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23 views10 pages

Project 525 Submit

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Imran Ali
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DISCOURSE ANALYSIS OF TEACHING ENGLISH AS A

SECOND LANGUAGE TO THE STUDENTS IN RURAL

AREAS OF PAKISTAN

By

Aleeza Shoukat Bc210415613

&
Aleeha Adnan Dar Bc220201938

Supervisor

Muhammad Imran

Virtual University of Pakistan


Discourse Analysis of Teaching English as a Second Language to

the Students in Rural Areas of Pakistan

SIGNAGE

Submitted in partial fulfillment of the requirements for the degree


of Bachelor of Science in Applied Linguistics

Virtual University Of Pakistan


DECLARATION CERTIFICATE
-

"I certify that this research is entirely my own work, and no plagiarism involved."

Signature

_________________________________

Aleeza Shoukat

Aleeha Adnan Dar


Table of Contents

Research Topic…………………………………………………………

Personal Motivation…………………………………………………….

Introduction…………………………………………………………….

Statement of the Problem………………………………………………

Objectives of the Study………………………………………………….

Research Question………………………………………………………

Significance of the Study……………………………………………….

Delimitation……………………………………………………………..

Important Terms used in the Study……………………………………

Research Topic
This study examines discourse practices and challenges in teaching English as a
secondary language in rural areas of Pakistan. Specifically it will focus on classroom
interactions, discourse and teaching strategies to facilitate students, engagement of
students and their feedback for improving English learning in village schools of
Pakistan.

Personal Motivation

Being a passionate linguistics student, this is my effort to comprehend and address the
challenges of English language teaching in the diverse village culture of Pakistan.
While living in a rural area, I have observed finite resources and obsolete methods
which has motivated me to explore how these difficulties effect teaching English to
students in village schools. Discussions with learners and educators in rural areas,
have highlighted the importance of specially tailored and context specific approaches.
This study shows my dedication to educational equality, allowing me to use my skills
in finding solutions that improve ELT practices in rural setting and support
disadvantaged learners and advance their linguistic and socioeconomic growth.

Introduction

A). Background and Issue


English is the most critical and significant language for international communication,
providing the access to academic, professional development and economic
prosperity. In Pakistan, English competence is considered as a key to success, having
an essential role in acquiring higher education and accessing highly in demand job
fields (Rehman, 2002). Although, English is widely regarded as the most significant
language now, it is a harsh reality that its teaching is unsatisfactory especially in rural
areas. The learners lack basic communication skills.
The teaching of English in Pakistan does not produce proficient speakers of
the language, which should preferably be the foremost purpose of language
instruction (Kiran, 2010).
There are several reasons behind inadequate English language teaching.
These reasons include ineffective curriculum that fails to engage students attention,
feature packed classrooms and has an ambiguous assessment system (Kiran, 2010;
Ahmed, 2004). Ineffective approaches and methods employed by English teachers in
rural areas are also under criticism (Kiran, 2010). The main problem lies in the
approach where English is not regarded as a language but a subject in Pakistan.
Therefore there is no specific focus on improving students speaking proficiency. Even
though English is a compulsory subject from grade one to graduation, most of learners
still struggle to speak English fluently (Coleman, 2010).
The situation is more complicated due to linguistic diversity that hinder
meaningful language teaching. Several factors including poverty, lack of parental
education and limitation of resources for rural learners prevent them to develop
English skills outside the classroom (Raza, 2017). This situation has created a
significant gap between urban and rural students in Pakistan, with rural students
frequently facing difficulties in achieving English language proficiency (Niazi, 2018).
B) . Short Introduction
This study will primarily investigate the discourse strategies involved in teaching
English as a second language in rural Pakistan. It emphasizes on classroom
interaction, instructional approaches, student involvement, and feedback to enhance
language learning outcomes in village setting.

C). A Summary of Key Debates and Developments of the Topic


The goal of learning and teaching ESL in rural areas is to develop learners speaking
skills. Recent debates in education highlights the importance to adapt ESL methods to
local context, emphasizing the need for culturally relevant and context specific
strategies to language teaching (Niazi, 2018). Researchers do not agree on whether
fixed and standardized curriculum can response adequately to rural learners need or
the localized curriculum which considers cultural factors can better address diverse
needs of rural learners (Sajjad, 2016). Speaking skill is the most neglected language
skill in our ESL context, so its development is considered the most important (Akhtar,
1997). This study addresses these debates by suggesting practical strategies to reduce
the gap in English language competence between rural and urban learners in Pakistan.
Statement of the Problem

This research deals with the English language teaching practices in rural areas of
Pakistan. As English has become a gateway to academic and professional
advancement, students from rural communities still encounter numerous challenges
such as unqualified teachers, irrelevant and outdated teaching methods and lack of
resources. This study explores how these constraints effect language teaching and will
help to identify effective and culturally relevant ESL teaching methods that can boost
learning outcomes for rural students. This study will examine the connection between
instructional practices and students success in English language acquisition, with the
objective of narrowing the gap between urban and rural students.

Objectives of the Study

 Explore the discourse strategies of English language teachers to help the students
in learning English.
 Analyse the integration of English and native languages in teachers' classroom
communication.
 Assess the patterns and frequency of teacher-student interactions during English
lessons.
 Evaluate the effectiveness of teaching strategies and resources in fostering
student participation and ease.
 Examine the influence of teacher feedback and encouragement on students'
English learning experience.
 Collect students' recommendations for enhancing English instruction in rural
classrooms.

Research Questions

1. How do teachers in rural areas of Pakistan use discourse strategies to facilitate


English language learning in the classroom?
2. How frequently does the teacher speak English in class?
3. What sort of tools and methods are applied by the teacher to explain tough words?
4. Does student speak in English with the teacher?
5. What is the feedback of students about the teaching method?
Significance of the Study

This study is significant as it deal with the foundational elements of teaching English
to rural students. By determining challenges faced by the teachers in rural schools
and evaluating the effectiveness of present ESL teaching techniques, this study add a
valuable insight into improving ELT in deserved regions. This research will evaluate
a questionnaire with context specific approaches that hold the potential to give the
actual survey of current pedagogy. Ultimately, making it more effective in rural
settings. The outcomes will assist policymakers, educators, and curriculum developer
in creating targeted strategies, also empower rural learners by enhancing their English
proficiency , in turn , expanding their academic and career opportunities.
Delimitation

This study focuses on analyzing challenges to English language teaching and


effectiveness of ELT approaches in ESL context in rural Pakistan, excluding urban
educational system and other subjects outside English language teaching.

Important Terms Used in the Study

 ESL( English as a second language): Teaching English to non native speaker

 ELT (English language Teaching): Teaching English to non-native speakers


using different approaches and tools.

 Language Proficiency: Ability to use language effectively in communication.

 Discourse Practices: Patterns of language shaped by cultural and social


context.
References:

Rehman, T. (2002). Language and Politics in Pakistan. Oxford University Press.

Kiran, A. (2010). Perceptions of Pakistani English language teachers of the barriers to


promoting English language acquisition using student-centered communicative
language teaching with the Students of their ESL classrooms. Saint Paul, Minnesota:
Hamline University.

Coleman, H. (2010). Teaching and learning in Pakistan: The role of language in


education. Islamabad: The British Council.

Raza, M. (2017). The Impact of Socioeconomic Factors on Education in Rural


Pakistan. Education and Development.

Niazi, M. (2018). Cultural Barriers in English Language Education: A Case Study


from Rural Punjab. South Asian Review.

Sajjad, S. (2016). The Role of English in Pakistan's Educational System: A Rural-


Urban Divide. Language in Society.

Akhtar, A. (1997). A communicative framework of English language teaching for


tenth grade ESL students in Pakistan (Doctoral dissertation, Akhtar).

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