INSTITUTE OF ENGLISH LANGUAGE AND LITERATURE

THE TEACHING OF ENGLISH LANGUAGE IN THE PRIVATE AND GOVERNMENT SCHOOLS OF LARKANA.

DISSERTATION

GHULAM QADIR SARIO

2K12/ENG/147

JANUAURY 2014

UNIVERSITY OF SINDH

INSTITUTE OF ENGLISH LANGUAGE AND LITERATURE

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CERTIFICATE

This is to certify that the thesis entitled “THE TEACHING OF

ENGLISH LANGUAGE IN THE PRIVATE AND GOVERNMENT

SCHOOLS OF LARKANA.” is submitted by Ghulam Qadir Sario for the

Award of B.S degree in English from Institute of English Language and

literature is record of work carried out by him under my supervision and

guidance.

Dr. Tariq Umrani Dr. Muhammad Khan Sangi

Assistant Professor Director

Institute of English Language Institute of English Language

and literature and literature

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ACKNOWLEDGEMENT

This work requires a lot of efforts and time taking but I

accomplished it with zeal and enthusiasm. As I have keen interest in teaching

English therefore it was my primary task to visit government and private

schools to observe students and teachers from different angles and

dimensions. What are the methods and strategies being followed by them?

Do they have same quality of education? Taking these questions in my mind I

started work and walk out from time to time take interviews and collecting

data. Thus, government schools need more concentration as compare to

private schools. There were few important things to be followed by both

institutes while teaching English. One of them were less English speaking

environment. I got not only the required answers of my questions but it help

me out to use suitable methods and strategies while teaching English

language.

In last, I am obligated to my thesis supervisor Sir Tarique

Umrani who encouraged me in my first meeting with him. He compared the

thesis making with the work of mining gold from the ground.

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DEDICATION

I dedicate my thesis to Father, siblings, friends, teachers and especially my

dedication is for beloved mother whose encouragement remain always source

of inspiration.

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TABLE OF CONTENTS

Abstract……………………………………………………………… 08

Chapter One: Introduction………………………………………… 09

1.1 Introduction

1.2 Importance of English

1.3 English in Pakistan”

1.4 English in our Curriculum

1.5 Aims and objectives

1.6 Research Question

1.7 Summary

Chapter Two: Literature Review………………………………… 13

2.1 Introduction

2.2 Development in English teaching

2.3 English vocabulary

2.4 Methods

2.4.1 The development of EFL: Methodology

2.4.2 Direct method

2.4.3 Audio-lingualism

2.4.4 Humanistic Methodologies

2.5 Language learning Strategies

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2.6 Communication skills

2.6.1 Reading skills

2.6.2 Writing skills

2.6.3 Speaking skills

2.7 Summary

Chapter Three: Research Methodology………………………….… 26

3.1 Research design

3.2 Source of data

3.3 Techniques of collecting data

3.4 Summary

Chapter Four: Data Analysis ………………………………………. 28

4.1 Introduction

4.2 Teachers Training

4.3 Existing methodology

4.4 English as a Medium of Instruction

4.5 Use of Four skills of English Language

4.6 Library in schools

4.7 Provision of English Newspapers

4.8 English as a subject vs language

4.9 Classroom management

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4.10 Summary

Chapter five: Conclusion and Recommendations ……………….31

References...……………………………………………………….. 37

Appendix……………………………………………………………38

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ABSTRACT

This research study describes grave necessity of teaching-learning English. It

aims to find out the existing methodology and strategies are being employed

in the government and private schools of larkana. Vocabulary teaching and

communication skills were observed. In government schools only focus is

over reading and writing but private schools employed almost four skills.

Government schools are provided with sindh textbooks which are outdated as

outdated editions, less pedagogical practices, non-visual vocabulary

teaching, focusing on beliefs and faith rather than knowledge, repetition of

same events in different textbooks, narrow teaching approaches and Material

used as full of dogmatize, bias and demarcation against fellow citizen and on

other hand private schools offer commercial and Oxford series. They both

have less English speaking environment. Teachers of government schools

are narrow trained and less fluent in speaking English. Qualitative

methodology has been employed to collect the data. There are four schools, 8

teachers and 40 students under research study. It was estimated that teachers

had no proper training of teaching English, proper facilities were not

provided and curriculum was not according to the basic needs of students.

These reasons embarrassed the teaching and learning process of English.

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Chapter One: Introduction

1.1 Introduction

This chapter introduces the importance of English around

the globe. Later I have discussed how it takes place in our country Pakistan.

It is official language in it. Furthermore what are the instructions relate to

English language teaching in the curriculum of education policy in Pakistan?

Moreover my aims and objectives are explained bellow where I will be

conducting my research? Lastly, research questions are also mentioned and

also brief summary of this chapter is included in the bottom.

1.2 Importance of English

The English is the most prominent language used in the

world. It is used as langue Franca in the world. Hardly one can deny the

growing importance and need of English language across the board. At the

present time, demands have grown for the English because it fulfills the

requirement of today’s student. Those student who have poor background in

English language, lack in opportunities and cannot easily get entry into

prestigious institutions. “Majority of the people of the United Kingdom speak

it as their mother tongue. But it is the mother tongue of a far larger number of

people who have never been to Britain or communicated with an English

man” (Mian Shah Bacha & Muhammad Ilyas, 2014). All over the world these

English speakers are spread. English is working as second language

acquisition where teachers and students profoundly use it outside the sphere

of the English speaking world. English is not a subject which can be taught it

is a subject which must be learnt. (Michael West, 1993)

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1.3 English in Pakistan:

Similarly English is official language of many

countries like India, Bangladesh, and Sri Lanka, etc. Pakistan is one of them

has given status of official language. Its national language is Urdu but

English possesses prominent place. The English language is the bequest of

the British in our country and yet its usefulness even praised here. It has

enriched our thought and vision to meet the challenges of world. English is

the language of intellectuals and higher profession like engineering,

medicine, agriculture, business administrations, economic industries, animal

husbandry and all higher scientific research societies in our country. We have

built our confidence to achieve our targets with the most important

international vehicle of expression. It has opened for us many doors of

fortune to go abroad for higher studies, trade and travel. Nehru said English is

the major window of the world.

1.4 English in our Curriculum:

The term Curriculum is open to a variety of

definitions; in its narrowest sense it is synonymous with the term syllabus, as

an specification of the content and the ordering of what is to be taught; in the

wider sense it refers to all aspects of planning, implementation, and

evaluation of an educational program, why, how and how well together with

what of the teaching-learning process (Denise Finney, 1993). Curriculum is

strategic path towards educational development. In our curriculum English

occupies prominent position. English is taught from class V to graduation as

compulsory language learning subject. It is medium through which we are

subject to other disciplines like general science, physics, chemistry, biology

and others. While, Education Policy (1998-2010 A.D) spelled out the

following objectives that English should achieve . It reads as under:

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By the end of the course, a student should be able to:

1. Read with fluency and understand passages of prose written within the

limits of teaching points and reading vocabulary suggested in the syllabus.

2. Understand a simple talk on a subject within his experience, and

3. Use the language correctly in speech and writing within the limits of the

teaching points and active vocabulary detailed in the syllabus.

1.5 Aims and objectives:

I have selected the topic ‘The teaching of English

language in the private and government school of Larkana. “Comparative

study of teaching-learning English between government and private schools

of larkana”

I will represent such activities, interviews and

discussions with teachers as well as students to gain desired objectives.

English teaching requires trained, communicative skilled, fluent speaking,

motivated, dedicated teachers. They may involve students in arrangement of

different activities in a skillful manner for getting the desired objectives. In

EFL context, a teacher can make his teaching affective by applying different

strategies For example group work, question-answer, demonstration, group

discussion, individual task, pair work, trios etc. (Mian Shah Muhammad Ilyas

and ,2011).

Methods

Communication skills

Vocabulary

Strategies

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English in curriculum

The study will encourage the equalizations of teaching English language in

both government and private schools. It will be so much beneficial for

students when English teachers use appropriate methods and strategies. It will

also assure them to focus on four skills of reading, writing, listening and

speaking.

1.6 Research Question

Comparative study of teaching-learning English between

government and private schools of larkana.

1.7 Summary

This is the first and introductory chapter of thesis. This

chapter highlights how English is necessary .The study will demarcate to a

survey of English teaching in government and private schools of Larkana at

secondary level. Further, it is focused on English vocabulary, four basic

communication skills, different strategies and methods while teaching

English language. Moreover, the focus is shifted on comparability of teaching

English language between government and private schools. Lastly, the study

is restricted to four schools each in private and government. Aims and

objectives and research question is also mentioned in this chapter..

Chapter Two: Literature Review

2.1 Introduction

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In this second chapter I have taken start from the

development of English language teaching in the world? When it comes on

the teaching genre, there are certain components on which teaching of

English language take place. I have mentioned briefly all these components

as Vocabulary, methods, strategies and communication skills.

2.2 Development in English teaching

With an estimated 350 million native speakers and 1,900

million competent speakers, the spread of the English language around the

world over the last few decades has been swift and steady: “just as Latin

steamrollered its way across Europe 2,000 years ago, crushing dozens of

other languages, English has become the lingua franca of our times.”

(Morrison 2002: Para. 7). There so many other languages which got fame

and name with respect to time and age but in the way English has become

part of the lives of millions of people. From time to time many attempts have

been made to make English language effective. For more than a hundred

years, debates and discussion within the teaching profession have often

emphasized at issues such as the role of grammar in the language syllabus,

development of accuracy and fluency in teaching, choice syllabus framework

and course design, the role of vocabulary in language learning, productive

and receptive skills, learning theories and their application in teaching,

memorization and learning, motivating learners, effective learning strategies,

techniques for teaching the four skills and the role of materials and

technologies. Although much has been done to purify these and other

important questions in language teaching, the teaching profession is

continually exploring new options for addressing these and other basic issues

in the effectiveness of different instructional strategies in the classroom.

(Mian Shah Bacha & Muhammad Ilyas, 2014)

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2.3 Methods

“The teaching of any subject matter is usually based on

an analysis of the nature of the subject itself and the application of learning

and teaching principals drawn from research and theories and educational

psychology” (Shah and Muhammad Illayas, 2011). Therefore certain

methods and approaches are greatly needed for teaching and learning in

classroom. By teaching English, there is same way to adopt it. In the

beginning methods used in teaching were quite not enough for developing.

Later these were replaced by methods having newer or more appealing ideas

and theories. Approaches and methods in language teaching seeks to provide

a comprehensive and comprehensible account of major and minor trends in

language teaching methods from the beginning of 20th century to present

(Richards and Rodgers, 2001). These methods are discussed briefly below

2.3.1 The development of EFL: Methodology

Methodology can be defined as set of procedures

related to teaching and learning of the language. And method is a practical

procedure for teaching language. Examples of this kind include the Direct

Method, Audio-lingualism and the Situational Approach. Methods in this

category include those from the 1970’s such as the Silent Way, Counseling

Learning, Suggestopedia and Total Physical Response, as well as more recent

alternative methods and approaches such as Multiple

Intelligence, Neurolinguistics programming and Lexical Approach.

Approaches and methods in language teaching seeks to provide a

comprehensive and comprehensible account of major and minor trends in

language teaching methods from the beginning of 20th century to present

(Richards and Rodgers, 2001)

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Direct method: it was used on ancient time as pre-world war II. It states that

teaching-learning of language without reference to grammar and involvement

of first language. If the teachers of EFL took their history, they will find that

language teaching methodology consisted of grammar translation until the

advent of Audio-lingualism in the beginning of 19th century. By the 19th

century grammar-translation method was dominant methodology. This was

because importance was given to the study of Latin and Greek in the public

schools.

Audio-lingualism The Army specialized training was established in 1942 to

provide the large number of foreign language speakers military. This program

was known as Audio-lingualism. It was first scientific language

methodology. Its main aim was that language is primarily oral. In this

methodology errors were not tolerated because they think that such error

might become habits. Audio-lingualism class rooms were very much teacher-

centered

Humanistic Methodologies: During 1970s, a number of methodologies

appeared which were labeled as ‘Humanistic’. The label applies that under

these methodologies, learner is considered as ‘whole person’ and class as

‘environment’ where more than transfer of knowledge occur. Actually these

are different ways to teach language than follow only linguistic features.

Following four methodologies are summarized:

I. Silent way: Caleb Gattleb proposed this methodology in 1970 in

which teacher remain silent and students have opportunity to access

correctness their own. Teacher analyze learners mistake but do not

point out. It seems spoken language as paramount while reading and

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writing are not explicitly taught, but are seen to follow from the

spoken language.

II. Communicative language learning: CLL is a name given to a

teaching methodology developed by Charles Churan in 1970. It was

based on psychological counseling techniques. In this methodology

teachers act as the counsellor and learner as Clients. Teacher provides

the translation to the learners what they wish to listen. In addition,

teacher- learner interaction may not limited the exchange of

information but should include the leaner’s feelings about learning

process. It focuses on the interactional nature of the language but was

not expanded upon.

III. Suggestopedia: it was exposed by Gorgi. It is one of the humanistic

methods due to the media interests it attracts. It is famous for its use of

music to create non-threatening atmosphere of learning. It focuses on

creating the more appropriate mental state to facilitate learning.it is 25

times more effective than other methods. In this methodology leaners

are considered as child like situations where they follow the teachers

and learner absorb what so ever it is presented to him.

IV. Total physical response: TPR is a language teaching methodology

proposed by James Asher in 1970s. It is related with physical

movement while learning language. Learning is concrete rather than

abstract learners respond physically to be commands given by the

teachers.

2.3 English vocabulary

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Do you know how many words are there in English

language? It is impossible to say exactly but The Global Monitor has counted

988,668 up to Million. The counting of words is so much complicated. For

example look at the members of word family KEEP: keep, keeps, keeping,

kept and keeper. Their root word is one but being used in different contexts i-

e here it is used as past Ma’am Nazish kept promise to give us grace marks

for assignment. On other hand same word will be used for perfect tense like

we had kept all the tools before going for skating. Let me clear the definition

of Vocabulary and word, “the total number of words use in language” or

“someone’s vocabulary is the total number of words in a language that ho she

knows” and word is regarded lexical item or lexeme (Richards).

Vocabulary is most important tool of learning any language. The larger the

children’s vocabularies in the primary grades, the greater their academic

achievement in the upper grades. The National Reading Panel (NRP;

National Institute of Child Health and Human Development, 2000) analyzed

scientific studies that led them to conclude that readers’ vocabulary is

strongly related to their understanding of text. The NRP explained that when

students are taught key words before reading text, they have greater

comprehension than students who do not receive such instruction.

When we learn second language and try to adopt it, we need to know such

words for specific use to clarify the message. Let’s suppose stylistics refers

dressing of language in different genres it is only possible with vocabulary.

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2.5 Language learning Strategies

The term strategies was defined as, “…the approaches

that can be used across curricular areas to support the learning of students”

(Herrell and Jordan 2004:5) which “…may be used only on occasion”

(Richardt, Church and Morrison 2011:48). While techniques was defined as

“The body of specialized procedures and methods used in any specific field”

(Dictionary.com). Different disciplines require students to adopt different

learning approaches (Becher, 1994), and with these learning approaches,

students develop specific learning experiences (Middendorf and Pace, 2004).

Strategies are applied on the basis of age factors, learner’s different styles and

categories, attitudes and attributes of learners.

2.5.1 AGE: The age of our student is major factor about how and what to

teach. People of different ages have different styles, needs, competences and

cognitive skills. Children are expected to acquire much of foreign language

very easily than adults. Thus, adults are expected to emphasize on abstract

thoughts. Children learn foreign language with great ease when they move to

other countries. Other children about 12 years seem to be far better leaners

than youngers ones in several aspects of acquisitions, pronunciations and

others. Older children and adolescents make more progress than young

learners. Lyme Cameron says, “Teachers of young learners need to be alert

and adaptive and be able to adjust activities on the spot”. Young children can

also learn second language successfully with high level of competence but

teenagers are more effective in doing so.

2.5.2 LEARNER DIFFERENCES: Class is composed of individuals rather

than being unified as whole. So teacher should think about how to respond

them individually so that they may be learn easily.

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Aptitude and Intelligence: aptitude is defined as natural ability or skill. Some

students are better at learning language than others. In 1950s and 1960s, it

general view that the future progress of students could be predicted on the

basis of their linguistic aptitudes tests. But such test soon proved to be flawed

because by such test only linguistic talent of the students used to be

measured. Furthermore Analytical-type of learners were favored and the tests

were focused on grammar based tasks. Those whose analytical abilities not so

highly developed appeared to be at disadvantage. Peter said, “Unusual

memories distinguished exceptional students from the rest”. There is a wide

disparity between aptitude and intelligence.

2.5.3 Learner’s styles: Tony Wright described four different learner’s styles.

1. Enthusiast: he looks to the learner as a point of reference and is concerned

with the goals of learning groups.

2. Oracular: he also focuses on teacher but is concerned with only personal

goals.

3. Participator: he tends to concentrate with only personal.

Rebel: he is concerned only with the satisfaction of his or her own goals.

2.5.4 Learners categories

Keith Withing working with adult students of Australia,

suggested four learners’ categories:

I. Convergers: These are solitary by nature, prefer to avoid groups. They

are self-confident and impose their own structures on learning. They

are much more analytical.

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II. Conformists: these learners are dependent on those in authorities.

Doing what they are told. A classroom of conformists is one which

prepares to see well-organized teachers.

III. Concrete learners: they are like conformist but they enjoy the social

aspects of learning. They use language as oral (communicative). They

are interested in games and group-work.

IV. Communicative learners; these are language oriented learners. They

feel easy when they are out of class and show a degree of willingness

and confidence. Most of the time they are found in interacting but

bother how language works.

2.6 Communication skills

The active communication is all about conveying our

messages to other people obviously and definitely. We can say that it’s all

about receiving information from others with as little alteration as possible.

Communication is a stuff of usefulness, which is dependent on the speakers’

communication skill. In other words its effectiveness is dependent on one’s

ability in communication. Communication includes goals and efforts from

both the sender of the message and the receiver. It's a process that can be

oppressed with fault such as with messages mixed-up. Miscommunication is

preventable However, if this isn't noticed it can cause remarkable confusion,

unwanted efforts and failure opportunities. In fact, communication is

conquest when both speaker and listener or writer and reader understand the

real purpose of communication. By successfully getting your message across,

you convey your thoughts and ideas effectively. When not successful, the

thoughts and ideas that you actually send do not necessarily reflect what you

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think, causing a communication breakdown and creating roadblocks (i.e.,

barriers that stand in the way of your goals – both personally and

professionally). You would also agree that many educators (i.e., teachers),

while having profound knowledge regarding their respective area of interests

and course/s they teach, fail to communicate clearly with their students and

thus fail to achieve the desired results. Given the fact that a teacher is

essentially evaluated formally or informally on the basis of his or her

student’s success. We can convey our message through two ways that are

writing and speaking and we can receive the message through reading and

listening. Being a good messenger and receiver these four qualities should be

strong in every individual person.

Speaking Skills

Many people think that speaking is harder than all other

skills because speaking is much real and it is difficult to maintain on the spot

usually the person you are talking to is waiting for you to speak right then.

Second, when you speak, you cannot edit and revise what you wish to say, as

you can if you are writing. Speaking is the productive oral skill. It consists of

producing systematic verbal articulate to convey message. Speaking is

totally natural, speaking in a language other than our own is anything but

simple.

WRITING SKILLS:

There are many reasons to improve your writing skills in

English. Whatever the reason is that you need to improve your English

writing skills, you will need to work hard. Having good writing skills in

English is not something which is easy to achieve.

English writing skill is important because English is global language every

single thing is in English if we understand English we can understand easily

to speakers of English language it will help us in our business and English

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papers. One method of learning English writing is to study subjects that you

enjoy learning about and writing in the style of your favourite authors of

those subjects

READING SKILLS:

The reading is not as easy as we think. It’s difficult to

understand the real meaning of writer. But we can improve our reading skill

if we follow following advices.

Effective reading advice

• make habit of reading (unless you want to go to sleep).

• Don’t articulate as you read. It will make you bed reader.

• Read with free of all tensions and take breaks after 30 or 45 minutes of

every reading.

• Set yourself reading tasks (10 pages, 1 chapter, 1 section of a chapter etc).

• Remember that reading often takes longer than you expect and you often

need to go beyond set texts. Give yourself enough time!

Reading strategy 1: purposeful reading

First set a purpose that why you should read then go through your purpose

reading it helps you to understand clearly and avoid you from useless

reading.

Reading strategy 2: scanning

Scanning is reading quickly to search for specific information. You may not

realise it, but you are already good at scanning. You scan, for example, when

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checking a TV guide or a phone book. Scanning may allow you to ‘read’ up

to 1,500 words a minute.

One reason to scan an academic text that you have found while researching is

to locate key terms as a means to assess the text’s relevance.

Refer to:

• assessment tasks

• lecture slides

• tutorial questions

• textbook questions

Create:

• questions based on lectures or tutorials

• questions based on a skim of the text

• (contents, headings, subheadings, diagrams, introductions, etc)

Consider:

• what you already know

• related knowledge or experiences

Reading strategy 3: skimming

Skimming is reading quickly to gain a general idea. Skimming may allow

you to ‘read’ up to 1000 words a minute.

Skimming helps you identify whether or not to continue reading, what to read

carefully, and where the best place is to begin. Skimming an academic text

immediately before you read it carefully can help you consider what you

already know and can help you develop a purpose for reading. An initial skim

can also help maximise your interest in the text and your understanding and

reflection on the material.

As with scanning, skimming does not involve reading every word. Instead,

you may skim by reading:

• titles

• subheadings

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• words in that are in bold, in italics or underlined

• diagrams

• a report’s abstract, introduction or conclusion

• the first sentence of every paragraph

• chapter questions

• chapter objectives

Reading strategy 4: analytical reading

Analytical reading (or study reading) is needed when you want to make sure

that you fully understanding and gaining what you are reading. You may

have to read statements more than once, stop to think about them, or tittle

down key words when using this style. As a result, your reading speed can

easily drop to below 100 words a minute.

WRITING SKILLS:

There are many reasons to improve your writing skills

in English. Whatever the reason is that you need to improve your English

writing skills, you will need to work hard. Having good writing skills in

English is not something which is easy to achieve.

English writing skill is important because English is global language every

single thing is in English if we understand English we can understand easily

to speakers of English language it will help us in our business and English

papers. One method of learning English writing is to study subjects that you

enjoy learning about and writing in the style of your favorite authors of those

subjects.

10 tips to help you improve your English writing skills

1. Write diary in English

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This is the most important tip to improve your writing skills in English. Start

by thinking of a theme, for example, you could start writing a diary of

something that happens to you every day, you can write a few lines of a story

each day or you could write emails to your friends in English. This might be

difficult at first but the more you continue, the easier it will become and you

might even end up enjoying it!

3. Improve your vocabulary

Having a wide range of vocabulary is very important. For an effective writing

use dictionary it will help you to improve you in your writing. And read as

much as possible read magazines, newspapers, articles it will give you usefull

vocabulary which you can use in your writin

2. Ask someone to check your writing

Share your writing with your friends, teachers colleagues and tell them to

notice your mistakes through this way your skill will be improve you can

know how you should write.

6. Write about different topics

If you write about the same thing every day it can not help for improve your

writing because you will use same phrases over and over, you could become

very bored It is a good idea to find different topics to write about.

5. Check your writing carefully

After you have written something in English, before checking to another

person first you check by yourself notice mistakes and clear it.

7. Do your homework

If you have classes at an English language school, your teacher probably

gives

you writing homework to do. It is really important that you do all your

homework as your teacher knows your level of English and will be able to

give

you good advice.

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9. Write a blog

It doesn’t even matter if no one reads it, but writing a blog is a great way to

practise writing in English.

8. Write to your friends

You should improve your skill through writng to your friend it will make

them happy as well as improve your skill and your friend too

There are many ways to do this – using social media (Facebook, Twitter etc.),

sending emails, writing text messages, chatting on Skype etc.

Speaking Skills

Many people think that speaking is harder than all other skills because

speaking is much real and it is difficult to maintain on the spot usually the

person you are talking to is waiting for you to

speak right then. Second, when you speak, you cannot edit and revise what

you

wish to say, as you can if you are writing.

speaking is the productive oral skill. It consists of producing systematic

verbal articulate

to convey message. speaking is totally natural, speaking in a language

other than our own is anything but simple.

2.7 Summary: In this chapter I have discussed about those areas where

English language teaching developed from time to time. On other hand I have

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described methodologies and approaches. More ever strategies are also

accounted for teaching. Furthermore vocabulary teaching has been included.

Lastly communication skills are mentioned.

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Chapter Three: Research Methodology

3.1 Research design

I have collected data by employing qualitative method.

Because the thesis mainly is in words not in numbers. Qualitative data

includes observations interviews and history accounts.

3.2 Source of data

The study was conducted from at four schools of larkana

city, two of each government and private schools at secondary level.

In particular city there were eighty three government

schools (male and female). On the other hand there were one hundred and

fifty private schools. In these schools there were 1000 students and 19

English teachers. 4 schools, 8 teachers and 40 students were taken as sample

while using class-conscious sampling giving due representation to male

female in the schools

3.3 Techniques of collecting data

Distribute questionnaires to teachers and students.

Check list for classroom observation and schedule for interview with

subject specialists of English.

Used Internet.

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3.4 Summary:

The study was carried out by employing Qualitative

method. Initially essential research tools were developed which include

questionnaires for teachers and students, check list for classroom observation

and schedule for interview with subject specialists of English. Through

questionnaires teachers and students were asked about difficulties they faced

in the process of teaching and learning of English. They were also inquired

about the facilities like provision of suitable furniture, availing language lab,

libraries, availability of English newspapers, provision of computer labs

books, audio-visual aids like tv, tape recorder, over-head projector charts,

pictures, multi-media over-head projector, etc.

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Chapter Four: Data Analysis

IV.1 Introduction

In this 4 th chapter I have discussed all dimensions form

where I come to know the differences in the teaching of English language at

government and private schools. The area of interests are mentioned in

sequence for example Teachers Training, Methods (grammar translation or

communicative), English as a Medium of Instruction, Use of Four skills of

English Language, Creativity among students by homework, Provision of

English Newspapers, English as a subject or language.

IV.2 Teachers Training

Teachers should be trained enough to have command in

relevant subjects. Teachers are the only who can use best of one’s subjects.

Their aims and objects are clear about curriculum therefore they can access

the subject in better way. Teachers of government schools are not trained to

cope up with English language. But on other hand teachers of private schools

are experienced like they had workshops time to time.

IV.3 Existing methodology:

There are various methods being followed by schools.And method

is a practical procedure for teaching language. Examples of this

kind include the Direct Method, Audio-lingualism and the

Situational Approach. Methods in this category include those from

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the 1970’s such as the Silent Way, Counseling Learning,

Suggestopedia and Total Physical Response, as well as more recent

alternative methods and approaches such as Multiple

Intelligence, Neurolinguistics programming and Lexical Approach.

Grammar translation method mostly used in the government schools. Which

is less appropriate but on the other hand private schools use communicative

language teaching which is child centered approach.

IV.4 English as a Medium of Instruction:

According to education policy in Pakistan, medium of

instruction should be in English. In government schools they have less

concentration over the medium of instruction but use their regional languages

therefore English environment cannot be developed. Though private schools

follow their instruction in English.

IV.5 Use of Four skills of English Language

Communication is a stuff of usefulness, which is dependent

on the speakers’ communication skill. In other words its effectiveness is

dependent on one’s ability in communication. Communication includes

goals and efforts from both the sender of the message and the receiver. It's

a process that can be oppressed with fault such as with messages mixed-

up.

In private schools they almost focus on every skills but in government

schools they only follow writing.

IV.6 Library in schools:

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Library is a very important for every school. There are so

many books and magazines are kept in it. It is very helpful for

students as well as teachers. There were huge libraries in

government sector as compare to private sector, problem is that

there is no responsible librarian and no upgrading the new books. In

private schools there were small libraries with large amount of

books and they maintain it regularly.

IV.7 Provision of English Newspapers

Newspaper aware students from the every affair and issues

of world And specially if it is in English language then it enhance

the English reading and writing skills. Students have hardly seen

English newspaper ever in government schools therefore reading

skill is less promoted. English newspapers are provided in private

schools and that’s why students of private schools are good in

reading skills.

IV.8 English as a subject vs language:

There is difference between teaching subject and language. When

teacher do not make difference it means they are less trained.

English should be taught as language not as subject. Subject takes

only few necessary topics but language is broad. Government

sectors teach English as subject but in government schools as a

language. They also focus on all four skills.

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IV.9 Classroom management

Effective learning takes place when there is a proper management

of classroom. Huge classes creates many problems. Standard

international classroom management suggest that every class should

enroll forty students. Government schools have huge classes and

more strength and in private schools there is limited students and

every one can get easily attention from teachers but in government

sector teachers can’t remember the name of students that they are

their students as compare to private schools this thing not happen.in

government sector back benchers don’t know what teacher is

speaking in the class because there is no mike system arranged by

head of the schools. In large classes group study may be appropriate

but teacher cannot cope with them hardly.

4.10 Summary

In this chapter I have discussed about those findings which I got

through span of time visiting schools and meeting teachers and students. Here

is entire data of both schools. The area of interests were English as a Medium

of Instruction, Use of Four skills of English Language, Creativity among

students by homework, Provision of English Newspapers, English as a

subject or language.

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Chapter five: Conclusion and Recommendations

5.1 Conclusion

The journey starts from writing first word as “English”

and ends with “English”. There are other languages for example French,

German, Arabic etc. but English possess more enough importance than any

other. Its non-native speakers are in greater ratio than native all around the

globe. My aim was to analyze existing methodologies and strategies in

government and private schools at secondary level. Furthermore their

vocabulary teaching and focus on four skills. I have employed qualitative

method to get expected data from the teachers and students. The results were

quite astonishing as government schools seem so less responsible in teaching

English than Private schools.

For government schools: Teachers of government schools were untrained as

well as less fluent. They are completely failed in creating English speaking

environment. Teachers still use grammar translation method. In these schools

English is taken as subject not language.

For private schools: Private schools are quite serious in that matter as trying

every possible efforts to create English speaking atmosphere, they not only

focus on English as subject but as language. Here English teachers emphasize

on using communicative

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5.2 Recommendations and discussions

Teachers may motivate students to use English as medium of

communication in the class as well as at home. They should involve

students like child centered activities.

Teacher should not use more grammar translation method but also try

modern methods of teaching including communicative method in the class

room. Teachers should give students creative home work.

Teacher must promote all four skills (speaking, listening, reading and

writing) of English language in the classroom. Teachers should also try to

inspire students to read English newspapers.

Teachers should make lesson plans and deliver them with the help of

audio visual aids which could create realistic situation for teaching of

English.

Teacher must speak English even outside of the class and they should

advise students to use English language in the classroom as well in every

surroundings of school therefore they can get good practice. They should

ask questions from the teachers in English.

Students should work properly and be punctual and emphasize to develop

all four skills while learning English and promote self-study.

Students should try to watch English programs when they get free time,

specially listen to BBC radio. If possible students should try to use

internet and google out websites for learning English.

Every year Curriculum should be reviewed. Members of education board,

including students, teachers, parents and administrators should be

included in the committee for reviewing the curriculum.

Curriculum should be learner centered and activity based which might

promote English not only as subject but language. Curriculum should

follow modern teaching methodologies.

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References:

1. Crystal, D, (1997), English as global language. Cambridge: Cambridge

University Press

2. Denise Finney, The ELT Curriculum: A flexible model for a changing

world. Pg. 70. Syllabus design and instructional materials.

3. David Dom’s, (2003) Roles and Impact of English as a Global

Language, University of Birmingham.

4. Irfan A. Rind and Sajjad Alhawsawi, (2013), the effects of students’

previous learning on graph-comprehension in the English as second

language (ESL) textbooks in a Pakistani university. IBA-Sukkur

Pakistan, University of Sussex.

5. Jeanne McCartney (2007) Teaching Vocabulary, Cambridge

University Press 1:1

6. Rosa Ma Lopez Campila, Teaching and Learning Vocabulary: An

introduction for English students

7. Saiful Haq, New approaches to teaching English, KITAB MAHAL,

Urdu Bazar Lahore

8. THE Teaching Of English Language In THE PRIVATE SCHOOLS

OF DIR UPPER, KPK, PAKISTAN

9. Wikipedia, the free encyclopedia

10. www.slideshare.com

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Appendix:

Questionnaire

This is Ghulam Qadir Sario, student of English

Department, University of Sindh want to conduct research on second

language. The topic of the research is “The teaching of English language in

the private and government schools of Larkana”. The objective of

conducting research is to find out its impacts as Foreign Language and its

consequences on the nature of people. You are requested to provide actual

feedback as having personal learned experience. Your more sincere attention

will surely support me in making research paper better.

Questionnaires for teachers:

Description Agree Neutral Disagree

1. Teacher should be calm in the class not

behave like strict

2. Talking more about values, latest news,

narrate a few jokes might make the class even

more interesting.

3. Positive criticism is necessary for teachers.

4. Should not mark the answers from book

that’s an amazing way to waste time.

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5.Some teaching techniques be there that can

motivate the students to learn more

6. Give attention on each student individually

7. They must have to know about curriculum

design

8. Not to go through just according to given

outlines and completed it within time period.

9. Which types of setback did I get while learning? (Write in brief)

10. Suggestion (any):

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Questionnaire for students:

This is Ghulam Qadir Sario, student of English Department, University of

Sindh want to conduct research on second language. The topic of the research

is “The teaching of English language in the private and government

schools of Larkana”. The objective of conducting research is to find out its

impacts as Foreign Language and its consequences on the nature of people.

You are requested to provide actual feedback as having personal learned

experience. Your more sincere attention will surely support me in making

research paper better.

Description Agree Neutral Disagree

1. The teacher stimulates my interest in the

subject.

2. Appropriate teaching techniques are used

by the teacher to enhance my learning.

3. The teacher was helpful if I encounter

difficulties with the lecture.

4. In composition I learned technical usages

rather predicating ways.

5. I can comprehend the passage as knowing

process of reading comprehension.

6. I learnt how to write good paragraph

including unity, order and variety.

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7. The teacher demonstrated enthusiasm in

teaching the topic

8. Teacher taught us according to given

outlines and completed it within time period.

9. Which types of setback did I get while learning? (Write in brief)

10. Suggestion (any):

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