 3 4 3 3 2 4 3 4 3 4 4 4 3 3 4 3

Mean 2.6 2.3 2 2.5 2.6 3.2 3.1 2.8 2.1 1.7 2.1 2.5 2.9 3.9 2.9 4 2.2 3.3 2.6 2.8 2.8 2.3 2.3 2.3

Standard Deviation 0.843274 0.948683 0 0.527046 0.516398 0.918937 0.316228 0.421637 0.567646 0.674949 0.567646 0.527046 0.316228 0.316228 0.316228 0 0.421637 0.823273 0.843274 1.135292 0.421637 0.483046 0.948683 0.674949

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Strongly Agree (1) 1 2 0 0 0 0 0 0 1 4 1 0 0 0 0 0 0 0 1 1 0 0 1 1

Agree (2) 3 4 10 5 4 3 0 2 7 5 7 5 1 0 1 0 8 2 3 4 2 7 7 5

Neutral (3) 5 3 0 5 6 2 9 8 2 1 2 5 9 1 9 0 2 3 5 1 8 3 0 4

Disagree (4) 1 1 0 0 0 5 1 0 0 0 0 0 0 9 0 10 0 5 1 4 0 0 2 0

Strongly Disagree (5) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Irrespective of Gender

Irrespective of Gender Strongly Agree (1) 3 15% 0 0 Agree (2) 7 35% 15 75% 7 35% 2 10% 12 60% 12 60% 1 5% 1 5% 10 50% 7 35% 9 45% 12 60% Neutral (3) 8 40% 5 25% 8 40% 17 84% 3 15% 7 35% 10 60% 9 45% 5 25% 6 30% 11 55% 4 20% Disagree (4) 2 10% 0 5 25% 1 5% 0 0 9 45% 10 50% 5 25% 5 25% 0 2 10% Strongly Disagree (5) 0 0 0

Level B.Sc.-I B.Sc.-II B.Sc.-III B.Com.I B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Count 20 20 20 20

Minimum 1 2 2 2

Maximum 4 3 4 4

Mean

Standard Deviation 0.886775

Level B.Sc.-I B.Sc.-II

2.45 2.25 2.9

0.444128 B.Sc.-III 0.787832 B.Com.I

Count 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100%

0 5 25% 1 5% 0 0 0 2 10% 0 2 10%

0 0 0 0 0 0 0 0 0

2.95 20 20 20 20 20 20 20 20 1 1 2 2 2 1 2 1 3 3 4 4 4 4 3 4 1.9 2.3 3.4 3.45 2.75 2.7 2.55 2.3

0.393916 0.640531 0.571069 0.598064 0.604624 0.850441 0.978427 0.510265 0.801074 B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Irrespective of Year (Level)

Irrespective of Year (Level) Strongly Agree (1) 3 5% 6 10% 0 4 6.66% Agree (2) 29 48.33% 26 43.33% 12 20% 28 46.66% Neutral (3) 21 35% 27 45% 24 40% 21 35% Disagree (4) 7 11.66% 1 1.66% 24 40% 7 11.66% Strongly Disagree (5) 0 0 0 0

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

Minimum 1 1 2 1

Maximum 4 4 4 4

Mean

Standard Deviation 0.769493

Level B.Sc B.Com.

2.533334 2.383334 3.200001 2.516667

0.691164 B.A. (P) 0.754665 B.A.(H) 0.79175

Count 60 100% 60 100% 60 100% 60 100%

The mean scores of group one, two and three on the fifth statement are 2.6, 2.3, 2, 2.5, 2.6 and 3.2. This reflects that their responses are fluctuating between agree and neutral category except the responses of the females of group three that fluc tuates between neutral and disagree category. 100% of the male respondents of group two, 60% of the females of group one easily learn the position and order of adjectives in English whereas the learners of the rest of the groups face problems in learning of adjective word order i.e.50% of the females of group two are agreed and 50% of them are neutral on the statement. It means only half of the females of group two understand adjective word order in English. The females of group three shows a different image i.e. 30% of them are agree, 20% of them are neutral and 50% of them are disagreed with the statement. It means the females of this group do face much more difficulty in comparison with the male learners. The mean scores of group four, five and six i.e. 3.1, 2.8, 2.1, 1.7, 2.1 and 2.5 show that the responses of these groups do fluctuate between agree and neutral category except the responses of the females of group five which is clustered to agree category. 90% of the male respondents and 80% of the females of group four are neutral on the statement but 80% of the male respondents of group five and 90% of the females of the same group are agree on the statement. 80% of the male respondents of group six and 50% of the females of the same group are agreed on the statement. It means the majority of the male learners of these groups understand adjective word order. A slightly different picture is presented by seven, eight and nine group of learners as their mean scores are 2.9,3.9,2.9, 4, 2.2 and 3.3.The responses of the female subjects are fluctuating between neutral and disagree category whereas the responses of th e males are fluctuating between agree and neutral category. In terms of percentages, 90% of the male respondents of group seven are neutral on the statement and 10% i.e. a meager % of them agree with the statement. But 90% of the female respondents are disagreed on the statement and 10% of them are neutral. It means the females of this group do not understand the adjective word order. 90% of the male respondents of group eight are neutral whereas 100% of the females are disagreed on the statement. It means the learners of group eight could not learn the order of adjective even in their second year of the program. 50% of the female respondents of group nine are disagreed, 30% of them are neutral and only 20% of them are agreed on the statement but 80% of the male respondents are agreed while 20% of them are neutral on the statement. It means the male learners of this group show better progress in the third year of their program. An entirely different image is given by the respondents of group ten, eleven and twelve. The mean scores of these groups of learners are 2.6, 2.8, 2.8, 2.3, 2.3 and 2.3. It means the respondents of these groups are fluctuating between agree and neutral category. To be more specific, 40% of the male respondents of group ten are agreed and 50% of them are neutral on the

statement whereas 50% of the female respondents are agreed, 40% of them are disagreed and 10% of them are neutral on the statement. It means half of the female learners of this group understand Adjective Order wher eas half of the male learners are not able to decide whether learning of adjective word order is easy or difficult. 80% of the male respondents of group eleven are neutral whereas 70% of the female respondents of the same group are agreed on the statement. It means the female learners of this group understand the adjective word order but the male learners are still undecided even in their second year of the course. But it is interesting to note that the male learners of group twelve shows an improvement in adjective word order as 80% of the male respondents of this group are agreed with the statement in their final year of the course whereas the female learners of the same group do not show better improvement in comparison with the male learners. Table& Table. reflect the mean as well as % of the scores which are irrespective of gender. The mean responses of the le arners on adjective word order are divided into three parts. The responses of group two, five, six and twelve are clustering to agree category and the responses of group one, three, four, nine, ten and eleven are fluctuating between agree and neutral category but the responses of the learners of two groups i.e. group seven and group eight are fluctuating between neutral and disagree cat egory. In terms of % also, 65 % to 85 % respondents of group two, five, six and twelve are agreed with the statement. It means the learners of these groups better understand adjective word order. 50% respondents of group one are agreed with the statement. It means only half of the learners of this group understand adjective word order whereas the majority of the learners of group three, four, nine, ten and eleven are either neutral or disagree or even agreed but with the less % on the statement. 45% to 50% of the respondents of group seven and group eight are disagreed with the statement. It means these groups of learners feel difficulty while learning adjective word order and 45% to 60% of them are neutral on the statement. Overall performances of the learners show that B.A.(P) group of learners face difficulty in adjective word order because 40% of them are disagreed and 40% of them are neutral on the statement. Only 20% of them understand adjective word order. Only half of the learners of the rest of the groups understand adjective word order but half of them are undecided on the statement.

6. The position & order of Adverbs in English is very easy to understand.

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Minimum 1 1 3 3 2 2 2 2 2 1 1 2 3 2 2 2 2 2 2 2 2 2 2 2

Maximum 4 4 5 4 3 4 4 3 3 4 3 3 4 3 4 3 3 3 5 5 2 2 4 4

Mean 2.7 2.1 4.5 3.5 2.5 3.1 2.8 2.7 2.4 2 2.1 2.6 3.9 2.6 2.9 2.9 2.4 2.2 2.5 2.2 2 2 2.4 2.4

Standard Deviation 0.948683 0.875595 0.849837 0.527046 0.527046 0.737865 0.632456 0.483046 0.516398 0.942809 0.567646 0.516398 0.316228 0.516398 0.737865 0.316228 0.516398 0.421637 0.971825 0.632456 0 0 0.843274 0.699206

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Strongly Agree (1) 2 2 0 0 0 0 0 0 0 3 1 0 0 0 0 0 0 0 0 0 0 0 0 0

Agree (2) 0 6 0 0 5 2 3 3 6 5 7 4 0 4 3 1 6 8 7 9 10 10 8 7

Neutral (3) 7 1 2 5 5 5 6 7 4 1 2 6 1 6 5 9 4 2 2 0 0 0 0 2

Disagree (4) 1 1 1 5 0 3 1 0 0 1 0 0 9 0 2 0 0 0 0 1 0 0 2 1

Strongly Disagree (5) 0 0 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0

Irrespective of Gender

Irrespective of Gender

Level B.Sc.-I B.Sc.-II B.Sc.-III B.Com.I B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Count 20 20 20 20

Minimum 1 2 1 2

Maximum 4 3 4 3

Mean

Standard Deviation 0.940043

Level B.Sc.-I B.Sc.-II

2.4 3 2.8

0.858138 B.Sc.-III 0.695644 B.Com.I

Count 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100%

Strongly Agree (1) 4 20% 0 0

Agree (2) 6 30% 7 35% 7 35% 6 30% 11 55% 11 55% 4 20% 4 20% 14 70% 16 80% 20 100% 15 75%

Neutral (3) 8 40% 6 30% 10 50% 13 65% 5 25% 8 40% 7 35% 14 70% 6 30% 2 10% 0 2 10%

Disagree (4) 2 10% 7 35% 3 15% 1 5% 1 5% 0 9 45% 2 10% 0 1 5% 0 3 15%

Strongly Disagree (5) 0 0 0

0 3 15% 1 5% 0 0 0 0 0 0

0 0 0 0 0 0 1 5% 0 0

2.75 20 20 20 20 20 20 20 20 1 1 2 2 2 2 2 1 3 3 4 3 3 4 3 4 2.2 2.35 3.25 2.9 2.3 2.35 2 2.4

0.549955 0.767542 0.586967 0.786162 0.55234 0.470021 0.812484 0 0.753711 B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Irrespective of Year (Level)

Irrespective of Year (Level) Strongly Agree (1) 4 6.66% 4 6.66% 0 0 Agree (2) 20 33.33% 28 46.66% 22 36.66% 51 85.00% Neutral (3) 24 40% 26 43.33% 27 45% 4 6.66% Disagree (4) 12 20% 2 3.33% 11 18.33% 4 6.66% Strongly Disagree (5) 0 0 0 1 1.66%

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

Minimum 1 1 2 2

Maximum 4 3 4 4

Mean

Standard Deviation 0.860976

Level B.Sc. B.Com.

2.733334 2.433334 2.816667 2.25

0.673149 B.A. (P) 0.724684 B.A.(H) 0.654208

Count 60 100% 60 100% 60 100% 60 100%

The mean scores of the learners of group one, two and three on the statement The position & the order of Adverbs in English are very easy to understand are 2.7, 2.1, 4.5, 3.5, 2.5 & 3.1.The responses of both the genders in group one are fluctuating between agree and neutral category. In term of %, 70% of the male respondents of group one are neutral whereas 60% of the female respondents of the same group are agreed on the statement and 10% of them are either disagreed or 10% of them are either neutral. One can say that the majority of the female learners understand the position and order of adverb in English. The respondents of group two provide a complete different image as their mean scores are 4.5 and 3.5. It means their responses are fluctuating between neutral and disagree category. 80% of the male respondents are neutral whereas 50% of the female respondents are neutral and 50% of them are disagreed with the statement. One can say that the learners of this group either do not understand the statement or face difficulty in learning of position and order of English adverb. 50% of the male respondents of the third group agree with the statement whereas 50% of them are neutral on the statement but 50% 0f the female respondents are neutral and only 30% of them are agreed on the statement. It means half of the learners of both the genders of this group are not able to decide whether the learning of the position and the order of English adverb easy or difficult. The mean scores of the fourth, the fifth and the sixth group of learners are 2.8, 2.7, 2.4, 2, 2.1 and 2.6. The responses of these learners are fluctuating between agree and neutral category. To be more specific, 60% to 70% of the males and the females of group four are respectively neutral on the statement whereas only 30% of the male and the female respondents are agreed with the statement. It means the majority of the learners are undecided on the statement. Put it differently, they are unable to decide whether learning of the position & the order of Adverbs in English are easy or difficult. 60% of the male respondents of the fifth group agree with the statement but 40% of them are neutral on the statement. As we pointed out that the female respondents of this group better understand the order of adverbials in English as 80% of the female respondents are agreed with the statement. 70% of the male respondents of group six are agreed with the statement whereas 20% of them are neutral. It means the male learners of this group show progress in learning of the position and the order of English adverbials whereas the female learners in this group do not show any significant progress as % on agreement has gone down from 70% in the second year to 40% in the final year. The mean scores of group seven, eight and nine are 3.9, 2.6, 2.9, 2.9, 2.4 and 2.2. It reflects that the responses of the learners are fluctuating between agree and neutral category except the response of the male of group sev en which is clustered to disagree category. In terms of %, 90% of the male respondents of this group are disagreed with the statement. It means this group of learners feels difficulty while learning adverb word order. 60% of the females of the same group are neutral whereas only 40% of them are agreed on the statement. It means the females of this group are not able to decide whether the learning of adverb word order is easy or difficult. Again 90% of the female respondents and 50% of the male respondents are neutral on the statement. It means two years of course failed to teach the female learners of eight group adverb word order whereas half of the male learners of the same group are undecided on

the statement. Once these learners enter their final year of the course, they show the significant change in the learning of adverb word order as we find that 60% of the male respondents and 80% of the female respondents are agreed on the statement. It is interesting to note the respondents of group ten, eleven and twelve i.e. B.A.(H) English who easily understand adjective word order as the mean scores of both the genders of these groups are 2.5, 2.2, 2,2, 2.4 & 2.4. So their responses are clustered to agree category. In terms of %, 70% to 100% respondents of these groups are agreed on the statement. Once we look at data i.e. irrespective of gender, one can say that the learners responses are on the statement are divided into three parts, the responses of the learners in part one i.e. group five, six, nine, ten, eleven & twelve is clustered to agree category. To be specific, 60% to 100% learners of these groups are agreed on the statement. It means these learners understand adverb word order in English. In part two and three the learners responses are fluctuating among agree, neutral & disagree category. One can say that some of the learners of these groups understand adverb word order, some of them are undecided whether adverbial word order in English is easy or difficult and some of them feel difficult to learn this word order. Overall performance of the learners show that only B.A.(H) group of learners understand adverb word order. The responses of the learners of the other groups are fluctuating among agree, neutral and disagree category. . One can say that some of the learners of these groups understand adverb word order, some of them are undecided whether adverbial word order in English is easy or difficult and some of them feel difficult to learn this word order.

7. The position & order of Prepositions in English is very easy to understand.

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Minimum 1 1 4 2 1 1 2 2 1 1 1 2 4 3 3 3 2 2 1 1 2 1 2 1

Maximum 5 4 5 4 3 4 4 4 3 4 3 4 4 4 4 4 3 4 4 4 4 2 4 2

Mean 3.5 2.2 4.2 2.9 2.1 3.2 2.9 2.6 2.2 2.2 2.3 2.8 4 3.3 3.1 3.1 2.9 2.9 2.6 2.7 2.5 2.2 2.6 1.9

Standard Deviation 1.433721 1.135292 0.421637 0.994429 0.737865 1.135292 0.737865 0.699206 0.632456 0.918937 0.674949 0.788811 0 0.483046 0.316228 0.316228 0.316228 0.737865 0.966092 0.823273 0.707107 0.520683 0.843274 0.316228

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Strongly Agree (1) 1 3 0 0 2 1 0 0 1 2 1 0 0 0 0 0 0 0 2 1 0 1 0 1

Agree (2) 2 4 0 5 5 2 3 5 6 5 5 4 0 0 0 0 1 3 1 2 6 9 6 9

Neutral (3) 1 1 0 1 3 1 5 4 3 2 4 4 0 7 9 9 9 5 6 6 3

Disagree (4) 3 2 8 4 0 6 2 1 0 1 0 2 10 3 1 1 0 2 1 1 1 0

Strongly Disagree (5) 3 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2 0

2 0

Irrespective of Gender

Irrespective of Gender

Level B.Sc.-I B.Sc.-II B.Sc.-III B.Com.I B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Count 20 20 20 20

Minimum 1 2 1 2

Maximum 5 5 4 4

Mean

Standard Deviation 1.423984

Level B.Sc.-I B.Sc.-II

2.85 3.55 2.65

0.998384 B.Sc.-III 1.089096 B.Com.I

Count 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100%

Strongly Agree (1) 4 20% 0 3 15% 0 3 15% 1 5% 0 0 0 3 15% 1 5% 1 5%

Agree (2) 6 30% 5 25% 7 35% 8 40% 11 55% 9 45% 0 0 4 20% 3 15% 15 75% 15 75%

Neutral (3) 2 10% 1 5% 4 20% 9 45% 5 25% 8 40% 7 35% 18 90% 14 70% 12 60% 3 15% 2 10%

Disagree (4) 5 25% 12 60% 6 30% 3 15% 1 5% 2 10% 13 65% 2 10% 2 10% 2 10% 1 5% 2 10%

Strongly Disagree (5) 3 15% 2 10% 0

0 0 0 0 0 0 0 0 0

2.75 20 20 20 20 20 20 20 20 1 1 3 3 2 1 1 1 4 4 4 4 4 4 4 4 2.2 2.55 3.65 3.1 2.9 2.65 2.2 2.25

0.716135 0.767542 0.758927 0.489214 0.307701 0.55234 0.874831 0.615402 0.716135 B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Irrespective of Year (Level)

Irrespective of Year (Level) Strongly Agree (1) 7 11.66% 4 6.66% 0 5 8.33% Agree (2) 18 30% 28 46.66% 4 6.66% 33 55% Neutral (3) 7 11.66% 22 36.66% 39 65% 17 28.33% Disagree (4) 23 38.33 6 10% 17 28.33% 5 8.33% Strongly Disagree (5) 5 8.33% 0 0 0

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

Minimum 1 1 2 1

Maximum 5 4 4 4

Mean

Standard Deviation 1.228115

Level B.Sc. B.Com.

3.016667 2.500001 3.216667 2.366667

0.770227 B.A. (P) 0.555164 B.A.(H) 0.7584

Count 60 100% 60 100% 60 100% 60 100%

The mean scores of the learners on the statement (i.e. The position & order of Prepositions in English is very easy to understand.) are 3.5, 2.2, 4.2, 2.9, 2.1 &3.2. The responses of the male learners of group three and the responses of the female learners of group one are clustered to agree category. In term of % , 70% of the male learners of group three and the same % of females of group one are agreed on the statement. One can say that the males and the females of these groups easily understand the order of preposition in English. The mean responses of the learners of the other groups are fluctuating among agree, neutral & disagree category. In ter ms of %, only 30% of the male respondents of group one understand the order of preposition in English whereas 60% of them feel difficulty to understand the order of preposition in English. 100% of the male learners of group two feel difficulty to understand the order of preposition whereas 50% of the female learners of the same group understand this order whereas 40% of them feel difficulty to understand this order. 60% of the female learners of group three also face difficulty in learning of the order of preposition. The mean responses of group four, five and six are 2.9, 2.6, 2.2, 2.2, 2.3, & 2.8. It indicates that the learners responses are fluctuating between agree and neutral category except the learners of group five and the male learners of group six. In ter ms of %, only 30% of the male learners of group four understand this order whereas 50% of them are undecided and 10 % of them rather feel difficult to understand. In case of the female learners of this group, 50% of them understand this order but 40% of them are undecided and 10% of them rather feel difficult to understand.70% of the learners of group five are agreed with the statement. One can say that the males and the females of this group easily understand the order of preposition in English. 60% of the male respondents and 40% of the female respondents of group six are agreed on the statement whereas 40% of the males and the females of the same group are neutral on the statement. one can say that the performance of the learners of these groups have gone down in the final of the program as 70% of these learners were agreed on the statement in their second year of the program. The mean responses of group seven, eight and nine show a different image as their mean scores are 4, 3.3, 3.1, 3.1, 2.9 & 2.9. It indicates that the responses of the learners are fluctuating between neutral and disagree category. 100% of the male respondents of group seven are disagreed on the statement whereas 70% of the females are undecided on the statement. One can say that males of this group are facing difficulty while learning the order of preposition in English and the females are not able to decide whether the learning of the order of preposition is easy or difficult. 90% of the respondents of both the genders are neutral on the statement. It means the learners of this group are not able to decide whether the learning of the order of preposition is easy or difficult as 90% of the respondents of both the genders are neutral on the statement. The status of the male respondents of group nine is same as 90% of them are still undecided on the statement even in their final year of the program. One can say that the program failed to teach the order of preposition to these learners. But the female

learners of this group shows a slight improvement i.e. 30% of these learners are agreed on the statement and 50% of them are still undecided on the statement. We find a different picture of group ten, eleven and twelve as the mean scores of the learners of these groups are 2.6, 2.7, 2.5, 2.2, 2.6 & 1.9. It shows that their responses are fluctuating between agree and neutral category except the response of the female learners of group twelve i.e. the responses are clustered agree category. Only 30% of the male and the female respondents of group ten understand the order of preposition in English but 60% of them are not able to decide whether learning of the order of preposition easy or difficult. 60% of the male and 100% of the female respondents of group eleven and group twelve are agreed with the statement. It means the female learners of these two groups are better equipped with the knowledge of the order of preposition than the male learners of the same two groups. Data resented in table. & table.. i.e. irrespective of gender, one can say that the learners responses are on the statement are divided into three parts, the responses of the learners in part one i.e. group five, eleven & twelve is clustered to agree category. To be specific, 70% to 80% learners of these groups are agreed on the statement. It means these learners understand the order of preposition in English. In part two and three the learners responses are fluctuating among agree, neutral & disagree category. One can say that some of the learners of these groups understand the order of preposition, some of them are undecided whether the order preposition in English is easy or difficult and some of them feel difficult to learn this word order. Overall performance of the learners show that only B.A.(H) group of learners easily understand the order of the preposition. The learners of the rest of the groups are fluctuating among agree, neutral & disagree category. One can say that some of the learners of these groups understand the order of preposition, some of them are undecided whether the order preposition in English is easy or difficult and some of them feel difficult to learn this word order.

8 Direct & Indirect objects in English are very easy to understand.

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Minimum 1 1 3 2 2 2 2 2 1 2 1 1 3 3 3 3 3 2 2 1 3 2 2 1

Maximum 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 3 4 3 4 4 3 4 3

Mean 2.6 2.4 3.5 3.2 2.9 3.2 2.9 3 2.6 2.5 2.1 2.9 3.9 3.9 3.4 3.6 3 3.3 2.5 2.3 3.2 2.1 3 1.7

Standard Deviation 0.843274 1.074968 0.527046 0.632456 0.737865 0.918937 0.567646 0.471405 1.173788 0.849837 0.737865 0.994429 0.316228 0.316228 0.516398 0.516398 0 0.674949 0.527046 0.948683 0.421637 0.316228 0.816497 0.674949

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Strongly Agree (1) 1 3 0 0 0 0 0 0 2 0 2 1 0 0 0 0 0 0 0 2 0 0 0 4

Agree (2) 3 1 0 1 3 3 2 1 3 7 5 2 0 0 0 0 0 1 5 4 0 9 3 5

Neutral (3) 5 5 5 6 5 2 7 8 2 1 3 4 1 1 6 4 10 5 5 3 8 1 4 1

Disagree (4) 1 1 5 3 2 5 1 1 3 2 0 3 9 9 4 6 0 4 0 1 2 0 3 0

Strongly Disagree (5) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Irrespective of Gender

Irrespective of Gender

Level B.Sc.-I B.Sc.-II B.Sc.-III B.Com.I B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Count 20 20 20 20

Minimum 1 2 2 2

Maximum 4 4 4 4

Mean

Standard Deviation 0.945621

Level B.Sc.-I B.Sc.-II

2.5 3.35 3.05

0.586967 B.Sc.-III 0.82533 B.Com.I

Count 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100%

Strongly Agree (1) 4 20% 0 0

Agree (2) 4 20% 1 5% 6 30% 3 15% 4 20% 7 35% 0 0 1 5% 9 45% 9 45% 8 40%

Neutral (3) 10 50% 11 55% 7 35% 15 75% 10 50% 7 35% 2 10% 10 50% 15 75% 8 40% 9 45% 5 25%

Disagree (4) 2 10% 8 40% 7 35% 2 10% 4 20% 3 15% 18 90% 10 50% 4 20% 1 5% 2 10% 3 15%

Strongly Disagree (5) 0 0 0

0 2 10% 3 15% 0 0 0 2 10% 0 4 20%

0 0 0 0 0 0 0 0 0

2.95 20 20 20 20 20 20 20 20 1 1 3 3 2 1 2 1 4 4 4 4 4 4 4 4 2.8 2.5 3.9 3.5 3.15 2.4 2.65 2.35

0.510265 0.894159 0.945621 0.307701 0.512835 0.489214 0.753711 0.670619 0.98779 B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Irrespective of Year (Level)

Irrespective of Year (Level) Strongly Agree (1) 4 6.66% 5 8.33% 0 6 10% Agree (2) 11 18.33% 14 23.33% 1 1,66% 26 43.33 Neutral (3) 28 46.66% 32 53.33% 27 45% 22 36.66 Disagree (4) 17 28.33 9 15% 32 53.33% 6 10% Strongly Disagree (5) 0 0 0 0

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

Minimum 1 1 2 1

Maximum 4 4 4 4

Mean

Standard Deviation 0.862943

Level B.Sc. B.Com.

2.966667 2.750001 3.516667 2.466667

0.815652 B.A. (P) 0.536533 B.A.(H) 0.812355

Count 60 100% 60 100% 60 100% 60 100%

The mean scores of the males and the females of group one, two and three on the statement i.e. Direct & Indirect objects in English are very easy to understand are 2.6, 2.4, 3.5, 3.2, 2.9 &3.2. It indicates that the responses of group one is fluct uating between agree and neutral category. 40% of the male and the female respondents of this group are agreed, 50% of them are undecided and 10% of them are rather disagreed with the statement. It means half of the learners of this group are not able to decide whether the learning of direct and indirect objects is easy or difficult. 50% of the male respondents of group two are neutral on the statement and 50% of them are disagreed. It means half of the learners are undecided and half of them face difficulty in learning of direct and indirect object in English. Only 10% of the female respondents are agreed with the statement whereas 60% of them are not able to decide whether the learning of direct and indirect objects is easy or difficult. 50% of the male respondents of group three are neutral, 30% of them are agreed and 20% of them are disagreed on the statement. It means half of them are not able to decide whether the learning of direct and indirect objects is easy or difficult. 50% of the female respondents of the same group are disagreed, 30% of them are agreed and 20% of them are neutral on the statement. It means only 20% of them are not able to decide whether the learning of direct and indirect objects is easy or difficult and 50% of the learners of this group face difficulty in learning of direct and indirect object in English.
With the mean scores of 2.9, 3, 2.6, 2.5, 2.1 &2.9,the responses of the learners of group four, five and six are fluctuating between agree and neutral but the responses of the female learners of group four are clustered to neutral category. 70% of the male respondents of group four are neutral whereas 20% of them are agreed on the statement. But 80% of the female respondents of this group are neutral and 10% of them are agreed on the statement. It indicates that the male and the female learners of this group are not able to decide whether the learning of direct and indirect objects in English is easy or difficult. 50% of the male respondents of group five are agreed on the statement whereas 20% of them are neutral and 30% of them are rather disagreed on the statement. One can say that only half of the male learners of this group understand direct and indirect object in English. But 70% of the female learners of the same group understand direct and indirect object in English. It indicates that the female learners of group five show better growth in learning of direct and indirect in comparison with the male learners of the same group in their second year of the program. As the mean response of the male learners of group six are clustered to agree category and 70% of the respondents of this group are agreed on the statement, it indicates that the learners of these groups understand better in comparison with the second year of their program. 30% of the female respondents of the same group are agreed, 40% of them are neutral and 30% of them are rather disagreed with the statement. One can say that the learning attitude of the female learners of this group on direct and indirect object has gone down as we see that 70% of the female learners of group five were agreed on the statement in their second year of the program. The mean responses of group seven, eight and nine reflect that the learners of these groups either do not understand or they feel difficult to learn direct and indirect object in English as the responses of these learners are fluctuating between neutral and disagree category. In terms of %, 90% of the male and the female respondents of group seven are disagreed with the statement. It indicates that these learners face a typical problem in learning of direct and

indirect object in English. 60% of the males and 40% of the female respondents of group eight are neutral on the statement and 60% of the females and 40% of the males of the same group are disagreed with the statement. It indicates that the learners of this group either do not understand direct and indirect object in English or they are undecided on the statement. 100% of the male respondents and 50% of the female respondents of group nine are neutral, 40% of them are disagreed and only 10% of them are on the statement. It means the male learners of this group are totally undecided on the statement whereas the females of this group fluctuate between disagree and neutral category. 50% of the male respondents of group ten are agreed with the statement whereas 50% of them are neutral on the statement. It means only half of the male learners of this group understand direct and indirect object in English. In case of the female learners, 60% of them are agreed on the statement and 30% of them are neutral. It means the majority of the female learners of this group understand direct and indirect object in English. The respondents of group eleven reflect a different image. 80% of the male respondents of this group are neutral whereas 20% of them are disagreed on the statement. It indicates that the learners of this group are not able to decide whether the learning of direct and indirect object in English is easy or difficult. 90% of the female respondents of the same group are agreed on the statement. It shows that these learners easily understand direct and indirect object in English. In group twelve also, 90% of the female learners are agreed with the statement and 40% of the male respondents of the same group are neutral but 30% of them are agreed as well as disagreed on the same statement. It shows that the females of this group are better equipped with the knowledge of direct and indirect object than the male learners of the same group. If we look at data in table. and table.which is irrespective of gender, one can say that the learners are divided into two parts. There is one part of the learners whose responses are fluctuating between neutral and disagree category whereas the responses of the part two learners are fluctuating between agree and neutral category. The overall responses also show that the responses of B.Sc., B.Com. and B.A.(H) are fluctuating between agree and neutral category whereas the responses of B.A.(P) is fluctuating between neutral and disagree category. So one can say that B.A.(P) group of learners feel more difficult to learn direct and indirect object in English in comparison with the learners of B.Sc., B.Com. and B.A.(H) groups.

9. Sub. Verb Inversion in English is easy to understand.

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Minimum 3 2 3 1 2 1 3 3 1 1 1 2 3 3 3 4 3 3 2 1 3 2 1 1

Maximum 4 3 4 4 4 4 4 3 4 3 4 4 4 4 4 4 3 4 3 4 4 3 4 4

Mean 3.5 2.5 3.8 3.1 2.7 3 3.3 3 2.7 2.1 2.7 2.9 3.7 3.8 3.4 4 3 3.8 2.8 2.4 4.6 3.7 3.2 2.1

Standard Deviation 0.527046 0.527046 0.421637 1.100505 0.674949 0.942809 0.483046 0 1.05935 0.737865 0.823273 0.567646 0.483046 0.421637 0.516398 0 0 0.421637 0.421637 0.843274 2.157159 1.393636 0.918937 0.875595

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Strongly Agree (1) 0 0 0 1 0 1 0 0 1 2 1 0 0 0 0 0 0 0 0 1 0 0 1 2

Agree (2) 0 5 0 2 4 1 0 0 4 5 2 2 0 0 0 0 0 0 2 5 0 0 0 6

Neutral (3) 5 5 2 2 5 5 7 10 2 3 6 7 3 2 6 0 10 2 8 3 0 5 5 1

Disagree (4) 5 0 8 5 1 3 3 0 3 0 1 1 7 8 4 10 0 8 0 1 7 5 4 1

Strongly Disagree (5) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0

Irrespective of Gender

Irrespective of Gender

Level B.Sc.-I B.Sc.-II B.Sc.-III B.Com.I B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Count 20 20 20 20

Minimum 2 1 1 3

Maximum 4 4 4 4

Mean

Standard Deviation 3 0.725259

Level B.Sc.-I B.Sc.-II

3.45 2.85

0.886775 B.Sc.-III 0.812484 B.Com.I

Count 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100%

Strongly Agree (1) 0 1 5% 1 5% 0 3 15% 1 5% 0 0 0 1 5% 5 25% 3 15%

Agree (2) 5 25% 2 10% 5 25% 0 9 45% 4 20% 0 0 0 7 35% 0 6 30%

Neutral (3) 10 50% 4 20% 10 50% 17 85% 5 25% 13 65% 5 25% 6 30% 12 60% 11 55% 5 25% 6 30%

Disagree (4) 5 25% 13 65% 4 20% 3 15% 3 15% 2 10% 15 75% 14 70% 8 40% 1 5% 10 50% 5 25%

Strongly Disagree (5) 0 0 0

0 0 0 0 0 0 0 0 0

3.15 20 20 20 20 20 20 20 20 1 1 3 3 3 1 2 1 4 4 4 4 4 4 4 4 2.4 2.8 3.75 3.7 3.4 2.6 3 2.65

0.366238 0.940043 0.695644 0.444128 0.470021 0.502474 0.680353 1.256185 1.039678 B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Irrespective of Year (Level)

Irrespective of Year (Level) Strongly Agree (1) 2 3.33% 4 6.66% 0 9 15% Agree (2) 12 20% 13 21.66% 0 13 21.66% Neutral (3) 24 40% 35 58.33% 23 38.33% 22 36.66% Disagree (4) 22 36.66% 8 13.33% 37 61.66% 16 26.66% Strongly Disagree (5) 0 0 0 0

Level .Sc. B.Com. B.A. (P) B.A. (H)

Count 60 B 60 60 60

Minimum 1 1 3 1

Maximum 4 4 4 4

Mean

Standard Deviation 0.837693

Level B.Sc. B.Com.

3.100001 2.783334 3.616667 2.750001

0.761188 B.A. (P) 0.490314 B.A.(H) 1.018915

Count 60 100% 60 100% 60 100% 60 100%

The mean scores of group one, two and three on the statement of SAI rule in English are totally different. The response of the male respondents of group one is fluctuating between neutral and disagree category whereas the responses of the females of the same group is fluctuating between agree and neutral category as their mean scores are 3.5 and 2.5. In term of %, 50% of the male respondents are neutral and 50% of them feel difficult to learn SAI rules in English. 50% of the female respondents of the same group are agreed with the statement but 50% of them are undecided on the statement. With the mean scores of 3.8 and 3.1, the responses of the male and the female respondents of group two are fluctuating among agree, neutral and disagree category. 50% of the male respondents are disagreed and 20% of them are undecided on the statement. It means the learning of SAI rules in English has become more difficult even in their second year. Only 30% of the females of this group understand this rule whereas 50% of them face difficulties in learning of this SAI rule and 20% of them are not able to decide whether the learning of SAI rule in English is easy or difficult. The third group of learners whose mean scores are 2.7 and 3, only the male respondents of this group show a slight increase in learning of SAI rules in English as 40% of them are agreed with the statement but 50% of them are still undecided on the statement. 100% of the female learners of group four are neutral on the statement. It means this group of learners does not yet know what SAI rule is in English. 70% male respondents of the same group are neutral on the statement and 30% of them feel difficult to learn this rule as their mean scores are clustered to neutral category. The mean scores of group five show a different image (i.e. 2.7 for the males and 2.1 for the females). In term of %, 50% of the males and 70% of the female learners of group five are agreed with the statement. It means the females of this group understand SAI rules. Though the mean scores of the male learners of group five and six in the second year of the course remain the same i.e. 2.7 but in term of %, only 30% of them agree with the statement in their third year of the program. The same status is for the female learners as their % of attitude towards the statement in the second year of the program has gone down. As far as the responses of the males and the females of group seven, eight and nine are concerned, they are fluctuating between neutral and disagree category as their mean scores are within the range of 3 to 4. 70% of the male respondents of group seven and 80% of the female respondents of the same group are disagreed with the statement. It means these learners face problems while they are learning SAI rule in English. 60% of the male respondents of group eight are neutral on the statement whereas 40% of them feel difficult to learn this rule. 100% of the female respondents of the group do face difficulties in learning of SAI rule. 100% of the male respondents of group nine are undecided but only 20% of the female respondents in the same group are undecided on the statement. One can say that these groups of learners either do not understand SAI rule in English or feel difficult to learn it. A

slight different image is given by the respondents of group 10, 11 and 12 because their mean score are 2.8, 2.4, 4.6, 3.7, 3.2 and 2.1. The mean responses of group 10 are fluctuating between agree and neutral category. We find that only 20% of the male respondents of this group agree with the statement whereas 80% of them are neutral, it means the learners are not able to decide whether the learning of SAI rule in English is easy or difficult. But 60% of the females of the same group are agreed with the statement it means most of the female learners of this group understand SAI rules in English. 70% of the male respondents of group 11 disagree and 70% of them strongly disagree with the statement. It means all of these learners feel difficult to learn SAI rule in English whereas 50% of the female respondents are neutral and 50% of them are disagreed on the statement. It means only half of the females of this group feel difficult to learn and half of them are undecided whether learning of SAI rule is easy or difficult. We find a significant growth in learning of SAI rule in English by the female learners of group 12 as 80% of them are agreed on the statement. One can find a little growth in knowledge of SAI rule by the male learners o f the same group as 10% of these respondents are agreed with the statement. Once we look at Table.. and Table.. which are irrespective of gender, one can say that the mean responses of these learners are divided into three parts. In part 1, the mean scores of the learners are 2.4, 2.6, 2.65, 2.8 and 2.86. In part 2, the mean scores of the learners are 3 and 3 and in part 3, the mean scores are 3.15, 3.4, 3.45, 3.7 and 3.75. It means the respondents under part 1 are fluctuating between agree and neutral category, the respondents of part2 are clustered to neutral category whereas the responses of the learners of part 3 are fluctuating between disagree and neutral category. It is interesting to note that none of the learners of B.A.(P) is agreed on the statement no.9. It means learners of these groups either do not understand SAI rule in English or face a typical difficulty in learning of SAI rule in English. Overall performance of the learners show that learning of SAI rule is a major problem for these learners as one can find that 26% to 36% of the learners are agreed with the statement. Data also reveals that 62% of the learners of B.A.(P) feel difficult to learn SAI rule in English

10. I understand Wh- movement in English sentences easily.

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Minimum 3 1 3 3 2 2 3 2 1 1 1 2 3 4 3 4 2 3 1 1 2 2 2 2

Maximum 4 4 4 4 3 4 4 3 4 4 3 4 4 4 4 4 3 4 4 4 4 3 4 3

Mean 3.1 2.8 3.9 3.5 2.9 3.5 3.8 2.9 2 2 2.2 2.8 3.8 4 3.6 4 2.8 3.6 2.7 2.4 3.3 2.4 3.3 2.2

Standard Deviation 0.316228 0.788811 0.316228 0.527046 0.316228 0.707107 0.421637 0.316228 0.942809 0.942809 0.632456 0.632456 0.421637 0 0.516398 0 0.421637 0.516398 0.948683 1.173788 0.674949 0.516398 0.674949 0.421637

Level B.Sc.-I B.Sc.-I B.Sc.-II B.Sc.-II B.Sc.-III B.Sc.-III B.Com.I B.Com.I B.Com.II B.Com.II B.Com.III B.Com.III B.A. (P)-I B.A. (P)-I B.A. (P)-II B.A. (P)-II B.A.(P)III B.A.(P)III B.A. (H)-I B.A. (H)-I B.A. (H)-II B.A. (H)-II B.A.(H)III B.A.(H)III

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Count 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Strongly Agree (1) 0 1 0 0 0 0 0 0 3 3 1 0 0 0 0 0 0 0 2 2 0 0 0 0

Agree (2) 0 1 0 0 1 1 0 1 5 5 6 3 0 0 0 0 2 0 0 5 1 6 1 8

Neutral (3) 9 7 1 5 9 3 2 9 1 1 3 6 2 0 4 0 8 4 7 0 5 4 5 2

Disagree (4) 1 1 9 5 0 6 8 0 1 1 0 1 8 10 6 10 0 6 1 3 4 0 4 0

Strongly Disagree (5) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Irrespective of Gender

Irrespective of Gender

Level B.Sc.-I B.Sc.-II B.Sc.-III B.Com.I B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Count 20 20 20 20

Minimum 1 3 2 2

Maximum 4 4 4 4

Mean

Standard Deviation 0.604624

Level B.Sc.-I B.Sc.-II

2.95 3.7 3.2

0.470021 B.Sc.-III 0.615402 B.Com.I

Count 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100% 20 100%

Strongly Agree (1) 1 5% 0 0

Agree (2) 1 5% 0 2 10% 1 5% 10 50% 9 45% 0 0 2 10% 5 25% 7 35% 9 45%

Neutral (3) 16 80% 6 30% 12 60% 11 55% 2 10% 9 45% 2 10% 4 20% 12 60% 7 35% 9 45% 7 35%

Disagree (4) 2 10% 14 70% 6 30% 8 40% 2 10% 1 5% 18 90% 16 80% 6 30% 4 20% 4 20% 4 20%

Strongly Disagree (5) 0 0 0

0 6 30% 1 5% 0 0 0 4 20% 0 0

0 0 0 0 0 0 0 0 0

3.35 20 20 20 20 20 20 20 20 1 1 3 3 2 1 2 2 4 4 4 4 4 4 4 4 2 2.5 3.9 3.8 3.2 2.55 2.85 2.75

0.586967 0.917388 0.688041 0.307701 0.410268 0.615402 1.049748 0.744936 0.786162 B.Com.II B.Com.III B.A. (P)-I B.A. (P)-II B.A.(P)III B.A. (H)-I B.A. (H)-II B.A.(H)III

Irrespective of Year (Level)

Irrespective of Year (Level) Strongly Agree (1) 1 1.66% 7 11.66% 0 4 6.66% Agree (2) 3 5% 20 33.33% 2 3.33% 21 35% Neutral (3) 34 56.66% 22 36.66% 18 30% 23 38.33% Disagree (4) 22 36.66% 11 18.33% 40 66.66% 12 20% Strongly Disagree (5) 0 0 0 0

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

Minimum 1 1 2 1

Maximum 4 4 4 4

Mean

Standard Deviation 0.64024

Level B.Sc. B.Com.

3.283334 2.616667 3.633334 2.716667

0.922284 B.A. (P) 0.551335 B.A.(H) 0.865394

Count 60 100% 60 100% 60 100% 60 100%

The mean scores of the learners of group one, two and three are 3.1, 2.8, 3.9, 3.5, 2.9 and 3.5. it indicates that the responses of the males and the females of group one is clustered to neutral category. In term of %, 90% of the males and 70% of the female respondents are neutral on the statement. It means the learners of this group are not yet decided whether the learning of wh-move in English is easy or difficult. 90% of the male and 50% of the female respondents of group two are disagreed with the statement. It means the male learners of this group and half of the female learners of the same group express difficulty in learning of wh-move in English but 50% of the female learners of this group are still neutral on the statement. 90% of the male and 30% of the female respondents of group three are neutral on the statement whereas 60% of the female learners are disagreed on the statement. It means the male learners of group three in spite of perusal of three years of their English program do not understand wh- move in English. The mean scores of group four, five and six show a different image. The responses of the male learners of group four are clustered to disagree category whereas the responses of the female learners are clustered to neutral category. In term of %, 80% of the males are disagreed on the statement and 90% of the females are neutral on the statement. It shows that the male learners of this group express difficulty in learning of wh-move in English but the females are undecided. As the mean scores of the male and the females of group five are the same i.e. 2 and 2, 80% of the males and the same % of the females are agreed with the statement. One can say the learners of this group have improved the knowledge of wh-move in English during their second year of the program but they have not maintained this growth in their third year as the mean scores of the males and the females are 2.2 and 2.8. In term of %, only 70% of the males and 30% of the females of group six are agreed with the statement. The mean scores of seven, eight and nine are 3.8, 4, 3.6, 4, 2.8 and 3.6. The responses of these learners are fluctuating between neutral and disagree category. As 80% of the male respondents and 100% of the female respondents of group seven are disagreed on the statement. One can say that the learners of these groups feel difficult in learning of wh-move in English. 100% of the female and 60% of the male respondents of eight group are disagreed on the statement. It means all of the male learners of and 60% of the female of this group express difficulty in learning of whmove in English. 80% of the males of group nine are neutral on the statement. It means the learners of this group are undecided whether the learning of wh-move in English is easy or difficult. 60% of the females are disagreed on the statement whereas 40% of them of group nine are neutral on the statement. It means the majority of the female learners of group nine face difficulties in learning of wh-move in English. The mean scores of group ten, eleven and twelve are 2.7, 2.4, 3.3, 2.4, 3.3 and 2.2. The responses of group ten are fluctuating between agree and neutral category. In term of %, only 20% of the male learners are agreed with the state ment whereas 70% of them are neutral on the statement but 70% of the female learners of the same group are agreed with the statement. It

means the females of this group easily understand wh-move in English whereas the males are undecided. The mean scores of the male learners of group eleven and twelve are equal i.e. 3.3. In term of % also only 10% of them are agreed that they understand wh-move in English whereas 50% of them are neutral and 40% of them express difficulties in learning of wh-move in English. 60% and 80% of the female respondents of group eleven and group twelve are agreed with the statement. One can say that the females of these groups do better in learning of wh-move in English in comparison with the male learners in their final year of the program. Tableand Table. which are irrespective of gender, one can find that the responses of all the learners are fluctuating between neutral and disagree category except the responses of the learners of group five, six and ten whose responses are fluctua ting between agree and neutral category. In term of %, 80% of group one , 60% of group two, 55% of group three, 20% of group eight, 60% of group nine and 45% of group eleven are neutral whereas 70% of group two, 40% of group four, 90% of group seven and 80% of group eight are disagree with the statement. The data show that except the learners of group five, six and ten all the other learners are either not able to decide whether the learning of wh-move in English is easy or difficult or even they express difficulties in learning of wh- move in English. Overall performance of these learners show that 3% of the learners of B.A.(P), 6% of the learners of B.Sc. and 41% of the learners of B.Com. and B.A.(H) understand wh-move in English. One can say that the learning of wh-move in English has proved difficult for the learners of these groups.

Statistics of Teachers' Attitude towards English Program in DU

Teachers questionnaires As indicated in chapter three, the purpose of this questionnaire is to procure some data regarding the efficiency of the English program and how much emphasis is given to the learning and teaching of the English program. Items 1 to 3 are therefore meant to glean data pertaining to existing English program and its effect on the learners. Items 4 and 5 on the other hand focus on use of dictionary. Item 6 is pertaining to teaching methodology whereas items 7 and 8 are pertaining to learners motivation towards the program. Item 9 is pertaining to the time consumed in learning and teaching of English program and the last item puts focus on pedagogical context. The answers provided by the teachers to each item have been statistically arranged against their responses. Moreover the analysis employs Karl Pearsons Statistical formulae for Mean and Standard Deviation to reach the highest accuracy of the attitude.

1. The present English program is adequate to increase learners' competence in 2nd lg.

Table Total 30 Minimum 2 Maximum 4 Table Frequency Strongly agree (1) Agree (2) Neutral (3) Disagree (4) Strongly disagree(5) Total 21 7 2 30 Percentage (%) 70 23.33 6.66 100 Figure
80 70 60 50 40 30 20 10 Percentage (%)

Mean 2.37

S. Devn. 0.61

Cumulative Percent.(%) 70 73.33 100

Table..and figure.. above clearly show that the mean responses of the teachers are clustering to agree category in term of percentages, 70% of the respondents are of the view that the present English program is adequate to increase learners communicative competence. It means the majority of the teachers understand that the English program is suited to increase learners competence in their second language. It is, however, shown in the above table and the figure that 23% of them are neutral and 7% of them are disagree with the statement. One can assume that teachers giving such a response may not be fully aware of the effect of the program.

2. The program is mainly focused on learners' communicative competence. Table Total 30 Minimum 2 Maximum 4 Mean 2.97 S. Devn. 0.41

Table Percentage (%) 10 83.33

Frequency Strongly agree (1) Agree (2) Neutral (3) 3 25

Cumulative Percent.(%) 10 93.33

Disagree (4) Strongly disagree(5) Total

2 30

6.66 100 Figure

100

90 80 70 60 50 40 30 20 10 0 Strongly agree (1) Agree (2) Neutral (3) Disagree Strongly (4) disagree(5) Percentage (%)

The mean response of the teachers on the aforesaid statement is clustered to neutral category. To be specific, the bar graph quite explicitly demonstrate that 83% of the teachers are neutral on the statement. The view of the teachers on this statement is not yet decided. It indicates that the surveyed on this statement not able to decide whether the present program is based on the learners communicative competence or not. Only 10% of the teachers are agreed with the statement whereas7% of them are disagreed. It indicates that the teachers are absolutely undecided whether the program focus on learners communicative competence or not.

3.The material used in the present program is best suited for the learners' need. Table Total 30 Minimum 2 Maximum 4 Table Frequency Percentage Cumulative Percent.(%) Mean 3.24 S. Devn. 0.63

(%) Strongly agree (1) Agree (2) Neutral (3) Disagree (4) Strongly disagree(5) Total 3 17 10 30 10 56.66 33.33 100 Figure 10 66.66 100

60 50 40 30 20 10 0 Strongly agree (1) Agree (2) Neutral (3) Disagree Strongly (4) disagree(5) Percentage (%)

On the statement of the suitability of the teaching material as well as the fulfillment of the need of the learners, only 10% of the surveyed teachers are agreed with the statement. As the mean scores of the teachers on this statement are 3.4. In term of %, 57% of the teachers response are clustered to neutral category whereas 33% of them are disagreed on the statement. The bar graph too quite explicitly demonstrate that the view of the surveyed teachers are fluctuating between neutral and disagree category. It shows that the majority of the teachers are undecided on the statement.

4. We encourage the learners to use bilingual dictionary Table Total 30 Minimum 2 Maximum 4 Mean 3.03 S. Devn. 0.61

Table Percentage (%)

Frequency Strongly agree (1) Agree (2) Neutral (3) Disagree (4) Strongly disagree(5) Total 5 19 6

Cumulative Percent.(%)

16.66 63.33 20

16.66 80 100

30 100

Figure
70 60 50 40 30 20 10 0 Strongly agree (1) Agree (2) Neutral (3) Disagree Strongly (4) disagree(5) Percentage (%)

As far as the use of bilingual dictionary is concerned, 63% of the respondents are neutral on the above statement and this is also illustrated by the bar graph above. It is also obvious that only 17% of them agree that the teachers encourage the learners to use the bilingual dictionary in the English program. It indicates that these teachers might have felt that L2 learning can be made easy with the help of referring back to L1 as the learners generally do. But 20% of them are disagreed with the statement and the mean score of the surveyed teachers on this statement is 3.03.It indicates that the teachers responses are clustered to neutral category. In fact this shows that teachers are not sure whether the use of bilingual dictionary in this program would increase the learners competence in English or not.

5.We encourage the learners to use monolingual dictionary Table Total 30 Minimum 2 Maximum 4 Mean 2.5 S. Devn. 0.68

Table Percentage (%) Strongly agree (1) Agree (2) Neutral (3) Disagree (4) Strongly disagree(5) Total

Frequency

Cumulative Percent.(%)

60 30 10

18 9 3

60 90 100

100 Figure
70 60 50 40 30 20 10 0

30

Percentage (%)

Strongly agree (1)

Agree (2) Neutral (3) Disagree Strongly (4) disagree(5)

60% of the respondents agree that the learners in question are encouraged to use monolingual dictionary while they are pursuing their undergraduate courses. The mean score (2.5) on this statement also indicates that the most of the responses of the surveyed is clustered to agree category. Only 30% of them, however, are neutral and the other 10% disagree with this statement. Those who are neutral or disagree on the statement might be convinced that these learners always fall back on their mother tongue whenever they feel difficulties in learning of English.

6. The teaching methods used for the present program increase learners' competence Table Total 30 Minimum 2 Maximum 4 Table Percentage (%) 33.33 60 6.66 100 Figure
70 60 50 40 30 20 10 0 Strongly agree (1) Agree (2) Neutral (3) Disagree Strongly (4) disagree(5) Percentage (%)

Mean 2.73

S. Devn. 0.58

Frequency Strongly agree (1) Agree (2) Neutral (3) Disagree (4) Strongly disagree(5) Total 10 18 2 30

Cumulative Percent.(%) 33.33 93.33 100

On the statement of the teaching methods used to increase the learners competence, the teachers views are fluctuating between neutral and agree category as the mean scores of the teachers on this statement is 2.73. In term of %, 60% of the teachers responses are clustered to neutral category. Once we look back on the statement no. two which is on learners communicative competence we find that the teachers view is the same. This neutral view might have stemmed from the fact that the learning competence of the students are linguistically weak and thus they are unable to cope up with the present program because only 30% 0f the teachers are agreed with the statement and 7% of them are disagreed with the statement.

7. The students' proficiency in English is good enough to receive the prescribed materials. Table Total 30 Minimum 1 Maximum 4 Table Percentage (%) 3.33 43.33 36.66 16.66 100 Figure Mean 2.67 S. Devn. 0.8

Strongly agree (1) Agree (2) Neutral (3) Disagree (4) Strongly disagree(5) Total

Frequency 1 13 11 5 30

Cumulative Percent.(%) 3.33 46.66 83.32 100

50 45 40 35 30 25 20 15 10 5 0 Strongly agree (1) Agree (2) Neutral (3) Disagree Strongly (4) disagree(5) Percentage (%)

Regarding the learners proficiency in English, only 47% of the teachers are agreed with statement. It indicates that the surveyed teachers feel that the learners knowledge of English is not good enough to handle the teaching materials prescribed for them. The mean scores of the teachers on this statement is 2.67. It indicates that their responses are fluctuating between agree and neutral category. 37% of the respondents are neutral and 10% of them disagree with the statement given above. This neutral view and disagreement might have come out due to the fact that these teachers feel that the learners linguistically weak in and unable to cope up the prescribed materials and tasks.

8. The students are highly motivated to compose in English

Table Total 30 Minimum 1 Maximum 4 Table Frequency 2 3 12 13 Percentage (%) 6.66 10 40 43.33 Cumulative Percent.(%) 6.66 16.66 56.66 100 Mean 3.2 S. Devn. 0.89

Strongly agree (1) Agree (2) Neutral (3) Disagree (4) Strongly disagree(5) Total

30 Figure

100

50 45 40 35 30 25 20 15 10 5 0 Strongly agree (1) Agree (2) Neutral (3) Disagree Strongly (4) disagree(5) Percentage (%)

As far as the learners motivation is concerned, only 17% of the respondents agree with the statement this is also explicitly illustrated by the above bar graph. It is also obvious that 40% of the respondents are neutral and 43% of them are disagreed with the statement. In fact the mean score of the teachers on this statement is clustering towards neutral category. It clearly indicates that the teachers seem to be quite unsure whether the learners are motivated to compose in English or not.

9.The time used for teaching English to the learners' is adequate Table Total 30 Minimum 2 Maximum 4 Mean 3.26 S. Devn. 0.64

Table Percentage (%)

Frequency Strongly agree (1) Agree (2) Neutral (3) Disagree (4) Strongly disagree(5) Total

Cumulative Percent.(%)

3 16 11

10 53.33 36.66

10 63.33 100

30

100 Figure

60 50 40 30 20 10 0 Strongly agree (1) Agree (2) Neutral (3) Disagree Strongly (4) disagree(5) Percentage (%)

Apparently the majority of the teachers responses are fluctuating between neutral and disagree category as the mean score of the teachers on this statement is 3.26. only10% of the surveyed teachers is agreed upon this statement. The neutral view and the disagreement on this statement seem to reflect that the time used for teaching may not be adequate. As the mean score of the teachers on this statement is 3.26, one can also say that the teachers are unsure whether the time used for teaching English is adequate or not.

10.Overcrowded classes make it hard to pay attention to the individual need of the students. Table Total 30 Minimum 1 Maximum 3 Table Percentage (%) 30 53.33 16.66 0 0 100 Figure Mean 1.86 S. Devn. 0.68

Strongly agree (1) Agree (2) Neutral (3) Disagree (4) Strongly disagree(5) Total

Frequency 9 16 5 0 0 30

Cumulative Percent.(%) 30 83 100

60 50 40 30 20 10 0 Strongly agree (1) Agree (2) Neutral (3) Disagree Strongly (4) disagree(5) Percentage (%)

As expected, 83% of the respondents agree that overcrowded class rooms make it virtually hard to pay attention to the individual needs of the learners. As English has become a global mode of communication and a lot of learners actively adopt this subject in their undergraduate program. So the teachers handling this program face the dilemma of teaching the class room of approximately 50 to 60 students. Obviously it is quite hard for the teacher to provide the learners with the kind of assistance and attention which would ultimately help them to improve their competence in English.

Learners' Questionnaire
As mentioned in chapter three of research methodology the purpose of this questionnaire is to elicit data pertaining to learners background and their learning context. The interest of this question was to find out the dominating factors affecting the learning contexts of the subjects in question. The questionnaire was also meant to elicit data pertaining to learners background such as Name, gender, age, level and MT. Question number 2 to 3 was designed to elicit the information pertaining to the learners parents income and their previous education. The data obtained from the statements four to seven were regarding the domains of use of English by the learners in question. Items 8 to 12 were meant to obtain data pertaining to teaching methods, materials and devoted periods of English program in formal learning situation. Moreover these data produced by the subjects reflect the clues about the effectiveness of teaching/learning material, methods and contents presently being exercised in colleges of Delhi University. Some of these dominating factors may prove fruitful in deciding variables in the process of learning English word order by the subjects in question. Such questions would also help provide some insights regarding how the learners view in learning English at UG level and whether they are satisfied with current program or not. It would also be pointed out that the learners background, learning context as well as the structure of the learning program play a crucial role in providing the accuracy of the proposed research typically in learning of the second language.

2.Income of subjects Parent

2.Income of subject Parent
Level B.Sc. B.Com. B.A. (P) B.A. (H) Count 60 60 60 60

Less than Rs.20,000p.m.

Rs.20,ooo40,000p.m.

Rs.40'000 and above

21/35% 27/45% 28/46.6% 12/20%

34/56.6%

5/8.3%

25/41.6% 8/13.3% 28/46.6% 36/60% 4/6.6% 12/20%

40 35 30 25 20 15 10 5 0 Count 60 Level B.Sc. 60 B.Com. 60 B.A. (P) 60 B.A. (H) Less than Rs.20,000p.m. Rs.20,ooo-40,000p.m. Rs.40'000 and above

The mentioned table and figure explicitly reflect that more than 80% of learners fall under the group whose parental income is within the range of Rs.20, 000 to Rs. 40,000. The table and figure also reflects that the maximum no. of students whose parental income is more than Rs. 40,000 is only 20% and they specifically belong to B.A.(H) group. So one can point out that at some extend the learning is affected by the learners parental income as the no. of word order errors produced by the learners of B.A.(H) is very less in comparison with the errors produced by the learners of the all other groups.

3(a).Subjects Education

3.Sub. Education

Private

Govt.

Govt.

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

upto Xth,XI & XII

upto Xth,XI & XII

U/G (College)

32/53.3%

27/45%

60/100%

34/56.6% 26/43.3% 60/100% 18/30% 28/46.6% 44/73.3% 60/100% 36/60% 60/100%

60 50 40 30 20 10 0 Count 60 Level B.Sc. 60 B.Com. 60 60 B.A. (P) B.A. (H) 3.Sub. Education Private upto Xth,XI & XII 3.Sub. Education Govt. upto Xth,XI & XII 3.Sub. Education Govt. U/G (College)

The above table and figure throws a light on the learners educational background right from class Xth. to undergraduate level. The table and the figure reveal that 53.3% of the learners of B.Sc. group have undergone their schooling in the private Institutions whereas 45% of them have studied in the government institutions. As far as the learners of B.Com. group are concerned, 56.6% of them have undergone their schooling in the private Institutions and 43.3% of them have studied in the government institutions. In case of the learners of B.A.(P), only 30% of them have studied in private institutions and the rest of them i.e.73.3% have studied in government schools. 46.6% learners of B.A.(H) group have studied in private schools whereas 60% of them have studied in government schools. One may point out the maximum % of the learners who have studied in government schools is 73.3% of B.A.(P) group and also 47% learners of these groups are having less than Rs.20,000/m that is the maximum % in the low income group. The rest of the groups do not significantly reflect correlation with parental income.

3(b). Medium of Subjects Education

English

English

Other

upto Xth,XI & XII

upto Xth,XI & XII

upto Xth,XI & XII

U/G (College)

U/G (College)

3. Medium of Education
Level B.Sc. B.Com. B.A. (P) Count 60 60 60

45/75% 54/90% 40/66.6%

41/68.3% 33/55% 48/80% 3/5%

57/95% 57/95%

57/95% 26/43.3

37/61.6% 43/71.6%

B.A. (H)

60

57/95%

33/55%

59/98.3% 26/43.3%

70 60 50 40 30 20 10 0 Count 60 Level B.Sc. 60 B.Com. 60 B.A. (P) 60 B.A. (H) English upto Xth,XI & XII Hindi upto Xth,XI & XII Other upto Xth,XI & XII English U/G (College) Hindi U/G (College) Other U/G (College)

The above mentioned table and the figure show that 75% to 95% of the learners had English as medium of their education up to class xii except the learners of B.A.(P) groups because 80% of these learners had Hindi as their medium of instruction and 5% of these learners had other than English and Hindi as their medium of instruction up to class xii. Data also reveals that 55% to 68% of the learners of other than B.A.(P) groups had Hindi as their medium of instruction. It is interesting to note that 95% of the learners who are of B.Sc. group have English and Hindi both as their medium of instruction at UG level whereas 95% and 98.3% of the learners of B.com. and B.Sc. group respectively had English as their medium of instruction at UG level but 71.6 % of the learners of B.A(P) group had Hindi as their medium of instruction. One may point out that B.A.(P) group of learners produced maximum no. of word order errors and it may be due to Hindi medium instruction the learners pursued at UG level.

U/G (College)

Other

Hindi

Hindi

4. Languages Known To The Subjects

Reading

WritIng

Speaking

Listening

4. Languages Known
Level B.Sc. B.Com. B.A. (P) B.A. (H) Count 60 60 60 60

56/93.3% 56/93.3%

57/95% 57/95%

53/88.3% 50/83.3% 52/86.6% 44/73.3% 51/85% 48/80%

55/91.6% 55/91.6%

55/91.6% 56/93.3% 52/86.6% 46/76.6%

60 50 40 30 20 10 0 Count 60 Level B.Sc. 60 B.Com. 60 B.A. (P) 60 B.A. (H) Reading HINDI(H); ENGLISH(E), URDU(U) & PUNJABI(P) WritIng HINDI(H); ENGLISH(E), URDU(U) & PUNJABI(P) Speaking HINDI(H); ENGLISH(E), URDU(U) & PUNJABI(P) Listening HINDI(H); ENGLISH(E), URDU(U) & PUNJABI(P)

The above table and the figure reveal the languages known to the learners in their receptive and productive skills. The % in the table reflects only Hindi and English languages known to the learners and the details of other than Hindi and English languages are in Annexture- three of appendices. The data shows that 91 to 95% of the learners are well competent in Hindi and English at reading and writing skills whereas 73.3 to 88.2% of them are well competent in Hindi and English at speaking and listening skills. Thus one can say that 73 to 95 % of these learners are well competent in Hindi and English languages.

HINDI(H); ENGLISH(E), URDU(U) & PUNJABI(P)

HINDI(H); ENGLISH(E), URDU(U) & PUNJABI(P)

HINDI(H); ENGLISH(E), URDU(U) & PUNJABI(P)

HINDI(H); ENGLISH(E), URDU(U) & PUNJABI(P)

5. Languages Used By The Subjects during the following activities.

Entertainment,T.V.,Radio

Reading News papers/magazines

Commn. With friends

Commn. With family members

ANY OTHER

ANY OTHER

ANY OTHER

5. Languages Used during the following activities.

Level B.Sc. B.Com. B.A. (P) B.A. (H) Count 60 60 60 60 57/95% 58/96.6% 60/100% 54/90% 22/36.6% 32/53.3% 37/61.6% 40/66.6%

3/5% 2/3.33% 1/1.66% 1/1.66%

51/85% 44/73.3% 55/91.5% 36/60%

58/96.6% 55/91.6 49/81.6% 57/95%

2/3.33%

59/98.3% 58/96.6% 59/98.3%

28/46.6% 40/66.6% 30/50% 43/71.6%

5/8.3% 2/3.33% 1/1.66% 3/5%

58/96.6% 55/91.6% 59/98.3% 52/86.6%

12/20% 16/26.6% 17/28.3% 3355%

5/8.3% 7/11.3% 1/1.66% 7/11.3%

1/1.66%

57/95%

60

50

40

Level Count B.Sc. 60 B.Sc. 60

30

B.Com. 60 B.Com. 60 B.A. (P) 60

20

B.A. (P) 60 B.A. (H) 60 B.A. (H) 60

10

0 HINDI ENGLISH ANY OTHER HINDI ENGLISH ANY OTHER HINDI ENGLISH ANY OTHER HINDI ENGLISH ANY OTHER

Entertainment,T.V.,Radio

Reading News papers/magazines

Commn. With friends

Commn. With family members

ANY OTHER

ENGLISH

ENGLISH

ENGLISH

ENGLISH

HINDI

HINDI

HINDI

HINDI

The above table and the figure throw a light on the languages used by the learners during entertainment, TV, Radio, Reading news papers / magazines, communication with friends and communication with family members. Data shows that 90 to 100% of the learners use Hindi as in entertainment, TV and Radio whereas 36.6 to 66.6% of them use English and 1.6 to 5% of them use other than English and Hindi. It indicates that the majority of the learners use Hindi language in their entertainment program. In reading news papers and magazines 60 to 92 % of the learners use Hindi whereas 81 to 97% of them use English in the same activity and only 1.6 to 3% of them use other than Hindi and English. One can say that the majority of the learners use English in reading activities. 95 to 98 % of the learners use Hindi while communicating with friends but data show that 72% of B.A.(H) group of learners and 67% of B.Com group of learners use English while communicating with friends but only 1.6 to 8% of them use other than Hindi and English language while communicating with friends. As far as communication with family members are concerned, 87 to 97% of the learners use Hindi but 55% of the learners who are from B.A.(H) groups use English while communicating with the family members whereas only 20 to 28% of the learners of the rest of the groups use English while communicating with family members. In this activity also the majority of the learners use Hindi while communicating with their family members.

6.Domains of use of English in the following activities.

Reading

Writing

d. Educational Instructions

d. Educational Instructions

a. Entertainment&Media

a. Entertainment&Media

e. Socio-Cultural Contact

6.Domains of use of English in the following activities.

Level B.Sc. B.Com. B.A. (P) B.A. (H) Count 60

14/23.3% 60 19/31.6% 60 24/40% 60 25/41.6%

34/56.6% 54/90% 37/61.6% 48/80%

8/13.3% 17/28.3% 8/13.3% 6/10%

41/68.3% 48/80% 36/60% 40/66.6%

9/15% 16/26.6% 11/18.3% 20/33.3%

16/26.6% 20/33.3% 26/43.3% 15/25%

43/71.6% 44/73.3% 32/53.3% 49/81.6%

6/10% 17/28.3% 23/38.3% 5/8.3%

39/65% 49/81.6% 24/40% 38/63.3%

15/25% 14/232.3% 27/45% 17/28.3%

Listening

Speaking

e. Socio-Cultural Contact

c. Family interaction

c. Family interaction

b. Literature

b. Literature

d. Educational Instructions

d. Educational Instructions

a. Entertainment&Media

a. Entertainment&Media

e. Socio-Cultural Contact

35/58.3% 52/86.6% 28/46.6% 53/88.3%

20/33.3% 28/46.6% 43/71.6% 36/60%

11/18.3% 34/56.6% 21/35% 15/25%

39/65% 50/83.3% 31/51.6% 50/83.3%

10/16.6% 25/41.6% 25/41.6% 25/41.6%

8/13.3% 22/36.6% 23/38.3% 18/30%

17/28.3% 35/58.3% 22/36.6% 34/56.6%

14/23.3% 37/61.6% 33/55% 19/31.6%

30/50% 43/71.6% 24/40% 35/58.3%

11/18.3% 22/36.6% 27/45% 21/35%

60 50 40 30 20 10 0 b. Literature b. Literature b. Literature a. Entertainment&Media a. Entertainment&Media a. Entertainment&Media a. Entertainment&Media e. Socio-Cultural Contact e. Socio-Cultural Contact e. Socio-Cultural Contact b. Literature d. Educational Instructions d. Educational Instructions d. Educational Instructions d. Educational Instructions e. Socio-Cultural Contact c. Family interaction c. Family interaction c. Family interaction c. Family interaction Level Count B.Sc. 60 B.Sc. 60 B.Com. 60 B.Com. 60 B.A. (P) 60 B.A. (P) 60 B.A. (H) 60 B.A. (H) 60

Reading

Writing

Listening

Speaking

The above table and the figure show domains of use of English skills in the aforesaid activities. In case of reading skill, 23 to 42% of the learners use English in entertainment reading, 57 to 90% of the learners use this language while reading literature,10 to 28% of them use English while interacting with family, 60 to 80% of them use English in educational instruction whereas 15 to 33% of them use English during socio-cultural activities. Data shows that 57 to 90% of the learners use English language while reading literature. In case of writing skill, 25 to 43% of the learners use English in entertainment writing, 53 to 81% of the learners use this language while writing literature. 10 to 38% of them use English while writing to their family members, 40 to 82% of whereas 23 to 45% of them use English writing during socio-cultural activities. Data shows that 40 to 82% of them use English writing in educational instruction and 53 to 81% of the learners use this language while writing literature. In case of listening skill, 46 to 87% of the learners listen to English in entertainment, 32 to 72% of the learners listen to the literature program in English language, 18 to 57% of them use English while listening to the family members, 52 to 83% of them listen in English in educational instruction whereas 16 to 42% of them listen in English language during socio-cultural activities. Data shows that the majority of the learners listen in English during educational instruction and literature program. In case of speaking skill, 13 to 38% of the learners speak English during entertainment , 28 to 58% of the learners speak this language during literary activities ,23 to 62% of them use English while interacting with family, 40 to 72% of them use English in educational instruction whereas 18 to 45% of them use English during socio-cultural activities. Data shows that the majority of the learners speak English during educational instruction.

e. Socio-Cultural Contact

c. Family interaction

c. Family interaction

b. Literature

b. Literature

7. Do you take any extra course in English?

a. Yes

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

1/1.66% 59/98.3%
1/1.66% 6/10% 1/1.66% 59/98.3% 54/90% 59/98.3%

60

50

40 7. Do you take any extra course in English. a. Yes 7. Do you take any extra course in English. b. No

30

20

10

0 Count 60 Level B.Sc. 60 B.Com. 60 B.A. (P) 60 B.A. (H)

The aforementioned table and the figure show that 98% of the learners do not take any extra course in English but only 10% of the learners of B.A.(P) group take extra course in English. This shows that the majority of the learners do not feel any difficulty during acquisition of the prescribed English course.

b. No

7. Do you take any extra course in English?

8. How many hours of English instruction/week do you take?

d. More than 10 Hrs. 2/3.33% 1/1.66% 1/1.66% 25/41.6%

a. Less than 6 Hrs.

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

37/61.6% 34/56.6% 42/70% 11/18.3%

17/28.3% 23/38.3% 16/26.6% 19/31.6%

1/1.66% 2/3.33% 1/1.6% 58.3%

45 40 35 30 25 20 15 10 5 0 Count Level 60 B.Sc. 60 B.Com. 60 B.A. (P) 60 B.A. (H) a. Less than 6 Hrs. b. 6 to 8 Hrs. c. 8 to 10 Hrs. d. More than 10 Hrs.

On the question of hours of English instruction/week, the different groups of learners have responded differently. 62% learners of B.Sc. group agree upon less than 6 hours whereas 28% of them say 6 to 8 hours but only 1.6 to 3% of them have agreed on 8 to 10 and more than 10 hrs. Data indicates that these groups of learners undergo English instruction for 6 hrs. 56.6% learners of B.Com. group agree upon less than 6 hours whereas 38.3% of them say 6 to 8 hours but only 1.6 to 3.3% of them have agreed on 8 to 10 and more than 10 hrs. Data indicates that these groups of learners undergo English instruction for 6 to 8 hrs. 70% learners of B.A.(P) have responded on less than 6 hrs. and only1.6% of them responded on 8 to 10 and more than 10 hrs. So, one can explicitly say that these groups of learners do not take more than 6 hrs of English instruction. B.A.(H) groups of learners provide a different pictures, 50% of these learners agree on 6 to 8 hrs. whereas 41% of them claim to take more than 10 hrs. of English instruction. One can assume that the learners of these groups might have taken extra English instructions or might have wrongly understood the question.

c. 8 to 10 Hrs.

b. 6 to 8 Hrs.

8. How many hours of English instruction/week do you take?

9. How many hours of English medium instruction/week do you take ?

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60 27/45.1% 24/40% 40/66.6% 11/18.3% 20/33.3% 32/53.3% 12/20% 18/30% 6/10% 6/10% 8/13.3% 8/13.3%

7/11.6% 9/15%

23/38.3%

45 40 35 30 25 20 15 10 5 0 Count Level 60 B.Sc. 60 B.Com. 60 B.A. (P) 60 B.A. (H) a. Less than 6 Hrs. b. 6 to 8 Hrs. c. 8 to 10 Hrs. d. More than 10 Hrs.

The above table and the figure are the responses of the learners pertaining to the question on How many hours of English medium instruction/week do you take ?.The responses of the learners on the aforesaid question widely differ. 78% of the learners of B.Sc. group give consent on 6 to8 hrs., 93% of the learners of B.Com. group give consent on 6 to8 hrs. and 87% of the learners of B.A.(P) group agree on 6 to8 hrs. But B.A.(H) group of learners give a different picture. AS 48% of the learners of B.A.(H) group agree on 6 to8 hrs. and 52% of them give consent on 8 to 10 hrs. and more than 10 hrs. In fact

d. More than 10 Hrs.

a. Less than 5 Hrs.

9. How many hours of English medium instruction/week do you take ?

c. 8 to 10 Hrs.

b. 6 to 8 Hrs.

the responses of B.A.(H) group of learners are unique and one can assume that the learners of these groups might have undergone more than 10 hrs. of English medium instructions because these learners have no option other than English medium.

10. What activities does your prescribed English course consist of ?

a. English Literature

b. English Language

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

28/46.6% 28/46.6% 38/63.3% 42/70%

46/76.6% 47/78.3% 50/83.3% 39/65%

29/48.3% 35/58.3% 31/51.6% 28/46.6%

29/48.3% 30/50% 36/60% 24/40%

d. Paragraph/Essay

c. Oral Commn.

10. What activities does your prescribed English course consist of ?

17/28.3% 31/51.6% 25/41.6% 24/40%

50 45 40 35 30 25 20 15 10 5 0 Count Level 60 B.Sc. 60 B.Com. 60 B.A. (P) 60 B.A. (H) a. English Literature b. English Language c. Oral Commn. d. Paragraph/Essay e. Debate&Discussion

The table and the figure provide the information about different kinds of activities English language/literature consist of. 77% to 83% of the learners put focus on English language except the learners of B.A.(H) groups. 70% of the learners of B.A.(H) group respond in favor of English literature. In fact they have responded as expected because only B.A.(H) group of learners offer English literature whereas the rest of the group offer English languages. In case of oral communication activities, only 32% to 58% of the learners agree. On paragraph and essay activities, 40% to 60 % of the learners agree and 40% to 52% of the learners agree on the debate and discussion activities. It indicates that the aforesaid activities are part of the syllabi but it is also clear through the above table and figure that these aforesaid activities are not attended by all the learners.

e. Debate&Discussion

11. What kinds of learning/ teaching/materials/aids are used in your English course?

b. English grammar&Compsn.

d. Audio&Visual Materials

f. Language Lab.

c. Charts/Slides

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60 51/85% 58/96.6% 58/96.6% 60/100%

55/91.6% 46/76.6% 55/91.6% 3965%

11/18.3% 17/28.3% 11/18.3% 13/21.6%

9/15% 8/13.3% 5/8.3% 24/40%

32/53.3% 13/21.6% 24/40% 19/31.6%

3/5% 1/1.66%

3/5%

1/1.66 1/1.66

1/1.66 2/3.33

60

50

40 a. Text book/ Readings b. English grammar&Compsn. 30 c. Charts/Slides d. Audio&Visual Materials e. Native Tutor f. Language Lab. 20 g. On line English Program h. Others if any

10

0 Count Level 60 B.Sc. 60 B.Com. 60 B.A. (P) 60 B.A. (H)

The above table and figure reflects the responses of the learners on the question What kinds of learning/ teaching/materials/aids are used in your English course? 85% to 100% of the learners of all the groups agree with text book/readings, 65% to 92% of them agree with English grammar and composition. On the question of charts/slides, only 18% to 28% of the learners agree. In case of the use of audio & visual materials, only 8% to15% of the learners show their consent but on the same question, 40% of the learners of B.A.(H) group show their consent. It indicates that these groups i.e. B.A.(H) group of learners avail this facility. On the question of native tutor, the learners have not understood the question in the spirit in which it was expected so they have responded differently and their responses on this question proved insignificant. On the question of Language Lab, on line English program and others if any, only 1.6% to 5%of the learners from all the groups give consent. One can say that these learning and teaching aids are not executed under this program.

h. Others if any

e. Native Tutor

11. What kinds of learning/ teaching/materials/aids are used in your English course?

g. On line English Program

a. Text book/ Readings

12. To what extend do your learning/teaching aids are useful?

60

50 a.To understand the strctre of Eng. Lg. b. To improve writing Competion 30 c. To improve the ccommn. Skills 20 d. To understand the Global English e. To improve creativity

40

10

0 Count Level 60 B.Sc. 60 B.Com. 60 B.A. (P) 60 B.A. (H)

a.To understand the structure of Eng. Lg.

d. To understand the Global English 11 6 8 22

b. To improve writing Competence

c. To improve the commn. Skills

12.To what extend do your learning/teachg. aids are useful?

Level B.Sc. B.Com. B.A. (P) B.A. (H)

Count 60 60 60 60

37 42 46 44

51 49 54 47

38 41 46 37

11 19 15 26

The above table and figure records the responses of the learners on the question To what extend do your learning/teaching aids are useful? 62% to 77% of the learners agree that this program help them to understand the structure of English language. 78% to 97% of the learners agree that the program help them to improve the writing competence. 62% to 77% of the learners agree that the program help them to improve their communication skills. Only 10% to 37% of the learners respond that the program help them to understand the global English and only 18% to 43% of the learners agree that the program help them to improve their creativity. One can say that the learners are not satisfied with program on To understand the global English and To improve the creativity.

e. To improve creativity