Chapter Four 3i

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CHAPTER FOUR

4.1 Introduction:

As outlined in the chapter three of Research Methodology the scopes and the objectives of the present study have been

identified keeping in mind the learners’ group i.e. two hundred forty Hindi speakers pursuing English program in various

colleges of Delhi University. Out of these 240, 50% are male and 50% are female and they are further sub-grouped

according to their length of learning as well as disciplines (i.e. Science, Commerce, Arts and English Honors).

The learning situation is formal education and materials used are as prescribed by DU. The goals and objectives are as

outlined in research methodology. The hypothesis that being examined in this study are mentioned in chapter three page

…. They are reiterated for ready reference:

Is there a co-relation between learners’ linguistic competence and the structure of the current English program

operating in various colleges of DU?

Do the current running various components of English program contribute to improving lear ners’ competence?

Is there a progress in terms of students’ linguistic competence level from (I) B.A.-I to B.A.III (ii) B.Com. I to B.Com.

III (iii) B Sc. I to B Sc. III. (iv) B. Eng.(Hon.)-I to B. Eng.(Hon.) -III

What are the variables that interfere and influence in the learning process of the present English program?

What are the nature, types and frequencies of word order errors produced by these major groups of learners in their

three years of UG program? What are the nature, types and frequencies of English word order errors produced by male and female learners in

all these groups (i.e. B.A. /B.Com/B.Sc. /B.Eng. Hons.)?

Are the errors patterns of the word order correlated with variables in the study?

Are the errors patterns of English word order attributable to TL structure?

Are the error patterns of English word order attributable to MT structure?

In order to meet these objectives the study conducted was mostly empirical i.e. collecting data through different sets of questionnaires (See appendix).The study is composed of four main components:

Free Composition Test

Language Aptitude Test

Attitude Test ( For teachers as well as learners)

Learners’ Questionnaires The first component is an assessment of learners’ competence while they compose in English to serve the purpose of:

Selecting the subjects

Analyzing the word order errors in learners’ English It is hoped that such analysis would help better understand the nature and difficulties these learners face and the error they

produce while they compose in English. The analysis of this test will be conducted in both the modes i.e. Subjective and

Objective modes.The second component is Language Aptitude Test which aims to find out the learners’ competence in English word order of

grammatical categories. Data of this component is obtained from the scores produced by the subject in LAT. It would servethe purpose to elicit information about the learners’ competence in English word order of various grammatical categories. The third component is concerned with teachers as well as learners’ attitude. They are provided with questionnaires andtheir attitudes are rated on five point Likert’s scale. In case of teachers, the test is administered to 30 teachers who are

teaching English at various colleges of DU. The aim of the test is to find out about pedagogical attitudes of the teachers andhow much attention the program pays to the learners in question. In case of the learners, the aim is to find out their attitudetowards the learning of English word order of various grammatical categories. This test is administered to all the learners inquestion.The fourth component explicitly describes about learners’ bio-data, various modes of learning, hours consumed during

learning, English learning oriented activities, language other than Hindi known to the learners, income of the learners’ parents, various kinds of learning aids etc. The purpose of this questionnaire is to elicit information which will work out asfactors (variables) affecting the learners in question.

4.2 Analysis of Learners’ Composition Table 1below reveals some of the fundamental clues about the learners’ compositions which are statistically presented hereto reflect an explicit image over the salient features of the writings of these Hindi speaking learners of English as a secondlanguage.

Table 1 (a) & (b)



MALE

(a)

B.Sc.-I B.Sc.-IIB.Sc.-

III

B.Com.-

I

B.Com.-

II

B.Com.-

III

B.A.

(P)-I

B.A.

(P)-II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

III

Average length of composition 332.8 404.5 295.9 349.8 297.1 378.3 204.3 343.5 390.4 204.3 360.8 383.5

Total No. of Words 3328 4045 2959 3498 2971 3783 2043 3435 3904 2043 3608 3835

Total No. of Sentences 176 305 206 201 171 246 194 216 208 194 295 248

Mean words/sentences 18.9 13.2 14.3 17.4 17.3 15.3 10.5 15.9 18.7 10.5 12.2 15.4

Total No. of word order Errors 16 16 12 16 13 18 27 21 21 27 14 10

Errors with ref. to total no. of words 0.48 0.39 0.4 0.45 0.44 0.47 1.32 0.61 0.53 1.32 0.38 0.26

Total No. of B.W. Order sents. 147 265 188 181 153 227 153 174 164 153 270 228

Total No. of F.W. Order sents. 29 40 18 20 18 19 41 42 44 41 25 20

% of errors with reference to sentences 9.09 5.24 5.82 7.9 7.6 7.3 13.91 9.72 10.09 4.96 4.74 4.03

FEMALE (b)

B.Sc.-I B .Sc.-II B.Sc.-IIIB.Com.

-I

B.Com.

-II

B.Com.

-III

B.A.

(P)-I

B.A.

(P)-II

B.A.(P)

-III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)

-III

Average length of composition 402 371.9 364.3 354 361.8 376.6 285.8 258.8 407.3 376.3 427.2 385.5

Total No. of Words 4020 3719 3643 3540 3618 3766 2858 2588 4073 3763 4272 3855

Total No. of Sentences 236 219 257 207 213 263 220 157 205 303 269 281

Mean words/sentences 17.0 16.9 14.1 17.1 16.9 14.3 12.9 16.4 19.8 12.4 15.8 13.7

Total No. of word order Errors 22 8 5 15 10 9 19 11 9 6 8 4

Errors with ref. to total no. of words 0.54 0.21 0.13 0.42 0.27 0.23 0.66 0.42 0.22 0.15 0.18 0.1

Total No. of B.W. Order sents. 185 188 239 190 195 240 197 128 177 281 247 257

Total No. of F.W. Order sents. 51 31 18 17 16 23 23 29 28 22 22 24

% of errors with reference to sentences 9.32 3.65 1.94 7.2 4.6 3.42 8.63 7 4.39 1.98 2.97 1.42

Table (a) & (b) above presents some fundamental characteristics obtained from the learners compositions and are presented here to g ive an

image about the salient features of the compositions of these Hindi speaking learners of English as a second language.

Since the main focus of the present study is on the composition (writing) skills of the Hindi speaking learners of English, so it would be

necessary to reflect light on some key concepts that would help to understand the nature of difficulties faced by these learners in question.

The first point would be the average length of the compositions written by four major groups of male learners and twelve subg roups of male

learners which are 332.8, 404.5, 295.9, 349.8, 297.1, 378.3, 204.3, 343.5, 390.4, 204.3, 360.8, 383.5 words and the average length of the

compositions produced by the females learners are 402, 371.9, 364.3, 354, 361.8, 376.6, 285.8, 258.8, 407.3, 376.3, 427.2, 385.5 words respectively.

The female learners, as expected, produced some relatively longer essays in comparison with those produced by the male learners. That is to say, the

female groups seem to have a better repertoire and so able to express themselves more easily.

It is also noticed that B. Com., B. A. and B. A. (Hon.) learners have produced longer compositions as they proceed from the first year to the second year and

from the second year to the third year irrespective to the gender. So we can say that learning and teaching materials and methodologies at some extend

are definitely affecting them. It is also interesting to note through the following table that the English (Hon.) learners are producing the longest

compositions among all the groups of the learners so we can assume that these learners seem to have a better competence in English writing skills.

Table 2

Gender B.Sc.-I B.Sc.-II B.Sc.-III

B.Com.

-I

B.Com.

-II

B.Com.

-III

B.A.

(P)-I

B.A.

(P)-II

B.A.(P)

-III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)

-IIITotal

Male 332.8 404.5 295.9 349.8 297.8 378.3 204.3 343.5 390.4 328.4 360.8 383.5 4070

Female 402 371.9 364.3 354 361.8 376.6 285.8 258.8 407.3 376.3 427.2 385.5 4371.5

Figure 1

0

100

200

300

400

500

Average length of composition

Male

Female





In case of total no. of sentences no group has performed any significant progress but one can find through the aforementioned table and figure that the

female learners have produced more number of sentences in comparison with the male learners except B.Sc.-II and B.A.(P)-II. However male and female

learners have produced almost equal number of sentences. One can say that the writing skill of the subjects in question has gone down as they move fromthe first year to the second year, from the second year to the third year respectively.

Mean wodrs/sentences

Table 5

Figure 4

Through the aforementioned table and figure one can find that the female learners are composing longer sentences in comparison with the male learners

except B.Sc.-I and B.Com. groups. However the total no. of sentences produced by both the genders are almost the same. Moreover B.A. (P) learners show

the progress as they move from the first year to the second year, from the second year to the third year respectively. One can say that the present English

program does not seem successful to increase the writing skill of the subjects in question except B.A.(P).

Total No. of word order Errors

Gender

B.Sc.-

I B.Sc.-II B.Sc.-III

B.Com.-

I

B.Com.-

II

B.Com.-

III

B.A.

(P)-I

B.A.

(P)-II

B.A.(P)-

III

B.A.

(H)-

I

B.A.

(H)-

II B.A.(H)-III

Total

Male 18.9 13.2 14.3 17.4 17.3 15.3 10.5 15.9 18.7 12.5 12.2 15.4 181.6

Female 17 16.9 14.1 17.1 16.9 14.3 12.9 16.4 19.8 12.4 15.8 13.7 187.3

Total 35.9 30.1 34.5 34.2 29.6 23.4 32.3 38.5 38.5 24.9 28 29.1 379

0

2

4

6

8

10

12

1416

18

20

Male

Female





Table 6 (iii)

As far as word order errors are concerned, the total number of errors was divided by the total no. of sentences as well as total no. of words in order toshow the deviant word order errors produced by the learners in percentages. Based on the above tables and figures one can readily notice the following

characteristics:

The percentages of errors have gone down as the learners proceed from the first year to the second year, from the second year to the third year in

all the groups.

The no. of word order errors produced by the male learners are more in comparison with the no. of word order errors produced by the female

learners among all the groups.

The highest word order errors are produced by B.A. (P)-I year male learners.

The lowest word order errors are produced by B.A. (H)-III year Female learners.

The female learners among all the groups reflect the significant progress because their errors go down to the minimum in the subsequent years.

So one can explicitly say that the knowledge of word order errors are constantly improving as there is a decrease in word order errors when the learners

move from the first year to the second year, from the second year to the third year in all the groups.

We can say it differently that there is some remarkable improvement in the performance of the learners in all the twelve groups of the learners as they

ascend from the first year to the third year

Table 7(i)

Gender

B.Sc.-


B.Com.-

I

B.Com.-

II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

IIITotal

Male 147 265 188 181 153 227 153 174 164 237 270 228 2387

Female 185 188 239 190 195 240 197 128 177 281 247 257 2524

Total 332 453 427 371 348 467 350 302 341 518 517 485 4911

Figure 6(i)

Gender

B.Sc.-


B.Com.-

I

B.Com.-

II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

III Total

Male 0.48 0.39 0.4 0.45 0.44 0.47 1.32 0.61 0.53 0.39 0.38 0.26 6.12

Female 0.54 0.21 0.13 0.42 0.27 0.23 0.66 0.42 0.22 0.15 0.18 0.1 3.53

Total 1.02 0.6 0.53 0.87 0.71 0.7 1.98 1.03 0.75 0.54 0.56 0.36 9.65

0

50

100

150

200

250

300

Male

Female

0

0.2

0.4

0.6

0.8

1

1.2

1.4

Male

Female



Table 7(ii)

Figure 6(ii)

In case of Basic and Free word order sentences one can readily deduce the following features from the above tables and figures:

Gender

B.Sc.-


B.Com.-

I

B.Com.-

II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

IIITotal

Male 29 40 18 20 18 19 41 42 44 25 25 20 341

Female 51 31 18 17 16 23 23 29 28 22 22 24 304

Total 80 71 36 37 34 42 64 71 72 47 47 44 645

0

10

20

30

40

50

60

Male

Female



The female learners have performed better in basic word order and produced a large amount sentences based on Basic word order except B.Sc.-II

and B.A.(H)-II.

But the male learners have produced a large amount of sentences based on Free word order except B.Sc.-I and B.A.(H)-III. So one may assume that

Free word order may be a major factor for the male group of learners which caused them to produce more no. of word order errors in comparison

with the female group of learners.

It is also surprising to note the female learners of B.Sc.-I and B.A.(H)-I have produced highest amount sentences based on Free as well as Basic word

order among all the groups.

The above tables and figures also indicate that only B.Com. female group of learners reflect the growth in basic word order.

Overall Performance of the learners in Free Composition Test

LevelTotal

Words

Total

SentencesM w/s

Total

Errors

B.Sc. 21334 1399 15.35 79

B.Com. 21176 1301 15.61 81

B.A. (P) 18721 1200 11.29 108

B.A. (H) 22617 1658 13.64 55

B.Sc.-I B.Sc.-II B.Sc.-III B.Com.-I B.Com.-II B.Com.-III B.A. (P)-I B.A. (P)-II B.A.(P)-III B.A. (H)-I B.A. (H)-II B.A.(H)-III

6968 7764 6602 7038 6589 7549 4901 6023 7797 7047 7880 7690


Total

Sentences412 524 463 408 384 509 414 373 413 565 564 529

0

1000

2000

3000

4000

5000

6000

7000

8000

Total Words

Total Words

0

100

200

300

400

500

600

B . S

c . -

I

B . S

c . -

I I

B . S

c . -

I I I

B . C

o m . -

I

B

. C o m . -

I I

B . C

o m . -

I I I

B . A .

( P ) - I

B

. A .

( P ) - I I

B

. A . ( P

) - I I I

B

. A .

( H ) - I

B

. A .

( H ) - I I

B . A . ( H

) - I I I

Total Sentences

Total Sentences



Based on the overall performance in Free composition writings one can readily deduce the following points: B.A (H) groups of learners have produced the highest no. of words and sentences i.e. 21334 and 1658.

B.A. (P) groups of learners have produced the smallest sentences i.e. 11 words /sentence.

B.Com. groups of learners have produced the largest sentences i.e. 16 words /sentence

B.A (H) groups of learners have produced the lowest no. of word order errors.

B.A. (P) groups of learners have produced highest no. of word order errors. B.A. (P) and B.A (H) groups of learners have shown the better progress in no. of words and sentences as the learners ascend from the level one t o two

and from two to three consecutively except B.Com-III and B.A.(H)-II.

B.A. (P) and B.A (H) groups of learners have also shown the better the progress in mean word per sentence. Almost all the groups have shown the progress because there is a drop in the amount of errors as the learners ascend from the level one to two and from two to

three consecutively except B.Com-III and B.A.(H)-II.

The persistence of errors in B.Com-III and B.A.(H)-II reveals that the program failed to reduce such errors to a minimum level.


M w/s 17.46 14.7 14.29 15.16 17.2 14.83 11.92 16.14 18 12.69 13.72 14.53


Total

Errors38 24 17 31 23 27 46 32 30 19 22 14

0

2

4

6

8

10

12

14

16

18

M w/s

M w/s

0

5

10

15

20

25

30

35

40

45

50

Total Errors

Total Errors



Statistics of Different Types of Word order ErrorsMethods of Error CountingThe same error produced more than once in a sentence and all the occurrences of the errors have been counted separately for each one of the

twelve groups of the learners. Two occurrences of the same type of the error in different sentences are counted as two errors. The percentage

is calculated with reference to both, the total no. of sentences and total no. of words.

Classification and Tabulation of Errors

The study has been carried out within the framework of EA. So the errors produced by the twelve different groups of learners have been

classified on the basis of grammatical categories/subcategories in the following modes as they appeared in their script:

Error in order of Quantifier

Error in order of Negation

Error in order of Determiner

Error in order of Connector

Error in order of Auxiliary

Error in order of Adverb

Error in order of Preposition Error in order of Possessive Pron.

Error in order of Adjective

Error in order of Wh-word

Error in order of Reflexive

Error in order of Complementizer

Error in order of Indirect Object

Error in order of 'to' Infinitive

Error in order of Gerund

Error in order of Quantifier

Gender B.Sc.-I B .Sc.-II B.Sc.-III B.Com.-I B.Com.-II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A. (H)-

I

B.A. (H)-

II

B.A.(H)-

III

Male 2 3 0 0 1 0 0 1 0 2 3 0

Female 0 0 0 1 1 0 0 0 0 0 0 0

0

0.5

1

1.5

2

2.5

3

Male

Female



It is quite evident from the above table and figure that the error in order of quantifier is highest in case of B.Sc.-II and B.A.(H)-II but it is also interesting to note that female learners of only

B.Com.-I and II have committed the error in the order of quantifier. The table and figure does also reflect significant progress in learning of the order of quantifier while the l earners pursue

the prescribed courses of undergraduate English program of Du as no learner has produced such error among all the groups in their final years.

Error in order of Negation

Gender B.Sc.-I B.Sc.-II

B.Sc.-

III

B.Com.-

I B.Com.-II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A. (H)-

I

B.A. (H)-

II

B.A.(H)-

III

Male 3 2 1 2 0 2 5 0 0 0 2 1

Female 3 1 0 0 0 0 1 0 0 1 1 1

As far as the error in the order of negation is concerned, B.A.(P)-I group have produced the highest among all the groups. One can readily notice through

the aforesaid table and figure that this group has not repeated the error in the consecutive following years. This reflects that English program has positively

affected the learners during their course. The performance of the B.A.(H) group reveals that the program failed to reduce such error. One can also notice

0

0.51

1.5

2

2.5

3

3.5

4

4.5

5

Series1

Series2



that B.Com. group of learners have better linguistic competence in order of negation among all the groups of the learners. The overall performance shows

that the female group has better competence in negation in comparison with the male group because the male group has produced the highest error.

Error In Order of Determiner


B.Sc.-

III

B.Com.-

I B.Com.-II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

III

Male 4 0 5 1 2 3 2 3 2 1 0 0

Female 0 1 0 2 1 2 3 0 4 0 0 0

B.Sc. male learners do not show improvement in use of the order of determiner as their errors do persist as they ascend from the first year to third year.One can find no improvement with B.Com and B.A.(P) group of learners as the data and the figure reflect. Moreover we find an amazing performance 0f

English Major group of learners with zero error in the order of determiner. Overall performance in order of determiner shows that performance of female

group is better in comparison with the male group.

Error In Order of Connector


B.Sc.-

III

B.Com.-

I B.Com.-II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

III

0

0.5

1

1.5

2

2.5

33.5

4

4.5

5

Series1

Series2



B.Com.-I female learners shows very poor performance in use of order of connector as it is reflected through the table and the figure and one can’t find

any improvement with B. Com. and B.A.(P) female group of learners as the error persists while the learner ascend to the third year. Both the male and the

female have produced almost the equal amount of such error. One can also find the B.Sc. female learners have performed better among all the groups of

the learners.

Error In Order of Auxiliary

Male 3 1 0 1 1 2 1 0 2 1 0 0

Female 0 0 3 1 2 2 2 1 0 0 2


B.Sc.-

III

B.Com.-

I B.Com.-II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

III

Male 1 0 0 0 1 2 1 1 1 2 0 1

Female 3 0 1 0 0 0 0 0 0 1 0 0

0

0.5

1

1.5

2

2.5

3

Series1

Series2

0

0.5

1

1.5

2

2.5

3

Series1

Series2





B.A.(P)-I male group produce the highest amount of error in order of preposition. This error is persisting in this group even in the final year so one can

assume that the English program is failed to improve such errors to these learners. One can also readily notice that B.Sc. and B.A.(H) group of learners have

performed better among all the groups in the use of order of preposition.

Error In Order of Possessive Pronoun

The highest error in order of possessive pronoun is produced by B.Sc.-I female learners. It is interesting to note that B.Com. female and B.A.(P) male

learners have performed better among all the groups of the learners with zero error in the use of order of possessive pronoun. All the groups have shown

the significant progress in order of possessive pronoun with zero error in their third year of the learning.


B.Sc.-

III

B.Com.-

I B.Com.-II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

IIIMale 0 1 0 1 1 0 0 0 0 0 1 0

Female 4 0 0 0 0 0 0 1 0 0 1 0

0

0.5

11.5

2

2.5

3

3.5

4

Series1

Series2



Error In Order of Adjective

The highest errors in order of adjective is produced by B.A.(H)-II male learners where as the lowest error is shown by B.Com.-I ,II and B.A.(H)-III learners. No

group has shown the significant progress as they ascend to the third year. However the female learners have committed less errors in comparison with the

male learners in the use of the order of adjective.

Error In Order of Wh-word


B.Sc.-

III

B.Com.-

I B.Com.-II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

III

Male 0 2 1 0 0 0 2 2 1 0 4 0

Female 1 0 0 0 0 2 3 2 0 1 0 0


B.Sc.-

III

B.Com.-

I B.Com.-II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

III

Male 0 0 0 2 0 1 0 0 0 0 0 0

Female 2 0 0 2 0 0 0 0 0 0 0 0

0

0.5

1

1.5

2

2.5

3

3.5

4

Series1

Series2

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

Series1

Series2







Error In Order of Indirect Object

One may consider the error in the order of indirect order as performance error as only one error is committed by B.Sc.-II female group of the learner.

Error In Order of 'to' Infinitive


B.Sc.-

III

B.Com.-

I B.Com.-II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

III

Male 0 0 0 0 0 0 0 0 0 0 0 0

Female 0 1 0 0 0 0 0 0 0 0 0 0


B.Sc.-

III

B.Com.-

I B.Com.-II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

III

Male 0 0 1 1 0 0 1 2 0 2 0 0

Female 0 0 0 1 0 1 0 0 0 0 0 0

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

Series1

Series2



One each error in order of ‘to’ infinitive is produced by the B.Sc.-III, B.Com-I&III and B.A.(P)-I where as the maximum error i.e. two is produced by B.A.(P)-II

and B.A.(H)-I of the learners. Only B.Sc. female, B.Com. male, B.A.(P) and B.A.(H) group of learners show the progress as they ascend to the third year of

the program.

Error In Order of Gerund

The performance of B.A.(H) male group of learners demonstrates poor progress in the use of Gerund because the error still persists as these learners

ascend to the third year of the program. One can point out that the program is failed to bring such error at zero level.


B.Sc.-

III

B.Com.-

I B.Com.-II

B.Com.-

III

B.A. (P)-

I

B.A. (P)-

II

B.A.(P)-

III

B.A.

(H)-I

B.A.

(H)-II

B.A.(H)-

III

Male 0 0 0 0 0 0 0 0 0 1 2 2

Female 0 0 0 0 0 0 0 0 0 0 0 0

Hierarchy of Word Order Errors (Irrespective of Gender)

0

0.2

0.40.6

0.8

1

1.2

1.4

1.6

1.8

2

Series1

Series2

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

Series1

Series2



RankB.Sc.-I B.Sc.-II B.Sc.-III B.Com.-I

B.Com.-

II B.Com.III B.A. (P)-I

B.A. (P)-

II

B.A.

(P)III

B.A. (H)-

I

B.A. (H)-

II

B.A.

(H)IIITotal

1Adv. Adv. Adv. Prepos. Adv. Prepos. Prepos. Adv. Prepos. Adv. Adj. Adv.

9 8 6 7 7 6 16 7 9 4 4 6 89

2Neg. Neg. Determ. Adv. Prepos. Determ. Adv. Compltr. Adv. Aux. V. Quant. Neg.

6 3 5 6 7 5 7 6 7 3 3 2 60

3Determ. Quant. Neg. Connect. Determ. Connect. Neg. Prepos. Determ. Prepos. Neg. Connect.

4 3 1 4 3 4 6 5 6 3 3 2 44

4Aux. V. Prepos. Aux. V. Wh.-W. Quant. Neg. Determ. Adj. Connect. Quant. Adv. Ger.

4 2 1 4 2 2 5 4 3 2 3 2 34

5Poss. Pr. Adj. Prepos. Determ. Connect. Aux. V. Adj. Determ. Ref. to' Inf. Compltr. Prepos.

4 2 1 3 2 2 5 3 3 2 3 1 31

6Connect. Compltr. Adj. Neg. Aux. V. Compltr. Connect. Connect. Aux. V. Neg. Poss. Pr. Ref.

3 2 1 2 1 2 3 2 1 1 2 1 21

7Quant. Determ. Ref. to' Inf. Poss. Pr. Adj. Compltr. to' Inf. Adj. Determ. Ger.

2 1 1 2 1 2 2 2 1 1 2 17

8Wh.-W. Connect. to' Inf. Quant. Quant. Ref. Poss. Pr. Connect. Prepos.

2 1 1 1 1 1 1 1 1 10

9Prepos. Poss. Pr. Poss. Pr. to' Inf. to' Inf. Quant. Adj. Ref.

2 1 1 1 1 1 1 1 9

10Ref. Ind. Obj. Compltr. Wh.-W. Aux. V. Ger.

1 1 1 1 1 1 6

11Adj. Adv.

1 1 2

Total 38 24 17 31 23 27 46 32 30 19 22 14 323

Rank B.Sc. B.Com. B.A. (P) B.A. (H) Total

1Adv. Prepos. Prepos. Adv.

23 20 30 13 86

2Neg. Adv. Adv. Prepos.

10 14 21 5 50

3Determ. Determ. Determ. Neg.

10 11 14 6 41

4

Aux. V. Connect. Adj. Quant.

5 10 10 5 30

5Poss. Pr. Wh.-W. Connect. Adj.

5 5 8 5 20

6Quant. Neg. Compltr. Ger.

5 4 8 5 22

7Prepos. to' Inf. Neg. Compltr.

5 4 6 3 18

8Adj. Poss. Pr. Ref. Connect.

4 3 4 3 14

9Connect. Adj. to' Inf. Aux. V.

4 3 3 3 13

10Ref. Aux. V. Aux. V. to' Inf.

2 3 2 2 9

11 Wh.-W. Compltr. Poss. Pr. Poss. Pr.2 2 1 2 7

12Compltr. Quant. Quant. Ref.

2 2 1 2 7

13Ind. Obj. Determ.

1 1 2

14to' Inf.

1 1

Total 79 81 108 55 323





Analysis of Language Aptitude Test

As mentioned above in the chapter three LAT is composed of six questions. Question one deals with the order of different grammatical

categories i.e. Determiner, Auxiliary, Direct object, Indirect object Negation, Modifiers, Prepositions and Adverbials which have been

objectively evaluated. Question no. two is meant to evaluate the subjects’ competence in the use of modifiersbefore a noun as well as toevaluate their knowledge in the use of the order of modifiers.

The third question is meant to assess the learners’ competence in the use of different English adverbials in a sentence.

The fourth, fifth and the sixth questions are meant to assess the learners’ competence in the use of English preposition and wh-words in a

sentence.

Thus, the various questions of the LAT test will be analyzed and discussed in some detail in the following sections.

The Scores of the First Three Groups (B.Sc.)

Question one of LAT is intended to test learners’ familiarity with correct orders of the different grammatical categories such as determiner , noun , direct

object , indirect object, adjective, adverb, preposition, verb (auxiliary and main verb), connector and so on(for more details see section ………. in chapter

three and appendix A). This question consists of five items and each question is marked out of five marks. The above figure shows the scores of the first

group i.e. B.Sc. on this question.

The scores of the learners on this question show that the female learners have performed better in comparison with the male learners in all the three years

of the program. The score of the female learners on this question is 87.3% whereas the score of the male learners is 71.3% on the same question. This

reveals that the female learners are yet linguistically better equipped than the male learners on this question. It is also interesting to note that the scores of

second year B.Sc. male group of learners reflect no progress as they enter the second year. One can say that their learning got stagnant and the dominating

factors may be the methodology of the present English Program as well as the learning teaching context. But these learners show progress in the final year

of the program where as the female group of learners show the progress right from the first year to the second and the third year.

Group Q1 Q2 Q3 Q4 Q5 Q6 Total

B.Sc. Male Female Male Female Male Female Male Female Male Female Male Female

1st.

Year 35 38 20 24 33 34 49 50 31 35 29 30 408

2nd.

Year 34 44 16 16 35 41 47 50 39 41 29 34 426

3rd.

Year 38 49 14 21 41 44 36 50 35 40 27 39 434

Total 107 131 50 61 109 119 132 150 105 116 85 103 1268

% 71.3 87.3 33.3 42 72.6 79.3 88 100 70 77.3 56.6 68.6 70.55

0

10

20

30

40

50

1st. Year 2nd. Year 3rd. Year

35 343838

44

49

Q1 Male

Q1 Female



Question two of LAT aims to test the learners’ ability to use the maximum no. of English modifiers before a noun correctly. It consists of nouns and

modifiers and subjects were required to write as many modifiers as they wanted. The use of one modifier before a noun carried one mark and the use of

two modifiers before a noun carried two marks and so on and the range of evaluation was set from one mark to five marks. Outlined below is the

performance of the first three groups of learners in the second question.

The scores of the learners indicate that their performances on this question are poor. They don’t even show any kind of progress as they ascend from the

first year to the third year. This may be due to the limited exposure they get in English modifiers and also may be due to heavy reliance on Hindi as the Hindi

speakers use less no. of modifiers before a noun. Though the performance of the learners on this question is not up to a standard yet the female learners

have scored 42% against the 33.3% of the male learners.

Question three focuses on the learners’ ability in using the English adverbials and this question is marked out of five marks. The above figure shows the

scores of the first three groups of the learners on this question.

The performance of the learners of these groups shows the continuous progress on question three as the learners ascend from the first year to the second

as well as to the third year. The scores of the female learners on this question are also better than the scores of the male learners as the scores of the

female learners on this question is 79.3% against the scores of the male learners i.e. 72.6%.

0

5

10

15

20

25

1 2 3

20

1614

24

16

21

Q2 Male

Q2 Female

0

5

10

15

20

25

30

35

40

45

1 2 3

3335

41

34

4144

Q3 Male

Q3 Female



Question four intends to examine the learners’ ability to place the English preposition at appropriate place in a sentence. This is also marked out of five

marks.

The female learners of this group shows the best performance on this question with the highest scores i.e. 50 or 100% whereas the performance of the

male learners go down when these learners ascend from the first year to the third year. This reveals that the females have better competence than the

males on this question.

Question five intends to examine the learners’ ability to write wh- sentences in English language. This question is marked out of five marks. Both male and

the female learners show the progress during three years of English program. One can say that the female learners show better progress in comparison

with males on this question as the score of the female learners is 77.3% whereas the score of the male learners is 70%.

0

5

10

15

20

25

30

35

40

45

50

1 2 3

4947

36

50 50 50

Q4 Male

Q4 Female

0

5

10

15

20

2530

35

40

45

1 2 3

31

39

3535

41 40

Q5 Male

Q5 Female



Question six is designed to test the learners’ competence in the use of order of wh-words in English sentences. The scores of the female learners on this

question are better than the scores of the male learners as the female learners on this question have scored 68.6% whereas the male learners have scored

56.6 on this question. It is also interesting to note that the male subjects on this question don’t show any significant progress whereas the female subjects

do. One can say that the progress of the females on this question is better than that of the male.

The Scores of the Fourth, Fifth & Sixth Groups (B.Com.)


B.Com. Male Female Male Female Male Female Male Female Male Female Male Female

1st.

Year 44 47 21 21 36 42 48 49 34 36 32 34 444

2nd.

Year 42 48 20 28 31 39 42 50 27 38 25 33 423

3rd.

Year 40 50 21 24 38 36 50 49 40 43 29 46 466

Total 126 145 62 73 105 117 140 148 101 117 86 113 1333

% 84 96.6 41.3 48.6 70 78 93.3 98.6 67.3 78 57.3 75.3 74.05

0

5

10

15

20

25

30

35

40

1 2 3

29 2927

30

34

39

Q6 Male

Q6 Female



As question one of LAT intends to test learners’ familiarity with correct orders of the different grammatical categories such as determiner , noun , direct

object , indirect object, adjective, adverb, preposition, verb (auxiliary and main verb), connector.(for more detai ls see section ………. in chapter three and

appendix A). Each question is marked out of five marks. The above figure shows the scores of the second group i.e. B.Com. on this question.

The figure explicitly reveals that the female learners have performed better in comparison with the male learners in all the three years of the program. The

score of the female learners on this question is 96.6% whereas the score of the male learners is 84% on the same question. This reveals that the female

learners are yet linguistically better equipped than the male learners on this question. The figure above also shows that the scores of the male learners of

these groups reflect no progress as they enter the second year and third year of their program. One can say that their learning goes down in their following

two years of the program and the dominating factors may be the methodology of the present English Program as well as the learning teaching context.

The aim of this question is to test the learners’ ability to use the maximum no. of English modifiers before a noun correctly. The use of one modifier before

a noun carried one mark and the use of two modifiers before a noun carried two marks and the range of evaluation was from one mark to five marks.

The scores of the learners indicate that their performances on this question are poor. Even they don’t show any kind of significant progress as they ascend

from the first year to the third year. Once we look at the performance of B.Sc. learners on this question one can say that the scenario is the same. In spite of

the poor performance the % of scores for the female learners is better (48.6%) in comparison with the male learners i.e. 41.3%.

0

5

10

15

20

25

30

35

40

45

50


4442

40

47 4850

Q1 Male

Q1 Female

0

5

10

15

20

25

30


2120

2121

28

24

Q2 Male

Q2 Female



Question three reflects the learners’ ability in using the English adverbials and each question is marked out of five marks. The above figure shows the scores

of the learners on this question.

The performance of the learners of group four, five and six shows no significant progress on this question three as the learners ascend from the first year to

the second as well as to the third year as the figure reflects that the scores of the learners in their final years of the program on this question have gone

down. Still overall % of score of the female learners is 78% in comparison with the male learners i.e.70%

The question four examines the learners’ ability to place the English preposition at appropriate place in a sentence. This is also marked out of five marks.

The learners of these groups do not show the significant progress as they ascend from the first year to the second year and from the second year to the

third year of the program. But overall % of the scores on this question shows the female learners of these groups have scored 98.6% whereas the male

learners have scored only 93% on this question.

0

5

10

15

20

25

30

35

40

45


36

31

38

4239

36

Q3 Male

Q3 Female

38

40

42

44

46

48

50


48

42

50

49

50

49

Q4 Male

Q4 Female

0

5

10

15

20

25

30

35

40

45


34

27

40

3638

43

Q5 Male

Q5 Female



Question five intends to examine the learners’ ability to write wh- sentences in English language. Each question is marked out of five marks. Both male and

the female learners show the progress during three years of English program except the male learners of group five. One can say that the female learners

show better progress in comparison with the male learners on this question as the overall % of the scores on this question for the female learners is 78%

and % of the scores of the male learners is 67.3%.

Question six is designed to test the learners’ competence in the use of order of wh-words in English sentences. The scores of the female learners in the first

two years of the program on this question are almost the same but the scores of the male learners are not so significant because these learners do show

any growth during three years of the program. As the male subjects on this question don’t show any significant progress whereas the female subjects with

75.3% of the scores show the progress in the final year of the program. One can say that the progress of the females on this question is better than that of

the males.

The Scores of the Seven, Eight and Nine Groups

0

5

10

1520

25

30

35

40

45

50


32

25

29

34 33

46

Q6 Male

Q6 Female


B.A.(P) Male Female Male Female Male Female Male Female Male Female Male Female

1st.

Year 24 19 13 15 32 27 37 45 27 35 26 25 325

2nd.

Year 38 37 19 17 33 29 50 50 30 32 27 38 400

3rd.

Year 42 47 19 22 42 40 50 50 41 34 28 37 452

Total 104 103 51 54 107 96 137 145 98 101 81 100 1177

% 69.3 68.6 34 36 71.3 64 91 96.6 65.3 67.3 54 66.6 65.38



The above table & figure show the scores of seven, eight and nine groups i.e. B.A.(P) on the aforesaid question. The female and the male learners of these

groups reflect the continuous progress as they enter the second and the third year of the program. The figure also reveals that the male and the female

learners on this question in their second year of the program almost show the equal scores i.e. 37 and 38. In spite of that the male learners have performed

better in comparison with the female learners with a slight difference in all the three years of the program. The score of the male learners on this question

is 69.3% whereas the score of the female learners is 68.6% on the same question. This reveals that the male and the female learners of these groups do not

show any significant difference in learning of English word order.

As question two aims to test the learners’ ability to use the maximum no. of English modifiers before a noun correctly. It consists of nouns and modifiers

and subjects were required to write as many modifiers as they wanted. The use of one modifier before a noun carried one mark and the use of two

modifiers before a noun carried two marks. The scores of these groups of learners indicate that the performances of the female learners are quite

progressive in comparison with the male learners on this question. The scores of the male learners are equal i.e.19 as they ascend from the second year to

the third year. This may be due to the limited exposure they get in English on modifiers or one can say it differently that the program fails to increase the

learners’ competence on the use of modifiers before a noun.

0

5

10

15

20

25

30

35

40

45

50


24

38

42

19

37

47

Q1 Male

Q1 Female

0

5

10

15

20

25


13

19 19

15

17

22

Q2 Male

Q2 Female



Question three focuses on the learners’ ability in using the English adverbials and this question is marked out of five marks. The above figure shows the

scores of the learners on this question.

The performance of the learners of these groups shows the progress on question three as the learners ascend from the first year to the second and to the

third year. The scores of the male learners on this question are also better than the scores of the female learners. The scores of these groups give us a

different image as the overall scores of the male learners are 71.3% whereas the female learners have scored only 64%.

Question four intends to examine the learners’ ability to place the English preposition at appropriate place in a sentence. This is also marked out of five

marks.

Both the female and the learners of this group shows the better performance on this question with the highest scores i.e. 50 or 100% in the second as well

as in the third year. This reveals that the program is highly effective to these learners on this question as the overall scores of the male and the female

learners on this question are 91% and 96.6% respectively.

0

5

10

15

20

25

30

35

40

45


32 33

42

2729

40

Q3 Male

Q3 Female

0

5

10

15

20

25

30

35

40

45

50


37

50 50

45

50 50

Q4 Male

Q4 Female





As it has been mentioned earlier that question one of LAT is intended to test learners’ familiarity with correct orders of the words of the different

grammatical categories such as determiner , noun , direct object , indirect object, adjective, adverb, preposition, verb (auxiliary and main verb), connector

and so on(for more details see section ………. in chapter three and appendix A). This question consists of five items and each question is marked out of fivemarks. The above figure shows the scores of the first group i.e. B.A.(H) on this question.

The scores of these groups of learners on this question show that the female learners have performed better in comparison with the male learners in all the

three years of the program. The score of the female learners on this question is 96.6% whereas the score of the male learners is 89.3% on the same

question. This reveals that the female learners are yet linguistically better equipped than the male learners on this question. It is also interesting to note

that the scores the male group of learners of second year B.A.(H) reflect no progress as they enter the second year. One can say that their learning got

stagnant and the dominating factors may be the methodology of the present English Program as well as the learning teaching context. But these learners

show progress in the final year of the program where as the female group of learners show the progress right from the first year to the second but their

learning competence goes down in the third year as the figure is reflecting .

38

40

42

44

46

48

50


44

42

48

46

50

49

Q1 Male

Q1 Female

The Scores of the Tenth,

Eleventh and Twelfth Groups


B.A.(H)E Male Female Male Female Male Female Male Female Male Female Male Female

1st

. Year 44 46 24 20 41 48 50 50 36 43 27 34 463

2nd

.

Year42 50 18 29 34 35 50 50 34 43 27 44 456

3rd

.

Year48 49 23 25 48 49 50 50 41 45 39 44 511

Total 134 145 65 74 123 132 150 150 111 131 93 122 1430

% 89.3 96.6 43.3 49.3 82 88 100 100 74 87.3 62 81.3 79.4



Question two aims to test the learners’ ability to use the maximum no. of English modifiers before a noun correctly. It consists of nouns and modifiers and

subjects were required to write as many modifiers as they wanted. The use of one modifier before a noun carried one mark and the use of two modifiers

before a noun carried two marks and so on and the range of evaluation was set from one mark to five marks. Outlined below is the performance of the

tenth, eleventh and the twelfth groups of learners on the second question.

The scores of these groups of learners indicate that their performances on this question are not up to a standard as these learners belong to English major

group. Even they don’t show any kind of progress as they ascend from the first year to the third year. This may be due to the limited exposure they get in

English modifiers and also it may be due to interference of their mother tongue i.e. Hindi as the Hindi speakers use less no. of modifiers before a noun.

This question focuses on the learners’ ability in using the English adverbials and this question is also marked out of five marks. The above figure shows the

scores of the tenth, eleventh and twelfth groups of the learners on this question.

The performance of the learners of these groups shows that the scores of these learners in the second year of the program have gone down. It puts

question mark on the pedagogy of the second year program. Once we look at the scores of the final year the learners show a remarkable progress. It

indicates the increase of the learners’ competence in the use of English adverbials in the final year of the program. The overall score of the female learners

on this question is also better (i.e. 88%) than the score of the male learners (i.e.82%).

0

5

10

15

20

25

30


24

18

23

20

29

25

Q2 Male

Q2 Female

0

5

10

15

20

25

3035

40

45

50


41

34

4848

35

49

Q3 Male

Q3 Female



As question four intends to examine the learners’ ability to place the English preposition at appropriate place in a sentence. This is also ma rked out of five

marks. The male and the female learners of these groups show the best performance on this question with the highest scores i.e. 50 or 100%. It shows that

the program has definitely helped these learners on this question. It also indicates that the male and the female learners of these groups are well equipped

in the use of English preposition.

As the question is intended to examine the learners’ ability to write wh- sentences in English language and it is marked out of five marks. Both the male and

the female learners show the progress during three years of English program but the female learners got stagnant in the second year of the program as the

score of the first and the second year is the same but the score of the male learners in the same year has gone down. One can say that the program could

not affect these learners to even maintain the knowledge of the first year. The overall score shows that the female learners do better (i.e. 87.3%) in

comparison with the male learners (i.e.74%) on this question.

0

5

10

15

20

25

30

35

40

45

50


50 50 5050 50 50

Q4 Male

Q4 Female

0

5

10

15

20

25

30

35

40

45


36 34

4143 43

45

Q5 Male

Q5 Female





consecutive three years of the English program on question one. So the program does definitely help these learners on this question. As far as the So the

program does definitely help these learners on this question. As far as the scores of these learners on question two are concerned it shows that the

learners’ performances have gown down. It indicates the failure of the learning and teaching methodology on this question. The learners of group one, two

and three shows the progress in consecutive three years of the English program on question three. One can say that the program has definitely helped

these learners on this question. The scores of the learners on question four puts a question mark on the existing program as well as its learning teaching

methodology as the performances of these learners have gown down in three consecutive years of the program. The scores of these learners on question

five are not so significant as these learners show the progress on this question only in the second year of the program but their performances have gone

down in the final year of the program. One can say that the program didn’t help these learners even to maintain their previous competence on this

question. Interestingly, the learners of group one, two and three shows the progress of learning in consecutive three years of the English program on

question six but the scores of these learners are very less (62.6%) in comparison with the scores of these learners on the other questions except on

question two(i.e.37.6%). However one can say that the program does definitely help these learners on this question.

The abovementioned table and figure which are irrespective to gender show the progress of learning by the learners of group four, five and six in

consecutive three years of the English program on question one to six. . The learners of group four, five and six do not show the progress of learning in

consecutive three years of the English program on question one. So looking at the performance of these learners, one can say that the performance of

these learners has somehow got stagnant. What contributes to this stagnation is the fact these learners get overloaded with B.Com. core subjects. As a

result, the program and methodology seem to have negatively affected the linguistic competence of these learners. As far as the scores of these learners on

question two are concerned it shows that the learners’ performances have gown down in the final year of the program. It indicates the failure of the

learning and teaching methodology as well as overloading of core subjects at some extend. The learners’ scores of group four, five and six on question three

shows that their performances have gone down in three years of the English program. One can say that the program is failed to meet the learners’ need.

The scores of the learners on question four show that the learners’ performance goes down in the second year of the program but these learners show

better performance in their third year of the program. One can say that it may be due to the learner. It may put a question mark on the existing program as

well as its learning teaching methodology as the performances of these learners have gown down in the second year of the program. The scores of these

learners on question five are not so significant as these learners show the progress on this question only in the final year of the program but their

performances have gone down in the second year of the program. One can say that the program didn’t help these learners even to maintain their previouscompetence of the first year on this question. Interestingly, the learners of group four, five and six show the progress of learning in their first and final year

whereas their performances go down in the second year of the English program on question six. But the scores of these learners are very less (i.e.66.3%)in

comparison with the scores of these learners on the other questions except question two(i.e.45%). However one can say that the program does definitely

help these learners in first and third year of the program on this question.

The Scores of Group Four, Five and Six(Irrespective of

Gender)

Group

Q1 Q2 Q3 Q4 Q5 Q6 TotalB.Com.

1st. Year 91 42 78 97 70 66 444

2nd. Year 90 48 70 92 65 58 423

3rd. Year 90 45 74 99 83 75 466

Total 271 135 222 288 218 199 1333

% 90.3 45 74 96 72.6 66.3 74.05

0

20

40

60

80

100

120

Q1 Q2 Q3 Q4 Q5 Q6

B.Com.

1st. Year

2nd. Year

3rd. Year



The above table and figure which are irrespective of genders shows the progress of learning by the learners of group seven, eight and nine in consecutive

three years of the English program on question one. So the program does definitely help these learners on this question. As far as the scores of these

learners on question two are concerned though it shows the progress in learning in the consecutive three years of the program but their growths are in very

less amount i.e. the overall score is only 35 %. One may point out that this may be due to learners’ factors as the learners of these groups are those whosescores are generally less in their twelfth classes. The learners of group seven, eight and nine show the progress in consecutive three years of the English

program on question three. One can say that the program has definitely helped these learners on this question. The scores of the learners on question four

puts a question mark on the existing program as well as its learning teaching methodology as the performances of these learners got stagnant in the third

year of the program. The scores of these learners on question five are not so significant as these learners show the progress on this question only in the

final year of the program but their performances have got stagnant in the second year of the program. One can say that the program didn’t help these

learners on this question. Interestingly, the learners of group seven, eight and nine show that their learning got stagnant in the final year of the English

program on question six but the scores of these learners are very less( i.e.60.3%) in comparison with the scores of these learners on the other questions

except question two (i.e.35%) . However one can say that the program does definitely help these learners in the second year of the program on this

question.

The Scores Group Seven, Eight and Nine (Irrespective of

Gender)

GroupQ1 Q2 Q3 Q4 Q5 Q6 Total

B.A. (P)

1st. Year 43 28 59 82 62 51 325

2nd. Year 75 36 62 100 62 65 400

3rd. Year 89 41 82 100 75 65 452

Total 207 105 203 282 199 181 1177

% 69 35 67.6 94 66.3 60.3 65.38

0

20

40

60

80

100

120

Q1 Q2 Q3 Q4 Q5 Q6

B.A. (P)

1st. Year

2nd. Year

3rd. Year



Table …..and figure …………….which are irrespective of genders show the progress of learning by the learners of group ten, eleven and twelve in consecutive

three years of the English program on question one. . The learners of group ten, eleven and twelve show the progress of learning in consecutive three years

of the English program on question one. So the program does definitely help these learners on this question. Though the scores of these learners on

question two show the progress in learning in the consecutive three years of the program yet their growths are in very less amount i.e. the overall score is

only 46.3 %. We can assume that the teaching methodology and the program have not been highly effective to these learners. The scores of the learners of

group ten, eleven and twelve on question three show the progress only in the final year of the English program. One can say that the program did not prove

effective to these learners in the second year as a result their scores went down in this year of the program. The scores of the learners on question four

puts a question mark on the existing program as well as its learning teaching methodology as the performances of these learners got stagnant in all theyears of the program. The scores of these learners on question five are not so significant as these learners show the progress on this question only in the

final year of the program but their performances have gone down in the second year of the program. One can say that the program didn’t help these

learners in the second year on this question. The scores of the learners of group ten, eleven and twelve on question six show the progress of learning in

consecutive three years of the English program. So the program does definitely help these learners on this question.

The Scores of Group Ten, Eleven and Twelve

(Irrespective of Gender)

GroupQ1 Q2 Q3 Q4 Q5 Q6 Total

B.A(H)E.

1st. Year 90 44 89 100 79 61 463

2nd. Year 92 47 69 100 77 71 456

3rd. Year 97 48 97 100 86 83 511

Total 279 139 255 300 242 215 1430

% 93 46.3 85 100 80.6 71.6 79.4

0

20

40

60

80

100

120

Q1 Q2 Q3 Q4 Q5 Q6

B.A(H)E.

1st. Year2nd. Year

3rd. Year



The performance of the male and the female learners of B.Sc., B.Com., B.A.(P) and B.A.(H) groups show that the female learners are well equipped with

75.7%, 79.2%, 65.5% and 84.8% of the scores in comparison with the male learners whose scores are 65.3%, 68.8%, 64.2% and 75.1% respectively. One

can also find that the female learners of all these groups reflect progress in learning in all three consecutive years of the program whereas the male learners

do not show such feature. It indicates that the female learners are more benefitted by the program in comparison with the male learners and also B.A.(H)

group of learners are more affected by the program in comparison with the other groups.

The overall scores of the four major groups

YearB.Sc. B.Com. B.A.(Pass) B.A.(Hons.)English

Male Female Male Female Male Female Male Female

First 197/300 211/300 215/300 229/300 159/300 166/300 222/300 241/300Second 200/300 228/300 187/300 236/300 197/300 203/300 205/300 261/300

Third 191/300 243/300 218/300 248/300 222/300 230/300 249/300 262/300

Total 588/900 682/900 620/900 713/900 578/900 599/900 676/900 764/900

% 65.3 75.7 68.8 79.2 64.2 65.5 75.1 84.8

Percentage of overall scores of the four major groups

YearB.Sc. B.Com. B.A.(Pass) B.A.(Hons.)English

Male Female Male Female Male Female Male Female

First 197/65.6% 211/70.3% 215/71.6% 229/76.3% 159/53% 166/55.3% 222/74% 241/80.3%

Second 200/66.6% 228/76% 187/62.3% 236/78.6% 197/65.6% 203/67.6% 205/68.3% 261/87%

Third 191/63.6% 243/81% 218/72.6% 248/82.6% 222/74% 230/76.6% 249/83% 262/87.3%

Total 588/900 682/900 620/900 713/900 578/900 599/900 676/900 764/900

% 65.3 75.7 68.8 79.2 64.2 65.5 75.1 84.8



The overall scores of the four major groups

By looking at the overall performance, one can readily notice that B.A.(H) group of learners with the highest scores of 1430/79.4% are better among the

learners of the aforesaid groups. B.A.(P) group of learners stands lowest in the hierarchy of the scores with 1177/65.38%. It reflects that the learners of

B.A.(H) are highly affected by the program among the learners of the other groups whereas as the learners of B.A.(P) are less affected among these groups.

What contributes to this group i.e. B.A.(P) which is less affected by the program is the fact that these groups of learners are linguistically not so strong as

the class 12th score of these learners are less among the learners of all the other groups.

YearB. Sc. B.Com. B. A. (p) B.A.(H)E

First 408/600 444/600 325/600 463/600

Second 428/600 423/600 400/600 456/600

Third 434/600 466/600 452/600 511/600

Total 1270/1800 1333/1800 1177/1800 1430/1800

% 70.55 74.05 65.38 79.4

0

100

200

300

400

500

600

B. Sc. B.Com. B. A. (p) B.A.(H)E

Series1

Series2

Series3

Series4



Statistics of Learners' Attitude towards learning of different kinds of English word orders

This questionnaire is composed of ten different statements and each statement is meant to find out the learners’ attitude (who are under question)

towards the undergraduate English program of various colleges of Delhi University as well as the modes of learning of English word order.

Statements one to ten of the questionnaire are particularly related to trace out the learners’ attitudes towards learning of English word order,

structure of English language under-graduate English program of Du as well as learning of English word order of different English grammatical

categories i.e. order of adjective, adverb, preposition and so on in the clauses/sentences.

Statement no. 1 is meant to find out the learners attitude towards the program based learning of English word order. Statement two and four are

intended to elicit information revealing the nature of learning the structure of English language under the English program presently operating in

various colleges of Delhi University. The third statement is designed to know the learners’ attitude towards the present English program of their

respective colleges. Statements five to ten moreover are related to their attitude towards the learning of word order of different English

grammatical categories in their three years of English program.

1. Learning of English word order is very easy

Level Gender Count Minimum Maximum MeanStandard

DeviationLevel Gender Count

Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc.-I Male 10 1 4 2.8 1.135292 B.Sc.-I Male 10 1 (10%) 4 (40%) 1 (10%) 4 (40%) 0

B.Sc.-I Female 10 1 3 2.3 0.674949 B.Sc.-I Female 10 1 5 4 0 0

B.Sc.-II Male 10 2 3 2.4 0.516398 B.Sc.-II Male 10 0 6 4 0 0

B.Sc.-II Female 10 2 3 2.7 0.483046 B.Sc.-II Female 10 0 3 7 0 0

B.Sc.-III Male 10 1 2 1.8 0.421637 B.Sc.-III Male 10 2 8 0 0 0

B.Sc.-III Female 10 1 4 2.2 0.918937 B.Sc.-III Female 10 2 5 2 1 0

B.Com.-

I Male10

2 3 2.1 0.316228

B.Com.-

I Male10 0 9 1 0 0

B.Com.-

I Female10

2 2 2 0

B.Com.-

I Female10 0 10 0 0 0

B.Com.-

II Male10

2 2 2 0

B.Com.-

II Male10 0 10 0 0 0

B.Com.-

II Female10

1 3 1.9 0.737865

B.Com.-

II Female10 3 5 2 0 0

B.Com.-

III Male10

1 2 1.8 0.421637

B.Com.-

III Male10 2 8 0 0 0

B.Com.-

III Female10

2 3 2.7 0.483046

B.Com.-

III Female10 0 3 7 0 0

B.A.

(P)-I Male10

3 4 2.2 0.421637

B.A.

(P)-I Male10 0 8 2 0 0

B.A.

(P)-I Female10

2 2 2 0

B.A.

(P)-I Female10 0 10 0 0 0

B.A.

(P)-II Male10

2 3 2.8 0.421637

B.A.

(P)-II Male10 0 2 8 0 0

B.A.

(P)-II Female10

2 2 2 0

B.A.

(P)-II Female10 0 10 0 0 0

B.A.(P)-III Male

102 3 2.3 0.483046

B.A.(P)-III Male

10 0 7 3 0 0

B.A.(P)-

III Female10

2 2 2 0

B.A.(P)-

III Female10 0 10 0 0 0

B.A.

(H)-I Male10

2 4 2.5 0.707107

B.A.

(H)-I Male10 0 6 3 1 0



B.A.

(H)-I Female10

2 4 3.1 0.994429

B.A.

(H)-I Female10 0 4 1 5 0

B.A.

(H)-II Male10

2 2 2 0

B.A.

(H)-II Male10 0 10 0 0 0

B.A.

(H)-II Female10

2 3 2.1 0.316228

B.A.

(H)-II Female10 0 9 1 0 0

B.A.(H)-

III Male10

1 2 1.8 0.421637

B.A.(H)-

III Male10 2 8 0 0 0

B.A.(H)-

III Female10

1 4 2.3 0.823273

B.A.(H)-


Irrespective of Gender Irrespective of Gender

Level Count Minimum Maximum Mean Standard

Deviation

Level Count

Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc.-I 201 4

2.55 0.94423

B.Sc.-I 20 2 9 5 4 0

100% 10% 45% 25% 20%

B.Sc.-II 202 3

2.55 0.510265

B.Sc.-II 20 0 9 11 0 0

100% 45% 55%

B.Sc.-III 201 4

2 0.725259

B.Sc.-III 20 4 13 2 1 0

100% 20% 65% 10% 5%

B.Com.-

I

202 3

2.05 0.22354

B.Com.-

I

20 0 19 1 0 0

100% 95% 5%

B.Com.-

II

201 3

1.95 0.510265

B.Com.-

II

20 3 15 2 0 0

100% 15% 75% 10%

B.Com.-

III

201 3

2.25 0.638475

B.Com.-

III

20 2 11 7 0 0

100% 10% 55% 35%

B.A.

(P)-I

20

2 4

2.1 0.307701

B.A.

(P)-I

20 0 18 2 0

0

100% 90% 10%

B.A.

(P)-II

202 3

2.4 0.502474

B.A.

(P)-II

20 0 12 8 0 0

100% 60% 40%

B.A.(P)-

III

202 3

2.15 0.366238

B.A.(P)-

III

20 0 17 3 0 0

100% 85% 15%

B.A.

(H)-I

202 4

2.8 0.894159

B.A.

(H)-I

20 0 10 4 6 0

100% 50% 20% 30%

B.A.

(H)-II

202 3

2.05 0.22354

B.A.

(H)-II

20 0 19 1 0 0

100% 95% 5%

B.A.(H)-

III

201 4

2.05 0.686127

B.A.(H)-

III

20 3 14 2 1 0

100% 15% 70% 10% 5%

Irrespective of Year (Level) Irrespective of Year (Level)


Deviation Level Count

Strongly

Agree (1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc. 601 4

2.366667 0.780429

B.Sc. 60 6 31 18 5 0

100% 10% 51.66% 30% 8.33%

B.Com. 601 3

2.083334 0.49718

B.Com. 60 5 45 10 0 0

100% 8.33% 75% 16.66%

B.A. (P) 602 4

2.216667 0.415461

B.A. (P) 60 0 47 13 0 0

100% 78.33 21.66

B.A. (H) 602 4

2.3 0.743351

B.A.(H) 60 3 43 7 7 0

100% 5% 71.66% 11.66 11.66

Tables …….and………above show in number as well as percentages the responses of the 240 students surveyed in this study, 20 students (10 males

and 10 females) from each of the twelve groups. The mean of the group one male students’ responses is (2.8), showing that their responses are

clustered around the ‘neutral ‘category but the female learners of the same group on the same statement show the different pictures i.e. the mean

response of the female learners is 2.3, showing that their responses are clustered around the ’agree’ category. To clarify more, 40% of the group

one male respondents agree on the statement whereas 40% disagree on the same statement and 10% are rather neutral. In case of the female

learners of the same group, 50% agree and 40% are rather neutral. This clearly shows that the responses of the male learners of this group on this

statement kept on fluctuating between “agree” and ‘neutral’ categories. Besides, the high level of neutral attitude expressed by these learners

shows that they are in the first year of the program and do not yet know about it but the female learners of the same group rather agree that the

learning of English word order is very easy that is why their responses are clustered towards ‘agree’ category.

As far as the responses of group two students on this statement are concerned it seems that we have a different picture as the mean response (2.4)

of the male student is clustered around ‘agree’ category whereas the mean response (2.7) of the female learners is clustered around ‘neutral’

category. To be more specific, 60% of the responses of this male group have fallen under the ‘agree’ category and 40% of the responses have fallen

under ‘neutral’ category whereas the responses of the female learners of the same group are 70% under ‘neutral’ category and 30% under ‘agree’

category. So it is understandable then that the group two male subjects agree whereas group two female subjects are neutral on the statement.



The mean of the third group male respondents is (1.8), which indicates that they agree that the learning of English word order is rather easy.

Percentages also show that 80% of group three male learners agree with the statement and 20% strongly agree. The mean of the female students

of the same group is (2.2), which also indicates that they agree with the statement. Put in other words, 60% of the female learners of the same

group agree with the statement, 20% strongly agree and 20% are neutral as well as 10% are rather strongly disagreed. It is interesting to note that

under the three years of the program these learners are quite sure that the learning of English word order is very easy.

The mean of the fourth group male respondents is (2.1), which shows that they agree with the statement that the learning of English word order is

very easy. The percentages of the group also reflect that 90% of group four male learners are under the ‘agree’ category and 10% are rather under

‘neutral’ category. But the mean of the female respondents of the same group is (2), which shows that they agree that the learning of English word

order is very easy. Percentages also show that 100% of the group four female learners are agreed.

The mean of the fifth group male respondents is (2), which shows that they agree with the statement that the learning of English word order is very

easy. The percentages of this group also reflect that 100% of the fifth group male learners agree with the statement. But the mean of the female

respondents of the same group is (1.9), which shows that they fluctuate between the category of ‘agree’ and ‘strongly agree’ on the statement

whether the learning of English word order is very easy. Percentages also show that 50% of the fifth group female learners are agreed whereas

30% of these subjects are rather under the category of ‘strongly agree and 20% are under ‘neutral’. It reveals that this group views that the learning

of English word order is an easy task.

The mean of the sixth group male respondents is (1.8), which shows that they agree with the statement that the learning of English word order is

very easy. The percentages of this group also indicate that 80% of the sixth male group of learners is under the ‘agree’ category. But the mean of

the female respondents of the same group is (2.7), which shows that they fluctuate between the category of ‘agree’ and ‘neutral’ on the statement

of the learning of English word order is very easy. Percentages also show that 30% of the sixth group female learners are agreed whereas 70% of

these subjects are rather neutral. It reveals that the female group views learning of English word order differently. One can also say that the female

learners who have undergone three years of English program are neutral about the given statement.

The seventh group male respondents whose mean is (2.2) shows that they agree with the statement that the learning of English word order is very

easy. The percentages of this group also indicate that 80% of the sixth male group of learners is under the ‘agree’ category. But the mean of the

female respondents of the same group is (2), which shows that they are under the category of ‘agree’ on the statement of the learning of English

word order is very easy. Percentages also show that 100% of the seventh group female learners are agreed. It reveals that this group views learning

of English word order almost together.

The eighth group male learners show their neutral attitude as they have the mean value of 2.8 on the given statement. To clarify more the

responses of 80% subjects of this group are under the category of ‘neutral’ and 20% are rather ‘agree’. The mean of female learners of the same

group on the same statement is 2, which indicates that they are agreed. To specify clearly, 100% respondents of this group are under ‘agree’

category. It indicates that the responses are splitting on the gender.

The responses of the ninth group male learners are falling under ‘agree’ category (with the mean value of 2.3) on the given statement. To clarify

more the responses of 70% subjects of this group are under the category of ‘agree’ and 30% are rather ‘neutral’. The mean of female learners of the

same group on the same statement is 2, which indicates that they are agreed. To specify clearly, 100% respondents of this group are under ‘agree’

category. Keeping in view the responses of this group, one can say that the English program has helped the learners as they move from the first

year to the third year.

Obviously a good deal of the subjects’ responses are clustered around ‘agree’ and ‘neutral’ categories in the eleventh and the twelfth group, it

means the subjects who have undergone two years of undergraduate English program are still not sure to respond on the given statement because

their ideas are fluctuating between ‘agree’ and ‘neutral’ category. The mean value of the tenth group (i.e.2.5 and 3.1) is also fluctuating between

‘agree’ and ‘disagree categories. It means that the tenth group of learners who are in their first year of the program are neither linguistically well

equipped nor well competent to decide on the aforesaid statement. To clarify more we can have a glance on their respective mean scores as well as

their percentages in the above given table.

Once we look at overall performances of the four major groups based on discipline, one can find the mean of B.Sc. group of learners is 2.3, it

indicates that the majority of their responses are clustered around ‘agree’ category as 62% B.Sc. respondents are agree whereas 30% of them are

neutral and 8% of them are rather disagree. It means that the majority of these learners understand English word order. The responses of B.Com.,

B.A.(P) and B.A(H) are clustered around ‘agree’ category. To clarify more, the percentages of these three major groups of subjects are 75%, 78%

and 72% respectively which fall under the ‘agree’ category. It means these subjects are influenced by the program on the given statement and well

understand the English word order.

2. The courses enhance the learning of English structure



Level Gender Count Minimum Maximum MeanStandard

DeviationLevel Gender Count

Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc.-I Male 10 1 3 2.2 0.632456 B.Sc.-I Male 10 1 6 3 0 0


B.Sc.-II Male 10 3 3 3 0 B.Sc.-II Male 10 0 0 10 0 0




B.Com.-

I Male10

2 3 2.9 0.316228

B.Com.-

I Male10 0 1 9 0 0

B.Com.-I Female

102 3 2.7 0.483046

B.Com.-I Female

10 0 3 7 0 0

B.Com.-

II Male10

1 5 2.1 0.994429

B.Com.-

II Male10 4 1 5 0 0

B.Com.-

II Female10

2 3 2.3 0.483046

B.Com.-

II Female10 0 7 3 0 0

B.Com.-

III Male10

1 4 2.7 1.05935

B.Com.-

III Male10 2 1 5 2 0

B.Com.-

III Female10

2 3 2.2 0.421637

B.Com.-


B.A.

(P)-I Male10

2 3 2.7 0.483046

B.A.

(P)-I Male10 0 3 7 0 0

B.A.

(P)-I Female10

2 3 2.3 0.483046

B.A.

(P)-I Female10 0 7 3 0 0

B.A.

(P)-II Male10

2 3 2.8 0.421637

B.A.

(P)-II Male10 0 2 8 0 0

B.A.

(P)-II Female10

2 3 2.5 0.527046

B.A.

(P)-II Female10 0 5 5 0 0

B.A.(P)-

III Male 10 2 3 2.5 0.527046

B.A.(P)-

III Male 10 0 5 5 0 0

B.A.(P)-

III Female10

2 3 2.2 0.421637

B.A.(P)-


B.A.

(H)-I Male10

1 2 1.8 0.421637

B.A.

(H)-I Male10 2 8 0 0 0

B.A.

(H)-I Female10

1 4 2.1 0.875595

B.A.

(H)-I Female10 2 6 1 1 0

B.A.

(H)-II Male10

2 2 2 0

B.A.

(H)-II Male10 0 10 0 0 0

B.A.

(H)-II Female10

2 2 2 0

B.A.

(H)-II Female10 0 10 0 0 0

B.A.(H)-

III Male10

1 2 1.8 0.421637

B.A.(H)-

III Male10 2 8 0 0 0

B.A.(H)-

III Female10

1 4 2 0.816497

B.A.(H)-





Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc.-I 201 3

2.3 0.571069 B.Sc.-I

20 1 12 7 0 0

100% 5% 60% 35%

B.Sc.-II 202 3

2.7 0.470021 B.Sc.-II

20 0 6 14 0 0

100% 30% 70%

B.Sc.-III 201 3

2.35 0.586967 B.Sc.-III

20 1 11 8 0 0

100% 5% 55% 40%

B.Com.-

I

202 3

2.2 0.410268

B.Com.-

I

20 0 16 4 0 0

100% 80% 20%

B.Com.-

II

201 5

2.2 0.767542

B.Com.-

II

20 4 8 8 0 0

100% 20% 40% 40%

B.Com.-

III

201 4

2.45 0.82533

B.Com.-

III

20 2 9 7 2 0

100% 10% 45% 35% 10%

B.A.

(P)-I

202 3

2.5 0.512835

B.A.

(P)-I

20 0 10 10 0 0

100% 50% 50%

B.A.(P)-II

202 3

2.5 0.512835

B.A.

(P)-II

20 0 10 10 0 0

100% 50% 50%

B.A.(P)-

III

202 3

2.35 0.489214

B.A.(P)-

III

20 0 13 7 0 0

100% 65% 35%

B.A.

(H)-I

201 4

1.95 0.686127

B.A.

(H)-I

20 4 14 1 1 0

100% 20% 70% 5% 5%

B.A.

(H)-II

202 2

2 0

B.A.

(H)-II

20 0 20 0 0 0

100% 100%

B.A.(H)-

III

201 4

1.9 0.640531

B.A.(H)-

III

20 4 15 0 1 0

100% 20% 75% 5%




Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc. 60

1 3 2.45 0.56525

B.Sc. 60 2 29 29 0 0

100% 3.33% 48.33% 48.33%

B.Com. 601 4

2.283334 0.691164

B.Com. 60 6 33 19 2 0

100% 10% 55% 31.66% 3.33%

B.A. (P) 602 3

2.45 0.501705

B.A. (P) 60 0 33 27 0 0

100% 55% 45%



B.A. (H) 601 4

1.95 0.534423

B.A.(H) 60 8 49 1 2 0

100% 13.33% 81.66% 1.66% 3.33%

The mean responses of the first, the second and the third group of the learners on the second statement (i.e. The courses enhance the learning of

English structure) are 2.2, 2.4, 3, 2.4, 2.6 and 2.1 respectively. The responses of the first group of learners are clustered to ‘agree’ category. In terms

of percentages, 70% of the male respondents are agreed whereas 30% of them are neutral on the statement. In case of female respondents, 60%of

them are agreed and 40% are neutral on the statement. One can say that the learners of this group understand the structure of English. The

responses of the males of the second group of learners are clustered to ‘neutral’ category. In terms of %, 100% of the male respondents are neutral

on the statement. It shows that the learners are neutral on the statement. In case of the female learners of the same group, 60% of them are

agreed and 40% of them are neutral on the statement. It indicates that the program enhances the females of this group in learning of English

structure. The mean scores of the third group of learners reflect a different picture. 60% of the male respondents are ‘neutral’ and 40% are agreed

on the statement. It means majority of the learners understand English structure.

With the mean responses of 2.9, 2.7, 2.1, 2.3, 2.7 and 2.2 the attitude of the male and female learners of group four, five and six is fluctuating

between ‘agree’ and ‘neutral’ category. To be specific, 90% of the male respondents of group four are neutral on the statement whereas 70% of the

female respondents are neutral and 30% of them are agreed with the statement. It means the majority of male learners of this group are undecided

upon the statement in comparison the female learners. 50% of the male respondents of group five understand the English structure whereas 50%

of them are not sure but 70% of the female learners of the same group understand the structure in English. One can say that only the majority of

the female learners of this group understand English structure. 80% of the female subjects of group six agree with the statement. It means the

female of this group show better progress in comparison with the males on English structure in three years of learning.

The mean responses of group seven, eight and nine show a different image. The mean of the male and female learners of these groups are 2.7, 2.3,

2.8, 2.5, 2.5 and 2.2. It shows that the responses of these learner groups are fluctuating between ‘agree’ and ‘neutral’ category. In term of

percentages, 70% of the male respondents of group seven are neutral while 30% of them are agreed on the statement whereas 70% of the female

respondents of this group are agreed and 30% of them are neutral. It indicates that the majority of the male learners of this group are neutral on

the statement but majority of the female learners of this group are agreed with the statement. The male and the female learners of group eight

reflect a different image. 80% of the male respondents of this group are neutral while only 20% of them are agreed with the statement but at the

other hand 50% of the female respondents of this group are agreed and 50% of them are neutral. It indicates that the majority of the male learners

of this group better learn the structure in English whereas half of the female learners of this group understand the structure in English but half of

them are neutral on the statement. The male and the female learners of group nine show a different picture i.e. half of the male respondents of this

group are neutral and half of them are agreed with the statement whereas 80% of the female respondents of this group are agreed while only 20%

of them are neutral on the statement. It indicates that the majority of the female learners of this group understand the structure in English whereas

half of the male learners of this group understand the structure in English while half of them are neutral on the statement.

The mean of the male and the female respondents of group ten, eleven and twelfth (i.e. 1.8, 2.1, 2, 2, 1.8 and 2) is clustered to agree category. In

term of percentages, 100% of the male respondents and 80% of the female respondents of group ten understand the structure in English whereas100% of the male and the female respondents of group eleven are agreed with the statement and 100% of the male respondents and 90% of the

female respondents of group twelfth understand the structure in English. It means these groups of learners are better equipped with knowledge of

structure in English.

3.The present English program is very interesting

Level Gender Count Minimum Maximum Mean

Standard

Deviation

Level Gender Count

Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)





B.Sc.-II Male 10 2 4 3 0.666667 B.Sc.-II Male 10 0 2 6 2 0


B.Sc.-III Male 10 3 3 3 0 B.Sc.-III Male 10 0 0 10 0 0


B.Com.-

I Male10

2 3 2.8 0.421637

B.Com.-

IMale 10 0 2 8 0 0

B.Com.-

I Female10

2 3 2.7 0.483046

B.Com.-

IFemale 10 0 3 7 0 0

B.Com.-

II Male10

1 3 1.8 0.918937

B.Com.-

IIMale 10 5 2 3 0 0

B.Com.-II Female

101 4 1.9 0.875595

B.Com.-II

Female 10 3 6 0 1 0

B.Com.-

III Male10

1 4 2.3 1.05935

B.Com.-

IIIMale 10 2 5 1 2 0

B.Com.-

III Female10

2 3 2.3 0.483046

B.Com.-

IIIFemale 10 0 7 3 0 0

B.A.

(P)-I Male10

2 4 2.8 0.632456

B.A.

(P)-IMale 10 0 3 6 1 0

B.A.

(P)-I Female10

2 3 2.6 0.516398

B.A.

(P)-IFemale 10 0 4 6 0 0

B.A.

(P)-II Male10

2 3 2.7 0.483046

B.A.

(P)-IIMale 10 0 3 7 0 0

B.A.

(P)-II Female10

2 3 2.4 0.516398

B.A.

(P)-IIFemale 10 0 6 4 0 0

B.A.(P)-

III Male10

2 3 2.5 0.527046

B.A.(P)-

IIIMale 10 0 5 5 0 0

B.A.(P)-

III Female10

1 3 2 0.471405

B.A.(P)-


B.A.

(H)-I Male10

2 3 2.4 0.516398

B.A.

(H)-IMale 10 0 6 4 0 0

B.A.

(H)-I Female10

1 4 2.2 1.032796

B.A.

(H)-IFemale 10 2 6 0 2 0

B.A.

(H)-II Male10

2 2 2 0

B.A.

(H)-IIMale 10 0 10 0 0 0

B.A.

(H)-II Female10

2 2 2 0

B.A.

(H)-IIFemale 10 0 10 0 0 0

B.A.(H)-

III Male10

1 3 2 0.471405

B.A.(H)-

IIIMale 10 1 8 1 0 0

B.A.(H)-

III Female10

1 3 2 0.471405

B.A.(H)-





Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc.-I 201 3

2.6 0.882315

B.Sc.-I 20 2 7 8 3 0

100% 10% 35% 40% 15%B.Sc.-II 20

2 42.95 0.510265

B.Sc.-II 20 0 3 15 2 0

100% 15% 75% 10%

B.Sc.-III 202 3

2.75 0.444128

B.Sc.-III 20 0 5 15 0 0

100% 25% 75%

B.Com.-

I

20

2 3

2.75 0.444128

B.Com.-

I

200 5 15 0 0

100% 25% 75%

B.Com.-

II

201 4

1.85 0.874831

B.Com.-

II

20 8 8 3 1 0

100% 40% 40% 15% 5%

B.Com.-

III

201 4

2.3 0.801074

B.Com.-

III

20 2 12 4 2 0

100% 10% 60% 20% 10%

B.A.

(P)-I

202 3

2.7 0.571069

B.A.

(P)-I

20 0 7 12 1 0

100% 35% 60% 5%

B.A.

(P)-II

202 3

2.55 0.510265

B.A.

(P)-II

20 0 9 11 0 0

100% 45% 55%

B.A.(P)-

III

201 3

2.25 0.549955

B.A.(P)-

III

20 1 13 6 0 0

100% 5% 65% 30%B.A.

(H)-I

201 4

2.3 0.801074

B.A.

(H)-I

20 2 12 4 2 0

100% 10% 60% 20% 10%

B.A.

(H)-II

202 2

2 0

B.A.

(H)-II

20 0 20 0 0 0

100% 100%

B.A.(H)-

III

201 3

2 0.458694

B.A.(H)-

III

20 2 16 2 0 0

100% 10% 80% 10%




Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc. 601 4

2.766667 0.64748

B.Sc. 60 2 15 38 5 0

100% 3.33% 25% 63.66 8.33%

B.Com. 601 4

2.3 0.80887

B.Com. 60 10 25 22 3 0

100% 16.66% 41.66% 36.66% 5%

B.A. (P) 60 1 32.500001 0.567494

B.A. (P) 60 1 29 29 1 0100% 1.66% 48.33% 48.33% 1.66%

B.A. (H) 601 4

2.033334 0.547186

B.A.(H) 60 4 46 6 2 0

100% 6.66% 76.66% 10% 3.33%



Keeping in mind the data present in Table…… &…….. one notices that the mean responses of group one, two & three subjects fluctuate between ‘agree’

and ‘neutral’ categories as it is reflected by the mean scores of their responses i.e. 3.1, 2.1, 3, 2.9, 3 & 2.5. One can also notice that the responses of the

male learners of all these three groups are clustered to neutral category whereas the responses of the females of these groups on this statement are

fluctuating between ‘agree’ and ‘neutral’ category. In term of percentages, 50%, 60% and 100% of the male respondents of the aforesaid groups are neutral

on the statement whereas 70% and 50% of the female respondents of group one and three are agreed with the statement. This shows that the female

learners of these groups are more interested in the present English program in comparison with the male learners.

The responses of the fourth and the sixth group of learners are fluctuating between the category ’agree’ and ‘neutral’ (i.e. the mean responses of the male

and the female learners are 2.8, 2.7, 1.7, 1.8, 2.3 &2.3)whereas the responses of the fif th group are clustered to ‘agree’ category. To be specific, 80% of the

male respondents and 70% of the female respondents of group four are neutral on the statement. It means the majority of the learners of this group are

neutral. 70 to 90% of the male and female respondents of group five are agreed with statement. It indicates that the present program is interesting to this

group of the learners. It is interesting to note the equal mean responses i.e. 2.3 for both the genders of group six but in term of percentages 70% of the

male and 90% of the female learners are agreed with the statement. It means the majority of the learners of this group are also much interested in the

program.

Once we look at the mean responses of the male and the female of group seven, eight and nine we find a different picture. The mean responses of these

groups which are 2.8, 2.6, 2.7, 2.4, 2.5 and 2 show that their responses are fluctuating between ‘agree’ and ‘neutral’ category. In terms of percentages, 60%

of the male and the female respondents of group seven are agreed on the statement. It means the majority of the learners are interested in the program

but 70% of the male respondents of group eight are neutral whereas 30% of them are agreed with the statement but at the other hand we find that 60% of

the females are agreed and 40% of them are neutral on the statement. It shows that the females of this group better understand the program than the

male learners. The learners of group nine reflects a different image, half of the male subjects of this group are agreed whereas half of them are neutral on

the statement but 80% females of this group are agreed with the statement. So, one can say that the female learners are more interested in the program in

comparison with the male learners.

The mean responses of group ten, eleven and twelve show that these learners are more interested in the English program in comparison with the learners

of the rest of the groups. 60%, 80%, 100%, 100%, 90% and 90% of the male and the female respondents of the aforesaid groups are agreed on the

statement. It shows that these learners the most interested in the program.

Data based on irrespective of genders show that the most of the responses of the learners are fluctuating between ‘agree’ and ‘neutral’ category except the

learners of the five, six, nine, ten, eleven and twelve because the responses of these learners are clustered to ‘agree’ category.

The overall performances of these learners show that the learners are interested in the English program. However, the learners of B.Sc. group are neutral

on the statement.

4. I understand the structure of English language i.e. SVO.


Standard

Deviation Level Gender Count

S

t

r

o

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)



n

g

l

y

A

g

r

e

e

(

1)


B.Sc.-I Female 10 1 2 1.8 0.733333 B.Sc.-I Female 10 5 5 0 0





B.Com.-

I Male 10 2 3 2.2 0.421637

B.Com.-

I Male 10 0 8 2 0 0

B.Com.-

I Female 10 2 3 2.1 0.316228

B.Com.-

I Female 10 0 9 1 0 0

B.Com.-

II Male 10 1 3 1.8 0.788811

B.Com.-

II Male 10 4 4 2 0 0

B.Com.-

II Female 10 1 4 2.2 0.788811

B.Com.-

II Female 10 1 7 1 1 0

B.Com.-

III Male 10 1 3 1.9 0.737865

B.Com.-

III Male 10 3 5 2 0 0

B.Com.-III Female 10 1 3 2.7 0.674949

B.Com.-III Female 10 1 1 8 0 0

B.A.

(P)-I Male 10 2 4 2.3 0.674949

B.A.

(P)-I Male 10 0 8 1 1 0

B.A.

(P)-I Female 10 2 3 2.1 0.316228

B.A.

(P)-I Female 10 0 9 1 0 0

B.A.

(P)-II Male 10 2 3 2.1 0.316228

B.A.

(P)-II Male 10 0 9 1 0 0

B.A.

(P)-II Female 10 2 3 2.2 0.421637

B.A.

(P)-II Female 10 0 8 2 0 0

B.A.(P)-

III Male 10 2 2 2 0

B.A.(P)-

III Male 10 0 10 0 0 0

B.A.(P)-

III Female 10 1 2 1.9 0.316228

B.A.(P)-

III Female 10 1 9 0 0 0

B.A.

(H)-I Male 10 2 4 2.3 0.674949

B.A.

(H)-I Male 10 0 8 1 1 0

B.A.

(H)-I Female 10 1 3 2.2 0.788811

B.A.

(H)-I Female 10 2 4 4 0 0

B.A.

(H)-II Male 10 1 1 2 0

B.A.

(H)-II Male 10 0 10 0 0 0

B.A.

(H)-II Female 10 1 3 2.4 0.699206

B.A.

(H)-II Female 10 1 4 5 0 0

B.A.(H)-

III Male 10 1 3 1.5 0.849837

B.A.(H)-

III Male 10 7 1 2 0 0

B.A.(H)-

III Female 10 1 2 1.5 0.527046

B.A.(H)-

III Female 10 5 5 0 0 0


Level Count Minimum Maximum Mean

Standard


S

t

r

o

n

g

l

y

A

g

r

e

e

(

1

)

Agree(2) Neutral(3) Disagree(4)

Strongly

Disagree

(5)

B.Sc.-I 20

1 3

1.7 0.65675

B.Sc.-I 20 8 10 2 0 0

100% 4

0

% 50% 10%

B.Sc.-II 202 4

2.6 0.753711

B.Sc.-II 20 0 11 6 3 0

100% 55% 30% 15%

B.Sc.-III 20

1 4

2 0.794481

B.Sc.-III 20 5 11 3 1 0

100% 2

5

% 55% 15% 5%B.Com.-

I

20

2 3

2.15 0.366238

B.Com.-

I

20

0 17 3 0 0

100% 85% 15%

B.Com.-

II

201 4

2 0.794481

B.Com.-

II

20 5 11 3 1 0

100% 2 55% 15% 5%



5

%

B.Com.-

III

20

1 3

2.3 0.801074

B.Com.-

III

20 4 6 10 0 0

100% 2

0

% 30% 50%

B.A.

(P)-I

202 4

2.2 0.522991

B.A.

(P)-I

20 0 17 2 1 0

100% 85% 10% 5%

B.A.

(P)-II

202 3

2.15 0.366238

B.A.

(P)-II

20 0 17 3 0 0

100% 85% 15%

B.A.(P)-

III

20

1 21.95 0.22354

B.A.(P)-

III

20 1 19 0 0 0

100% 5% 95%

B.A.

(H)-I

20

1 4

2.25 0.716135

B.A.

(H)-I

20 2 12 5 1 0

100% 1

0

% 60% 25% 5%

B.A.

(H)-II

20

1 3

2.2 0.522991

B.A.

(H)-II

20 1 14 5 0 0

100% 5

% 70% 25%

B.A.(H)-

III

20

1 3

1.5 0.688041

B.A.(H)-

III

20 1

2 6 2 0 0

100% 6

0

% 30% 10%




Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)B.Sc. 60

1 42.1 0.817209

B.Sc.-I 60 13 32 11 4 0

100% 21.66% 53.33% 18.33% 6.66%

B.Com. 601 4

2.15 0.684593

B.Com.-

II

60 9 34 16 1 0

100% 15% 56.66% 26.66% 1.66%

B.A. (P) 601 4

2.1 0.399162

B.A.

(P)-I

60 1 53 5 1 0

100% 1.66% 83.33% 8.33% 1.66%

B.A. (H) 601 4

1.983334 0.724684

B.A.(H)-

III

60 15 32 12 1 0

100% 25% 53.33% 20% 1.66%

The mean scores of the group one are 1.9 and 1.8 for both the genders. It means the responses of the group one on the statement of

structure of English language are clustered to agree category. To be specific, 80% of the male learners and 100% of the female learnersof the same group are agreed with the statement. It means the learners of this group have knowledge of English structure. Though the

mean scores of both the genders of group two are 2.6 and their attitudes on this statement are fluctuating between ‘agree’ and

‘neutral’ category but 50% of the male respondents are agreed whereas 40% of them are neutral on the statement. At the otherhand,

60% of the female respondents are agreed and 20% of them are neutral. It shows the majority of the female learners understand the

structure in English language. The male and female learners of group three reflect a different image i.e. the mean scores of them are

1.9 and 2.1. It means the mean responses of them are clustered to agree category on the statement. 70 to 90% of the females and the

males of this group are agreed with the statement. It means the majority of the learners this group is better equipped with knowledge

of structure in English.

The mean responses of group four, five and six show the different pictures as their mean responses are 2.2, 2.1, 1.8, 2.2, 1.9 and 2.7. It

the responses of some of the learners are fluctuating between ‘agree’ and ‘neutral’ category and some of them are clustered to ‘agree’

category. To clarify these more, 80 to 90% of the male and the female learners of group four understand the structure in English

whereas 80% of group five and six except the female learners of group six understand the statement. It means except the female

learners of group six the majority of the learners understand structure in English.

The mean scores of group seven, eight and nine i.e. 2.3, 2.1,2.1, 2.2, 2 and 1.9 show that the responses of these groups are fluctuating

between ‘agree’ and ‘neutral’ category except the responses of the males and the females of group nine that is clustered to agree

category. 80 to 100% of the male and the female learners of these groups understand the English structure whereas as 10 to 20% of

them are neutral. It means maximum learners of these groups understand English structure.

The image of group ten, eleven and twelve is almost equal to the image of group seven, eight and nine i.e. the mean scores of these

groups are 2.3, 2.2, 2, 2.4, 1.5 and 1.5. It means the responses of these groups are fluctuating between ‘agree’ and ‘neutral’ category

except the responses of the males and the females of group twelve and the males of group eleven that is clustered to agree. 50%

females and 100% of the male learners group eleven understand structure in English whereas 100% of the female learners of group

twelve and 80% of the males of this group understand English structure. It means only the female learners of ten and eleven d o face

problems in learning of English structure.

Once we look at data which is based on irrespective of gender one can easily find that the responses of most of the learners are

fluctuating between ‘agree’ and ‘neutral’ category except the responses of the males and the females of group one, three, five, nineand twelve that is clustered to agree category i.e. 80 to 100% of the male and the female learners of these groups understand the

English structure.



The overall performance shows that the majority of the learners understand the structure in English. It means the program enh ances

the learners to understand English structure.

5. The position & order of Adjectives in English is very easy to understand.


Standard


Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc.-I Male 10 1 4 2.6 0.843274 B.Sc.-I Male 10 1 3 5 1 0B.Sc.-I Female 10 1 4 2.3 0.948683 B.Sc.-I Female 10 2 4 3 1 0

B.Sc.-II Male 10 2 2 2 0 B.Sc.-II Male 10 0 10 0 0 0




B.Com.-

I Male 10 3 4 3.1 0.316228

B.Com.-

I Male 10 0 0 9 1 0

B.Com.-

I Female 10 2 3 2.8 0.421637

B.Com.-

I Female 10 0 2 8 0 0

B.Com.-

II Male 10 1 3 2.1 0.567646

B.Com.-

II Male 10 1 7 2 0 0

B.Com.-

II Female 10 1 4 1.7 0.674949

B.Com.-

II Female 10 4 5 1 0 0

B.Com.-

III Male 10 1 3 2.1 0.567646

B.Com.-

III Male 10 1 7 2 0 0

B.Com.-

III Female 10 2 3 2.5 0.527046

B.Com.-

III Female 10 0 5 5 0 0

B.A.(P)-I Male 10 3 2 2.9 0.316228 B.A.(P)-I Male 10 0 1 9 0 0

B.A.

(P)-I Female 10 3 4 3.9 0.316228

B.A.

(P)-I Female 10 0 0 1 9 0

B.A.

(P)-II Male 10 2 3 2.9 0.316228

B.A.

(P)-II Male 10 0 1 9 0 0

B.A.

(P)-II Female 10 4 4 4 0

B.A.

(P)-II Female 10 0 0 0 10 0

B.A.(P)-

III Male 10 2 3 2.2 0.421637

B.A.(P)-

III Male 10 0 8 2 0 0

B.A.(P)-

III Female 10 2 4 3.3 0.823273

B.A.(P)-

III Female 10 0 2 3 5 0

B.A.

(H)-I Male 10 1 4 2.6 0.843274

B.A.

(H)-I Male 10 1 3 5 1 0

B.A.

(H)-I Female 10 1 4 2.8 1.135292

B.A.

(H)-I Female 10 1 4 1 4 0

B.A.

(H)-II Male 10 2 3 2.8 0.421637

B.A.

(H)-II Male 10 0 2 8 0 0

B.A.

(H)-II Female 10 2 3 2.3 0.483046

B.A.

(H)-II Female 10 0 7 3 0 0B.A.(H)-

III Male 10 1 4 2.3 0.948683

B.A.(H)-

III Male 10 1 7 0 2 0

B.A.(H)-

III Female 10 1 3 2.3 0.674949

B.A.(H)-

III Female 10 1 5 4 0 0





statement whereas 50% of the female respondents are agreed, 40% of them are disagreed and 10% of them are neutral on the

statement. It means half of the female learners of this group understand ‘Adjective Order’ whereas half of the male learners are not

able to decide whether learning of adjective word order is easy or difficult. 80% of the male respondents of group eleven are neutral

whereas 70% of the female respondents of the same group are agreed on the statement. It means the female learners of this group

understand the adjective word order but the male learners are still undecided even in their second year of the course. But it is

interesting to note that the male learners of group twelve shows an improvement in adjective word order as 80% of the male

respondents of this group are agreed with the statement in their final year of the course whereas the female learners of the same

group do not show better improvement in comparison with the male learners.

Table……& Table……. reflect the mean as well as % of the scores which are irrespective of gender. The mean responses of the learners

on adjective word order are divided into three parts. The responses of group two, five, six and twelve are clustering to ‘agree’ category

and the responses of group one, three, four, nine, ten and eleven are fluctuating between ‘agree’ and ‘neutral’category but the

responses of the learners of two groups i.e. group seven and group eight are fluctuating between ‘neutral’ and ‘disagree’ category. In

terms of % also, 65 % to 85 % respondents of group two, five, six and twelve are agreed with the statement. It means the learners of

these groups better understand adjective word order. 50% respondents of group one are agreed with the statement. It means only half

of the learners of this group understand adjective word order whereas the majority of the learners of group three, four, nine, ten and

eleven are either neutral or disagree or even agreed but with the less % on the statement. 45% to 50% of the respondents of group

seven and group eight are disagreed with the statement. It means these groups of learners feel difficulty while learning adjective word

order and 45% to 60% of them are neutral on the statement.

Overall performances of the learners show that B.A.(P) group of learners face difficulty in adjective word order because 40% of them

are disagreed and 40% of them are neutral on the statement. Only 20% of them understand adjective word order. Only half of the

learners of the rest of the groups understand adjective word order but half of them are undecided on the statement.

6. The position & order of Adverbs in English is very easy to understand.


Standard


Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)


B.Sc.-I Female 10 1 4 2.1 0.875595 B.Sc.-I Female 10 2 6 1 1 0B.Sc.-II Male 10 3 5 4.5 0.849837 B.Sc.-II Male 10 0 0 2 1 7




B.Com.-

I Male 10 2 4 2.8 0.632456

B.Com.-

I Male 10 0 3 6 1 0

B.Com.-

I Female 10 2 3 2.7 0.483046

B.Com.-

I Female 10 0 3 7 0 0

B.Com.-

II Male 10 2 3 2.4 0.516398

B.Com.-

II Male 10 0 6 4 0 0

B.Com.-

II Female 10 1 4 2 0.942809

B.Com.-

II Female 10 3 5 1 1 0

B.Com.-

III Male 10 1 3 2.1 0.567646

B.Com.-

III Male 10 1 7 2 0 0

B.Com.-

III Female 10 2 3 2.6 0.516398

B.Com.-

III Female 10 0 4 6 0 0

B.A.

(P)-I Male 10 3 4 3.9 0.316228

B.A.

(P)-I Male 10 0 0 1 9 0B.A.

(P)-I Female 10 2 3 2.6 0.516398

B.A.

(P)-I Female 10 0 4 6 0 0

B.A.

(P)-II Male 10 2 4 2.9 0.737865

B.A.

(P)-II Male 10 0 3 5 2 0

B.A.

(P)-II Female 10 2 3 2.9 0.316228

B.A.

(P)-II Female 10 0 1 9 0 0

B.A.(P)-

III Male 10 2 3 2.4 0.516398

B.A.(P)-

III Male 10 0 6 4 0 0

B.A.(P)-

III Female 10 2 3 2.2 0.421637

B.A.(P)-

III Female 10 0 8 2 0 0

B.A.

(H)-I Male 10 2 5 2.5 0.971825

B.A.

(H)-I Male 10 0 7 2 0 1

B.A.

(H)-I Female 10 2 5 2.2 0.632456

B.A.

(H)-I Female 10 0 9 0 1 0

B.A.

(H)-II Male 10 2 2 2 0

B.A.

(H)-II Male 10 0 10 0 0 0

B.A.

(H)-II Female 10 2 2 2 0

B.A.

(H)-II Female 10 0 10 0 0 0

B.A.(H)-III Male 10 2 4 2.4 0.843274

B.A.(H)-III Male 10 0 8 0 2 0

B.A.(H)-

III Female 10 2 4 2.4 0.699206

B.A.(H)-

III Female 10 0 7 2 1 0






Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc.-I 201 4

2.4 0.940043

B.Sc.-I 20 4 6 8 2 0

100% 20% 30% 40% 10%

B.Sc.-II 202 3

3 0.858138

B.Sc.-II 20 0 7 6 7 0

100% 35% 30% 35%

B.Sc.-III 201 4

2.8 0.695644

B.Sc.-III 20 0 7 10 3 0

100% 35% 50% 15%

B.Com.-

I

20

2 3

2.75 0.549955

B.Com.-

I

20

0 6 13 1 0

100% 30% 65% 5%

B.Com.-

II

201 3

2.2 0.767542

B.Com.-

II

20 3 11 5 1 0

100% 15% 55% 25% 5%

B.Com.-

III

201 3

2.35 0.586967

B.Com.-

III

20 1 11 8 0 0

100% 5% 55% 40%

B.A.

(P)-I

202 4

3.25 0.786162

B.A.

(P)-I

20 0 4 7 9 0

100% 20% 35% 45%

B.A.

(P)-II

202 3

2.9 0.55234

B.A.

(P)-II

20 0 4 14 2 0

100% 20% 70% 10%

B.A.(P)-

III

202 3

2.3 0.470021

B.A.(P)-

III

20 0 14 6 0 0

100% 70% 30%

B.A.

(H)-I

202 4

2.35 0.812484

B.A.

(H)-I

20 0 16 2 1 1

100% 80% 10% 5% 5%

B.A.

(H)-II

202 3

2 0

B.A.

(H)-II

20 0 20 0 0 0

100% 100%

B.A.(H)-

III

20

1 4 2.4 0.753711

B.A.(H)-

III

20 0 15 2 3 0

100% 75% 10% 15%




Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc. 601 4

2.733334 0.860976

B.Sc. 60 4 20 24 12 0

100% 6.66% 33.33% 40% 20%

B.Com. 601 3

2.433334 0.673149

B.Com. 60 4 28 26 2 0

100% 6.66% 46.66% 43.33% 3.33%

B.A. (P) 602 4

2.816667 0.724684

B.A. (P) 60 0 22 27 11 0

100% 36.66% 45% 18.33%

B.A. (H) 602 4

2.25 0.654208

B.A.(H) 60 0 51 4 4 1

100% 85.00% 6.66% 6.66% 1.66%

The mean scores of the learners of group one, two and three on the statement ‘The position & the order of Adverbs in English are very easy to

understand’ are 2.7, 2.1, 4.5, 3.5, 2.5 & 3.1.The responses of both the genders in group one are fluctuating between ‘agree’ and ‘neutral’

category. In term of %, 70% of the male respondents of group one are neutral whereas 60% of the female respondents of the same group are

agreed on the statement and 10% of them are either disagreed or 10% of them are either neutral. One can say that the majority of the female

learners understand the position and order of adverb in English. The respondents of group two provide a complete different image as their

mean scores are 4.5 and 3.5. It means their responses are fluctuating between ‘neutral’ and ‘disagree’ category. 80% of the male respondents

are neutral whereas 50% of the female respondents are neutral and 50% of them are disagreed with the statement. One can say that the

learners of this group either do not understand the statement or face difficulty in learning of position and order of English adverb. 50% of the

male respondents of the third group agree with the statement whereas 50% of them are neutral on the statement but 50% 0f the female

respondents are neutral and only 30% of them are agreed on the statement. It means half of the learners of both the genders of this group are

not able to decide whether the learning of the position and the order of English adverb easy or difficult.

The mean scores of the fourth, the fifth and the sixth group of learners are 2.8, 2.7, 2.4, 2, 2.1 and 2.6. The responses of these learners are

fluctuating between ‘agree’ and ‘neutral’ category. To be more specific, 60% to 70% of the males and the femalesof group four are

respectively neutral on the statement whereas only 30% of the male and the female respondents are agreed with the statement. It means the

majority of the learners are undecided on the statement. Put it differently, they are unable to decide whether learning of the position & the

order of Adverbs in English are easy or difficult. 60% of the male respondents of the fifth group agree with the statement but 40% of them are

neutral on the statement. As we pointed out that the female respondents of this group better understand the order of adverbials in English as

80% of the female respondents are agreed with the statement. 70% of the male respondents of group six are agreed with the sta tement

whereas 20% of them are neutral. It means the male learners of this group show progress in learning of the position and the order of English

adverbials whereas the female learners in this group do not show any significant progress as % on agreement has gone down from 70% in the

second year to 40% in the final year. The mean scores of group seven, eight and nine are 3.9, 2.6, 2.9, 2.9, 2.4 and 2.2. It reflects that the

responses of the learners are fluctuating between ‘agree’ and ‘neutral’ category except the response of the male of group seven which is

clustered to ‘disagree’ category. In terms of %, 90% of the male respondents of this groupare disagreed with the statement. It means this

group of learners feels difficulty while learning adverb word order. 60% of the females of the same group are neutral whereas only 40% of

them are agreed on the statement. It means the females of this group are not able to decide whether the learning of adverb word order is easy

or difficult. Again 90% of the female respondents and 50% of the male respondents are neutral on the statement. It means two years of course

failed to teach the female learners of eight group adverb word order whereas half of the male learners of the same group are undecided on



the statement. Once these learners enter their final year of the course, they show the significant change in the learning of adverb word order

as we find that 60% of the male respondents and 80% of the female respondents are agreed on the statement. It is interesting to note the

respondents of group ten, eleven and twelve i.e. B.A.(H) English who easily understand adjective word order as the mean scores of both the

genders of these groups are 2.5, 2.2, 2,2, 2.4 & 2.4. So their responses are clustered to ‘agree’ category. In terms of %, 70% to 100%

respondents of these groups are agreed on the statement.

Once we look at data i.e. irrespective of gender, one can say that the learners’ responses areon the statement are divided into three parts, the

responses of the learners in part one i.e. group five, six, nine, ten, eleven & twelve is clustered to ‘agree’ category. To be specific, 60% to 100%

learners of these groups are agreed on the statement. It means these learners understand adverb word order in English. In part two and threethe learners’ responses are fluctuating among ‘agree’, ‘neutral’ & ‘disagree’ category. One can say that some of the learners of these groups

understand adverb word order, some of them are undecided whether adverbial word order in English is easy or difficult and some of them feel

difficult to learn this word order.

Overall performance of the learners show that only B.A.(H) group of learners understand adverb word order. The responses of the learners of

the other groups are fluctuating among ‘agree’, ‘neutral’ and ‘disagree’ category. . One can say that some of the learners of these groups

understand adverb word order, some of them are undecided whether adverbial word order in English is easy or difficult and some of them feel

difficult to learn this word order.

7. The position & order of Prepositions in English is very easy to understand.


Standard


Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)







B.Com.-

I Male 10 2 4 2.9 0.737865

B.Com.-

I Male 10 0 3 5 2 0

B.Com.-

I Female 10 2 4 2.6 0.699206

B.Com.-

I Female 10 0 5 4 1 0

B.Com.-

II Male 10 1 3 2.2 0.632456

B.Com.-

II Male 10 1 6 3 0 0

B.Com.-

II Female 10 1 4 2.2 0.918937

B.Com.-

II Female 10 2 5 2 1 0

B.Com.-

III Male 10 1 3 2.3 0.674949

B.Com.-

III Male 10 1 5 4 0 0

B.Com.-

III Female 10 2 4 2.8 0.788811

B.Com.-

III Female 10 0 4 4 2 0

B.A.

(P)-I Male 10 4 4 4 0

B.A.

(P)-I Male 10 0 0 0 10 0

B.A.

(P)-I Female 10 3 4 3.3 0.483046

B.A.

(P)-I Female 10 0 0 7 3 0B.A.

(P)-II Male 10 3 4 3.1 0.316228

B.A.

(P)-II Male 10 0 0 9 1 0

B.A.

(P)-II Female 10 3 4 3.1 0.316228

B.A.

(P)-II Female 10 0 0 9 1 0

B.A.(P)-

III Male 10 2 3 2.9 0.316228

B.A.(P)-

III Male 10 0 1 9 0 0

B.A.(P)-

III Female 10 2 4 2.9 0.737865

B.A.(P)-

III Female 10 0 3 5 2 0

B.A.

(H)-I Male 10 1 4 2.6 0.966092

B.A.

(H)-I Male 10 2 1 6 1 0

B.A.

(H)-I Female 10 1 4 2.7 0.823273

B.A.

(H)-I Female 10 1 2 6 1 0

B.A.

(H)-II Male 10 2 4 2.5 0.707107

B.A.

(H)-II Male 10 0 6 3 1 0

B.A.

(H)-II Female 10 1 2 2.2 0.520683

B.A.

(H)-II Female 10 1 9 0 0

B.A.(H)-

III Male 10 2 4 2.6 0.843274

B.A.(H)-

III Male 10 0 6 2 2 0

B.A.(H)-

III Female 10 1 2 1.9 0.316228

B.A.(H)-

III Female 10 1 9 0 0 0






Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc.-I 201 5

2.85 1.423984

B.Sc.-I 20 4 6 2 5 3

100% 20% 30% 10% 25% 15%

B.Sc.-II 202 5

3.55 0.998384

B.Sc.-II 20 0 5 1 12 2

100% 25% 5% 60% 10%

B.Sc.-III 201 4

2.65 1.089096

B.Sc.-III 20 3 7 4 6 0

100% 15% 35% 20% 30%

B.Com.-

I

20

2 4

2.75 0.716135

B.Com.-

I

20

0 8 9 3 0

100% 40% 45% 15%

B.Com.-

II

201 4

2.2 0.767542

B.Com.-

II

20 3 11 5 1 0

100% 15% 55% 25% 5%

B.Com.-

III

201 4

2.55 0.758927

B.Com.-

III

20 1 9 8 2 0

100% 5% 45% 40% 10%

B.A.

(P)-I

203 4

3.65 0.489214

B.A.

(P)-I

20 0 0 7 13 0

100% 35% 65%

B.A.

(P)-II

203 4

3.1 0.307701

B.A.

(P)-II

20 0 0 18 2 0

100% 90% 10%

B.A.(P)-

III

202 4

2.9 0.55234

B.A.(P)-

III

20 0 4 14 2 0

100% 20% 70% 10%

B.A.

(H)-I

201 4

2.65 0.874831

B.A.

(H)-I

20 3 3 12 2 0

100% 15% 15% 60% 10%

B.A.

(H)-II

201 4

2.2 0.615402

B.A.

(H)-II

20 1 15 3 1 0

100% 5% 75% 15% 5%

B.A.(H)-

III

201 4

2.25 0.716135

B.A.(H)-

III

20 1 15 2 2 0

100% 5% 75% 10% 10%




Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc. 601 5

3.016667 1.228115

B.Sc. 60 7 18 7 23 5

100% 11.66% 30% 11.66% 38.33 8.33%

B.Com. 601 4

2.500001 0.770227

B.Com. 60 4 28 22 6 0

100% 6.66% 46.66% 36.66% 10%

B.A. (P) 602 4

3.216667 0.555164

B.A. (P) 60 0 4 39 17 0

100% 6.66% 65% 28.33%

B.A. (H) 601 4

2.366667 0.7584

B.A.(H) 60 5 33 17 5 0

100% 8.33% 55% 28.33% 8.33%

The mean scores of the learners on the statement (i.e. The position & order of Prepositions in English is very easy to understand.) are

3.5, 2.2, 4.2, 2.9, 2.1 &3.2. The responses of the male learners of group three and the responses of the female learners of group one are

clustered to ‘agree’ category. In term of % , 70% of the male learners of group three and the same % of females of group one are

agreed on the statement. One can say that the males and the females of these groups easily understand the order of preposition in

English. The mean responses of the learners of the other groups are fluctuating among ‘agree’, ‘neutral’ & ‘disagree’ category. In terms

of %, only 30% of the male respondents of group one understand the order of preposition in English whereas 60% of them feel

difficulty to understand the order of preposition in English. 100% of the male learners of group two feel difficulty to understand the

order of preposition whereas 50% of the female learners of the same group understand this order whereas 40% of them feel difficulty

to understand this order. 60% of the female learners of group three also face difficulty in learning of the order of preposition.

The mean responses of group four, five and six are 2.9, 2.6, 2.2, 2.2, 2.3, & 2.8. It indicates that the learners’ responses are fluctuating

between ‘agree’ and ‘neutral’ category except the learners of group five and the male learners of group six. In terms of %, only 30% of

the male learners of group four understand this order whereas 50% of them are undecided and 10 % of them rather feel difficult to

understand. In case of the female learners of this group, 50% of them understand this order but 40% of them are undecided and 10% of

them rather feel difficult to understand.70% of the learners of group five are agreed with the statement. One can say that the males

and the females of this group easily understand the order of preposition in English. 60% of the male respondents and 40% of the

female respondents of group six are agreed on the statement whereas 40% of the males and the females of the same group are neutral

on the statement. one can say that the performance of the learners of these groups have gone down in the final of the program as 70%

of these learners were agreed on the statement in their second year of the program. The mean responses of group seven, eight and

nine show a different image as their mean scores are 4, 3.3, 3.1, 3.1, 2.9 & 2.9. It indicates that the responses of the learners are

fluctuating between ‘neutral’ and ‘disagree’ category. 100% of the male respondents of group seven are disagreed on the statement

whereas 70% of the females are undecided on the statement. One can say that males of this group are facing difficulty while learning

the order of preposition in English and the females are not able to decide whether the learning of the order of preposition is easy or

difficult. 90% of the respondents of both the genders are neutral on the statement. It means the learners of this group are not able todecide whether the learning of the order of preposition is easy or difficult as 90% of the respondents of both the genders are neutral on

the statement. The status of the male respondents of group nine is same as 90% of them are still undecided on the statement even in

their final year of the program. One can say that the program failed to teach the order of preposition to these learners. But the female



learners of this group shows a slight improvement i.e. 30% of these learners are agreed on the statement and 50% of them are still

undecided on the statement.

We find a different picture of group ten, eleven and twelve as the mean scores of the learners of these groups are 2.6, 2.7, 2.5, 2.2, 2.6

& 1.9. It shows that their responses are fluctuating between ‘agree’ and ‘neutral’ category except the response of the female learners

of group twelve i.e. the responses are clustered ’agree’ category. Only 30% of the male and the female respondents of group ten

understand the order of preposition in English but 60% of them are not able to decide whether learning of the order of preposition

easy or difficult. 60% of the male and 100% of the female respondents of group eleven and group twelve are agreed with the

statement. It means the female learners of these two groups are better equipped with the knowledge of the order of preposition than

the male learners of the same two groups.

Data resented in table……. & table………….. i.e. irrespective of gender, one can say that the learners’ responses are on thestatement are divided

into three parts, the responses of the learners in part one i.e. group five, eleven & twelve is clustered to ‘agree’ category. To be specific, 70%

to 80% learners of these groups are agreed on the statement. It means these learners understand the order of preposition in English. In part

two and three the learners’ responses are fluctuating among ‘agree’, ‘neutral’ & ‘disagree’ category. One can say that some of the learners of

these groups understand the order of preposition, some of them are undecided whether the order preposition in English is easy or difficult and

some of them feel difficult to learn this word order.

Overall performance of the learners show that only B.A.(H) group of learners easily understand the order of the preposition. The learners of

the rest of the groups are fluctuating among ‘agree’, ‘neutral’ & ‘disagree’ category. One can say that some of the learnersof these groups

understand the order of preposition, some of them are undecided whether the order preposition in English is easy or difficult and some of

them feel difficult to learn this word order.

8 Direct & Indirect objects in English are very easy to understand.


Standard


Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)







B.Com.-

I Male 10 2 4 2.9 0.567646

B.Com.-

I Male 10 0 2 7 1 0

B.Com.-

I Female 10 2 4 3 0.471405

B.Com.-

I Female 10 0 1 8 1 0

B.Com.-

II Male 10 1 4 2.6 1.173788

B.Com.-

II Male 10 2 3 2 3 0

B.Com.-

II Female 10 2 4 2.5 0.849837

B.Com.-

II Female 10 0 7 1 2 0

B.Com.-

III Male 10 1 3 2.1 0.737865

B.Com.-

III Male 10 2 5 3 0 0

B.Com.-

III Female 10 1 4 2.9 0.994429

B.Com.-

III Female 10 1 2 4 3 0

B.A.

(P)-I Male 10 3 4 3.9 0.316228

B.A.

(P)-I Male 10 0 0 1 9 0

B.A.

(P)-I Female 10 3 4 3.9 0.316228

B.A.

(P)-I Female 10 0 0 1 9 0B.A.

(P)-II Male 10 3 4 3.4 0.516398

B.A.

(P)-II Male 10 0 0 6 4 0

B.A.

(P)-II Female 10 3 4 3.6 0.516398

B.A.

(P)-II Female 10 0 0 4 6 0

B.A.(P)-

III Male 10 3 3 3 0

B.A.(P)-

III Male 10 0 0 10 0 0

B.A.(P)-

III Female 10 2 4 3.3 0.674949

B.A.(P)-

III Female 10 0 1 5 4 0

B.A.

(H)-I Male 10 2 3 2.5 0.527046

B.A.

(H)-I Male 10 0 5 5 0 0

B.A.

(H)-I Female 10 1 4 2.3 0.948683

B.A.

(H)-I Female 10 2 4 3 1 0

B.A.

(H)-II Male 10 3 4 3.2 0.421637

B.A.

(H)-II Male 10 0 0 8 2 0

B.A.

(H)-II Female 10 2 3 2.1 0.316228

B.A.

(H)-II Female 10 0 9 1 0 0

B.A.(H)-

III Male 10 2 4 3 0.816497

B.A.(H)-

III Male 10 0 3 4 3 0

B.A.(H)-III Female 10 1 3 1.7 0.674949

B.A.(H)-III Female 10 4 5 1 0 0






Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc.-I 201 4

2.5 0.945621

B.Sc.-I 20 4 4 10 2 0

100% 20% 20% 50% 10%

B.Sc.-II 202 4

3.35 0.586967

B.Sc.-II 20 0 1 11 8 0

100% 5% 55% 40%

B.Sc.-III 202 4

3.05 0.82533

B.Sc.-III 20 0 6 7 7 0

100% 30% 35% 35%

B.Com.-

I

20

2 4

2.95 0.510265

B.Com.-

I

20

0 3 15 2 0

100% 15% 75% 10%

B.Com.-

II

201 4

2.8 0.894159

B.Com.-

II

20 2 4 10 4 0

100% 10% 20% 50% 20%

B.Com.-

III

201 4

2.5 0.945621

B.Com.-

III

20 3 7 7 3 0

100% 15% 35% 35% 15%

B.A.

(P)-I

203 4

3.9 0.307701

B.A.

(P)-I

20 0 0 2 18 0

100% 10% 90%

B.A.

(P)-II

203 4

3.5 0.512835

B.A.

(P)-II

20 0 0 10 10 0

100% 50% 50%

B.A.(P)-

III

202 4

3.15 0.489214

B.A.(P)-

III

20 0 1 15 4 0

100% 5% 75% 20%

B.A.

(H)-I

201 4

2.4 0.753711

B.A.

(H)-I

20 2 9 8 1 0

100% 10% 45% 40% 5%

B.A.

(H)-II

202 4

2.65 0.670619

B.A.

(H)-II

20 0 9 9 2 0

100% 45% 45% 10%

B.A.(H)-

III

201 4

2.35 0.98779

B.A.(H)-

III

20 4 8 5 3 0

100% 20% 40% 25% 15%




Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc. 601 4

2.966667 0.862943

B.Sc. 60 4 11 28 17 0

100% 6.66% 18.33% 46.66% 28.33

B.Com. 601 4

2.750001 0.815652

B.Com. 60 5 14 32 9 0

100% 8.33% 23.33% 53.33% 15%

B.A. (P) 602 4

3.516667 0.536533

B.A. (P) 60 0 1 27 32 0

100% 1,66% 45% 53.33%

B.A. (H) 601 4

2.466667 0.812355

B.A.(H) 60 6 26 22 6 0

100% 10% 43.33 36.66 10%

The mean scores of the males and the females of group one, two and three on the statement i.e. Direct & Indirect objects in English are

very easy to understand are 2.6, 2.4, 3.5, 3.2, 2.9 &3.2. It indicates that the responses of group one is fluctuating between ‘agree’ and

‘neutral’ category. 40% of the male and the female respondents of this group are agreed, 50% of them are undecided and 10% of them

are rather disagreed with the statement. It means half of the learners of this group are not able to decide whether the learning of

direct and indirect objects is easy or difficult. 50% of the male respondents of group two are neutral on the statement and 50% of them

are disagreed. It means half of the learners are undecided and half of them face difficulty in learning of direct and indirect object in

English. Only 10% of the female respondents are agreed with the statement whereas 60% of them are not able to decide whether the

learning of direct and indirect objects is easy or difficult. 50% of the male respondents of group three are neutral, 30% of them are

agreed and 20% of them are disagreed on the statement. It means half of them are not able to decide whether the learning of direct

and indirect objects is easy or difficult. 50% of the female respondents of the same group are disagreed, 30% of them are agreed and

20% of them are neutral on the statement. It means only 20% of them are not able to decide whether the learning of direct and

indirect objects is easy or difficult and 50% of the learners of this group face difficulty in learning of direct and indirect object in English.

With the mean scores of 2.9, 3, 2.6, 2.5, 2.1 &2.9,the responses of the learners of group four, five and six are fluctuating between ‘agree’ and

‘neutral’ but the responses of the female learners of group four are clustered to ‘neutral’ category. 70% of the male respondents of group four are

neutral whereas 20% of them are agreed on the statement. But 80% of the female respondents of this group are ‘neutral’ and 10% of them are

agreed on the statement. It indicates that the male and the female learners of this group are not able to decide whether the learning of direct and

indirect objects in English is easy or difficult. 50% of the male respondents of group five are agreed on the statement whereas 20% of them are

neutral and 30% of them are rather disagreed on the statement. One can say that only half of the male learners of this group understand direct and

indirect object in English. But 70% of the female learners of the same group understand direct and indirect object in English. It indicates that the

female learners of group five show better growth in learning of direct and indirect in comparison with the male learners of the same group in their

second year of the program. As the mean response of the male learners of group six are clustered to ‘agree’ category and 70% of the respondents

of this group are agreed on the statement, it indicates that the learners of these groups understand better in comparison with the second year of

their program. 30% of the female respondents of the same group are agreed, 40% of them are neutral and 30% of them are rather disagreed with

the statement. One can say that the learning attitude of the female learners of this group on direct and indirect object has gone down as we seethat 70% of the female learners of group five were agreed on the statement in their second year of the program. The mean responses of group

seven, eight and nine reflect that the learners of these groups either do not understand or they feel difficult to learn direct and indirect object in

English as the responses of these learners are fluctuating between ‘neutral’ and ‘disagree’ category. In terms of %, 90% of the male and the female

respondents of group seven are disagreed with the statement. It indicates that these learners face a typical problem in learning of direct and



indirect object in English. 60% of the males and 40% of the female respondents of group eight are neutral on the statement and 60% of the females

and 40% of the males of the same group are disagreed with the statement. It indicates that the learners of this group either do not understand

direct and indirect object in English or they are undecided on the statement. 100% of the male respondents and 50% of the female respondents of

group nine are neutral, 40% of them are disagreed and only 10% of them are on the statement. It means the male learners of this group are totally

undecided on the statement whereas the females of this group fluctuate between ‘disagree’ and ‘neutral ‘ category. 50% of the male respondents

of group ten are agreed with the statement whereas 50% of them are neutral on the statement. It means only half of the male learners of this

group understand direct and indirect object in English. In case of the female learners, 60% of them are agreed on the statement and 30% of them

are neutral. It means the majority of the female learners of this group understand direct and indirect object in English. The respondents of group

eleven reflect a different image. 80% of the male respondents of this group are neutral whereas 20% of them are disagreed on the statement. It

indicates that the learners of this group are not able to decide whether the learning of direct and indirect object in English is easy or difficult. 90% of

the female respondents of the same group are agreed on the statement. It shows that these learners easily understand direct and indirect object in

English. In group twelve also, 90% of the female learners are agreed with the statement and 40% of the male respondents of the same group are

neutral but 30% of them are agreed as well as disagreed on the same statement. It shows that the females of this group are better equipped with

the knowledge of direct and indirect object than the male learners of the same group. If we look at data in table…. and table……….which is

irrespective of gender, one can say that the learners are divided into two parts. There is one part of the learners whose responses are fluctuating

between ‘neutral’ and ‘disagree’ category whereas the responses of the part two learners are fluctuating between ‘agree’ and ‘neutral’ category.

The overall responses also show that the responses of B.Sc., B.Com. and B.A.(H) are fluctuating between ‘agree’ and ‘neutral’ category whereas the

responses of B.A.(P) is fluctuating between ‘neutral’ and ‘disagree’ category. So one can say that B.A.(P) group of learners feel more difficult to

learn direct and indirect object in English in comparison with the learners of B.Sc., B.Com. and B.A.(H) groups.

9. Sub. Verb Inversion in English is easy to understand.


Standard


Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)





B.Sc.-III Male 10 2 4 2.7 0.674949 B.Sc.-III Male 10 0 4 5 1 0B.Sc.-III Female 10 1 4 3 0.942809 B.Sc.-III Female 10 1 1 5 3 0

B.Com.-

I Male 10 3 4 3.3 0.483046

B.Com.-

I Male 10 0 0 7 3 0

B.Com.-

I Female 10 3 3 3 0

B.Com.-

I Female 10 0 0 10 0 0

B.Com.-

II Male 10 1 4 2.7 1.05935

B.Com.-

II Male 10 1 4 2 3 0

B.Com.-

II Female 10 1 3 2.1 0.737865

B.Com.-

II Female 10 2 5 3 0 0

B.Com.-

III Male 10 1 4 2.7 0.823273

B.Com.-

III Male 10 1 2 6 1 0

B.Com.-

III Female 10 2 4 2.9 0.567646

B.Com.-

III Female 10 0 2 7 1 0

B.A.

(P)-I Male 10 3 4 3.7 0.483046

B.A.

(P)-I Male 10 0 0 3 7 0

B.A.

(P)-I Female 10 3 4 3.8 0.421637

B.A.

(P)-I Female 10 0 0 2 8 0

B.A.

(P)-II Male 10 3 4 3.4 0.516398

B.A.

(P)-II Male 10 0 0 6 4 0

B.A.

(P)-II Female 10 4 4 4 0

B.A.

(P)-II Female 10 0 0 0 10 0

B.A.(P)-

III Male 10 3 3 3 0

B.A.(P)-

III Male 10 0 0 10 0 0

B.A.(P)-

III Female 10 3 4 3.8 0.421637

B.A.(P)-

III Female 10 0 0 2 8 0

B.A.

(H)-I Male 10 2 3 2.8 0.421637

B.A.

(H)-I Male 10 0 2 8 0 0

B.A.

(H)-I Female 10 1 4 2.4 0.843274

B.A.

(H)-I Female 10 1 5 3 1 0

B.A.

(H)-II Male 10 3 4 4.6 2.157159

B.A.

(H)-II Male 10 0 0 0 7 3

B.A.

(H)-II Female 10 2 3 3.7 1.393636

B.A.

(H)-II Female 10 0 0 5 5 0

B.A.(H)-

III Male 10 1 4 3.2 0.918937

B.A.(H)-

III Male 10 1 0 5 4 0

B.A.(H)-

III Female 10 1 4 2.1 0.875595

B.A.(H)-

III Female 10 2 6 1 1 0






Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc.-I 202 4

3 0.725259

B.Sc.-I 20 0 5 10 5 0

100% 25% 50% 25%

B.Sc.-II 201 4

3.45 0.886775

B.Sc.-II 20 1 2 4 13 0

100% 5% 10% 20% 65%

B.Sc.-III 201 4

2.85 0.812484

B.Sc.-III 20 1 5 10 4 0

100% 5% 25% 50% 20%

B.Com.-

I

20

3 4

3.15 0.366238

B.Com.-

I

20

0 0 17 3 0

100% 85% 15%

B.Com.-

II

201 4

2.4 0.940043

B.Com.-

II

20 3 9 5 3 0

100% 15% 45% 25% 15%

B.Com.-

III

201 4

2.8 0.695644

B.Com.-

III

20 1 4 13 2 0

100% 5% 20% 65% 10%

B.A.

(P)-I

203 4

3.75 0.444128

B.A.

(P)-I

20 0 0 5 15 0

100% 25% 75%

B.A.

(P)-II

203 4

3.7 0.470021

B.A.

(P)-II

20 0 0 6 14 0

100% 30% 70%

B.A.(P)-

III

203 4

3.4 0.502474

B.A.(P)-

III

20 0 0 12 8 0

100% 60% 40%

B.A.

(H)-I

201 4

2.6 0.680353

B.A.

(H)-I

20 1 7 11 1 0

100% 5% 35% 55% 5%

B.A.

(H)-II

202 4

3 1.256185

B.A.

(H)-II

20 5 0 5 10 0

100% 25% 25% 50%

B.A.(H)-

III

201 4

2.65 1.039678

B.A.(H)-

III

20 3 6 6 5 0

100% 15% 30% 30% 25%




Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

.Sc. 60 B1 4

3.100001 0.837693

B.Sc. 60 2 12 24 22 0

100% 3.33% 20% 40% 36.66%

B.Com. 601 4

2.783334 0.761188

B.Com. 60 4 13 35 8 0

100% 6.66% 21.66% 58.33% 13.33%

B.A. (P) 603 4

3.616667 0.490314

B.A. (P) 60 0 0 23 37 0

100% 38.33% 61.66%

B.A. (H) 601 4

2.750001 1.018915

B.A.(H) 60 9 13 22 16 0

100% 15% 21.66% 36.66% 26.66%

The mean scores of group one, two and three on the statement of SAI rule in English are totally different. The response of the male respondents of

group one is fluctuating between ‘neutral’ and ‘disagree’ category whereas the responses of the females of the same group is fluctuating between

‘agree’ and ‘neutral’ category as their mean scores are 3.5 and 2.5. In term of %, 50% of the male respondents are neutral and 50% of them feel

difficult to learn SAI rules in English. 50% of the female respondents of the same group are agreed with the statement but 50% of them are

undecided on the statement. With the mean scores of 3.8 and 3.1, the responses of the male and the female respondents of group two are

fluctuating among ‘agree’, ‘neutral’ and ‘disagree’ category. 50% of the male respondents are disagreed and 20% of them are undecided on thestatement. It means the learning of SAI rules in English has become more difficult even in their second year. Only 30% of the females of this group

understand this rule whereas 50% of them face difficulties in learning of this SAI rule and 20% of them are not able to decide whether the learning

of SAI rule in English is easy or difficult. The third group of learners whose mean scores are 2.7 and 3, only the male respondents of this group show

a slight increase in learning of SAI rules in English as 40% of them are agreed with the statement but 50% of them are still undecided on the

statement. 100% of the female learners of group four are neutral on the statement. It means this group of learners does not yet know what SAI

rule is in English. 70% male respondents of the same group are neutral on the statement and 30% of them feel difficult to learn this rule as their

mean scores are clustered to ‘neutral’ category. The mean scores of group five show a different image (i.e. 2.7 for the males and 2.1 for the

females). In term of %, 50% of the males and 70% of the female learners of group five are agreed with the statement. It means the females of this

group understand SAI rules. Though the mean scores of the male learners of group five and six in the second year of the course remain the same

i.e. 2.7 but in term of %, only 30% of them agree with the statement in their third year of the program. The same status is for the female learners as

their % of attitude towards the statement in the second year of the program has gone down. As far as the responses of the males and the females

of group seven, eight and nine are concerned, they are fluctuating between ‘neutral’ and ‘ disagree’ category as their mean scores are within the

range of 3 to 4. 70% of the male respondents of group seven and 80% of the female respondents of the same group are disagreed with the

statement. It means these learners face problems while they are learning SAI rule in English. 60% of the male respondents of group eight are

neutral on the statement whereas 40% of them feel difficult to learn this rule. 100% of the female respondents of the group do face difficulties in

learning of SAI rule. 100% of the male respondents of group nine are undecided but only 20% of the female respondents in the same group are

undecided on the statement. One can say that these groups of learners either do not understand SAI rule in English or feel difficult to learn it. A







Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc.-I 201 4

2.95 0.604624

B.Sc.-I 20 1 1 16 2 0

100% 5% 5% 80% 10%

B.Sc.-II 203 4

3.7 0.470021

B.Sc.-II 20 0 0 6 14 0

100% 30% 70%

B.Sc.-III 202 4

3.2 0.615402

B.Sc.-III 20 0 2 12 6 0

100% 10% 60% 30%

B.Com.-

I

20

2 4

3.35 0.586967

B.Com.-

I

20

0 1 11 8 0

100% 5% 55% 40%

B.Com.-

II

201 4

2 0.917388

B.Com.-

II

20 6 10 2 2 0

100% 30% 50% 10% 10%

B.Com.-

III

201 4

2.5 0.688041

B.Com.-

III

20 1 9 9 1 0

100% 5% 45% 45% 5%

B.A.

(P)-I

203 4

3.9 0.307701

B.A.

(P)-I

20 0 0 2 18 0

100% 10% 90%

B.A.

(P)-II

203 4

3.8 0.410268

B.A.

(P)-II

20 0 0 4 16 0

100% 20% 80%

B.A.(P)-

III

202 4

3.2 0.615402

B.A.(P)-

III

20 0 2 12 6 0

100% 10% 60% 30%

B.A.

(H)-I

201 4

2.55 1.049748

B.A.

(H)-I

20 4 5 7 4 0

100% 20% 25% 35% 20%

B.A.

(H)-II

202 4

2.85 0.744936

B.A.

(H)-II

20 0 7 9 4 0

100% 35% 45% 20%

B.A.(H)-

III

202 4

2.75 0.786162

B.A.(H)-

III

20 0 9 7 4 0

100% 45% 35% 20%




Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

B.Sc. 601 4

3.283334 0.64024

B.Sc. 60 1 3 34 22 0

100% 1.66% 5% 56.66% 36.66%

B.Com. 601 4

2.616667 0.922284

B.Com. 60 7 20 22 11 0

100% 11.66% 33.33% 36.66% 18.33%

B.A. (P) 602 4

3.633334 0.551335

B.A. (P) 60 0 2 18 40 0

100% 3.33% 30% 66.66%

B.A. (H) 601 4

2.716667 0.865394

B.A.(H) 60 4 21 23 12 0

100% 6.66% 35% 38.33% 20%

The mean scores of the learners of group one, two and three are 3.1, 2.8, 3.9, 3.5, 2.9 and 3.5. it indicates that the responses of the

males and the females of group one is clustered to ‘neutral’ category. In term of %, 90% of the males and 70% of the female

respondents are neutral on the statement. It means the learners of this group are not yet decided whether the learning of wh-move in

English is easy or difficult. 90% of the male and 50% of the female respondents of group two are disagreed with the statement. It

means the male learners of this group and half of the female learners of the same group express difficulty in learning of wh-move in

English but 50% of the female learners of this group are still neutral on the statement. 90% of the male and 30% of the female

respondents of group three are neutral on the statement whereas 60% of the female learners are disagreed on the statement. It means

the male learners of group three in spite of perusal of three years of their English program do not understand wh- move in English. The

mean scores of group four, five and six show a different image. The responses of the male learners of group four are clustered to

‘disagree’ category whereas the responses of the female learners are clustered to ‘neutral’category. In term of %, 80% of the males aredisagreed on the statement and 90% of the females are neutral on the statement. It shows that the male learners of this group express

difficulty in learning of wh-move in English but the females are undecided. As the mean scores of the male and the females of group

five are the same i.e. 2 and 2, 80% of the males and the same % of the females are agreed with the statement. One can say the learners

of this group have improved the knowledge of wh-move in English during their second year of the program but they have not

maintained this growth in their third year as the mean scores of the males and the females are 2.2 and 2.8. In term of %, only 70% of

the males and 30% of the females of group six are agreed with the statement. The mean scores of seven, eight and nine are 3.8, 4, 3.6,

4, 2.8 and 3.6. The responses of these learners are fluctuating between ‘neutral’ and ‘disagree’ category. As 80% of the male

respondents and 100% of the female respondents of group seven are disagreed on the statement. One can say that the learners of

these groups feel difficult in learning of wh-move in English. 100% of the female and 60% of the male respondents of eight group are

disagreed on the statement. It means all of the male learners of and 60% of the female of this group express difficulty in learning of wh-

move in English. 80% of the males of group nine are neutral on the statement. It means the learners of this group are undecided

whether the learning of wh-move in English is easy or difficult. 60% of the females are disagreed on the statement whereas 40% of

them of group nine are neutral on the statement. It means the majority of the female learners of group nine face dif ficulties in learning

of wh-move in English. The mean scores of group ten, eleven and twelve are 2.7, 2.4, 3.3, 2.4, 3.3 and 2.2. The responses of group ten

are fluctuating between ‘agree’ and ‘neutral’ category. In term of %, only 20% of the male learners are agreed with the statement

whereas 70% of them are neutral on the statement but 70% of the female learners of the same group are agreed with the statement. It



means the females of this group easily understand wh-move in English whereas the males are undecided. The mean scores of the male

learners of group eleven and twelve are equal i.e. 3.3. In term of % also only 10% of them are agreed that they understand wh-move in

English whereas 50% of them are neutral and 40% of them express difficulties in learning of wh-move in English. 60% and 80% of the

female respondents of group eleven and group twelve are agreed with the statement. One can say that the females of these groups do

better in learning of wh-move in English in comparison with the male learners in their final year of the program.

Table…and Table…. which are irrespective of gender, one can find that the responses of all the learners are fluctuating between

‘neutral’ and ‘disagree’ category except the responses of the learners of group five, six and ten whose responses are fluctuating

between ‘agree’ and ‘neutral’ category. In term of %, 80% of group one , 60% of group two, 55% of group three, 20% of group eight,

60% of group nine and 45% of group eleven are neutral whereas 70% of group two, 40% of group four, 90% of group seven and 80% of

group eight are disagree with the statement. The data show that except the learners of group five, six and ten all the other learners are

either not able to decide whether the learning of wh-move in English is easy or difficult or even they express difficulties in learning of

wh- move in English.

Overall performance of these learners show that 3% of the learners of B.A.(P), 6% of the learners of B.Sc. and 41% of the learners of

B.Com. and B.A.(H) understand wh-move in English. One can say that the learning of wh-move in English has proved difficult for the

learners of these groups.

Statistics of Teachers' Attitude towards English Program in DU

Teachers’ questionnaires

As indicated in chapter three, the purpose of this questionnaire is to procure some data regarding the efficiency of the English program and how much

emphasis is given to the learning and teaching of the English program. Items 1 to 3 are therefore meant to glean data pertaining to existing English program

and its effect on the learners. Items 4 and 5 on the other hand focus on use of dictionary. Item 6 is pertaining to teaching methodology whereas items 7

and 8 are pertaining to learners’ motivation towards the program. Item 9 is pertaining to the time consumed in learning and teaching of English program

and the last item puts focus on pedagogical context. The answers provided by the teachers to each item have been statistically arranged against their

responses. Moreover the analysis employs Karl Pearson’s Statistical formulae for Mean and Standard Deviation to reach the highest accuracy of the attitude.

1. The present English program is adequate to increase learners' competence in 2nd lg.

Table

Total Minimum Maximum Mean S. Devn.

30 2 4 2.37 0.61

Table

Frequency Percentage (%) Cumulative Percent.(%)

Strongly agree (1)

Agree (2) 21 70 70

Neutral (3) 7 23.33 73.33

Disagree (4) 2 6.66 100

Strongly disagree(5)

Total 30 100

Figure

10

20

30

40

50

60

70

80

Percentage (%)



Table………..and figure……….. above clearly show that the mean responses of the teachers are clustering to ‘agree’ category in term of percentages, 70% of

the respondents are of the view that the present English program is adequate to increase learners’ communicative competence. It means the majority of

the teachers understand that the English program is suited to increase learners’ competence in their second language. It is, however, shown in the above

table and the figure that 23% of them are neutral and 7% of them are disagree with the statement. One can assume that teachers giving such a response

may not be fully aware of the effect of the program.

2. The program is mainly focused on learners' communicative competence.

Table


30 2 4 2.97 0.41

Table

Frequency Percentage(%) Cumulative Percent.(%)

Strongly agree (1)

Agree (2) 3 10 10

Neutral (3) 25 83.33 93.33



Disagree (4) 2 6.66 100


Total 30 100

Figure

The mean response of the teachers on the aforesaid statement is clustered to ‘neutral’ category. To be specific, the bar graph quite explicitly demonstrate

that 83% of the teachers are neutral on the statement. The view of the teachers on this statement is not yet decided. It indicates that the surveyed on this

statement not able to decide whether the present program is based on the learners’ communicative competence or not. Only 10% of the teachers are

agreed with the statement whereas7% of them are disagreed. It indicates that the teachers are absolutely undecided whether the program focus on

learners’ communicative competence or not.

3.The material used in the present program is best suited for the learners' need.

Table


30 2 4 3.24 0.63

Table

Frequency Percentage Cumulative Percent.(%)

0

10

20

30

40

50

60

70

80

90

Strongly

agree (1)

Agree (2) Neutral (3) Disagree

(4)

Strongly

disagree(5)

Percentage (%)



(%)

Strongly agree (1)

Agree (2) 3 10 10

Neutral (3) 17 56.66 66.66

Disagree (4) 10 33.33 100


Total 30 100

Figure

On the statement of the suitability of the teaching material as well as the fulfillment of the need of the learners, only 10% of the surveyed teachers are

agreed with the statement. As the mean scores of the teachers on this statement are 3.4. In term of %, 57% of the teachers’ response are clustered to

‘neutral’ category whereas 33% of them are disagreed on the statement. The bar graph too quite explicitly demonstrate that the view of the surveyed

teachers are fluctuating between ‘neutral’ and ‘disagree’ category. It shows that the majority of the teachers are undecided on the statement.

4. We encourage the learners to use bilingual dictionary

Table


30 2 4 3.03 0.61

0

10

20

30

40

50

60

Strongly

agree (1)


(4)

Strongly

disagree(5)

Percentage (%)



As far as the use of bilingual dictionary is concerned, 63% of the respondents are neutral on the above statement and this is also illustrated by the bar graph

above. It is also obvious that only 17% of them agree that the teachers encourage the learners to use the bilingual dictionary in the English program. It

indicates that these teachers might have felt that L2 learning can be made easy with the help of referring back to L1 as the learners generally do. But 20% of

them are disagreed with the statement and the mean score of the surveyed teachers on this statement is 3.03.It indicates that the teachers’ responses are

clustered to ‘neutral’ category. In fact this shows that teachers are not sure whether the use of bilingual dictionary in this program would increase the

learners’ competence in English or not.

Table

Frequency

Percentage

(%) Cumulative Percent.(%)

Strongly agree

(1) 5

Agree (2) 19 16.66 16.66

Neutral (3) 6 63.33 80

Disagree (4) 20 100

Stronglydisagree(5) 30

Total 100

Figure

0

10

20

30

40

50

60

70

Strongly

agree (1)


(4)

Strongly

disagree(5)

Percentage (%)



60% of the respondents agree that the learners in question are encouraged to use monolingual dictionary while they are pursuing their undergraduate

courses. The mean score (2.5) on this statement also indicates that the most of the responses of the surveyed is clustered to ‘agree’ category. Only 30% of

them, however, are neutral and the other 10% disagree with this statement. Those who are ‘neutral’ or ‘disagree’ on the statement might be convinced

that these learners always fall back on their mother tongue whenever they feel difficulties in learning of English.

5.We encourage the learners to use monolingual dictionary

Table


30 2 4 2.5 0.68

Table

Percentage

(%) Frequency Cumulative Percent.(%)

Strongly agree

(1)

Agree (2) 60 18 60

Neutral (3) 30 9 90

Disagree (4) 10 3 100

Strongly

disagree(5)

Total 100 30

Figure

0

10

20

30

40

50

60

70

Strongly

agree (1)


(4)

Strongly

disagree(5)

Percentage (%)



6. The teaching methods used for the present program increase learners' competence

Table


30 2 4 2.73 0.58

Table

Frequency

Percentage


Strongly agree (1)

Agree (2) 10 33.33 33.33

Neutral (3) 18 60 93.33

Disagree (4) 2 6.66 100


Total 30 100

Figure

On the statement of the teaching methods used to increase the learners competence, the teachers’ views are fluctuating between ‘neutral’ and ‘agree’

category as the mean scores of the teachers on this statement is 2.73. In term of %, 60% of the teachers’ responses are clustered to ‘neutral’ category. Once

we look back on the statement no. two which is on learners’ communicative competence we find that the teachers’ view is the same. This neutral viewmight have stemmed from the fact that the learning competence of the students are linguistically weak and thus they are unable to cope up with the

present program because only 30% 0f the teachers are agreed with the statement and 7% of them are disagreed with the statement.

0

10

20

30

40

50

60

70

Strongly

agree (1)


(4)

Strongly

disagree(5)

Percentage (%)



Regarding the learners’ proficiency in English, only 47% of the teachers are agreed with statement. It indicates that the surveyed teachers feel that the

learners’ knowledge of English is not good enough to handle the teaching materials prescribed for them. The mean scores of the teachers on this statement

is 2.67. It indicates that their responses are fluctuating between ‘agree’ and ‘neutral’ category. 37% of the respondents are neutral and 10% of them

disagree with the statement given above. This neutral view and disagreement might have come out due to the fact that these teachers feel that the

learners linguistically weak in and unable to cope up the prescribed materials and tasks.

7. The students' proficiency in English is good enough to receive the prescribed materials.

Table


30 1 4 2.67 0.8

Table

Frequency

Percentage


Strongly agree (1) 1 3.33 3.33

Agree (2) 13 43.33 46.66

Neutral (3) 11 36.66 83.32

Disagree (4) 5 16.66 100


Total 30 100

Figure

0

5

10

15

20

25

30

35

40

45

50

Stronglyagree (1)

Agree (2) Neutral (3) Disagree(4)

Stronglydisagree(5)

Percentage (%)



As far as the learners’ motivation is concerned, only 17% of the respondents agree with the statement this is also explicitly illustrated by the above bar

graph. It is also obvious that 40% of the respondents are neutral and 43% of them are disagreed with the statement. In fact the mean score of the teachers

on this statement is clustering towards ‘neutral’ category. It clearly indicates that the teachers seem to be quite unsure whether the learners are motivated

to compose in English or not.

8. The students are highly motivated to compose in English

Table


30 1 4 3.2 0.89

Table

Frequency Percentage (%) Cumulative Percent.(%)

Strongly agree (1) 2 6.66 6.66

Agree (2) 3 10 16.66

Neutral (3) 12 40 56.66

Disagree (4) 13 43.33 100

Strongly

disagree(5)

Total 30 100

Figure

0

5

10

15

20

25

30

35

40

45

50

Strongly

agree (1)


(4)

Strongly

disagree(5)

Percentage (%)



Apparently the majority of the teachers’ responses are fluctuating between ‘neutral’ and ‘disagree’ category as the mean score of the teachers on this

statement is 3.26. only10% of the surveyed teachers is agreed upon this statement. The neutral view and the disagreement on this statement seem to

reflect that the time used for teaching may not be adequate. As the mean score of the teachers on this statement is 3.26, one can also say that the teachers

are unsure whether the time used for teaching English is adequate or not.

9.The time used for teaching English to the learners' is adequate

Table


30 2 4 3.26 0.64

Table

Frequency

Percentage


Strongly agree

(1)

Agree (2) 3 10 10

Neutral (3) 16 53.33 63.33

Disagree (4) 11 36.66 100

Strongly

disagree(5)

Total 30 100

Figure

0

10

20

30

40

50

60

Strongly

agree (1)


(4)

Strongly

disagree(5)

Percentage (%)







3(a).Subjects’ Education

The above table and figure throws a light on the learners’ educational background right from class Xth. to undergraduate level. The table and the figure

reveal that 53.3% of the learners of B.Sc. group have undergone their schooling in the private Institutions whereas 45% of them have studied in the

government institutions. As far as the learners of B.Com. group are concerned, 56.6% of them have undergone their schooling in the private Institutions and

43.3% of them have studied in the government institutions. In case of the learners of B.A.(P), only 30% of them have studied in private institutions and the

rest of them i.e.73.3% have studied in government schools. 46.6% learners of B.A.(H) group have studied in private schools whereas 60% of them have

studied in government schools. One may point out the maximum % of the learners who have studied in government schools is 73.3% of B.A.(P) group and

also 47% learners of these groups are having less than Rs.20,000/m that is the maximum % in the low income group. The rest of the groups do not

significantly reflect correlation with parental income.

0

10

20

30

40

50

60

Count 60 60 60 60

Level B.Sc. B.Com. B.A. (P) B.A. (H)

3.Sub. Education Private

upto Xth,XI & XII

3.Sub. Education Govt.

upto Xth,XI & XII

3.Sub. Education Govt.

U/G (College)

3.Sub. Education Private Govt. Govt.

Level Countupto Xth,XI

& XII

upto Xth,XI

& XII

U/G

(College)

B.Sc. 60 32/53.3% 27/45% 60/100%

B.Com. 60 34/56.6% 26/43.3% 60/100%

B.A. (P) 60 18/30% 44/73.3% 60/100%

B.A. (H) 60 28/46.6% 36/60% 60/100%



3(b). Medium of Subjects’ Education

The above mentioned table and the figure show that 75% to 95% of the learners had English as medium of their education up to class xii except the learners

of B.A.(P) groups because 80% of these learners had Hindi as their medium of instruction and 5% of these learners had other than English and Hindi as their

medium of instruction up to class xii. Data also reveals that 55% to 68% of the learners of other than B.A.(P) groups had Hindi as their medium of

instruction. It is interesting to note that 95% of the learners who are of B.Sc. group have English and Hindi both as their medium of instruction at UG level

whereas 95% and 98.3% of the learners of B.com. and B.Sc. group respectively had English as their medium of instruction at UG level but 71.6 % of the

learners of B.A(P) group had Hindi as their medium of instruction. One may point out that B.A.(P) group of learners produced maximum no. of word order

errors and it may be due to Hindi medium instruction the learners pursued at UG level.

0

10

20

30

40

50

60

70

Count 60 60 60 60

Level B.Sc. B.Com. B.A. (P) B.A.

(H)

English upto Xth,XI & XII

Hindi upto Xth,XI & XII

Other upto Xth,XI & XII

English U/G (College)

Hindi U/G (College)

Other U/G (College)

E n g l i s h

H i n d i

O t h e r

E n g l i s h

H i n d i

O t h e r

u p t o X t h , X I & X I I



U / G ( C o l l e g e )

U / G ( C o l l e g e )

U / G ( C o l l e g e )

3. Medium of

Education

Level Count

B.Sc. 60 45/75% 41/68.3% 57/95% 57/95%

B.Com. 60 54/90% 33/55% 57/95% 26/43.3

B.A. (P) 60 40/66.6% 48/80% 3/5% 37/61.6% 43/71.6%

B.A. (H) 60 57/95% 33/55% 59/98.3% 26/43.3%



4. Languages Known To The Subjects

The above table and the figure reveal the languages known to the learners in their receptive and productive skills. The % in the table reflects only Hindi

and English languages known to the learners and the details of other than Hindi and English languages are in Annexture- three of appendices. The data

shows that 91 to 95% of the learners are well competent in Hindi and English at reading and writing skills whereas 73.3 to 88.2% of them are well

competent in Hindi and English at speaking and listening skills. Thus one can say that 73 to 95 % of these learners are well competent in Hindi and English

languages.

0

10

20

30

40

50

60

Count 60 60 60 60


(H)

Reading HINDI(H);

ENGLISH(E), URDU(U) &

PUNJABI(P)

WritIng HINDI(H);


PUNJABI(P)

Speaking HINDI(H);


PUNJABI(P)

Listening HINDI(H);


PUNJABI(P)

Reading WritIng Speaking Listening

H

I N D I ( H ) ; E N G L I S H ( E ) , U R D U ( U ) &

P U N J A B I ( P )

H


P U N J A B I ( P )

H


P U N J A B I ( P )

H


P U N J A B I ( P )

4. Languages

Known

Level Count

B.Sc. 60 56/93.3% 57/95% 53/88.3% 50/83.3%

B.Com. 60 56/93.3% 57/95% 52/86.6% 44/73.3%

B.A. (P) 60 55/91.6% 55/91.6% 51/85% 48/80%

B.A. (H) 60 55/91.6% 56/93.3% 52/86.6% 46/76.6%



5. Languages Used By The Subjects during the following activities.

0

10

20

30

40

50

60

HINDI ENGLISH ANY

OTHER

HINDI ENGLISH ANY

OTHER

HINDI ENGLISH ANY

OTHER

HINDI ENGLISH ANY

OTHER

Entertainment,T.V.,Radio Reading News

papers/magazines

Commn. With friends Commn. With family

members

Level Count

B.Sc. 60

B.Sc. 60

B.Com. 60

B.Com. 60

B.A. (P) 60

B.A. (P) 60

B.A. (H) 60

B.A. (H) 60

Entertainment,T.V.,Radio Reading News papers/magazines Commn. With friends Commn. With family members

H I N D I

E N G L I S H

A N Y O T H E R

H I N D I

E N G L I S H

A N Y O T H E R

H I N D I

E N G L I S H

A N Y O T H E R

H I N D I

E N G L I S H

A N Y O T H E R

5. Languages Used

during the

following

activities.

Level Count

B.Sc. 60 57/95% 22/36.6% 3/5% 51/85% 58/96.6% 2/3.33% 59/98.3% 28/46.6% 5/8.3% 58/96.6% 12/20% 5/8.3%

B.Com. 60 58/96.6% 32/53.3% 2/3.33% 44/73.3% 55/91.6 58/96.6% 40/66.6% 2/3.33% 55/91.6% 16/26.6% 7/11.3%

B.A. (P) 60 60/100% 37/61.6% 1/1.66% 55/91.5% 49/81.6% 59/98.3% 30/50% 1/1.66% 59/98.3% 17/28.3% 1/1.66%

B.A. (H) 60 54/90% 40/66.6% 1/1.66% 36/60% 57/95% 1/1.66% 57/95% 43/71.6% 3/5% 52/86.6% 3355% 7/11.3%





The above table and the figure show domains of use of English skills in the aforesaid activities. In case of reading skill, 23 to 42% of the learners use English

in entertainment reading, 57 to 90% of the learners use this language while reading literature,10 to 28% of them use English while interacting with family,

60 to 80% of them use English in educational instruction whereas 15 to 33% of them use English during socio-cultural activities. Data shows that 57 to 90%

of the learners use English language while reading literature.

In case of writing skill, 25 to 43% of the learners use English in entertainment writing, 53 to 81% of the learners use this language while writing literature. 10

to 38% of them use English while writing to their family members, 40 to 82% of whereas 23 to 45% of them use English writing during socio-cultural

activities. Data shows that 40 to 82% of them use English writing in educational instruction and 53 to 81% of the learners use this language while writing

literature.

In case of listening skill, 46 to 87% of the learners listen to English in entertainment, 32 to 72% of the learners listen to the literature program in English

language, 18 to 57% of them use English while listening to the family members, 52 to 83% of them listen in English in educational instruction whereas 16 to

42% of them listen in English language during socio-cultural activities. Data shows that the majority of the learners listen in English during educational

instruction and literature program.

In case of speaking skill, 13 to 38% of the learners speak English during entertainment , 28 to 58% of the learners speak this language during literary

activities ,23 to 62% of them use English while interacting with family, 40 to 72% of them use English in educational instruction whereas 18 to 45% of themuse English during socio-cultural activities. Data shows that the majority of the learners speak English during educational instruction.

0

10

20

30

40

50

60

a .

E n t e r t a i n m e n t & M e d i a

b .

L i t e r a t u r e

c .

F a m i l y i n t e r a c t i o n

d .

E d u c a t i o n a l I n s t r u c t i o n s

e .

S o c i o - C u l t u r a l C o n t a c t

a .


b .

L i t e r a t u r e

c .


d .


e .


a .


b .

L i t e r a t u r e

c .


d .


e .


a .


b .

L i t e r a t u r e

c .


d .


e .


Reading Writing Listening Speaking

Level Count

B.Sc. 60

B.Sc. 60

B.Com. 60

B.Com. 60

B.A. (P) 60

B.A. (P) 60

B.A. (H) 60

B.A. (H) 60

a .


b .

L i t e r a t u r e

c .


d .


e .


a .


b .

L i t e r a t u r e

c .


d .


e .


35/58.3% 20/33.3% 11/18.3% 39/65% 10/16.6% 8/13.3% 17/28.3% 14/23.3% 30/50% 11/18.3%

52/86.6% 28/46.6% 34/56.6% 50/83.3% 25/41.6% 22/36.6% 35/58.3% 37/61.6% 43/71.6% 22/36.6%

28/46.6% 43/71.6% 21/35% 31/51.6% 25/41.6% 23/38.3% 22/36.6% 33/55% 24/40% 27/45%

53/88.3% 36/60% 15/25% 50/83.3% 25/41.6% 18/30% 34/56.6% 19/31.6% 35/58.3% 21/35%



7. Do you take any extra course in English?

The aforementioned table and the figure show that 98% of the learners do not take any extra course in English but only 10% of the learners of B.A.(P) group

take extra course in English. This shows that the majority of the learners do not feel any difficulty during acquisition of the prescribed English course.

0

10

20

30

40

50

60

Count 60 60 60 60


(H)

7. Do you take any extra

course in English. a. Yes7. Do you take any extra

course in English. b. No

7. Do you take anyextra course in

English?

a .

Y e s

b .

N o

Level Count

B.Sc. 60 1/1.66% 59/98.3%

B.Com. 60 1/1.66% 59/98.3%

B.A. (P) 60 6/10% 54/90%

B.A. (H) 60 1/1.66% 59/98.3%



8. How many hours of English instruction/week do you take?

On the question of hours of English instruction/week, the different groups of learners have responded differently. 62% learners of B.Sc. group agree upon

less than 6 hours whereas 28% of them say 6 to 8 hours but only 1.6 to 3% of them have agreed on 8 to 10 and more than 10 hrs. Data indicates that these

groups of learners undergo English instruction for 6 hrs. 56.6% learners of B.Com. group agree upon less than 6 hours whereas 38.3% of them say 6 to 8

hours but only 1.6 to 3.3% of them have agreed on 8 to 10 and more than 10 hrs. Data indicates that these groups of learners undergo English instruction

for 6 to 8 hrs. 70% learners of B.A.(P) have responded on less than 6 hrs. and only1.6% of them responded on 8 to 10 and more than 10 hrs. So, one can

explicitly say that these groups of learners do not take more than 6 hrs of English instruction. B.A.(H) groups of learners provide a different pictures, 50% of

these learners agree on 6 to 8 hrs. whereas 41% of them claim to take more than 10 hrs. of English instruction. One can assume that the learners of these

groups might have taken extra English instructions or might have wrongly understood the question.

0

5

10

15

20

25

30

35

40

45

Count 60 60 60 60


(H)

a. Less than 6 Hrs.

b. 6 to 8 Hrs.

c. 8 to 10 Hrs.

d. More than 10 Hrs.

8. How many

hours of English

instruction/week

do you take?

a . L e s s t h a n 6 H r s .

b . 6 t o 8 H r s .

c . 8 t o 1 0 H r s .

d . M o r e t h a n 1 0 H r s .

Level Count

B.Sc. 60 37/61.6% 17/28.3% 1/1.66% 2/3.33%

B.Com. 60 34/56.6% 23/38.3% 2/3.33% 1/1.66%

B.A. (P) 60 42/70% 16/26.6% 1/1.6% 1/1.66%

B.A. (H) 60 11/18.3% 19/31.6% 58.3% 25/41.6%





the responses of B.A.(H) group of learners are unique and one can assume that the learners of these groups might have undergone more than 10 hrs. of

English medium instructions because these learners have no option other than English medium.

10. What activities does your prescribed English course consist of ?

The table and the figure provide the information about different kinds of activities English language/literature consist of. 77% to 83% of the learners put

focus on English language except the learners of B.A.(H) groups. 70% of the learners of B.A.(H) group respond in favor of English literature. In fact they have

responded as expected because only B.A.(H) group of learners offer English literature whereas the rest of the group offer English languages. In case of oral

communication activities, only 32% to 58% of the learners agree. On paragraph and essay activities, 40% to 60 % of the learners agree and 40% to 52% of

the learners agree on the debate and discussion activities. It indicates that the aforesaid activities are part of the syllabi but it is also clear through the

above table and figure that these aforesaid activities are not attended by all the learners.

0

5

10

15

20

25

30

35

40

45

50

Count 60 60 60 60


(H)

a. English Literature

b. English Language

c. Oral Commn.

d. Paragraph/Essay

e. Debate&Discussion

10. What activities

does your

prescribed English

course consist of ?

a . E n g l i s h L i t e r a t u r e

b . E n g l i s h L a n g u a g e

c . O r a l C o m m n .

d . P a r a g r a p h / E s s a y

e . D e b a t e & D i s c u s s i o n

Level Count

B.Sc. 60 28/46.6% 46/76.6% 29/48.3% 29/48.3% 17/28.3%

B.Com. 60 28/46.6% 47/78.3% 35/58.3% 30/50% 31/51.6%

B.A. (P) 60 38/63.3% 50/83.3% 31/51.6% 36/60% 25/41.6%

B.A. (H) 60 42/70% 39/65% 28/46.6% 24/40% 24/40%



11. What kinds of learning/ teaching/materials/aids are used in your English course?

The above table and figure reflects the responses of the learners on the question “What kinds of learning/ teaching/materials/aids are used in your English

course?” 85% to 100% of the learners of all the groups agree with text book/readings, 65% to 92% of them agree with English grammar and composition.

On the question of charts/slides, only 18% to 28% of the learners agree. In case of the use of audio & visual materials, only 8% to15% of the learners show

their consent but on the same question, 40% of the learners of B.A.(H) group show their consent. It indicates that these groups i.e. B.A.(H) group of

learners avail this facility. On the question of native tutor, the learners have not understood the question in the spirit in which it was expected so they have

responded differently and their responses on this question proved insignificant. On the question of Language Lab, on line English program and others if any,only 1.6% to 5%of the learners from all the groups give consent. One can say that these learning and teaching aids are not executed under this program.

0

10

20

30

40

50

60

Count 60 60 60 60


(H)

a. Text book/ Readings

b. English grammar&Compsn.

c. Charts/Slides

d. Audio&Visual Materials

e. Native Tutor

f. Language Lab.

g. On line English Program

h. Others if any

11. What kinds of

learning/

teaching/materials/aids

are used in your English

course?

a . T e x t b o o k / R e a d i n g s

b . E n g l i s h g r a m m a r & C o m p s n .

c . C h a r t s / S l i d e s

d . A u d i o & V i s u a l M a t e r i a l s

e . N a t i v e T u t o r

f . L a n g u a g e L a b .

g . O n l i n e E n g l i s h P r o g r a m

h . O t h e r s i f a n y

Level Count

B.Sc. 60 51/85% 55/91.6% 11/18.3% 9/15% 32/53.3% 3/5% 3/5% 1/1.66

B.Com. 60 58/96.6% 46/76.6% 17/28.3% 8/13.3% 13/21.6% 1/1.66% 1/1.66

B.A. (P) 60 58/96.6% 55/91.6% 11/18.3% 5/8.3% 24/40% 1/1.66

B.A. (H) 60 60/100% 3965% 13/21.6% 24/40% 19/31.6% 2/3.33



12. To what extend do your learning/teaching aids are useful?

The above table and figure records the responses of the learners on the question “To what extend do your learning/teaching aids are useful?” 62% to 77%

of the learners agree that this program help them to understand the structure of English language. 78% to 97% of the learners agree that the program help

them to improve the writing competence. 62% to 77% of the learners agree that the program help them to improve their communication skills. Only 10%

to 37% of the learners respond that the program help them to understand the global English and only 18% to 43% of the learners agree that the program

help them to improve their creativity. One can say that the learners are not satisfied with program on ‘To understand the global English’ and ‘To improve

the creativity’.

0

10

20

30

40

50

60

Count 60 60 60 60


(H)

a.To understand the strctre of Eng.

Lg.

b. To improve writing Competion

c. To improve the ccommn. Skills

d. To understand the Global

English

e. To improve creativity

12.To whatextend do your

learning/teachg.

aids are useful?

a . T o u n d e r s t a n d t h e s t r u c t u

r e o f E n g . L g .

b . T o i m p r o v e w r i t i n g C o m p e t e n c e

c . T o i m p r o v e t h e c o m m

n . S k i l l s

d . T o u n d e r s t a n d t h e G l o

b a l E n g l i s h

e . T o i m p r o v e c r e a t

i v i t y

Level Count

B.Sc. 60 37 51 38 11 11

B.Com. 60 42 49 41 6 19

B.A. (P) 60 46 54 46 8 15

B.A. (H) 60 44 47 37 22 26



Chapter Four 3i

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