research proposal

Research Proposal | 1

Research Proposal

Topic: Difficulties Faced by the Urdu-Medium Learners of English at Graduation Level

(Analysis and Remedy)Level: M.A-ELT

Researcher: Ms. Madiha Shakir

Supervisor: Prof. Sajjad Haider Malik

Department: Faculty of English Language, Literature and Applied

Linguistics (GS)

NATIONAL UNIVERSITY OF MODERN LANGUAGES

Islamabad

January, 2010


Table of Contents

INTRODUCTION ..........................................................................................................3

STATEMENT OF PROBLEM .........................................................................................5

RESEARCH QUESTION ...................................................................................................5

OBJECTIVES .........................................................................................................................6

DELIMITATION ...................................................................................................................6

SIGNIFICANCE OF THE STUDY..................................................................................6

LITERATURE REVIEW ........................................................................................7

RESEARCH METHODOLOGY .....................................................................8

RESEARCH DESIGN .........................................................................................................8

POPULATION ........................................................................................................................8

SAMPLE ...................................................................................................................................8

RESEARCH TOOLS ...........................................................................................................8

DATA COLLECTION AND ANALYSIS .....................................................................9

DATA PRESENTATION AND ANALYSIS .....................................10

CONCLUSION ...............................................................................................................11

End Notes ....................................................................................................................12

References ..................................................................................................................13


1. Introduction

At school level, the educational system of Pakistan is divided into three

major categories on the basis of the medium of instruction:

1. The government vernacular-medium schools which use Urdu, and the

regional languages as Sindhi, Balochi, Punjabi, Pashto, etc as their

medium of instruction for teaching almost all the subjects.

2. English medium schools (private elitist; state-influenced public schools

and cadet colleges; and non-elitist private English-medium schools) which

teach all subjects in English except Islamiat and Urdu compulsory.

3. Religious seminaries (madreassas of the two major sects of Islam Sunni

and Shia) which mostly uses vernaculars for teaching.1

However, at higher education level (colleges and universities), there is only one

medium of instruction: that is English. Thus there are two streams of students entering

from the schools into our higher education institutions:

a. Students from Urdu- or vernacular-medium background

b. Students from English-medium background2.

As far as English medium students are concerned, they do not feel much difficulty

in coping with the environment as well as the advance study; whereas, the vernacular-

medium students face a lot of problems in competing them:

These students cannot comprehend the lectures and books which are

mostly in English

They have to face so many hurdles in explaining their points of view due

to the lack of verbal competency.

Their academic results suffer a lot as they usually secure low grades due to

their inability to write proper English sentences.


Their difficulties in English language result in their failure in the particular

subject. And since English is a compulsory subject, failure in English

means failure in the entire University examination.3

Due to poor academic results and failure, these students suffer from

financial and economical problems as they cannot get reasonable jobs.

Along with the academic and financial problems, these learners face a lot

of psychological pressures and anxieties. It has been noted that such

learners start assuming the people who are fluent in English as more

intelligent and capable, and thus start undermining their own potential.

The causes of these problems seem to lie deep-rooted as English is not at all a

new language to these vernacular-medium learners. In almost all of the institutions, it is

taught up to the graduation level as a compulsory subject. However, it has been noted that

usually Grammar-Translation Method (GTM) is adopted to teach it. By utilizing the

mother-tongue, national and the regional languages, the grammatical rules as well as

from- and into-English translations are taught to the students hoping that the already

acquired language will support the target language, and by comparing the two languages

the students will be in a better position to understand the English structures.

But many researchers and linguists blame this GTM approach as “the flawed

pedagogy”4 along with the faulty material design responsible for these problems of the

learners. They argue that GTM usually proves beneficial in the beginning as the students

find it easy to learn by relating to some previous knowledge. But it should not be the only

medium used because in this manner, the mother tongue of the learners seems to interfere

a lot, and the learners always appear pre-occupied in comparing the two languages to

form English sentences which usually results in blunders.

One obvious reason for these difficulties seems to be the unavailability of the

encouraging environment for the use of English in vernacular-medium instruction. In a

country where the literacy rate is just 54%, it is very difficult for a learner to practice a

foreign language in his daily communication. English-medium learners have the

advantage over Vernacular-medium learners in this case. They can practice the language


in the classroom and develop their confidence and skill; whereas the vernacular-medium

learners lack these opportunities. Moreover, social factors also cause shyness and

hesitation among the learners. English is still regarded as a symbol of Western culture in

Pakistan and the people seems to be in a fear of being alienated in their society.

Thus, there are so many socio-psychological problems and difficulties that hinder

the efficient and proficient learning of English language. These difficulties hinder the

proficient written expression and verbal communication causing so many other

economical and career problems.

As Pakistan is a multi-lingual country where hundreds of vernaculars are spoken,

it would be very difficult to analyse the effects of each and every vernacular. Therefore,

for the sake of convenience, and to resolve the ambiguity, the researcher is going to

consider only the students belonging to Urdu-medium background.

1.1. Statement of Problem

The English language learners belonging to the Urdu-medium instructions face

hurdles in the way of efficient and proficient linguistic activity (written and verbal

communication), after reaching a higher level of education as graduation.

1.2. Research Questions

What are the difficulties faced by an English language learner belonging to the

Urdu-medium instructions? What specially-designed pedagogical strategies can be

applied?


Objectives

The researcher wants to:

Analyse various social, psychological and pedagogical factors responsible

for the difficulties in the proficient English language communication.

Make the language teachers aware of the important role they have to

perform in such a situation

Suggest some effective remedial pedagogical strategies to cater the needs

of such students.

1.3. Delimitation

The researcher has delimited her research to the learners of English as a subject

from Urdu-medium background at graduation level of the University of the Punjab.

1.4. Significance of the Study

As only a small number of institutions5 are using English as medium of

instructions, most of the learners of English language belong to Urdu and regional-

medium instructions. This research will provide an overview of the difficulties faced by

most of the students of English from such backgrounds. The results of the research may

help the teachers to be aware of these problems and adopt certain suitable strategies to

remedy them. The research can be applied to a wide range of the learners even above the

graduation level and in fields other than arts.


2. Literature Review

Medium of instruction is the language that is used in teaching. It may or may not

be the official language of the territory.6 Urdu is the national language of Pakistan that is

the language of instruction in all public sector institutions. Usually Grammar-Translation

method is used for the teaching of foreign language that considers the second or foreign

language learning as a mere provision of the detailed explanation of grammar of the

target language in their native languages, paradigms to memorize, and bilingual

vocabulary lists to learn; and thus to prepare the learners for the regular task of

translating long passages.7 The aim is to enable the learners to understand foreign

literature and to pass standardized exams. 8 9

However, native grammar and syntax interferes in the acquisition of

second language. The students seem to compare the two languages all the time and thus,

they tend to indigenize the language10. Social norms and learning environment also

affects the foreign language learning.11 Psychological factors also play a tremendous role

in the foreign language achievement.12 Most of the learners want to learn English as it is

“… the language of the elitist domain of power, not only in Pakistan but also

internationally”.13 But some detest it being a symbol of west, colonial suppression as well

as a symbol of elite status.14

The researcher is of the view that the learners of English language belonging to

Urdu-medium instructions are under various social, economical and psychological

impediments that hinder in the proficient learning of the language. And these difficulties

can be removed by effective application of the counselling, psychological conditioning

and pedagogical strategies by the teachers.


3. Research methodology

The researcher is foreseeing to adopt an experimental methodology so that to find

out the practical solutions of the problems.

3.1. Research Design

The researcher will use a combination of qualitative and quantitative paradigm of

research.

3.2. Population

The population of this research will be the students of the Government Post

Graduate College for Women, Satellite Town Rawalpindi.

3.3. Sample

The sample of this research will be 30 students of English (compulsory subject)

class from the same college who will be selected on the basis of their Urdu-medium

educational background.

3.4. Research Tools

The researcher is going to use the following research tools:

A. Survey Tools

The researcher will use a Questionnaire (having 12 questions) to

get statistical data from the students.

B. Field-Study Tools


The researcher will use Observation sheets to note down various

changes in the results of pre- and post-tests of the students before

and after her teaching experiment.

3.5. Data collection and Analysis

The data will be collected through questionnaires, interviews, and observation

sheets as well as pre- and post-tests. The presentation will be in the form of tabular charts

and graphs, and the analysis will be done in the form of the comparison of the

percentages of the two groups of the students.


4. Data Presentation and Analysis

For the presentation of data, tabular charts will be

used. For example, the questionnaire data will be

presented and analysed in the following manners:

key Strongly

Agree

Agree Uncertain Disagree Strongly

Disagree

Question 1 % % % % %





The comparison will be done in the form of progress charts and graphs. For

example, the result of the experimentation will be shown as follows:


5. Conclusion

As Urdu is the national language of Pakistan, almost every Pakistani knows it

other than his or her mother tongue. Therefore, the researcher is feeling quite positive

about the outcomes of this research. She thinks that by pointing out and analysing the

major difficulties of the learners belonging to vernacular-medium of instruction, she will

be able to recommend certain useful pedagogical strategies and techniques to the English

language teachers and the teachers of English as a compulsory subject. This will

contribute to the betterment of English language proficiency among the students of Urdu-

medium educational background and will help them to perform better in their academic

as well as professional life.


Endnotes

1. Tariq Rahman. Denizens of alien worlds: a study of education, inequality and polarization in Pakistan. (Oxford University Press, 2004)

2. Sabiha Mansoor. Language Planning in Higher Education: A Case Study of Pakistan. (Oxford University Press, 2005)

3. Abbas, S. 1998 Socio-political Dimensions in Language: English in Context in Pakistan. Journal of Applied Language Studies 23, 42

4. Abbas, S. 1998 Socio-political Dimensions in Language: English in Context in Pakistan. Journal of Applied Language Studies 23, 42

5. Only 5 to 10 % according to A Study to Review Policies and Classroom Practices Pertaining to Katchi Class by Institute of Education and Research from http://www.gepsp.moe.gov.pk/upload/publication/IER_Policy_Study_Summary_07.pdf (retrieved on 20-01-2010)

6. http://en.wikipedia.org/wiki/Medium_of_instruction (retrieved on 24-01-2010)7. Cheryl Boyd Zimmerman 1997. Historical Trends in Second Language

Vocabulary Acquisition.8. A.P.R. Howatt. A History of English Language Teaching. (Oxford University

Press, 1984)9. W.M. Rivers. Teaching Foreign Language Skills (2nd Ed.). (University of Chicago

Press, Chicago, 1981)10. Riaz Hassan, 2004. Remaking English in Pakistan. (National University of

Modern Languages, Islamabad)11. Dennis M. McInerney, Shawn Van Etten 2004. Research on Sociocultural

Influences on Motivation and Learning, Volume 1. Information Age Publishing: Greenwich

12. Steven McDonough, 1986. Psychology in Foreign Language Teaching. (George Allen & Unwin, London)

13. Tariq Rahman, Language, Ideology and Power: Language -Learning Among the Muslims of Pakistan and North India, (Oxford University Press, Karachi, 2002)

14. Tariq Rahman. Denizens of alien worlds: a study of education, inequality and polarization in Pakistan. (Oxford University Press, 2004)


References

1- A.P.R. Howatt. A History of English Language Teaching. (Oxford University Press,

1984)

2- Faiza Amin Mohammed Khalil. Evidence of mother tongue interference in foreign

language acquisition: a case study of Kuwaiti learners. (University College, Cardiff,

1981)

3- James Coady, Thomas N. Huckin. Second Language vocabulary acquisition: a

rationale for pedagogy. (Cambridge University Press, New York, 1997)

4- M. Bhatti. 1976. National Language Policies and the Standard of English in Pakistan.

Journal of Research (Humanities) July 22nd, 1975. University of the Punjab. Lahore,

Pakistan.

5- N. S. Ahmed. 1964. Teaching of English as a Second Language. (The Carwan Book

House, Lahore, Pakistan)

6- Riaz Hassan, 2004. Remaking English in Pakistan. (National University of Modern

Languages, Islamabad)

7- Steven McDonough, 1986. Psychology in Foreign Language Teaching. (George Allen

& Unwin, London)

8- Tariq Rahman. Denizens of alien worlds: a study of education, inequality and

polarization in Pakistan. (Oxford University Press, 2004)

9- Tariq Rahman, Language, Ideology and Power: Language -Learning Among the

Muslims of Pakistan and North India, (Oxford University Press, Karachi, 2002)

10- W.M. Rivers. Teaching Foreign Language Skills (2nd Ed.). (university of Chicago

Press, Chicago, 1981)

11- Cheryl Boyd Zimmerman 1997. Historical Trends in Second Language Vocabulary

Acquisition.

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