AN INVESTIGATION OF STUDENTS

LEARNING DIFFICULTIES IN ENGLISH AT

PRIMARY LEVEL

USMAN S/ O MUHAMMAD ANWAR

BK643344

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

JUNE-2018

i
AN INVESTIGATION OF STUDENTS LEARNING
DIFFICULTIES IN ENGLISH AT PRIMARY LEVEL

By

USMAN S/O MUHAMMAD ANWAR

BK643344
Submitted in partial fulfillment of the requirements for

B.Ed. (1.5 year) program in Teacher Education

At Education Department

FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

June 2018

@ USMAN, 2018

ii
 Faculty of Education

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

APPROVAL FORM

The research project attached here to title an investigation of students learning

difficulties in English at primary level Proposed and submitted by Usman S/O

Muhammad Anwar Roll No. BK643344 in partial fulfillment of the requirement for

the degree of B.Ed. (1.5 year) Teacher Education is hereby accepted.

Supervisor: - Sir Attiq-ur- Rehman (------------------------------)

Evaluator…………………………

Date ………. /…………/……..

iii
 DECLARATION

I Usman S/O Muhammad Anwar Roll No. BK643344 Registration No. 16-PST-

06162 A student of B.Ed. (1.5 years) PROGRAMME (Teacher Education) at Allama

Iqbal Open University do hereby solemnly declare that The research project an

investigation of students learning difficulties in English at primary level

submitted by me in partial fulfillment of B.Ed. (1.5 years) PROGRAMME, is my

original work, and has Not been submitted or published earlier. I also solemnly

declare that it shall not, in future, be submitted by me for obtaining any other degree

from this or any other university or institution.

I also understand that if evidence of plagiarism is found in my

thesis/dissertation at any stage, even after the award of a degree, the work may be

cancelled and the degree revoked.

Name of candidate
Usman S/O Muhammad Anwar

-------------------------------------------

Date ........./………/………. Signature of candidate

iv
 Research Project Submission Approval Form

Research Project Entitled an investigation of students learning difficulties in

English at primary level Submitted by Usman S/O Muhammad Anwar Roll No.

BK643344 Registration No. 16-PST-06162 Program B.Ed. (1.5 year) has been

read by me and has been found to be satisfactory regarding its quality, content,

language, format, citations, bibliographic style, and consistency, and thus fulfills

the qualitative requirements of this study. It is ready for submission to Allama

Iqbal Open University for evaluation.

Name of Supervisor
Sir Attiq-ur-Rehman

-------------------------------------------

Date ........./………/………. Signature of Supervisor

v
 Abstract

Study about the difficulties of teaching English at primary level in province of Punjab

in Pakistan. The study was to indicate the differences of difficulties related to the

different levels of teaching. The teaching of grammar normally seems a hard task for

the teachers, it also becomes necessary to teach grammar in the English teaching and

learning classrooms. Students' difficulties in learning English are closely related to the

teaching difficulties. In the English teaching class room at primary level the teachers

face many difficulties especially in primary level students. A teacher is like a lamp

that spreads its light everywhere. If teacher fails to convey his ideas, concepts of

knowledge in his students then his knowledge will become a lifeless pool. Data was

collected from 90 primary teachers including both male and female of government

schools and was analyzed on SPSS (Statistical Package for the Social Sciences). A

questionnaire was given to the teachers to express their views about difficulties of

teaching English at primary level in school. The teachers described their difficulties

related to grammar, pronunciation, vocabulary and linguistic devices i.e. rhyme

scheme, alliteration, assonance, consonants, syllable, diphthong, digraph, etc. The

teachers were found to have English teaching training and the teachers also showed a

keen interest for trainings in order to learn new methodologies of teaching for making

English teaching easy, interesting and effective at primary level in primary school of

Punjab.

vi
Contents
CHAPTER 1 ............................................................................................................................. 1
INTRODUCTION.................................................................................................................... 1
1.1 Background and History: - ............................................................................................... 1
1.2 Early Modern English: -................................................................................................... 4
1.3 Spread of Modern English: - ............................................................................................ 5
1.4 Statement of the problem: -.............................................................................................. 7
1.5 Significant of English language: -.................................................................................... 8
1.6 Geographical distribution: - ............................................................................................. 9
1.7 Three circles of English-speaking countries: -............................................................... 10
1.8 Objectives or research question: - .................................................................................. 11
CHAPTER 2 ........................................................................................................................... 13
LITERATURE REVIEW ..................................................................................................... 13
CHAPTER 3 ........................................................................................................................... 17
RESEARCH METHODOLOGY ......................................................................................... 17
3.1 Instrument: - ................................................................................................................... 18
3.2 Needs Analysis: - ........................................................................................................... 18
CHAPTER 4 ........................................................................................................................... 20
DATA ANALYSIS AND INTERPRETATION .................................................................. 20
4.1 Data collection: - ............................................................................................................ 20
4.2 Collecting data and analyses: -....................................................................................... 20
4.3 Discussion: - .................................................................................................................. 22
CHAPTER 5 ........................................................................................................................... 25
FINDINGS, CONCLUSION AND RECOMMENDATIONS............................................ 25
5.1 Difficulties in teaching and learning English: - ............................................................. 25
5.2 Learning Issues: - ........................................................................................................... 26
5.3 Solution how to improve English language at primary level: - ..................................... 27
5.4 Results and suggestions: - .............................................................................................. 28
5.5 Conclusion: - .................................................................................................................. 29
References: - ........................................................................................................................ 30

vii
Learning difficulties in English at primary level 1

CHAPTER 1

INTRODUCTION

1.1 Background and History: -

English is a West Germanic language that was first spoken in early medieval

England and is now a world lingua franca Named after the Angles, one of the vital

Germanic tribes that migrated to England; it finally derives its name from the Anglia

(Angel) peninsula in the Baltic Sea. It's closely involving the Frisian languages, but its

vocabulary has been enormously influenced by means of other Germanic languages,

primarily Norse (a North Germanic language), as good as by way of Latin and French.

English language is of paramount value within the modern-day world due to many

foremost factors i.e. academic, cost effective, instrumental and so on. It can be

listening, speaking, studying, and writing talent have inevitable significance. In

nonnative environment people ought to work quite difficult to get mastery in this

crucial language which is tremendously required for the survival of the fittest. Pupils

and experts are not just right at talking. This research paper explores the entire causes

and the problems arise on this admire. Speak me English is a giant venture for pupils

in non-native atmosphere like Pakistan the place in public sector most important

colleges it is likely one of the most uncared for skills like listening. The whole syllabi

of English from main to tertiary degree don't have anything involving speak me skill

in any respect. A giant number of scholars pay full attention to what they're to be

demonstrated in checks so speaking like listening remains uncared for to satisfactory

extent. English, the primary language on this universe due to economic, political,

useful and intellectual purpose, performs a principal role in establishing the reputation

of a nation in every single place the world. Non-native scholars in any respect levels
Learning difficulties in English at primary level 2

within the outer and expanding circle are very terrible at verbal exchange in English

particularly in Spoken English. Consistent with Howell and Borsel, there are various

explanations which make a contribution to this severe trouble. Sabina holds the view

that speaking English is one and the one approach to enter into the realm of

professional lifestyles. Pakistan is a kind of countries where English is spreading very

quickly. At Government major schools in Punjab, majority of scholars has been

dealing with this difficulty for so long. The lecturers and scholars join palms in

outcome oriented efforts that's best to get by means of examination with excellent

marks. The entire syllabi of English focus RW (reading and writing) out of LSRW

(listening, speaking, reading and writing), the fourfold linguistic ability regardless of

listening and speaking. Speaking English is completely uncared for like listening.

Even there is no comparison involving this expertise’s which are of paramount

importance even to get mastery in reading and writing as it is average phenomenon

(Howell,2011).

By way of the international have an impact on of the British Empire, trendy

English unfold worldwide from the seventeenth to mid-20th centuries. Through all

types of printed and digital media, and spurred by way of the emergence of the U.S.

As a world superpower, English has become the main language of global discourse

and the lingua franca in lots of areas and reputable contexts corresponding to science,

navigation and legislation.

English is the 0.33 most spoken native languages on the planet, after Stand

and Spanish it's the most commonly realized 2nd language and is either the

respectable language or one of the professional languages in nearly 60 sovereign

states. There are more persons who've learned it as a 2nd language than there is native

audio system. English is the most traditionally spoken language in the UK, the us,
Learning difficulties in English at primary level 3

Canada, Australia, and New Zealand, and it's greatly spoken in some areas of the

Caribbean, Africa and South Asia. It's a co-authentic language of the United nations

and many different world and regional international organizations. It is the most

widely spoken Germanic language, accounting for no less than 70% of speakers of

this Indo-European branch. English has a massive vocabulary, though counting what

number of phrases any language has is unattainable. English audio systems are called

"Anglophones” (Fischer, 2013).

It's a legit language in a number of African nations as well (such as Liberia,

Nigeria, and South Africa) but is spoken global in. It's learned worldwide by using

youngsters in institution as an international language and usually becomes an original

denominator between men and women of distinct nationalities after they meet even as

traveling, doing trade, or in other contexts.

Consistent with Christine Kennelly in her guide "the first word," "today there

are about 6,000 languages on this planet, and half of the arena's populace speaks most

effective 10 of them. English is the only most dominant of these 10. British

colonialism initiated the spread of English across the globe; it has been spoken

practically all over and has become even more established seeing that World battle II,

with the worldwide attain of American vigor." Let's no longer fail to remember the

worldwide attain of American pop tradition via tune, movies, promoting, and tv

exhibit. English is, beyond doubt, an international language with a slightly wider

scope. It is being taught in close to all the Pakistani faculties. It is the powerful supply

of verbal exchange with the international locations. In lots of countries it's taught as a

second language. A trainer is like a lamp that spreads its light everywhere. He must

have grip on his field and need to be ambitious as well as an optimistic thinker. He

will have to admire others opinions, recommendations and views. He must exchange
Learning difficulties in English at primary level 4

his intellect established according to the wishes of society. He conveys his abilities in

any such means that he may see a glimpse within the minds of the pupils. If instructor

fails to convey his ideas, ideas of expertise in his scholars then his potential will end

up a stagnant pool. So teaching is an approach which always wants vibration within

the abilities pool of an instructor. He perpetually tries to learn increasingly at every

step of lifestyles. Within the English teaching class room at predominant degree the

lecturers face many difficulties exceptionally in rural areas. The reason is that in rural

areas finding out environment does no longer in shape English finding out. Students

don't forget English a complicated discipline seeing that it's not their mother tongue.

(Frank, 2014).

They ought to be trained it as 2nd language. To set their intellect they be

trained 2nd language complexity of their minds. They are unable to comprehend its

principles for the reason that their mental degree will not be ample to realize or be

taught it quite simply. So they consider English a rough discipline. Their loved one’s

history is anti-English. In Pakistani rural areas the students first be taught Punjabi or

any other local languages as their mother tongue. In schools, they learn Urdu as a

countrywide language after this English is taught.

1.2 Early Modern English: -

The subsequent period within the history of English used to be early latest

English. Early ultra-modern English used to be characterized by using the Great

Vowel Shift, inflectional simplification, and linguistic standardization. The fine

Vowel Shift affected the harassed lengthy vowels of center English. It used to be a

series shift, which means that each and every shift caused a subsequent shift in the

vowel approach. Mid and open vowels were raised, and shut vowels were broken into

diphthongs. The phrase chunk used to be originally pronounced as the phrase beet is
Learning difficulties in English at primary level 5

today and the second vowel within the phrase about was reported because the word

boot is in these days. The quality Vowel Shift explains many irregularities in spelling

considering that English retains many spellings from Middle English and it

additionally explains why English vowel letters have very unique pronunciations from

the identical letters in different languages. English started to rise in prestige, relative

to Norman French, for the duration of the reign of Henry V. Round 1430, the court

docket of Chancery in Westminster started using English in its professional files and a

new common form of Middle English, often called Chancery typical, developed from

the dialects of London and the East Midlands (Brown, 2007).

In 1476, William Caxton offered the printing press to England and started

publishing the first printed books in London, expanding the effect of this type of

English. Literature from the Early today's period includes the works of William

Shakespeare and the interpretation of the Bible commissioned by King James I. Even

after the vowel shift the language still sounded exceptional from modern day English

for example, the consonant clusters in knight, gnat, and sword had been nonetheless

pronounced. Many of the grammatical points that a present day reader of Shakespeare

would to find quaint or archaic represent the special traits of Early modern day

English. Within the 1611 King James version of the Bible, written in Early modern

English. Matthew 8:20 says, The Foxes haue holes and the birds of the ayre haue

nests. This exemplifies the loss of case and its effects on sentence structure and the

introduction of loanwords from French and word replacements (Blake, 1991).

1.3 Spread of Modern English: -

By the late 18th century, the British Empire had facilitated the spread of

English through its colonies and geopolitical dominance. Commerce, science and
Learning difficulties in English at primary level 6

technology, diplomacy, art, and formal education all contributed to English becoming

the first truly global language. English also facilitated worldwide international

communication. As England continued to form new colonies, these in turn became

independent and developed their own norms for how to speak and write the language.

English was adopted in North America, India, and parts of Africa, Australasia and

many other regions. In the post-colonial period, some of the newly created nations

that had multiple indigenous languish opted to continue using English as the official

language to avoid the political difficulties inherent in promoting any one indigenous

language above the others. In the 20th century the growing economic and cultural

influence of the United States and its status as a superpower following the Second

World War has, along with worldwide broadcasting in English by the BBC and other

broadcasters, significantly accelerated the spread of the language across the planet. By

the 21st century, English was more widely spoken and written than any language has

ever been (Drubin, 2012).

A major feature in the early development of Modern English was the

codification of explicit norms for standard usage, and their dissemination through

official media such as public education and state-sponsored publications. In

1755 Samuel Johnson published his A Dictionary of the English Language which

introduced a standard set of spelling conventions and usage norms. In 1828, Noah

Webster published the English language in an effort to establish a norm for speaking

and writing American English that was independent from the British standard. Within

Britain, non-standard or lower class dialect features were increasingly stigmatized,

leading to the quick spread of the prestige varieties among the middle classes

(Webster, 2018).
Learning difficulties in English at primary level 7

In terms of grammatical evolution, Modern English has now reached a stage

where the loss of case is almost complete (case is now only found in pronouns, such

as he and him, she and her, who and whom), and where SVO (subject-verb-object)

word-order is mostly fixed. Some changes such as the use of do-support have become

universalized. (Earlier English did not use the word "do" as a general auxiliary as

Modern English does; at first it was only used in question constructions where it was

not obligatory. Now, do-support with the verb have is becoming increasingly

standardized.) The use of progressive forms in -ing, appears to be spreading to new

constructions, and forms such as had been being built are becoming more common.

Regularization of irregular forms also slowly continues e.g. dreamed instead

of dreamt and analytical alternatives to inflectional forms are becoming more

common e.g. more polite instead of politer (Quirk, 2010).

1.4 Statement of the problem: -

Investigate the problem weak English language in primary school and how we

solve this problem. Pakistan is one of the countries where English is an official

language, and it is taught and learnt as a second language.

Language teaching practices frequently assume that most of problems that

learners encounter during the study of English are a result of the degree to which their

local language differs from English.

Teachers in Pakistan are more inclined towards traditional practices of second

language teaching.

Other reasons for low quality English language teaching in Pakistan may

include "Imparting English language skills through literature, untrained English

language teachers, obsolete books, endorsement of rote learning, dearth of language

aids, short period of class in the week, and overcrowded classrooms".

 Learning difficulties in English at primary level 8

1.5 Significant of English language: -

There are many significant of English language which some as follow

 English is the most commonly spoken language in the world. One out of five people

can speak or at least understand English!

 English is the language of science, of aviation, computers, diplomacy, and tourism.

English is spoken as a first language by around 400 million people around the world.

 Many websites are written in English. You will be able to understand them and to

take part in forums and discussions.

 English is based on a simple alphabet and it is fairly quick and easy to learn

compared to other languages.

 You will enjoy learning English, if you remember that every hour you spend gets you

closer to perfection.

 Since English is spoken in so many different countries there are thousands of schools

around the world that offer programmed in English.

 If you speak English, there're lots of opportunities for you to find an appropriate

school and course to suit your academic needs. Because it's fun! By learning English,

 You will also learn about other cultures.

 For the millions of immigrants who travel the world from non-English-speaking

countries every year, learning to communicate in English is important to enter and

ultimately succeed in mainstream English speaking countries. Working knowledge of

the English language can create many opportunities in international markets and

regions.

 International Language English is the fourth most widely spoken native language in

the world and in terms of sheer number of speakers, it is the most spoken official
 Learning difficulties in English at primary level 9

language in the world. The English language has official status even in nations where

it is not the primary spoken language.

 English is typically the language of latest-version applications and programs and new

freeware, shareware, peer-to-peer, social media networks and websites.

 Higher Learning in universities and colleges in Great Britain, the Unites States,

Canada, Australia, New Zealand and Singapore, which attract the most number of

international students, the primary language of instruction is English. Anglo-Saxon

Influence The influence of the United States and Great Britain on political affairs and

international relations for the past 100 years has ensured the proliferation and

acceptance of English as the primary spoken language in many countries (Daniel,

2003).

1.6 Geographical distribution: -

Percentage of English speakers by country.

80–100% 40–60% 0–20%

60–80% 20–40% Not available

As of 2016, 400 million people spoke English as their first language and 1.1

billion spoke it as a secondary language. English is probably the third largest language

by number of native speakers, after Mandarin and Spanish. However, when

combining native and non-native speakers it may depend the estimate used, be the
Learning difficulties in English at primary level 10

most commonly spoken language in the world English is spoken by communities on

every continent and on oceanic islands in all the major oceans.

The countries in which English is spoken can be grouped into different

categories by how English is used in each country. The "inner circle countries with

many native speakers of English share an international standard of written English

and jointly influence speech norms of English around the world. English does not

belong to just one country, and it does not belong solely to descendants of English

settlers. English is an official language of countries populated by few descendants of

native speakers of English. It has also become by far the most important language of

international communication when people Sharon native language meet anywhere in

the world (Bryson, 2009).

1.7 Three circles of English-speaking countries: -

Braj Kashrus distinguishes countries where English is spoken with a three

circles model. In his model, the "inner circle" countries are countries with large

communities of native speakers of English, "outer circle" countries have small

communities of native speakers of English but widespread use of English as a second

language in education or broadcasting or for local official purposes, and "expanding

circle" countries are countries where many learners learn English as a foreign

language. Kashrus bases his model on the history of how English spread in different

countries, how users acquire English, and the range of uses English has in each

country. The three circles change membership over time.

 Learning difficulties in English at primary level 11

Braj Kachru's Three Circles of English.

Countries with large communities of native speakers of English (the inner

circle) include Britain, the United States, Australia, Canada, Ireland, and New

Zealand, where the majority speaks English, and South Africa, where a significant

minority speaks English. The countries with the most native English speakers are, in

descending order 8/+ united, t (at least 231 million), the United Kingdom (60

million Canada (19 million), Australia (at least 17 million), South Africa (4.8

million), Ireland (4.2 million), and New Zealand (3.7 million). In these countries,

children of native speakers learn English from their parents, and local people who

speak other languages or new immigrants learn English to communicate in their

neighborhoods’ and workplaces. The inner-circle countries provide the base from

which English spreads to other countries in the world. (Weil, 2017)

1.8 Objectives or research question: -

 To find out teachers’ difficulties at primary school in Punjab

 To find out teachers’ perception towards available sources of teaching English

 Learning difficulties in English at primary level 12

 To find out teachers’ satisfaction about measures taken by the government to

improve teachers’ performance.

Learning difficulties in English at primary level 13

CHAPTER 2

LITERATURE REVIEW

Following review of literature explored gape to work on the current study.

Mekhlafi and Nagaratnam (2011) found out difficulties in Teaching and

learning of English in Pakistan. According to them grammar is known as a bone in

the process of learning a second language. It is taught to the students from the early

classes. The teaching of grammar normally seems a hard task for the teachers it also

becomes necessary to teach grammar in the English teaching and learning

classrooms. This study describes the teaching difficulties of the teachers as well as

the learning difficulties of the students during learning another language. The focus

of the study was to indicate the differences of difficulties related to the different

levels of teaching. The conclusion of the study revealed the importance of grammar

teaching in English classrooms for making English an easy subject (Al-Mekhlafi,

2011).

Haboud (2009) conducted a study on Teaching Foreign languages. A

challenge to Ecuadorian Bilingual Intercultural Education & the Universal

Declaration of Linguistic Rights in 1996 and described the importance of quality

education. The study of language and culture are the main domain of the quality

education which is a worldwide phenomenon. This study showed the importance of

languages first the mother tongue and then a foreign language. For teaching a foreign

language policies were defined. There is also a comparison between native and non-
Learning difficulties in English at primary level 14

native language during the process of teaching a second language. In the end some

suggestions were given for teaching a second language in the non-native

environment of study (Haboud, 2009).

Kannan, (2009) researched on difficulties in learning English as a Second

Language. He explained that English is known as the world language due to its wide

scope. The Indian people treated English as an awful subject because when they very

first time hear it, they are unable to understand it especially in rural areas. So the

conclusion revealed that the English teachers have to cope with the difficulties while

teaching English in rural areas. Students also faced difficulties in the learning

English. The reasons of learning English difficulties and some reasonable solutions

were mentioned. This study concluded that the problems can be solved if some steps

be followed which are helpful to make English learning easy (Kannan, 2009).

Naseer (2010) defined the problems of English language teaching at primary

level in the Northern Districts of Pakistan. The purpose of the study was to search the

problems of both English language teachers and learners. Its objectives were to know

about the language teachers’ qualification problems faced by the teacher in the

English teaching classrooms; some measures were designed to overcome the

teaching difficulties (Mansour, 2010).

"The English language teachers specially face a challenge as most children in

our schools are first-generation learners. Credit is to be given to English language

teachers for developing the motivation within them to learn the language.

"Teachers of the English language often take up the profession due to having a

desire to make a difference, seeing the world, getting long summer vacations, getting

a thrill out of the impact of being considered favorite teacher or being on the stage.
Learning difficulties in English at primary level 15

Some also take up teaching because it happens to be their family tradition or they may

like the salary or perks.

Pakistan is one of the countries where English is an official language, and it is

taught and learnt as a second language. In Pakistani society, there is a significant use

of English in trade, courts, military, academia, media etc. Students study English

language as a compulsory subject at school and college levels from grade I to

graduation. Rahman observes that for Pakistani students English language is

associated with authority, respect and success. There are several reasons that motivate

Pakistani students to learn English. They may include "English as an official

language, the respect and status associated with the English language, the importance

of English for the Pakistani general public and professionals, globalization,

international language, the language of international organizations, the media, and

science and technology". Though English is taught as a mandatory component of

school curriculum in Pakistan, its outcomes are not considered satisfactory by the

academicians and researchers. Students are generally unable to demonstrate

proficiency in use of English language skills. Especially listening and speaking are the

skills which are ignored by the teachers. This pathetic situation is attributed generally

to the approach employed for teaching English at schools. Methodology for language

teaching has gone a long way from being based on dogmatic thinking about simply

good means of teaching to being based on insights into procedure of second language

learning and dynamics of the language classroom itself. Teachers in Pakistan are more

inclined towards traditional practices of second language teaching. The old and

outdated grammar translation method is popular among English teachers at most of

Pakistani schools. Other reasons for low quality English language teaching in Pakistan

may include "Imparting English language skills through literature, untrained English
Learning difficulties in English at primary level 16

language teachers, obsolete books, endorsement of rote learning, dearth of language

aids, short period of class in the week, and overcrowded classrooms". For these and

other contextual reasons, Pakistani students as second language learners face a lot of

difficulties in acquisition of English. Language teaching practices frequently assume

that most of problems that learners encounter during the study of English are a result

of the degree to which their local language differs from English. Various students may

have extremely different cultural perceptions in the classroom as far as learning a

second language is concerned. Cultural differences in communication styles and

preferences are important, and have effect on students' attitude and ability to learn the

second language.
Learning difficulties in English at primary level 17

CHAPTER 3

RESEARCH METHODOLOGY

The present study was based on survey method. A questionnaire was used as

survey tool and the consistency of the collected data was checked through SPSS

(Statistical Package for the Social Sciences). The population of the study was primary

school’s teachers teaching in government schools of district primary school of Punjab

90 primary teachers both male and female were views about difficulties facing during

teaching English. The results of the survey show that the mean score about the first

objective goes up from 2.79 to 4.09 with minimum standard error while std. deviation

has been from 0.852 to 1.356.the results reveal that there are many problems and

difficulties for the teachers at primary school in Punjab. The table 2 shows that the

mean score about the first objective goes up from 3.40 to 4.30 with minimum standard

error while std. deviation has been from 0.099 to 0.121 the results reveal that there are

many problems and difficulties for the teachers at primary school in Punjab. The table

shows that the mean score about the first objective goes up from 3.35 to 4.37 with

minimum standard error while std. deviation has been from 0.069 to 0.122.

The results reveal that there are many problems and difficulties for the

teachers at primary school in Punjab. The study revealed that the learning conditions

at primary school’s level are pitiable. Most of the teachers face the various troubles

from learners. In many Govt. primary schools there is only one teacher who has to

teach more than one classes. The government is equally responsible for this sad
Learning difficulties in English at primary level 18

spectacle. The situation goes on worsening. With regard to the topic Difficulties in

teaching English at Primary level in rural areas, first research question shows that the

students are very lazy towards learning English and in this way teachers face many

difficulties in teaching English in Rural areas. The process of their learning is very

slow hence the teacher is in great problem. Mostly teacher complain that the books

which are taught in school are very difficult so students find no interest in English

books so they become very lazy

3.1 Instrument: -

The research instrument was a set of questionnaires which was used to gather

data concerning the needs, functions and problems of English use in tourism industry.

The questionnaire included three parts, namely a checklist, a 5-rating scale, and an

open-ended form. in order to minimize problems related to ambiguity and

misinterpretation. A pilot study was carried out to test the effectiveness and to

improve the language appropriateness of the questionnaire. For the reliability of the

questionnaire, the Cronbach alpha coefficient was calculated. The result revealed

a.9538 alpha reliability coefficient which was considered high. It could be justifiable

to claim that the data collecting instrument of the present study had both validity and

reliability.

3.2 Needs Analysis: -

Needs Analysis has been one of the key factors and an integral part of English

for specific purpose (ESP) practitioners; i.e. researchers, course designers, material

developers, testers, evaluators as well as classroom teachers for many years. It is the

process of establishing what and how a course will run. Piyanapa states that needs

analysis is a means to identify what a learner receives and helps to determine the ESP
Learning difficulties in English at primary level 19

course them or job requirements; that is, what they have to be able to demonstrate at

the end of their language course. Widowson views this type of needs as a goal-

oriented Secondly, needs can be defined as what the learner has to actually do to

acquire the language. According to Widowson, this is a process-oriented definition of

needs and is related to transitional behavior, the tool for learning. Thirdly, needs can

refer to what the learners themselves would like to gain from the language course.

This implies that learners may have personal aims, in addition, to the requirements of

their study or job; in other words, wants or desires. Finally, need may be interpreted

as lacks, that is, what the learners do not know or cannot do in English.
Learning difficulties in English at primary level 20

CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

4.1 Data collection: -

After sending the official letter to request for permission and cooperation to

gather the data, the researcher distributed the questionnaires to the target subjects in

each tour company located in the tourist attractions in Punjab. The data collection was

carried out by the researcher himself with the help of two former ex-students of the

researcher. The questionnaire was administered to the target group from February to

May 2018 for a total of 10 days. we tour places and collect data about 90 people

which are both male female then we collect and fined average mean and standard

value so the problem in English in primary school is very critical point.

4.2 Collecting data and analyses: -

Table 1 Showing results about teachers’ difficulties at primary level

Std.
N Mean Variance
Deviation
Statements
Std.
Statistic Statistic Statistic Statistic
Error
Student are very lazy
90 3.51 0.117 1.11 1.25
towards learning English
Students do not like English 3.22 0.142 1.35 1.84
Students have anti English
4.09 0.089 0.85 0.72
background
Schools are not provided
with information and 3.70 0.128 1.22 1.50
communication technologies
Teachers do not use AV aids
2.79 0.131 1.25 1.56
in class room
Mostly teachers are unable
3.20 0.129 1.23 1.51
to teach English
Learning difficulties in English at primary level 21

Table 2 Showing results about teachers’ perceptions towards available sources of

teaching English

Std.
N Mean Variance
Deviation
Statements
Std.
Statistic Statistic Statistic Statistic
Error
Teachers are not properly
trained for teaching English 90 3.40 0.121 1.15 1.33
Syllabus of English is very
difficult for student capacity 3.88 0.113 1.07 1.15
to understand
Latest teaching
methodologies are not 3.63 0.112 1.071 1.14
applied in the Class
Parents of the students are
illiterate which creates
4.30 0.099 0.949 0.90
unfriendly environment for
the students

Table 3. Showing results about teachers’ satisfaction on the behalf of

Government to improve teachers’ performances

Std.
N Mean Variance
Deviation
Statements
Std.
Statistic Statistic Statistic Statistic
Error
Trainings are conducted to 90 3.35 0.111 1.058 1.119
train English teachers
The trainers who conduct
teacher training are Expert, 3.47 0.122 1.168 1.363
trained and have
Training material is
according to the objective 3.49 0.115 1.099 1.208
of syllabus.
Teachers’ guides are a good
source to enhance the 4.37 0.069 0.661 0.437
teachers’ knowledge
Teachers training fulfill the
3.59 0.109 1.043 1.088
training outcomes
Learning difficulties in English at primary level 22

4.3 Discussion: -

During the data collection semi structured interviews were conducted to know

the ground realities as well. Some students and teachers were interviewed and the

results of these interviews show the causes and effects regarding scored results. The

data collected through interviews was analyzed mathematically. Hence the data were

separated according to themes related to the research objectives. The study revealed

that the learning conditions at primary school’s level are pitiable. Most of the teachers

face the various troubles from learners. Primary schools there is only one teacher who

has to teach more than one classes. The government is equally responsible for this sad

spectacle.

With regard to the topic Difficulties in teaching English at Primary level, first

research question shows that the students are very lazy towards learning English and

in this way teachers face many difficulties in teaching English in Rural areas. The

process of their learning is very slow hence the teacher is in great problem. Mostly

teacher complain that the books which are taught in school are very difficult so

students find no interest in English books so they become very lazy towards learning

English and creates troubles for the teacher. Teacher Guides are considered valuable

source to enhance the knowledge of teacher for teaching English. This is a remarkable

advance from the situation that existed in the past.

It is also revealed during survey that in mostly schools, teachers do not use

teacher guide as they think that they are very difficult to comprehend. School was that

there is lack of facilities in Govt. Schools there is no suitable language learning

environment and they have to work in a limited range. In many Primary schools there

is only one or two class rooms for six classes and have no facilities of pure water,

electricity and washrooms etc. On students' part, an interesting situation was found
Learning difficulties in English at primary level 23

during the interview in a Govt. Primary Schools when the student argued that there

should be no English subject at all and all other subjects should be taught in Urdu and

some also have antifamily back ground where their parents do not want to teach their

children English in Rural areas.

During interview it was also found that due to some religious point of view,

many families do not want to adopt English language. Secondly, the socio economic

and socio cultural differences of the children are also main features. The rural people

have no English back ground, almost all the families of the rural are very far from

English language learning and this is a major hindrance in teaching English at primary

level in rural areas. To some extent media is playing a vital role in developing the

language interest in the people. In this way, now there is a trend shift and people are

becoming interested in English language. So there are many people who want to learn

English themselves and they also want to educate their children in English.

Furthermore, trainings are also conducted for different categories.

During survey it is highlighted by the teachers that in training they are not

properly trained for teaching English and also complain that the trainer who are

invited for the trainings have no sound knowledge in their subjects, but on the other

hand it is also observed that some teachers are not capable of teaching English at

primary level in rural areas due to low qualification. English is being treated as a

world language because of its vast presence all over the world. At this juncture,

learning English gains currency. Majority of Indian students, particularly from rural

place considers this seven-letter word as a magical and a mystical word. The moment

they hear something in English they start feel discomfort. Twelve years of school

study do not make students mastery over English. While they are in schools English is

not taught properly. As majority of the students are hailed from rural areas, bilingual
Learning difficulties in English at primary level 24

method is adopted in language classes. This method helps only to slow learners to

some extent. Moreover, this act reduces the real learning process as a whole. To learn

English requires constant practice and patience. The kind of feeling that prevails

among students is that it is not possible to achieve fluency or mastery over English

language. This kind of tendency prevents students from learning English. Most of the

student’s study English from the examination point of view, so they are not able to

produce even a single sentence without grammatical error. Furthermore, adequate

practice is not given to students to learn a language. Exposure too is far less to them.

The investigator has tried to analyses several problems in learning English.

English Teaching in Primary Education which are listed below (Cihan, 2001,

cited Er, 2006): (i) they cannot analyze the language, (ii) they perceive tangible events

and objects by seeing, hearing and touching, (iii) their learning process begins with

hearing; then, speaking, reading and writing skills can be acquired, (iv) their speech

structures can be explained in context, (v) they have a wide imagination, (vi) they can

get bored and distracted quickly. Due to these reasons, variety of activities should be

prepared to provide active participation of students during the lesson.

Learning difficulties in English at primary level 25

CHAPTER 5

FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.1 Difficulties in teaching and learning English: -

In teaching grammar, three areas have to be considered: grammar as rules,

grammar as form, and grammar as resource. For many L2 learners, learning grammar

often means learning the rules of grammar and having an intellectual knowledge of

grammar. Teachers often believe that this will provide the generative basis on which

learners can build their knowledge and will be able to use the language eventually.

For them, a better approach is perhaps to see grammar as one of many

resources that we have in language which helps us to communicate. We should see

how grammar relates to what we want to say or write, and how we expect others to

interpret what our language use and its focus. According to Widdowson (1990: 86),

"grammar is not a constraining imposition but a liberating force, it free us from a

dependency on context and a purely lexical categorization of reality." Given that

many learners and teachers tend to view grammar as a set of restrictions on what is

allowed and disallowed in language use ‘a linguistic straitjacket’ in Larsen Freeman’s

words (2002: 103). The conception of grammar as something that liberates rather than

represses is one that is worth investigating.

According to Morelli (2003), students perceived themselves as having a better

attitude towards grammar instruction in context, while performing slightly better after

having experienced the traditional grammar instruction. Elkilic and Akca (2008)

reported generally positive attitudes of students studying English grammar at a private

primary EFL classroom towards studying grammar. In particular, however a little

over 50% of their subjects claimed to enjoy grammar very much and only about 10%

reported finding some difficulty in learning and remembering grammar.

Learning difficulties in English at primary level 26

5.2 Learning Issues: -

Each learner has his own issues but the most common that I felt in my students

are the following: -

 Lack of vocabulary.

 Grammar.

 Correct pronunciation.

 Hesitation in speaking.

With regard to the first research question whether there are difficulties faced

by students and teachers with grammar instruction, Table 1 shows an overall mean of

3.51 on a five-point scale, the means for individual statements ranging from 2.79 to

4.09, thus indicating teachers' general agreement with most of the statements in the

survey questionnaire (See Fig. 1). This suggests that, in the perceptions of teachers,

there are difficulties faced by teachers as well as students with regard to grammar

instruction in an EFL context.

 Learning difficulties in English at primary level 27

Table 1 Showing results about teachers’ difficulties at primary level

Std.
N Mean Variance
Deviation
Statements
Std.
Statistic Statistic Statistic Statistic
Error
Student are very lazy
90 3.51 .117 1.11 1.25
towards learning English
Students do not like English 3.22 .142 1.35 1.84
Students have anti English
4.09 .089 .85 .72
background
Schools are not provided
with information and 3.70 .128 1.22 1.50
communication technologies
Teachers do not use AV aids
2.79 .131 1.25 1.56
in class room
Mostly teachers are unable
3.20 .129 1.23 1.51
to teach English

5.3 Solution how to improve English language at primary level: -

If we come to solution it will be easy to discuss it in the same sequence.

 To improve vocabulary read an English language Newspaper. Reading habit will

improve not only your vocabulary but also the sense of making sentences.

 Grammar is not essential to learn a language but it is very basic to correct your

language. Therefore, a Grammar book will be very helpful during the learning

process.

 Listening an English Channel will improve pronunciation skills. Some English

cartoons are very helpful due to pace of speaking in them. Different characters speak

very slow and you can understand every word they speak and it makes easy for you to

correct your pronunciation.

 Speak & speak is the rule to address this issue. Whether you speak wrong or right but

don't give up speaking will end shyness which is a big hurdle in learning any language
 Learning difficulties in English at primary level 28

When we learn our native language, first we listen, then we speak, then we

read and finally we write. Listening, speaking, reading and writing are the four

language skills we need to develop for complete communication. Listening and

reading are receptive: input, i.e. the exposure you have to authentic language in

use. Speaking and writing are productive: output, i.e. the action of producing

language as part of the process of second language learning. To achieve these four

basic language skills, you need to surround yourself with English, make English part

of your life at home, at work, during your free time.

5.4 Results and suggestions: -

The results of this study are listed below:

 In primary educational level, particularly in state schools, efficiency in English

language teaching decreases in crowded classrooms.

 In primary educational level, especially in state schools, English language teaching

makes up a very limited place in the weekly schedule

 In primary educational level, particularly in state schools, English lessons are usually

taught by either class teachers or out-of-field teachers instead of English teachers.

 Teaching is an important task. A teacher must have grip on his subject. He should be

of progressive mind and ambitious and always be ready to learn something new mold

himself according to the need of society. Try to learn more and more because

knowledge has no limits. According to this research, a condition under which English

is taught in Pakistan is critical condition.

Learning difficulties in English at primary level 29

5.5 Conclusion: -

This study concluded that primary teachers face a numbers of difficulties

while teaching English at primary level in rural areas. It can make easier if teachers

use the direct method, no doubt traditional method is also the essence of teaching. So

both methods should be applied side by side. Trainings should be given to the

teachers so that they may teach English with interest consequently students may show

better results.
Learning difficulties in English at primary level 30

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