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ANALYZING TEACHING PRACTICES OF ENGLISH LANGUAGE TEACHERS AT INTER LEVEL IN GOVERNMENT AND PRIVATE COLLEGES: A COMPARATIVE STUDY

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The present study is a comparative study of private and government colleges regarding pedagogical skills of English language teachers and their effectiveness in developing communication skills in undergraduates. Major objectives were to analyze and compare teaching methods used by teachers in both private and government colleges and to evaluate utility of these methods in developing active skills of English language in students..

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thesis on english language teaching in pakistan

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LASSIJ-IDEA

Effectiveness of Games in English Language Learning at Elementary Level in Government Schools in Sargodha, Pakistan

Learning second language is a challenging task if the learning is concerned with the vocabulary, grammar, and other skills of L2. Pakistan is country where L2 learning is difficult for both teachers and students. The results of this study show the same problem and the main reason are the traditional methodologies which are used for teaching. The researcher has selected educational games through the teachers of intermediate level of Sargodha, Pakistan in which they teach English as a subject. The hypotheses show that teaching through games can be more effective. Through quantitative procedure data has been collected from teachers who are teaching English at the elementary level. The research shows the process of using language games and the help which pupils may receive from games. The results of the research show that using games for language teaching are effective for learning vocabulary. However, games should be integrated with proper guideline because difficulties are shown in the research findings such as noise and disturbance in the classroom. It has resulted that language games are effective for learning L2 and teachers should need to integrate language games with other activities in the classroom because students are motivated and learn the language effectively.

Cyndy, T. (1996). Action games. (2nd ed). Mexico: Delti.

Deesri, A. (2002). Games in ESL and EF class. The Internet TESL Journal, 8(9), 12-19.

Deregnaucourt, J. (1980). Approach eludique de l’ecrit. Francaisdans le monde, 19(1), 45-50.

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Harb, A. (2007). The effectiveness of educational games on the sixth graders' achievement in English language in Gaza southern governorates. M.A thesis, The Islami University of Gaza.

Hong, L. (2002). Using games in teaching English to young learners. The Internet TESL Journal, 8(8), 43-51.

Jones, T. (2005). Ten ways to turn lessons into games. The Internet TESL Journal, 11(7), 74-86.

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Robert, J. (2010). Using games to enhance student achievement. Educational Leadership Publications.

Long, M & Robinson, P. (1998). Focus on form: Theory, research and practice. In Doughty C. & Williams J. (eds). Focus on Form in Classroom Second Language Acquisition. (pp. 15-41).

Yu, S. (2005). The Effects of games on the acquisition of some grammatical features of L2 German on students’ motivation and on classroom atmosphere. PhD thesis, Faculty of Education, Catholic University, Australia.

thesis on english language teaching in pakistan

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Home > Theses & Dissertations > 10

Theses & Dissertations

A study of the implementation of the communicative approach to English language teaching in lower secondary classes

Noor Muhammad Sheikh , Aga Khan University, Institute for Educational Development, Karachi

Date of Award

Document type.

Dissertation

Degree Name

Master of Education (M. Ed.)

Institute for Educational Development, Karachi

English language and its teaching has been a controversial issue since independence of the country. In spite of that it still enjoys a 'privileged position' in our country. Presently, English as a foreign language is being taught from primary classes onwards, mostly through Grammar Translation Method, in the government schools. This method has failed to develop students' communicative skills. Therefore, the government has introduced a functional notional syllabus of English language underlying the philosophy of Communicative Approach to Language Teaching. The purpose of this study was to find out the facilitating and inhibiting factors in the implementation of the Communicative Approach in the English language teaching in lower secondary classes. In order to make Communicative Approach effective, several lessons were planned based on Nunan's (1993) notion of communicative task in collaboration with two teachers and taught by them in the lower secondary classes in one of the government schools. A case study method was used in this research. To gather relevant information, interview and observation were used as main techniques. The findings related to pre-intervention stage indicate that the teachers seemed unaware of the purpose of the new English textbooks and the teaching pedagogy. They felt confident to teach through Grammar Translation Method. Their teaching seemed very much examination oriented. The findings pertaining to intervention and post intervention stages reveal that some facilitating factors such as teachers' positive attitudes, collegiality, support from the head and mentoring contributed towards the implementation of the Communicative Approach to English language teaching. The teachers and the students tended to show their positive attitude towards Communicative Approach. Both teachers and students felt that this approach helps develop a context of language learning in the classroom. However, some problems such as large classes, teachers' and students' language proficiency, teachers' knowledge of language and teaching methods hindered the implementation of Communicative Approach.

Recommended Citation

Sheikh, N. (1995). A study of the implementation of the communicative approach to English language teaching in lower secondary classes (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

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