ALLAMA IQBAL OPEN UNIVERSITY

Name. Mahrukh Jawad

Roll # BX510314

Course: Teaching of English (6508)

Level: MA (Education)

Semester: Autumn, 2019

ASSIGMENT # 1
QNo. 1: Discuss the problems of teaching English in Pakistan.

Answer:- English is the dominant international language of the 21st century. There is a huge demand of

English language in the world. It is accustomed by a quarter of the world’s population. As a result,

English has assumed the role of international language instead of a language of a particular nation. It is

spoken by billion of people around the world. By 2020, it is forecasted that two billion people will be

using it or learning to use it. English is the dominant international language of the 21st century. There is a

huge demand of English language in the world. It is accustomed by a quarter of the world’s population.

As a result, English has assumed the role of international language instead of a language of a particular

nation. It is spoken by billion of people around the world. By 2020, it is forecasted that two billion people

will be using it or learning to use it. It is a fact that English is taught as compulsory subject in Pakistani

schools and colleges, but students are still not able to communicate in English with confidence and

success. This is also true about the secondary schools students in Pakistan. It is therefore, high time that

we should treat English as a secondary language and take corrective measures to facilitate teachers and

learners in both rural and urban areas to acquire proficiency in English. Education department should

design its courses with specific objectives and especially pay attention to useful books that link theory to

application and last, but not the least, a proper feedback mechanism for teachers. The standard of teaching

English in Pakistan has deteriorated. Teaching of English in Pakistan is not up to the mark. The functional
aspect is totally ignored in the schools and emphasis is only on learning grammatical rules through rote

memorization and thus resulting in further decline. The condition of learning English at secondary level is

worse and there is a need to address the consequential problems seriously. Learning English language is a

priority in the subconscious of people, but they are precluded to devise remedial measures for fulfilling

their urge. The students got few occasions to learn English. Its not that the learner lacks the capacity, but

the whole educational setup needs to be reshuffled and built up from the beginning. The teachers were not

sufficiently qualified and trained and there was no specific criterion for the selection of English teachers,

but preference was given to those having master degree in English. The teachers used traditional

grammar, translational methods for teaching English and there were no incentives for their good

performance. English is a major window through which we acquire the distilled essence of modern

knowledge in all fields of human activity. It is through this language that we can come to know the day to

day progress being made in the scientific, technological, agricultural, cultural and especially in literary

fields. In order to teach English in schools, we need to change the existing conditions. If the conditions

remain the same, the standard of English will further deteriorate and teaching of English will be merely a

waste of time and energy. In spite of making all the efforts, the desirable results have not been still

achieved. The major factors are out-dated English courses, teaching programs, proper training to teachers,

and availability of local materials so as to meet the students’ needs and expectations. Input by the

government, to improve the teaching of English, is not up to the mark but are also abysmally poor. The

main cause of failure in English subject is a poor examination system, flawed pedagogy, and outdated

teaching material and curriculum. It is a fact that English is taught as compulsory subject in Pakistani

schools and colleges, but students are still not able to communicate in English with confidence and

success. This is also true about the secondary schools students in Pakistan. It is therefore, high time that

we should treat English as a secondary language and take corrective measures to facilitate teachers and

learners in both rural and urban areas to acquire proficiency in English. Education department should

design its courses with specific objectives and especially pay attention to useful books that link theory to

application and last, but not the least, a proper feedback mechanism for teachers. The standard of teaching
English in Pakistan has deteriorated. Teaching of English in Pakistan is not up to the mark. The functional

aspect is totally ignored in the schools and emphasis is only on learning grammatical rules through rote

memorization and thus resulting in further decline. The condition of learning English at secondary level is

worse and there is a need to address the consequential problems seriously. Learning English language is a

priority in the subconscious of people, but they are precluded to devise remedial measures for fulfilling

their urge. The students got few occasions to learn English. Its not that the learner lacks the capacity, but

the whole educational setup needs to be reshuffled and built up from the beginning. The teachers were not

sufficiently qualified and trained and there was no specific criterion for the selection of English teachers,

but preference was given to those having master degree in English. The teachers used traditional

grammar, translational methods for teaching English and there were no incentives for their good

performance. English is a major window through which we acquire the distilled essence of modern

knowledge in all fields of human activity. It is through this language that we can come to know the day to

day progress being made in the scientific, technological, agricultural, cultural and especially in literary

fields. In order to teach English in schools, we need to change the existing conditions. If the conditions

remain the same, the standard of English will further deteriorate and teaching of English will be merely a

waste of time and energy. In spite of making all the efforts, the desirable results have not been still

achieved. The major factors are out-dated English courses, teaching programs, proper training to teachers,

and availability of local materials so as to meet the students’ needs and expectations. Input by the

government, to improve the teaching of English, is not up to the mark but are also abysmally poor. The

main cause of failure in English subject is a poor examination system, flawed pedagogy, and outdated

teaching material and curriculum.

Q2:- Write a note on theory of motivation in the context of teaching of English as a second

language.

Answer:- Motivation is a key factor for explaining the success or failure of any difficult activity. We

know that success in a task is due to the fact that someone is motivated. It is easy in second language
learning to state that a learner will be successful with the right motivation. Such claims supported by

numerous studies and experiments in human learning. But they never offer a detailed understanding of

what motivation is and what the sub components of motivation are. What does it mean to say that

someone is motivated? How do we create, promote, and preserve motivation? All learners, teachers,

material developers, and researchers agree that motivation is an important part of mastering a second or

foreign language. Dornyei (2001) believes that the complexity of the idea of motivation lies in its

attempts to elaborate person's actions on behavior which cannot be explained by just one approach. The

difficulty as Dornyie (1996) states is not the lack of theories to explain motivation but the plenty of

theories and models. Fortunately, there is now a lot of research literature available on the role of

motivation in language learning. According to Pourhosein Gilakjani, Leong, and Saburi (2012), the

success of any action is dependent on the extent to which persons try to get their goal, along with their

desire to do so. Generally people refer to this psychological factor –the impulse that generates the action –

as motivation. It is a motive force that arouses, incites, or stimulates action. Motivation is an important

factor in specifying the readiness of learners to communicate. Motivation refers to the combination of

attempt plus desire to obtain the objective of learning the language plus desirable attitudes towards

learning the language. That is, motivation to learn a second language refers to the extent to which the

individual works or tries to learn the language because of a desire to do so and the contentment

experienced in this task. Effort alone does not indicate motivation. The motivated person spends effort

towards the aim, but the person expending effort is not inevitably motivated (Gardner, 1985). Motivation

provides learners with an aim and direction to follow. Therefore, it has a key role in language learning.

Due to the lack of enough motivation, some difficulties may happen for learners. Without desire to learn,

it is very difficult for learners to gain effective learning. As Huitt (2001) stated that paying attention to the

importance of language will help learners improve their motivation to learn even if they do not have

enough intrinsic motivation. It can be stated that teachers should be aware of significance of motivation in

learners’ language learning and through some changes they can help learners increase their motivation.

Role of Motivation in Language Learning Researchers have different views toward the different types of
motivation. Lucas (2010) said that learners are intrinsically motivated to learn speaking and reading skills

and are also intrinsically motivated through knowledge and achievement. According to Guthrie (1997),

intrinsic motivation has a significant impact not only on reading comprehension but on the other aspects

of reading such as reading breadth. Tercanlioglu (2001) stated that Turkish learners have positive

attitudes towards reading because they read both for intrinsic and extrinsic motives. According to Ditual

(2012), learners were highly motivated with positive attitudes towards learning English. They were both

instrumentally and integratively motivated. Chang (2010) expressed that class group impacted learners’

motivation and they felt relaxed with the motivated classmates. The other finding was that the inattentive

learners demotivated their classmates. Moskovsy and Alrabai (2009) said that instrumental motivation

plays more important role than the integrative motivation in EFL learning. The other result of this study

indicated that integrative motivation is more pertinent to ESL learning. According to Moiinvaziri (2009),

language learners were simultaneously motivated instrumentally and integratively. It was indicated

learners were highly motivated towards learning English. Al- Otaibi (2004) declared that motivated

learners spend much of their time to gain aims in learning foreign language and motivated learners can

also learn language more effectively than unmotivated ones. According to Al-Hazemi (2000), learners

with strong desire to learn a language can obtain high level of competence in the target language.

MacIntyre (1999) believed that a safe classroom climate is necessary for motivation and learners feel

comfortable to learn a language in this idea condition. Good and Brophy (1994) stated that motivation

cannot be developed in a difficult classroom and teachers should create an effective learning environment

for their learners. They continued that effective language learning occurs in a relaxed and friendly class.

Ziahosseini and Salehi (2008) expressed that extrinsic motivation does not relate with the selection of

language learning strategies. They emphasized that Iranian EFL learners are intrinsically motivated.

Sadighi and Maghsudi (2000) examined the impact of two kinds of motivation, namely, integrative and

instrumental on English proficiency of the EFL learners in Iran. The results obtained from this study

demonstrated a significant difference between the means of the English proficiency scores of integratively

motivated learners and the instrumentally motivated ones.

Motivation and teaching

we forget that initial motivation to learn may be weak and die; alternatively it can be increased and

directed into new channels (Rogers 1996:61). According to the quotation by Rogers about motivation, an

assertion is made that teachers are able to have an effect on students and their motivation. Harmer

(2007:100-103) suggests five stages on which teachers can create interest for their lessons and keep their

students motivated.

Affect

The first point Harmer mentioned is the influence which teachers can have on students if they care for

them. For instance, to know a little bit more than names of schoolchildren help teachers to understand

some strange behaviour. Another thing to consider is the offer for help with tasks. It shows that teachers

care for students and their needs of help. Certainly, trying to help and give feedback and not just leave

students alone with their tasks keep the interest in what is going on. Thus, pupils will stay longer

motivated.

Achievement

Second point in Harmer's stages is implementation of students. It is no secret that success inspires and

repeated failure demotivates. However, without attempt and with too easy tasks students will stop being

motivated. If tasks are too difficult the same thing happens. Thus, teachers have to pay attention of an

appropriate level of tests.

Attitude

The next point in Harmer's text The Practice of English Language Teaching is the individual opinion of

schoolchildren about teachers. The first time teachers enter a classroom a decision is made by students if

they will show respect or not. The clothing, standing point and kind of talking show students how

confident teachers are. In other words, competence of a subject is required to give pupils enough tasks. In
case of doing all tasks before time is running out, students have to stay motivated and not losing their

discipline.

Activities

Another point of Harmer's stages is projects and tasks which students like to do. But teachers should be

careful because every pupil has an own style and preferential for different tasks. Thus, teachers have to

choose tasks very well and match different kinds of methodology to keep the motivation of their students.

Agency

The last stage Harmer mentioned is agency. Students have to be empowered to take a more active role in

their learning process. Therefore, teachers should give their schoolchildren the opportunity to choose on

their own. For instance, each student should decide in a fluency activity if a correction is desirable or not.

This helps students to take some responsibility for their learning and to stay motivated over a long time.

These five stages by Harmer offer opportunities how teachers can motivate students in different ways.

But to translate theory into practice is not that easy as we all know.

Question No. 3:- Explain the difference between teaching approach and method. Further describe

merits and limitations of direct method of teaching English.

Answer:- Difference – Approach vs Method

Approach and method are two important concepts in performing any task. These two factors can actually

decide the success of your task. Approach is the way you are going to approach the project. Method is the

way in which you are going to complete the project. This is the main difference between approach and

method. These two meanings can be confusing since they are overlapping.

What is an Approach?
Approach is the way in which you are going to approach a project or task. It refers to the angle you are

using or the direction you are going to take. There can be a more than one way to approach a task. In

academic field, approach can refer to the theoretical framework you are going to use in a project. For

example, if a teacher gives her students a piece of literature, and ask them to write an analysis, there will

be different approaches. Some students will approach the work by analyzing the language while some

students will focus on themes. There will be others who approach the work through an analysis of

structure. Similarly, in analyzing a work of literature, students will use different angles and theories. For

example, Jean Rhys’ White Saragossa Sea can be approached by using Postcolonial theories or feminist

theories; a combination of the two theories can also be used. Once you have decided how you are going to

approach the task, you can decide the methods you are going to use.

What is a Method?

Method is the way in which something is done. Method is always organized, structured and systematic. It

can refer to a step by step description of tasks to be completed in order to perform a task. For example, if

you are writing a critical essay on a novel, method would be the areas you are going to analyze and the

way in which you analyze. If you are conducting research, method is the way in which you gather data

and analyze them. Method basically explains how to do something and how something is done. If we are

looking at a mathematical problem, the basic theory, formula we are going to use will be the approach.

The step by step way which we use to solve the problem is our method.

Difference between Approach and Method

 Definition

Approach is the way in which something is approached. Method is the way in which something is done.

 Process vs Direction

Approach can refer to the direction or angle.Method refers to a process.

 Theory vs Guidelines

Approach can refer to the theoretical framework in general.Method refers to step by step guidelines.

 Sequence

Approach has to be decided before selecting the method. Method can be selected after deciding the

approach. Merits and limitations of direct method of teaching English

Advantages of Direct Method

(1) It makes the learning of English interesting and lively by establishing direct bond between a word and

its meaning.

(2) It is an activity method facilitating alertness and participation of the pupils.

(3) According to Macnee, “It is the quickest way of getting started”. In a few months over 500 of the

commonest English words can be learnt and used in sentences. This serves as a strong foundation of

further learning.

(4) Due to application of the Direct Method, students are able to understand what they learn, think about

it and then express their own ideas in correct English about what they have read and learnt.

(5) Psychologically it is a sound method as it proceeds from the concrete to the abstract.

(6) This method can be usefully employed from the lowest to the highest class.

(7) Through this method, fluency of speech, good pronunciation and power of expression are properly

developed.

Disadvantages of Direct Method.

(1) There are many abstract words which cannot be interpreted directly in English and much time and

energy are wasted in making attempts for the purpose.

(2) This method is based on the principles that auditory appeal is stronger that visual. But there are

children who learn more with visual than with their oral- aural sense like ears and tongue.

(3) The method ignores systematic written work and reading activities and sufficient attention is not paid

to reading and writing.

(4) Since in this method, grammar is closely bound up with the reader, difficulty is experienced in

providing readers of such kind.

(5) There is dearth of teachers trained and interested in teaching English in this method.

(6) This method may not hold well in higher classes where the Translation Method is found suitable.

(7) In larger classes, this method is not properly applied and teaching in this method does not suit or

satisfy the needs of individual students in large classes.

QNo.4:- Describe principles to teach English at school level. What do you suggest the best method

for teaching of English at secondary level? Why?

Answer:- Principles to teach English at school level

• Provide access to grade-level course content. This is essential as it gives ELLs the concepts and skills

needed to master grade-level coursework, move up through the grades, and become fully proficient in

English. “It is important to keep in mind,” says August, “that many skills and types of knowledge transfer

from students’ first language to their second, and that ELLs may have already acquired core content in

their first language.”

• Build on effective practices used with English-proficient students. Many best practices for regular-

education classes also apply to ELLs, says August – for example, in the early grades, hearing the

individual English sounds and phonemes within words; using letters and spelling patterns within words to

decode the pronunciation; reading texts aloud with appropriate speed, accuracy, and expression; using

various strategies to learn new words; thinking about the meaning of what is being read; and writing

appropriately for the task and the audience.

• Provide supports to help ELLs master core content and skills. These include visuals (pictures, diagrams,

tables, concept maps, short videos, and graphic organizers to represent complex concepts and vocabulary)

and verbal supports (glossaries, sentence and paragraph frames, teacher-chosen words in context, and

whole-class, small-group, and partner discussions focused on clarifying key ideas). It’s also helpful to

provide core content in the home language for some students.

• Develop ELLs’ academic language. Becoming proficient in the language used in school, in written

communication, in public presentations, and in formal settings is crucial for English language learners.

Academic language varies by subject area, with science especially challenging, and researchers have

found that embedding instruction within the subject area is a promising technique.

• Encourage peer-to-peer learning opportunities. “One of the key principles of instruction in a second

language,” says August, “is enabling students to interact via speaking, listening, reading, and writing with

peers in their second language.” Peer talk, in pairs or small groups, is most effective when it focuses on

curriculum content. The Peer Assisted Learning Strategies (PALS) program has proven to be an effective

strategy.

• Capitalize on students’ home language, knowledge, and cultural assets. This might involve previewing

and reviewing material in students’ first language; connecting the concepts to students’ prior knowledge

and home and community experiences; giving first-language definitions of targeted vocabulary; drawing
attention to cognates that provide a bridge between first and second languages; and providing

opportunities for students to talk about the content during a lesson in their first language.

• Screen students to find the root cause of language and literacy difficulties, monitor progress, and

support ELLs who are falling behind. “Historically, ELLs have been both over-identified and under-

identified as having a disability,” says August. Both are problematic, and the key is accurate assessment,

timely intervention when there are problems, and educator training. It’s essential to distinguish between

language-learning challenges and a genuine disability. August lists the literacy skills that are vital in the

early grades, and stresses that teachers need to use good assessments to monitor each child’s progress and

understand how to use assessment data in following up with students.

Best method for teaching of English at secondary level

According to academic research, linguists have demonstrated that there is not one single best method for

everyone in all contexts, and that no one teaching method is inherently superior to the others. Also, it is

not always possible – or appropriate – to apply the same methodology to all learners, who have different

objectives, environments and learning needs. Applying the most appropriate method for that learner’s

specific objectives, learning style and context. An experienced professional language teacher always

adopts the Principled Eclecticism approach, deciding on the most suitable techniques and applying the

most appropriate methodology for that learner’s specific objectives, learning style and context. Methods

of teaching English have developed rapidly, especially in the previous 40 years. As a language learner,

training manager, or teacher, it is important to understand the various methods and techniques so that you

are able to navigate the market, make educated choices, and boost your enjoyment of learning a language.

An Overview Each teaching method is based on a particular vision of understanding the language or the

learning process, often using specific techniques and materials used in a set sequence. The main

methodologies are listed below in the chronological order of their development:  Grammar Translation

– the classical method

 Direct Method – discovering the importance of speaking

 Audio-lingualism – the first modern methodology

 Humanistic Approaches – a range of holistic methods applied to language learning

 Communicative Language Teaching – the modern standard method

 Principled Eclecticism – fitting the method to the learner, not the