Injustice In Teaching Of English Language In Pakistan

Discussion

The purpose of this study was to evaluate the substantial implementation of English teaching rules and grammar teaching role in Pakistani context.The major source of learning English in Pakistan is our school classrooms where, ironically, teaching amounts to nothing more than boring English spelling drills, some formal grammatical constructions and precise definitions for endless array of words which make the subject appear desolate. Injustice done to teaching of English language in Pakistan classrooms on account of archaic methods adopted to teach it students tend to develop anxiety which results in developing a sense of resentment towards the subject.English is taught either as on abstract system (grammar) dealing with decontextualized

Learning materials comprise on text book and grammar. Teachers do not need to be more trained and proficient in English language teaching. Teacher and students can switch both the native and target language at the same time. In Government schools of Pakistan, this grammar translation method in being used at primary and senior level to. It is the most common method used in Pakistan in Government Sectors. In private sectors, the other methods are being used to improve the English language learning as well as grammar rules and structure for language acquisition with the help of the other three methods. The direct method is the very new change from grammar translation and has shifted from literary language to the spoken everyday language and emphasis with pictures and objects with question answers. Native teachers are required to learn second languages which they are going to teach. In it, a leaner learns the language without going into detail of grammar. The facilitator and the learner only use the target language in classrooms. Language is acquired naturally like the learner acquires the first or native language. No grammar

Learner Learns the language in a natural way in classrooms. The audio-lingual method is a contrasting approach to direct method which consists of building blocks of the language and learning the rules by which elements are joined from phoneme to morpheme to words to phrase to sentence. This method uses dialogues stresses certain practice techniques such as pattern skills, mimicry, tape recordings and so on. It is one of the most popular methods in history of second language teaching. It has contributed a lot. Audio lingual method has been criticized research theory, practically students often would not be able to transfer skills acquired through Audio-Lingui slim to real communication outside the classroom.Students learn through repetition and drills in classrooms in primary level. There is no grammar required in this method, only focus is on vocabulary e.g a facilitator gives students vocabulary word in classrooms and tell them what this is and then ask them to repeat it. This method is usually used at primary levels in schools of Pakistan not at senior levels.In the end, in As far as the issue of grammar teaching is concerned, there is no debate at all. So many