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- Category: History
- Date Submitted: 01/29/2010 01:35 AM
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FINAL PAPER
On
History of English Language Teaching
Submitted to:
*S. M. Ariful* Islam
Course Teacher
Department of English & Humanities.
ID NO: 072013022
Department of English & Humanities.
Submission date: 23.12.2009
According to our social context, limitations are always persuading our educational system. Whenever we talk about a rich or appropriate syllabus our teachers will face problem with traditional face. Many of us do not observe English language teaching is an important phenomenon as a developing country to compete with others reasonably. But the problem is that after a certain period we come to realize that English Language is important for going abroad to study purpose or getting a good job. Then many of us take course for learning the same language with a good tuition fee. Thus it becomes a very popular business in our country. Where is our pedagogic language teaching problem? The big question always remains forgettable. It seems that our syllabus designers are very smart making syllabus so called standard, but in our reality they present the teachers or the students or the syllabus as a clown in a circus.
The teaching and learning method I observed in a secondary school is that mostly they follow Grammar-Translation Method. The observations could be explained in several points. Such as:-
The medium of classroom is Bangla. Teacher also converses with the students in the native language.
They follow the text book assigned by the board, where some of them have notebook.
The teacher asks a student to read out a passage loudly, so that everyone can listen.
Teacher also corrects them if the student mispronounces any word.
Teacher also asks the student to mark some of the vocabulary from the passage.
After finishing each line the teacher translates the sentence into native language.
After finishing the whole passage the teacher asks all the students to...
On
History of English Language Teaching
Submitted to:
*S. M. Ariful* Islam
Course Teacher
Department of English & Humanities.
ID NO: 072013022
Department of English & Humanities.
Submission date: 23.12.2009
According to our social context, limitations are always persuading our educational system. Whenever we talk about a rich or appropriate syllabus our teachers will face problem with traditional face. Many of us do not observe English language teaching is an important phenomenon as a developing country to compete with others reasonably. But the problem is that after a certain period we come to realize that English Language is important for going abroad to study purpose or getting a good job. Then many of us take course for learning the same language with a good tuition fee. Thus it becomes a very popular business in our country. Where is our pedagogic language teaching problem? The big question always remains forgettable. It seems that our syllabus designers are very smart making syllabus so called standard, but in our reality they present the teachers or the students or the syllabus as a clown in a circus.
The teaching and learning method I observed in a secondary school is that mostly they follow Grammar-Translation Method. The observations could be explained in several points. Such as:-
The medium of classroom is Bangla. Teacher also converses with the students in the native language.
They follow the text book assigned by the board, where some of them have notebook.
The teacher asks a student to read out a passage loudly, so that everyone can listen.
Teacher also corrects them if the student mispronounces any word.
Teacher also asks the student to mark some of the vocabulary from the passage.
After finishing each line the teacher translates the sentence into native language.
After finishing the whole passage the teacher asks all the students to...