ASA University Bangladesh

DISSERTATION
ON
History of English Language Teaching and the Present
Condition of English Language Teaching

Submitted To:
Professor Dr. Abu Daud Hasan
Dean & Head of the Department
Department of English
Faculty of Arts & Social Science
ASA University Bangladesh

Submitted By:
Md. Mostofa Kamal
ID No: 16-3-16-0005
Batch: 25th
MA in ELT. Researcher
Department of English
ASA University Bangladesh
Shamoli, Dhaka, Bangladesh

Date of Submission: August 16, 2017

 DEDICATED
To My
Honorable Parents

ii
 Declaration

I, Md. Mostofa Kamal, hereby declare that this thesis titled History of English

Language Teaching and the Present Condition of English Language Teaching

submitted to ASA University Bangladesh, Shyamoli, Dhaka, Bangladesh in partial

fulfillment of the requirements for the degree of MA in ELT is a record of my original

and independent research work done under the supervision and guidance of Professor Dr.

Abu Daud Hasan, Department of English, ASA University Bangladesh. Neither the whole

nor any part of it is submitted to any other University or Institute for any other degree or

diploma.

Md. Mostofa Kamal

ID No: 16-3-16-0005
Batch: 25th
MA in ELT. Researcher
Department of English
ASA University Bangladesh
Shamoli, Dhaka, Bangladesh

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 Certificate

This is to certify that the thesis titled History of English Language Teaching and the
Present Condition of English Language Teaching submitted to ASA University
Bangladesh, Shyamoli , Dhaka, Bangladesh in partial fulfillment of the requirements for
the degree of MA in ELT is a record of the original study carried out by Md. Mostofa
Kamal under my supervision and guidance. So far as I know, this thesis is not submitted

for the award of any degree/ diploma/ associate ship/ fellowship to any other University.

Professor Dr. Abu Daud Hasan

Dean & Head of the Department
Department of English
Faculty of Arts & Social Science
ASA University Bangladesh

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 Acknowledgements

At first I would like to express my gratitude to the Almighty whose mercy enabled me to
complete this dissertation successfully.

I am deeply indebted to my Supervisor Prof. Dr. Abu Daud Hasan Professor & Chairman,
Dept. of English, Dean, Faculty of Arts & Social Science, ASA University Bangladesh,
for his friendly guidance and assistance at all stages of this dissertation. I would like to
acknowledge humbly that his constant guidance inspired me all through the study.
Without his help and careful guidance this dissertation would not have been possible.

I am very much thankful to Mir. Nazmul Islam Sabuj, Mr. Mahbubur Rahman (Owner of
English Clinic), for their help in various stages of the research. I am also very grateful to
the students and the honorable teachers of non-government school for their co-operation.

Md. Mostofa Kamal

ID No: 16-3-16-0005
Batch: 25th
MA in ELT. Researcher
Department of English
ASA University Bangladesh
Shamoli, Dhaka, Bangladesh

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 Abstract

From the beginning of English Language teaching in Bangladesh Grammar Translation

method is popular. Still this method is used to teach English. From the primary level a
student in Bangladesh is taught English using this method. From this they only learn the
rules of Grammar and there is no practical use of them. So that they only become expert
on some skills. Most of the students are still weak from the primary level because they
learn English but does not know how to properly use them Practically. But In the past the
teachers were very much qualified then now. Now most of the teachers need proper
training. Our education system was different then. That is why students faces difficulty in
there future life when they actually need to use English. On the other hand there is
another problem that is English is the foreign language in Bangladesh. For this reason
there is no English speaking environment in Bangladesh. So that people know English but
doesnt know how to use them and from this weakness many problem rises. Now most of
the learners are weak in Speaking and Listening skill. But Communicative method was
first introduced in Bangladesh in 1996.Communicative skill is a modern approach. In this
method students are encouraged to practice four skills: Reading, Writing, Listening and
Speaking. So that learners are becoming benefited day by day. Some learners are now
practicing there lacking skills so that they become expert on all skills. English in our
education system and learning it as a second language is different. If one learner want to
learn English language then the language teachers specially focuses on four skills. On the
other hand if we want to learn English as a subject then from the root level our English
teachers follow only the curriculum, syllabuses and the policies decided by the education
board of Bangladesh. For these differences between this two types of English teaching in
Bangladesh many problems are coming forward day by day.

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 Table of Contents
Name of topic Page No.
Declaration iii
Certificate iv
Acknowledgements v
Abstract vi
Table of Contents vii-viii
Chapter 1: Introduction
1.1 Introduction 01
1.2 Background of the Study 03
1.3 Research Problems 04
1.4 Reasons for choosing this topic 04
1.5 Objective of the study 05
1.6 Limitations of the study 06
Chapter 2:Literature Review
2.1 History of English in Bangladesh 07
2.2 English as a Foreign Language 13
2.3English as a Second Language 14
2.4 English inside education sector in Bangladesh 16
2.5 Communicative Language Teaching in Bangladesh 17
Chapter 3:Methodology
3.1Methodology of the Empirical Investigation 18
3.2Instruments for Students and Teachers Interview 19
3.3 Instruments for Guardians Interview 19
3.4 Instruments for classroom observation 20
3.5 Sample plan 20
3.5.1 Sample plan for students interview 21
3.5.2 Sample plan for teachers interview 21
3.5.3 Sample plan for guardians interview 21
3.5.4 Sample plan for classroom observation 21
3.6 Administration of the empirical work 22
3.6.1Administration of the Students interview 22

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3.6.2Administration of the Teachers interview 22
3.6.3Process of classroom observation 23
3.7 Processing of Analyzing Data 23
3.8 Limitations 23
3.9 Conclusion 23
Chapter 4:Result of the Study
4.1Introduction 24
4.2 Results of the students interview 24
4.3 Results of the teachers interview 26
4.4 Results of the guardians interview 28
4.5 Results of the Classroom observation 29
4.6 Conclusion 30
Chapter 5: Recommendations and Conclusion
Recommendation 31
Conclusion 32
Bibliography 33
Appendix 1&2 34

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 Abbreviations and Acronyms

EFL English as a Foreign Language

ESL English as a Second Language

CLT Communicative Language Teaching

ELT English Language Teaching

GTM Grammar Translation Method

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