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(ENGLISH):
(Component 1)
Word order: English follows Subject-Verb-Object sentence pattern. On the other hand
3.
Passivization: English yields to Passivization, e. g. Ram killed Ravan.: Ravan was killed
(Component 3)
4.
Tense: Perception of time as expressed in the two languages is different. For example, there
is no separate use or auxiliary verbs like is/was/am etc. in Bangla. Again, in Bangla, as per
perception of the speakers, /bolchilo/ was saying and / boleche/ has said both are considered
as past tense (perceptually, not grammatically) whereas in English there is a well defined
grammatical distinction between the immediate past and distant past. Here, we are not talking in
terms of prescriptive grammar but about the subjective perception of the native speaker
(Component 4)
5. Tautology: Bangla speakers of English are often heard saying cousin brother, return back,
actual facts etc. In contrast, in English these are frowned upon as grammatical faults or
tautologous expressions. (Component 5)
6. Selectional Restrictions: English words are selectionally restricted to their place in a
sentence, e.g. an is used before umbrella, you and is are not compatible. Whereas in
Bangla, such tagging of articles or auxiliaries are not at all used. (Component 6)
7.
Suppletion or internal change: In the case of affixations, there are a whole variety of
problems. To start with, there is the problem of suppletion. In English, lexical metamorphosis is
the order (good-better, go-went), while in Bangla they are rare. Then there is again the problem of
internal change In English (man-men, wife-wives etc.) Lastly, there is no overt plural marker in
some lexical items in English (sheep and deer). In contrast, overt plural markers are quite
common In Bangla. In this context the uniqueness of ox-oxen may be kept in mind. (Component
7)
8. Yes-No Questions and WH-Questions: In Bangla often the gesture and intonation determine
the question structure, but in English the Wh has a fixed place in a question pattern its mobility is
almost unknown. Moreover the auxiliary verb in English is always shifted to the beginning of the
sentence while framing yes-no questions (Component 8)
2.2. MODEL
Keeping in mind areas of mismatch or difficulty and components stated before, a suitable
psychometric model was adopted to measure the learning achievement and component effect. It
was further assumed that the difficulty of an item is related to the nature and character of the
components already stated. For the purpose of our study the Rasch model was adopted. Items
were dichotomously scored; 1 for correct response and 0 for wrong response or no response. To
The important assumption associated with IRT is the axiom of local independence. According to
this assumption, for the given ability level items are statistically independent of each other. If the
response pattern of n value of an examinee with ability ; is denoted by a vector as vi = (u1j, u2j, ,
unj). Then the assumption of local independence can be expressed as:
n
Prob (uij = uij, ., unj = unj|i) = Prob (uij = ui|i)
i =1
n
= Pi (i)uijQi(1)1-uij.(3)
i =1
where, Qi() = 1- Pi().
Likelihood function L of the data set with N examinees is given by
N n
L = Pi (i)uijQi(1)1-uij ..(4)
j = 1 i= 1
Maximum likelihood estimators of parameters under the model (Hambleton et al, 1984) were
3. DATA COLLECTION
The questionnaire was framed with these factors in mind. Questionnaires prepared on the basis
of the above hypotheses, the raw data was collected from schools located in Kolkata and Howrah
(two adjacent districts of Kolkata) Eight parametric differences were arranged through fifty
questions (items) according to the supposed English-knowledge base of the concerned class.
The responses of about 500 students were obtained with the help of the questionnaire to support
the ad-hoc hypothesis.
The initial survey covered the industrial areas of Kolkata and Howrah --and concentrated on
schools and students from similar socio-economic background. Data regarding the
socio-economic background was also been collected but has been kept aside for future studies
and correlation. The schools selected for survey were those with Bangla as medium of instruction
where students mostly have little exposure to the English language outside the classroom. The
students were selected on the supposition that in learning English the mother tongue
interferences would be more pronounced in their cases.
Responding to the questionnaire took an average time of 45 minutes and the work was done by
the students themselves and without any prompting or external help.
It seems that this is a first step towards the understanding of L2 learning process of school-going
students. The multiple regression method, considering components as independent variables,
and difficulty of an item as a dependant variable, has been applied to indicate the effect of
components on the difficulty of an item. Correlation between difficulty values and components are
given below:
Component
Correlation
1
.49
2
.52
3
.49
4
.26
5
.07
6
.05
7
-.35
8
.22
There are many positive correlations which are evident from the results. However in components,
5 (tautology) and 6 (selectional restrictions) correlations are low. Component 7 (suppletion,
internal change) indicates negative correlation.
From the results obtained, it is certain that where the idiomatic use of English is demanded,
the difficulty level is the highest. This only confirms the fact that Idiomatic usages are
culture-specific(context-sensitive) and greater attention should be paid to them when
pursuing the syllabus.
2.
Question structures (WH and yes-no), passsivizations, word-order, tense and selectional
restrictions: these components have presented moderate difficulty. One reason could be the
mismatch between L1 and L2. Here the interference of L1 is obvious and hardly needs
explanation.
3.
Simple tenses and suppletion, internal changes have proved easy Items for examinees. The
possible reasons are (a) these tenses are without any riders attached. In other words they
are not determined by auxiliary markers. But, in cases where such markers are demanded,
the problem of tense (subjectively perceived time) has proved difficult. (b) in the case of
affixations, the uniqueness of words must have determined correct responses Conjecture
and guessing could have also played a part, e.g. good-better, not gooder man-men, not
mans, send-sent, not sended. But, in the case acquire wrong responses is common.
This is obviously because of the lack of familiarity with the word and because of distracters.
4.
It may further be noted that the multiplicity of components in an item is not the determining
factor for a correct response. This is perhaps because of our gestalt way of learning a
language. A learner perceives language as a whole and not as something fragmented as
made out by grammarians.
5.
Moreover, it is observable that items on affixations have proved easy. This Is perhaps
because greater emphasis is put on learning words rather than on learning sentence
structures.
In conclusion it should be noted that the performance on the whole is poor, 22.37 being the
average score. The presence of multiplicity of components in certain tasks, i.e., interaction effects
have not been investigated upon. Consideration of interaction effect may be helpful to explain
variants of different parameters by components.
Bibliography
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Agnihotri, R.K., A.L. Khanna. 1997. Problematizing English in India. New Delhi: Sage
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