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This article reports the results of the investigation about the problems in
Pakistan that English Teachers face while teaching students from the rural
backgrounds. So it turns out that most of the teachers fail to perform this
difficult task excellently. Further this paper intends to present the causes and
solutions of these problems. Importance of teaching of English as a foreign
language is also discussed.
INTRODUCTION
IMPORTANCE OF ENGLISH AS A
SECOND LANGUAGE IN PAKISTAN
English has won a place of pride in our curriculum for the following reasons:
1. English is a means of international communication since it has
assumed, more or less, the role of a world language. We cannot
afford to shut ourselves up in isolation.
2. It is a store- house of world- knowledge and is expanding every day
at a rapid pace. It is inadvisable to cut ourselves from the main
stream of world-knowledge.
3. It contains the standard terminology of science and technology.
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4. It is useful for commercial relations with the other countries. Our
industrialists can learn the latest methods of production and
distribution.
5. With the knowledge of English our diplomats can make their
contribution to the deliberations of international forums like the
U.N.O.
6. Technical know-how provided by English is essential for our
technicians and researchers.
7. It is essential for the members of all professions to keep abreast of
modern developments in their respective fields.
8. It is an effective instrument for promoting international under-
standing and good will.
9. It opens prospects for employment at home and abroad. It has high
market value.
10. It has thrust its way into the heart of our life.
11. Higher education and research mainly draws upon the hospitality of
English.
12. Its study helps us in understanding the secret of the success of
Western people in the realm of commerce and industry because of
their standards of integrity.
METHODOLOGY
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questions, an interview was taken from some English teachers having the
experience of teaching the students from rural background. Then through some
class observations many problems were pointed out related to the teaching of
English to such students. Causes of these problems and then their solutions
were also figured out.
CLASS OBSERVATION
PROBLEMS
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7. They have lack of vocabulary and they are not in the position to use
their limited vocabulary.
CAUSES
Through some class observations, some causes of the failure of the English
teachers in teaching to the students from rural background have been pointed
out.
They are as the follows:
1. Teachers have non-rural background.
2. Teachers are not highly qualified.
3. Parents of those students are not qualified and are not aware of the
importance of hard work.
4. Those students’ previous educational experiences are not suitable to
learn English properly.
5. The students from rural background have interests and motivations
which are not helpful in learning English as a second language.
6. The methodology of ELT in these schools where they accomplished
their primary classes, is bilingual or translation methods.
7. Those students completely depend on their teacher and devoid of the
practice of speaking skill resulting the students to be tongue tied
during their spoken communicative production.
REMEDIES
Some remedies of the problems are pointed out through observation of some
classes.
1. Seminars should be provided for the teachers so that they can be aware
of the requirements of the students from rural background.
2. Teacher training courses relating to these problems should be
introduced.
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3. There is a need to inculcate curiosity among the students on account of
their improper brought up.
4. To tackle with the problem of lack of vocabulary in the students,
productive and receptive use of words should be kept in mind. The
students should be made to learn simple words. This will help in
inculcating a habit of learning new words in them. Their newly learnt
words will become a part of their own vocabulary and they will be in
position to use them.
5. To solve all the problems a systematic approach should be followed.
The teachers should aim out teaching primarily not knowledge but
skill, the different skills required for good listening, speaking,
reading and writing. The teachers should find some way of helping
the students from rural background to enjoy their language activities
and of building their confidence.
CONCLUSION
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APPENDIX
For the following question, please choose the answer that best fits you.
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BIBLIOGRAPHY
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