Minor Research Project Report entitled "A Study of English Communication Ability of Vernacular Medium Students of Tirora Tahsil (original) (raw)
Related papers
The aim of this paper is to examine the complexities of learning English Language among the SSC level learners of Lahiri High School under Thakurgaon District, a northern part of Bangladesh. Many students don't receive Standard Education of English due to knowledgeable teachers, financial constraints, lack of multimedia project teaching and learning system, and lack of English Language Club. It aims to look at motivating the young learners so that they can be able to develop the basic knowledge of four skills despite depriving of ultra-modern facilities. For this purpose, the current researcher collected date through questionnaire and interview process. 15 sets of questions were provided among 15 students to find out their fundamental knowledge of English language. In the field survey, 31 participants were selected for interview, including 15 male & female students, 6 teachers, and 10 guardians. Teachers and parents expressed their different views about English language learning complexities. Participants responded that students were weak in English Grammar, Vocabulary, and Speaking Skill. After realizing their English learning complexities, the researcher came to conclusion and recommendations. Thus this study would like to show a new dimension of English Language Learning for the Secondary Level students at Thakurgaon District in Bangladesh. 167 The fact that young children learn their first language with such speed and competence must mean that if the process can be better understood it should be possible to design experiences through which children learn a second language in much the same way as they learn their first language. (Tough, 1984, p. 213) The explanation can be seen in "the potential for social and cognitive development" (p.213) during the early stage of life. Children's potentiality begins to broaden in interacting with others, mainly with parents, is intensive and children experience the language. This communication is, initially, based on children's non-verbal reactions (e.g. gestures, facial expression, actions and vocalizations) and later the first verbal responses are presented. The stage of verbal communication is preceded by a long process of gaining experiences for learning a second language.
Issues of English Language Learners in Communication at Intermediate Level in Pakistan
The students have to face lot of problems in speaking English as a second language (ESL). This study investigates the problems, fears and hindrances in using English language as a speaking tool in and outside class room. The population consists of the students of Intermediate/HSSC level from age group of 16 to 19 years. The study determines the causes of poor communication in English language among higher secondary school students. The descriptive survey design was used and questionnaire was used as a tool in collection of data. Responses were obtained from students and teachers in two higher secondary schools. The study sample was 60, in which 30 were students and 30 were teachers. Frequency and simple percentage were used in the analysis of data. The findings of the study led to the conclusion that the dominance of mother tongue, less qualified teachers of English language, negative attitudes of students toward speaking English language, improper use of method in enhancing English language speaking and no access to instructional media, A.V aids and other facilities, are the reasons behind the poor English language communication of the students. The study also found out that provision of qualified teachers of English language, using the right approach to the spoken ability of English language, engaging of students in debating and listening to English programs are some of the ways that can improve secondary school students' performance in spoken English communication.
Yayasan Karinosseff Muda Indonesia, 2020
This paper examines the present status of English as a second language in India. It defines language and identifies the factors that affect second language learning. It discusses different problems faced by learners of English and what is the right way of language acquisition for second language learners in India. Language acts as an instrument to express effectively in various communicative situations. However, it is the very second language which requires a conscious and diligent, systematic efforts to acquire or master it. Second language acquisition is really a big challenge for all native speakers of that language who really deal with it. The majority of Indian students, particularly from rural pockets, especially in the states of Bihar, eastern U.P. and Maharashtra, consider this seven-letter word as a magical and mystical word. A feeling of uneasiness sets in, the moment they hear something in English. As a result of this, teachers who handle English classes face insurmountable difficulties. Students find it difficult to listen and to understand the English language. What are the reasons for this? What are the remedial measures to be taken to alleviate these problems? This paper is an attempt to discuss the nature of second language acquisition and the factors responsible for its slow acquisition. Appropriate and adequate remedial measures are cited for the successful rectification of these problems.
Oral communication is a complex and multifaceted language process. The proponents of various approaches to English Language Teaching claim that, the ultimate aim of language teaching is, to help learners take part in meaningful communicative interaction. But this does not happen in the majority of students. The proficiency of learner's level in English, especially in rural areas in abysmally low. We have to explore ways of enabling them to acquire adequate competence in English. Task-oriented classroom interaction encourages and enhances oral communication.
The Nature of Difficulties in Learning English by the students at Secondary School level in Pakistan
This study was a comparative investigation into the nature of difficulties in learning English by the secondary school students of Provincial and Federal government schools in N.W.F.P (Khyber Pukhtunkhwa). The objectives of the study were (1)To find out the level of difficulties of secondary school students of Provincial and Federal government schools of N.W.F.P (Khyber Pukhtunkhwa) in tenses, active and passives voices, direct and indirect narrations, conjunctions, prepositions, articles, construction of sentences and reading with comprehension and (2)To compare the level of difficulties in learning English as a second language at secondary level of Provincial and Federal government schools in N.W.F.P (Khyber Pukhtunkhwa). The sample of the study was comprised of 654 randomly selected students from twenty four Provincial government schools and twenty two Federal government schools located in twenty four districts of N.W.F.P. (Khyber Pukhtunkhwa). An English language achievement test for secondary classes was administered to the sample students of the study. The data obtained were tabulated and analyzed through SPSS 17.0 software to compute mean, standard deviation, t-value and p-value (significance) level. The main findings of the study were; the students of Provincial government schools faced more difficulties in learning of verb forms, narration, conjunctions, prepositions, articles, sentence arrangements and reading comprehension. The students of both types of schools systems faced same difficulties in learning voices.
Indian Education system. To learn a second language, a physical, intellectual and emotional involvement is needed to successfully send and interpret linguistic messages. This study is an analysis of some causes of the problems in learning ESL. The objectives of the study were to find out the leading cause of the problems in learning ESL; to find out whether there was any significant difference in the causes of problems faced by the students on the bases of different attributive variables such as sex, locality, habit of reading English dailies and habit of listening to English news. The methodology employed in gathering information was a survey method. SeWi's Scale on Causes of Problems in Learning ESL, prepared by the authors, consisting of 59 statements, was used as tool. The sample comprised 400 students covering 207 boys and 193 girls. The collected data were treated using mean, t test and ANOVA. The result of this study indicated that the Environment was the leading cause for the problems in learning ESL. Comparing to girls, boys perceived more problems. Another major finding was that rural students perceived more problems than urban students. Lack of reading habit and listening tends to confront several problems in learning ESL. Recommendations in the light of findings are also discussed in this article.
Factors Affecting the Poor Performance of Students in English Language
English language is a language of communication in Nigerian society. It is a language of medium instructions, as a lingual franca, useful in all facets of lives in Nigeria. English as a second language is useful between the encoder and decoders. It is a language meant for a medium of communication by instructors (teachers) in the school. English is a compulsory subject to be taken to qualify students to enter the universities, and to pass WASSCE NECO, NABTEB and other public examinations. English carries our major instruments of communication in various ministries, parastatals, universities, business centre, cyber café, embassies, airports, seaports, and in our major highways. Without English language it would have been difficult for an average Nigerians to exists and interacts with the rest and outside worlds. The original owners of English language were the natives of Britains or united kingdom which comprises of Wales in Queen Elizabeth, domain, Scotland among the Scotish, North Ireland and among the English people of England. English language gradually became an international language through the act of colonization of British in an attempt to explore the whole worlds. All the English speaking countries should belong to the Anglophone countries of which Nigeria. Ghana, India, USA , Egypt,, south Africa are member. As a result of this English language has gradually become a major language of instruction by all and sundry. Gradually, English has became a lingual France, a medium of communication to both the rich and the poor, the affluence and downtrodders in our society. As a second language learner most Nigerian faces major problems in speaking and writing English language, because they could not speak and write like the Native speakers. Many of our indigenous languages has now being assimilated into the study of English language in our day to day activities. What are the factors affecting the poor performance of students in English in our major schools. We lay emphasis on students as learners in various institutions of higher learning's in Nigeria. The scope of our topic is a widers one which does not restrict our studies to primary, nursery or secondary schools. In our discussion we are going to examine critically factors affecting the poor performance of students of English in various standard, and what are the causes responsible for their poor performance in various public examinations. Since examination is a yardstick or measure to be use in determining the level of students performance, we are using to examine factors in English language in Nigerian schools. Most of the factors ranged from sociological, psychological, environment, political, psychosocial influence of peer group in schools. The psycho-motor domain of students and response to the study of English language needs to be properly examined. We can also group than into various roles played by stakeholders, of Educators in our society such as teachers, parents, government , government policies on education, non-government policies on education, non-governmental organization, the societies in general, PTA associations and other bodies affiliated with education. The sociological aspect of the factors reveal the truth nowadays that is no reading culture in our society among our youth. Indeed they are ton be recognized in the society. The value of people towards reading is negative in the sense that many people believe that spending many years in the university, primary and secondary schools are waste of time some businessmen belief that at the end of the day, graduate may find himself in the unemployment market, looking for white collar jobs and if he could not get any resulted into armed robbery. Some even think that it is better to study courses hat will make you to be on your own at the end of the day, people even think that English language is not necessary in their daily routine since they are able to communicate in pidgin English. It is the value for money that is highly essential to people. Peoples attitude to reading culture is negative people don't read newspapers. Journal , Magazine which does not bring money to them. With these it discourages people to speak English language even in the public people often embrace their mother tongue like Hausa, Yoruba, Igbos and other indigenous languages at the detriment sentiment English language. The environment is not even conducive to the study and learning of English language in the citadel of learning. In an environment which is full of kidnapping, and taken people as ransome for money, which they believe is a lucrative business, is better than studying. Even in the school environment there are no instructional materials that could aid the study of English language, no seasonal textbooks on English language, books in the library are now obsolete since there is no provision for New books in the library. The hostile environment of the school compound does not give adequate security for learning. In a society where there is no adequate security, which is full of kidnapping, bombing and killing of innocent souls in the street, churches, mosque, and everywhere, how do you expect effective learning to take place. in an environment where there is no peace, but war, kidnapping, killing of innocent souls bombing of schools, suicide bombers barricade the whole arena of schools could not yield positive result to the study and
The Causes of English Language and Literature Students' Poor English Skills at Kandahar University
Abstract: Abstract: It is expected from under graduate students of English Language and Literature Department to have an acceptable level of accuracy and fluency in language skills in order to successfully complete this field, but majority of students are facing with many problems in language skills. Most of the students are weak in speaking, and are not able to express their views to talk about a topic continuously for few minutes. In addition to that, problems are seen in their pronunciation and grammar. They have serious spelling problems and are unable to write correctly. The purpose of this study was to discover the causes of English Language & Literature students’ poor English language skills at Kandahar University. Hundred Students were selected through the use of systematic random sampling method. This was a descriptive research in which two questionnaires were developed to collect the data from the students and lecturers. The data was analyzed by using IBM 23 version of SPSS and found out the frequency and percentage. The findings showed; Language Differences, lack of effective material, nonprofessional teachers were the reasons of poor English language skills of this research in the context of Kandahar University. The findings also showed the main problem was at pre-university; unprofessional teachers, inappropriate curriculums, lack of materials & tools and lack of students’ interest. The problems were not only existed at school years which caused students’ poor English language Skills, the results also indicated that the ratio between teachers and students was not standard at university level in which adversely effected the quality teaching. These problems raise due to exclusion of English in Kankor exam (entry test for universities), inappropriate curriculum at both departments and lack of educational materials and other factors that limit students’ English language skills improvement. Keywords: Language skills, Literature, Faculty of Education, curriculum, realia