Research ENG203 - Advance English Composition

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College Of Business Administration (CBA)

Master of Business Administration (MBA)

How to Improve English Learning Method in Bangladesh

Course Name : Advance English Composition

Course Code : ENG 203

Supervisor : Ariful Islam Emon

BA, MA (JU)

Faculty, Department of English

IUBAT, Uttara, Dhaka.

Researchers :

1. Sabrina Sadika Karim 14204010

2. Fatema Mannan Mili 14204047

3. Farhana Akther 14204013

4. Naznin Sultana 14204022

5. Tonmoy Ghosh 14204021

6. Md. Farhad Rahman 14204039

7. Md. Sharif Hossain 14204043

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Table of Content:

Abstract 5

1. Introduction 6

1.1. Why English 6

1.2. Use of English in Bangladesh 7

1.3. Purpose of Research Paper 8

1.4. Methodology 8

2. English Learning Method in Bangladesh 9

2.1. Home 9

2.2. Education System 10

2.2.1. Primary Education 10

2.2.2. Secondary Education 10

2.2.3. Higher Secondary 11

2.2.4. University 11

2.3. English Learning Centre 12

2.3.1. British Council 12

2.3.1.1. Teaching English 12

2.3.1.2. Teaching Unplugged 12

2.3.1.3. Speaking Method 13

2.3.1.4. Others 13

2.3.2. S@ifurs 14

2.3.2.1. Writing 14

2.3.2.2. Natural Spoken 14

2.3.3. FM Method 15

3. Findings in all These Method 17

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3.1. Home 17

3.2. Findings in Education Level 17

3.3. English Learning Centre 18

4. How to Improve English Learning Method in Bangladesh 19

4.1. Read 19

4.2. Watch English Movie with Subtitle 19

4.3. Listen to English Song 19

4.4. Start a Blog in English 20

4.5. Write Diary/ Journal in English 20

4.6. Be Best Friends With a Good English Dictionary 20

4.7. Speak in English Whenever Possible 20

4.8. Earn a New Word a Day 20

5. Conclusion & Recommendation 21

5.1. Conclusion 21

5.2. Recommendation 21

5.2.1. Recommendation for National Curriculum Text Book (NCTB) 22

5.2..2. Recommendation for the Text Book and Syllabus 23

5.2.3. Recommendation for the Test and Assessment 24

5.2.4. Recommendation for the Teaching Aids and Equipment 24

5.2.5. Recommendation for Teacher 25

5.2.6. Recommendation for Student 26

6. Bibliography 27

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1. Sabrina Sadika Karim

2. Fatema Mannan Mili

3. Farhana Akther

4. Naznin Sultana

5. Tonmoy Ghosh

6. Md. Farhad Rahman

7. Md. Sharif Hossain

Ariful Islam Emon , BA, MA (JU)

ENG 203

16 July 2014

How to Improve English Learning Method in Bangladesh

As a researcher we found that after Mandarin, English is spoken by more people than

any other language, and is the native language of more than 350 million people. More people

speak English than those who speak the Arabic and French languages combined.

Moreover, English is the international language of diplomacy, business, science, technology,

banking, computing, medicine, aviation, UN & NATO armed forces, engineering, tourism,

Hollywood films and arguably the best pop and rock music in the world. English is used in

the best careers, the best universities, and is increasingly being used at job interviews. So like

it or not, English is a very important language to learn how to speak.

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Abstract

The role of English language as a lingua franca makes it a unique language in the world. This

distinctiveness does not only refer to the language itself, but also to the ways it is taught as a

foreign language. Learning a foreign language takes place step by step in which a number of

factors play a direct role. This study intends to shed light on the state of “English Language

Teaching and Learning method at all level in Bangladesh”. Findings are reported from

different level of English learning method within the Bangladeshi context. It tries to unveil

the problems of “English Language Teaching and Learning method at all level in

Bangladesh”, sketch a picture of teacher-student interaction and their linguistic behaviour in

the class, and evaluate the level of performance of students. The study suggests certain

remedial measures to overcome the problems or hindrances lying-in the process of teaching -

learning activities. The investigation goes around some domains directly related to applied

linguistics and ELT: textbook materials, syllabuses and curriculums, teaching methods and

approaches, status of teachers, teaching aids and equipment, perception of needs of English,

preference of learning strategies, testing and assessment etc. The study reveals that the major

problems in English language teaching and learning at all level lie with the textbook

materials, syllabus, uninteresting lessons, method of teaching, avoidance of practicing

listening and speaking, poor quality of teachers, lack of physical facilities of the classroom,

very poor quality teaching aids and equipment etc. The major findings of the present study

suggest that cooperative learning helps significantly to enhance the learners’ oral

communicative competence and their motivation towards learning English. On basis of the

findings, a good number of suggestions are made for the further improvement of teaching and

learning English in all level.

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1. Introduction

Language plays an important role in the negotiation of power relationships both at an

interpersonal level and at a wider societal level. Increasingly it also plays this role at the

global level. Since English has become a global language, competency in English is not only

instrumental but also status related. Bangladesh is basically a monolingual country. However

its education policy and curriculum mandate English as a compulsory second language

because of its global nature, Ministry of Education, Bangladesh, 2010. Thus for students who

study at least to graduation level, English is taught as an essential subject for more than

fourteen years of their educational life. However, in general public examination results

indicate that students perform poorly in English, with a high failure rate compared to other

subjects. This article examines the nature and effectiveness of current English language

teaching and learning in Bangladesh.

1.1. Why English

English is an international language. It is the most commonly used language among foreign

language speakers. Throughout the world, when people with different languages come

together they commonly use English to communicate. English is commonly spoken

throughout much of the world due to Great Britain's expansion during the colonial age.

People in Australia, New Zealand, Canada, parts of Africa, India, and many smaller island

nations speak English. English is the commonly adopted second language in Bangladesh,

Germany, Norway, Sweden, Denmark and the Netherlands. Speaking English opens these

countries and cultures up to you. Although Bangla is our main and mother language. But to

remain up-to-date with the current world, there is no alternative without learning English.

So, there is vastly need to learn English language along with Bangla Language. If you are a

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student, you must learn it. If you are an employee, you have to learn also! And if you are

among of those who are willing to go abroad, all of you must learn English. Because proper

efficiency on English language will help you dynamically at any stage of your life.

1.2. Use of English in Bangladesh

Most sectors in Bangladesh require some degree of English banking, IT retail sectors

demanding the most English speakers.

• 24% of companies require a basic level of English.

• 38% require an intermediate level of English.

• 38% require a good level of English.

• Graduates in Bangladesh with higher levels of English proficiency generally find jobs faster

in private companies. It's not only help to find better job in Bangladesh but also abroad.

• The average minimum wage indicated by the Bangladeshi government was US$66.00 per

month in 2009, while the average starting salary for an English-speaking professional was

US$354 per month (Euromonitor, 2010).

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1.3. Purpose of research paper

The increasing importance of English as a foreign language and as a global lingua franca has

made English language teaching a research subject all over the world. English is the second

language and official language in our country.

Method that use to teach English in different level in our country.

Findings of all these method.

How to improve this learning method?

1.4 Methodology of the Study

This report has been prepared on the basis of experience gathered during the analysis of

different method in Bangladesh. Qualitative research approach will be used to prepare this

report. To prepare the report used both primary data and secondary data.

Primary Data: In our research paper we used primary data which we collected through

interviews, survey and contact with different learning centre in Dhaka. Interview was

administered by formal and informal discussion. We collect Information regarding teaching

method of English, learning environment, learning equipment, quality of education etc.

Secondary Data: In our research paper we used secondary data on a large scale. For

secondary data collection we went to annual report of the learning centre , files & folders,

different publications of the learning centre , articles and periodicals, website of learning

centre and different others webpage’s, journals, Theses paper, Education Centre, Text book,

University press and library of IUBAT.

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2. English learning method in Bangladesh

2.1. Home

The first step of learning is start in childhood from home. Parents, brothers, sisters and

relatives try to teach new born child new word. For the most part, it is parents who teach their

young children to speak their home language. Throughout the first two years of life, it is often

the mother’s voice and her special way of talking, called ‘Parentheses’ that teaches young

children about language and how to talk. Parents, even with a basic knowledge of English,

can successfully support their young child learning by re-using and adjusting many of these

same parentheses techniques. Young children have a remarkable ability to alter their accent to

match the English of their surroundings. Young children need to feel “I can speak English”

and “I like speak English” and their parents support can help them achieve this from their

first lesson. To speaking English parents can help their children. Such as:

Parents can focus on their child to learn English.

Parents can regulate the length of an English of an English session and select

activities to fit their child’s need, interests and ability to concentrate.

Parents know their child intimately and can intuitively judge the type of English

talking suitable for their individual ways of picking up language.

Parents can introduce English culture into family life, so broadening their child’s

outlook and understanding of their own culture as well as things English.

After childhood, in adult age, if anyone wants to learn English then he should do:

In home he should listen to English every day. Listen to English radio, watch English

TV, go to English movies, use online lesson.

In home he should write new words start a vocabulary note book.

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2.2. Education system

The present education system of Bangladesh may be broadly divided into four major stages

as primary, secondary, higher secondary and tertiary education.

2.2.1. Primary education

The first level of education is comprised of 5 years of formal schooling (class / grades I -

V). Primary education is generally imparted in primary schools. For the lacking of teacher

knowledge students could not able to being strong in their base.

English teaching method: Most of the student read in Bangla medium where all

subject of primary level composed by Bangla except English. In this level student

have only one book which is English name English for today. The method of English

teaching technique is not very practical and favourable for student. Teachers teach

English very poorly. Student just read it to pass in the exam.

2.2.2. Secondary education

The secondary level of education is comprised of 5 years of formal schooling. It's a very

important time for student to learn English.

English teaching method: The most common English teaching method at secondary

classes in the country is lecturing and reading textbooks and when it comes to

interaction, teachers only ask closed questions like "yes" or "no" to check whether the

students have memorized the textbook information or not. Teacher doesn't give

attention to learning English of student. In this level all book composed by Bangla

except English.

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2.2.3. Higher Secondary

The third stage of education is comprised of 2 years of formal schooling. A teacher has to

hold four to five or even more classes a day. As a result, most teachers cannot even make

lesson plans for a class, let alone applying new approach in the classroom, he added. Most of

the English teachers didn’t use English in their lessons.

English teaching method: In this level all book composed by Bangla except English.

In this level student have only two books in English. One includes just some

composition. Another is Grammatical where include some traditional Grammar. But

the Grammar book is also written mostly in Bangla.

2.2.4. University

There are 79 universities in Bangladesh. Out of these, 21 universities are in the public sector,

while the other 58 are in the private sector.

University level book are composed by English language. Students learn English

basically in this part. At first students face more problems to capture the subject who

came from Bangla medium. Day by day they increase their English language. But

many of the students cannot overcome easily. So all time they face new problem

because of lacking in English.

But in National University most of the books are written in Bangla and lecture are

given in Bangla in the class. So students of National University still face the problem

of learning English.

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2.3. English Learning centre

There are many English learning centre (coaching centre) in Bangladesh to teach English.

E.g. British Council, S@ifurs, FM Method etc.

2.3.1. British Council:

The British Council is the UK's leading international organisation for educational and cultural

relations. British Council offers a wide range of courses to suit all levels and ages. Whether

students are looking to improve business English, need to study for an English exam, or want

to give your children a quality learning environment.

2.3.1.1 Teaching English

British Council uses the Common European Framework of Reference for Languages (CEFR)

to indicate the levels of our resources. Many lesson plans and activities are flexible and

suitable for students learning at different levels.

2.3.1.2. Teaching Unplugged

Teaching Unplugged is the term used for a teaching method and philosophy which has three

primary aims: teaching through conversation, taking out external input such as course book

and technology and letting the lesson content be driven by the students rather than being pre-

planned by the teacher. Based on the Dogme ELT approach to teaching, its origins lie in an

article written in 2001 by Scott Thornbury and Luke Meddings called "The roaring in the

chimney". They later wrote "Teaching Unplugged" a comprehensive guide to this type of

teaching and winner of the British Council ELT award for Innovation in 2010.

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2.3.1.3 Speaking method

British Council follows various kinds of technique to teach speaking English.

Integrating pronunciation into classroom activities.

Getting teenagers talking.

Rhythm, rhyme, repetition, reasoning and response in oral story telling.

Online video for ELT.

Picture books for all.

Video recorders in the class room.

Personalized speaking.

Group discussion skills.

Using web resources to create tasks with real outcomes.

2.3.1.4 Others

Flashcard maker

Word Family Framework

Phonemic chart

Staffroom posters

Teaching knowledge database

Board games

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2.3.2. S@ifur’s

S@ifur’s are one of the leading English learning centers in Bangladesh. They introduced

various method of teaching English easily.

2.3.2.1. Writing

S@ifur’s “Freehand Writing” is a unique creation of S@ifur’s with a superb combination of

sentence structure and all grammatical elements for making your incorrect English correct.

“Freehand Writing” will undoubtedly give you a good command over English Language.

2.3.2.2. Natural Spoken

Presentation

Job-interview

Pair-Discussion

Free speech

Situational conversation

Modern & necessary words

Dialogue Practice

English etiquette

Telephoning manners

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2.3.3. FM Method

Principal Mohammed Feroz Mukul innovated a most scientific method of teaching English

exclusively for the Bengali Speaking people. He discovered that the last word of the Bengali

Sentences,

Figure1. Showing the FM method of teaching English

For Example:

A. I want to go forward with FM Method, the creative way, to build a happy, prosperous and

nice Bangladesh.

a. , ও FM Method

।

B. I am willing to go forward with FM Method, the creative way, to build a happy,

prosperous and nice Bangladesh.

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b. , ও FM Method

।

C. English is taught by FM Method, the creative way, to build a happy, prosperous and nice

Bangladesh.

c. , ও FM Method

হ ।

Mr. Mukul divided the whole Bengali language into three groups depending on the type of

the last word of the sentences of the native Bengali language, like- i) Verbs, ii) Non-Verbs &

iii) Verb + state of being. Hence the method developed on the basis of the last word of any

sentence, however large it is. has been proven to be the easiest way for the Bengali speaking

people. He designed a lesson for every three particular groups of sentences of the native

language. A lesson of FM Method can be compared with a computer programme. Lessons are

divided into some formulas, which act like working files of computers. Two symbolic

figures, named CLOSED KEY ( ), and FLAT KEY ‘_’ are used in the formulas of the lessons

of FM Method. Bengali Sentences ending in a verb word use lessons having CLOSED KEYS

and those ending in a non-verb word use lessons having FLAT KEYS. In this way, English is

taught by FM Method, developing the learners’ creativity to its utmost level.

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3. Findings in all these method

3.1. Home

Most family are not highly educated and children can’t learn natural English from

their parents.

Parents don’t use English with their children.

Most of the family reads bangle newspaper

3.2. Findings in Education level:

Inside the classroom:

Teacher speaks in Bangla even in English class.

Most books are written in Bangla.

Student study just for pass in exam.

National university follow Bangla written book.

Students don’t talk English regularly.

Outside the class room: Limited use outside the class room because of-

Shyness.

Limited access to technology like internet/TV.

Rural people will not understand.

Don't watch English films.

Don't listen to English News.

Don't Read English newspaper.

Poor private tuition.

Don't speak in English with friends, family members.

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3.3. English Learning Centre:

Only few people go to learn English in learning centre.

Most of the people don’t complete their course.

Who complete course they don’t practise themselves.

People are not concern about learning centre.

Teaching system is different in different centre.

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4. How to improve English learning method in Bangladesh

Here are many reasons why people from all over the world might need to improve their

English: for business, for pleasure or because they have gone to live in an English speaking

country. It's easy to feel like your English skills are at a standstill and it's all easy to get

around that too! With a little diligence, you can be talking like a near-native in no time.

4.1. Read

Read anything and everything in English. Read story books, newspapers, magazines, blogs,

comics, English textbooks, instructions and ingredients on food packages, advertisements,

etc. For story books, don’t force to read something too difficult or something is not enjoyable.

Make reading fun! Read books that you enjoy reading.

4.2. Watch English movies with subtitles

This would be favorite way of learning English. Not only do a fun time watching the movie,

I’d be learning new words at the same time and knowing how to pronounce them! Usually,

we can get movies with English subtitles on DVDs.

4.3. Listen to English songs

Read the lyrics and listen to the songs. Listen to favorite songs and sing along to them.

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4.4. Start a blog in English

This is one way for practice of writing. If someone is a fan of movies, start a blog and write

about favorite movies, favorite characters, what you think could be improved in the 0movie,

what new movies to expect next year, etc. Besides blogging, try joining online forums;

engage in online chatting and more.

4.5. Write diary/journal in English

This is where we can write anything in it. But if we do write something we wouldn’t want

others to read, make sure we hide it somewhere safe! Or try not to write anything offensive at

all in case someone does find it. We can also write about neutral stuff like the places you

went that day, what we ate, who we met, what we did, etc.

4.6. Be best friends with a good English dictionary

We can use Oxford, Collins, Cambridge, etc. Buy a dictionary that we’re comfortable with

and use it at all times. Keep it next when we’re reading.

4.7. Speak the language whenever possible

Speak it with friends and family. We can also sing along to English songs! Try karaoke!

Don’t be shy to try speaking the language. Don’t be afraid that others will tease you. In fact,

they’ll admire for courage and confidence.

4.8. Earn a new word a day

Keep own vocabulary notebook and write a new word and its meaning in it every day. Refer

to it as often as possible so that the new words will stick in head.

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5. Conclusion & Recommendation

5.1 Conclusion

English is essential language to communicate at international level. Bangladeshi people are

not highly educated. Those people are educated they have lacking in English. The present

study entitled "How to Improve English Learning Method in Bangladesh" Problems and

Possible Solutions has achieved its objectives. The study has identified some problems that

the students usually face while learning English as a foreign language. The study has also

discovered the teachers’ attitudes, behaviour, interaction with the students, teaching

techniques, etc. The researcher has summed up the whole research paper in a brief manner

and places some recommendations to overcome the situations, enhance the quality of

teaching-learning English language at all level in Bangladesh.

5.2. Recommendation

The present study is an attempt to sketch out a picture of English Language Teaching and

Learning method in Bangladesh. The present study has identified many of the teaching-

learning problems. This section very shortly presents the findings of the present study and

puts forward some recommendations with a view to overcoming the existing problems or at

least lessening the severity of the problems.

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5.2.1. Recommendation for the National Curriculum Text Book (NCTB)

Language instruction has five important components: students, a teacher, materials,

teaching methods, and evaluation. Sheldon suggests that "textbooks represent the

visible heart of any ELT program". So, the NCTB should prepare textbook with a

view to expediting English language teaching and learning.

While preparing the books, the NCTB should look in whether they have met the needs

of the students.

As a general rule, materials should be slightly higher in their level of difficulty than

the students' current level of English proficiency.

Authentic materials should be included in the textbook contents.

Textbook should include original, retold and translated work of creative writers.

Lessons should be interesting and lively.

Syllabus and contents of syllabus should be based on needs of English; otherwise,

irrelevant syllabus hampers students’ progress in learning a language.

Text language should be presented in discourse manner. There should be sufficient

opportunities of practising different skills.

The textbooks should include variety of topics and themes.

Textbook should present all the four skills of English language. To make the students

guess and understand personal and other variations there should be texts from

different grounds.

Supporting notebooks and guidebooks should be examined whether they are

misguiding the teacher and student communities.

The activities of coaching centres and private schools should be monitored. There

should be a government body to look into this.

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5.2.2 Recommendations for the Textbook and Syllabus

The Board should ensure communicative way of teaching by playing active role.

The Board should arrange workshop, seminar, and training programmes for text book

writers to make them interpret its curriculum.

Programmes can be broadcast and telecast through print and electronic media. The

writers and publishers must have some pre-qualifications, before they get approval for

writing books and notebooks.

The writer should have background in applied linguistics and in modern teaching

methods and approaches especially in communicative approach of teaching.

Just holding the public examinations and issuing the certificates should not be the sole

responsibility of education board, rather they should have constant thought of

improving the teaching learning condition.

Government should establish some teachers training institutions for providing training

for the teachers.

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5.2.3. Recommendations for the Test and Assessment

The Education Board is entitled to holding all the examinations and issuing certificates to the

successful candidates. The following recommendations may be considered for further

improvement of this stream of education:

Questions should be setup following the basis of the communicative approach. All the

skills of language should be tested through different items and activities.

Questions should not be set from any notebooks or guidebooks available in the

market; rather, they should be anew. Students will answer them using their knowledge

of English.

Question format should go on changes each year so as to encourage students to read

to learn instead of memorising the textbook-content. There should have cohesion

between the question paper and the syllabus items they practice.

5.2.4. Recommendations for the Teaching Aids and Equipment

Teaching aids and equipment play very significant role in teaching and practicing English

language skills. The modern technologies may be used as teaching aids and equipment for

effective teaching. The present study finds that only the traditional blackboard is used in all in

Bangladesh. Teaching aids should have support for learning, which cover or expand on the

content and make lesson easier and interesting. However, with the development of

technology, photos, visual materials, and audio materials have become very important

components of language teaching. On the basis of findings in the present study the following

technologies are recommended for teaching English and giving instructions in the English

class:

a) Audio cassettes b) Video facility c) Multimedia

d) Over head projector e) Computer f) Television

g) Picture h) Realia h) Documentary

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5.2.5. Recommendation for Teachers

Teachers should understand the value of the English language in this world. On the basis

of the findings the following remedies are suggested, it is expected that these remedies would

eradicate or at least minimise the problems encountered by the learners while learning

English.

It is the result of keen observation that while teaching grammar in the class the

students blink and they forget it the next minute. To avoid this, oral test can be given.

By this, they will be able to remember what has been taught in the classroom.

Teachers should create student - cantered class, and take step to increase students

involvement in the teaching learning process.

Teachers should be friendly and sympathetic to the students in the all ways

of learning.

Teachers should take class in the target language and they ought to encourage the

students to speak English in and outside of the class.

New words should be introduced to the students with the visuals of objects or

phenomena they represent. While teaching, objectives of each lesson must be clear to

the teacher.

He/she should engage the students in the leaning process. The students should not be

treated as empty vessel. Rather, they should be the most active participants in the class.

Teacher is expected to come to the class with a pre-arranged plan and check before

whether all the activities prompt learning among the students.

While teaching, teacher should evaluate how far learning is taking place. After the

completion of each lesson, he/she must measure the students’ achievement and make

necessary changes with the findings of each class in the plan of the classes to come.

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No one can learn a language if he/she does not use it. So, the teacher should create

environment where students will use English. In the class, he/she should use English.

Bengali can be used as a checking device only.

Teacher must get special training as how to make the students to learn grammar,

without having disinterest towards the language.

The Teachers should be well-trained in handling English classes.

Teachers who have a very good English background will be best for teaching the

students to acquire a language, and they should help other teachers in teaching

English.

5.2.6. Recommendation for Students

Students need to be empowered by themselves in the learning activities. They should

minimise the dependence on a single source (teacher) for learning. Students must be self-

directed and life-long learners in order to survive tough expectations of job markets. Some

general suggestions for the students are:

While speaking English, students are able to make mistake, but they should not

hesitate to speak whether it is correct or wrong.

Learning a foreign language is a step by step process and students should make habit of speaking

English with others as much as possible, they should watch TV and

English news bulletin to improve listening skills.

Students must develop their writing skills by writing summary, report writing.

Students should show interests in learning a foreign language.

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6. Bibliography

I. Dolitsky, Marlene, 2006, Teaching English as a Foreign Language in Primary

School, Alexandria, USA, TESOL, Page 101-110.

II. Haroon-Ar Rasheed, Mollah Mohammed, 2012, " Learning English Language in

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2012.

http://criticalliteracy.freehostia.com/index.php?journal=criticalliteracy&page=article

&op=viewFile&path%5B%5D=123&path%5B%5D=92

III. Hoque, Md. Enamul, 2008, "English Language Teaching and Learning at the

Alim Level in the Madrashas in Bangladesh: Problems and Possible Solutions"

Nusaibanabiha, Mar 20, 2010. Web. http://www.scribd.com/doc/28681752/English-

Language-Teaching-and-Learning-in-Bangladesh

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V. http://saifurs.org/

VI. Josette, 2009, "10 Simple Ways / Tips to Improve Your English." web.

http://www.malaysia-students.com/2009/08/10-simple-ways-to-improve-your-

english.html.

VII. National Curriculum and Textbook Board. 1990, Baseline Survey of Secondary

School, Bangladesh.

VIII. National Curriculum and Textbook Board Dhaka. 2011, English for Today, for

Classes 11-12. Dhaka, Bangladesh.

IX. National Curriculum Committee 1978.The Report of the National Curriculum Committee.

Dhaka: Ministry of Education.

X. National Education Policy 2000.The Report of National Education Policy. Dhaka:

Ministry of Education, Bangladesh, 2001.

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XI. Nunan, David, 2003, Practical English Language Teaching, New York, Mc-Grow

Hill, Page 03-23.

XII. Rivers, W. 1981, Teaching Foreign-Language Skills. Chicago: University of Chicago

Press, USA.

XIII. Shaheen, Dr. Robina, & Hassan, Md. Masudul & Kumar , Ashok , Learning English:

Its Use And Benefits Views From Bangladesh, 18-20 January, 2013,

http://www.eiabd.com/eia/phocadownload/conference_papers/Learning%20English%

20Its%20use.pdf

XIV. Sheldon, L. 1988, "Evaluating ELT Textbooks and materials." ELT Journal42 .4,page:

237-246.

XV. Skierso, A. 2003, "Textbook selection and evaluation." Teaching English as a Second

or Foreign Language. Boston: Book Press.