Situation of English Language Teaching Essay Sample
The English linguistic communication is widely acknowledged to be the linguistic communication of modern times ; it is an international linguistic communication for communicating and instruction. English. harmonizing to the Time Almanac ( 2010 ) . is the most widely spoken linguistic communication in the universe. It is spoken by about 1000 million people. which constitute about 16 per centum of the world?s population. The vivacious usage of English in all nooks and corners of the non-English speech production universe has outnumbered native talkers by non-native users. affecting 80 % usage of English between L2 talkers. ( Deterding. 2006 ; Sarwar. 2001 ; Benecke. 1991 ; Crystal. 2000 ; 2003 ) . It is so widely spoken that besides the internal assortments of English ( assortments spoken within English talking states ) . the non-native English talking portion of the universe has coined their ain assortments of English. for illustration South East Asiatic English. Singaporean English. African English. and Nigerian English.
Pakistan has rich depository of linguistic communication with Urdu as national linguistic communication while 100s of regional linguistic communications. Attitude of Pakistani society towards English has ever remained ambivalent as it is linguistic communication of Colonizers. This linguistic communication has ever been given position of foreigner but on the same clip it has been used to make a societal individuality. Harmonizing to recent researches English is fast distributing in Pakistan. with 18 million Pakistanis ( 11 % of the population ) holding a bid over the English linguistic communication. which makes it the 9th Largest English Speaking Nation in the universe and the 3rd largest in Asia. Some people consider it 2nd linguistic communication while others call it foreign linguistic communication. So before traveling farther it is of import to distinguish between 2nd linguistic communication and foreign linguistic communication. Attitude and Motivation:
Attitude and motive are closely related to each other. Learners? attitude towards English linguistic communication fundamentally determines their motive. The relationship between motive and attitude has been considered a premier concern in linguistic communication acquisition research. Gardner and Lambert ( 1972 ) province that “his [ the scholar ] motive to larn is thought to be determined by his attitude towards the other group in peculiar and by his orientation towards the acquisition undertaking itself” . Gardner ( 1985: 10 ) besides sees attitudes as constituents of motive in linguistic communication acquisition. Harmonizing to him. ‘motivation … refers to the combination of attempt plus desire to accomplish the end of larning the linguistic communication plus favourable attitudes toward larning the language’ . McDonough ( 1983. p. 142 ) provinces that “motivation of the pupils is one of the most of import factors act uponing their success or failure in larning the language” .
Another factor is learners? attitudes. This is because an ESL/EFL learner?s motive in linguistic communication acquisition is affected by his/her attitudes towards larning the linguistic communication. Motivation: Motivation is a desire to accomplish a end. combined with the energy to work towards that end. Brown ( 2000 ) asserts that surveies of motive of second/foreign linguistic communication scholars frequently refer to a differentiation between two types of motive viz. . instrumental versus integrative motive. Gardner ( 1983. p. 203 ) defines instrumental motive as “learning a linguistic communication because of person or less clearly perceived public-service corporation it might hold for the learner” .
More specifically. a scholar is instrumentally motivated when he/she wants to larn a linguistic communication “to pass an scrutiny. to utilize it in one’s occupation. to utilize it in vacation in the state. as a alteration from watching telecasting. because the educational system requires it” ( Wilkins. 1972. p. 184 ) . On the other manus. integrative motive was defined as “learning a linguistic communication because the scholar wishes to place himself with or go integrated into the society” of the mark linguistic communication ( Gardner. 1983. p. 203 ) . Therefore. a scholar is integratively motivated when he/she learns a linguistic communication because he/she wants to “know more of the civilization and values of the foreign linguistic communication group… to do contact with the talkers of the languages… to populate in the state concerned” ( Wilkins. 1972. p. 184 ) .
Integrative motive is farther divided in two types as: ? Assimilative motive ? Affiliative motive
Assimilative motive
It is a strong motive to “belong” to the mark group ( give up one’s ain civilization to absorb into the mark civilization ) .
Affiliative motive
It is a weak motive and a desire for wider societal contact with mark linguistic communication talkers. The Gardnerian theory of SLA motive is based on the definition of motive as “the extent to which the person works or strives to larn the linguistic communication because of a desire to make so and the satisfaction experienced in this activity” ( Gardner. 1985 ) . Gardner ( 1985 ) explored four other motivational orientations: ? Reason for larning. ? Desire to achieve the acquisition end. ? Positive attitude toward the acquisition state of affairs. and ? Effortful behaviour Gardner ( 1985 ) describes core 2nd linguistic communication larning motive as a concept composed of three features: 5 English Language Teaching Situation in Pakistan
? The attitudes towards larning a linguistic communication ( affect ) . ? The desire to larn the linguistic communication ( want ) and ? Motivational strength ( attempt ) B- Vroom ( 1964 ) : Anticipation Value Theories: Learners’ motive to get a 2nd linguistic communication is determined by: ? Effort ? Valence ( perceptual experience of grade of attraction of goals/ its value ) ? Expectancy ( perceptual experience of the chance of achieving the ends ) ? Ability ( assessment of their ability to accomplish the ends ) . ? Instrumentality ( connexion of success and wages )
C- Oxford and Shearin ( 1994 ) : They analyzed a sum of 12 motivational theories or theoretical accounts. including those from socio-psychology. cognitive development. and socio-cultural psychological science. and identified six factors that impact motive in linguistic communication acquisition: ? attitudes ( i. e. . sentiments toward the acquisition community and the mark linguistic communication ) ? beliefs about ego ( i. e. . anticipations about one’s attitudes to win. self-efficacy. and anxiousness ) ? ends ( perceived lucidity and relevancy of larning ends as grounds for larning ) ? engagement ( i. e. . extent to which the scholar actively and consciously participates in the linguistic communication larning procedure ) ? environmental support ( i. e. . extent of instructor and peer support. and the integrating of cultural and outside-of-class support into larning experience ) ? Personal properties ( i. e. . aptitude. age. sex. and old linguistic communication larning experience ) . 6 English Language Teaching Situation in Pakistan
These three theories are really much pertinent in Pakistani context as English is a foreign linguistic communication. So it is really of import to cognize which factor pushes Pakistani Learners to larn this linguistic communication. The value which is attached to different linguistic communications really determines the desire of scholar to larn those linguistic communications.
Beginnings of Motivation
There are two chief beginnings of motive. ? intrinsic motive ? extrinsic motive In 2nd linguistic communication larning extrinsic motive creates intrinsic motive. Like prestigiousness through linguistic communication creates a desire inside a individual to larn the linguistic communication to derive high societal individuality. Extrinsic motive is really the external factors that push a scholar to larn 2nd linguistic communication. These external factors are the societal demands and these demands besides act as an attitude of a scholar towards linguistic communication acquisition. Some of the demands are mentioned below: ? Fulfill school/university demands ? Function and vie efficaciously in the planetary economic system of today and the hereafter ? Increase occupation chances and salary potency ? Develop intercultural sensitiveness. increasing planetary apprehension ? Improve English vocabulary and linguistic communication proficiency in order to pass on with members of that linguistic communication community. ? Improve critical and originative thought accomplishments ? Improve one’s instruction ? Enhance travel and survey abroad opportunities 7 English Language Teaching Situation in Pakistan
? Enjoy great literary and musical chef-d’oeuvres and movies in their original linguistic communication ? Improve likeliness of credence into university and alumnus schools ? Increase apprehension of people in ain state ? Gain societal power ( prestigiousness )
Social demand of English Language in Pakistan Pakistan and its educational system have cherished a long history of English linguistic communication ; it has so been recognized as one of the two functionary linguistic communications of the part. The English linguistic communication has been an built-in portion of functionary. economic. educational and societal life in Pakistan since its creative activity in 1947. Pakistan has shared its history of the usage of English with India. much before the Partition of the Sub-Continent of Asia into India and Pakistan. English was foremost introduced in the Sub-Continent in 16th century by British Raj as a method to weaken cultural roots of Indians.
“Macaulay celebrated Minutess on Indian Education” 1835 are clear grounds of political confederacy of British raj against Indian local linguistic communications. Since so it is basking political and societal privilege which no Indian linguistic communication is able to achieve. At the clip of divider of Pakistan and India. the English linguistic communication was already so incorporate into all walks of life that it gained the position of 2nd official linguistic communication in India and Pakistan. During the British Raj ( 16th to the center of twentieth century ) . people learned English either by the direct contact with native talkers of English or officially from schools. Even in schools. there were non adequate British instructors to run into the demand ; most of the school instructors were local. After the British left. schools and colleges were left with the English instructors being largely 8 English Language Teaching Situation in Pakistan
trained local pedagogues ( Mahboob. 2009 ) . The predating coevalss were so trained by the local instructors. holding small contact with the native talkers of the linguistic communication. Slowly and bit by bit. the linguistic communication got coated by the common linguistic communication and the indigens of the part indigenized the linguistic communication. hence change overing it into another assortment of English which is called Pakistani English. Such lexical adoption is the direct consequence of changeless contact of two or more linguistic communications ( Baumgardner & A ; Kennedy. 1993 ) .
Most of the talkers of English in Pakistan identify themselves as the talkers of Pakistani English instead than British or American English. So when we say that the English linguistic communication is so common in the societal life of Pakistan and that most of the population is exposed to the English linguistic communication through media and the newspapers. most of it is Pakistani English ( Baumgardner 1993 ) . We can coin another term Pakinglish— the Pakistani assortment of English. This state of affairs consequences in struggle between what is prevalent at big and what the instructors are supposed to learn in the schools. Mahboob ( 2002 ) throws an interesting inquiry into this argument: How can we anticipate locally trained English linguistic communication instructors. who are extremely exposed to and are trained locally in the Pakinglish assortment of the English. to learn the standard British English? On the concluding tests excessively. the testers expect the pupils to detect the British criterion of English.
This paradox for certain is one of the challenges that English linguistic communication learning state of affairs facing in Pakistan. Granted that English has ever been a dominant linguistic communication in Pakistan. it has seen so many political wane and flows. During the government of General Zia-ul-Haq. which lasted from 1977 to 1988. all the English medium schools were purely instructed to exchange to Urdu linguistic communication. rigorous plenty to damage the position of the English linguistic communication in Pakistan.
However. the authoritiess after the Zia term of office. like those of Benazir Bhutto ( 1988-1990 and 1993-1996 ) and General Mussarraf ( 2001-2007 ) largely supported English linguistic communication in schools as an indispensable tool of advancement. That is how the linguistic communication started repossessing its lost position. Even today. Pakistan lacks specialized and adept English instructors. In this state of affairs. the schools and colleges both in the public and private sector ask the instructors who are better at English than others to learn English. It leaves some persons with no linguistic communication learning preparation and proper English linguistic communication background learning English to 100s and 100s of the pupils ( Mehboob & A ; Talaat 2008 ) .
English ESL/EFL in Pakistan:
In some non-English speech production states. English has assumed the position of official linguistic communication. Pakistan. for illustration. is such a state where English is an official linguistic communication. All authorities paperss. military communications. many store marks. concern contracts and other activities are done in English. The linguistic communication of the tribunal is besides English ( Mahboob. 2009 ) . English in Pakistan is used as an functionary and a 2nd linguistic communication. It is spoken and used by a comparatively little but highly influential part of country?s population in the sphere of authorities disposal. jurisprudence. the military. the higher instruction. commercialism and mass media ( Baumgardner 1993:43 ) . As it is Pakistan?s official linguistic communication. so all functionary record is kept in English linguistic communication. Official letters. biddings etc. all are written in English linguistic communication. Though medium of unwritten communicating in all professional establishments is more or less regional linguistic communication depending on the country where that communicating is taking topographic point.
It is hard to specify English as 2nd or foreign linguistic communication Pakistan. English is the linguistic communication of higher instruction and wider instruction and non the place linguistic communication of the population except in the upper strata of society where it is spoken as a position symbol. As bulk of the population can non talk and understand English so it can be categorized under foreign linguistic communication. Unfortunately British Raj docket to integrate English in the lives of colonised and devalue local linguistic communications has been extended by the authorities of Pakistani crowned head province as good. Thus English with its controversial place enjoys „higher status? and plays a critical function in all major spheres of power. which. as a consequence. motivates grownups. good cognizant of the lingual public-service corporation in socially esteemed webs. to larn it for a better hereafter in emerging markets of the metropolis. ( Mansoor. 2005 ; Haq. 1993 ; Rahman. 1999 ) . Education is besides playing of import function in act uponing position of English as second/ foreign linguistic communication and it is besides being influenced by English linguistic communication. As instruction is occupation oriented in Pakistan. People get instruction to acquire a good occupation. Mode and medium of direction every bit good as importance of certain topics all are socially determined.
Second linguistic communication:
Peoples who are populating in an English-speaking community/country are larning
English as their Second linguistic communication. “The scholar of the 2nd linguistic communication is surrounded by stimulation. both ocular and audile. in the mark linguistic communication and therefore has many motivational and instructional advantages. ” ( Oxford & A ; Shearin. 1994 )
Foreign linguistic communication:
As for those who are non populating in an English-speaking community/country. they are larning English as a FOREIGN linguistic communication. “Foreign linguistic communication scholars are surrounded by their ain native linguistic communication and hold to travel out of their manner to happen stimulation and input in the mark linguistic communication. These pupils typically receive input in the new linguistic communication merely in the schoolroom and by unreal agencies. no affair how talented the instructor is. ” ( Oxford & A ; Shearin. 1994 )
Education system in Pakistan
English medium Institutions
Middle/lower in-between category school
Government school
The Pakistani educational system is rather complex. There are legion types of schools that are different from each other in some manner or another. The formal instruction system in Pakistan consists of five different yet attached degrees. The primary degree is comprised of five old ages ; the in-between degree consists of three old ages. Then. there are two old ages for secondary or „matriculation? degree. and the biennial higher secondary or intermediate degree. And eventually 5th degree covers college and university instruction taking to the attainment of unmarried mans followed by maestro grades. Diploma instruction other than these five degrees is besides really popular particularly in linguistic communication acquisition. Foreign linguistic communication acquisition establishments are gaining a batch of money due to the tendency and monopoly of English linguistic communication.
As for the establishments themselves. there are chiefly two types of schools: Urdu- medium and English medium. There is a whole continuum in between these two extremes. Then there is another type of division among schools that is. some are purely authorities establishments. some are semi authorities while others are private establishments. As bulk of people in Pakistan live in rural countries and they can non afford expensive private schools so their kids travel to authorities controlled schools.
Government system of Education
As mentioned earlier. instruction in Pakistan is job- oriented. and instruction criterions are set by societal establishments. Educational establishment prepare pupils for professional life. In this respect English linguistic communication has been given a batch of importance. Written English is given importance over spoken English. One have to go through the written trial to measure up for interview and eventually to accomplish a good occupation. As the first standard is to go through the trial. it shows that written text is given a batch of significance. All the competitory tests are test oriented. In all competitory tests like CSS. FPSC. all college. university entry trials keep a considerable part of trials for English proficiency proving. Ironically autochthonal scholarships are besides given on the footing of English proficiency. IELTS. Gre. GAT ( see index ) all keep one 3rd part for English competency. So all this leads to the popularisation of English linguistic communication peculiarly written English. Due to this ground people emphasize more on written look and they ignore communicative competency.
Due to this ground English is non taught as a linguistic communication. it is taught as a topic. Like other topics. for illustration Urdu. societal surveies. mathematics and Islamiyat. English is considered a topic excessively. It is normally divided into two parts: English A and English B. English A contains a text book with some short narratives and some verse forms. Students are supposed to merely interpret the narratives and poems into Urdu utilizing the Grammar Translation Method and answer comprehension inquiries which they memorize word for word from the assisting books. English B covers the grammar side of the topic. and pupils are normally more concerned about it than they are about English A. The course of study of English B consists of essays. moral narratives. missive composing. application composing. tenses and interlingual rendition from Urdu to English. What happens so is that instructors make the pupils learn some selected essays. narratives. letters. and the regulations of grammar by bosom. Students reproduce these regulations automatically on trials and tests. No attending is paid to the talking portion of the linguistic communication. Equally long as the pupils reproduce everything word for word. they pass the test. Small consideration is given to developing their originative capablenesss or critical thought with linguistic communication.
Learning/teaching Status of English linguistic communication in Pakistan
The instruction and larning state of affairs in Pakistan is purely traditional. Teachers adhere to the old instruction attacks which have been declared disused by many in the Western universe long ago. They are non aligned with the demands and criterions of the modern age. Teacher-centered direction is extensively employed in Pakistani schoolrooms. They use the talk form of instruction and the pupil is a inactive scholar as the instructor negotiations without any interaction or interruption for the whole period ( Sarwar 2001 ) . The instructor is considered to be the concluding authorization. Students are non given any chance to show their creativeness ; they are merely supposed to be on having terminal. jaming the stuff provided by the instructor blindly and reproducing it in the test. This attack hampers students? development of critical thought and halt them from being productive in their practical lives. The instructor. in this teacher-centered direction. is the leader of the category and is responsible for content. prima lessons. recitation. accomplishments. and seatwork and delegating prep.
He uses the commercial text edition ; the whole category is moved through the same course of study. at the same gait. Small grade of individualised direction is provided to the scholars ; the chief mark of the instructor is the whole category. Students are non allowed to travel around freely in the category and mingle with other scholars ( Chall. 2000 ) . Teaching originative authorship is really rare in schools and colleges. Students to a great extent rely on the „patterned compositions? given to them by their instructors or bought from the book markets to memorise and reproduce dependably. Students are ne’er encouraged to take their ain topics and subjects for their authorship assignments. nor are they asked to compose a research paper or an academic paper. The scrutiny composings are checked non paying attending to what is communicated. particularly in English ; the tester cheques for the rightness of mechanics and the signifier. giving small recognition to the capable affair.
Decision
English is still a foreign linguistic communication in Pakistani context. Jobs are given on the footing of competency in written English. As instruction is job- oriented so normally English has been taught as a topic where pupils are evaluated on the footing of written trial. Written test is based on grammar inquiries and students? creative is non checked. Due to this English course of study is based on grammar and some literature. A small attending has been given to students? originative potencies. Students have non been encouraged for critical thought. English has been taught in isolation and communicative competency of the pupils has been ignored. This is the ground most of Pakistani pupils can non pass on in English linguistic communication till their graduation.
Plants Cited
1. Baumgardner. R. 1993. The English Language in Pakistan. Karachi: Oxford University imperativeness. 2. Crystal. D. 2000. Expanding circle. English learning professional. 14 3. Crystal. D. 2003. English as a Global Language. ( 2nd
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