Chapter I
Introduction
The researcher selected this topic “Causes of failure of secondary school students
in the subject of English”. (Study of selected schools).
Being an English
teacher, I observe this problem in a lot of schools. The researcher observed
that this is not only the student who fails in the subject of English at the secondary level there are other factors too, like the non-availability of
English expert teachers, proper environment for teaching English, syllabus
up-to-date etc.
The study
is hoped to bring about the weakness and shortcomings in the teaching of English
at the secondary level.
The study
is hoped to formulate a guideline for the improvement of the environment of
teaching/learning situations in the classroom. The study will have an impact on the policy of the Govt for encouraging the teaching of English as an instructional and
the language of science and technology in our country.
The researcher has tried her best to make her study descriptive and to find out all
the faults and shortcomings related with the subject of English that causes
failure of students at the secondary level, like the following:
i. Examination
System (Testing):
The prevailing system of
examination → testing also contains a lot of mistakes. It may also be called a
bookish system. Students of the secondary level cannot express their ideas in
the written form.
They can only produce the material
that they have studied in the coursebook. There is also a lake of general
knowledge while examining the students. Another more important factor is that
in the language test or examination there is no place for oral. The students
are only examined theoretically. From the written material we judge the
students how much he/she is good or bad in the subject of English.
The researcher has also pointed out that usually the papers are not set or designed by a subject specialist. In our
country, as respect we select the senior person or an experienced person for
paper setting without keeping in mind the point of whether the selected person
teaches the subject (English) or not. Or in other words, whether he/she is a
subject specialist or not.
iii. English
Teacher: Who teaches English.
As to the personal observation of
the researcher it is also found in most of the schools that usually English is
not taught by the English teachers. Teachers having a master in other languages
like Urdu, Arabic are assigned to teach the English subject with a reason that
the selected teachers are master in language and hence they can teach English because English is too a language. Most of our students fail due to this
reason. English to a language doesn’t mean that it will have the same sounds,
intonation, structure, or word formation as the other languages have. The
command and competency of the teacher is very necessary.
iv. Propaganda
Against English:
Propaganda against English is also
a good cause, due to which a large number of students fail in this subject at
the secondary level. At this level the students get awareness and according to
the English is against their religion, so they show dislikes for this subject
and mostly only tries to just pass this subject.
English
belongs to the western branch of the Germanic group of the Indo-European
family. Anglo-Saxon, an old Teutonic or German language, forms the backbone of
English. This period is usually known as Anglo-Saxon 450-1066. in 1066, however
a very important event took place. This event brought about many changes in the
English is
known as the language of the world or international language or in other words
English enjoys an international value because it is the reservoir of knowledge,
it is the language of the global village, it is an official language and the
medium of instruction in higher education and research through out the world.
English is
the most widely spoken language of the world. Millions of people living in
English
as language + subject in
The
aims of teaching/learning English in
1. To
identify the problems faced by teachers/students while teaching/learning
English.
2. To
examine the standard of English at secondary level.
3. to
know about modern techniques used in school for facilitating the English language
learning.
4. To
determine the effectiveness of syllabus of English at secondary level.
5. To
know about the applied methods for teaching English at secondary level.
6. To
know about the professional and academic qualification of English teachers for secondary
level.
7. to
know whether the English teachers have the facilities of A.V aids, electronic
devices etc while teaching English.
8. To
find out the teachers’ interest in teaching English at secondary level.
The
study of the problem as faced by a large number of students at secondary level
related with the English is of great importance. Not only the students but all bilingual
people like
In
i.
English as a Custodian of
Standard Terminology
ii.
English for Higher Education and
Research
iii.
English as Language of Commerce
and Industry
iv.
English as a Store House of
World Knowledge
v.
English as The Foremost Medium
of International Communication
vii.
English at The Service of Our
Technicians
viii.
Cultural Value of English
2)
Teachers are
not usually speaking English in the classroom.
3)
Most of the
teachers in
4)
In schools,
medium is English while the teachers apply Urdu.
5)
In
The study has been delimited to five schools situated in the Tehsil Rustam
Distt. Mardan. The study has been further delimited to the teaching of English in high classes (ix, x).
CHAPTER II
LITERATURE REVIEW
Language is
a tool of communication. It is a human speech produced by the human speech
organs and received by the ears. Whenever there is a human society, there is
language. Language lets us exchange ideas, facts, and even emotions. It is a
source of knowledge and a source of enjoyment. It is one of the most
fascinating and essential tools possessed by humans. It is our ability to use
language that separates us from the rest of the animal world.
Spoken
language is the most frequently used method of communication. In addition to
speaking and listening, however, we obtain much information and enjoyment from
reading. To read, we must rely upon written languages. The written language uses
symbols to represent spoken language.
According
to linguists, there are more than 6,000 languages spoken in the world today. To
know more about language let us have a look upon the history of language.
Linguists
are scientists who study many aspects of language. All linguists agree that
the origin of human speech is still a mystery. No one knows when and how humans
began to speak. No one knows how language started. There are, however many
theories about the origin of language some are religious-language was
considered a gift from the gods. Others are scientific-language started as an
imitation of sounds occurring in nature. For example, humans heard a dog
barking, they imitated the sound they heard and said “Bow-wow”.
Although
linguists have not been able to solve the mystery of the origin of the
language, they have been able to study and analyze almost all of the world’s
languages.
2.2 WHY DO PEOPLE LEARN SECONDARY LANGUAGE?
The people learn the language other
than the mother tongue because they need it for their several needs. In the case of
English we have a great variety of needs and desires for learning English by
our students
English is a foreign language and
involves learning of linguistic habits with conscious, efforts. In acquiring
habits and skills motivation plays a vital role. So emphasis should always be
on relating teaching of English to the need and interests of the students. The
process of learning linguistic habits and skills is very difficult and slow.
Learning of a second language denotes the forming of fresh speech habits and
skills, and this is not an easy task. In learning English greater efforts for
both the teacher and the taught are required and this should always be kept in
mind.
The second vital point in learning
a language is "intensive practice". This practice should comprise on
all linguistic skills i.e. listening, speaking, reading and writing and
sufficient volume and standard be acquired by the teaching in these skills. The
standard of teaching in high school is to enable a class X student to acquire a
practical command of the language e.g the student of class X should be able to
understand English when it is spoken or written and also be able to speak and
write it.
Here are many important reasons
for learning a second language among them are the following:
1)
Learning a second language increases your range of
communication. For example, if you speak only English, you can communicate with
over 400 million other people.
2)
By learning another language, you gain knowledge of the
customs and ways of life of other nations. While learning French, you find out
how French people live, behave, and think.
3) A second language can help to add to your knowledge of
your own language. For example, by studying Latin, you can improve your
understanding of many of the thousands of English words that have their roots
in Latin.
4)
Learning of the second language helps you add. to your
general stock of information. It can be a key that unlocks new fields of
knowledge. If you learn German, you will be able to read books written in
German on almost any subject you may wish to study.
5)
Knowledge of a second language can help you gain a spirit
of broad human tolerance. You will find that other people may think, speak, and
act in ways different from yours. But these ways are not necessarily less
desirable than your own.
2.3 PROBLEMS OF AN ENGLISH TEACHER:
An English teacher in
a. Suitable literature on
methods is not available:
An English teacher needs to have a
dozen different methods of teaching English at his finger-ends and a number of
sills at his command. Moreover, to keep abreast of modern techniques, he
has to study books and magazines. But the books to serve this purpose are not
available in our country.
b. Needs of an English
teacher:
An English teacher needs to be well
conversant with the modern techniques of teaching English. Modern techniques
depend on bringing into use more A.V.Aids. But the schools lack such material.
Gurrey in his book has enumerated the three basic needs of the foreign language
teacher. Knowledge of the best and most effective method to use, an
understanding of the purpose and aim of each method he uses, and confidence and
skill in his handling of them.
c. The problem of
pronunciation:
The exact pronunciation of English words
is a major problem of the English teacher in our country. Particularly the
students mispronounce the words with constant clusters in the initial position.
As no effort has ever been made to
find a solution to this difficult problem, every teacher involved his own
convenient way of pronouncing these words with constant clusters.
d. Problem of Literal
Translation
Our pupil is proving to literal
translation. Some times they blunder in translating from Urdu to English. This
habit is formed by incompetent teachers teaching this language.
e. Lack of Resources:
Modern methods emphasize the oral approach
in the teaching of English. But the oral Work in the classroom seems to be
impossible without proper A.V.Aids like objects, pictures, charts, diagrams, and
maps. But adequate funds are not at the disposal of the English teacher to
equip his classroom with these A.V.Aids.
f. Overcrowded classes:
Usually, the classes are
overcrowded. The strength of each section is very thick. It is almost
impossible for the teacher to attend all the students individually. English
cannot be taught effectively unless the teacher pays individual attention to
each student. The modern techniques demand at the most 30 students in a class,
whereas, in
English is suffered and is
suffering for lack of purpose on the part of all those concerned with the job;
students, teachers, and parents. The teacher' .never bother about the aims and
objective of the teaching of English in school and colleges. The teachers teach
this subject since it is included in the syllabus and the students learn it
because they will be examined in the subject.
Faulty Method of
Teaching
The teaching of English in
Dearth of Competent
Teachers
English is a difficult subject.
Only competent teachers can teach them efficiently. But in our schools, this subject is only in the hand of incompetent teachers. They are either trained in
old methods and have never cared to look for something better in new techniques
or there are those equipped with new techniques but never apply these in the
classroom situations.
Text Books
Textbooks are not written according
to the needs of the students. No effort is made to select graded vocabulary for
use in the textbooks. They also do not care about the need to use new methods of
teaching English as a foreign language.
Illiteracy of Parents
Teacher Parent Communication:
The child is strolling like a stone
in the hands of teachers' parents. Parents and teachers should coordinate so
that both may harmoniously build the personality of the student.
The Use and Place of
Formal Grammar
A language can degenerate. The
teacher of English is concerned to keep English alive. He is therefore bound to
search for a means of maintaining speech habits. The criteria for distinguishing
good from bad usage are notoriously fallible and subjective: they are such
things as euphony, educated teas to and consent, clarity, ability to
communicate. In so far as anyone can see and defend a genuine distinction
between forms (for example, between 'shall' and 'will') he has a duty to
maintain the Forms-Vet, as is happening in the case of the example given, the
distinction may die out. Other factors than defensible to enter, and
powerfully: the language is learned by imitation, and by acceptance of custom,
but it is revivified by a sort of organic growth-by the power of new writhing,
of new thinking, and of there-lived experience of old. It is because there is
never enough time to ensure this organic growth that the writer has questioned
the wisdom of allocating a period or its equivalent to formal grammar in the
lower school.
2.5 FACTORS
INFLUENCING THE TEACHING OF the SECOND LANGUAGE:
Improvement in the teaching of the
modern language can come to the schools and colleges only through the
simultaneous improvement of a number of factors which concern the organization
of classes, curriculum material and teacher training and through the co-operation of administration, psychologists and teachers and public, —
American and Canadian Committee: Summary of Reports.
These factors may be examined under
the following heads:
A.
The pupils undergoing instruction
B.
The instructor
C.
The school External factors
The Pupil Factor:
Size of class: The number of pupils undergoing instruction is a a vital consideration for productive speech but not for the receptive side.
Because it is a difficult task for teachers .to teach effectively to large a number of students.
Mental and Cultural Standard: Ultimately it is the pupil himself
who will determine the degree of attainment, pupil himself who will determine
the degree of attainment, as proficiency M a second language, must bear some
relation to the mastery of the mother-tongue and to general intelligence and.
culture.
The mental and cultural standards
of the pupils must be taken into account for every phase of long-range training
involving aims, subject matter and methods.
Composition of Class: In school teaching, harmonious progress
depends greatly on the composition of the class. While this factor is
applicable to every subject, it is particularly decisive in. foreign-language teaching
where speech is a major aim.
Language classes are usually
composed of pupils belonging to the following main categories of types.
a)
Those with a natural aptitude for language, who master
the second language with ease and require only, extended. experience;
b)
Those of high intelligence who may acquire speech with effort
but respond well to the intellectual and aesthetic sides of language at the
higher levels;
c)
The average student with moderate attainments who has
little intuition and Must be stimulated by devices:
d)
The weak pupil who tends to treat language more as
knowledge then skill and is dependent on rules and rote learning;
e)
The apparently non-linguistic pupil who does not
respond to ordinary stimuli and requires individual attention.
Attitude: Through
the course the teacher Will be called upon to overcome resistance on the part
of the pupils. Without the will to work, satisfactory progress cannot be
expected. It is therefore imperative to promote a favourable attitude to the
subject.
Discipline: The
efforts of both teacher and class ought to be exclusively devoted to the
subject so as to exploit the time element to the maximum. It requires
considerable pedagogic skill, whether intuitive or acquired, to control a class
of pupils at any age, and get .there to work collectively and harmoniously. It
is in this sense of willing co-operative activity that the term discipline is
used here.
Interest: The
most vital source of interest is the reading material, which series as the
basic of most of the lessons. However skilful the teacher are, they cannot be
expected to arouse or even evince interest in dull and stultifying matter. Tile
textbook is more than a tool; it is instrument and material combined.
The other means of infusing
interest are the devices adopted as didactic aids. These include: games,
competitions, play-acting, singing, drawing, correspondence, projects,
audio-visual aids (gramophone, films, picture-strips).
b. Teacher Factor:
In view of
the nature and range of the Subject, it should be obvious that no generalized
discussion of the qualifications of the- foreign) language teacher is
profitable. The type of instructor, for instance, who is suitable for the
practical training, is not necessarily capable of dealing successfully with the
theoretical side of language; conversely, the teacher with high academic
qualifications may prove an utter failure with beginners of any age. It would
be well, then, to approach the question from the language angle by defining the
stage as elementary, intermediate or advanced and noting the required
qualifications for each level respectively.
Elementary: It is in the first year that foundation habits
are laid for the new language and it is his experience in this stage, which will
often determine the general attitude of the pupil to the subject. The main
qualification of the teacher of this stage should therefore be:
a.
General pedagogic training.
b.
Special training in the theory and practice of Foreign
language instruction.
c.
The possession, of a good voice.
d.
Good handwriting.
e.
Ability to sing and sketch
Intermediate. The
chief aim of this stage may be assumed to be reading, with speech as a
secondary aim. While a sounder knowledge of the language is called for, in
addition to the other minor qualification a certain histrionic ability is
desirable.
Advanced. When pupils
reach the advanced stage they may still be fat from proficient in the basic
skills, but they will already be dealing with a vocabulary considerably beyond
that for ordinary use, and their powers of expression in Writing may correspond
to their 'educational level. At this level pupil will study texts intensively,
deal with grammar theoretically. and possibility on a course of literature.
They therefore require a highly educated and cultured teacher".
c. External Factors:
The pupils are only too sensitive
to external factors. They will feel more inducement to treat the subject
seriously if English ranks as a major subject that affects promotion.
The influence of the schools authority
may be more positive, taking the form of direct interference with the work of
the teacher. The head master, principal, or other authority to follow :a
prescribed. programme covering not only aims but also methods may call upon the
teacher.
The one thing that matters here is
.that there should be co-operation between the teacher of English and the rest
of the stair The teacher should welcome discussion of all aspects of his
subject, but he .should in turn be accorded latitude in applying the methods that
constitute his art.
2.6 FACTORS INFLUENCING THE LEARNING OF SECOND LANGUAGE:
a. Aptitude:
It is not precisely known what
`governs aptitude to learn a second language. Having mathematical ability or
possessing a musical “ear” have been proposed as possible connections to a
person's inherent ability to learn a second language. Some people believe that
the student's ability to learn a second language in the classroom is somehow
related to the amount of formal training received in the native language. Factors
such as knowledge of tense word forms. and parts of speech in the native
language contribute to wards the student's aptitude for learning second
language.
b. Age:
Adults generally have a greater long-term
memorizing ability than children, which gives them a greater advantage for
foreign language learning. This long-term memorizing ability aids in the
repetition and response of sounds, symbols, and words. It also provides an
organization of newly acquired language structures, enabling the students to
have greater recall and understanding.
c. Motivation:
Foreign language learning can be
greatly influenced by motivation. Students may be motivated bar financial as
well as psychological needs to communicate effectively in English.
d. Native Language Interference:
When learning another language,
students encounter certain pronunciation and structural difficulties because of
their native language. This has an effect on their ability to acquire English.
2.7 METHODS OF TEACHING ENGLISH
The conceptualization of English
teaching has a long fascinating, but rather tortuous history. For over a
century educators have attempted to solve this problem, however not fully
succeeded but advanced mainly by conceptualizing teaching in terms of teaching
methods.
The
following are some well known and prevailing methods of teaching English.
1.
Direct Method
The direct
method is characterized by the use of the target language + subject (English)
as the means of instruction and communication in class room by the avoidance of
the use of translation as a technique. The standard procedure in this method
involves the class room presentation of a “text” by the teacher using direct
method for teaching English, oral practice is needed in the beginning and this
oral practice / oral method is considered the most natural method of learning a
language.
In Pakistan most of the teachers like this method for
teaching English, as good and easy method however it is too a fact that this
method is good only for the development of speaking skill, more over two major
problems have persistently troubled direct method teaching, one has been how to
convey meaning with out translation and secondly how to safeguard against
misunderstanding with out reference to our mother tongue.
2.
Reading Method
As a creation of the 20th century this theory
/ methods was advocated by British and American educators. This method
deliberately restricts the goal of English teaching to training in reading and
comprehension. This method of teaching can only develop the reading skill and
inner speech is regarded as an important aid is reading comprehension.
3.
Traditional Method or
Grammar Translation Methods
No full and care fully
documented history of grammar translation exists, there is only evidence that
the teaching of grammar and translation occurred in 1928. As its name suggests
this method emphasizes the teaching of English grammar, its principal practice
technique is translation from in to the mother tongue or national language, [in
a country where different languages are spoken]
It is also called an economical method that saves
teacher’s time and needs no A.v aids.
It helps in enhancing the students’
vocabulary in English, it is also an appropriate way of giving the meaning of
words which stand for abstract things of qualities.
However, it is also a fact that this is a
mainly book oriented method of working and learning the grammatical system of
the English language. It lays little or not emphasis on the speaking of English
or listening to English and an unnatural method that uses the “Eyes” only and
ignores the “ear”. In this method there is word by word translation that
destroys the child’s fluency and spontaneity of speech.
4. Structural
Approach
Structural approach means the
arrangement of words in such a way to form a suitable pattern of sentence. The
underlying idea of this approach is that in learning a foreign language “Master
of structure” is more important than the acquisition of vocabulary. This
approach teaches the fundamental skill in orderly manner, its also correlate
the teaching of grammar and composition with the reading lesson. It can be used
easily by an average trained teacher.
Most
of the teacher teaching to the 9th and 10th classes like
this method, but it is also a fact that this approach is most suitable for
lower classes at the stated level it over looks the linguistic habit. Much of
the aids are needed for teaching this approach.
5. The Audio Lingual
Method
This method of the sixties
has several distinctive characteristics.
1) Separation of skills.
2) Use of language laboratory.
3) Use of dialogues.
In the audio lingual method, the
dominant emphasis is placed on the fundamental skills i.e. listening and
speaking while reading and writing are not neglected, listening and speaking
are given priority and in teaching sequence precede reading and writing.
The
teachers play important role in this method. All activities are dominated and
directed by the teacher. The main emphasized is one pronunciation. This method
is liked because it possesses the strength of the direct method. However,
grammar receives much less attention in this method. This method is not
effective for teaching of a foreign language to adults. Every thing in this
approach is rigidly controlled and directed by the teacher.
METHOD AND PROCEDURES OF THE STUDY
Nature of
the study is descriptive. It involves collecting, analyzing and interpretation
of practices about English subject at the secondary level and its importance. A
questionnaire is used as a means for the collection of data.
3.2 Rational for the Questionnaire:
From a
varied scattered sources descriptive study, a questionnaire is the major
instrument of the research for the collection of data. However, it is also an
admitted fact that a poorly constructed questionnaire creates a certain amount
of contempt and confusion and the result will be disappointed and would provide
false and untrue basis for generalization. But a carefully constructed the questionnaire can provide the true data and information and for the
construction of a carefully, right questionnaire a good deal of time, patience,
skill and hard work is required.
3.3 Construction of the Questionnaire:
In the construction of the questionnaire all the necessary points were kept in view. The questions in the
questionnaire are belonging with the skills, environment and teacher
professional skills. In the start of questionnaire questions related wit the
skills are placed. As they are easy to answer and fulfill the requirement of a
language learning. These four skills are listening and understanding, speaking,
reading and writing. If a student as well as a teacher is aware of there basic skills,
there is little possibility of students’ failure in a language subject.
In the second part questions
related with environment are asked here the researcher means with the term
environment not only the classroom environment, but the environment of whole
teaching and learning situation, like the availability of the language
laboratory, the content of textbook according to the mental level of the child,
necessary A.V aids used in the teaching of English, students’ performance in
the subject of English etc etc.
In the third and last portion some
questions are placed to get some knowledge about the teachers, like to know
whether they have any professional training in this regard, whether they have
gone through any English language session, to what extent they have command
over this language / subject.
In short in the construction of
questionnaire easy questions are in the start and the more difficult and
technical are in the mid and last of the questionnaire. The questionnaire
consists of more than 10 questions. Areas of questions are, skills,
environment, and teachers’ competency. The questionnaire is of two-point scale,
means having answers in Yes or in No.
3.4. Administration of Questionnaire:
The desired questionnaire was
administered personally by the researchers in different schools of the
university campus. Male and female both type of teachers was given the questionnaire
for the purpose of collecting data.
For the administration of
questionnaire for data collection a prior permission was obtained from the
respective principals of the school, with the help of Heads / Principal the
process of questionnaire administration became easy one. The cooperation of the
English subject teachers was also desirable and appreciative.
3.5 Relevancy of the questions to the
problems:
As
mentioned earlier that the problem is to find out the causes of students’
failure in the subject of English at secondary level, in the questionnaire,
mostly those questions are included which are mainly related with the language
learning and especially English language / subject.
As we know
that English owes an international position in the world. Therefore, it needs
competent and skilled teachers are trainers in service. So to fulfill this
requirement the question related with teachers’ competency and command are also
included in the questionnaire.
The total
number of respondent is twelve, four English subject teachers from each school,
consisting of male and female in equal number. The questionnaire was
administered personally among these school teachers so that the data could be
collected easily and accurately.
Three
secondary schools of the campus were selected for the research.
1)
Iqra School Chargali.
2)
The Rustam Model School Rustam.
3)
Sudum Children Academy Rustam.
To arrive at meaningful conclusion
and purposeful analysis the data is arranged. The category for the analysis is
as under:
1)
Questions are designed in a sequent or logical order
from easy to difficult.
2)
Responses of the concerned teachers are arranged.
3)
The number / percentage of yes and no is recorded.
4)
Finally, the researcher reaches to a point to find out
the causes due to which a large number of students fails in the subject of
English.
Chapter IV
ANALYSIS OF DATA
After completing chapter 3 which
was about methods and procedure. Now in this particular chapter, the researcher
started the planning of all the collected dated and showing them in the form of
tables. The tabulation of the data is according to the questions of the questionnaire as discussed in detail in chapter 3. The questionnaire was
distributed in three schools on a university campus. Four English subject
teachers were given the questionnaire in each school. The total number of the respondent is twelve.