University of Sindh

UNIVERSITY OF SINDH Ph.D. Thesis DEVELOPING READING SKILLS OF LEARNERS THROUGH EFFECTIVE ENGLISH LANGUAGE TEACHING METHOD AT THE GRADUATE LEVEL IN THE UNIVERSITY OF SINDH A thesis submitted to the University of Sindh towards partial fulfillment of the requirement for the award of the degree of Doctor of Philosophy in English SYED ISMAIL SHAH BUKHARI THE INSTITUTE OF ENGLISH LANGUAGE AND LITERATURE UNIVERSITY OF SINDH, JAMSHORO PAKISTAN JANUARY 2011 0 UNIVERSITY OF SINDH Ph.D. Thesis DEVELOPING READING SKILLS OF LEARNERS THROUGH EFFECTIVE ENGLISH LANGUAGE TEACHING METHOD AT THE GRADUATE LEVEL IN THE UNIVERSITY OF SINDH A thesis submitted to the University of Sindh towards partial fulfillment of the requirement for the award of the degree of Doctor of Philosophy in English SYED ISMAIL SHAH BUKHARI SCHOLAR & ASSISTANT PROFESSOR IELL Dr. K.M. LARIK SUPERVISOR Ex. DEAN FACULTY OF ARTS & PROFESSOR OF ENGLISH IQRA UNIVERSITY KARACHI THE INSTITUTE OF ENGLISH LANGUAGE AND LITERATURE UNIVERSITY OF SINDH, JAMSHORO PAKISTAN JANUARY 2011 1 CERTIFICATE It is duly certified that Syed Ismail Shah Bukhari S/o Syed Suleman Shah Bukhari has worked out on the research topic: “Developing Reading Skills of Learners Through Effective English Language Teaching Method at the Graduate Level in the University of Sindh ” under my supervision. It is verified that his work is genuine, distinct and satisfactory. Hence it is recommended that his dissertation is worthy of presentation to the University of Sindh, for the award of the Doctor of Philosophy in English. PROF. DR. K. M. LARIK SUPERVISOR Ex. DEAN FACULTY OF ARTS, UNIVERSITY OF SINDH, JAMSHORO & PROFESSOR OF ENGLISH IQRA UNIVERSITY KARACHI 2 DEDICATION This Dissertation is dedicated to: 1. My lovely learners of English 2. My learned guide and teachers 3. My parents 4. My wife 5. My beloved children 3 ACKNOWLEDGEMENT I started my career as an English Language teacher at the English Language Centre, Mehran University of Engineering and Technology Jamshoro, which was established by the collaboration with the British Council. I taught language/study skills at the graduate level to the learners of Engineering and Technology for seven years. Meanwhile I went to England and studied integrated skills at Colchester Study Centre, England. Afterwards, I joined Department of English, University of Sindh Jamshoro. I have been teaching there from 1997 to date as an English teacher for both English Language and Literature at the graduate and the master levels. Hence I myself felt, saw and experienced the problems of learners in English Language/ Study skills particularly developing reading skills of learners through effective English Language Teaching (ELT) Method. However, I was deeply motivated to carry on research on this very important issue. I am greatly indebted to my learned guide Dr. K. M. Larik, who took kind efforts, spared precious and busy moments, and provided me prompt response and remarks in order to carry on this research. He encouraged and inspired me vigorously to complete this Herculian task. I am thankful to Mr. Abdul Sattar Sabhayo at the Institute of Statistics, who helped me in the formulations, tabulations and calculations of required statistics into the problem. I am also grateful to all the Librarians of various libraries in Sindh and all those, who provided me information, assistance and co-operation in the whole process of this research work. Syed Ismail Shah Bukhari Scholar & Assistant Professor Institute of English Language & Literature University of Sindh Jamshoro. 4 TABLE OF CONTENTS THE ABSTRACT 15 CHAPTER INTRODUCTION PAGE NO NO. 1 16-38 1.1 Statement of the Problem 16-17 1.2 Objectives of Study 18 1.3 Brief Background of the University and learners of 18-20 English 1.4 Use of Grammar-Translation Method at the Graduate 20-22 level 1.5 Use of Teacher-Centred Approach/Lecture Method at the 22-24 Graduate level 1.6 Various Needs of Learners of English at the Graduate 24-26 level 1.7 Problem of Comprehension to Learners of English at the 26-28 Graduate level 1.8 Learner’s Rate of Reading at the Graduate level 28-29 1.9 Problem of New Vocabulary to Learners of English at the 29-34 Graduate level 1.10 Critical Situations at the Graduate level 34-35 1.11 Rationale/Justification behind Selection of the Problem 35-37 1.12 Scope of the Study 37 1.13 Definitions of the terms 38 CHAPTER REVIEW OF RELATED LITERATURE 39-89 NO. 2 2.1 A Review of Old English Compulsory Courses/Syllabus 39-43 at the Graduate Level 2.2 A Review of Teaching Language Through Literature at 43-50 the Graduate Level 2.3 A Review of Old Remedial English Course at the 50-51 Graduate Level 5 2.4 A Review of Revised Remedial English Course at the 52-54 Graduate Level 2.5 A Review of Current Research 55-84 2.5.1 Component Skills in Reading 84-85 2.5.2 Interactive Approaches to Reading 85-88 2.6 Conclusion 89 2.7 Hypothesis 89 CHAPTER RESEARCH METHODOLOGY Page No. NO.3 90-101 3.1 Variables of the Problem/Topic 90 3.2 Tools of Research 90 3.2.1 Research Questionnaires for teachers and learners 90-92 3.2.2 Interviews of Respondents 92-95 3.2.3 Observation 95-96 3.3 Population 96-97 3.4 Sample of Study 97-98 3.5 Design 98-100 3.6 Procedure 100-101 3.7 Limitation and Delimitation 101 CHAPTER DATA COLLECTION 102-108 NO. 4 4.1 Approaches of Data Collection 102 4.1.1 Qualitative Approach 102-105 4.1.2 Quantitative Approach 105-107 4.2 Sources of Data 107 4.3 Treatment of Data 107-108 6 CHAPTER DATA ANALYSIS PAGE NO. NO. 5 109-173 5.1 Descriptive and Inferential Analysis of Research 109-128 Questionnaire for English Teachers/Remedial Tutors 5.2 Descriptive and Inferential Analysis of Research 128-148 Questionnaire for Learners 5.3 Integration of obtained results from teachers and learners 148-156 5.4 Interviews of Learners 156 5.4.1 English Course 156 5.4.2 Vocabulary 156 5.4.3 Lecture-Method 157 5.4.4 Reading Problems/Fears 157 5.4.5 Repeated Reading Method 157 5.4.6 Contribution of Reading Skills to the Development of 157 Other Study Skills 5.4.7 Attitude and Interest Towards Reading Skills 157-158 5.4.8 Prefer Local to Foreign Texts/Materials 158 5.4.9 Prefer Translation from L2 into L1 to Thinking Directly 158 in L2 5.4.10 Use of Audio-Visual Aids 158 5.4.11 Inclusion of Simple and Effective Reading 158 Texts/Materials 5.4.12 Division of Large Class Into Short Groups 158 5.4.13 Critical Situations 158-159 5.4.14 Maintenance of Reading Cards of Learner’s Progress 159 5.4.15 Class Organization 159 5.4.16 Teacher Training 159 5.4.17 Time Factor 159 5.4.18 Feedback 159 5.4.19 Role of Teacher in the Class 160 7 5.4.20 Role of Learners in the Class 160 5.4.21 Class Observation/ Evaluation 160 5.5 Interviews of Teachers/Remedial tutors 160 5.5.1 English Course 160 5.5.2 Vocabulary 160-161 5.5.3 Lecture-Method 161 5.5.4 Reading Problems/Fears 161 5.5.5 Repeated Reading Method 161 5.5.6 Contribution of Reading Skills to the Development of 162 Other Study Skills 5.5.7 Attitude and Interest Towards Reading Skills 162 5.5.8 Prefer Local to Foreign Texts/Materials 162 5.5.9 Prefer Translation from L2 into L1 to Thinking Directly 162 in L2 5.5.10 Use of Audio-Visual Aids 162 5.5.11 Inclusion of Simple and Effective Reading 162 Texts/Materials 5.5.12 Division of Large Class Into Short Groups 162-163 5.5.13 Critical Situations 163 5.5.14 Maintenance of Reading Cards of Learner’s Progress 163 5.5.15 Class Organization 163 5.5.16 Teacher Training 163 5.5.17 Time Factor 163 5.5.18 Feedback 164 5.5.19 Role of Teacher in the Class 164 5.5.20 Role of Learners in the Class 164 5.5.21 Class Observation/ Evaluation 164 5.6 Integration of Obtained Results through Interviews of 164-169 Teachers and Learners 5.7 PARTICIPANT OBSERVATION 170-173 8 CHAPTER RESEARCH REPORT/SUMMARY/CONCLUSION 174-182 NO.6 C6.1 Brief Restatement of the Problem 174-175 6.2 Procedure 175-176 6.3 Findings 176-179 6.4 Recommendations/Suggestions 179-182 6.5 Conclusion 182 APPENDIX Explanations/Definitions of the Key Words/Terms 183-193 NO.1 APPENDIX Variables of the Problem NO.2 194-197 APPENDIX A Review of Old English Compulsory Course /Syllabus 198 Part-1 First & Second semesters NO. 3 APPENDIX A Review of Old English Compulsory Course /Syllabus 199-201 Part-11 Third semester NO. 4 APPENDIX A Review of Old Remedial English Course 202-203 NO. 5 APPENDIX A Review of Revised Remedial English Course 204-209 NO.6 APPENDIX Research Questionnaire (For Teachers) 210-212 NO.7 APPENDIX Research Questionnaire (For Learners) 213-215 NO.8 APPENDIX Tutor/Learner Observation Sheet 216-217 NO.9 APPENDIX Total No. of the Graduates (Part-I and II) 2008-2009 218 NO.10 BIBLIOGRAPHY/REFERENCES 219-230 9 A. List of Tables (Data Analysis of RQ for English Teachers/Remedial tutors) RQ.NO Table No. CONTENT Page No. 1 5.1.1.1 Scale 109 5.1.1.2 One-Sample Statistics 109 5.1.1.3 One-Sample Test 109-110 2 5.1.2.1 Scale 110 5.1.2.2 One-Sample Statistics 110 5.1.2.3 One-Sample Test 110-111 3 5.1.3.1 Scale 111 5.1.3.2 One-Sample Statistics 111-112 5.1.3.3 One-Sample Test 112 4 5.1.4.1 Scale 112 5.1.4.2 One-Sample Statistics 112 5.1.4.3 One-Sample Test 113 5 5.1.5.1 Scale 113 5.1.5.2 One-Sample Statistics 113 5.1.5.3 One-Sample Test 113-114 6 5.1.6.1 Scale 114 5.1.6.2 One-Sample Statistics 114 5.1.6.3 One-Sample Test 114-115 7 5.1.7.1 Scale 115 5.1.7.2 One-Sample Statistics 115 5.1.7.3 One-Sample Test 115 8 5.1.8.1 Scale 116 5.1.8.2 One-Sample Statistics 116 5.1.8.3 One-Sample Test 116 9 5.1.9.1 Scale 116-117 5.1.9.2 One-Sample Statistics 117 5.1.9.3 One-Sample Test 117 10 10 5.1.10.1 Scale 117-118 5.1.10.2

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