Thesis 2017
Browse
4 results
Search Results
Item Factors Affecting Teaching Pronunciation at Tertiary Level: A Case Study(East West University, 4/30/2017) Osmany, SamiraGilakjani (2012) stated that one of the key requirements for language learning is to teach intelligible pronunciation to the language learners. Importance of pronunciation cannot be denied as receptive and productive skills like listening and speaking heavily depend on intelligible pronunciation (Moniruzzaman, 2008). However, pronunciation hardly receives adequate importance in teaching and learning English at any level in Bangladesh (Moniruzzaman, 2008). Teaching pronunciation is considered as a very challenging job by many EFL teachers of Bangladesh which lead to neglecting teaching pronunciation (Khan, 2007). Therefore, this study aims to find out the factors which are affecting teaching pronunciation at tertiary level.Item Representation of (In)equality in English for Today (Class- VIII)(East West University, 9/10/2017) Chowdhury, Antara RoyA textbook has inevitable importance in students’ academic life. A textbook not only contains respective lessons, activities or tasks but also contains ideology and thoughts of a country through its language, content or discourse. Therefore, during designing or developing a textbook it requires a balance in the content and the context and needs to represent the equality in terms of gender, class, religion and profession. There is inequality, biases, stereotypicalization, underrepresentation or misrepresentation of social classes, ages, races, religions, gender and professions in ELT books of different contexts. This research reveals the unequal representation of social classes, professions and religions in English for Today of class VIII. It sustains inequality in terms of representing social classes. The content of EFT is controlled by upper and middle classes approaches. It noticeably excludes lower classes from the content. EFT book provides discriminatory depiction as well. In terms of representing professions white-collar jobs get priority in EFT. It gives conventional representations of professions. There is less representation of blue-collar jobs holders who work manually. Through the professional representations of women and men, EFT encourages gender role conformity. It shows that women have become independent by contemplating their fixed gender role. In terms of professions, EFT of class VIII practices gender discrimination also. English for Today of class VIII directly supports communalism rather than secularism. EFT has ignored other religions including the Hindus, the Buddhas and the Christians. Therefore, the Muslims are represented as protagonist of the texts or lessons in EFT. There is a little bit representation of the Hindu religion. It can be said that through the unequal representation of social classes, professions and religions, EFT reconfirms the societal hegemony in its content. People cannot deny the fact that our society is being ruled by the intellectuals, dominant classes and the majority. By using qualitative content analysis approach this study has done an in-depth investigation of the representation of social classes, professions and religions in English for Today of class VIII. The researcher used Fairclough’s (1995) three dimensional models to critically analyze the contexts and images of EFT. Through three levels of critical analysis- description, interpretation and explanation; the researcher reveals the unequal representation of social classes, professions and religions of EFT.Item Parental Attitude to Home Language: A Study on the Students of English Medium School of Bangladesh(East West University, 1/21/2017) Debnath, AnannaDistortion of and negligence towards Bangla language and culture is a very common phenomena among the English medium students. Their use of English both as a academic and home language limits their exposure towards their own language and culture. As it is very natural and proved in different studies that parents’ attitude and perspective influences the children to a great extent, this study aimed at investigating the parents’ attitude to English, Bangla and local languages as home languages. Semi-structured interviews were conducted with 10 parents to find out in depth data about their specific attitudes towards these languages and the factors which are responsible for their attitudes. Besides, a questionnaire survey, based on both open-ended and close-ended questions, was administered to 35 English medium students who read in standard V to gather information about their parents’ likings and disliking, suggestion and reactions towards their home language as well as their own. The data from both the interview and questionnaire survey reflects that most of the parents possess adverse attitude towards their children’s use of Bangla and local tongues as home language. Because of the institutional pressures and linguistic imperialism that prevails in our society, the parents believe that English is the only key to success in academia and career; they purposely limit their children’s use of mother tongues. By raising adequate awareness among parents, teachers and policy makers about the importance of mother tongue which represents one’s one culture and identity can change parents’ negative attitude towards these languages which will be consequently projected on the students themselves. Suggestions for further research in wider timeframe along with more respondents are also suggested to know in detail about the issue.Item Higher Secondary Students’ Perspective of a Good English Language Teacher: A Conceptual Study in Bangladeshi Context(East West University, 1/21/2017) Islam, Md. JahirulSuccess is the most venerable thing to any professional in their respected profession and hence knowing the pros and cons of a profession, most significantly what is desired by your target group matters immensely. Talking about teaching, more specifically in the ELT profession, that statement also passes as a common trait of this profession as well. A good English language teacher (GELT) certainly has some traits both personal and professional which are also duly acknowledged and understood by their students; they are the direct receiver of the teacher’s provided inputs. Hence this study was initiated to investigate the perspective of the students of a good English language teacher. Higher secondary level students were chosen for the study as they are considered as the group who will be able to give a good insight to the matter as they are standing at the doorway of higher education. Total 120 students of higher secondary level of Safiuddin Sarker Academy School and College were chosen as the target group for the study. And the instrumentations designed for this study were survey questionnaire (Likert scale statement) and students’ written report to collect the required data. After collecting and analyzing the data, this study, despite some obstacles, did succeed in meeting its objective of finding the most desired quality of a GELT by the higher secondary level students of Bangladesh. It has found both personal and professional qualities, namely having a pleasant and friendly personality with great student motivating capability, being an expert of English grammar and literature with a strong command over Spoken English, having a great sense of humour and wit, sound knowledge of ELT approaches and methods, strong classroom control and an impartial judgment of the students’ achievement as the most desired qualities of a GELT by their students. However, it has also found some bad qualities of the practicing teachers like intolerant of students’ mistake, being not punctual, losing temper, speaking fast, making speaking and pronunciation mistakes and inefficient time management etc. which an aspiring GELT should try to avoid at all costs. Hence this study considers its outcomes very important and to some significant extent helpful and valuable for the aspiring English language teachers, ELT practitioner and policy makers and researchers.