Ews ppt
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1) Rural English teachers in Pakistan primarily use translation and exam preparation techniques rather than engaging students in activities to develop language skills like speaking, listening, reading and writing. 2) Classroom observations and teacher interviews revealed that teachers are not properly trained, have large class sizes, and focus on textbooks rather than lesson planning or developing language skills. 3) The examination system which only tests translation and grammar was identified as a major barrier preventing teachers from using more effective techniques to help students gain real proficiency in English.
Ews ppt
- 1. IS IT THE WAY TO TEACH LANGUAGE THE WAY WE TEACH LANGUAGE? ENGLISH LANGUSAGE TEACHING IN RURAL PAKISTAN. Author: Ali Nawab Aga khan University, Institute for Educational Development, Professional Development Center Chitral, PAKISTAN Presented by: • Mahrukh Noor • Yashpal Advani • Syed Jamal Shah • Santosh Kumar Submited to: Ma’am Beenish Chaudhry
- 2. INRTODUCTION PURPOSE OF RESEARCH • Exploring the instructional techniques of English teachers at secondary level • To understand approach towards teaching of English • The extent they expose learners to various learning skills of English language
- 3. SUMMARY OF RESEARCH • Rural context reveals, graduates of schools have hardly any command on the language skills • Learners could gain command over it through English language skills
- 4. LITERATURE REVIEW •To make learning much effective clear about long term and specific goals as well as specific teaching aims James •4 LANGUAGE SKILLS ARE IMPORTANT • LISTENING deep knowledge of sound system of language Shahid •SPEAKING requires correct use of vocabulary, ability to recall words, fluency in producing rhythm, stress and intonations. Over coming to all these ,difficult for both Brown&Yule
- 5. LITERATURE REVIEW READING is significant too as it provides the ability to interpret and understand the contents of any reading materials. Dr. West WRITING is translating thoughts into wordings.
- 6. Research Method • Quantitative Classroom Observation • Qualitative Interviews from teachers
- 7. PROBLEM/HYPOTESI S • The teachers and the way they teach and facilitate students all basic development skills of English language is not proper and much appropriate at secondary level.
- 8. Method • 25 out of 100 schools Number of schools 75 Schools 25 Schools
- 9. Method • Personally Observed classes.
- 10. Method • Interviewed teachers • Observation checklist
- 11. Findings • Class Activity Reading the text and translating and no habit of speaking activity
- 12. Daily Lesson Preparation • Not familiar to lesson planning • Faces work load because of absent teacher • Even more workload because on an average teacher is taking 5.5 periods per day • Not professionally trained • There no any proof of proper teacher planning
- 13. The Factors Determining The Specific Approach To Teaching • Rarely involves learner in development skills • Using translation method keeping in view the exam system • Even same is the reason for teaching grammar in this way to prepare students for the exams
- 14. Discussion • Teaching English enable students to listen, speak, read and write but the best way is to engage students in activates. • Specking skill is neglected.
- 15. Discussion Cont. • No proper writing skills are taught. • Any language can best be learnt through practice. • Children are motivated in learning activities and teacher support (Nikolov, 1999).
- 16. Discussion • The major hindrance is latest techniques in the examination system. • If teacher teaches beyond the the text to make student learn language skill, he or she cannot get reward for them in the exam.
- 17. Conclusion • Yes! This research found out the flaws. • The existing approaches are not satisfactory. • Pre-service teacher training should integrate such context which enhances language skills
- 18. Conclusion Cont. • Revise Text books • A book with language activities will be helpful • Examination should be redesign
- 19. Thank You!