English Language Teaching and Learning in Bangladesh- Dr. M. Enamul Hoque

ENGLISH LANGUAGE TEACHING AND LEARNING AT THE ALIM LEVEL IN THE MADRASHAS IN BANGLADESH: PROBLEMS AND POSSIBLE SOLUTIONS

M. Phil. Thesis By

Md. Enamul Hoque

A thesis submitted to the faculty of Arts and Humanities of Jahangirnagar University in partial fulfillment of the requirements for the degree of

M. Phil. in English Language (Applied Linguistics and ELT)

Department of English Jahangirnagar University Savar, Dhaka Bangladesh June 2008

2

ENGLISH LANGUAGE TEACHING AND LEARNING AT THE ALIM LEVEL IN THE MADRASHAS IN BANGLADESH: PROBLEMS AND POSSIBLE SOLUTIONS

Researcher

Md. Enamul Hoque M. Phil. Researcher Department of English Jahangirnagar University Savar, Dhaka Bangladesh

Supervisor

Dr. M. Maniruzzaman Department of English Jahangirnagar University Savar, Dhaka Bangladesh June 2008

3

Declaration I, Md. Enamul Hoque, hereby declare that this thesis titled English Language Teaching and Learning at the Alim Level in the Madrashas in Bangladesh: Problems and Possible Solutions submitted to Jahangirnagar University, Savar, Dhaka, Bangladesh in partial fulfillment of the requirement for the degree of M. Phil. in English Language (Applied Linguistics and ELT) is a record of my original and independent research work done under the supervision and guidance of Dr. M. Maniruzzaman, Department of English, Jahangirnagar University, and it has not formed the basis for the award of any degree/diploma/associateship/fellowship or other similar title to any candidate at any university.

Md. Enamul Hoque M. Phil. Researcher Department of English Jahangirnagar University, Savar, Dhaka, Bangladesh

4

Certificate I am pleased to certify that the thesis entitled English Language Teaching and Learning at the Alim Level in the Madrashas in Bangladesh: Problems and Possible Solutions submitted to Jahangirnagar University, Savar, Dhaka, Bangladesh in partial fulfillment of the requirement for the award of the M. Phil. degree in English Language (Applied Linguistics and ELT) is a record of the original study done by Mr. Md. Enamul Hoque under my supervision and guidance. This thesis has not formed the basis for the award of any degree/diploma/associateship/ fellowship or other similar title to any candidate of any university.

Dr. M. Maniruzzaman Supervisor Department of English Jahangirnagar University, Savar, Dhaka, Bangladesh

5

Acknowledgement First and foremost, I would like to thank Allah (SWT) for giving me the opportunity to carry out the study and for not losing my heart at any stages of my research. I would like to express my immense gratitude to my research supervisor Dr. M. Maniruzzaman, Department of English, Jahangirnagar University, Savar, Dhaka for opening the door of opportunity for me to do research under his sincere guidance. He is the torch bearer of the march of my research. He lavishly spent his time to mould me and to better my academic activities. Without his efforts, it would not be possible to submit the thesis at this moment. I also gratefully thank him for having spent his valuable time, academically sharing views with me. I deem it a blessing from the Almighty to have the right person for my research guidance. I would like to thank all the teachers and staff of the Department of English, Jahangirnagar University for their cooperation during this study. I am sincerely grateful to Mr. Shamsad Mortuza, the chairman, Department of English for his sympathy and kindness in writing some letters to my authority for deputation. I specially thank Mr. Ahmed Reza, Associate Professor, Department of English, Jahangirnagar University for helping me select the study area and the title of the present study. The deepest appreciation from the very core of my heart goes to Mr. Abdul Mabud, Deputy Conservator of Forest, and the Director, Bangladesh Forest School, Sylhet for his all out personal as well as official cooperation for the successful completion of my research. My fellow researcher Shahanaz Mahmud deserves thanks for her inspiration at all levels. I express my profound gratitude to M H Nurunnabi and Afroja Hoque for their ample support in reviewing and checking the questionnaires of the present study.

6 I would like to acknowledge the very sincere support and assistance of A. B. M. Shafiqul Islam and Md. Jahurul Islam, two able M. A. final year students of the Department of English, Jahangirnagar University in organising two seminars for me, without whose supports and cooperation, it would be impossible for me to present my two seminars through multimedia. I am thankful to the responding students and teachers of 24 madrashas who eagerly came forward to help me answering the questions in the questionnaires. I, with all sincerity, record my sense of gratefulness to my family. I am extremely grateful to my sister- in- law Rawshan Ara Islam Shilpi and younger brother Emdadul Hoque for their financial support when I was in financial crisis during the present study. I must record my deepest love to my two tireless daughters, Nuasiba and Nabiha, who having missed me always showed their helplessness during the study. Last but not least, I am completely indebted to Afroja Islam Jasmin, my wife, who provided all sorts of support to stick to the study and kept me away from all the family chores and proved herself a constant source of inspiration all the time. She not only gave me opportunity to work, but also encouraged me to complete the research successfully. Md. Enamul Hoque M. Phil. Researcher Department of English Jahangirnagar University, Savar, Dhaka

7

Abstract The role of English language as a lingua franca makes it a unique language in the world. This distinctiveness does not only refer to the language itself, but also to the ways it is taught as a foreign language. Learning a foreign language takes place step by step in which a number of factors play a direct role. This study intends to shed light on the state of “English Language Teaching and Learning at the Alim Level in the Madrashas in Bangladesh”. It tries to unveil the problems encountered by the Alim students (higher secondary), sketch a picture of teacher-student interaction and their linguistic behaviour in the class, and evaluate the level of performance of students in the four basic skills of English language: listening, speaking, reading, and writing. The study suggests certain remedial measures to overcome the problems or hindrances lying in the process of teaching -learning activities. The investigation goes around some domains directly related to applied linguistics and ELT: textbook materials, syllabuses and curriculums, teaching methods and approaches, status of teachers, teaching aids and equipment, perception of needs of English, preference of learning strategies, testing and assessment, etc. For the present study, 1000 Alim students and 25 English teachers teaching English to the same students are randomly selected from 24 madrashas located in both urban and rural areas. The data for the present study is collected through questionnaires: student questionnaire and teacher questionnaire. The findings of the present are presented in the pie charts and tables. The data is analysed in the descriptive and the contextual methods. The study reveals that the major problems in English language teaching and learning at the Alim level lie with the textbook materials, syllabus, uninteresting lessons, method

8 of teaching, avoidance of practicing listening and speaking, poor quality of teachers, lack of physical facilities of the classroom, very poor quality teaching aids and equipment, etc. The study finds correlations between the teachers and the students on a number of issues. Contradictions are also found between them on some points relating to English language teaching and learning. A good amount of literature related to the current study is reviewed to correlate and support the present study. The major findings of the present study suggest that cooperative learning helps significantly to enhance the learners’ oral communicative competence and their motivation towards learning English. On basis of the findings, a good number of suggestions for NCTB, Madrashas Education Board and English language teachers are made for the further improvement of teaching and learning English in Alim classes. Finally, suggestions for future research are given. The present study, thus, claims to have social vitality, reliability and validity as it provides enough insights into the English language teaching and learning at the Alim level in the madrashas in Bangladesh.

List of Acronyms and Abbreviations Used Acronyms/ Abbreviations

Expressions

BISE

:

Board of Intermediate and Secondary Education

BMEB

:

Bangladesh Madrasha Education Board

BTEB

:

Bangladesh Technical Education Board

CA

:

Communicative Approach

9 CC CLT

: :

Communicative Competence Communicative Language Teaching

DM

:

Direct Method

DSHE

:

The Directorate of Secondary and Higher Secondary Education

EFL

:

English as a Foreign Language

EFT

:

English For Today

EL

:

English Language

ELTIP

:

English Language Teaching Improvement Project

ELT

:

English Language Teaching

ELLT

:

English Language Learning and Teaching

ENL

:

English as a Native Language

ESL

:

English as a Second Language

ESOL

:

English for Speakers of other Languages

FL

:

Foreign Language

GTM

:

Grammar Translation Method

HSC

:

Higher Secondary Certificate

L1

:

First Language

L2

:

Second Language

LAD

:

Language Acquisition Device

LP

:

Language Performance

LSRW

:

Listening, Speaking, Reading and Writing

MEB

:

Madrashas Education Board

MOE

:

Ministry of Education

10 NCTB

:

National Curriculum and Textbook Board

ODA

:

Government Oversees Development Administration

S

:

Student

SL

:

Second Language

SLA

:

Second Language Acquisition

SSC

:

Secondary School Certificate

T

:

Teacher

TEFL

:

Teaching English as a Foreign Language

TESL

:

Teaching English as a Second Language

TTC

:

Teachers’ Training College

UGC

:

University Grants Commission

%

:

Percentage

11

Contents Page

Declaration ......................................................................

3

Certificate .........................................................................

4

Acknowledgement ..........................................................

5

Abstract ............................................................................

7

Contents ..........................................................................

11

List of Figures ...................................................................

18

List of Tables .....................................................................

21

Chapter 1: Introduction ------------------------------------------

1.1

Preliminaries ---------------------------------------------------------------------------

1.2.1

First Language and Second Language ---------------------------------------------

1.1.2

Foreign Language vs. Second Language -----------------------------------------

1. 1.3

Acquisition vs. Learning ------------------------------------------------------------

1.2

English Language Teaching (ELT) in Bangladesh-------------------------------

1.2.1

Colonial Period -----------------------------------------------------------------------

1.2.2

Pakistan Period------------------------------------------------------------------------

1.2.3

Post Liberation Period-------------------------------------------------------------

1.2.4

Statement of the Problem------------------------------------------------------------

1.2.5

Significance of the Study------------------------------------------------------------

1.2.6

Objectives of the Study--------------------------------------------------------------

12

1.2.7

Limitations of the Study-------------------------------------------------------------

1.2.8

Definitions and Terms Used in the Thesis-----------------------------------------

1.2.9

Outline of the Study-----------------------------------------------------------------

1.3

Conclusion----------------------------------------------------------------------------

1.4

Works Cited---------------------------------------------------------------------------

Chapter 2: English Language Teaching and Learning at the Alim Level --------------------------------------------------------2.1

Education Structure in Bangladesh-----------------------------------------------

2.2

Different Streams in Education---------------------------------------------------

2.2. 1

General Education-----------------------------------------------------------------

2.2.1.1

Primary Education------------------------------------------------------------------

2.2.1.2

Secondary Education---------------------------------------------------------------

2.2.1.3

Higher Secondary Education------------------------------------------------------

2.2.1.4

Higher Education--------------------------------------------------------------------

2.2.2

Madrasha Education----------------------------------------------------------------

2.2.2.1

Ebtadayee (Primary)Education ---------------------------------------------------

2.2.2.2

Dakhil (Secondary) Education ----------------------------------------------------

2.2.2.3

Alim(Higher Secondary) Education----------------------------------------------

2.3.2.4

Tertiary /Higher Education--------------------------------------------------------

2.2.3

Technical Education----------------------------------------------------------------

2.3

History of Madrasha Education---------------------------------------------------

2.4

Madrasha Education after the Independence of Bangladesh-----------------

2.5

Madrasha Teachers’ Training Institute(MTTI)---------------------------------

13 2.6

ELT Policy in Bangladesh---------------------------------------------------------

2.7

Place of English in the Madrasha Curriculum-----------------------------------

2.7.1

Curriculum and Syllabus for Alim Class----------------------------------------

2.7.2

Objectives of English Textbooks in the Madrashas----------------------------

2.7.3

Syllabus Contents of English for Alim Class------------------------------------

2.7.4

Layout of the Questionnaire------------------------------------------------------

2.8

Evaluation of Textbook------------------------------------------------------------

2.8.1

Types of Evaluation-----------------------------------------------------------------

2.8.2

Textbook Evaluators----------------------------------------------------------------

2.8.3

Methods and Procedures of Textbook Evaluation-----------------------------

2.8.4

Evaluation of English for Today Book Eight for Alim Class-----------------

2.9

Status of English Language Teacher---------------------------------------------

2.9.1

Proficiency in English -------------------------------------------------------------

2.9.2

Teaching Effectiveness-------------------------------------------------------------

2.9.2.1

Classroom Management------------------------------------------------------------

2.9.2.2

Psychological Elements an Personality of Teacher----------------------------

2.9.3

Academic Qualification of English Teacher-------------------------------------

2.9.4

Teaching Method/Approaches Used By the Class------------------------------

2.10

Assessment and Testing System--------------------------------------------------

2.10.1

Continuous Assessment------------------------------------------------------------

2.10.2

Internal Examination---------------------------------------------------------------

2.10.3

Alim Public Examination----------------------------------------------------------

2.10.4

Format and Items of Alim Public Examination---------------------------------

2.11

Teaching Aids and Equipments Used in the Class-----------------------------

14 2.12

Physical Facilities of the Class---------------------------------------------------

2.13

Conclusion

2.14

Works Cited

Chapter 3: Literature Review--3.1

Objectives of Literature Review-------------------------------------------

3.2

Review of Related Literature-----------------------------------------------

3.3

Conclusion--------------------------------------------------------------------

3.4

Works Cited------------------------------------------------------------------

Chapter 4: Research Design and Methodology 4.3.2.3

Practicality------------------------------------------------------

4.4

Data Collection Procedures-----------------------------------------------

4.5

List of Madrasha Selected for Investigation----------------------------

4.6

Data Analysis---------------------------------------------------------------

4.7

Conclusion-------------------------------------------------------------------

4.8

Works Cited-----------------------------------------------------------------

Chapter 5: Presentation and Interpretation of Findings 5.1

Presentation and Interpretation of Findings-----------------------------

5.2

Conclusion-------------------------------------------------------------------

5.3

Works Cited-----------------------------------------------------------------

15

Chapter 6: Conclusion and Recommendations 6.1

Findings of the Study in Brief ----------------------------------------------------

6.2

Recommendations------------------------------------------------------------------

6.2.1

Recommendations for NCTB-----------------------------------------------------

6.2.2

Recommendations for Madrasha Education Board (MEB)-------------------

6.2.3

Recommendations for Textbook and Syllabus---------------------------------

6.2.4

Recommendations for Test and Assessment------------------------------------

6.2.5

Recommendations for Teaching Aids and Equipment------------------------

6.2.6

Recommendations for Teachers--------------------------------------------------

6.2.7

Suggestions for Students-----------------------------------------------------------

6.3

Further Research--------------------------------------------------------------------

6.4

Conclusion---------------------------------------------------------------------------

6.5

Works Cited-------------------------------------------------------------------------

16

List of Figures 1.1

Relevance of syllabus viewed by the students -----------------------------------

1.2

Relevance of syllabus viewed by the teachers------------------------------------

2.1

Size of syllabus viewed by the students-------------------------------------------

2.2

Size of syllabus viewed by the teachers-------------------------------------------

3.1

Task enjoyment viewed by the students-------------------------------------------

3.2

Task enjoyment viewed by the teachers-------------------------------------------

4.1.1

Practice of listening skill viewed by the students---------------------------------

4.1.2

Practice of speaking skill viewed by the students-------------------------------

4.1.3

Practice of reading skill viewed by the students---------------------------------

4.1.4

Practice of writing skill viewed by the students ---------------------------------

4.2.1

Practice of listening skill viewed by the teachers --------------------------------

4.2. 2

Practice of speaking skill viewed by the teachers--------------------------------

4.2. 3

Practice of reading skill viewed by the students--------------------------------

4.2.4

Practice of writing skill viewed by the students----------------------------------

5.1

Role of Syllabus viewed by the students-----------------------------------------

5.2

Role of Syllabus viewed by the teachers------------------------------------------

6.1

Learning style viewed by the students---------------------------------------------

17

6.2

Learning style viewed by the teachers---------------------------------------------

7.1

Role of the text book in learning language skills viewed by the students---

7.2

Role of the book in learning language skills viewed by the teachers----------

8.1

Interesting lesson viewed by the students----------------------------------------

8.2

Interesting lesson viewed by the students----------------------------------------

9.1

Difficulties with the lesson viewed by the students-----------------------------Difficulties with the lesson viewed by the teachers----------------------------

9.2 10.1

Relevance of lesson viewed by the students------------------------------------

10.2

Relevance of lesson viewed by the teachers--------------------------------------

11.1

Activeness in the class viewed by the students-----------------------------------

11.2

Activeness in the class viewed by the teachers-----------------------------------

12.1

Explanation of text viewed by the students---------------------------------------

12.2

Explanation of text viewed by the students--------------------------------------

13.1

Teachers’ encouragement viewed by the students--------------------------------

14.1

Explanation of vocabulary item viewed by the students------------------------

14.2

Explanation of vocabulary item viewed by the teachers----------------------

15.1

Teachers sympathy viewed by the students--------------------------------------

15.2

Teachers sympathy viewed by the teachers --------------------------------------

16.1

Use of the textbook viewed by the students-------------------------------------

18

16.2

Teachers’ following the textbook viewed by the students---------------------

17.1

Use of English by the teachers viewed by the students------------------------

17.2

Use of English by the teachers viewed by the teachers--------------------------

18.1

Teachers’ qualification and competence viewed by the students---------------

18.2

Teachers’ qualification and competence viewed by the teachers---------------

19.1

Teachers’ cooperation after class viewed by the students----------------------

19.2

Teachers’ cooperation after class viewed by the teachers-----------------------

20.1

Use of teaching aids and equipments viewed by the students------------------

20.2

Use of teaching aids and equipments viewed by the students-----------------

21.1

Correction of works viewed by the students-------------------------------------

21.2

Correction of works viewed by the teachers--------------------------------------

22.1

Correction of works viewed by the teachers--------------------------------------

22.2

Correction of works by the classmate viewed by the teachers-----------------

23.1

Self correction viewed by the students--------------------------------------------

23.2

Self correction viewed by the teachers---------------------------------------------

24.1

Needs of English viewed by the students-----------------------------------------

24.2

Needs of English viewed by the teachers-----------------------------------------

25.1.1

Evaluation of students listening skill viewed by the students-------------------

25.1.2

Evaluation of students speaking skill viewed by the students------------------

19

25.1.3

Evaluation of students reading skill viewed by the students--------------------

25.1.4

Evaluation of students writing skill viewed by the students--------------------

25.2.1

Evaluation of students listening skill viewed by the teachers-------------------

25.2.2

Evaluation of students speaking skill viewed by the teachers-----------------

25.2.3

Evaluation of students reading skill viewed by the teachers-------------------

25.2.4

Evaluation of students writing skill viewed by the teachers--------------------

List of Tables Table-

1

Education structure of Bangladesh ---------------------------------------------

Table -

2

Teachers’ qualification ----------------------------------------------------------

Table-

3

Number of madrashas, and students---------------------------------------------

Table-

4 List of madrasha selected for investigation-------------------------------------

Bibliography-----------------------------------------------------------Appendix 1

20

Appendix 2

Teacher Questionnaire ---------------------------------------------------------

Appendix 3

English Syllabus--------------------------------------------------------------Items and Distribution of Marks--------------------------------------------

Appendix 4 Appendix 5

English Syllabus for Alim Examination------------------------------------

Appendix 6

English Question of Alim Examination 2007----------------------------

Appendix 7

English Question of Alim Examination 2008----------------------------

Chapter 1 Introduction This chapter briefly introduces the present study and discusses some issues of language learning which include preliminaries, definitions and differences between first, second and foreign languages, chronological background of English language in Bangladesh, the statement of the problem, the significance of the study, the objectives of the study, the limitations of the study, the outline of the thesis, the terms used in the thesis, etc.

1.1 Preliminaries

21

Language is one of the most wonderful gifts given by God to humanity. It is with the help of language that a human can be able to communicate, solve a number of his/her problems and make a lot of achievements in life. If there had been no language, it would have been difficult for humankind to communicate his/her views to fellow human beings, there would have come no educational activity into existence, there would have been no law making, no preaching, no lecturing and nothing like talking, singing, writing, and there would have been no books. This is why, it is very essential for every human to learn and use a language.

Language enables people to express their feelings, ideas, wishes, and so on. It is a tool through which the worldly knowledge is acquired and preserved. A particular language is one of the indicators of the cultural identity of a linguistic community as well as individual personality. However, it is not easy to learn a language. Every language is a complex phenomenon, and one has to devote a number of years to learning a language. Some learners are able to learn more than one language if they make efforts.

Sapir advocates “Language is a primarily human and non-human inborn method of communicating ideas, emotion and desires by means of a system of voluntarily produced symbols" (10). Jesperson says, "Language is a set of human habits, the purpose of which is to give expressions to thoughts and feelings” (12). Klein suggests “Language is the medium through which, the child acquires the cultural, moral, religious and other values of society” (6). Further, every language plays a crucial role in maintaining social relationship between and among the people of the same linguistic community and of the various cultures, customs and beliefs. Language is such an important thing for a nation that people can sacrifice their lives. In 1952, a number

22 of valiant people of Bangladesh sacrificed their lives for the sake of their mother tongue Bengali.

1.1.1 First Language and Second Language Klein opines that a language is 'first' when no other language was acquired before; otherwise it is second (3). Thus, the mother tongue which is acquired first and foremost by a child when his/her language cells are empty is first language (L1); and the language which is acquired / learnt in addition to the L1 is second language (L2). In this context, the term 'second language' refers to any language that is learnt subsequent to the mother tongue.

Bangladesh has over thirty tribes most of whom are in Rajshahi, Chittagong, Bandarbon, Rangamati, Khagrachori, Mymensingh, Tangail, Sylhet, Patuakhali and Barguna. Some 2-3 million tribal people speak in their own languages, which are called their first languages. The well-known tribal languages are Chakma, Garo, Khasia, Magh, Manipuri, Munda, Oraon, and Santali. Other tribal languages are Kachhari, Kuki, Tipra, Malpahadi, Mikir, Shadri and Hajang. The tribal people also learn and speak Bengali as their second language to communicate with the people of other communities. The main objective of the second language is to enable the speaker for relatively wider participation in society and in the nation.

1.1.2 Foreign Language versus Second Language The phrase 'foreign language' is used to denote a language that is learnt through instruction, and which is usually studied either for communication with foreigners who speak the language or for reading printed materials in the language. 'Second language',

23 on the other hand, is one that becomes another tool of communication along with the first language. Richards et al. suggest that “a foreign language is a language which is taught as a school subject but which is not used as a medium of instruction in schools nor as a language of communication within a country (...), a second language is a subject which is not a native language in a country but which is widely used as a medium of communication (…) and which is usually used alongside another language or languages” (108).

In Bangladesh, English is neither a native nor a second language; rather, it is a foreign language. In India and Pakistan, English is used as the second language. English started to be used extensively in Bangladesh after the British had come in power. Since then, English has been being taught compulsorily in schools, colleges and madrashas in Bangladesh as the main source of up-to-date knowledge and effective means of information.

1.1.3 Acquisition versus Learning There are different opinions on the acquisition and learning of language. Krashen’s opinion is one of them. He distinguishes acquisition from learning. Acquisition refers to the subconscious process of picking up a language through exposure, and learning refers to the conscious process of studying it (4). According to this view, if a language is internalised subconsciously through exposure in a natural environment, the process becomes acquisition. In contrast, if a language is internalised consciously through instruction in classroom settings, the process becomes learning. When a language is internalised subconsciously by a learner, he/she may not have grammatical competence, but he/she may have communicative competence in a particular context; and when a

24 language is internalised consciously by him/her, he/she may have grammatical competence, but may not have communicative competence.

First language acquisition occurs when the learner is usually a child without a language so far, and acquires one anew. Second language acquisition stands in contrast to first language acquisition. It is learnt as an additional language after he/she has acquired his/her mother tongue. Second language acquisition refers to all the aspects of the language that the language learner needs to master. Second language acquisition sometimes contrasts with the second language learning on the assumption that they are different processes in acquiring a language. The term "acquisition" is used to refer to picking up a language through exposure, whereas the term "learning" is used to the process of acquiring a language other than mother tongue in a structured means or tutored setting. It covers the development of phonology, lexical, grammar and pragmatic knowledge.

1.2 Chronological History of English in Bangladesh English is a global language spoken and taught in many countries both as a native and a second or a foreign language. It is taught in schools, colleges and madrashas in almost every country in this world. This is a living and vibrant language spoken by over 350 million people as their native language. Besides, millions of people speak it as a foreign or second language. It is estimated that more than 300 million people speak English as a second language, and about 250 million people use it fluently as a foreign language. In addition to that, about 1000 million people around the globe have more or less knowledge of English. It is learnt almost everywhere of the world because knowledge of English is considered as an international passport in terms of communication with

25 the entire world. It is considered in Bangladesh as a stair of prosperity, a tool of acquiring knowledge and as a sign of sophistication. In Bangladesh, English is taught as a compulsory subject in schools, colleges and madrashas from the primary to the tertiary level (Bachelor degree). English is taught as a foreign language in Bangladesh (Open University Publication, English Unit-1, 19). The chronological history of English in Bangladesh has political as well as social background, which influence the learning of English at every level of education.

1.2.1 Colonial Period The English Language in Bangladesh has a particular background. The language policy of the colonial power in British India was based on Lord Macaulay’s Education Minutes of 1835. This policy aimed at forming “a class who may be interpreters between us ( the British) and the millions we (the British) govern, a class of persons Indian in Blood and color, but English in taste, in opinions, in moral and in intellect” (Macaulay 1835, cited in Aggarwal 11). Macaulay in his minutes in 1835 stressed the importance and necessities of the education that would be given to the natives through the medium of English. He identified some objectives of such education. The objectives were designed to serve the interest of the master, not of the subjects. Thus, the primary objectives of teaching English in the Indian subcontinent were to produce a class of people having the tastes and outlook of an English man. The objectives of teaching English are thus very clearly defined. Gupta says, “They attempted to prove that English language, culture, literature and people were superior to anything, and this was the primary purpose for introducing English as the medium of instruction and as a subject of study” (40).

26 During the British rule, English was the instrument and language of the colonial power. It was the medium for the colonial administration, education and commerce. The English language was established as the main vehicle of progress and enlightenment of the western variety. Thus, it becomes the common means of communication between the rulers and the educated class of Indian subcontinent. English retained that position till the partition of India in 1947. The story of English language proceeds during the later years of the colonial rule by establishing some illustrations such as the establishment of universities in Kolkata, Mumbai and Channai in 1857 and Dhaka in 1921.

1.2.2 Pakistan Period English continued to occupy a significant position in government activities, education and trade and commerce during the Pakistan regime. English was the only vehicle of communication between the people of the then East Pakistan (Bangladesh) and the then West Pakistan (Pakistan). It was used widely in government, legislative, debates, courts and higher education. English enjoyed the status of a second language and was taught as a functional language in secondary schools and Madrashas in Pakistan (Curriculum Committee 1962). During the Pakistan period, English played a very crucial role in all the sectors of the Bangladesh society. It was studied as a compulsory subject in the secondary and post secondary of education, and was the medium of instruction of higher studies. That time, English was extensively practiced in army, court and public administration.

1.2.3 Post -Liberation Period (Bangladesh Period)

27 After the independence of Bangladesh, English language suffered a serious negligence for the first few years. It so happened because of the strong public sentiment in favour of the mother tongue Bengali. Consequently, English language teaching and learning condition in our educational institutions suffered badly, and English lost its previous dominant status, though English was still a compulsory subject from secondary to higher secondary levels. In 1974, an education commission was formed which made some recommendations with regard to language teaching. Later, Ministry of Education set up an English Language Teaching Taskforce to evaluate the state of English language teaching in Bangladesh, and it made some recommendations for the improvement of learning English. Teaching and learning of English in the schools, colleges and madrashas are not being done in the way what it should be done. In most of the cases, the grammar learning has been given emphasis; the textbook contents are taught and learnt without understanding. In 1974, an education commission was formed which made the following recommendations with regard to language teaching; 1.

Instruction through the medium of the national language is more readily intelligible to the pupils as it helps them develop learners’ original thinking and imagination. We must therefore, use Bangla as the medium of instruction at all levels of education to make our educational schemes successful.

2. Bangla must be used as a compulsory language up to class XII. Textbooks at the higher stages of education, especially in the field of science and technology, professional and vocational education must be written in Bengali and translated from foreign languages at Government expenditure. 3. Even after the introduction of Bangla as the medium of instruction at all levels of education, the necessity will remain for English to be learnt as a

28 foreign language. It is not necessary to learn any language other than Bangla up to class V. From class VI to class XII, however, a modern and developed foreign language must be learnt compulsorily. For historical reasons and for the sake of reality, English will continue as a compulsory language (Bangladesh Education Commission 1974: 15). Though the report recognised the importance of English for higher studies, it did not put forward any recommendation for the teaching of English at the tertiary level on the ground that “it is unnecessary to make the study of any foreign language compulsory at the university level” (Bangladesh Education Commission 1974: 15). Later, in 1976, Ministry of Education set up an English Language Teaching Taskforce to evaluate the state of English language teaching in Bangladesh and made recommendations for improving the conditions of classroom teaching. The report showed that the English proficiency of the students at the secondary level was lower than which was assumed by their text books. On the basis of the finding, the task force made the following recommendations: 1. English should be made compulsory from either Class III or Class VI. If English is made compulsory from Class III, English language training should also be made compulsory at each primary training institute, 2. Since the biggest obstacle in teaching English lay in the lack of competent teachers, large-scale short- and long-term training programmes should be undertaken for secondary school teachers, 3. At each level an appropriately graded syllabus should be introduced together with new textbooks related to the needs and capabilities of students,

29 4. The Secondary School Certificate (SSC) and Higher Secondary Certificate (HSC) should text comprehension and writing skills in meaningful contexts and discourage rote learning. The government formed the National Curriculum Committee the following year in 1976 to design syllabi for all subjects at different levels. Since the committee felt that a good foundation in English was necessary, it made arrangements for English to be taught from class III (National Curriculum Committee 1978: 265). It took four years since all materials had to be prepared and written for class VI onwards. The Bengali Introduction Law of 1983 by the Bangladesh Government made it compulsory for employees in government, semi government and autonomous institution to use Bangla in inter-office memos, legal documents and correspondences except in case of communication with foreign government, countries and organizations (Rahman: 20). The enforcement of this law made it mandatory for all to use Bengali in almost all fields of national life. It was immediately realized that Bangladesh should not neglect English. There were 3 major reasons for that: the importance of English internationally, occupational purposes, and for cooperation and commerce with the outside world. A baseline investigation was carried out by the National Curriculum and Textbook Board in 1990 in connection with a British Government Overseas Development Administration (ODA) project for the improvement of English language teaching at the secondary level. The authority found that the majority of students did not have the proficiency required from them by their class textbooks. The situation was doubly serious in non-government rural schools and madrashas. In 1990, the government took a decision to introduce English as a compulsory subject from class I. It was implemented in 1992 with the new syllabus and new books (especially for class classes 1 –10). After 1993, English education has been

30 reintroduced in the B.A., B.S.S., B.Com., and B. Sc. courses as a compulsory subject of 100 marks. Yet, another change brought by the commission for the foundation of Education policy in 1997 would suggest that English should be taught from class III. Madrasha students are also to study English from classes 3-14 compulsorily. On the basis of the world context, the government of Bangladesh in 1992 passed an act for the reintroduction of English at the tertiary level. It did this to enhance the employment potential of graduates and to cheek the decline of academic standard. The act came into effect two years later with a syllabus based on grammar. In 1995, a study conducted by the British Council on behalf of the University Grants Commission (UGC) identified two major problems in the development of English language teaching, both of which were concerned with teachers. Recently, the English Language Teaching Improvement Project (ELTIP) was launched by the Government of Bangladesh in collaboration with the Department for International Development (DFID). This is a network of resource centres whose purpose is to provide in service training to ELT teachers as well as to prepare materials appropriate for the learners. The national Education Policy 2000, which was presented in January 2001 formulated a number of polices. One of the few references to the medium of instruction and language teaching is that English should to be taught as an additional subject in I and II and from class III to be taught as a compulsory subject. The above scenario of English language teaching clearly displays that although there have been a number of stray moves to improve the teaching standard, no definite, well-coordinated or well concerted effort has so far been taken to formulate a language teaching policy befitting the country’s need. Now it is compulsorily taught up to graduate level of all streams of

31 education. It is made compulsory to enhance the employment potential of graduates and to cheek the decline of academic standard. The first few years after the emergence of Bangladesh, English faced a serious setback, in the recent past and at present due attention has been paid to English language teaching and learning at all levels of all streams of education. New textbooks with communicative view of learning have been introduced since 2001 in the different classes, and newer approaches and policies are being adopted time to time for further improvement of learning English.

In 2001, the English textbook English For Today, For Classes 11- 12 is published and prescribed by the NCTB for the H.S.C. level in the general education system and for the Alim level in the madrasha education system.

1.3 Statement of the Problem It is bitter to notice that even though various efforts have been made by the government and educationists for the improvement of the English language teaching and learning condition in the madrashas during the last few decades in Bangladesh, a sorry state of affair still exists in the achievement of English linguistic competence of Alim students. It is really important to identify the problems that the students encounter in the process of learning English. It is also necessary to evaluate their level of performance in English. In the age of communicative approach, madrasha English teachers follow the Grammar Translation Method in teaching English. The teachers do not explain the text in English, the target language; rather, they prefer to stay in Bengali, the mother tongue. They show reluctance in practicing English language skills.

32 Though the text book (English For Today, For Classes 11-12) is written with communicative thought and ideas, and the syllabus is designed with communicative language teaching contents and items, the language teachers are found unenthusiastic about the guideline of the book. The English teachers hardly speak English in the class. The present researcher finds that majority teachers neither speak English in the class themselves nor encourage their students to speak English with the classmates. It is painfully observed that after long years of learning English, most of the learners cannot speak English with necessary fluency, correctness of grammar, and pronunciation.

The present researcher finds that teachers talk more in the class and remain busy while students sit idle as inactive listeners. Problems are also found in the textbook items and contents. Students feel bore in the class and show disinterest in the lesson and the method of teaching. Sometimes, in the English language class students are taught textbook contents rather than practicing English language skills. For all these reasons, a large number of students fail in the English subject in Alim public examination, despite learning English as a foreign language for 12 years. At present, 30% of the total students in Bangladesh have been studying in the madrashas (source: Madrasha Education Board, http://www.bmeb.gov.bd). So, in respect of enrolment, the madrasha education system is the second biggest education provider in Bangladesh. In spite of huge enrolment in the madrashas, no formal research study has been conducted in this field till present time. The disinterest in conducting study causes slow improvement of teaching -learning situation at all levels in the madrashas, particularly at the Alim level. English language research in the madrasha education system is treated as a barren field of study.

33 Language instruction has five important components: students, teachers, materials, teaching methods, and evaluation; therefore, research or investigation should be carried out on the bases of these components, and research questions should be raised from them. Thus, the present investigation addresses the following research questions: 1. What kind of textbook materials do the Alim students study for learning English as a foreign language? 2. How much are the learners proficient in English language? 3. Which method do the teachers follow while teaching English? 4. Do the students practice the four basic skills of English language in the class? 5. Are the teachers qualified and competent enough to teach English in the Alim class? 6. Do the students know the importance of English?

1.4 Significance of the Study This study is significant because it is the first study on English language teaching at the Alim level in the madrashas in Bangladesh. It has assumed greater significance in the globalised context. Johnson points out “Industrialization and technological innovation are a major aspect of national development in many countries in Southeast Asia today, and educators are increasingly facing with the problem of how English teaching programmes can most effectively meet the challenge created by these changes”(61).

Since the research on the English language teaching and learning is a global phenomenon, a huge number of studies have been conducted around the world. A good number of studies on ELT have also been carried out during the recent past under different public universities in Bangladesh. But surprisingly, no study has been

34 conducted on the madrasha education, particularly at the Alim level. So, there are sufficient scopes of study in this field. Therefore, the present study is very significant and a crucial demand of time.

Furthermore, since the present study concentrates on the issues of teachinglearning of the four basic skills of English language, it presents a picture of English language of Alim students. It talks about the process and nature of ELT at the Alim level; it also investigates the learning problems of the students. In Bangladesh context, the higher secondary education plays a crucial role which determines the students’ further and future education. This stage of education constructs a strong foundation of the students, and therefore, the present study may play significant roles in improving English language education at the Alim level. The present study, therefore, gains a social vitality and validity as it provides enough insights into the English language teaching and learning at the Alim level.

1.5 Objectives of the Study The increasing importance of English as a foreign language and as a global lingua franca has made English language teaching a research subject all over the world. The unparalleled international role of English language has, or should have, some repercussions on the way English is taught. Teachers are now facing a number of challenging questions, such as:

~ How should English be taught in the light of its role as an international language? ~ What kind(s) of English should we teach? ~ Does the teaching of English mean that we neglect the role of our L1 and our own local culture?

35 ~ Who is the best English teacher (e.g. native speakers or non-native speakers)? Thus, the study has two types of objectives: (i) general objectives, and (ii) specific objectives.

General objectives are; a) to sketch out a picture of English language teaching and learning at the Alim level in the madrashas in Bangladesh with a focus on the problems that Alim students face in the process of learning the four basic skills of English language, b) to put forward some suggestions and recommendations to overcome the problems or hindrances or at least lessen the severity of these problems,

Specific objectives are; 1) to identify the problems encountered by the students in the process of learning English, 2) to evaluate the performance in English language skills of the Alim students, 3) to investigate whether the teachers arrange the practice of listening, speaking, reading and writing in the class, 4) to find out whether the English textbook material is fit and appropriate for the Alim students, 5) to investigate the teachers’ motivation, teaching method, teaching competence, and 6) to suggest recommendations for authority concerned for the improvement of the teaching and learning English at the Alim level.

1.6 Limitations of the Study

36

As the present study is confined only to the Alim level (Higher secondary) English language education, the study revolves around some issues and areas of English language teaching and learning. The study encounters some limitations and shortcomings with regard to unavailability of necessary data, information, literature and other relevant materials.

The present researcher finds that no formal study or investigation is carried out on the madrasha education, especially on the teaching- learning English at the Alim level. So, the researcher faces difficulties in finding relevant resources to support and correlate the present study.

The followings are some of the limitations of the present study: 1. The subjects involved in this study represent only Alim students of the madrasha education system. 2. The number of subjects is limited to: 1000 Alim students and 25 English language teachers; therefore, the results of this study cannot be generalised to all students and the teachers in Bangladesh, it is generaligible only to the Alim students and the English language teachers teaching English in the Alim class. 3. All learning problems are not investigated through the questionnaire; it is limited to the problems of teaching and learning English as a foreign language, 4. The questionnaires do not describe in detailed of the language teaching – learning issues in details. 5. The study makes no variable in the analysis of the findings in respect of gender, geographical region, and social condition.

37 6. Sometimes, the questions are translated into Bengali (if the researcher is asked) for the respondents to grasp the theme of the questions; therefore, it takes relatively longer time to answer the questions.

1.7 Definitions of Terms Used in Thesis Acquisition: The term ‘acquisition’ is used to describe language being absorbed without conscious effort; i.e. the way children pick up their mother tongue. Language acquisition is often contrasted with language learning. For some researchers, such as Krashen, 'acquisition' is unconscious and spontaneous, and 'learning' is conscious, developing through formal study.

Acquisition Device: Nativist theories of language acquisition claim that each language learner has an 'acquisition device' which controls the process of acquisition. This device contains information about possible universal grammars.

Active Vocabulary: The words and phrases which a learner can use in his/ her speech and writing (contrasted with passive vocabulary).

Aids and Equipment: Blackboard, whiteboard, overhead projector, realia, posters, wallcharts, flipcharts, maps, plans, flashcards, word cards, puppets, tape recorder, TV or video player, computer, CD Rom, language laboratory ,etc. are teaching aids and equipments. These are used to help and accelerate learning.

Applied Linguistics: Applied Linguistics refer to the study of relationship between theory and practice.

38 Aptitude: Aptitude refers to the specific ability that a learner has for learning a second language. This is separate from intelligence.

Attitudes: Attitudes refer to some beliefs, thoughts, likings, disliking of learners about language learning. They influence learning in a number of ways.

Audio-Lingual Method: Audio-Lingual Method considers listening and speaking the first tasks in language learning, followed by reading and writing.

There is

considerable emphasis on learning sentence patterns, memorization of dialogues and extensive use of drills.

Authentic Materials: Authentic materials refer to some unscripted materials which have not been specially written for classroom use, though they may have been edited. Examples include newspaper texts, TV broadcasts, etc.

Authentic Task: Authentic Task involves learners in using language in a way that replicates its use in the 'real world' outside the language classroom. Examples of authentic tasks would be answering a letter addressed to the learner, arguing a particular point of view, comparing various holiday brochures in order to decide where to go for a holiday, etc.

Authentic Text: A text which is not written or spoken for language teaching purposes. A newspaper article, a rock song, a novel, a radio interview and a traditional fairy tale are examples of authentic texts

Collocation: Collocation refers to the tendency for words to occur regularly with others, such as; sit/chair, house/garage, etc.

39 Communicative Approach: Communicative Approach aims at helping learners develop communicative competence in a particular language (i.e. the ability to use the language effectively). Communicative Approach emphasises that the goal of language learning is communicative competence.

Communicative Competence: Communicative Competence indicates the ability to use the language effectively for communication. Gaining such competence involves acquiring both sociolinguistic and linguistic knowledge (or, in other words, developing the ability to use the language accurately, appropriately, and effectively).

Communicative Language Teaching: This is concerned with the needs of students to communicate outside the classroom; teaching techniques reflect this in the choice of language content and materials, with emphasis on role play, pair and group work etc.

Corpus: A bank of authentic texts collected in order to find out how language is actually used. Usually, a corpus is restricted to a particular type of language use, such as; a corpus of newspaper English, a corpus of legal documents, or a corpus of informal spoken English.

Course Book/ Textbook: A textbook provides the core materials for a course. It aims at providing as much as possible in one book, and it is designed so that it could serve as the only book which the learners necessarily use during a course. Such a book usually focuses on grammar, vocabulary, pronunciation, functions and the skills of reading, writing, listening and speaking.

Dialect: Dialect is a regional variety of a language, differing from the standard language, in grammar, vocabulary, pronunciation or idiomatic usage.

40 Direct Method: This is one of the most common methods in TEFL, where language is taught through listening and speaking. There may be little or no explicit explanation of grammatical rules or translation into the mother tongue of the student. It introduces inductive learning rather than deductive.

Discourse: Discourage is a unit of language relatively greater than a sentence.

Foreign Language: A language which is not normally used for communication in a particular society. English is a foreign language in Bangladesh; and Spanish is a foreign language in Germany.

Genre: Genre refers to a category of literary composition characterized by a particular style, form, or content (e.g., an historical novel is one fictional genre)

Grammar Translation Method: A method based upon memorizing the rules and logic of a language and the practice of translation.

Interference: According to behaviourist learning theory, the patterns of the learner's mother tongue (L1) get in the way of learning the patterns of the L2. This is referred to as 'interference'.

Interlanguage: The learner's knowledge of the L2 which is independent of both the L1 and the actual L2. This term can refer to: i) the series of interlocking systems which characterise acquisition; ii) the system that is observed at a single stage of development (an 'interlanguage'); and iii) particular L1/L2 combinations.

Intonation: The ways in which the voice pitch rises and falls in speech.

41 Language Acquisition Device: Language Acquisition Device refers to a term coined by Noam Chomsky to explain an innate psychological capacity for language acquisition.

Language Laboratory: Language Laboratory refers to a place or room equipped with headphones and booths to enable students to listen to a language teaching programme. Labs may be Audio-Active, where students listen and respond to a tape, or AudioActive-Comparative, where they may record their own responses and compare these with a model on the master tape.

Language Proficiency: The level of competence at which an individual is able to use language for both basic communicative tasks and academic purposes.

Learning: The internalization of rules and formulas which can be used to communicate in the L2. Krashen uses this term for formal learning in classroom.

Learning Strategies: These account for how learners accumulate new L2 rules and how they automatize existing ones. Learning strategies may include metacognitive strategies (e.g., planning for learning, monitoring one's own comprehension and production, evaluating one's performance); cognitive strategies (e.g., mental or physical manipulation of the material), or social/affective strategies (e.g., interacting with another person to assist learning, using self-talk to persist at a difficult task until resolution).

Learning Styles: The way(s) particular learners prefer to learn a language. Some have a preference for hearing the language (auditory learners), some for seeing it written down (visual learners), some for learning it in discrete bits (analytic learners), some for

42 experiencing it in large chunks (global or holistic or experiential learners) and many prefer to do something physical whilst experiencing the language (kinesthetic learners).

Linguistic Competence: Linguistic Competence refers a term to describe the totality of a given individual's language ability; the underlying language system believed to exist as inferred from an individual's language performance.

Materials: Anything which is used to help teach language learners. Materials can be in the form of a textbook, a workbook, a cassette, a CD-Rom, a video, a photocopied handout, a newspaper, a paragraph written on a whiteboard: anything which presents of informs about the language being learned.

Materials Adaptation: Materials Adaptation means the changes to materials in order to improve them or to make them more suitable for a particular type of learner. Adaptation can include reducing, adding, omitting, modifying and supplementing. Materials Evaluation: Materials Evaluation is a systematic appraisal of the value of materials in relation to their objectives and to the objectives of the learners using them. Evaluation can be pre-use and therefore focused on predictions of potential value. It can be whilst-use and therefore focused on awareness and description of what the learners are actually doing whilst the materials are being used. And it can also be post-use and therefore focused on analysis of what happened as a result of using the materials.

Motivation: This can be defined in terms of the learner's overall goal or orientation. 'Instrumental' motivation occurs when the learner's goal is functional (e.g. to get a job or pass an examination), and 'integrative' motivation occurs when the learner wishes to identify with the culture of the L2 group. 'Task" motivation is the interest felt by the learner in performing different learning tasks.

43 Pair Work: A process in which students work in pairs for practice or discussion.

Passive Vocabulary: The vocabulary that students are able to understand compared to which they are able to use.

Peer Group: Usually refers to people working or studying at the same level or in the same grouping; one's colleagues or fellow students.

Second Language: The term is used to refer to a language which is not a mother tongue but which is used for certain communicative functions in a society. Thus English is a second language in Nigeria, Sri Lanka and Singapore. French is a second language in Senegal, Cameroon and Tahiti.

Target Language: This is the language that the learner attempts to learn. It comprises the native speaker's grammar.

Text: Text indicates any scripted or recorded production of a language presented to learners of that language. A text can be written or spoken and could be, for example; a poem, a newspaper article, a passage about pollution, a song, a film, an extract from a novel or a play, a passage written to exemplify the use of the past perfect, a recorded telephone conversation, a scripted dialogue or a speech by a politician.

1.8 Outline of the Thesis The present study “English Language Teaching and Learning at the Alim Level in the Madrashas in Bangladesh: Problems and Possible Solutions” attempts to address a number of issues related to Applied Linguistics and ELT. This thesis comprises six chapters along with a bibliography and some appendixes at the end.

44 The first chapter briefly introduces the present study and discusses some issues of language learning which include preliminaries, definitions and differences between first, second and foreign languages, chronological background of English language in Bangladesh, the statement of the problem, the significance of the study, the objectives of the study, literature review, the limitations of the study, the outline of the thesis, the terms used in the thesis, etc.

The second chapter briefly discusses the present education system in Bangladesh. The major issues presented in this chapter are; the different streams of education, the Madrasha Education Board, the chronological history of madrasha education in Bangladesh, ELT policy in Bangladesh, English language education in the madrasha curriculum, the textbook materials, the status of English language teacher, the teaching aids and equipments, assessment and testing, the physical facility of the class, etc.

The third chapter deals with literature review which includes; objectives of literature review, review of works on Applied Linguistics and ELT.

The fourth chapter brings out the research design and methodology of the present study which describes the criteria of sampling, instrumentation, List of madrashas selected for investigation, data collection procedures and data analysis methods.

The fifth chapter provides the major part of the thesis, which deals with the presentation of findings and interpretation of data. During the interpretation of data of the present study, the findings of many other works carried out at home and abroad on

45 the relevant area are documented. Large numbers of relevant expert views and opinions are also highlighted to support the findings of the present study.

The sixth chapter concludes the thesis with a brief presentation of the findings, a number of recommendations for authorities concerned: NCTB, Madrasha Education Board, teachers, etc., for improving the teaching learning conditions at the Alim level in of the madrashas of Bangladesh. Finally, suggestions for future research are recommended. At the end of the thesis, a bibliography and some appendixes are placed.

Chapter 2 English Language Teaching and Learning at the Alim Level This chapter discusses the present education system in Bangladesh. The major issues presented in this chapter are: the education structure in Bangladesh, the different streams of education, the Madrasha Education Board, the chronological history of madrasha education in Bangladesh, English in the madrasha curriculum, the textbook materials used in the madrashas, the status of the English language teachers, the teaching aids and equipment, assessment and testing, the physical facilities and classroom environment of the madrasha, etc. The chapter particularly highlights the issues of English language teaching and learning at the Alim level in the madrashas in Bangladesh.

46

2.1 Education Structure in Bangladesh Education in Bangladesh has four major stages: primary, secondary, higher secondary and higher education. The education system is categorized into two streams: primary education which is (Class I-V) managed by the Ministry of Primary and Mass Education, and the other system is the post-primary education covering all other levels from secondary to higher education under the administration of the Ministry of Education (MOE), Government of Bangladesh. The post-primary level of education is further classified into four types in terms of the curriculum: general education, madrasha education, technical-vocational education, and professional education. The higher education is imparted by the universities, and the University Grants Commission (UGC) is responsible for overseeing the activities of the universities concerned. In the general education stream, higher secondary education is followed by college/university level education through the Bachelor Degree (Pass/Honours) courses. The Master’s Degree is a one year course for Bachelor (Honours) degree holders and two years course for Bachelor (Pass) degree holders. Higher education in the madrasha education system starts after completing Alim level education. Alim is followed by the 2 year Fazil course, and Fazil is followed by the 2 year Kamil course. Engineering, agriculture, business, medical, and information and communication technology (ICT) are the major technological education in Bangladesh.

2.2 Different Steams in Education Primary level education is provided under two major institutional arrangements: general, and madrasha, while the secondary education has three major streams: general,

47 madrasha, technical and vocational education. Likewise, the higher education has 3 streams: general, madrasha and technology education. Technology education includes agriculture, engineering, medical, textile, leather technology, and ICT. Madrashas function parallel to the general stream of education (primary, secondary and higher education) with additional emphasis on religious studies. According to the Ministry of Education, the structure of education of Bangladesh is as follows;

THE PRESENT EDUCATION STRUCTURE OF BANGLADESH Age Grade 26+ 25+ XX

Ph. D

24+ XIX

Ph.D(Medical)

(Engr)

Ph. D Post

Ph.D

MBBS Dipl 23+ XVIII

M.Phil

(Education)

M.Phil(Medical

22+ XVII MA/MSc/MCom/MSS/MBA LLM M. B

MSc(Engr) MSc.(Agr)

M B A M.Ed & M

B S

MA(LSc)

A(Edn)

BDS

21+ XVI

Bachelor

Masters (Prel) LLB(Hons)

BSc.Eng

(Hons)

BSc.Eng BSc

BSc.Agr

B B A B.Ed

(Tech.Edn)

BP ED

Dip.(LSc) Kamil

&Dip.Ed

BSc.Text 20+ XV

Bachelor

BSc.Leath

(Pass)

19+ XIV

Diploma

Diploma Fazil

(Engineering)

in

18+ XIII 17+ XII

Nursing Secondary

Examination

HSC

HSC

C in C in Diploma

Alim

Vocational Edu. Agri in 16+ XI

HIGHER SECONDARY EDUCATION

15+ X

Examination

14+ IX

SECONDARY EDUCATION

SSC

13+ VIII JUNIOR SECONDARY EDUCATION 12+ VII

Comm TRADE Certificate/ ARTISAN COURSE e.g. CERAMICS SSC Vocational

Dakhil

48 11+ VI 10+ V

PRIMARY EDUCATION Ebtedaie

9+ IV 8+ III 7+ II 6+ I 5+ PRE-PRIMARY

EDUCATION

4+

Table – 1: Education of Structure Bangladesh (Source: Ministry of Education)

2.2.1 General Education The general education is the biggest stream of education in Bangladesh comprising four stages: primary education, secondary education, higher secondary education, and higher education.

2.2.1.1 Primary Education The primary level education comprises 5 years of formal schooling (class I - V). This stage normally begins in 6+ years of age. Primary education is generally imparted in primary schools. Nevertheless, other types of institutions like kindergartens and junior sections attached to English medium schools also impart primary education in Bangladesh.

2.2.1.2 Secondary Education The secondary education consists of (3+2+2) 7 years of formal schooling. The first 3 year (class VI-VIII) is termed as junior secondary; the next 2 year (class IX -X) is secondary. At this level, there are three streams of courses: Humanities, Science, and Business Education, which start at class IX, where the students are to choose their

49 courses of studies. The Board of Intermediate and Secondary Educations (BISE) conducts the S.S.C. examinations. There are seven such boards at different places in Bangladesh: Dhaka, Rajshahi, Jessore, Comilla, Chittagong, Sylhet, and Barisal. These Boards are responsible for holding S.S.C. examinations and issuing certificates for successful candidates.

2.2.1.3 Higher Secondary Education The higher secondary education consists of 2 years of formal schooling (class XI -XII). At this level, there are three streams of courses: Humanities, Science, and Business Education. The Board of Intermediate and Secondary Educations (BISE) conducts the S.S.C. and the H.S.C. examinations. There are seven such boards at different places in Bangladesh: Dhaka, Rajshahi, Jessore, Comilla, Chittagong, Sylhet, and Barisal. These Boards are responsible for holding H.S.C. examinations and issuing certificates for successful candidates.

2.2.1.4 Higher Education This stage of education consists of 3-6 years of formal schooling. H.S.C. certificate holders are qualified for admission to 3-year degree pass courses and 4-year bachelor degree honours courses at the degree level colleges or universities. Master degree course consists of one year for bachelor’s (honours) degree holders and 2 years for bachelor’s (pass) degree holders. Some Public universities offer M.Phil. and Ph.D. degrees in different disciplines.

50 Bangladesh Open University (BOU) conducts non-campus distance education programmes. Bangladesh National University mainly functions as an affiliating university; it conducts examinations and awards degrees to the successful candidates. Bangabandhu Sheikh Mujib Medical University offers courses on medical education.

2.2.2 Madrasha Education The madrasha education was introduced in this subcontinent in 1780 with the establishment of Calcutta Madrasha. In the madrasha education system, one has to learn Islamic education along with the general education complementary to each other. The government sanctions financial grants to the teachers and employees of the nongovernment madrashas like other non-government schools and colleges. Madrasha education comprises four levels: Ebtedaie (Primary level), Dakhil (Secondary level), Alim (Higher Secondary level), Higher/Tertiary level (Fazil, Kamil)

2.2.2.1 Ebtedaie (Primary level) Education The Primary level is called Ebtedaie education. This is equivalent to primary level of general education. The primary level of madrasha education comprises 5 years of schooling (class I - V). Usually, children of 6+ years of age start in class I and finishes in class V at the age of 11. Ebtedaie education is provided in independent Ebtedaie madrashas and Ebtedaie sections of Dakhil, Alim, Fazil and Kamil madrashas.

2.2.2.2 Dakhil (Secondary level) Education The secondary level of madrasha education consists of 5 years of formal schooling. It is called Dakhil equivalent to higher secondary in general education system. Dakhil

51 education is given in dakhil madrashas, and in dakhil level of Alim, Fazil and Kamil madrashas. There are three courses: humanities, science, and business education. The students are free to choose the courses of studies. Most of the madrashas provide coeducation; however, there are some single gender madrashas in Bangladesh. The Bangladesh Madrasha Education Board is responsible for holding dakhil examination, and issuing certificates for the successful candidates.

2.2.2.3 Alim (Higher Secondary level) Education Alim is equivalent to higher secondary (HSC) education of general education system. Alim education is imparted in Alim madrashas, and in Alim level of Fazil and Kamil madrashas. It is a 2 year programme, and has three courses: humanities, science, and business education. The students are free to choose their courses of studies. The Bangladesh Madrasha Education Board (BMEB) holds Alim public examination and issues certificates for the successful candidates.

2.2.2.4 Tertiary Level / Higher Education This level comprises 4 (2+2) years of formal schooling. Alim pass students are qualified admission to 2-year Fazil course. This level of education is provided in Fazil Madrasha, and in Fazil level of Kamil madrashas. The Fazil course includes compulsory English subject of 100 marks, the Kamil course is based on the religious education only. Fazil degree holders are qualified for admission to 2 year Kamil programme. There are four streams of courses in Kamil level education: hadis, tafsir, fiqh, and adab. Bangladesh Madrasha Education Board conducts Fazil and Kamil examinations and awards certificates. The government manages three Kamil madrashas, and other madrashas are managed by private bodies. Recently, the government has decided to give equivalence of Fazil and Kamil to B.A. and M.A.

52 respectively. The Kharizi Madrashas education certificates are also in the process of getting government’s affiliation with equivalence to other courses of study.

2.2.3 Technical and Vocational Education Vocational courses start in class IX after completion of three years of schooling in secondary school. Recently, 2 year duration vocational courses have been introduced at the higher secondary level in government managed vocational training institute (renamed as Technical School & College). Diploma courses prepare the diploma engineers at the polytechnic institutes. This course spreads over 4 year duration after passing the secondary school certificate examination. There is a technical education board called Bangladesh Technical Education Board (BTEB), which grants affiliation to the technical institutes. It conducts examinations of the students completing different courses in different vocational and technical education, and awards certificates to the successful candidates. Textile College and Leather Technology Colleges offer four year degree courses in Textile Engineering, and Leather Technology respectively. Professional education is also imparted in the medical colleges, engineering universities, dental colleges, nursing colleges, homeopathic colleges, law colleges etc.

2.3 History of Madrasha Education The word Madrasha is derived from an Arabic word darsun meaning lesson. In its popular usage, the term refers to an institution specializing in the teaching of the Arabic language and Islamic studies. The primary/Ebtedaie stage of madrasha was called Maqtab or Nurani Madrasha or Furqania Madrasha ('Furqan' is derived from AlFurqan). The first Muslim ruler of Bengal, Ikhtiaruddin Mohammed - Bin Bakhtiar Khalji, built a mosque and madrasha in his capital ‘ GAUR’ in 1197, according to some

53 historians, 1201 AD. Sultan Giasuddin I established a madrasha in 1212 AD. Later, his descendant Sultan Giasuddin II established another madrasha. These two madrashas went by the name of Lakhnawti and Gaur Madrasha. Hussain Shah and his son Nusrat Shah established a number of madrashas in Gaur.

The ruins of many of these madrashas are still extant. In 1664 AD, with the initiative of Subedar Shayesta Khan, a madrasha and a mosque were built on the bank of the river Buriganga in Dhaka. Nawab Zafar Murshed Ali Khan established Murshidabad Madrasha, which still exists. Munshi Syed Sadruddin al-Musawl established the Burdwan Madrasha at village Buhar in 1178 hijri, and appointed Maulana Abdul Ali Baharul Ulum of Lucknow as a teacher. During the nawabi period, government made extensive lakheraj or rent free lands towards the maintenance of madrashas. Government also disbursed allowances and scholarships to madrasha teachers and students in the form of land grants called maadat-e-maash.

2.3.1 Colonial Period Madrasha education took a new turn during the British rule. Most of the lakheraj lands granted to madrashas, and to teachers, and the students were resumed to rental during company period. Consequently, many madrashas were closed down in the early nineteenth century. Governor General Warren Hastings established an official madrasha called Calcutta Madrasha in 1780. But, it was intended to produce a limited number of graduates for serving the colonial government as law officers. Being deprived of official support, madrasha education declined in the nineteenth century. Guided by the government and headed by the European, the Calcutta Madrasha set a new trend in the madrasha education in Bengal, which favoured teaching Muslim law

54 and jurisprudence rather than all round education of the Muslims. The curricula included the unani method of medicine, cottage industry, and technical training. The period of studies under darse nizami was 9 years.

The old darse nizami courses are still in existence in many self-supported madrashas in line with Dewband Darul Ulum Madrasha of India established in 1280 hijri by Maulana Qasim Nanutabi. In many towns and villages of Bangladesh, there are branches of Dewband model of madrasahs. These are locally called qaumi madrasha and are financed by subscriptions, sadiqa, zakat etc. Most imams, muazzins or teachers of nurani or furkania madrashas come from the qaumi group. Alia Madrasah was established in the year of 1780 with the initiative of British government and formed Madrasha Education Board of Bengal. Madrasah education then started formally. Consequently, madrasha education was gradually reformed.

In order to induce Muslims to English education a new type of madrasha was introduced by the colonial government in the 1890s. It was called New Scheme Madrasha. In its syllabi were included all Islamic subjects and vernaculars. English language was made compulsory. All new scheme madrashas were government aided. New scheme madrashas had two streams, junior and senior. The junior madrashas taught up to class five and senior up to secondary level. Muslim students aspiring to government jobs and services were attracted to the New Scheme madrashas. There are three systems of madrasha education in Bangladesh: the old darse nizami system, the revised and modified nizami system, and the Alia Nisab (higher syllabus) system. The first two categories are popularly called quawmi or non-government madrashas.

2.3.2 Pakistan Period

55 Especially, Shere-E-Bangla A. K Fazlul Hoque, the then prime minister declared to spread out and modernise the madrasha education in this region. Following the commitment of Shere-E-Bangla A. K Fazlul Hoque a committee named Moula Box Committee was formed for improving madrasha education in this region. This committee recommended establishing a university for madrasha students and setting some proposals for developing madrasha education. After the independence of Pakistan in 1947 some committees /commissions were formed for the development of madrasha education. Among the committees West Bengal Educational System Reconstruction Committee in 1949 and the Arabic University Commission in 1963-64 are mentionable. Those committees/ commissions recommended various reforms for the improvement of madrasha education.

2.3.3 Post - Liberation Period (Bangladesh Period) After the independence of Bangladesh in 1971 some steps are taken to modernise the education with creating scopes for employment for the madrasha educated people. With a view to modernising the madrasha education system, Bangladesh Madrasah Education Board was formed under an ordinance in 1978. Two major responsibilities of this board are to hold examination, and publish results of all public examinations of madrasha education system. The other duty is to formulate syllabuses and prescribe books for all classes from Ebtedaie (primary) to Kamil class. The Madrasah Education Board started its activity independently in 1979. In 1980, Fazil degree was given the equivalence of H.S.C. qualification. English language teaching and learning got a momentum from then. In the process of developing and modernising the education dakhil level was given equivalence to S.S.C. in 1985, and in 1987 Alim level was given the standard of H.S.C. At present madrasha education is an integral part of national education system. All categories of madrashas are entitled to

56 receive government aid if they fulfil prescribed conditions set by the state authorities: the Bangladesh Madrasha Education Board, and National University of Bangladesh. The madrasha education degrees are equally accepted at all government and non government sectors.

During recent time, the revolutionary changes and development are brought in the field of modern science and technology, and Bangladesh faces very strong and tough challenges. With a view to facing this challenge, English, humanities, science, business and technical education have been introduced to madrasha education. Meanwhile, in 2007 the government of Bangladesh has enacted an ordinance to give equivalences Fazil and Kamil to B.A. and M.A. degree respectively. At present English is compulsorily taught up to Fazil level of madrasha education system. Alim students of the madrasha education system follow the textbook which is prescribed by the NCTB for H.S.C. students of general education system. Steps are already taken to modernise the existing curriculum. Madrasha Teachers’ Training Colleges is also established to train up the madrasha teachers; to arrange in-service and pre-service training for madrasha teachers; to increase quality and efficiency of the madrasha teachers through training; to increase quality and efficiency of madrasha teachers through training. In fact, the cherished desire of Shere-E-Bangla A. K Fazlul Hoque is going to be materialised soon.

2.4 Place of English in the Madrasha Curriculum English is taught as a foreign language in our schools, colleges and madrashas. It is taught as an additional subject from class I and as a compulsory subject from class III to class 14 (Bachelor degree) in the general and madrasha education systems. In the

57 primary level of madrasha education, English is taught as a compulsory subject of 100 marks. The secondary level (Dakhil) of the madrasha education has an English compulsory paper of 100 marks. The higher secondary (Alim) level of the madrasha education teaches one paper of compulsory English carrying 100 marks, though the secondary and higher secondary levels of the general education teach two papers of English carrying 100 marks each. The present curriculum, after 2000, discourages the use of books on grammar, translation and composition. The communicative language teaching is introduced to both the general and madrasha education, and the curriculum body suggests the detailed guidelines and instruction for textbook writers to furnish books to be appropriate for communicative language teaching. The following books are prescribed for different classes of the madrasha education curriculum: a) Beginner’s English Book One For Class-3 b) Beginner’s English Book Two For Class-4 c) Beginner’s English Book Three For class-5 d) Dakhil English For Today, For Class-6 e) Dakhil English For Today, For Class-7 f) Dakhil English For Today, For Class-8 g) Dakhil English For Today, For Classes 9 - 10 h) English For Today, For Classes 11-12 The National Curriculum Committee attempts to establish a fit environment for the language teaching by introducing new books displaying posters, charts, maps, advertisement, etc. The curriculum suggests that video and audio cassettes should be produced along with the textbook so that the teachers and the students can be involved in practicing listening and speaking in the class.

58

2.4.1 Curriculum of English in Alim Class

The objectives of the English textbooks in the madrashas are designed in the world context. English For Today, For Classes 11-12 claims that the textbook is written in communicative view of learning. The preface to the book English For Today, For Classes 11-12 claims that this new English textbook has been developed for classes 11 & 12 by English Language Teaching Improvement Project (ELTIP) jointly funded by the Government of Bangladesh and DFID of the UK Government, a team of writers trained in the UK under ELTIP has written the book over a period of one and a half years. The whole process of writing, trialing, and evaluation the manuscript was carried out by national and expatriate consultants of ELTIP in cooperation with NCTB. The book is based on the principle that has guided the writing of the English For Today books from class 6 to onwards – the principle of learning a language be actually practicing it. This practice is carried out through the four language skills of speaking, listening, reading and writing, usually in an interactive mode, underlies the communicative approach to language learning. As the focus is on the communicative functions of language, the main aim of the textbook is to provide ample opportunities for students to use English for a variety of purposes in interesting situations. The book is divided into units. Each unit based on a theme, has several lessons that contain reading texts and a range of tasks and activities designed to enable student to practice the different skills, sometimes individually and sometimes in pairs or groups. Some literary texts have also been included. However, the emphasis in such cases is not just on content but on the exploitation of the texts to trigger a variety of language activities.

59 The emphasis on the communicative approach, however, does not disregard the role of grammar. Instead of treating grammar as a set of rules to be memorised in isolation, the book has integrated grammar items into the lesson activities allowing grammar to assume a more meaningful role in the learning of English. Thus students develop their language skills by practicing language activities and not merely by knowing the rules of the language. As mentioned in the preface to the book, the textbook follows the communicative approach to the teaching and learning of English in Bangladesh context. The book provides learners with a variety of materials such as reading texts, dialogues, pictures, diagrams, tasks and activities. Learners can practise language skills using these materials. They can actively participate in pairs or group or individual work. The book includes a wide range of topics from both national and global contexts. A unit on population education has been appended to the book to raise awareness about the adverse effects of over population on the socio-economic conditions of the country. It is expected that the new textbook will be an effective resource for the learning of English at this level. It is hoped that the topics are appropriate and interesting to the learners thematically, culturally and linguistically. Adequate grammar elements are also integrated with language skills so that learners can transfer the elements in the real life situations. This opposes the memorisation of discrete grammar items. The objectives of the textbook are to; 1.

introduce effective communicative language teaching techniques,

2. arrange adequate practice in four basic language skills : listening, speaking, reading and writing, 3. integrate grammatical elements with language skills so as to make the grammar genuinely functional and communicative, 4. adapt the existing topics so as to make them both more interesting and acceptable,

60 5. create more opportunities for interaction ( between teachers and students. and among students themselves), 6. introduce and integrated “work book “element in order to develop writing skills at an appropriate pace, and 7.

suggest a clear teaching methodology within the framework of actual lessons,

It is expected that the present textbook will meet the actual needs of the students and the teachers, and eventually, it will accelerate effective communicative teaching and learning of English language at the Alim level in the madrashas in Bangladesh.

2.4.2 Syllabus of English in Alim Class The Madrasha Education Board (MEB) has prescribed the book English For Today, For Classes 11-12 published by the NCTB as the textbook for Alim class. The same book is prescribed for higher secondary students of general education system. The Alim class has only one paper of English carrying 100 marks, but the higher secondary students of general education system study two papers of English carrying 100 marks each. The book is taught during the 11-12 classes. The Alim English syllabus contains 12 units comprising 79 lessons. After completion of the course in two years, the Alim public examination is held. The contents of syllabus for Alim class are;

Unit- One

: Families Home and Abroad

Unit- Two

: Learning English

Unit-Four

: Pastimes

Unit-Six

: Our Environment

Unit- Eight

: Towards Social Awareness

Unit- Nine

: Getting Educated

Unit- Thirteen

: We and our Rights

61 Unit- Fourteen

: Human Resources

Unit- Seventeen

: Modes of Communication

Unit- Twenty

: Jobs and Professions

Unit- Twenty Three

: Challenges of the New Century

Unit- Twenty Four

: People, People Everywhere

2.4.3 Marks Distribution in the Alim Examination The six broad items are included in the Alim public examination. The items and the marks allocated for each item are shown at the right hand margin.

a) Seen Comprehension : 25 i)

Objective questions

:15

ii)

More free questions

: 10

b) Unseen comprehension : 25 i)

Objective questions

: 15

ii)

More free questions

: 10

c) Vocabulary: 10 iii)

Cloze test with clues

: 5

iv)

Cloze test without clues

:5

c) Grammar: 10 i)

Cloze test with clues

:5

ii)

Cloze test without clues

:5

d) Writing: 10 i) Guided

: 10

ii) More free

: 10

62 e) Population Education( Unit 24)

: 10

______________________ Total: 100 marks

2.5 Evaluation of Textbook Language instruction has five important components: students, a teacher, materials, teaching methods, and evaluation. Allwright argues that materials should teach students to learn, they should be resource books for ideas and activities for instruction/learning, and that they should give teachers rationales for what they do (5-18). Sheldon identifies three main reasons for using textbook. Firstly, developing classroom materials is an extremely difficult, arduous process for teachers. Secondly, teachers have limited time in which to develop new materials. Thirdly, external pressures restrict many teachers with various dimension and they can not prepare class room materials for their own (237-246). EFL textbooks can play an important role in the success of language programmes. Sheldon suggests that "textbooks represent the visible heart of any ELT program" (237).

Textbooks provide the objectives of language learning; they function as a lesson plan and working agenda for teachers and learners. The EFL materials currently taught at Alim class requires a deeper and more exclusive analysis and scrutiny. Hutchinson and Water suggest that contents of English textbooks should be useful, meaningful and interesting for students. Difficulty of materials, as a general rule, should be slightly higher in their level of difficulty than the students' current level of English proficiency. Instructional issues of English textbooks should have clear instructional procedure and methods, that is, the teacher and students should be able to understand what is expected in each lesson and for each activity (120-121).

63

2.5.1 Types of Evaluation Cunningsworth suggests that there are three different types of material evaluations. These are: 1) predictive’ or ‘pre-use’ 2) ‘in-use’ 3) ‘retrospective’ or ‘post-use’ (reflective) He argues that the most common form is probably the ‘predictive’ or ‘pre-use’ evaluation that is designed to examine the future or potential performance of a textbook. The other types of textbook evaluation are the ‘in-use’ evaluation designed to examine material that is currently being used and the ‘retrospective’ or ‘post-use’ (reflective) evaluation of a textbook that has been used in any respective institution (4244).

Dickins and Germaine refer two types of evaluation that can to be adopted to sketch out a picture of textbook materials. Types of evaluation are; 1) on page 2) in use evaluation (29)

[

Dickins and Germaine, refer the on page evaluation as to the ‘theoretical worth of the materials’ as they are on the printed page, which has no reference to their actual use in the classroom. According to the purpose of evaluation, such criteria as the following are to be examined: 1. Do the textbooks represent the authors’ claims? 2. Are the textbooks appropriate for the level of students and the context? 3. Do the activities seem to help the students with the basic elements of the four language skills?

64 4. Does the teacher’s guide help the teacher in how the tasks should be handled? 5. Are there enough guidelines and hints? 6. Is it possible for the students to use the textbooks on their own? (30-31). As attributed to the on page evaluation, material in use evaluation is evaluating the textbooks as they work in real classroom situations to examine how they really work and detect any problems that may occur.

Some other aspects can be examined such as: ● students’ performance in the classroom, ● students’ attitudes towards the new textbooks, ● teachers’ approaches in relation to the use of the textbooks, ● teachers’ attitudes towards, any new approaches that textbooks may present,

Litz (2007) suggests that while evaluating any EFL textbook a number of matters should be considered: value, content, layout and design, activities and tasks scope of practicing language skills (7). In the present study, some methods are followed for the evaluation of English For Today, For Classes 11- 12. The checklists for evaluation of the textbook are developed on the basis of suggestions of Cunningsworth (1995), Dickins Germaine (1992), and Litz (2007).

2.5.2 Types of Textbook Evaluators Alderson and Scott suggest the following types of evaluators usually involved in evaluating textbook;

65 a) Insider Evaluator b) Outsider/ External Evaluator c) Global Evaluator (38) Alderson and Scott suggest that evaluation is strongly connected with outsiders in the sense that usually the action for an evaluation is issued “from above” and the insiders have to do the “donkey work” (38). The importance lies on the active involvement of insiders as well outsiders. They say that the “insiders” have the advantage that they themselves are part of the teaching context and they are aware of, and fully involved with the students. It should be clear that what is referred to as an outsider or an insider depends on an awareness of the contexts and the students, the degree of involvement that they have with the actual teaching process and the immediate contact with the new set of textbooks. The textbook evaluation can be performed globally through electronic media and publishing in the book/materials in the web pages (39-42). The present researcher has evaluated the textbook English For Today, For Classes 11-12 as an insider evaluator, because the present researcher has awareness of the contexts, contents and the students, and has involvement in the teaching –learning activities.

2.5.3 Checklists of Textbook Evaluation Sheldon suggests that no general list of criteria can ever really be applied to all teaching and learning contexts without considerable modifications, most of these standardised evaluation checklists contain similar components that can be used as helpful starting points for ELT practitioners in a wide variety of situations (247).

Preeminent theorists in the field of ELT textbook design and analysis such as; Williams (1983), Sheldon (1988), Cunningsworth (1995), Rivers (1968) and Harmer (1996) all agree that evaluation checklists should have some criteria pertaining to the

66 physical characteristics of textbooks such as layout, organizational, and logistical characteristics.

A number of textbook evaluation checklists and guidelines have been studied for the present study to evaluate the English For Today, For Classes 11-12 . The present researcher browses about 10 checklists proposed by different authors and selected 13 features which are common to most of these checklists to do the evaluation. The present researcher scrutinises the textbook in the checklist one by one. The checklists which are followed are stated below;

Checklist 1: Whether the layout of the book is clear, attractive, print is easy to read, Checklist 2: Whether lay out of the exercise and practice are clear, Checklist 3: Are objectives laid out in the introduction, and implemented in the material? Checklist 4: Opportunities of practicing language skills, Checklist 5: Are there sufficient vocabulary explanation and practice? Checklist 6: Whether appropriate visual materials available, Checklist 7: Whether the topics and tasks are interesting, Checklist 8: Whether the instructions are clear, Checklist 9: Whether the presentation is stereotyped and activity boring. Checklist 10: whether traditional grammar teaching is avoided, Checklist 11: Whether the lesson is relevant to day to day activities, Checklist 12: whether the activities are student centered or teacher centered Checklist -13: Whether fluency dominates accuracy

67

2.5.4 Evaluation of English For Today, For Classes 11-12 The English textbook has been written by English Language Teaching Improvement Project (ELTIP) jointly funded by the Government of Bangladesh and DFID of the UK Government. A team of writers trained in the UK under ELTIP has written the book over a period of one and a half years. The book is divided into units. Each unit based on a theme, has several lessons that contain reading texts and a range of tasks and activities designed to enable students to practice the different skills, sometimes individually and sometimes in pairs or groups. Some literary texts have also been included. As claimed in the prefaces to the book, the book follows the communicative approach to the teaching and learning of English in Bangladesh context. The book provides learners with a variety of materials such as reading texts, dialogues, pictures, diagrams, tasks and activities. Learners can practise language skills using these materials. They can actively participate in pair or group or individual work.

The NCTB claims that it includes a wide range of topics from both national and global contexts. Topics are appropriate and interesting to the learners thematically, culturally and linguistically. Also adequate grammar elements are integrated with language skills so that learners can transfer the elements learned to the real life situations. This opposes the memorisation of discrete grammar items. The Textbook will be evaluated under some checklists whether the claims of the preface to the English For Today, For Classes 11-12 are genuine.

68

Checklist 1: Whether the layout of the book is clear, attractive, print is easy to read

Most often the paper of the textbook English For Today, For Classes 11-12 is of low quality, and in some cases is more like papers which are used for daily newspapers. The book is acceptable regarding the orthographic beauty. However, it would be more appealing if colorful pictures of real people and real environment were used. The whole book consists of various units and each unit consists of lessons. Just after the publisher’s page, it gives chronological list of the topics and themes. The book includes thematic area of each unit, topic of each lesson, language skills focused with functions, grammar elements or structures and new vocabulary that appeared in each topic has been given in the book for Alim class. So, language skills, functions, grammar/structures and new vocabulary are presented in an integrated manner.

The present study finds that the paper of the book is of low quality, and in some cases is more like papers which are used for daily newspapers. The printing and typing of the book is blurred, and the binding of the book is of poor quality. However, the book looks good and acceptable for its clear layout, and orthographic beauty.

Checklist 2: Whether lay out of the exercise and practice are clear The lessons of the book have a presentation-practice-production format, which follows the statement of the book as claimed in the preface to the book. The book creates scopes for sufficient exercise with clear destination.

Objectives: Clear objectives of each lesson are mentioned at the beginning.

69 Example: Objective – By the end of the lesson you will have  read two letters  discussed the contents of the letters  practiced using wh-questions  written a short letter to a newspaper (English For Today, For Classes 11-12: Lesson 1: Unit One) Presentation: Language items with functions have been presented through meaningful text. Different language skills have been integrated. For this, linguistic as well as paralinguistic means of communication have been used. Students are asked to discuss with the pictures. The pictures along with the written texts, which provide a pre-reading task, make the lesson meaningful and natural. Example: A) Discuss with your partner and say what happens when the weather is very dry? Look at the picture. What you see? Discuss the following questions in pairs. 1. What do you think is the cause? 2. What may it lead to? 3. Is there any way of prevailing this? (English For Today, For Classes 11-12: Lesson 3: Unit Seven) Practice Every lesson focuses language skills. Skills are always integrated. Before the practice of language skill(s) learners do some pre-skill (i.e., pre-reading or pre-listening) tasks. In the above-mentioned lesson, for example, look at picture of Nazneen’s family, and ‘guess the relationships between the people in the picture’. Thus the lesson gives the students a pre-reading task, which will engage them in the learning process. For

70 language practice, students have to do a variety of activities. These include pair work, group work, working as whole class and solo work. Pair works: A good numbers of exercises for pair works and group works of different nature are presented in the book. Followings are some illustrations;

B.

Read the two following letters taken from the problem page of a weekly English magazine. The Rising Sun, to identify the problems the two writers are facing. The Rising Sun

The Rising Sun

Wednesday 5 January

Wednesday 12 January

Dear Mita Apa,

Dear Mita Apa,

I’m a first year college student and my annual

I read Nazneen’s letter published in your

exams are close at hand. I need to study a lot.

column on 5th January. I can understand

However, conditions (…) shoulders. On top of Nazneen’s problems about living in a large that, my aunt (my father’s sister) has just and a family, but (…) the fence. From my new baby boy. He screams all (...) a lot on me experience, I know how awfully boring and so do my grandparents. It seems that I am life can be in a nuclear family. I’m also a at everybody’s beck and call. The house hasn’t

college student like Nazneen. (…) with

yet shed (…) family. I even have to share my their work. My only brother goes to room with my younger brothers and sisters

university in the morning and comes back

and at times, with my cousins, I wish I were in late in the evening. Everybody is too (...) a small family. Tell me what should I do?

uncles, aunts, and cousins. I hope Nazneen realises that having a small family does

Nazneen

not necessarily make one happy. Aminpur, Sirajganj Zinnia Rajabazar, Dhaka

(English For Today, For Classes 11-12: Lesson 1: Unit 1) Controlled and free practice of language

71 Some activities involve practice of language skills controlled at varied degrees by the teacher. Some activities, on the other hand, involve more free practice of language skills. Students involve in free production of language in some activities. Control exercise Every lesson contains control exercise; the following is an example of control exercise. The control exercises allow limited options for the students. Example:

Here are some words and expressions from the letters that we use in daily life. Understanding their meaning within the context is important. Check your comprehension by matching the words/expressions shown in column A with their meanings in column B. A

B

envy

- believing what others have is always better.

awfully

- small regular tasks that are done in the house

scream

- be in a position where you do things as ordered by others

rosy

- wish that you had someone else’s possessions, abilities

chores

- cry loudly

festive

- be always ready, be alert

be on one’s toes

- bright and cheerful, as in a celebration

at somebody’s beck and call

- happy wonderful

the grass is greener on the

- very, very much

other side English For Today, For Classes 11-12: Lesson 1: Unit One Now fill in the blanks in each of the following sentences with an appropriate word/expression from column A of the above table. Change the form(s) if necessary.

72 1.

Bangladesh has a ………………………. air during the month of Ramadan.

2.

Things don’t look very ………………… for him in his present job.

3.

She is …………………….. to help everybody in the house.

4.

The peon in the office is at the Principal’s ………………..

5.

When she was the burglar, she ………….. in terror.

6.

I’m …………………….. sorry for breaking your new pen.

(English For Today, For Classes 11-12: Lesson 1: Unit One) Free practice Almost each and every lesson contains free practice exercises. The most common different kinds of exercises are; writing letter, writing paragraph, writing dialogues, narrating story, writing essay, etc. F. Write a short letter to “The Rising Sun” describing the type of family you like and why. (English For Today, For Classes 11-12: Lesson 1: Unit One) E. Write a newspaper article on the changes in clothes fashion among young people in Bangladesh over the past decade. (English For Today, For Classes 11-12: Lesson: 5: Unit Six)

Checklist 3: Are the objectives laid out and implemented in the materials? At the beginning, the book contains a preface that attempts to clarify the intended teaching objectives; however, there is a state of indeterminacy as to the goals toward which the teachers and the learners are to set out. The ultimate goals of the curriculum are clarified in the preface to the book. Likewise, the short term objectives are specified at the beginning of each lesson. But this is not satisfactorily clarified how the learners should be able to do to demonstrate that they have achieved the intended objectives at

73 the end of each course e.g. at the end of each lesson. A good textbook should have lesson aiming at fulfilling some specific objectives.

In the present English For Today, For Classes 11-12, at the beginning of every lesson some specific objectives have been targeted, though specific guiding principles for teachers on how to teach the lessons are not furnished. Although the curriculum document admits the necessity of such guide lines and says that such teacher guides will be prepared and published, they are yet to come in light. Now it becomes the teacher’s responsibility to find out the way to attain the responsibility.

Objective Example: – By the end of the lesson you will have  read two letters  discussed the contents of the letters  practiced using wh-questions  written a short letter to a newspaper (English For Today, For Classes 11-12: Lesson 1: Unit One) Example: Objective – By the end of the lesson you will have  discussed the idea of communicating  understood what learning a language means  read a passage on the distinction between acquisition and learning  written a dialogue

(English For Today, For Classes 11-12: Lesson 2: Unit Three)

74

Checklist 4: Opportunities of practicing language skills The preface to the book English For Today, For Classes 11-12 declares that the book provides learners with a variety of materials and activities. It claims that the practice is carried out through the four skills of language: speaking, listening, reading and writing. Tasks in the book are so designed as to provide students with opportunities so that they can participate in discussion, information gap activity and role-play etc. Pictures and diagrams are not used just for decorative purposes rather they are accompanied by a wide range of tasks and activities, which give learners opportunities to practise language skills. Example: C. Think about a salesman and a customer in a Fruit/book/ shoe shop. In pairs write a short dialogue between them to show how they interact (communicate) with each other. Then in pairs do roles play using the dialogue. (English For Today, For Classes 11-12: Lesson 1: Unit Three)

Checklist 5: Are there sufficient vocabulary explanation and practice? Each and every lesson provides scopes for practicing vocabulary through different techniques. Vocabulary is explained through defining the word or and providing synonyms. The major techniques used in the book are: cloze test with clues, cloze test without clues, matching column, etc. The other type is attributable to the poor contextualization of the new vocabulary in the New Words Sections. Some of the new vocabularies are more significant in carrying the semantic load of the related sentence have been included in the margins of the Reading Comprehension passages with some synonyms or definitions.

75 Example:

Here are some words and expressions from the letters that we use in daily life. Understanding their meaning within the context is important. Check your comprehension by matching the words/expressions shown in column A with their meanings in column B. A

B

envy

- believing what others have is always better.

awfully

- small regular tasks that are done in the house

scream

- be in a position where you do things as ordered by others

rosy

- wish that you had someone else’s possessions, abilities

chores

- cry loudly

festive

- be always ready, be alert

be on one’s toes

- bright and cheerful, as in a celebration

at somebody’s beck and call

- happy wonderful

the grass is greener on the

- very, very much

other side

English For Today, For Classes 11-12: Lesson 1: Unit One

Checklist 6: Whether appropriate visual materials are available Visual materials can be defined as the facilities that can be employed by teachers and learners to enhance language learning in classrooms. They may range from simple hand-made realia, charts and pictures to electronic and digital materials. It is unfortunate that the textbook neither use any visual materials in the lessons nor provide any exercises that may require any visual aids, apart from related pictures the exercises are to be done verbally and in written form. To teach a word, means to provide information, implicitly or explicitly, on these properties for the learners and also to provide opportunities for them to rehearse the given words to store them in their minds.

76 There are ample opportunities for practicing dialogues, but the textbook materials do encourage neither the teachers nor the students to use audio / tape recorder or any audio – visual aids.

Checklist 7: Whether the topics and tasks are interesting The topics of reading vary from factual to anecdotal ones, and sometimes are funny stories. It is difficult to judge on behalf of the learners whether those are interesting for them or not, and it needs research. Nevertheless, it is found that some topics are attractive to the Alim students. However, it seems that it would be better if the topics are updated to become more congruent with the taste of the new generation which might be a bit different from that of the authors who designed the books at least ten years ago. It is also possible to include adapted and simplified versions of quotations and sayings of scholars renowned for their wisdom and eloquence in line with higher culturally valued objectives of education such as trustworthiness, sacrifice, courage, punctuality, patience, honesty, etc, since the meaning and content of the materials taught in English classes have strong and long lasting effects on the minds of the learners.

The textbook includes a good number of stories and articles on social , historical , educational, wonders, heritage, space, communication, challenges , profession, sports issues etc. (such as; caring and sharing, email, looking for a job, etc), therefore, the textbook may be termed as interesting fairly much. Many tasks of the lessons are enjoyable, which are culturally and historically known to the students such as; guess; match; discuss with the help of picture, cloze test with clues etc.

Checklist - 8: Whether the instructions are clear

77 The instructions given in the book English For Today, For Classes 11-12 are clear and easy to understand for the learners. Even if, the learners might not be familiar with the structures and the lexis used in the instructions, the models given for each group of exercises provide contextual clues for the learners as to what they are expected to do. However, some of the instructions lack the required contextual information in terms of linguistic contextual complexity.

Example Now look at the picture of Mr. Fraser, Managing Director of multinational company situated in Dhaka. What kind of a person do you think he is? Why? Discuss in pair

(English For Today, For Classes 11-12: Lesson 4: Unit Seven)

Checklist -9: Whether the presentation is stereotyped and activity boring Learning takes place pleasantly if the lesson is interesting. New items should be presented in realistic contexts and tasks and activities should be so designed as to provide learners with as many new things as possible to practice. To ensure learning, it should be confirmed that the presentation is not stereotyped. Stereotyped presentation makes lessons uninteresting and activities tiresome. The textbook English for Today for Alim class should not be considered as wholly stereotyped and traditional, because different lessons are presented with varieties type of practice exercises, though the evaluation reveals that many of the lessons of this book starts with a “Look at the picture” type activity. Examples: Lesson 1, Unit one: Our Family (Look at the picture of Nazneen’s family presented with eleven pictures)

78 Lesson 2, Unit One: A Myanmar family (Look at the picture below and exchange your views with your partners) Lesson 4, Unit One: Mr. Fraser’s family (Look at the picture what kind of person do you think he is? Discuss in pairs) Examples illustrated above show that each of the above lessons starts with a typical activity, i.e., looking at the picture(s). When most lessons start with such types of stereotypical activities, learners as well as the teachers get in difficulty to carry out them. They often feel bore. In the present textbook “Look at the Picture” (s) is presented in most of the lessons sometimes it is in the beginning or somewhere else. Although some pictures are considerably different from others in terms of physical contexts, students are not provided with any linguistic context at the beginning. As a result, these may often produce boredom among the pupils, and teachers may face difficulty to arousing interest among the learners.

Checklist – 10: Whether traditional grammar teaching is avoided The present English For Today, For Classes 11-12 does not include any topic on explicit grammar. Implicit grammar is presented thoroughly in different items. There is no scope of traditional grammar practices in the lesson; rather, grammar items and their functions are included within the text and discourse of varied types in each lesson in the implicit manner. This point has been made clear in book map of the book. Each and every lesson presents implicit grammatical exercises, such as; tenses, clauses, verbs, comparison, modals, direct and indirect speech, change of voices are presented in the lessons through various exercises i.e. identification, right form of verb, fill in the gaps with clues, fill in the gaps without clues etc.

79 Example C. Use the appropriate forms of the given words to complete the following sentences. 1. Global warming may have a----------- effect on life. 2. Environmental pollution is a very big problem of ------------ developed countries. 3. This problem should be ---------------------. 4. --------- water is very bad for health. 5. The greenhouse affect is a ------ phenomenon. (English For Today, For Classes 11-12: Lesson 3: Unit Six)

Checklist -11: Whether the lessons are relevant to day to day activities Culturally known lesson creates interest among the students; therefore, lesson should be relevant to the day to day activities of the learner. Many topics of the book are taken from the natives’ cultural, social, educational and historical background, though many lessons are extracted from students’ unknown arena of subject. Example E. Think about your own family. In pairs ask and answer questions about your families. e.g. How many members are there in your family? What do/does …….do? Does your grand father live with you? etc. (English For Today, For Classes 11-12: Lesson 1: Unit One)

Checklist 12: Whether the activities are student-centred rather than teacher oriented Language teachers face a task of making professional decision to ensure effective language learning and rely to a great extent on learner-centeredness, learningcenteredness and communicative language teaching. Learner-centeredness means active

80 involvement of learners in their learning processes. Learning-centeredness means that learners are able to decide what and how to learn. Communicative language teaching involves real communication, carrying out meaningful tasks and teaching meaningful (to the learner) language.

In the communicative approach of learning, the students have to do most of the things in the class. Teacher’s role is to help them carry out these tasks, as facilitator, as a guide. Teacher is no more a dictator who controls everything in the class. Sometimes he/she is a co-learner, sometimes manager of the class. Therefore, it can be said that English For Today, For Classes 11-12 is student-centred. In all the activities, the learners have to comprehend and/or produce language, i.e., they have to use language, “do the exercises either individually” or “in pairs or in groups”.

Checklist -13: Whether fluency dominates accuracy Communicative approach puts emphasis on fluency rather than accuracy. However, teacher should always be ready to correct errors, mistakes and lapses the learners commit in the process of learning. But correcting all the mistakes is discouraged. The focus is always on a specific linguistic or functional aspect. This point has been made vivid in the book map of English For Today, For Classes 11-12. The book introduces large number of student- cantered practices which encourage fluency over accuracy.

2.6 Status of the English Language Teachers It is taken as granted that teachers are the builders of nations. They are makers of the leaders and the significant figures in the society. They should be competent enough to handle the students’ conduct as well as to teach his/ her students in the effective way of

81 learning. Educational fitness, good teaching methods and approaches, experience, and training are the preconditions to be a successful language teacher. Prodromou presented a much longer list of characteristics valued by learners; examples cited were friendly, gave good notes, played games, told jokes, did not push weak learners and was more like a comedian (2-7). Brosh identified the desirable characteristics of the effective language teacher as perceived by foreign language teachers and students in Israel. The following five characteristics emerged overall as those felt to be most desirable by the participants in this study:

• knowledge and command of the target language; • ability to organize, explain and clarify, as well as to arouse and sustain interest and motivation among students;

• fairness to students by showing neither favouritism nor prejudice; • availability to students. (125-138) 2.6.1 Proficiency in the Target Language Proficiency of the language teachers includes the teacher's ability to understand, to speak, to read and to write English; accuracy in pronunciation; knowledge of foreign customs, culture and cross-cultural communication; knowledge of linguistics and of the essence of language acquisition; and his/her ability to initiate, to sustain; and to present basic communicative tasks in an appropriate way. The present study finds that the madrasha English teachers are not proficient enough in English language, and they do not use English in the class for instruction; rather they prefer to stay in Bengali, the mother tongue.

2.6.2 Teaching Effectiveness

82 Teaching effectiveness includes the teacher's ability to prepare a lesson plan focusing on the teaching aim, administration and the management of the class, and to work towards the aim with certain teaching strategies. The English teachers in the madrashas follow the Grammar Translation Method of Teaching. They are not fully aware of and efficient in teaching in the communicative approach. They hardly use the target language in the class. The maximum students participated in the study blame that their English teachers are not qualified and competent enough to teach English at Alim level.

2.6.2.1 Classroom Management Classroom management includes proper arrangement of seats, board, and time to fit for certain activities. This also includes the teacher's ability to be clear in the class, and to change modes of presentation and types of questions. The teacher is also supposed to be able to engage students in the learning process, to provide opportunities for feedback and to use group and individual activities so as to bring students' initiative into full play. The madrasha English teachers are to handle a big class, on the one hand; and they have no training to tackle a class, on the other hand; so, most of the time they cannot maintain the class successfully. [

2.6.2.2 Psychological Elements and Personality of the teachers The teacher should have patience, confidence, imagination, enthusiasm, humour and creativity. He/She should be friendly, sympathetic and on good terms with the students, and have an affirmative attitude towards the students and occasionally encourages them if necessary. The present study finds that the English language teachers in the madrashas are a little sympathetic and friendly to their students. The teachers hardly

83 give extra time to their students after the class hour. The madrasha English teachers usually do not encourage their students to speak English with their class mate.

2.6.3 Qualifications of Madrasha English Teachers The present researcher visits some madrashas, and finds that at least 30% Alim madrashas do not have English teacher of their own; therefore, part time English teachers hired from other madrashas and colleges take English classes in those institutions. If the part time teacher is not found, the teachers of other disciplines take English classes. The English teacher at Alim level requires M.A degree in English with good results. To ensure better education, and to strengthen the teaching learning activities, the government of Bangladesh has enacted the “Non Government Teacher Registration and Certification Authority (NTRCA) Act 2005”. The National Parliament of the People’s Republic of Bangladesh approved the bill on February 2005. According to the act, the NTRCA will hold and qualifying test for intended teachers, and issue certificates. The Directorate of Secondary and Higher Secondary Education (DSHE) formulated the guidelines, and prescribed qualifications for teachers of government and non government institutions. According to the handout of DSHE and NTRCA the qualification of secondary & higher secondary level English teachers should be as the following; SL

Level of Education

Qualification for Teachers Non government Institution

1

Secondary Schools/ Madrashas

Government Institution

B.A. with English B.A, B. Ed. with elective English at graduate level or M.A. in English

84 2

Higher Secondary College/ Madrasha

M.A. (2nd Class) in English

M.A (1st class) in English or B.A (Hons) M.A (2nd Class) in English

3

Bachelor Degree / Fazil course

M.A (2nd Class) in English

M.A (1st Class) in English or B.A (Hons) M.A in English with 2nd Class

Table-2 Teacher’s Qualification (Source: DSHE and NTRCA) The madrasha management authority fulfils the criteria set by the government in appointing English teachers for the institutions. The English teachers teaching in the Alim class are academically fit, though they do not have required training in teaching English in the communicative approach.

2.7 Teaching Method/Approach Followed by the Teachers A teacher must follow a method while teaching in the class. Any good teaching method must take into consideration the teachers, the students and the language learning situation. The teachers who have been teaching English at the different levels of madrashas education systems are educated themselves through the instructions of mother tongue Bengali. They are not educated and trained up in the communicative approach of learning. Communicative language teaching is termed as ‘how’ rather than ‘what’. For successful learning a language, it needs to be done in the way it is intended to be done. Comenius recommends that new words should be introduced to the students with the visuals of objects or phenomena they represent. He asserts that “words should not be learned apart from the objects to which they refer” (Comenius, cited in Thirumalai: 8-9). In the subsequent centuries, several methods came to be used. Some most common methods and approaches that are used in the classes are; Grammar Translation Method, Direct Method, Audio Lingual Method, Communicative approach, etc.

85 In the age of Communicative Approach, the madrasha teachers in Bangladesh follow Grammar Translation Method in teaching English in the class. The present study reveals that the teachers do not explain the text in English, rather they prefer to stay in Bengali, the mother tongue; they are found reluctant in practicing the teaching vocabulary items through explanation of the text. Though, the textbook English For Today, For classes 11-12 is written on the basis of the communicative view of teaching and learning, and the syllabus is furnished with communicative language teaching items, but the language teachers are still found reluctant in following the guide lines of the book; it is because, this approach is new to them on the one hand, and they do not have experience and training in communicative language teaching on the other hand. They hardly speak English with the students in and out side of the class; the study finds that the maximum percentage of teachers do not encourage their students to speak English with their class mates. It is painfully observed that after 10/12 years of learning English, most of the learners are unable to use it for communication; they cannot speak English with necessary fluency, correctness of grammar and pronunciation. Even, learning English as a foreign language for ten / twelve years in the grammar- translation method, the students fail in large numbers in the Dakhil, Alim and Fazil examination. The study discloses that teachers are usually busy and talk more in the class, while the students sit idle as inactive listeners only. The class is teacher - centered rather than students oriented, these all prove that the teachers follow Grammar Translation Method in the class for teaching English.

2.8 Assessment and Testing System Learning a foreign language is a step-by-step process, during which mistakes are to be expected in all stages of learning. Fear of making mistakes prevents learners from being

86 receptive and responsive. Overcoming fear of mistakes depends on the way mistakes are rectified. Language acquisition does not happen unless the learner is relaxed and keen on learning. The assessment can be for self- improvement (self-awareness), or for measurement. Harmer mentions that making mistakes is a natural process of learning and must be considered as part of cognition. Mistakes that occur in the process of learning a foreign language are caused either by the interference of the mother tongue, or /and are part of the students' interlanguage (99).

Bartram & Walton suggest that mistakes are often a sign of learning and, as a result, must be viewed positively. Teachers have to recognize a well known fact that “learning ability varies from person to person and all language learning is based on continual exposure, hypothesizing and, even with the correct hypothesis, testing and reinforcing the ideas behind them” (97).

Testing aims at evaluating teaching and learning which have taken place within a certain language programmes, or in other words, it is to assess the knowledge and skills of an individual or a group during the course and/or after certain period of time. Traditional examinations differ from communicative language testing in several respects, the first being the purpose of testing. [[[

2.8.1 Objectives of Assessment and Testing Traditional examination aims at promoting or detaining a student, or awarding a degree; the determination of knowledge and achievement is incidental. On the other hand, the purpose of testing in communicative language teaching is to evaluate how far learning and teaching are taking place, or in other words, how far the students have attained the ability to use the language for communicative purposes. The English

87 question paper of Alim examination consists of a number of items of different natures to be attempted in stipulated 3 hours. The question paper in such examination is inequitable; it covers very small potion of the syllabus. In any case, it cannot include everything of the syllabus. It puts importance on accuracy rather than fluency, and does not measure any auditory comprehension skill or speaking ability of the students. It does not address the ability to use language in real communication. On the other hand, in communicative language teaching, learners’ ability to use the language in real life is tested, i.e., their communicative competence. It is materialised in two ways; continuous assessment and in terminal/annual or public examinations.

Testing language skills includes testing learners’ ability to speak, to write, and listening and reading comprehension. Testing communicative competence means testing the ability to use language for communication. This also includes the testing of four basic language skills; listening, speaking, reading and writing. However, this test should not be something that promotes learners to memorise certain topics and reproduce them in the examination hall. These objectives are; i)

to ascertain the extent to which students have attained the stated learning outcomes,

ii)

to identify students’ strengths and weaknesses for the purposes of guiding subsequent teaching and learning,

iii) to motivate the students by giving them a regular sense of achievement and to make parents aware of their progress.

2.8.2 Kinds of Tests

88

Regular assessment all through the academic year is essential to any proper education system. While continuous assessment serves the purpose of a Progress Test, allowing teachers and students to assess how they are performing during the course. Progress Test measures the achievement per unit of time. This test enables the teacher to assess how far learning is taking place in a stipulated time.

Terminal or annual examinations serve the purpose of an Achievement Test, enabling teachers to sort out students in relation to the prescribed standard. Achievement test assesses to what extent one has mastered items and skills which one has been taught in formal classroom setting. Diagnostic Test determines the strength and weakness of individual learners within specific items or skills. Proficiency Test measures the ability to use language and is independent of any particular textbooks or classroom teaching. In other words, proficiency test is the test of communicative competence. Aptitude test evaluates whether an individual would do well in a particular field or area. The national curriculum recommends three types of evaluation. These are as follows; i)

Continuous assessment

ii)

Internal examinations

iii) End-course examinations – e.g. Alim examination, H.S.C. examination, etc.

2.8.3 Continuous Assessment

89 Present curriculum considers the continuous assessment as the central key to the evaluation system. This is considered as a means to see how far teaching and learning are taking place and teachers can use this as a mechanism to see whether the previous item/lesson has been sufficiently understood and whether the class should move on to a new one. The present curriculum suggests the replacement of monthly test by continuous assessment. During the class hour teacher gives class works to judge and assess the students’ progress. The teacher assesses their progress and makes correction if any mistakes committed. The teacher some times asks the students to check their scripts each other. The students feel humiliated if they are rebuked in front of every one.

2.8.4 Internal Examination The curriculum suggests that two or necessary number of terminal examinations in each academic year should be taken; the progress test will enable students and teachers to see how they are doing, and the achievement test, which will enable teachers to sort out students in relation to standard and to see how far the students has attained learning during the stipulated time on some particular area. Government and non-government madrashas usually arrange two terminal examinations a year. Some private madrasha authorities find examination as means to collecting fees, and so, they arrange three terminal examinations a year. The layout of the internal question paper varies from madrasha to madrasha, though most of the madrashas follow the style and format prescribed by the Madrasha Education Board.

2.8.5 Layout of the Question Paper for the Alim Examination

90

On the basis of the curriculum and syllabus, the Madrasha Education Board has prescribed and formulated a guideline for setting up the question paper for Alim examination. The prescribed format is as follows;

Seen Comprehension :

25 marks

There will be a seen comprehension passage from the textbook followed by a choice of questions. The question type includes the following;

a) Objective Type :

15 marks

(1) Multiple Choice (2) True /False (3) Filling the Gaps with Clues (4) Information Transfer (5) Making sentences from Substitution Tables (6) Matching Phrases/ Pictures, etc. Note

: Question will be set on any five of the above types. Each type will carry 3

marks (3×5=15) and each question will carry 1 mark.

b) More Free

:

10 marks

(7) Open Ended (8) Filling the Gaps with the Clues (9) Summarising (10) Making Notes (11) Re-writing in a different form.

Note

: Question will be set on any two of the above types. Each type will carry 5

marks (5×2=10) and each question will carry 1 mark. The question should test the student’s ability to comprehend / understand the passage as a whole. These are not to test their ability to copy sections/parts from it. Although, the seen comprehension passage will be from the set textbook, it will not, in any way encourage memorization/note learning. The reason is that (i) the passage will be

91 reproduced on the question paper and (ii) the question will not be from the textbook, rather these will be new.

Unseen Comprehension : 25 marks There will be an unseen comprehension passage followed by a choice of questions. This passage will be of a different type than that used in the seen compression .The question type should include the following;

a) Objective Type

: 15 marks

(1) Multiple choice (2) True /False (3) Filling the gaps with clues (4) Information transfer (5) Making sentences from substitution tables (6) Matching phrases/ pictures, etc. Note

: Question will be set on any five of the above types. Each type will carry 3

marks (3×5=15) and each question will carry 1 mark. b) More free : 10 (7) Open ended (8) Filling the gaps with the clues (9) Summarising (10) Making notes (11) Re-writing in a different form.

Note

: Question will be set on any two of the above types. Each type will carry 5

marks (5×2=10) and each question will carry 1 mark.

Vocabulary

: 5+5=10

There will be question on vocabulary contextualized in the form of short cloze passages with and without clues. In order to facilitate/provide more communicative contexts, the

92 topics should be related to those already encountered by the students in the seen and unseen comprehensions.

Grammar

: 5+5 =10

There will be question on grammatical items contextualized in the form of short cloze passages with and without clues. In order to facilitate/provide more communicative contexts, the topics should be related to those already encountered by the students in the seen and unseen comprehensions. There will not be any question to test the student’s explicit grammatical knowledge. Explicit grammatical terms will not be used in the question paper. The questions will rather test the use of grammatical items within specific and meaning full contexts.

Writing

: 20 marks

a) Guided : 10 There will be a number of writing tasks; the following types of exercises should be included; i)

Producing sentences from substitution tables

ii)

Reordering sentences

Note: There will be no alternative questions. b) More Free: 10 marks The following types of exercises should be included; i)

Answering questions about themselves

ii)

Continuing a passage

Note: There will be no alternative questions.

Population Education

: 10 marks

93 The unit 24 entitled “People, People Everywhere” is the compulsory unit for the Alim students. The students must answer the question set on this unit. The questions may include multiple choices, filling the gaps, answering questions matching phrases, writing a short paragraph.

2.8.5.1 Reliability, Validity, and Practicality of the Alim Question Paper

The Question paper of Alim public examination suffers from validity, reliability, and practicality to a great extent in term of testing the four skills of English language: listening, speaking, reading and writing. According to the curriculum, the examination aims at testing the four skills. But, it is observed that the question paper has reliability, validly and practicality in term of testing writing and reading skills only. The two important skills: listening and speaking are not tested in the examination. In the existing system, the Alim question paper is designed to award certificates through the assessment of writing, and reading comprehension capability.

2.9 Teaching Aids and Equipment used in the Class In the modern education system, teaching aids and equipment play a very crucial role. The communicative approach encourages use of as much teaching aids as possible in the class for facilitating learning. The language classes should be equipped with the various types of modern teaching aids, though the present study discovers that the teachers use only the black board for teaching English as a foreign language. Some modern teaching aids are; 

Multi Media



The Overhead Projector

94 

Audio –Visual Aids



The Tape Recorder



Video Films/Movies



Computer



Realia



Internet, etc.



Pictures and Charts



Black Board and White Board

Visual materials can be defined as the facilities, which can be employed by teachers and learners to enhance language learning in the class. They may range from simple hand-made realia, charts and pictures to electronic and digital materials. However, the content of the video films whose primary goal is assumed to help the users promote their language skills and enhance learning processes. A word, generally speaking, may have various properties, worthy of attention for a learner. These can be, namely, phonological semantic, syntactic and pragmatic properties. To teach a word, means to provide information, implicitly or explicitly, on these properties for the learners, and also to provide opportunities for them to rehearse the given words to store them in their minds. During the present study the researcher finds that in the madrashas there are no modern facilities and equipments for using in the class for ELT practice.

The

madrashas in Bangladesh use only the blackboard as teaching aids. The black board is used for different purposes such as; writing, drawing, sticking something, etc. Besides, the English For Today, For Classes 11-12 is written on the basis of communicative view of teaching and learning, so, it is imperative for the teachers to use modern equipments to facilitate and accelerate learning.

95

2.10 Physical Facilities and Classroom Environment Class environment plays a significant role in teaching and learning process. Along with other factors, class arrangement draws concentration of the learners in the learning activities to a large extent. Interior class design and set up should be properly made up to feel ease for the students. It is widely believed that success of ELT largely depends on the environment in which it is practiced. The government owned madrashas enjoy comparatively better structures and physical facilities than those of non - government madrashas. Most of the non- government madrashas in the country are underprivileged and poorly decorated, teaching takes place in the unhealthy and congested classrooms. The classrooms are clumsy since large number of students sit together and take lessons. In the government and non - government madrashas, a big number of students sit together in a small classroom, and a single teacher alone conducts the large group of students. Therefore, the class appears very noisy and chaotic. Neither the teacher nor the students can concentrate on teaching and learning activities. Most of the teachers complain “it is very difficult to teach such a large class”. The classroom is too congested for them to feel comfortable. Sufficient daylight and air can enter into the classroom though most of the madrashas in the rural areas do not have required numbers of fans and other amenities. In this situation, the teaching and learning cannot be carried out effectively. Sufficient furniture, eclectic and electronic facilities are extremely poor.

Chapter 3

96

Literature Review

Related studies provide a researcher with the background knowledge and information for the research problem. For the present study, the investigator has collected information from various sources: a good number of books, a number of dissertations and journal articles, and information from internet sources. For this purpose, many studies on English language teaching and learning are reviewed. The studies which are very much related to the present study are presented in this chapter. This chapter discusses the objectives of literature review and review of

relevant works. The

conclusion and a works cited list are added to the end of this chapter.

3.1 Objectives of Literature Review Review of literature surveys dissertations, scholarly articles, books and other sources (e.g. conference proceedings, etc.) relevant to a particular issue, area of research, or theory, providing a description, summary, and critical evaluation of each work. Borg & Gall state, “Although the importance of a thorough review of the literature is obvious to everyone, this task is more frequently slighted than any other phase of research(…).Often the insights gained through the review will save as much time in conducting the research as the review itself required.” (117).

Hart (1999) argues that the dissertation literature review plays a central role in; 1.

distinguishing what has been done from what needs to be done,

2.

discovering important variables relevant to the topic,

97 3.

synthesizing and gaining a new perspective,

4.

identifying relationships between ideas and practices,

5.

establishing the context of the topic or problem,

6.

rationalizing the significance of the problem,

7.

enhancing and acquiring the subject vocabulary,

8.

understanding the structure of the subject,

9.

relating ideas and theory to applications;

10.

identifying the main methodologies and research techniques that have been used

11.

placing the research in a historical context to show familiarity with stateof-the-art developments. (27)

Leedy (1997) elaborates on eight specific benefits that can result from literature review efforts: 1.

It can reveal investigations similar to your own, and it can show you how other researchers handled methodological and design issues,

2.

It can describe methods of dealing with problem situations that may be similar to difficulties you are facing,

3.

It can reveal to you sources of data that you may not have known

existed. 4.

It can introduce you to important research personalities whose work and collateral writings you may not have known,

5.

It can help you see your own study in historical and associational perspective and in relation to earlier approaches to the same problem.

6.

It can provide you with new ideas and approaches that may not have

98 occurred to you. 7.

It can help you evaluate your own research efforts by comparing them with the similar efforts of others.

8.

It can increase your confidence in your selected topic if you find that others have an interest in this topic and have found value in investing time, effort, and resources into its study (71-72).

The present researcher has reviewed a large number of scholarly books, dissertations, articles and periodicals for the development of insights into the present study. The study has reviewed the relevant literature for many other reasons, such as; research methods and techniques, new ideas and approaches, what needs to be done, relationships between ideas and practices, correlations, contradictions between the findings of the present study and those of the reviewing studies, etc. While reviewing the literature for the present study, Borg & Gall (1989), Hart (1999), and Leedy (1997) are considered to achieve the aims and objectives of reviewing literature.

3.2 Review of Relevant Literature There are many studies carried out in the field of Applied Linguistics and ELT around the world. Some of the important works related to the present study are reviewed here.

Hasan (2005) conducts a linguistic study on the “English Language Curriculum at the Secondary Level in Bangladesh - A Communicative Approach to Curriculum Development” which reveals that students are aware of the importance of learning English language. He finds that 59% students have disinterest in speaking English, because they like their mother tongue and there is an animosity towards English, as it is hard, as they perceive, to learn. He also discovers that the syllabus and the

99 curriculum of education are examination oriented, which prevent them from acquiring the language competence. He discovers 82% rural and urban madrasha students complain that English is not sufficiently used in the class; on an average 68% teachers admit that they do not arrange the practice of four skills of English language in the class. Since the study (Hasan) deals with, use of English in the class, practice of language skill, needs of English, text book materials, etc., it is directly relevant to the present study.

Kavaliauskiene (2003)) carries out a research among the second year university students in Lithuania which reveals that 65% students admit that the teachers have tendency to avoid speaking; and 57% students comment that listening practices are not done in the class. Her study also reveals that 68% students are weak in listening; 73% students are weak in speaking; while 72% students’ reading status is satisfactory. The study of Kavaliauskiene investigates the practice and performance of the students in English; therefore, this study directly relates to the present study.

Pande (2005) carries out a study among the teachers teaching English to the higher secondary students in the Tamil Nadu state and finds that 72% teachers teach English through the medium of Tamil, the mother tongue. She observes the clear interference of the mother tongue in practicing English in the class. Her investigation discovers that teachers prefer practicing (74%) writing in the class. The study has strong relevance to the current study, because the present study also investigates the use of mother tongue in the class. Uzpaline and Galina (2003) carry out a study among the under graduate students in Lithuania. Their study reveals that 80% students are weak in listening and 73% students are very weak in speaking. The investigation observes that 65% learners

100 can read the English text correctly at satisfactory level and can express their opinion through written English. The findings establish that the listening and speaking are less practiced by the teachers in the class. This study has a relation with the current study because both the studies evaluate the performance of students in English. Johnson (2001) in his study on the secondary English language teachers in Ukraine finds that the trained teachers are more efficient than non trained teachers in handling English classes. Teachers who have a very good English medium background are the best for teaching the students to acquire a language. He suggests that teachers should avoid taking narrow steps for teaching English by giving clues. He finds that only 29% teachers at high school level are trained up, while 71% teachers do not have training in teaching. The present researcher finds relevance between Johnson’s study and the current study because both the studies investigate the status of teachers.

Kothainayaki (1994) has observed the interaction between the teachers and the students studying in the X, XI and XII standards. She has observed some of the patterns of teacher - students and student - student interaction both inside and outside of the classroom. Further, she has investigated the errors in the use of articles, prepositions, particles, etc. Hence, she recommends that grammar teaching should have been started right from the first standard and enforcing a lot of grammatical drills, which will enhance the students’ interpersonal communicative competence.

Karthiyayani (1995) has studied the reading comprehension of the students studying at the higher secondary level in Iran. She finds that the reading performance of the students in English is better when the answers are explicitly stated in the passage, and the students find difficulty if the answers scattered in the passage. Further, she has observed that the parental economical position and the student’s previous academic

101 record play a crucial role in the performance of the students, but the gender and location of students play a less role in the performance of the reading comprehension of the students.

Nisha (1995) investigates the problems in acquiring communicative competence in English, and the areas of incompatibility between the language syllabus, language teaching and linguistic performance of the first year degree students in English in Tamil Nadu state. She has identified some of the communication strategies applied by the learners when they encounter problems in the process of communication. Further, her study reveals that the socio- economic factors play less role, while the parental education, situational and psychological factors play a crucial role in the advancement of the communicative competence of the learners.

Malaka (1998) has explored the motivational problems in teaching - learning English as a second language at the high school level with particular reference to 9th, 10th, 11th standards in Brazil. This study reveals that the motivational problems are relatively less in the higher classes than that of the lower classes. 55% 9th grade students and 52 % 10th grade students suffer from motivational problems. Furthermore, he has also identified that the quantum of vocabulary used in the text books also determines the quantum of motivation achieved.

Chandran (1999) has evaluated some techniques of teaching English, textbook materials used for the higher secondary students, and their performance in speaking and writing. He has identified that the phonological, grammatical, and discourse based errors are the major problems. Based on his finding, he suggests that the examination should test the mastery of the students over the four skills of language. He also suggests that test should be taken on spelling, word building, grammar, phonology, reading and

102 writing comprehension. Furthermore, he recommends that the text should contain more lessons written by Indian writers and the poems should be minimised in the text.

Jayanthi (2002) observes the classroom interaction of the higher secondary students in Punjab. Her study reveals that the factors like; smartness of the students, shyness, evaluative capacity, commitment, psychological conditions, observation of world knowledge, time factor, interactional awareness, interaction with text, etc., play very important role over the effective and efficient interaction of the students. Further, she says shyness of the students, psychological conditions, especially past failures, etc. leads to the avoidance of the interactive performance and other factors enhance the interaction of the students in English language teaching classes.

Ramanian (2002) evaluates the linguistic skills of the graduate students in English in Punjab. He evaluates all the four linguistic skills: listening, speaking, reading and writing. However, he has dealt with the details of the writing skill of the graduate students. He identifies in his study the phonological, grammatical and orthographical errors in productive skills; and in the comprehension skills he identifies the recalling ability of words and sentences. His study finds that 68% graduate learners interested in correction of error in written production. Moreover, he recommends that the group discussion, language games should be encouraged in the class hours. He believes that introduction of the audio-visual instrument for language teaching would be good and wise at collegiate level.

Sobana (2003) explores the communicative competence in written English among higher secondary students in India. She evaluates the competence based achievement of the students on the basis of the marks obtained by them to the given tests items like identification of sounds and letters, identification of word meanings,

103 application of word meaning in sentences, letter writing and composition. Her study reveals that the instruction and parental economical and educational background have a direct impact on the competence based achievement and ability to use written English.

Francis (2006) looks at current state of knowledge regarding second language acquisition/ learning among the 12th grade students in France. He finds that isolated explicit error correction is usually ineffective in second language (SL/L2) learning. He says that knowing a language rule does not mean that one will be able to use it in communicative interaction or in writing. He suggests that, to become fluent in a language, one must practice using it; to become fluent in a language, one must receive extensive L2 input. There are predictable sequences in SL acquisition; learners have to acquire certain structures first before they can acquire others as their interlanguage develops. The learner's developing grammatical system, the interlanguage, is often characterised by the same systematic errors as made by a child learning that language as a first language. At the same time there might be systematic errors which appear to be based upon the learner's first language. Learners need to focus on the form in order to develop a more complete grammatical repertoire in the second language.

Rashid (1998) carries out a research on the strategies to overcome communication difficulties in the target language situation- Bangladeshis in New Zealand. He finds that some distinctive new features have emerged as to the difficulties and the possible use of strategies in the target language communication. Majority of the interviewees (85%) admitted that a great deal of anxiety, hesitation and inhibition play a negative role among those who are not relatively fluent in conversation. However, the results show that the subjects have high positive motivation towards the target language

104 and its culture which can give a renewed impetus to their communicative language proficiency.

The study of Stapa (2003) on learners' perceptions on self- or peer-correction finds, only 36% of learners would not mind having their written work corrected by peers, while a vast majority, 64% are against peer-correction. As far as self-correction is concerned, 23% of respondents would not mind correcting their own work, while 77% would mind rectifying their own mistakes

Bada & Okan (2000) investigates the under graduate students at Cukurova University, Turkey on the role of peer groups in correcting work each other, and finds that 66% students appreciate correction by the peer group, while 36 students disagree with them with regard to correction of written production. The research reveals that 71% students prefer their work corrected by themselves.

Ancker (2000) in her research finds that 'error correction remains one of the most contentious and misunderstood issues in the second and foreign language teaching profession'. His (Ancker, 2000) survey to the question 'Should teachers correct every error students make when using English?' covers responses from teachers, teacher trainees and students in 15 countries. 25% (out of 802) of teachers and 76% (out of 143) of students support this viewpoint, while 75% of teachers and 24% of students, respectively, are against such correction. Ancker’s T study correlates the present study, because both the studies deal with the correction and self correction of students’ written work.

Harmer (2001) opines that the best time to correct is as late as possible. He gives three suggestions: the active involvement of students in the process of dealing

105 with mistakes is important; it stimulates active learning, induces cooperative atmosphere, and develops independent learners.

Uzpaline and Kavaliauskiene (2003) reveal that grammar mistakes and inadequate vocabulary aggravate the quality of students' written work and oral presentations. Generally speaking, self-correction of written work is easier for students than self-correction of oral presentations, because the former is less threatening to learners and the latter requires note-taking due to shorter memory spans of retaining utterances.

Shethi (2004) investigated a study among the students in the Loknath Women College in Uttar Pradesh. She found that in a ‘one and a half hour’ English class with an interesting lesson, 125 out of 128 students remained active and stayed in the class until the class ended. Another day, with the 131 students of same class with the same teacher with a considerably less interesting lesson, 21 students went outside with or without permission of the teacher, 9 students felt drowsy, 33 students remained busy among themselves, 5 students were imitating the teacher’s lecture being out of notice of the teacher; and when the class ended after one and half hour there were only 37 students in the class.

Chidambaram (2005) carries out a study on the Learning Process of English by Higher Secondary Students with Special Reference to Dharamapuri District in India finds that in the process of learning to speak, the students follow certain strategies in their communication to conceal their linguistic inadequacy 62% of the students avoid to talk with the researcher in English and to speak on given topic due to the anxiety, language shock, cultural shock and the linguistic inadequacy. The learners follow the

106 word-for-word translation from the native language (L1) to second (L2) language. Further, it has been observed that some of the students have invented certain new words in their oral communication, when they fail to find appropriate word or for the word which is absent in their mental lexicon. In certain contexts, the students follow the code switching strategy. That is, they use certain L1 words in L2. Approximation is yet another strategy in which the learners use the approximate items instead of correct one. However, these approximate words share near semantic feature. It is found that 49% of the students have answered correctly. 31% of the students have responded partially 17% of them answered incorrectly and only 3% of them understudy have skipped this test item. The reason for the good performance of the students in this test item is that the given dialogue is constructed with simple and familiar words which enable the learners to comprehend the given dialogues easily. So it is inferred that the simple and familiar words facilitates the listening comprehension of the students. Further, it is observed that the hard and unfamiliar vocabularies hinder the students in understanding the concept.

Chapter 4 Research Design and Methodology Research methodology refers to the techniques and procedures that are adopted to carry out a study. This chapter presents the methodology of the present study. Sampling, instrumentation, subjects, the data collection procedures, the list of madrashas for investigation, and the data analysis methods are discussed in this chapter. The conclusion and a works cited list are also presented here.

107

4.1 Sampling A sample is a subject chosen from a population for investigation. The way samples are selected is called sampling. The present study has followed random sampling while selecting the respondents. In random sampling all populations have same chance to be selected in a study. Morris suggests that the advantage of random sampling is that it is easy to apply when a big population is involved (17). Robert opines that random sampling is inexpensive and less troublesome (103). Agresti suggests that sample must be large to give a good representation (23). Two types of samples are used for the present study: students, and teachers.

4.1.1 Subjects For the present study, 1000 Alim students have been randomly selected from 24 madrashas located both in urban and rural areas in Bangladesh. The students have already received English instructions for 10 years from class 1- class 10. To collect data for the study, 25 English language teachers teaching English to the same students are also interviewed through questionnaire. The teachers are also selected randomly from 24 madrashas. The teacher respondents have Master of Arts (M.A.) degree in English and have some experience in teaching English in Alim class.

4.1.1.1 Students The sample size for a survey is calculated by statisticians using formulas to determine how large a sample size will be needed from a given population in order to achieve findings with an acceptable degree of accuracy. For the benefit of relatively accurate results, a large population is selected for the present study. 1000 Alim students are

108 randomly selected irrespective of age, gender and locations from 24 Alim, and Alim level of Fazil and Kamil madrashas in Bangladesh.

4.1.1.2 Teachers For the present study, 25 English language teachers teaching English in Alim class are randomly selected; therefore, the sample teachers include variations in teaching experience, gender, age, location, etc. More specifically, the samples include experienced teachers, semi-experienced teachers and newly qualified teachers.

4.2 Instrumentation Questionnaire is an inexpensive way to gather data from a potentially large number of respondents. Vaus reveals that survey is a popular research method for collecting data in the field of English language education research, and the most common survey technique is the questionnaire (3-4). Park points out that questionnaire is used in English language education for a wide variety of purposes, for example; students’ performance, practices of English as a Foreign Language (EFL), etc. (214). In the present study, two questionnaires are used to elicit information from the respondents on different issues towards teaching- learning English as a foreign language: what they want to learn, how they want to learn, which textbook materials they like to follow for the English paper, etc. The contents of the questionnaires are crucial for the present researcher because they have direct relations to the research questions and objectives. The present study is a quantitative research in nature, so the questionnaire method is adopted for data collection. In the present study, data is collected through 25 item questionnaires adopted following the models of Brindely (1984), and Nunan and Lamb (1996) with slightly modification in Bangladesh context. The models of Gardner (1985), Kenning (2001),

109 and Maniruzzaman (2003) are consulted for validity, reliability and practicality of the questionnaire. Each of the questions explores particular EFL topic. Couper remarks that the way items or questions are worded play an important part, in how they are answered or understood (464-496). The items of the present questionnaires are straight forward and the linguistic nature of each question is relatively easy and simple. Apart from the addressing and the reference conventions, the questionnaires do not differ significantly. Weissberg et al. suggest that researchers can assess reliability by comparing the answers respondents give in one pretest with answers in another pretest. Then, a survey question's validity is determined by how well it measures the concept(s) it is intended to measure (19). To determine the effectiveness of the questionnaires, pretests have been given to the respondents before actually using it, because pretesting can help the researcher determine the strengths and weaknesses of the study concerning validity, reliability and practicality. The internal reliability of the questionnaires is checked by the supervisor of the present research, pre-tests are also applied to prove the validity, reliability and practicality of the questionnaires separately among the students, and the teachers.

4.2.1 Student Questionnaire A questionnaire is a powerful evaluation tool, and it should not be taken lightly. In the present study closed format questions are chosen. Except some ‘Yes/No’ questions, all are the multiple- choice questions which offer a number of answer options. Closed format questions have many advantages in respect of time, efforts and money. In the closed format questions the answers are restricted; therefore, it is easy to calculate percentages and other statistical data over the whole group or over any subgroup of participants. Modern scanners and computers make it possible to administer, tabulate,

110 and perform analysis in a relatively short period of time. Closed format questions allow the present researcher to filter out useless or extreme answers that might occur in an open format questions.

All the questions in the student questionnaire are clear, succinct, and unambiguous. Embarrassing questions dealing with personal or private matters are avoided. The quality of a questionnaire is judged by three major standards: (1) validity, (2) reliability, and (3) practicality. The student questionnaire consists of 25 items covering 25 issues on ELT and Applied Linguistics, such as; syllabus, textbook materials, practice of English language skills in the class, performance in English, teaching method and approaches, etc.

4.2.1.1 Validity Harris suggests that “two questions must always be considered: (1) What precisely does the test measure? and (2) How well does test measure?”(19). Validity reflects how well a test measures what it is intended to measure. Harrison points out that there are many different kinds of validity, but only two are vital for the teacher setting his/her own tests: content validity and face validity (11). Walsh & Betz suggest "The extent to which the test being used actually measures the characteristic or dimension we intend to measure" (58). The student questionnaire is highly valid with regard to content, construct, and criterion validity because the questionnaire deals with the questions that directly match the investigation of the present study. It aims at measuring the status of English language teaching and learning at the Alim level in the madrashas in Bangladesh. The validity of the questionnaire has been proved through pre-testing.

111 Deobold suggests that a test cannot be exhaustive but must be selective in content. Important decisions must be made about the method of content selection (52). Content validity is concerned with whether or not the content of the test is sufficiently representative and comprehensive for the test to be a valid measure of what it is supposed to measure. Kothari says content validity is the extent to which a measuring instrument provides adequate coverage of the topic under study (71). To establish content validity of the questionnaire, the present researcher analyzes the content of the area that the test is to appraise, and structures a representative instrument to measure the various aspects of that content. Two senior researchers analyse the draft tool and identify that the items are relevant to study “English language teaching and learning at the Alim level in the madrashas in Bangladesh: Problems and Possible Solutions”. Harrison suggests that face validity is concerned with what teachers and students think of the test (11). Harris points out that the face validity means the way the test looks- to the examinees, test administrators, educators, and the like (21). Ott, Larson and Mendenhall opine that face validity is defined as the use of appropriate wordings for the audience of interest, with an adequate focus on variables of interest (35).

The student questionnaire is reviewed for content and face validity by a panel of expert reviewers selected by the supervisor of the present study. The supervisor of the present study has also checked and ensured the validity of the questionnaire. The student questionnaire for the present study has strong face validity because the questionnaire looks like a test and fulfils the criteria; therefore, the questionnaire is valid. The questionnaire has also predictive validity and concurrent validity because the test score of the findings are correlated. The questions in the student questionnaire have correlation with one another, thus, the student questionnaire proves its construct

112 validity. Construct validity is further examined through pre- testing of the questionnaire.

4.2.1.2 Reliability Reliability refers to the consistency of results achieved by a test. To establish reliability, a test may be given to the same group several times. If very similar results are obtained each time, the test may be considered highly reliable. Park states that reliability is characterised by the stability, equivalence, and homogeneity of the test (119). Robert suggests that a test is said to be reliable if it gives same results when it is given on different occasions or when it is used by different people (243). The student questionnaire for the present study is reliable because the result of the test is consistent. The same sets of questionnaire are distributed among the students of Alim students, the questions do not vary, and the students are of same category. Reliability of the student questionnaire is confirmed with a

pre –test among the 5 Alim students of Baitul

Mamur Alim Madrasha, Dhaka. The reliability of the questionnaire is also checked by the supervisor of the present research and two senior researchers.

4.2.1.3 Practicality Practicality involves the cost and convenience of the test. If a test requires too much expense or effort, it may be impractical. It also may be impractical if the results are too difficult to interpret. Harrison suggests “a test must be well organized in advance. How long will the test take? What special arrangements have to be made? How many people will be involved?”(12). Harris points out “a test may be highly reliable and valid instrument but still be beyond our means or facilities” (21). Carroll says “A questionnaire must be practical to be administered” (37).

113 The student questionnaire of the present study has high practicality because it is very cheap to produce (economic); it takes about 45 minutes to answer all the questions; the interpretation of the results is relatively easy; and it requires only the minimum numbers of personnel.

4.2.2 Teacher Questionnaire Questionnaires are versatile, allowing the collection of data through the use of open or closed format questions. The questions of the teacher questionnaire are close ended. The 25 item questionnaire is adopted following the models of Brindely (1984), Nunan and Lamb (1996).The models of Gardner (1985), Kenning (2001), and Maniruzzaman (2003) are consulted for checking the validity reliability and practicality of the questionnaire. 25 English language teachers teaching English in the Alim class have responded to the questionnaire.

4.2.2.1 Validity The teacher questionnaire is adopted following the models of Brindely (1984), Nunan and Lamb (1996) with slightly modification in Bangladesh context. The questionnaire is based on the questions that have been used by so many researchers in previous studies. Certain degrees of validity: construct validity, predictive validity and content validity are proved and checked by the previous researchers. However, in order to assess validity of the measure, the present researcher administers the questionnaire to 2 English teachers at Baitul Mamur Alim Madrasha, Dhaka as part of a larger research. The present researcher has tested the validity of the questionnaire in a number of ways: pre- test, checking by the supervisor, reviewing by the two senior researchers.

114

4.2.2.2 Reliability Reliability means that two or more measurements or observations of the same event agree with each other, that they are consistent. Davies suggests “If a yardstick is used to measure the height of a chair it would expect to get the same result, represented in centimeters or inches, each time it is measured”( 19). This questionnaire has strong reliability, because it gives consistent results all the time. Furthermore, a pre-test is carried on to two English teachers of Baitul Mamur Alim Madrashas, Dhaka. Moreover, the reliability is examined by the supervisor of the present study.

4.2.2.3 Practicality The teacher questionnaire has practicality in terms of money, time, energy, and efforts. Bailey points out “the practicality of a test refers to how feasible a test is in terms of money and person-power involved in developing, revising, administering, and scoring a test” (3). From the perspective of administering and scoring, the test appears to be highly practical due to the multiple -choice format of the test; it does not involve much efforts and energy to score the test. Moreover, the test can be given at anytime of the year depending on each madrasha or institution's decisions, and the scoring can be done without so much efforts. All of these convenient aspects of the questionnaire seem to contribute to the establishment of the great practicality of this questionnaire. The questionnaire is pre-tested before it is finally administered. It takes only 20 minutes to answer all the 25 questions.

4.3 Data Collection Procedures The survey is carried out in different Alim, Alim level of Fazil and Kamil madrashas through questionnaires. The researcher visits 24 madrashas in urban and rural areas,

115 and collects data from the Alim students. Data is also collected from the teachers teaching English language to the same students. The present researcher distributes the typed questionnaires to the respondents and requests to provide information spontaneously. Data collection takes place during March 2007---April 2007.

For the convenience of comprehension and acceptance of the respondents, the themes of the questions are defined to the students in the mother tongue Bengali if the present researcher is requested. All the questionnaires are administered in the face-toface classes. The students take about 45 minutes and the teachers take 20 minutes to answer all the 25 questions. Data collection takes place without any interference of the teachers or the researcher. Thus, the researcher guarantees the reliability of the results. When the data is collected the scripts are processed for analysis and interpretation.

4.4 List of Madrashas Selected for Investigation In Bangladesh 2527 madrashas (1315 Alim, 1039 Fazil, and 172 Kamil) impart Alim education. According to the Bangladesh Bureau of Educational Information and Statistics (BANBEIS), the numbers of madrashas are; Type of Number of Madrashas Madrashas

Number of Teachers

Total Enrolment

Alim

1315

25634

5,50,813

Fazil

1039

23336

5,29,952

4792

1,33,693

Kamil

172

Table: 3 Number of Madrashas, Teachers, and Students (Source: BANBEIS: 2007; http: www.banbeis.gov.bd.)

116 Out of the 2,527 (Alim, Fazil, and Kamil) madrashas, 24 madrashas located both in urban and rural areas in Bangladesh have been randomly selected for the present study. The selected madrashas are;

Serial

Name of Madrasha

Respondents

No.

S

T

1

Madrasha-E- Alia, Dhaka

250

1

2

Tamirul Millaat Kamil Madrasha, Tongi

185

1

3

Shah Ali Kamil Madrasha, Mirpur

70

1

4

Kazi para Siddiqia Senior (Fazil) Madrasha, Dhaka

56

1

5

Madrasha –E- Baitul Mamur,Mirpur

40

2

6

Tangail Darul Ulum Alia Madrasha

35

1

7

Baitul Musharraf Senior Madrasha, Mirpur

31

1

8

Tongi Senior Madrasha ,Gazipur

28

1

9

Gopalpur Kamil Madrasha ,Tangail

30

1

10

Gangair Senior Fazil Madrasha, Madhupur

27

1

11

Chatar Alia Madrasha, Gazipur

25

1

12

Porabari senior Madrasha, Ghatail

24

1

13

Ghatail Alim Madrasha

23

1

14

Lauzana Senior Madrasha

23

1

15

Bauniabad Senior Madrasha, Dhaka

21

1

16

Islamia Senior Madrasha, Manikgonj

29

1

17

Baitul Amman Alim Madrasha

18

1

18

Hasheem Ali Alim Madrasha,

22

1

19

Bhuyanpur Alia Madrasha,

21

1

20

Ahashania Tarabia Alim Madrasha

16

1

21

Kanchaanpur Alia Madrasha

15

1

22

Sharishabari Alia Madrasha, Jamalpur

13

1

23

Madhupur Islamia Fazil Madrasha

11

1

24

Ghoila Hussein Senior Madrasha.

10

1

Table-4 : List of madrashas for investigation

4.5 Data Analysis

117 Research is a scholarly investigation or experimentation aiming at discovering new facts and their correct interpretation. The science of statistics assists the researcher in planning, analyzing, and interpreting the results of investigation. It provides accurate information about the problem that arouses one’s interest. The problems here are to examine the status of English language teaching and learning at the Alim level in the madrashas in Bangladesh, and to explore the particular teaching – learning problems. The present investigator collects and analyses the data following appropriate statistical procedures. The data is first counted manually, and then the raw data is fed into the computer for statistical analysis. Aldridge and Levine (2001) describe three types of analysis: descriptive, analytical and contextual. The descriptive and the contextual methods are applied for the data analysis of the present study. Survey results can be presented in different ways: by text, in figures in charts, in tables, graphs, and diagrams. In the present study, the results are presented in the pie charts and tables. The University of Reading (2000) provides guidelines for the presentation of the statistical information, which are summarised below:

1. Tables and figures are useful methods to convey data when the reader or viewer is required to take in information while reading or listening, 2.

Well presented tables and graphs/charts can describe larger sets of information.

3. Tables and graphs should be given a descriptive title, and columns and rows in tables and axes and lines in graphs should be clearly labelled, so that the reader can understand the information without referring back to the text, although important points in a table or graph should be highlighted in the text. 4. Graphs and tables should be presented as economically as possible.

118

The present researcher narrows down the context by interpreting the data for subgroups: curriculum, syllabus, lessons, teaching methods and approaches, foreign language, mother tongue, etc. Except some ‘Yes / No’ questions, the respondents are in the most cases requested to tick (√) one out of 4/5 options. In a few cases they are asked to choose more than one options if they think fit and appropriate to the question. The responses of the subjects are generalisable to the entire population of Alim students. The findings and analysis of the data are presented in the succeeding pages. Item wise percentage of the score is calculated as follows: Score of the item (%) =====

Total responses x 100 Number of respondents

4.6 Conclusion The present study proceeds in an orderly and specific manner. The questionnaires are administered aiming at investigating a number of issues on the ELT. The subjects of the study are the 1000 Alim students and 25 English language teachers. The systematic checking or pretesting of a questionnaire is central to planning a good survey, so pretests have been given to some students and teachers before the normal study starts. The validity, reliability and practicality of the questionnaires are checked and tested internally and externally. During the data collection process the researcher visits 24 madrashas, and finds the students and the teachers interested in the present study though a few teachers show their reluctance and tries to avoid the data collection process. They are agreed to assist the process when they have been assured that the study would not be harmful either for the teachers or for the institutions. It is believed that collected information can be viewed as impartial because the respondent are not interfered or motivated to give particular response.

119

Chapter 5 Presentation and Interpretation of Findings This chapter deals with the presentation and interpretation of the findings of the present study. Relevant data is presented in the pie charts and tables. At first, the findings of the study are graphically presented and then analysed in the descriptive and the contextual methods. The findings of the relevant studies are also presented for the cross -check, agreement and disagreement with the current study. Expert opinions on the Applied Linguistics and ELT are also generalised through discussion.

5.1 Presentation and Interpretation of Findings The descriptive and the contextual methods are followed for the data analysis. The two methods are applied in the data analysis of the present study because these methods are inexpensive, time saving and easily understandable. The findings of the present study are shown in the pie charts and tables, and then narrative description is presented in the text in a quantitative manner. Finally, the data is interpreted in the contextual and the descriptive methods. The presentation of the findings of 25 questions is presented step by step in the preceding pages.

Student Item -1: Relevance of Syllabus

120 How much is the syllabus relevant to learning English?

very much 13%

not at all 21%

fairly much 23%

a little 36%

Figure 1.1 : Relevance of the syllabus viewed by the students

The pie chart displays that 36% students consider their syllabus a little relevant to learning English; 23 % students term the syllabus fairly much relevant; 21% respondents consider the syllabus not at all relevant; 20% respondents think that the syllabus is very much relevant to learning English. The relevance of the syllabus is a precondition for the fruitful learning in the class. The primary purpose of a syllabus is to communicate to one's students what the course is about, why the course is taught, where it is going, and what will be required of the students for them to complete the course with a passing grade. Yaldon reveals that syllabus designers should include the items of the four skills of target language: listening, speaking, reading and writing while formulating the syllabus (14-15). Richards and Rodgers suggest if assumption about the nature of linguistics and language learning is one of “language as communication”, then a syllabus based around activities and tasks which promote real meaningful communication will seem advantageous (69).

Teacher Item 1: Relevance of Syllabus How much is the syllabus relevant for your students to learning English?

121 very much 13%

not at all 20%

fairly much 36%

a little 40%

Figure 1. 2 : Relevance of the syllabus viewed by the teachers

The above chart shows 40% teachers, the highest percentage, suggest that the English syllabus is a little relevant to learning English; 36% teachers comment that the syllabus is fairly much relevant; on the other hand 20% teachers blame the syllabus not at all relevant; though 4% teachers assess the syllabus very much relevant to learning English. The information given by the teachers and the students has correlation with regard to the relevance of syllabus to learning English. The both groups of respondents (teachers and students) come up with almost the same percentage 40% (t) and 36 %( s) suggesting the syllabus a little relevant to learning English. Stein claims the more the syllabus is relevant the more learning takes place (11). It is found that both the teachers and the students are aware of the fact that their syllabus is not very much appropriate in learning English. This finding supports the statement of Osunde (2005) while evaluating the higher secondary syllabus in Nigeria, they find that lack of teachers’ attitudes towards innovation, the traditional content/knowledge oriented curriculum, and irrelevant exercises cause students’ poor performance in English language.

Student Item 2: Size of Syllabus Do you think your syllabus is heavier than you need?

122 very much 13%

not at all 20%

fairly much 38%

a little 22%

Figure 2.1: Size of the syllabus viewed by the students The students express different opinions about the size of syllabus. The results for the item suggest that 38 % students consider their syllabus fairly much heavier; 22% students, the second highest percentage, consider it a little heavier than they actually require; whereas 20% learners term their syllabus very much heavier; the rest 20% students suggest the syllabus not at all heavier for them. It may be mentioned that merely the size of syllabus cannot impact a great deal in learning English, rather syllabus with appropriate lessons/exercises and authentic materials can help students learning English. Littlejohn, suggests that selecting texts that are relevant to the life experiences and culture of FL/SL can facilitate cognitive and language development (7). According to Dudley-Evans, syllabus and contents of syllabus should be based on needs of English; otherwise, irrelevant syllabus hampers students’ progress in learning a language (4-16). According to White “A complete syllabus specification will include all five aspects: structure, function, situation, topic, skills (92). The Alim English syllabus contains 12 units comprising 79 lessons for two years of time which is not so big at all. This view is reflected in the respondents’ opinions.

Teacher Item 2: Size of Syllabus Teacher: Do you think the syllabus is heavier than your students need?

123

not at all 33%

very much 4%

fairly much 42%

a little 21%

Figure 2.2: Size of the syllabus viewed by the teachers

It is found that 42% teachers consider the syllabus fairly much heavier for the students; whereas 33% teachers think not at all heavier; on the other hand 20% teachers consider the syllabus a little heavier; the rest 4% teachers term the syllabus heavier very much. On this issue, almost similar percentage of the respondents from both the teachers (40%) and the students (38%) agree that the syllabus is fairly much heavier; ‘appropriate enough’ to study in two years.

The statistics show that 20% students consider the syllabus very much heavier; yet, this opinion is supported by a small number (4%) of teachers. According to the highest percentage of respondents (t & s), syllabus is appropriate in size and contents. Widdowson says syllabus should focus interim objectives (37). Krashen and Terrel suggest that contents of syllabus should largely depend on the course duration and the objectives of the course (19).

Student Item -3: Task Enjoyment How much enjoyable do you find the task?

124

very much 7%

fairly much 19%

not at all 43% a little 31%

Figure 3.1 : Task enjoyment viewed by the students

The above statistics reflect that 43% of the learners evaluate that the task is not at all enjoyable; while 31% students consider the task enjoyable a little; 19% learners suggest the task fairly much enjoyable; whereas 7% learners acknowledge that the task is very much enjoyable. It is a very serious concern that the highest number of responding students (43%) consider the task uninteresting and boring. Learning takes place when the students find the task enjoyable and when it is presented by the teachers in coherent and simple manners. Hutchinson and Waters suggest that contents of syllabus should be useful, meaningful and interesting for the students. While no single subject will be of interest to all students, materials should be chosen based, in part, on what students, in general, are likely to find interesting and motivating (23-24). Dougill expresses concern on the use of subject matter that may be uninteresting (277)

Teacher Item -3: Task Enjoyment How much enjoyable do your students find the task?

125

very much 10%

fairly much 20%

not at all 30%

a little 40%

Figure 3.2: Task enjoyment viewed by the teachers The above pie chart depicts that 40% teachers think that the task is a little interesting; while 30% teachers consider the task not at all interesting; 20% teachers term the task interesting fairly much; and the rest 10% teachers evaluate the task very much enjoyable. A considerable numbers of respondents of both groups (S= 31%, T= 40%) acknowledge that the task is a little enjoyable though the percentage is less than 50%. Here is a contradiction between the teachers and the students, because 43% students take the task as not at all interesting; while 40% teachers comment that the task is a little enjoyable. Therefore, the authority should prepare and introduce enjoyable tasks for the students to motivate effective learning. Spontaneous learning takes place if the lesson is interesting; therefore, new items should be presented in realistic contexts. It needs be ensured that the presentation is not stereotyped. Stereotyped presentation makes lessons monotonous and activities uninteresting. Grimm suggests it is teachers’ responsibility to a large extent to make the lesson interesting and efficient teachers who have training are mostly capable of doing so (17).

Student Item- 4: Practice of English Language Skills Do you exercise the four skills of English language (LSRW) in your English Class?

126

Speaking

Listening Yes 23%

Yes 31% No 69%

No 77%

Figure 4.1.1 Practice of listening skills skills

Figure 4.1.2 Practice of speaking

The above figure (Figure 4.1.1) displays that 77% students respond negatively with regard to listening practices in the class; while 23% students reply in the affirmative. As shown in the figure (figure 4.1.2) 69% students disclose the fact of not practicing speaking in the class; whereas 31% students admit that they do practice speaking in the class.

Reading

Yes 45%

No 55%

Writing No 28%

Yes 72%

Figure 4.1.3: Practice of reading skills skills

Figure 4.1.4: Practice of writing

127 In the above statistics (Figure 4.1.3), it is observed that 55% students disclose the fact of not practicing reading in the class; 45% students suggest that they do practice reading in the class. As found in the pie chart, 72% students hold positive opinion with regard to writing practices; on the other hand 28% students comment negatively on the practice of writing skill in the class. This grim reality of teaching learning condition comes out through their opinions. The preface to the book English For Today, For Classes 11-12 claims that integrated exercises are carried out for achieving the four skills: listening, speaking, reading and writing. But, in reality the study discovers that the most two important skills: listening and speaking either neglected or avoided by the teachers in the class. This study supports Galina (2003) which reveals that listening and speaking practices are avoided by the teachers in the classroom. Her study on the second year university students in Lithuania reveals that 65% students are with the opinion that teachers have avoiding tendency in practicing speaking skill; and 57% students unveil the truth of not practicing listening in the class. So, a strong correlation is observed between the findings of the present study and that of Galina (2003).

Teacher Item - 4: Practice of English Language Skills Do you arrange exercise of four skills of English (LSRW) in your English class? Listening

Speaking

Yes 36% No 64%

Figure 4.2.1: Practice of listening skills skills

No 54%

Yes 46%

Figure 4.2.2: Practice of speaking

128 The chart (Figure 4.2.1) indicates that 64% teachers confess of not practicing listening in the class; while 36% teachers claim of practicing listening while teaching. This study discovers the truth that the teachers are reluctant in practicing listening. The figure (figure 4.2.2) displays that 54% teachers are unenthusiastic with regard to practice of speaking; whereas 46% teachers claim that they practice speaking in the class.

Reading

Writing

No 30%

No 12%

Yes 70%

Figure 4.2.3: Practice of reading skills

Yes 88%

Figure 4.2.4: Practice of writing skills

As shown in the chart (figure 4.2.3) 70% teachers respond that reading exercises are arranged in the class; 88 % teachers claim (Figure 4.2.4) that they do arrange practice of writing in the class. A large number of teachers (64%) and students (79%) comment that listening practice is either neglected or avoided in the class. Therefore, a strong correlation exists between the teachers and the students with regard to practicing the listening and speaking by the teachers in the class.

Pande (2003) in her study on the teachers teaching English at the higher secondary level in Tamil Nadu state schools reveals that in the English classes the teachers speak Tamil frequently due to their inefficiency in English as a foreign language. The study of Pande (2003) correlates the present study, because the present study finds that teachers teaching English in the Alim class are weak in both listening and speaking. Since the teachers themselves are not sufficiently fluent in listening and

129 speaking, they feel reluctant and uncomfortable to speak English, and they avoid arrangement of practices of four skills of target language in the class.

Student Item -5: Role of the Present Syllabus Which of following needs does the present syllabus meet? (You may choose more than one options)

passing examination

99%

understanding teacher's lecture

21%

using English with others

74%

reading English books and newspaper

40%

getting good job

32%

using internet

9%

watching TV programmes

42%

writing letters

43%

Table-5 : Role of the present syllabus viewed by the students

The above table states 99% students think that the present syllabus meets the need of passing examination ; 74% students answer that using English with other may be done by studying the present syllabus; 43% students believe that the syllabus may help them in writing letters; 42% students choose watching TV programme option; 40% students mark reading English books and news paper option; 32% students suggest that the syllabus may help them getting good job; while 21% students think that the present syllabus may help them

understanding

teachers lectures; 9% students

mark(√) using Internet option. The fact is, the most of the students study the syllabus

130 with a view to passing the examination, which is considered a hurdle in the way of career formation; therefore, it is found that the teachings and learning in Alim class is examination oriented. It is stated in the preface to the book English For Today, For Classes 11-12 that the book provides opportunities for practicing the four skills of English language: speaking, listening, reading and writing, usually in an interactive mode, and the textbook is to provide ample opportunities for the students to use English for a variety of purposes in interesting situations.

Teacher Item -5: Role of the Present Syllabus Which of the following needs does the present syllabus meet? (You may choose more than one options) passing examination

92%

understanding teacher's lecture

38%

using English with others

78%

reading English books and newspaper

40%

getting good job

82%

using internet

11%

watching TV programmes

33%

writing letters

52%

Table-5: Role of the present syllabus viewed by the teachers Here, 92% teachers believe that the syllabus helps the students passing examination; 82% teachers assure that the syllabus may help them getting good job; 78% teachers

131 think that the present syllabus can play the role of using English with others; where as 52% teachers tick (√) the writing letters option; 40% teachers suggest that the syllabus plays role in reading books and newspaper; 38% teachers claim that the syllabus may help the students understanding the lecturer; 33 % teachers think that the syllabus helps the students watching TV programme.

The students as well as the teachers think that the present syllabus can do various functions, and they have common opinions on the role of the current syllabus, 98% students and 92% teachers think that the present syllabus aims at passing the examination; teachers (82%) and students (74%) suggest that syllabus may help them getting good jobs.

Sysoyev (2001) reveals that designing a course syllabus should serve learners’ interest and needs that should go into students’ analysis, formulations of goals and objectives of the course, conceptualisation of the content, selecting the materials, course planning, evaluating the course.

Student Item -6: Learning Style How do you like learning?

132

in small groups 11% individually 44%

in large group 8%

in pairs 37%

Figure 6.1: Learning style viewed by the students The results for this item suggest that 44%, students generally prefer learning individually; 37% students prefer to work in pairs; On the other hand 11% of students like learning in small groups; while, 8% students prefer learning in a large group. The findings support the study of Zuhal Okan and Erdogun (2000) which reveals that 50% students prefer learning individually, whereas 35% students prefer learning in pairs. The present study is also supported by the study of Januleviciene and Kavaliauskiene (2005) which discloses that 33% students prefer learning individually, and another 33% students have a preference in learning in pairs; 20% students like to learn in small groups. It may be mentioned that the above three studies present almost same results indicating that students mostly prefer to learn individually; and in pairs. The data surprisingly contradicts the learner-centered approach which has been widely advocated by a number of English language practitioners, who are with the opinion that pairs or small groups work is indispensable. Lately, pair work has been considered as the most effective way of developing communicative skills in target language.

Teacher Item -6: Learning Style How do your students like learning?

133 in small groups 14% in large group 8%

individually 42%

in pairs 36%

Figure 6.2: Learning style viewed by the teachers The above statistics suggest 50% teachers believe that students prefer learning individually; and 42% in pairs; 6% in small groups; while 2% teachers think that their students like to work in large group. Students prefer learning individually due to shyness in one hand, and poor level of confidence on the other hand. The students do not like to disclose their weakness to their fellow mates. This study correlate the investigation done by Zuhal Okan and Erdogan (2000) their study reveals that 58% teachers find that the students prefer learning individually; besides, 35% teachers believe that their students choose to learn in pairs. The study finds a strong correlation between the teachers and the students. The correlation indicates that the teachers are aware of their students' preference in learning style. It is obvious that students do not like working in a large group, and their teachers are aware of that. This is a clear message to the teachers that students feel more comfortable, productive and relaxed by working individually or in pairs, where their voices would be heard, and views listened to and valued.

Student Item -7: Shyness in Speaking English Do you feel shy while speaking with others in English?

134

some times 10% no 38%

yes 52%

Figure 7.1 Personality style viewed by the students The above statistics reflect that 52% learners feel shy in speaking English with others, usually they are introvert learners; another 10% learners feel shy in some contexts or environment, they also may be termed as introvert group; but 38% students are active and lively in language behaviour and practice, they are extroverts and risk taker; they usually not in fear in mistakes. Introverts are quiet, prefer to meeting close friends and usually avoid excitement. The introverts feel shy to speak with too many people especially with the less acquainted. The extroverts are sociable, like parties, have many friends and need excitements; they are sensation-seekers and risk-taker, lively and active.

Teacher Item -7: Shyness in Speaking English Do your students feel shy to speak English with others? Some time s 21% No 11%

Yes 68%

Figure 7.2: Personality style viewed by the teachers

The statistics display that 68% learners are introvert, they feel shy in speaking English with others; 21% students suggest that they sometimes feel shy but not always; 11% students claim that they do not feel shy at all. Ellis has hypothesized that extrovert

135 learners are more likely to perform better in interpersonal skills. Ellis' suggest that the introvert learners are more likely to succeed academically in language learning (520). Despite these hypotheses regarding the characteristics of the different personality types, it is suggested that teachers should depend upon their own evaluation in observing learners' behaviours. Teachers’ motivations work very positively for the students to overcome shyness, and become good language learners.

Student Item -8: Nature of Lessons Is your lesson interesting? very much 11%

fairly much 18%

not at all 19%

a little 52%

Figure 8.1: Nature of lessons viewed by the students The statistics show that 52% students enjoy the lesson a little; while 19% students enjoy not at all; 18% learners enjoy fairly much; though 11% students term the lesson very much interesting. As stated in the preface to English for Today For Classes 11-12, the book includes a wide range of topics from both national and global contexts. It claims that the topics are appropriate and interesting to the learners thematically, culturally and linguistically. Shethi (2004) investigated a study among the students in the Loknath Women College in Uttar Pradesh. She found that in a ‘one and a half hour’ English class with an interesting lesson, 125 out of 128 students remained active and stayed in the class until the class ended. Another day, with the 131 students of same class with the same teacher with a considerably less interesting lesson, 21 students went outside with or

136 without permission of the teacher, 9 students felt drowsy, 33 students remain busy among themselves, 5 students were imitating the teacher’s lecture being out of notice of the teacher; and when the class ended after one and half hour there were only 37 students in the class. Thus, the study provides a vibrant picture of impact of interesting and less or uninteresting lesson.

Lessons of English textbooks should be useful, meaningful,

interesting and motivating for the students.

Teacher Item 8: Nature of Lessons How much interesting the lesson is?

very much 10% not at all 18%

fairly much 20%

a little 52%

Figure 8.2 : Interesting lessons viewed by the teachers

From the above chart, it is found that 52 % teachers consider the lesson interesting a little; while; 20 % teachers tick for fairly much; whereas 18 % teachers find the lesson not at all interesting; and the rest 10 % teachers find the lesson interesting very much. Surprisingly, the responses of the students strongly coincide with those of teachers, because the equal number of the teachers (52%) and the students (52%) consider the lesson a little interesting, and the both groups are largely aware of the fact that the lesson should be made interesting for better learning.

Student Item 9: Difficulties of Lessons Do you feel any difficulties with the lessons?

137

fairly much 20%

very much 10%

not at all 11%

a little 21%

Figure 9.1: Difficulties with the lessons viewed by the students

As it is noticed in the chart, 45% respondents reply that

the lesson is very much

difficult; while 23% students comment fairly much difficult; 21% students find the lesson a little difficult ; on the other hand 11% students find the lesson not at all difficult for them. It is usually assumed that lesson should be more difficult than the present stage of students; otherwise students will lose interest in learning. It is generally assumed that difficulty of materials, as a general rule, should be slightly higher in their level of difficulty than the students' current level of English proficiency. Materials at a slightly higher level of difficulty than the students' current level of English proficiency allows them to learn new grammatical structures and vocabulary.

Student Item 9: Difficulties of Lesson Do you feel any difficulties with the lesson in teaching English?

138

very muc h 8%

fairly muc h 10% a little 28%

not at all 54%

Figure 9.2: Difficulties with the lessons viewed by the teachers

With the same issue, 54% teachers consider the lessons not at all difficult in teaching English; 28% teachers suggest the lessons a little difficult; here, the responses show a strong disagreement between the students and the teachers. The highest numbers of teachers (54%) consider the lessons not at all difficult; while the highest percentage of students (45%) suggest that the lessons are very much difficult for them. If the teachers feel the lessons difficult to teach, they must practice the lessons at first before they teach their students. For effective teaching, a teacher should be well prepared and follow an appropriate lesson plan for teaching in the class.

Student Item -10: Relevance of Lessons Are your lessons relevant to your day to day activities?

139

very much 13% not at all 10%

fairly much 37%

a little 40%

Figure 10.1: Relevance of lessons viewed by the students

From the above statistics it is found that 40% students consider the lessons a little relevant to day to day activities; while 37% students judge it fairly much relevant; whereas 13 % students term the lessons very much relevant to day to day activities; and the rest 10% students suggest not at all relevant to their every life. The information presented in the lessons should be correct and recent. It should not be biased and should reflect background cultures of learners. Lesson should include activities of learners’ native day to day activities to help students understand the message the lesson is conveying. Hutchinson and Water suggest that learning easily takes place if the subject matter of the lesson is familiar to the learners; therefore, it is important for the syllabus presenter to formulate the lessons with the items from learners’ known activities (123).

Teacher Item -10: Relevance of Lessons Are the lessons you teach relevant to day to day activities?

140

not at all 14%

very much 6%

fairly much 38%

a little 42%

Figure 10.2 : Relevance of lessons viewed by the teachers

With regard to the relevance of lessons, 42% teachers find the lessons a little relevant; 38 % teachers think that the lessons are fairly much relevant to day to day activities; 14 % teachers blame the lessons not at all relevant; though 6% teachers suggest very much. It is found that the highest percentage of the teachers (42%) and the students (40%) consider the lesson a little relevant to daily activities, and satisfactorily the second highest percentage of teachers (38%) and students (37%) think that the lesson is fairly much relevant to their day to day activities; therefore the opinions of students strongly correlate the comments of the teachers. Brewster reveals that a foreign language is most successfully acquired when learners are engaged in meaningful use of culturally well-known corpora which creates interest and of some values to the learner (53).

Student Item-11: Activeness of the Teachers and the Students Who speak more and remain busy in the class?

141

students talk more 11%

teachers talk more 89%

Figure 11.1: Activeness in the class viewed by the students As depicted in the above chart, 89 % students confirm teachers ‘exclusive involvement in the class; while 11% students ensure that students talk more in the class. This finding contradicts the communicative views of learning, in which the learners are the active players and teachers are merely guides and facilitators.

Teacher Item-11: Activeness of the Teachers and the Students Who speak more and remain busy in the class?

teachers talk more 70%

students talk more 30%

Figure 11.2: Activeness in the class viewed by the teachers The chart depicts, 70% teachers reveal that the teachers speak more in the class; while 30% teachers confirm the students’ involvement more in the class. In the study, it is found that teachers speak more in the class and remain busy, but in the communicative approach, students should be more active in the learning process and the teachers’ role should be of facilitators. So, students’ involvement needs to be increased in the teaching- learning process.

142 According to the Communicative Approach to teaching and learning, learners are more important than teachers, materials, curriculum, methods, or evaluation. As a matter of fact, curriculum, materials, teaching methods/ approaches, and evaluation tools should all be designed for learners and their needs. Students should be more active than teachers, and it is the teachers’ responsibility to ensure the students’ involvement in the class.

Student Item 12: Explanation of Grammar Rules How much does the teacher explain the grammar rules?

very much 10%

fairly much 22%

not at all 28% a little 40%

Figure 12.1: Explanation of grammar rule viewed by the students

The present study shows 28% students complain that the teachers not at all explain the grammar rules in the class; 40% students acknowledge a little explanation; 22% students admit fairly much explanation; while 10% students suggest that the teachers explain the grammar rules very much. Goodey suggests that explanation of grammar rules are necessary; grammar should be taught in the context of communication, not as passive knowledge (7-8).

Teacher Item -12: Explanation of Grammar Rules

143 How much do you explain the grammar rules?

not at all 4%

a little 24%

very much 8%

fairly much 64%

Figure 12.2: Explanation of grammar rule viewed by the students

The chart depicts, 64% teachers claim that they explain the grammar rules fairly much; while 24% teachers for a little; 8% teachers claim very much explanation; whereas 4% teachers confess that they not at all explain the grammar rules in the class. This study reflects a disagreement and contradiction between the teachers and students with regard to explanation of grammar rules. 64 % teachers and 22% students agree that teachers explain the grammar rules fairly much in the class but the majority of the students (not at all 28%, a little 40%) disagree with the teacher.

Student Item 13: Encouragement by the Teacher How much does your teacher encourage you to speak English with your classmates?

144

very much 12% not at all 21%

fairly much 17%

a little 50%

Figure 13.1: Teachers’ encouragement viewed by the students

As found in the table, 50% students, the highest number, acknowledge the teachers’ a little encouragement in speaking English with the classmates; while 22% students blame the teachers for not at all encouragement to speak English; though 12 % students admit that the teachers encourage them very much.

Larsen-Freeman states that the teachers with an internal locus of control are under less stress and more successful in teaching (161). It is clear that teacher’s efficacy affects students directly. There is a tight correlation between teacher efficacy and students performance. Dörnyei states "Good enough motivator" (45) is such a concept that a desired outcome by students can occur with the help of this certain teacher’s function.

Teacher Item 13: Encouragement of Teacher How much do you encourage the students to speak English with their classmates?

145

very much 40% fairly much 37%

not at all 5%

a little 18%

Figure 13.2: Teachers’ encouragement viewed by the teachers As the above pie chart displays, 40% teachers claim that they encourage their students very much to speak English with others; whereas 37% teachers suggest that they encourage their students fairly much; 22% teachers encourages a little; while 5% teachers confess that they not at all encourage their students to speak English with their classmates. Teacher’s encouragement and support are must for achieving the communicative competence. The highest percentages of teachers (40%) encourage the students very much, but the highest percentages of students (50%) think that the teachers encourage them a little. The study supports the investigation of Katayoon and Tahririan (2006), which reveals that 59% students blame their teachers for not encouraging them in speaking English in the class or out side of the class. There is a high correlation between motivation and learning. Internal desire to educate people, to give knowledge and value is always in teaching as a vocational goal. Lack of motivation may cause teachers to be less successful in teaching a foreign language. Without having intrinsic motivation, lack of success is inevitable. If there are not any factors for motivating students, the productivity will decrease dramatically.

Student Item 14: Explanation of Text and Vocabulary

146

How much does the teacher explain the text and the vocabulary items in English?

very muc h 7%

fairly much 8%

a little 21%

not at all 64%

Figure 14.1: Explanation of text and vocabulary items viewed by the students

Regarding explanation of the text and the vocabulary items, 64% students respond that teachers explain the text and the vocabulary item not at all; 21% students admit that the teachers explain a little; 8% students mark fairly much; and the 7% students suggest that the teachers explain vocabulary item very much. There is a reciprocal relationship between vocabulary acquisition and reading comprehension. The better the students' vocabulary knowledge is, the better they perform with reading comprehension tasks. Similarly, the more the students read using the appropriate skills and strategies, the more their vocabulary develops. The very grim and shocking news is 64% students blame that their teachers not at all explain the text and vocabulary items. This directly contradicts the communicative view of teaching.

Teacher Item 14: Explanation of Text and Vocabulary How much do you explain the text and the vocabulary items in English?

147 very much 24% fairly much 42%

not at all 4% a little 30%

Figure 14.2: Explanation of text and vocabulary item viewed by the teachers It is observed, 42% teachers claim that they explain the vocabulary items fairly much;

30% teachers suggest that they do explain a little; on the other hand 24% teachers claim that they explain the text and vocabulary very much; the rest 4 % teachers confess that they not at all explain the text and vocabulary items in the class. There is a clear disagreement between the teachers and the students with regard to explanation of the text and the vocabulary items. The highest numbers of the students (64%) suggest that the teachers explain the text and the vocabulary items not at all. Teachers (42%) claim that they explain the vocabulary fairly much. It is very harmful and negative attitude from the teachers, which must impede the learning of the students. Gao Jiajing’s study (2005) in Beijing, on the students of Gulling Institute of Technology in China reveals that 72% learners prefer to develop their vocabulary through reading the new texts with the explanation of text in the target language. Tozcu and Coady (2004) point out learning vocabulary is an important aspect of SL/FL acquisition and academic achievement, and it is vital to reading comprehension and proficiency, to which it is closely linked .

Student Item 15: Teacher’s Sympathy and Friendliness How much is the teacher sympathetic and friendly to you?

148 very much 11%

fairly muc h 12%

not at all 34% a little 43%

Figure 15.1: Teacher’s sympathy and friendship viewed by the students

As observed in the figure, 43% students consider the teachers a little sympathetic and friendly; while 34% students express that their teachers are not at all sympathetic and friendly; 12 % students suggest that teachers are fairly much friendly and sympathetic; and the rest 11% students confirm that the teachers are very much sympathetic and friendly to them.

The roles of teacher and student seem simple and straightforward, but to be a successful teacher, there are ambiguous areas in the relationship that he/she will need to maintain. However, good teaching also requires the development of a personal interest in students, so teachers must balance detached professionalism with personal friendship. Teachers should treat all students with courtesy and dignity, regardless of gender, race, class, sexual orientation, religion, nationality, politics, or other personal attribute.

Teacher Item -15: Teacher’s Sympathy and Friendliness How much sympathetic and friendly are you to your students?

149

very muc h 20% not at all 6%

fairly muc h 38% a little 36%

Figure 15.2: Teacher’s sympathy and friendship viewed by the teachers As the above chart states, 38% teachers claim themselves fairly much sympathetic and friendly to their students; whereas 36% teachers consider them a little sympathetic and friendly; while 20% teachers claim that they are very much sympathetic and friendly. The rest 6% teachers confess that they are not at all sympathetic and friendly to their students.

It is widely believed that effective learning takes place when nice relationship between the teachers and the students prevails. The statistics display that the relationship between the teachers and the students are not healthy enough in favour of fruitful teaching and learning. Though 38% teachers claim that they are friendly and sympathetic to the students, but the students strongly disagree with them. Only 12% students admit that their teacher is fairly much friendly and sympathetic. The huge numbers of students (43 %) suggest that teacher is a little friendly, and the second highest percentages of students (34%) disclose the fact that teachers are not at all friendly and sympathetic to them, which obstructs the learning.

Student Item 16: Use of the Text Book How much does your teacher follow the book in the class?

150

fairly muc h 24% very much 56%

a little 19%

not at all 1%

Figure 16.1: Use of the textbook viewed by the students The above statistics display 56% students assure that the teachers follow the text book very much; and 24% for fairly much; while 19% students suggest that the teachers prefer textbook a little; whereas the rest 1% learners certify that the teachers not at all follow the textbook. Littlewood reveals that experienced teachers can teach English without a textbook, yet it is not easy to do it all the time, though they may do it sometimes. Many teachers do not have enough time to make supplementary materials, so they just follow the textbook (21).

Teacher Item 16: Use of Text Book How much do you follow the book?

very much 40%

not at all 0%

fairly much 50%

a little 10%

Figure 16.2: Use of the textbook viewed by the teachers Teachers express almost same opinion with regard to following the text book in the class. Here, 50% teachers admit that they make use of the text book fairly much in the class; similarly, 40% teachers confirm that they follow the book fairly much; on the other hand only 10% teachers suggest that they take assistance from the book a little. The both groups of respondents suggest that teachers use the textbook as an important

151 tool of instruction for teaching English. Though, the linguists do not appreciate the use of text book too much. Sheldon identifies three main reasons for using textbook. Firstly, developing classroom materials is an extremely difficult, arduous process for teachers. Secondly, teachers have limited time in which to develop new materials. Thirdly, external pressures restrict many teachers with various dimension and they can not prepare classroom materials for their own (237-245).

Student Item 17: Use of English in the Class by the Teacher How much does your teacher speak English in the class? very much 6%

fairly much 11% a little 23%

not at all 60%

Figure 17.1: Use of English by the teachers viewed by the students As noticed in the table, 60% students disclose that their teachers speak English not at all in the class; while 23% students confirm that the teachers speak English a little for giving instructions and explanations. On the other hand, 11% students say fairly much; and the 6% learners suggest that teachers speak English very much in the class. Bose (2001) suggests that English should be used in the class from the beginning itself. Teachers should use English mainly in the activities such as: introducing the lesson, checking attendance, organizing where students sit, presenting new vocabulary, introducing a text, asking questions on a text, correcting errors, setting homework, etc.

152

Teacher Item 17: Use of English in the Class by the Teacher How much do you speak English in the Class? very much 12%

not at all 0% fairly much 26%

a little 62%

Figure 17.2: Use of English by the teachers viewed by the teachers The statistics reflect that 62% teachers confess that they speak English a little in the class; while 26% teachers claim fairly much; whereas 12% teachers suggest that they speak English very much; and no teachers correspond to the not at all. It is found that there is a clear agreement between the teachers and the students on the issue of using English in the class; the teachers (62%) confess that they speak English a little, and almost same numbers of students (60%) support their confession. But, it may be mentioned that teachers necessarily should use English as much as possible in the class. According to the communicative approach of language teaching, interaction must be done through the target language as much as possible. Karavas puts stress on using English, and discloses that there is great value in using English in the class. If the teachers use English most of the time, it will give the students chances of practice of listening and responding to spoken English. This will help them pick up words and expressions beyond the language of the textbook. However, teachers may often need to use more complex language, for example, when explaining a new word or a grammar point, or explaining how an activity works. In such instances also, make your explanations as simple and clear as possible, so that the students understand (187-188).

Student Item 18: Teacher’s Qualifications and Competence

153

How much is your teacher competent and qualified?

very much 10% not at all 25%

fairly much 19%

a little 46%

Figure 18.1: Teacher’s qualification and competence viewed by the students

On the issue of evaluation of the teacher quality, 46% students consider their teacher a little competent and qualified in teaching English; whereas 25% students term their teacher not at all qualified and competent; though 19% students appreciate that their teacher is fairly much qualified and competent; the rest 10% students certify their teachers competent very much. Stephen Krashen points out that the EFL teachers should have ability to understand, to speak, to read and to write English; accuracy in pronunciation; knowledge of foreign customs, culture and cross-cultural communication; knowledge of linguistics and of the essence of language acquisition; and his/her ability to initiate, to sustain, and to close basic communicative tasks in an appropriate way; ability to prepare a lesson plan focusing on the teaching aim and to work towards the aim with certain teaching strategies, should bear an open attitude towards foreign culture, share with students what he/she knows about how foreign culture differs from his/her own, and present them in teaching (50-59).

Teacher Item 18: Teacher’s Qualifications and Competence

154

Do you think you are qualified and competent to teach English at Alim level?

very much 44%

not at all 0%

fairly much 50% a little 6%

Figure 18.2: Teacher’s qualification and competence viewed by the teachers

In self evaluation, 50% teachers claim that they are fairly much qualified and competent in teaching English at the Alim level; on the other hand 44% teachers evaluate themselves as very much competent; though very few number of teachers (6%) think that they are a little qualified and naturally no teachers tick not at all option. When the teachers claim that they are qualified and competent fairly much by 50% and very much by 44%, then the students give almost opposite views 46% students suggest that the teachers are a little competent and qualified; and 24% students opine that the teachers are not at all competent an qualified. It is generally believed that learners are the best assessors of teachers. Therefore, many educational institutions have developed evaluation systems to be performed by the students. The appointing administrations also make arrangement of demonstration class for the teachers to be recruited for the institution.

Stephen Tchudi and Diana Mitchell (2005) in their book Explorations in the Teaching of English suggests that teacher’s responsibility includes proper arrangement of seats, board, and time to fit for certain activities. This also includes the teacher's

155 ability to be clear in the classroom and to change modes of presentation and types of questions.

The teacher is also supposed to be able to engage students in the learning process, to provide opportunities for feedback and to use group and individual activities so as to bring students' initiative into full play (127-129). The teacher should have patience, confidence, imagination, enthusiasm, humor and creativity. He/She should be friendly, sympathetic and on good terms with the students, and have an affirmative attitude towards the students and occasionally encourage them if necessary.

Student Item 19: Teacher’s Cooperation after Class Does your teacher give you contact hours after the class?

fairly much 13%

very much 11%

not at all 43%

a little 33%

Figure 19.1: Teacher’s cooperation after class viewed by the students

As the table displays, 43% students suggest that the teachers not at all give them contact hour after the class; while 33% students disclose the fact that the teachers give a little contact hour; whereas 13% students suggest that teachers give fairly much time after the class and 11% students tick very much option.

156 It is a very disadvantageous situation that the most of the teachers do not provide extra effort for the students to learn English. If the students miss the teacher or do not have access to teachers beyond the class hour for long time, students’ progress may seriously be hampered.

Teacher Item 19: Teacher’s Cooperation after Class Do you give contact hours to your students after class? not at all 20%

very much 6% fairly much 26%

a little 48%

Figure 19.2: Teacher’s cooperation after class viewed by the teachers

The displayed statistics show, 48% teachers confirm that they give a little time; while 26% teachers claim that they give time fairly much; whereas 24% teachers favour not at all; on the other hand only 6% teachers suggest that they give time very much.

It is found that the teachers are mostly reluctant in giving extra time to their students; teachers in large numbers agree with the students that they do not give sufficient time. Surprisingly, though it is a fact, 43% students complain that the

157 teachers not at all give time after the class hour, quite a good number of teachers (20%) confess the truth that they do not give extra time.

Student Item 20: Use of Teaching Aids and Equipment Which of the following teaching aids and equipment are available in your classes?

Video 0%

Audio 0%

Overhead projector 0%

Blackboard 100%

Figure 20.1: Use of teaching aids and equipment viewed by the students On the issue of using teaching aids and equipment, the students provide surprising response. The 100% students disclose that they use only blackboard in the teaching learning activities, though they are asked to tick more than one option if they feel fit to them. This is the reality that the students of madrasha education system are deprived of the modern teaching aids and equipment; even they are not acquainted with the modern but familiar aids and equipment.

Student Item 20: Use of Teaching Aids and Equipments Which of the following teaching aids are available in your teaching situation?

158

Video 0%

Audio 0%

Overhead projector 0%

Blackboard 100%

Figure 20.2: Use of teaching aids and equipment viewed by the teachers The statistic displays that, like the students 100% teachers confirm that they use only blackboard in the class for teaching English. This information exclusively correlates the opinion given by the students. Materials include textbooks, video and audio tapes, computer software, and visual aids, these influence the content and the procedures of learning. Modern technologies, such as Overhead Projector (OHP), slides, video and audio tape recorders, video cameras, and computers support the learning and strengthen the teaching learning activities.

Student Item 21: Correction of Oral production When you speak do you want to be corrected by the teacher?

later, at the en of the activityin front of every one 30%

immediately, infron of every one 6%

later, in private 64%

Figure 21.1: Correction of speaking viewed by the students

The issue of correction seems to bother learners. It is found that 64% students prefer to be corrected later, in private, and 30% students like to be corrected by the teacher

159 later, at the end of the activity in front of every one; on the other hand 6% students would not mind to be corrected immediately, in front of every one. It is understood that students feel shy if their weakness is shown before other students in the class; on the other hand they feel humiliated if they are corrected before their fellow mate.

Teacher Item 21: Correction of Oral Production Do you correct your students when they speak English?

immediately, infron of every one 10%

later, at the en of the activityin front of every one 32%

later, in private 58%

Figure 21.2: Correction of speaking viewed by the teachers The chart displays that 58% teachers dislike correcting their students publicly and prefer correction after the class is over; while, 32% teachers prefer to correct later, at the end of the activity, in front of every one; and 10% teachers do not hesitate to correct their students before every one. Here, there is a very high positive correlation between the teachers and the students; teachers are aware of preferences of the students on the matter of corrections. The present study supports the investigation of Daiva (2003) his study on the secondary students in Malaysia reveals that students do not like to be humiliated being corrected in front of every one. His study discovers 80% learners prefer to be corrected later, in private.

160 Harmer (2001) opines that he best time to correct is as late as possible'. Moreover, 'teachers have the problem of 'dominating students’; and therefore; such correction can be counter-productive. Correction is done appropriately if it is supportive, offers insights and does not interrupt language learning / acquiring opportunities.

Bartram & Walton, (1991)' reveal you never correct

a mistake, you always correct a person'. Bartram & Walton, disclose three reasons, why the active involvement of students in the process of dealing with mistakes is important: it stimulates active learning, induces cooperative atmosphere, and develops independent learners Ancker (2000) describes that 'error correction remains one of the most contentious and misunderstood issues in the second and foreign language teaching profession'. His (Ancker, 2000) survey to the question 'Should teachers correct every error students make when using English?' covers responses from teachers, teacher trainees and students in 15 countries. 25% (out of 802) of teachers and 76% (out of 143) of students support this type of corrections, while 75% of teachers and 24% of students, respectively, are against of each and every correction. Littlejohn (1999) agrees that error correction is an essential condition for successful acquisition of any language, although they are at variance on ways of conducting it. Learners must be given practice in self-correction of their own work either individually or in pairs but only if they prefer peer cooperation. However, in my opinion, students definitely need training in rectifying mistakes independently, i.e. without teacher's interference.

161 Bartram & Walton, (1991) at the end of error self-correction activity, say teacher's feedback, is crucial and must be performed in a way to have a long-term positive effect on students' ability to monitor their own performance.

Student Item 22: Correction of Works by the Classmates Do you mind if other students sometimes correct your written work?

No 32%

Yes 68%

Figure 22.1: Correction of works by the classmates viewed by the students As can be observed 68 % students mind having their written work corrected by other students, though 32% do not mind to be corrected by other students. Edge Julian in his book ‘Mistakes and Correction’ reveals that teachers 'have to be sure that they are using correction positively to support learning'. Actually students feel humiliated to be corrected by the class mate or by some one similar to his position (41-47).

Teacher Item -22: Correction of Works by the Classmates Does your student mind if other students correct your student’s work?

No 28%

Yes 72%

Figure 22.2: Correction of works by the classmates viewed by the teachers

162 As shown in the table, 72% teachers suggest that the students mind correcting their work by other students; while 28% teachers tell that the students do not mind if other students correct each other’s work. Here, teachers (72%) render a strong correlation percentage regarding correcting students’ work.

This correlation supports the

investigation of Erdogun (2005), he investigates on the under graduate students in Turkey about the role of peer group in correcting work each other and finds that 66% students appreciated correction by the peer group. Stapa’s (2003) research on learners' perceptions on self- / peer-correction. In the latest research paper, only 36% of learners would not mind having their written work corrected by peers, while a vast majority of 64% are against peer-correction. As far as self-correction is concerned, 28% of respondents would not mind correcting their own work, while 72% would mind rectifying their own mistakes

Student Item 23: Self -Correction Do you mind if the teacher sometimes asks you to correct your own work?

Yes 34% No 66%

Figure 23.1: Self- correction viewed by the students Regarding correcting their own work, students by 66% indicate that they would gladly correct themselves without external intervention, while, 34 % students disagree with them. The statistics correlate the study of Erdogun (2000) which reveals that 71% students prefer their work corrected by themselves. Harmer (2001) mentions that making mistakes is a natural process of learning and must be considered as part of

163 cognition. Mistakes that occur in the process of learning a foreign language are caused either by the interference of the mother tongue or developmental reasons, and are part of the students' interlanguage. Stapa’s (2003) research finds that 36% learners would not mind having their written work corrected by peers; while a vast majority of 64% are against peer-correction. As far as self-correction is concerned, 28% respondents do not mind correcting their own work, while 72% students mind rectifying their own mistakes. Kavaliauskiene (2003) reveals that grammar mistakes and inadequate vocabulary aggravate the quality of students' written work and oral presentations. Generally speaking, self-correction of written work is easier for students than selfcorrection of oral presentations, because the former is less threatening to learners and the latter requires note-taking due to shorter memory spans of retaining utterances.

Teacher Item 23: Self -Correction Do your students mind if you ask them to correct their work themselves?

Yes 22%

No 78%

Figure 23.2: Self -correction viewed by the teachers From the table, we understand, by rather high percentage which is 78% share this view with their students. Teachers are aware of students’ preference on self correction. Erdogun (2005) found that, teachers, by 78% shared this view with their students. Bartram & Walton (1991) suggest mistakes are often a sign of learning and, as a result, must be viewed positively. Teachers have to recognize a well known fact that 'learn

164 ability varies from person to person' and 'all language learning is based on continual exposure, hypothesizing and, even with the correct hypothesis, testing and reinforcing the ideas behind them' Littlejohn (1999) agrees that error correction is an essential condition for successful acquisition of any language, although they are at variance on ways of conducting it. Reconciliation of viewpoints might be secured by turning to selfcorrection. The prevailing opinion among some practitioners is that the teachers' task in initiating self-correction in written work is to indicate the mistakes, but not correct them. Learners must be given practice in self-correction of their own work either individually or in pairs but only if they prefer peer cooperation. However, students definitely need training in rectifying mistakes independently, i.e. without teacher's interference.

Student Item -24: Needs of English Why do you need English? passing examination

81%

understanding teacher's lecture

22%

using English with others

74%

reading English books and newspaper

44%

getting good job

85%

using internet

6%

watching TV programmes

37%

writing letters

55% Table -7: Needs of English viewed by the students

Students’ attitude towards English and their realisation of why they need English determine how they will learn English. In response to the question “Why do you need English?” 81% students think that they need English to pass the examinations; 74%

165 the students need English to communicate with others. 85% students want to learn English to get good job; 55% students need English for writing letters; 44 % students say that they need English to read books and English newspapers ; 22 % students say that they need English to understand teacher’s lecture. This implies that teachers at least sometimes use English in the class. 37% students need English for watching television programmes. The above statistics show that most of the students study English because it is a curricular subject, and they have to read it to pass the examinations. However, the number of students who realize the actual needs of English in practical life is not small.

Teacher Item 24: Needs of English Why do your students need English? passing examination

85%

understanding teacher's lecture

32%

using English with others

86%

reading English books and newspaper

60%

getting good job

91%

using internet

11%

watching TV programmes

25%

writing letters

57% Table -7: Needs of English viewed by the teachers

The above table reflects 91% teachers highlight that the students need English for getting good job; the highest 86% teachers lay emphasis on English for using it with others; 85 % teachers express that students need English for passing examination. On the hand, 60% teachers think that learners need English for reading English books and newspaper. 57% teachers suggest that English is needed for writing letters; 25 %

166 teachers tick watching TV programmes and the rest of the teachers choose to tick using internet option. This study strongly supports the investigation of Galina Kavaliauskiene (2003) she carries out a study on the undergraduate students of Law University of Lithuania. Her study reveals that students study English for the various needs, 78% learners study English for better employment.

Student Item 25: Evaluation of Students’ Language Skills Evaluate your different skills in English.

Listening v. good good 3% 6% medium 16%

Speaking v.weak 31%

weak 44%

Figure 25.1.1: Evaluation of listening skills

v. good 7%

good 10%

v.weak 27%

medium 15% weak 41%

Figure 25.1.2: Evaluation of speaking skills

The grim reality of learning a foreign language is revealed by the present study. Surprisingly, 75% learners evaluate themselves as either weak or very weak in listening in English; while 16% students claim that their listening status is medium. The present study discovers that 68% students are weak or very weak in speaking; only 15% students suggest that their speaking is medium in quality. The findings disclose that their listening and speaking qualities are so poor that they can hardly communicate with other people in English.

167

Reading good 32%

v.weak weak 6% 2% medium 44%

v. good 16%

Figure 25.1.3: Evaluation of reading skills

While evaluating the reading skill, 44% learners claim that their reading skill is medium; while 32% students consider them good at reading; though 16% students assess themselves as very good in reading.

Writing good 24%

v. good 20%

v.weak 7%

weak 12%

medium 37%

Figure 25.1.4: Evaluation of writing skills With regard to writing capability, 37% and 24% students evaluated themselves as medium and good respectively. The findings of the study discover that the Alim students are relatively better in reading and writing than listening and speaking.

Teacher Item 25: Evaluation of Students’ Language Skills Evaluate your students’ different skills in English?

168

Listening v. good 4%

good 6% v.weak 30%

medium 20%

weak 40%

Speaking v. good 2% good medium 0% 8% v.weak 49% weak 41%

Figure 25.2.1: Evaluation of listening skills Figure 25.2.2: Evaluation of speaking skills

The pie charts display the learners’ strength and weakness in English in order of rank in descending order. 70% teachers suggest that students are either very weak or weak in listening; 90% teachers also reveal that the Alim students are either very weak or weak in speaking English. The students’ self evaluation and the teachers’ evaluation on their students’ listening and speaking qualities have strong correlations; the teachers are aware of the weakness of their students’ listening and speaking.

169

Reading good 24%

v.weak 18% weak 16%

v. good 12%

medium 30%

Writing good 20%

v.weak 12% weak 24%

v. good 16% medium 28%

Figure 25.2.3: Evaluation of reading skills

Figure 25.2.4: Evaluation of writing skills

With regard to reading skill, 30% teachers reveal that students are medium in reading English; while 24% teachers which is the second highest percentage suggest that their students are good in reading English. 28% teachers comment that their students are medium in writing English, while 24% teachers certify them as good in writing. The charts reflect that students are comparatively well in reading and writing than listening and speaking. It is also observed that there is high correlation between the teachers and the students with regard to performance in English as a foreign language. This correlation strongly agrees to the investigation of Bada (2000) which reveal that 42% students are good in reading, while 38% students are medium in writing. Uzpaline’s (2003) study reveals that more than 80% under graduate students are either weak or very weak in listening and speaking in Lithuania.

Chapter 6 Conclusions and Recommendations

170

The present study entitled “English Language Teaching and Learning at the Alim Level in the Madrashas in Bangladesh: Problems and Possible Solutions” has achieved its objectives. The study has identified some problems that the Alim students usually face while learning English as a foreign language. The study has also discovered the teachers’ attitudes, behaviour, interaction with the students, teaching techniques, etc. Here, in this chapter, the present researcher has summed up the whole thesis in a brief manner and places some recommendations to overcome the situations, enhance the quality of teaching-learning English language at the Alim level in the madrashas in Bangladesh. Further researches in the same field are also advocated in this chapter.

6.1 Findings of the Study in Brief The present study unveils some lapses and mismatches between the expectations and the existing conditions of English language teaching - learning at the Alim level. During the study considerable correlations as well as contradictions are observed between the students and the teachers on different issues on teaching – learning. The findings of the study are briefly presented below: 1. The present study finds that the existing syllabus of Alim class is not highly relevant to learning English language. Rather, it is a little relevant. There is a strong correlation between the teachers and the students on evaluation of syllabus. 2. Both groups of the respondents suggest that the lessons and tasks are not very enjoyable.

171 3. The current study reveals that the students are very weak in listening and speaking, because the practice of the two important skills is neglected or avoided by the teachers in the class. 4. Majority of the students and the teachers suggest that the syllabus is examination oriented rather than achieving communicative competence. 5. The students prefer learning individually and in some cases in pairs, and dislike learning in a large group. The teachers are also aware of the students’ preferences in learning English. 6. The students blame that their prescribed textbook is a little helpful in learning English language. 7. The highest numbers of students consider the lessons very difficult; while the highest number of teachers contradict with students and comment that the lessons are not at all difficult. 8. The present study finds that both the teachers and the students are with the opinion that their lessons are a little relevant to their day to day activities. 9. The investigation finds that the teachers remain active, busy and talk more in the class, while the students remain in the class as the inactive listeners. This situation directly contradicts the communicative views of teaching and learning. 10. The present study finds that the syllabus is examination oriented, and the reading comprehension and writing skills are tested in the examination, on the other hand the two important skills: listening, and speaking are untouched. 11. The present study discovers that the English teachers do not explain the grammar rules sufficiently in the class, though the majority of the teachers

172 contradict with the students and claim that they explain the grammar rules fairly much. 12. The students blame their English teachers that they do not encourage them enough to speak English with the classmates, but the teachers strongly contradict with the students and claim that they encourage their students very much. 13. The most of the students are with the opinion that their teachers do not teach and explain the vocabulary items in English, though the maximum teachers claim that they explain the vocabulary items in the class. 14. It is found that the teachers are more or less friendly and sympathetic to their students. 15. The current study reveals that the maximum teachers follow the text book in the class all the time. 16. The study finds that the most of the English teachers do not speak English frequently in the class. 17. The students comment that English teachers are not qualified and competent enough to teach English, but the teachers contradict with the students and claim that they are competent enough to teach English in Alim class. 18. Most of the students disclose that their teachers do not give them extra time after class hour, though the teachers claim that they give enough time to their students after class hours. 19. It is found that the teachers use only the black board as the teaching aids and equipment in the class. Modern technologies such as; overhead projector

173 (OHP), slides, video and audio tape recorders, computers, multimedia are totally absent in the class activities. 20. With regard to correction of oral production, students do not like to be humiliated before every one in the class. They like to be corrected at the end of the activity and later, in private. The teachers are aware of the preferences of learning styles of their students. 21. The present study reveals that the students mind if they are corrected by other students in the class. Students feel humiliated to be corrected by their class mate or by some one similar to their position. 22. Most of the students do not mind if they are asked to correct their works by themselves. 23. Majority of the students suggest that they need English for various purposes: for passing examination, for getting a good job, for communicating with others. The teachers also express almost same opinions with regard to needs of English. 24. The current study discovers that the Alim students are either weak or very weak in listening and speaking in English language. Their self assessment directly correlates the opinion of teacher, the both groups of respondents are aware of the weakness of the students. 25. The history of madrasha education reveals that the madrasha education passes a long unsmooth way of journey, day by day this stream of education is becoming inevitable in the society.

6.2. Recommendations

174 The present study is an attempt to sketch out a picture of English Language Teaching and Learning at the Alim Level in the Madrashas in Bangladesh. The present study has identified many of the teaching- learning problems. The findings and the analysis of the data have been presented in the preceding chapter (Chapter Five). This chapter very shortly presents the findings of the present study and puts forward some recommendations with a view to overcoming the existing problems or at least lessening the severity of the problems.

6.2.1 Recommendation for the NCTB 1) Language instruction has five important components: students, a teacher, materials, teaching methods, and evaluation. Sheldon suggests that "textbooks represent the visible heart of any ELT program" (237). So, the NCTB should prepare textbook with a view to expediting English language teaching and learning.

2) While preparing the books, the NCTB should look in whether they have met the

needs of the students. 3) English textbooks should be useful, meaningful and interesting for students. The NCTB should produce meaningful an interesting textbook for the Alim students. 4) As a general rule, materials should be slightly higher in their level of difficulty than the students' current level of English proficiency. Materials at a slightly

higher level of difficulty than the students' current level of English proficiency allow them to learn new grammatical structures and vocabulary.

175 5) English textbooks should have clear instructional procedure and methods, that is, the teacher and students should be able to understand what is expected in each lesson and for each activity. 6) Authentic materials should be included in the textbook contents. 7) Textbook should include original, retold and translated work of creative writers. 8) Lessons should be interesting and lively. Littlejohn, suggests that selecting texts that are relevant to the life experiences and culture of FL/SL can facilitate cognitive and language development (7). 9) Syllabus and contents of syllabus should be based on needs of English; otherwise, irrelevant syllabus hampers students’ progress in learning a language. According to White “A complete syllabus specification will include all five aspects: structure, function, situation, topic, skills (92). 10) Text language should be presented in discourse manner. Opportunities should be created for oral interaction. There should be sufficient opportunities of practising different skills. 11) The textbooks should include variety of topics and themes. 12) Textbook should present all the four skills of English language. To make the students guess and understand personal and other variations there should be texts from different grounds. 13) Supporting notebooks and guidebooks should be examined whether they are misguiding the teacher and student communities. 14) The activities of coaching centres and private schools should be monitored. There should be a government body to look into this.

15) Communicative grammar books should be written in English, and the writer should be trained up. Goodey suggests that grammatical rules and explanations are

176 necessary; grammar should be taught in the context of communication, not as passive knowledge (7-8).

15) Teacher’s book that has been promised in the national curriculum (report 1995 Vol. II), should be published and distributed to the teacher so that the teachers can get immediate help. And each lesson of this book should be vivid enough to give teachers clear idea on how to teach the lesson effectively.

6.2.2 Recommendations for Madrasha Education Board Madrasha Education Board (MEB) has been playing diverse responsibilities in the madrasha education system. It plays the role of sole authority in formulating and implementing polices, required for enhancing the teaching learning activities. The MEB is responsible for preparing the textbooks in collaboration with the NCTB for different classes. The English textbook English For Today, For Classes 11-12 produced and published by the NCTB is prescribed by the Madrasha Education Board for Alim (higher Secondary) class. The following suggestions are strongly recommended for the Madrasha Education Board.

6.2.2.1 Recommendations for the Textbook and Syllabus 1) The Board should ensure communicative way of teaching by playing active role. 2) The Board should arrange workshop, seminar, and training programmes for textbook writers to make them interpret its curriculum.

177 3) Programmes can be broadcast and telecast through print and electronic media. The writers and publishers must have some pre-qualifications, before they get approval for writing books and notebooks. 4) The writer should have background in applied linguistics and in modern teaching methods and approaches especially in communicative approach of teaching. 5) Just holding the public examinations and issuing the certificates should not be the sole responsibility of madrasha education board, rather they should have constant thought of improving the teaching learning condition. 6) The education board should investigate different madrashas and look into whether they have interpreted the curriculum and whether the teachers are teaching the students in the same way as planners intended. 7) Government should establish some teachers training institutions for providing training for the teachers.

6.2.2.2 Recommendations for the Test and Assessment The Madrasha Education Board is entitled to holding all the examinations and issuing certificates to the successful candidates. The following recommendations may be considered for further improvement of this stream of education: 1.

Questions should be setup following the basis of the communicative approach.

2.

All the skills of language should be tested through different items and activities.

178 3.

Questions should not be set from any notebooks or guidebooks available in the market; rather, they should be anew. Students will answer them using their knowledge of English.

4.

Question format should go on changes each year so as to encourage students to read to learn instead of memorising the textbook-content. There should have cohesion between the question paper and the syllabus items they practice.

6.2.3

Recommendations

for

the

Teaching

Aids

and

Equipment Teaching aids and equipment play very significant role in teaching and practicing English language skills. The modern technologies may be used as teaching aids and equipment for effective teaching. The present study finds that only the traditional blackboard is used in all 100% madrashas in Bangladesh. Teaching aids should have support for learning, which cover or expand on the content and make lesson easier and interesting. However, with the development of technology, photos, visual materials, and audio materials have become very important components of language teaching. Teachers need to learn how to find them, and how to best exploit these varieties. On the basis of findings in the present study the following technologies are recommended for teaching English and giving instructions in the English class:  a) Audio cassettes  d) Over head projector g) Picture

b) Video facility

c) Multimedia

e) Computer

f) Television

h) Realia

h) Documentary

179

6.2.4 Suggestions for Teachers Teachers are in direct contact with the students. They are responsible for the integration of each work and activity in the class. With the changed view of language teaching the teachers should change their role in the classroom. They are no more the ruler of the class. They have to act as learning partners of the students, and manage the class very tactfully so that leaning can take place in interesting manner. Teachers should understand the value of the English language in this world. On the basis of the findings the following remedies are suggested, it is expected that these remedies would eradicate or at least minimise the problems encountered by the learners while learning English.

1) It is the result of keen observation that while teaching grammar in the class the students blink and they forget it the next minute. To avoid this, oral test can be given. By this, they will be able to remember what has been taught in the classroom. 2) Teachers should create student - centered class, and take step to increase students’ involvement in the teaching learning process. 3) Of course, teachers must not depend on the education board in carrying out each juggling act in their class. They must have a relatively free hand in designing their class lessons. For this to happen, they must be acquainted with the approach and methodology. 4) It is clear that teacher efficacy affects students directly. There is a tight correlation between teacher efficacy and students performance. Dörnyei states "Good enough motivator" (45) is such a concept that a desired outcome by students can occur with the help of this certain teacher’s function

180 5) Teachers should be friendly and sympathetic to the students in the all ways of learning. 6) Teachers should take class in the target language and they ought to encourage the students to speak English in and outside of the class. 7) New words should be introduced to the students with the visuals of objects or phenomena they represent. Words should not be learned apart from the objects to which they refer. While teaching, objectives of each lesson must be clear to the teacher. He/she should know what he/she is teaching to whom and why, and in which circumstances they will be using it. 8) On the first hand, he/she must interpret what is intended in planning levels of the curriculum, and be able to use communicative language materials and books effectively. 9) He/she should engage the students in the leaning process. The students should not be treated as empty vessel. Rather, they should be the most active participants in the class. 10) Teacher is expected to come to the class with a pre-arranged plan and check before whether all the activities prompt learning among the students. 11) While teaching, teacher should evaluate how far learning is taking place. After the completion of each lesson, he/she must measure the students’ achievement and make necessary changes with the findings of each class in the plan of the classes to come. 12) No one can learn a language if he/she does not use it. So, the teacher should create environment where students will use English. In the class, he/she should use English. Bengali can be used as a checking device only.

181 13) Just adopting a communicative syllabus and textbooks, not certainly ensure effective teaching. If the teachers fail to use this in a proper way, everything will dismiss. So, a teacher development programme should be arranged at each madrasha, which will continue for a certain period. 14) Development programmes can be taken at upzilla level. The experts from a higher authority can monitor these programmes. Self-development scheme can also help teachers to develop their teaching skills. 15) Teachers can give clues to the students to remember the grammatical feature of the sentences. 16) Teacher must get special training as how to make the students

to learn

grammar, without having disinterest towards the language. 17) Teachers can also explain some of the grammatical categories in Bengali to make their students easily understand the grammar. Only grammar does not unable the students for acquiring a second language, continuous practice of language will help the students to steer the language. 18) The Teachers should be well-trained in handling English classes. 19) Teachers who have a very good English background will be best for teaching the students to acquire a language, and they should help other teachers in teaching English. 20) Teachers should avoid taking narrow steps for teaching English by giving clues. 21) Teachers should bring the students in a good manner, to make them read Newspapers, listen to broad casting in English. This would help them to receive proper pronunciation. 22) There should be a classroom interaction between teachers and students in a good manner.

182 23) Teacher should record the students’ reading skills the tape recorder can be played before them. It will help the students identify errors. 24) Teachers should give proper exercises to the students as their home work and serious corrections should be done. 25) Teacher should make them use dictionary to know the meaning of the hard words to enrich their vocabulary. 26) The students should be taught language with appropriate illustrations. This will help the students produce correct sentences. 27) The Teacher should use teaching aids not only to simplify his/her methods but also to explain the concepts. Before going to teach, Teachers have to plan what to teach, How to teach and how much to teach. 28) The teachers only try to cover their syllabus within the stipulated time, so skill oriented / learner oriented teaching should be encouraged. 29) To develop linguistic competence of the students, the language may be taught linguistically. That is, linguistic approach in teaching of English from the beginning would be helpful for the development of competence in English. 30) Different types of conversational discourse may be taught, and the students should be given enough time for the development of conversational discourse in the school hours. The conversational discourse training will eliminate language shock and cultural shock. Further, that will help them develop communicative competence of the students. 31) While teaching vocabulary of English, the grammatical functions and linguistic features of words should be taught. Further, the semantic value of words should be distinguished.

183 32) The similarities and differences between Bengali and English as a foreign language should be taught. 33) While teaching pronunciation of words the phonetic similarities and differences of the phonemes should be demonstrated in the class room, and practices should be given in this area properly. Further, the awareness about the interference of Bengali in the pronunciation of foreign sounds should be given timely to the learners. 34) The students may be motivated to interact with teachers and peer groups in English at home front in addition to the school atmosphere. Further, watching English programs on TV, listening to radio, loud reading, reading dailies would help to develop the spoken language of English 35) To avoid errors in writings, students may be practiced to write stories, and the errors in the written items may be spotted then the reasons for the occurrence of errors should be indicated to the students. Further, editing training should also be given to the students. 36) To prevent Bengali interference on English sentence, various sentence types of both Bengali and English should be differentiated and distinguished and that should be demarked to the students. 37) To avoid the overgeneralisation of verb forms and other grammatical items the regularity and irregularity of the language rules may be taught and reinforced. 38) To prevent the agreemental problems, the relationship between words should be taught, and if the problems are due to Bengali structure, the relationship and variation between the Bengali and English as a EFL sentences may be indicated to the students.

184 39) To avoid orthographical errors, appropriate pronunciation drills should be given to the students. By the preventing the Bengali sounds in their EFL pronunciation, the spelling errors can be minimized in the learner’s writings. 40) Practice of differentiating the lexical and grammatical items, recognition of unfamiliar words and understanding of their literal and contextual meanings with the

help of teacher or dictionary will enhance the reading

comprehensibility. 41) Practice of labeling parts of speech and recognizing the word endings and tense markers will develop the linguistic competence of the students. Further, that will be helpful for the enhancement of understanding ability of texts. 42) Easy and simple vocabularies should be used in reading materials. Further, the hard and unknown vocabularies should be introduced in familiar contexts of the students. If it is unfamiliar context, both the context and vocabularies will make them trouble. So, use of unknown and hard words in familiar context of the students will increase the understanding ability of the students. 43) Teaching of reading comprehension has to be introduced. That is, how to read, how to understand a text and how to understand contextual as well as literal meaning of words, will increase the reading ability of the students. 44) Teaching listening comprehension should not be ignored. 45) The tape recorded dialogues could be played before the students and they could listen to them, then the theme as well as questions may be asked on the basis of the dialogue. This type of practice will help the students' understanding capacity as well as the communicative competence. 46) Introducing the listening games, sound discrimination (k, g, kh, gh), Recognition of minimal pair (put, but), Recognizing morphemes (free and

185 bound morpheme) Recognizing syllables in words, Recognizing silent letters in words, Identification of parts of speech etc. will help to build up listening ability to discriminate SL/FL phonemes, morphemes and phonetic variation of sounds. 47) The students can be made listen different current vocabularies and allow them write synonymous and antonymous for those vocabularies. Further, practice of finding equal Bengali words for EFL as well as translation of sentences from English to Bengali and vice versa will help to develop the linguistic competence of the students. 48) Watching TV Programmes, films and listening to radio programs will certainly help students understand how the native and non-native speakers use the English language. It will help them also in understanding the dialectal variation of the language. 49) Observing public

announcements (Railway announcement,

corporation

transport announcement) will help to strengthen the socio-linguistic knowledge and presence of mind.

6.2.5 Suggestions for Students Students need to be empowered by themselves in the learning activities. They should minimise the dependence on a single source (teacher) for learning. Students are in need of learning-while-doing with multiple options of learning resources. Students must be self-directed and life-long learners in order to survive tough expectations of job markets. The change from process-oriented to product-oriented and change from teacher-centered to student-teacher-centered curriculum are wish of every higher education institutions. Some general suggestions for the students are:

186 1) While speaking English, students are able to make mistake, but they should not hesitate to speak whether it is correct or wrong.

2)

Learning a foreign language is a step by step process and students should

make habit of speaking English with others as much as possible, they should watch TV and English news bulletin to improve listening skills.

3) Students must develop their writing skills by writing summary, report writing.

4) Students should show interests in learning a foreign language.

6.3 Further Research With regard to enrolment, the madrasha education is the second biggest stream among the three such streams: general education, madrasha education, and technical and vocational education. At present madrasha education is not absolutely confined to religion only, rather it spreads education on various fields: English, science, information technology, business study etc. Many general subjects are included in its curriculum and syllabi during the recent past. After passing Alim examination the students can enter into any fields of study of knowledge; they are entitled to study at any public and private universities, medical colleges, engineering colleges, etc. Despite a major sector of education, no formal research is carried out in the madrasha education till today. The present study entitled “English Language Teaching and Learning at the Alim level in the Madrashas in Bangladesh: Problems and Possible Solutions” is the pioneer research in the field of English language teaching and learning in the madrashas in Bangladesh. During the study the present researcher realises that exclusive study should be carried out on different domains of applied linguistics and ELT for the further improvement of the present

187 situation. The present study has advocated some apt remedial measures to eliminate the problems encountered by the students in the process of learning English. On the basis of the present study, some of the areas are identified in the same field for further study.

i.Research should be carried out on the learning preferences, strategies, and styles of Alim students in learning English as a foreign language. ii.

Study on error analysis among the Alim students can be carried out separately.

iii.The curriculum and textbook evaluation should be another field of study iv.Research should be done on the testing and assessment systems at the Alim level. v.Investigation may be done on the application and adoption of communicative approach in the class. vi. Evaluation study should also be done on the status of English language teachers teaching English at the higher secondary level in the madrashas in Bangladesh.

Bibliography Aggarwal, J. Landmarks in the History of Modern Indian Education. Delhi: Vikas, 1983. Agresti, A. "A survey of strategies for modeling cross-classifications having ordinal Variables.” Journal of the American Statistical Association 78 (1983):184-198. Alderson, J. C. Assessing Reading. Cambridge: Cambridge University Press, 2000. Alderson, J. C. and Urquhart. Reading in a foreign language. London: Longman, 1984. Aldridge, A. and K. Levine. Surveying the Social World: Principles and Practices in Survey Research. Maidenhead: Open University Press, 2001. Allen, P. B. “General-Purpose Language Teaching: A Variable Focus Approach.” ELT Documents 118. Ed. C.J. Brumfit. Oxford: University Press, 1994.

188 Allen, Virginia. Techniques in Teaching Vocabulary. New York: Oxford University Press, 1983. Allwright, R. What do we want teaching materials for? Oxford: Oxford University Press, 1990. Alderson, J. C. and Scott. Reading in a foreign language. London: Longman, 1984. Ancker, W. “Errors and Corrective Feedback: Updated Theory and Classroom Practice.” English Teaching Forum 38.4 (2000): 20 – 24. Bada, E. and Zuhal Okan. “Students' Language Learning Preferences.” TESL-EJ 4 .3 (2000): 3-28. Bailey, K. M. Learning about Language Assessment. USA: Heinle& Heinle Publishers, 1998. Bailey, Kathleen, and Lance Savage. Ed. New Ways in Teaching Speaking. Alexandria, Virginia: Teachers of English to Speakers of other Languages Inc., 1994. Baker, A. and Sharon Goldstein. Pronunciation Pairs: Teacher’s Manual. Cambridge: Cambridge University Press, 1990. Bangladesh Open University. English: B Ed Course Unit 1. Dhaka: Bangladesh Institute of Distance Education, 1992. Bartram, M. and Walton, R. Correction. Language Teaching Publications (1991) 87-91. Bose, Chandra. “The Problems in Learning Auxiliary Verbs in English at High School Level.” Language in India 5.11 (2005): 1-70. Bowen, J. et al. TESOL Techniques and Procedures. Boston: Heinle & Heinle, 1985. Bowen, J. Donald. Contextualizing Pronunciation Practice in the ESOL Classroom.

189 Rawley, MA: Newbury House Publishers, 1979. Brewster, J. Teaching English through Content: Supporting Good Practice in Innovation and Best Practice, ed. By Chris Kenneddy. Longman ,1999. Brindley, G. Needs Analysis and Objective Setting in the Adult Migrant Education Program. Sydney: NSW Adult Migrant Education Service, 1984. Brindley, G. “The role of needs analysis in adult ESL programme design.” R. K. Johnson (Ed.), The Second Language Curriculum. Cambridge: Cambridge University Press, 1989. Brown, J. D. Testing in Language Programs. Upper Saddle River: Prentice Hall Regents, 1996. Brown, D. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Longman, 2001. Brown, Steven. “Ten Things to Do Before Reading.” New Ways in Teaching Reading. Ed. Richard R. Day. Alexandria, Virginia: Teachers of English to Speakers of Other Languages, Inc. 1993. Brown, J.D. Testing in Language Programs. Upper Saddle River: Prentice Hall Regents, 1996. Brown, H.D. Teaching by Principles: An Interactive Approach to Language..Pedagogy. New York: Longman, 2001. Candlin, C. and Breen, M. Evaluating, adapting and innovating language teaching materials.Washington, D.C: The learner Focus, 1979. Carroll B J. Testing Communicative Performance. Oxford: Pergamon, 1980. Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language.

190 Boston: Heinle & Heinle, 1991. Celce-Murcia, Marianne, and Janet M. Goodwin. “Teaching Pronunciation.” Teaching English as a Second or Foreign Language. Boston: Heinle & Heinle. 1991. Chandran, A.

“A study of the productive skills with special reference to

communicative ability in speaking English of the higher secondary first year students in Coimbatore District.” Ph.D. Diss. Bharathiar University, 1999.

Chall, J.S. and Conard, S.S. Should textbooks challenge students? New York: Teachers College Press, 1991. Chastain, K. The development of modern language skills: Theory to practice.

Philadelphia: The Center for Curriculum Development, 1971. Chidabaram, K. “A Study on the Learning Process of English by Higher Secondary Students with Special Reference to Dharamapuri District.” Language in India 5 (2005):112-270. Corder, S. P. “The significance of learners' errors.” IRAL 5 (1967): 161-170. Corder, S. P. “Idiosyncratic dialects and error analysis”. IRAL 9.2 (1971): 147- 151. Collie, J. and Slater, S. Literature in the language classroom. Oxford: Oxford University Press, 1987. Cook, G. “Texts, Extracts & stylistic texture.” C. J. Brumfit & R. A Carter (Eds.) Literature &Language Teaching. Oxford: Oxford University Press, 1991.

191 Crosling, G. and Ward, I. “Oral communication: the work place needs and uses of business Graduate employees.” ESP 21 (2002):41-57. Culler, J. The pursuit of signs: semiotics, literature, deconstruction. London: Rutledge, 1981. Cunningsworth, A. Choosing your course book. Oxford: Heinemann, 1995. Cronnell, Bruce. “Spelling English as a Second Language.” Teaching English as a Second or Foreign Language. Eds.Marianne Celce-Murcia and Lois McIntosh. Rowley, MA: Newbury House Publishers, Inc. 1979. Cowles, H. “Textbook, materials evaluation: A comprehensive check sheet.” Foreign Language Annals 9 .4 (1976):300-303. Cunningsworth, A. Evaluating and selecting EFL teaching materials. London: Heinemann Educational Books, 1984. Cunningsworth, A. Choosing your course book. Oxford: Heinemann, 1995. Crystal, David. The Cambridge Encyclopedia of Language. Cambridge, 1991. Crystal, D. An encyclopedic dictionary of language and languages.

England:

Cambridge University Press, 1992. Davies, S. “Content Based Instruction in EFL Contexts.”

The Internet TESL

Journal vol. IX, No 2, February (2003): 7-11. http://iteslj.org Davies, A. Language Testing Symposium. London: Oxford University Press, 1978. Day, Richard R. ed. New Ways in Teaching Reading. Alexan- dria, Virginia: Teachers Of English to Speakers of Other Languages, Inc, 1993. Dayananda, J. Y. “Plain English in the United States.” English Today 2.1(1986):13-16.

192 Daoud, A. and Celce-Murcia. Selecting and evaluating a textbook. Cambridge: Newbury House Publishers, 1979. Dewey, G. English Spelling: Roadblock to Reading. New York: Columbia University Press, 1971. Dickinson, L. University

Self-Instruction in Language Learning. Cambridge: Cambridge

Press, 1991. Doff, Adrian. Teach English - A Training Course for Teachers. England: Cambridge University Press, 1988. Dornyei, Z. Teaching and Researching Motivation. London: Longman, 2001. Dornyei, Z. and Thurrell, S. “ Strategic competence and how to teach it.” ELT Journal 45.1 (1991):16-23. Dornyei, Z. “Conceptualising motivation in foreign-language learning.” Language Learning 40.1 (1990):45-50. Dougill, J. Drama Activities for Language Learning. Hong Kong: Bookman Books, LTD, 1987. Dudley-Evans, T. and St John, M. Developments in English for Specific Purposes. Cambridge University Press, 1998. Edge, J. Mistakes and Correction. London: Longman, 1989. Ellis, R. “The empirical evaluation of language teaching materials.” ELT Journal 51.1 (1997): 36-42.

193 Ellis, R. The study of second language acquisition. Oxford: Oxford University Press, 1994. English Language Teaching Task Force. The Report of the English Language Taskforce. Dhaka: Bangladesh Education Extension and Research Institute, 1976. Farhady, H. et al. Language skills testing: From theory to practice. Oxford: SAMT Publications, 1994. Francis, Thomas. “Individual Error correction in 12th Grade Students.” Absolute Language Learning 12.7 (2006):37-77. Fry, Edward Bernard. Teaching Faster Reading: A Manual. Cambridge, MA: The University Press, 1963. Gardner, D. and Miller, L. Tasks for Independent Language Learning. Alexandria VA: TESOL, 1996. Kavaliauskiene, G. “English for Specific Purposes: Learners' Preferences and Attitudes.” Journal of Language and Learning 1.1 (2003): 14 – 23. Galina, K. and Oller. Ongoing Needs Analysis as a Factor to Successful Language Learning. Vilnius: Law University Lithuania, 2005. Gleason, H. A. An Introduction to Descriptive Linguistics. New York: Holt, Rinehart and Winston, 1955. Government of Bangladesh. Report of the Commission of National Education. Dhaka:

194 Ministry of Education, 1974. Goodey, N. . " Grammar practice and presentation in context." English Teaching Professional 5 (1997): 7- 8. Graves, K. “A Framework of Course Development Processes.” Teachers as Course Developers. Series editor Jack C. Richards. Cambridge University Press, 1996. Gupta, Das. Language Conflict and National Development. Oxford University: Mumbai, 1970. Grimm, N.

"Improving students' responses to their peer's essays."

College

Composition and Communication 37.1(1986) : 91-94. Harris, D. Testing English as a Second Language. Cambridge: Cambridge University Press, 1969. Harrison, A. A Language Testing Hand book. London: Macmillan Publishers LTD, 1986. Harmer, J. The practice of English language teaching. Harlow: Longman. 1996. Harmer, J. The Practice of English Language Teaching. Pearson Education Ltd: Pearson, 2001. Hedge, T. Teaching and Learning in the Language Classroom. Oxford: Oxford University Press, 2000.

Hartley, J. Designing instructional texts. London: Kogan Page Ltd, 1994.

Harsch, Kenny. “Vocabulary Enrichment Through Word Association.” New Ways in

195 Teaching Vocabulary. ed. Paul Nation. Alexandria, Virginia: Teachers of English to Speakers of Other Languages, Inc. 1994. Hasan, Kamrul, M. “A Linguistic Study of English Language Curriculum at the Secondary Level in Bangladesh - A Communicative Approach to Curriculum Development.” Language in India Volume 4.8 (2004): 1-240. Hutchinson, T. and Waters, A. English for Specific Purposes. Cambridge University Press, 1996. Huntoon, Diane. “Verb Pass for Fluency Development.” New Ways in Teaching Speaking. Alexandria, Virginia: Teachers of English to Speakers of Other Languages, inc., 1994. Januleviciene, V. and Kavaliauskiene, G. ESP: “Issues of Self- and TandemAssessment. Langue-Communaute-Signification.” Approches en Linguistique Fonctionnelle. Herald, 2002. Januleviciene, V. and Kavaliauskiene, G. “Promoting the Fifth Skill in Teaching ESP.” English for Specific Purposes World, Web-Based Journal 1.2 (2002):11-37. http://www.esp-world.info.

Jesperson, Otto. How to Teach a Foreign Language. Allen and Unwin Ltd: London, 1961. Jonson, Robert. “Trained Language Teacher.” Linguistics Quarterly 11.3(2001):57102. Johnson, K. Communicative Syllabus Design and Methodology. Oxford: Pergamon, 1982. J.W. and Richards. Focus on the Learner: Pragmatic Perspectives for the Language Teacher, 1973.

196 Katayoon Afzali and Mohammad Hassan Tahririan. “Strategic Needs of ESL Students in

Developing their Literary Competence.” The Asian ESP Journal 3.1 (2007): 52-73.

Kavaliauskiene, G. “English for Specific Purposes: Learners' Preferences and Attitudes.” Journal of Language and Learning 1.1 (2003): 14 – 23 Karthiyayani, C. “Reading comprehension of higher secondary students: An applied linguistic study.” Ph.D. Diss. Bharathiar University, 1995. Kenning, M. M. “Language Learning Interests at University.” Language Learning Journal 23, Summer (2001):48 - 66. Kothainayaki, S. “Classroom interaction and language use a case study of English teaching in selected standards: A Linguistic Study.” Ph.D. Diss. Bharathiar University, 1994 Kitao, K. and Kitao, K.S. “Selecting and developing teaching/learning materials.” Internet TESL Journal January 24, 1999. Klein, William. Second language acquisition. Cambridge University Press: Cambridge, 1986. Krashen, Stephen. Second Language Acquisition and Second Language Learning. Oxford: Pergamon, 1981.

Krashen, S. and T. Terrel. The Natural Approach. Oxford: Pergamon, 1983.

Lazar, Gillian. Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge, England: Cambridge University Press, 1993.

197 Laime, J “Making the textbook more communicative.” Internet TESL Journal 24, (1999): 11-29. Larsen-Freeman, D. Techniques and principles in Language Teaching. Oxford: Oxford University, 2000. Leki, I. “Coaching from the Margins: Issues in Written Response.” Second Language writing. Cambridge University Press, 1994. Littlejohn, A. and Windeatt, S. “Beyond Language Learning: perspectives on materials Design.” The Second Language Curriculum. Cambridge University Press. (1989):155-175. Littlewood, W. Communicative language teaching: An introduction. Cambridge: Cambridge University Press, 1983 Malaka, Odessa. “Motivation and Learning English among the Teenager.” Linguistics Journal

17 .1 (2001):123-210.

Maniruzzaman, M. “The Use of the Mother Tongue in the EFL Classroom: Learners’ Reaction.” Harvest 18 (2003): 43-57. Maniruzzaman, M. “An SL/FL Syllabus and the Rationale Behind Its Design.” Harvest:

Jahangirnagar Studies in Literature 13 (19995-1996):96-104.

Bangladesh Education Commission. The Report of the Education Commission 1974. Dhaka: Ministry of Education, 1974. Morris L. Interaction in the language classroom: Awareness, Autonomy and Authenticity. Harlow: Longman, 1996. Morley, Joan. “Listening Comprehension in Second/Foreign Language Instruction.”

198 Teaching English as a Second or Foreign Language”. Ed. Marianne CelceMurcia. Boston: Heinle & Heinle, 1991. Nation, Paul. ed. New Ways in Teaching Vocabulary. Alexan- dria, Virginia: Teachers of English to Speakers of Other Languages, inc., 1994. National Curriculum and Textbook Board. Baseline Survey of Secondary School, 1990. National Curriculum Committee 1978. The Report of the National Curriculum Committee. Dhaka: Ministry of Education, 1978. National Education Policy 2000. The Report of National Education Policy. Dhaka: Ministry of Education, Bangladesh, 2001. National Curriculum and Textbook Board Dhaka. English For Today, For Classes 1112. Dhaka: 2001. Nunan, David, and Lindsay Miller. New Ways in Teaching Listening. Alexandria, Virginia: Teachers of English to Speakers of Other Languages, inc., 1995. Nunan, D and Lamb, G. 1996. The Self-Directed Teacher. Cambridge: Cambridge University Press, 1991. Nunan, D. “Learner strategy training in the classroom: An action research study.” TESOL Journal 6.1 (1996): 35-41. Nunan, D. “Hidden agendas: The role of the learner in programme implementation.” The Second Language Curriculum. Cambridge: Cambridge University Press, 1989. O’Grady, William, Michael Dabrovolsky, and Mark Aronoff. Contemporary Linguistics: An Introduction. New York: St. Martin’s Press, 1993.

199 Osunde, K. “Syllabus in Nigeria: Evaluation of Term Syllabus of Higher Secondary

School and lacks of teachers.” Studies for Today and Tomorrow 13.9 (2005):1953. Ott, L., Larson, R.F., Mendenhall, W. Statistics: A Tool for the Social Sciences (3 rd ed.)Boston: PWS, 1983 Pande, Anjali. “Techniques and Motivation of ELT Teachers Teaching English at Higher Secondary Level in Tamil Nadu.” Ph.D Diss. Bharat University, Chennai, India, 2005. Park,G. Language learning strategies: Why do adults need them? Manuscript, University of Texas at Austin, 1994. Park, G. “Language learning strategies and English proficiency in Korean university Students.” Foreign Language Annals 30.2 (2003): 211-221. Plaister, Ted. My Friends Call Me Ted: New Ways in Teaching Speaking. Alexandria, Virginia: Teachers of English to Speakers of Other Languages, Inc.,1994. Prator, Jr., Clifford H. and Betty Wallace Robinett. Manual of American English Pronunciation. Third Edition. New York: Holt, Rinehart and Winston, 1972. Alam, F., Zaman, N. and T. Ahmed. Ed. “Rethinking the Two Englishes.” 2001. Rahman, A.M.M.H. English Language Teaching: Didactics on the Pragmatics of a Language Teaching Policy. Dhaka: ELTIP, 1999. Rashid, Harunur, K. “Speaking Strategies to Overcome Communication Difficulties in the Target Language Situation -Bangladeshis in New Zealand.” Language in

India

5.12 (2005):1-61. Rivers, W. Teaching foreign-language skills. Chicago: University of Chicago Press, 1981.

200 Richards, J. and Rodgers.

Approaches and Methods in Language Teaching.

Cambridge:Cambridge University Press, 1986. Richards, J.C. Curriculum Development in Language Teaching, Cambridge: Cambridge University Press, 2001. Robert, G. Statistical Methods for Education. New York: Prentice Hall, 1997. Robinson, P. ESP Today: A Practitioner’s Guide. New York: Prentice Hall, 1991. Sheldon, L.E. “Evaluating ELT textbooks and materials.” ELT Journal (1988):237246. Skierso, A. “Textbook selection and evaluation.” Teaching English as a second or foreign language. Boston: Book Press, 2003. Sheldon, L. “Evaluating ELT textbooks and materials.” ELT Journal 42 .4 (1988): 237246. Sapir, Edward. Language: An Introduction to the Study of Speech. Boston: Harcourt Brace Company, 1921. Sobana, Baroie. “Communicative English in Higher Secondary Student in Tamil.” Ph.D Diss. Alagappa University , Karaikudi, 2005. Sysoyev, P. “Developing and ESP course: A framework for a learner-centered classroom”. The ESP Newsletter 1 (2001): 4-7. Stapa, S. H. “ESP Students' Learning Preferences: Are the Teachers Aware?” The English for Specific Purposes 2. 4 (2003):1- 11. Thirumalai, M. S. Language, Thought, and Disorder. Mysore: Central Institute of Indian Languages, 1977.

201 Thirumalai, M. “An Introduction to TESOL: Teaching English to Speakers of Other Languages” Language in India 4 (2002):1-130. Tucker, C. A.” Evaluating beginning textbooks.” English Teaching Forum 13 (1975):355-361. Twaddell, W. Freeman. “Vocabulary Expansion in the ESOL Classroom.” TESOL Quarterly 7.1 (1973):61-78. Ur, P. A course in language teaching: Practice & Theory. Cambridge: Cambridge University Press, 1996. Užpaliene, Daiva, and Galina, Kavaliauskiene. “Ongoing Needs Analysis as a Factor to Successful Language Learning.” Journal of Language and Learning 1.1 (2003): 35- 49. Vale, David, and Anne Feunteun. Teaching Children English. Cambridge, England: Cambridge University Press, 1995. Vygotsky, L. S. Thought and Language. Cambridge: The M.I.T Press, 1962. Williams, D. “Developing criteria for textbook evaluation.” 37.2(1983):251255. White, R. V. The ELT Curriculum. London: Athenaum Press, 1988.

ELT

Journal

Widdowson H. G. Aspects of Syllabus Design. Singapore: Regional English Language Center, 1987. Yalden, J. “Syllabus Design in General Education.” ELT Documents 118. Ed. C.J. Brumfit. Oxford: The British Council and Pergamon Press, 1994. Walsh, B. W.and Betz, N. Tests and Assessment. Englewood Cliffs, NJ: Prentice-Hall, 1995. Zuhal, Okan, and Erdogan “Students' Language Learning Preferences.” TESL-EJ 4 .3 (2000): 3-28.

202

Appendix - 1

STUDENT QUESTIONNAIRE This questionnaire has been developed for the purpose of research in the Department of English at Jahangirnagar University, Savar, Dhaka, Bangladesh. The questions here are related to English Language Teaching and Learning at the Alim Level in the Madrashas in Bangladesh. The researcher gives you full assurance that your responses to the questions will be kept confidential. Thank you for your cooperation!

Student’s Name: -------------------------------------------Madrasha’s Name: __________________________________ Boy / girl: ___________________ Roll: ____________________ Urban/ Rural: ______________________ Father’s Profession: Govt. service/No govt.service/business/farmer/unemployed. Mother’s Profession: Govt. service/No govt.service/business/house wife

Instruction: Please tick (√) the right answer 1) How much is the syllabus relevant to learning English? not at all

a little

fairly much 

very much

2) Do you think your syllabus is heavier than you need?

203 not at all

a little

fairly much

very much

3) How much enjoyable do you find the task? not at all 4)

a little

very much

Do you exercise the four skills of English in your English classes? Listening

Yes

No

Speaking

Yes

No

Reading

Yes

No

Yes

Writing 5)

fairly much

No

Which of following needs does the present syllabus meet? (You can tick (√ ) more than one box.)

Passing examination Understanding teacher’s lecture Using English with others Reading

English

books

and

newspapers Getting good jobs Using internet Watching TV programmes Writing letters

6)

How do you like learning? individually

7)

in pairs

in small groups

Do you feel shy in speaking English?

in a large group

204 Yes 8)

No

Is your lesson interesting? not at all

9)

a little

fairly much

very much

teachers

a little

fairly much

very much

not at all

a little

fairly much

very much

a little

fairly much

very much

How much is the teacher sympathetic and friendly to you? not at all

16)

very much

How much does the teacher explain the text and vocabulary items in English? not at all

15)

fairly much

How much does your teacher encourage you to speak English with your classmate?

14)

a little

How much does the teacher explain the grammar rules? not at all

13)

very much

Who speak more and remain busy in the class? students

12)

fairly much

Are your lessons relevant to your day to day activities? not at all

11)

a little

Do you feel any difficulties with the lessons? not at all

10)

Sometimes

a little

fairly much

very much

How much does your teacher follow the textbook in the class? not at all

a little

fairly much

very much

17)

How much does your teacher speak English in the class?

18)

How much is your teacher competent and qualified?

205 not at all

a little

fairly much

very much

19) Does your teacher give you sufficient contact hours after class? not at all

a little

fairly much

very much

20) Which of the following teaching aids are available in your classes? (You can tick √) more than one option) Black board Over head projector  Audio cassettes  Video facility Others (please specify)

21)

When you speak do you want to be corrected by the teacher? a) immediately, in front of everyone? c) later, in private?

yes yes

no no

d) other (specify please)............................. 

22)

Do you mind if other students sometimes correct your written work? yes

23)

Do you mind if the teacher sometimes asks you to correct your own work? yes

24)

no

no

Why do you need English? You can tick (√ ) more than one option passing examination understanding teacher’s lecture

206 using English with others reading English books and newspapers getting good jobs using internet watching TV programmes writing letters

25)

Evaluate your different skills in English. Tick (√) appropriate boxes.

Skills

Very good

Good

Medium

Weak

Very weak

Listening Speaking Reading Writing

Appendix-2 TEACHER QUESTIONNAIRE This questionnaire has been developed for the purpose of research in the Department of English at Jahangirnagar University, Savar, Dhaka, Bangladesh. The questions here are related to English Language Teaching and Learning at the Alim level in the madrashas in Bangladesh. The researcher gives you full assurance that your responses to the questions will be kept confidential.

207 Thank you for your cooperation! Name______________________________________ Designation___________________________________________ Full Time / Part Time Teacher____________________________ Male /Female __________________ Age ____________________ Academic qualification ______________________________ Name of Madrasha ____________________________________________________ Urban/Rural _________________

Date

_______________________________

Instruction: Please tick (√) the right answer 1.

How much is the syllabus relevant for your students to learning English? not at all  a little  fairly much  very much

2) Do you think English syllabus is heavier than your students need? not at all  a little  fairly much  very much 3) How much enjoyable do you find the task? not at all  a little  fairly much  very much 4) Do you arrange exercise of four skills of English language in your class? Listening

Yes

No

Speaking

Yes

No

Reading

Yes

No

Writing

Yes

No

5) Which of the following needs does the present syllabus meet? ?

208 Passing examination Understanding teacher’s lecture Using English with others Reading English books and newspapers Getting good jobs Using internet Watching TV programmes Writing letters

6) How do your students like learning? individually

in pairs

in small groups

in a large group

7) Do your students feel shy in speaking English? not at all

a little

fairly much

very much

8) How much interesting the lessons are? not at all

a little

fairly much

very much

9) Do you feel any difficulties with the lessons you teach English? not at all

a little

fairly much

very much

10) Are the lessons you teach relevant to day to day activities? not at all  a little  fairly much

very much

11) Who speak more and remain busy in the class ? students

teachers

12) How much do you explain the grammar rules?

209 not at all 

a little

 fairly much

 very much

13) How much do you encourage the students to speak English with their classmate? not at all  a little  fairly much  very much 14) How much do you explain the text and vocabulary items in English? not at all  a little  fairly much  very much 15) How much sympathetic and friendly are you to your students? not at all  a little

fairly much  very much

16) How much do you follow the textbook in the class? not at all

a little

fairly much

very much

17) How much do you speak English in the class? not at all

a little

fairly much

very much

18) Do you think you are qualified and competent to teach English at Alim level? not at all

a little

fairly much

very much

19) Do you give sufficient contact hours to your students after class? not at all

a little

fairly much

very much

20) Which of the following teaching aids and equipment are available in your teaching situation? You can tick (√) more than one



Black board Over head projector Audiocassettes Video facility Others (please specify

210 21) Do you correct your students when they speak English? a) immediately, in front of everyone?

yes

no

b) later, at the end of the activity, in front of everyone?

yes

no

c) later, in private?

yes

no

d) other (specify please)............................. 22) Do your students mind if they correct each other’s work? yes

no

23) Do your students mind if you ask them to correct their work themselves? yes

24) Why do your students need English? You can tick (√ ) more than 1 options. passing exam understanding teacher’s lecture using English with others reading English books and newspapers getting good jobs using internet watching TV programmes writing letters

25) Evaluate your students’ different skills in English? (Tick (√) appropriate boxes)

no

211

Very good

Skills

Good

Medium

Weak

Very weak

Listening Speaking Reading Writing

Appendix 3

English (Compulsory) for Alim class The English syllabus of Alim class includes the following 12 units of the English For Today, For Classes 11-12, published by National Curriculum & Textbook Board, Dhaka.

Unit One

: Families Home and Abroad

Unit Two

: Learning English

Unit Four

: Pastimes

Unit Six

: Our Environment

Unit Eight

: Towards Social Awareness

Unit Nine

: Getting Educated

Unit Thirteen

: We and our Rights

Unit Fourteen

: Human Resources

Unit Seventeen

: Modes of Communication

212 Unit Twenty

: Jobs and Professions

Unit Twenty Three

: Challenges of the New Century

Unit Twenty Four

: People Everywhere

Distribution of Marks f) Seen Comprehension : 25 i)

Objective questions

:15

ii)

More free questions

: 10

g) Unseen comprehension : 25 i)

Objective questions

: 15

ii)

More free questions

: 10

c) Vocabulary: 10 iii)

Cloze test with clues

: 5

iv)

Cloze test without clues

:5

h) Grammar: 10 i)

Cloze test with clues

:5

ii)

Cloze test without clues

:5

i) Writing:

10

i) Guided

: 10

ii) More free

: 10

213 j)

Population Education ( Unit 24)

: 10

______________________ Total === 100 marks

Appendix 4

Syllabus English (Compulsory) Alim Examination

Seen comprehension

: 25 marks

According to the syllabus of the board there will be a seen comprehension passage from the textbook followed by a choice of questions. The question type includes the following; a) Objective : 15 marks (1) Multiple choice (2) True /False (3) Filling the gaps with clues (4) Information transfer (5) Making sentences from substitution tables (6) Matching phrases/ pictures, etc. Note : Question will be set on any five of the above types. Each type will carry 3 marks (3×5=15) and each question will carry 1 mark.

b) More free : 10 marks

214 (7) Open ended (8) Filling the gaps with the clues (9) Summarising (10) Making notes (11) Re-writing in a different form.

Note : Question will be set on any two of the above types. Each type will carry 5 marks (5×2=10) and each question will carry 1 mark. The question should test the student’s ability to comprehend / understand the passage as a whole. These are not to test their ability to copy sections/parts from it. Although the seen comprehension passage will be from the set textbook, it will not, in any way encourage memorization/note learning. The reason is that (i) the passage will be reproduced on the question paper and (ii) the question will not be from the textbook, rather these will be new. Unseen Comprehension

: 25 marks

There will be an unseen comprehension passage followed by a choice of questions. This passage will be of a different type than that used in the seen compression .The question type should include the following;

a) Objective : 15 marks (1) Multiple choice (2) True /False (3) Filling the gaps with clues (4) Information transfer (5) Making sentences from substitution tables (6) Matching phrases/ pictures, etc.

Note : Question will be set on any five of the above types. Each type will carry 3 marks (3×5=15) and each question will carry 1 mark. b) More free : 10 (7) Open ended (8) Filling the gaps with the clues (9) Summarising (10) Making notes (11) Re-writing in a different form.

215 Note : Question will be set on any two of the above types. Each type will carry 5 marks (5×2=10) and each question will carry 1 mark.

Vocabulary

: 5+5=10

There will be question on vocabulary contextualized in the form of short cloze passages with and without clues. In order to facilitate/provide more communicative contexts, the topics should be related to those already encountered by the students in the seen and unseen comprehensions. Grammar

: 5+5 =10

There will be question on grammatical items contextualized in the form of short cloze passages with and without clues. In order to facilitate/provide more communicative contexts, the topics should be related to those already encountered by the students in the seen and unseen comprehensions. There will not be any question to test the student’s explicit grammatical knowledge. Explicit grammatical terms will not be used in the question paper. The questions will rather test the use of grammatical items within specific and meaning full contexts. Writing : 20 marks a) Guided : 10 There will be a number of writing tasks; the following types of exercises should be included; iii)

Producing sentences from substitution tables

iv)

Reordering sentences

Note: There will be no alternative questions b) More Free: 10 marks The following types of exercises should be included; iii)

Answering questions about themselves

iv)

Continuing a passage

216 Note: There will be no alternative questions Population Education

: 10 marks

The unit 24 entitled “People, People Everywhere” is the compulsory unit for the Alim students. The students must answer the question set on this unit. The questions may include

multiple

choices,

filling

the

gaps,

answering

questions

matching

phrases/pictures, writing a short paragraph.

M. Enamul Hoque Assistant Professor of English University of south Asia Bangladesh