Beruflich Dokumente
Kultur Dokumente
Research Proposal
Table of Contents
1. Introduction ............................................................................................. 3
Statement of Problem ..................................................................................................... 5
Delimitation ......................................................................................................................... 6
Population ............................................................................................................................. 8
Sample .................................................................................................................................... 8
References ................................................................................................................... 11
3
1. Introduction
However, at higher education level (colleges and universities), there is only one
medium of instruction: that is English. Thus there are two streams of students
entering from the schools into our higher education institutions:
As far as English medium students are concerned, they do not feel much
difficulty in coping with the environment as well as the advance study; whereas,
the vernacular-medium students face a lot of problems in competing them:
These students cannot comprehend the lectures and books which are
mostly in English
They have to face so many hurdles in explaining their points of view
due to the lack of verbal competency.
Their academic results suffer a lot as they usually secure low grades
due to their inability to write proper English sentences.
Their difficulties in English language result in their failure in the
particular subject. And since English is a compulsory subject, failure
in English means failure in the entire University examination.3
4
Due to poor academic results and failure, these students suffer from
financial and economical problems as they cannot get reasonable jobs.
Along with the academic and financial problems, these learners face a
lot of psychological pressures and anxieties. It has been noted that
such learners start assuming the people who are fluent in English as
more intelligent and capable, and thus start undermining their own
potential.
The causes of these problems seem to lie deep-rooted as English is not at all a new
language to these vernacular-medium learners. In almost all of the institutions, it is
taught up to the graduation level as a compulsory subject. However, it has been
noted that usually Grammar-Translation Method (GTM) is adopted to teach it. By
utilizing the mother-tongue, national and the regional languages, the grammatical
rules as well as from- and into-English translations are taught to the students
hoping that the already acquired language will support the target language, and by
comparing the two languages the students will be in a better position to understand
the English structures.
But many researchers and linguists blame this GTM approach as “the flawed
pedagogy”4 along with the faulty material design responsible for these problems of
the learners. They argue that GTM usually proves beneficial in the beginning as
the students find it easy to learn by relating to some previous knowledge. But it
should not be the only medium used because in this manner, the mother tongue of
the learners seems to interfere a lot, and the learners always appear pre-occupied in
comparing the two languages to form English sentences which usually results in
blunders.
One obvious reason for these difficulties seems to be the unavailability of the
encouraging environment for the use of English in vernacular-medium instruction.
In a country where the literacy rate is just 54%, it is very difficult for a learner to
practice a foreign language in his daily communication. English-medium learners
have the advantage over Vernacular-medium learners in this case. They can
practice the language in the classroom and develop their confidence and skill;
whereas the vernacular-medium learners lack these opportunities. Moreover, social
factors also cause shyness and hesitation among the learners. English is still
5
Thus, there are so many socio-psychological problems and difficulties that hinder
the efficient and proficient learning of English language. These difficulties hinder
the proficient written expression and verbal communication causing so many other
economical and career problems.
Objectives
1.3. Delimitation
The researcher has delimited her research to the learners of English as a subject from Urdu-
medium background at graduation level of the University of the Punjab.
As only a small number of institutions5 are using English as medium of instructions, most of the
learners of English language belong to Urdu and regional-medium instructions. This research
will provide an overview of the difficulties faced by most of the students of English from such
backgrounds. The results of the research may help the teachers to be aware of these problems
and adopt certain suitable strategies to remedy them. The research can be applied to a wide range
of the learners even above the graduation level and in fields other than arts.
7
2. Literature Review
The researcher is of the view that the learners of English language belonging to
Urdu-medium instructions are under various social, economical and psychological
impediments that hinder in the proficient learning of the language. And these
difficulties can be removed by effective application of the counseling,
psychological conditioning and pedagogical strategies by the teachers.
3. Research methodology
3.2. Population
The population of this research will be the students of the Government Islamia
College for Women, Lahore Cantt.
3.3. Sample
A. Survey Tools
B. Field-Study Tools
For the presentation of data, tabular charts will be used. For example, the
questionnaire data will be presented and analyzed in the following manners:
5. Conclusion
As Urdu is the national language of Pakistan, almost every Pakistani knows it other
than his or her mother tongue. Therefore, the researcher is feeling quite positive
about the outcomes of this research. She thinks that by pointing out and analyzing
the major difficulties of the learners belonging to vernacular-medium of
instruction, she will be able to recommend certain useful pedagogical strategies
and techniques to the English language teachers and the teachers of English as a
compulsory subject. This will contribute to the betterment of English language
proficiency among the students of Urdu-medium educational background and will
help them to perform better in their academic as well as professional life.
10
Endnotes
1. Tariq Rahman. Denizens of alien worlds: a study of education, inequality and
polarization in Pakistan. (Oxford University Press, 2004)
2. Sabiha Mansoor. Language Planning in Higher Education: A Case Study of Pakistan.
(Oxford University Press, 2005)
3. Abbas, S. 1998 Socio-political Dimensions in Language: English in Context in Pakistan.
Journal of Applied Language Studies 23, 42
4. Abbas, S. 1998 Socio-political Dimensions in Language: English in Context in Pakistan.
Journal of Applied Language Studies 23, 42
5. Only 5 to 10 % according to A Study to Review Policies and Classroom Practices
Pertaining to Katchi Class by Institute of Education and Research from
http://www.gepsp.moe.gov.pk/upload/publication/IER_Policy_Study_Summary_07.pdf
(retrieved on 20-01-2010)
6. http://en.wikipedia.org/wiki/Medium_of_instruction (retrieved on 24-01-2010)
7. Cheryl Boyd Zimmerman 1997. Historical Trends in Second Language Vocabulary
Acquisition.
8. A.P.R. Howatt. A History of English Language Teaching. (Oxford University Press, 1984)
9. W.M. Rivers. Teaching Foreign Language Skills (2nd Ed.). (University of Chicago Press,
Chicago, 1981)
10. Riaz Hassan, 2004. Remaking English in Pakistan. (National University of Modern
Languages, Islamabad)
11. Dennis M. McInerney, Shawn Van Etten 2004. Research on Sociocultural Influences on
Motivation and Learning, Volume 1. Information Age Publishing: Greenwich
12. Steven McDonough, 1986. Psychology in Foreign Language Teaching. (George Allen &
Unwin, London)
13. Tariq Rahman, Language, Ideology and Power: Language -Learning Among the Muslims
of Pakistan and North India, (Oxford University Press, Karachi, 2002)
14. Tariq Rahman. Denizens of alien worlds: a study of education, inequality and
polarization in Pakistan. (Oxford University Press, 2004)
11
References
1- A.P.R. Howatt. A History of English Language Teaching. (Oxford University Press, 1984)
2- Faiza Amin Mohammed Khalil. Evidence of mother tongue interference in foreign language
acquisition: a case study of Kuwaiti learners. (University College, Cardiff, 1981)
3- James Coady, Thomas N. Huckin. Second Language vocabulary acquisition: a rationale for pedagogy.
(Cambridge University Press, New York, 1997)
4- M. Bhatti. 1976. National Language Policies and the Standard of English in Pakistan. Journal of
Research (Humanities) July 22nd, 1975. University of the Punjab. Lahore, Pakistan.
5- N. S. Ahmed. 1964. Teaching of English as a Second Language. (The Carwan Book House, Lahore,
Pakistan)
6- Riaz Hassan, 2004. Remaking English in Pakistan. (National University of Modern Languages,
Islamabad)
7- Steven McDonough, 1986. Psychology in Foreign Language Teaching. (George Allen & Unwin,
London)
8- Tariq Rahman. Denizens of alien worlds: a study of education, inequality and polarization in
Pakistan. (Oxford University Press, 2004)
9- Tariq Rahman, Language, Ideology and Power: Language -Learning Among the Muslims of Pakistan
and North India, (Oxford University Press, Karachi, 2002)
10- W.M. Rivers. Teaching Foreign Language Skills (2nd Ed.). (university of Chicago Press, Chicago, 1981)
11- Cheryl Boyd Zimmerman 1997. Historical Trends in Second Language Vocabulary Acquisition.