Naila Full Thesies

8/3/2019 Naila Full Thesies

1/43

Chapter 1

INTRODUCTION

Language has been a part of each nation enabling people to communicate

systematically through sounds and conventional symbols. Language embodies our

cultural identity and heritage. The language we use speaks of our whole persona, our

roots and origin. Language makes it possible for us to reach out to others, express our

diverse ideas, build interpersonal relations, shape our thoughts, explore our customs and

construct laws.

Learning is not all about gaining something by the teachers or trainings but it

can be the things that we learn from our everyday life experiences. Learning is not a

single step process. It takes by and by processes to shape itself. There are many factors

which have direct and indirect impacts upon the process of learning.

English is the most widely spoken language in the world. English is commonly

used as a medium for the communication of information and news. In countries where

English is taught as a second language, there is always at least one vernacular language

which is the mother tongue of the majority of the population. At the same time English is

usually the means where by the country communicates with the large world. Because

English is the second language of such countries a number of problem impinge on the

acquisition and use of language. Learning the English language is necessary other than

our mother tongue is not a physical exercise and cannot be done by solitary practice. .

Mostly students have to face many problems in learning English language in suburb areas

1
http://www.blurtit.com/q866249.htmlhttp://www.blurtit.com/q866249.html


2/43

of Lahore. The language learning problem such as lack of institution, overcrowded

classroom, traveling problems etc can be define as influences on individual behavior of

the student. Therefore in this study, problems that are connected to suburb areas of

Lahore that can influence a students English language learning.

1.1 Statement of the problem

Problems And Difficulties in Learning English Language in Suburb Areas of

Lahore.

1.2 Significance of the study

The findings of the study will provide valuable insight for removing all the

problems to learn the language in suburb areas of Lahore.. It is hoped that the findings of

the study will aware the teacher to understand the problems of the learners which they

have to face in suburb of Lahore. Such information will be useful about the problem for

the teachers, perhaps with a few adjustments in their teaching and guiding method based

on the finding of the study; teachers may be able to understand the background of the

student and will be able to treat them accordingly. Finally, teacher will be able to help the

students to improve their English language learning.

1.3 Objectives of the study

The study is designed to the problems that students face in English language

learning in suburb areas of Lahore. Therefore, the main objectives of the study are

given below:

2


3/43

To find out solutions of the problems that students face in English language learning

in suburb areas.

Aware the teachers about the learning problems that students face in English language

Examine the negative effect of social factors if any in English language learning.

1.4 Research Questions

1. What are the English Language learning problems?

2. What kinds of problems students face in suburb areas of Lahore?

1.5 Delimitations

Due to restricted time and human resources, the research is delimited to

students of suburbs areas of Lahore.

Chapter # 2

3


4/43

Review of the Related Literature

A language is a system of signs (indices, icons, symbols) for encoding and

decoding information. Since language and languages became an object of study (logos)

by the ancient grammarians, the term has had many and different definitions.

Language is a system for communicating. Written languages use symbols (that is,

characters) to build words. The entire set of words is the language's vocabulary. The

ways in which the words can be meaningfully combined is defined by the language's

syntax and grammar. The actual meaning of words and combinations of words is defined

by the language's semantics.

2.1 What is Learning?

Even if psychologists ever agree about what learning is, in practice educationalists

won't, because education introduces prescriptive notions about specifying what ought to

be learnt, and there is considerable dispute about whether this ought only to be what the

teacher wants the learner to learn (implicit in behavioral models), or what the learner

wants to learn (as in humanistic models).

Humpty-Dimity's view "learning" means whatever the user meant by it, and few

people are prepared to be constrained by dictionary definitions.

2.2 Language Learning

Language acquisition is the process by which humans acquire the capacity to

perceive, produce and use words to understand and communicate. This capacity involves

the picking up of diverse capacities including syntax, phonetics, and an extensive

vocabulary. This language might be vocal as with speech or manual as in sign. Language

4
http://en.wikipedia.org/wiki/Systemhttp://en.wikipedia.org/wiki/Informationhttp://en.wikipedia.org/wiki/Logoshttp://www.webopedia.com/TERM/L/system.htmlhttp://www.webopedia.com/TERM/L/character.htmlhttp://www.webopedia.com/TERM/L/syntax.htmlhttp://www.webopedia.com/TERM/L/semantics.htmlhttp://www.learningandteaching.info/learning/culture.htmhttp://www.learningandteaching.info/learning/culture.htmhttp://www.learningandteaching.info/learning/behaviour.htmhttp://www.learningandteaching.info/learning/humanist.htmhttp://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Syntaxhttp://en.wikipedia.org/wiki/Phonetichttp://en.wikipedia.org/wiki/Vocabularyhttp://en.wikipedia.org/wiki/Speechhttp://en.wikipedia.org/wiki/Sign_languagehttp://en.wikipedia.org/wiki/Systemhttp://en.wikipedia.org/wiki/Informationhttp://en.wikipedia.org/wiki/Logoshttp://www.webopedia.com/TERM/L/system.htmlhttp://www.webopedia.com/TERM/L/character.htmlhttp://www.webopedia.com/TERM/L/syntax.htmlhttp://www.webopedia.com/TERM/L/semantics.htmlhttp://www.learningandteaching.info/learning/culture.htmhttp://www.learningandteaching.info/learning/culture.htmhttp://www.learningandteaching.info/learning/behaviour.htmhttp://www.learningandteaching.info/learning/humanist.htmhttp://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Syntaxhttp://en.wikipedia.org/wiki/Phonetichttp://en.wikipedia.org/wiki/Vocabularyhttp://en.wikipedia.org/wiki/Speechhttp://en.wikipedia.org/wiki/Sign_language


5/43

acquisition usually refers to first language acquisition, which studies infants' acquisition

of their native language, rather than second language acquisition that deals with

acquisition(in both children and adults) of additional languages.

A great deal of what is called 'Communicative Language Teaching' is based on what is

essentially a 'natives' view of second language (L2) acquisition. A 'natives' view assumes

consciously or unconsciously that somehow L2 learning can and should be like

learning our native language (L1). This is wishful thinking and is based on a profound

misconception about the nature of L2 learning - just as it is a misconception about how

L1 acquisition occurs. The best way to explore the differences between the two processes

is to view them side-by-side in parallel, as below.

2.2.1 L1 Acquisition

1. L1 acquisition is genetically triggered at the most critical stage of the

child's cognitive development.

2. The 'engine' of language its syntactic system is 'informational

encapsulated' which means that children are not even aware of

developing a complex, rule-governed, hierarchical system. Most L1

speakers do not even realize this is what they are using.

3. The L1 is typically acquired at the crucial period of cognitive

development; pre-puberty, when L1 and other crucial life-skills are also

acquired or learned.

4. Children never resist L1 acquisition, any more than they resist learning to

walk.

5
http://en.wikipedia.org/wiki/Second_language_acquisitionhttp://en.wikipedia.org/wiki/Second_language_acquisition


6/43

5. Given even minimal 'input' during critical pre-pubescent development, all

humans acquire the L1 of the society or social group they are born into as

a natural and essential part of their lives. Even brain-damaged and/or

retarded children usually acquire the full grammatical code of the

language of their society or social group.

6. In short, L1 acquisition is an essential, biologicallydriven process. It is

part of every individual's evolutionary history and development in the

most critical stage of that individual's acquisition of essential life-skills.

2.2.2 L2 Learning

1. L2 learning is not genetically triggered in any way unless the child grows

up bi-lingual (in which case, it is not really L2 learning at all).

2. The syntax of the L2 is not acquired unconsciously, or at least not in the

way L1 syntax is acquired. Few L2 learners develop the same degree of

unconscious, rule-governed insight into and use of the L2 which they

demonstrate with the L1.

3. The L2 is not learned as part of the learner's general cognitive

development. It is not an essential life-skill in the same way that the L1 is.

4. There is often great conscious or unconscious resistance to L2 learning.

5. Many highly intelligent individuals with impressive learning skills often

have great problems learning an L2. Many L2 learners 'fossilize' at some

stage, so that even if they use the L2 regularly, and are constantly exposed

6


7/43

to input in it, they fail to develop full grammatical or 'generative'

competence.

6. L2 learning is not a biologically-driven process. It is not an essential

aspect of an individual's general development. Especially when the L2 is

simply another subject on an already overloaded school curriculum or

something that has to be undertaken by people with busy lives and heavy

work-loads.

2.3 Factors that Influence Language Learning

Language development is different for every child. There are many factors that

influence language development in each child. While many argue that language

development is a matter of nature versus nurture, there are definite factors that influence

the development of language. Social, cognitive processes, linguistic, as well as perceptual

and conceptual skills are factors that directly influence language development in children.

Whether these factors are controlled by parents or nature, they are a serious factor in the

development of your child's language.

2.3.1 Social Factors

A child's social environment directly affects his language development.

Interaction with your child is crucial in developing social and language skills. According

to the Literacy Encyclopedia, "The verbal environment influences language learning.

From ages one to three, children from highly verbal 'professional' families heard nearly

three times as many words per week as children from low verbal 'welfare' families." It is

imperative to not only speak to your child but also maintain conversation when your child

7
http://www.ehow.com/children/http://www.ehow.com/children/


8/43

is around. In addition to income, television also affects language development. When the

social environment of the home is centered on watching television, language and verbal

expressions, "talking" decrease.

2.3.2 Cognitive Processes Factors

The way your child processes language cognitively affects the way her own

language develops. How often your child hears you speak affects her cognitive processes

in learning language. Children who are exposed to an unusually high proportion of

examples of a language form learn at a faster rate than those who are not.

2.3.3 Linguistic Factors

Your child's linguistic ability directly influences his language development. In

formulating his own vocabulary, it is not uncommon for your child to associate a new

word with a current object he does not have a label (or word) to associate with it. It is

also common that verb endings, such as --in, infer a meaning to your toddler. It is

common that your child will infer that this "meaning" is related to an activity, such as

swimming, playing or running, rather than a completed stage or state, such as push off.

2.3.4 Conceptual and Perceptual Factors

Conceptually speaking language skills are related to word knowledge. If your

child has difficulty recalling a word, it is likely that she will know less about the object

itself. In perceptual terms, your child's auditory perceptual skill's at 6 to 12 months is a

predictor of their vocabulary size and syntactic complexity at 23 months.

2.4 Importance of English

8


9/43

No one denies the importance of English language in the present time as global

language. It is clear that the English has become more dominant around the word. In

some countries it use as the mother schools. This is making English widespread. In

addition, many reasons which contributed to rising of English Spreading. For example,

use it for communication between people around the world; it is language of modern

time. On other hand, English is the language of science and technology. There is no doubt

that the English is language of communication between the people with different cultures.

It is also the language of computers that help to communicate with the people around the

World through internet technology and e-mail .people information and Communication

revolution. Also one of reasons that contributed to the spread of English that, It is the

language of the modern era. Where the people are it use it in virus field of life such as,

economy, e- commerce, medicine and aviation. In addition, it is the language which is

use in the tourism and travel. This reason motive the people to learn English One of the

main reason that contributed to the spread of English that, It is the language of the

modern era. Where the people are use it in various field of life such as, economy, e-

commerce, medicine and aviation in addition, it is the language which use in the Tourism

and travel. This reasons motive the people to learn English One of the main reason why

the English is dominant in the Present time use it in the filed of education by universities

and Institutes and, they use it in scientific research. It has become an Addendum to the

mastery of scientific individual stock .on the Government job and private.

2.5 English as a second language

9


10/43

English as a foreign language may be called:

EFL: English as a foreign language (quite common)

ESL: English as a second language (quite common)

EAL: English as an additional language (seldom)

ESOL: English for speakers of other languages (rare)

All these terms mean roughly the same thing. The learners have some other native

language, and now they wish to learn English.

English is a very important language inbusiness. Many people study English as a

foreign language, because they want a better job. English is also very important in

education. Many pages on the internet are in English. English as a second language is the

single most popular subject in the world, aftermathematics. Many people who can not go

to English language classes study on the internet, using websites like BBC Learning

English Many people study English in a country where the people speakEnglish. This

way, many students learn listening and speaking English better.

2.6 Types of English

1. BE-Business English.

2. EAL-English as an additional language. The us of this term is restricted to certain

countries.

3. EAP-English academic.

4. EFL- English as a foreign language. English for use in a non-English speaking

region, by someone whose first language is not English.

10
http://simple.wikipedia.org/wiki/Businesshttp://simple.wikipedia.org/wiki/Educationhttp://simple.wikipedia.org/wiki/Internethttp://simple.wikipedia.org/wiki/Mathematicshttp://simple.wikipedia.org/wiki/Internethttp://www.bbclearningenglish.com/http://www.bbclearningenglish.com/http://simple.wikipedia.org/wiki/Speakhttp://simple.wikipedia.org/wiki/Listenhttp://simple.wikipedia.org/wiki/Conversationhttp://simple.wikipedia.org/wiki/Businesshttp://simple.wikipedia.org/wiki/Educationhttp://simple.wikipedia.org/wiki/Internethttp://simple.wikipedia.org/wiki/Mathematicshttp://simple.wikipedia.org/wiki/Internethttp://www.bbclearningenglish.com/http://www.bbclearningenglish.com/http://simple.wikipedia.org/wiki/Speakhttp://simple.wikipedia.org/wiki/Listenhttp://simple.wikipedia.org/wiki/Conversation


11/43

5. EIL-English as an international language.

6. ELF-English as a lingua franca.

7. ELL-English language learner. The use of this is restricted to certain

8. ELT-English language teaching. The use of this term is restricted to certain

9. ESL-English as a second language. English for use in an English-speaking

,region,

By someone whose first language is not English .the use of this term is restricted to

ESOL.English for speakers of other language .this term is used differently in differently

countries. ESP-English for science and technology (e.g. technical English. scientific

English, English for Medical professionals English for waiters)

ESP-English for science and technology (e.g. technical English, science English)

TEFL-Teaching as a foreign language

TESL-Teaching English as a second language. The use of this of term is restricted to

TESOL-Teaching English to speakers of other languages, or teaching as a second or other

language.

TYLE-Teaching young Learners English.

2.7 English Language Difficulties

There are various mistakes commonly made in English, even by native Speakers. Here is

the index of current and upcoming lessons English difficulties

2.7.1 Accept vs. Except

These two English words are some times confused by native speakers.

Please accept my invitation to learn the difference with this lesson.

2.7.2 Addition vs. Edition

11


12/43

This lesson will makes a nice addition to your English understanding.

2.7.3 Affect vs. Effect

These words are some time confused by native speakers don't let

Their mistakes affect your English

2.7.4 Ancestor vs. Descendant

The English word ancestor and descendant are some time confused by native

speakers. In fact, they're exact opposites.

2.7.5 Bi- vs. Semi

The English prefixes bi and semi- are often mixed up by native

speakers. A semi- annual reading of this lesson will help more then a bi- annual one.

2.7.6 Either and Neither

The English word either and neither can cause some problem for native and non- native

speaker of English. Some time you can use either one and some time you have to choose

either one or the other, but neither one is very difficult

2.8 Difficulties for learners

Language teaching practice often assumes that most of the difficulties that

learners face in the study ofEnglish are a consequence of the degree to which their native

language differs from English (a contrastive analysis approach). A native speaker of

Chinese, for example, may face many more difficulties than a native speaker ofGerman,

because German is closely related to English, whereas Chinese is not. This may be true

for anyone of any mother tongue (also called first language, normally abbreviated L1)

setting out to learn any other language (called a target language, second language or L2).

12
http://en.wikipedia.org/wiki/English_languagehttp://en.wikipedia.org/wiki/Contrastive_analysishttp://en.wikipedia.org/wiki/Chinese_languagehttp://en.wikipedia.org/wiki/German_languagehttp://en.wikipedia.org/wiki/Mother_tonguehttp://en.wikipedia.org/wiki/Target_languagehttp://en.wikipedia.org/wiki/English_languagehttp://en.wikipedia.org/wiki/Contrastive_analysishttp://en.wikipedia.org/wiki/Chinese_languagehttp://en.wikipedia.org/wiki/German_languagehttp://en.wikipedia.org/wiki/Mother_tonguehttp://en.wikipedia.org/wiki/Target_language


13/43

In particular, some students may have very different cultural perceptions in the classroom

as far as learning a second language is concerned. Also, cultural differences in

communication styles and preferences are significant.

2.8.1 Consonant phonemes

English does not have more individual consonant sounds than most

languages. However, the interdentally, // and // (the sounds written with the),

which are common in English (thin, thing, etc.; and the, this, that, etc.) are

relatively rare in other languages, even others in the Germanic family (e.g.,

English thousand = German tautened), and these sounds are missing even in some

English dialects. Some learners substitute a [t] or [d] sound, while others shift to

[s] or [z].

2.8.2 Vowel phonemes

The precise number of distinct vowel sounds depends on the variety of

English: for example, Received Pronunciation has twelve monophthongs (single

or "pure" vowels), eight diphthongs (double vowels) and two trip thongs (triple

vowels); whereas General American has thirteen monophthongs and three

diphthongs.

2.8.3 Syllable structure

In its syllable structure, English allows for a cluster of up to three

consonants before the vowel and four after it (e.g.,straw, desks, glimpsed). The

syllable structure causes problems for speakers of many other languages..

13
http://en.wikipedia.org/wiki/Consonanthttp://en.wikipedia.org/wiki/Germanic_languageshttp://en.wikipedia.org/wiki/German_languagehttp://en.wikipedia.org/wiki/Vowelhttp://en.wikipedia.org/wiki/Received_Pronunciationhttp://en.wikipedia.org/wiki/Monophthonghttp://en.wikipedia.org/wiki/Diphthonghttp://en.wikipedia.org/wiki/Triphthonghttp://en.wikipedia.org/wiki/General_Americanhttp://en.wikipedia.org/wiki/Syllablehttp://en.wikipedia.org/wiki/Consonant_clusterhttp://en.wikipedia.org/wiki/Consonant_clusterhttp://en.wikipedia.org/wiki/Consonanthttp://en.wikipedia.org/wiki/Germanic_languageshttp://en.wikipedia.org/wiki/German_languagehttp://en.wikipedia.org/wiki/Vowelhttp://en.wikipedia.org/wiki/Received_Pronunciationhttp://en.wikipedia.org/wiki/Monophthonghttp://en.wikipedia.org/wiki/Diphthonghttp://en.wikipedia.org/wiki/Triphthonghttp://en.wikipedia.org/wiki/General_Americanhttp://en.wikipedia.org/wiki/Syllablehttp://en.wikipedia.org/wiki/Consonant_clusterhttp://en.wikipedia.org/wiki/Consonant_cluster


14/43

2.8.4 Unstressed vowels - Native English speakers frequently replace

Almost any vowel in an unstressed syllable with an unstressed vowel, often

schwa. Moreover, learners tend to over pronounce these unstressed vowels, giving

their speech an unnatural rhythm.

2.8.5 Stress timing

English tends to be a stress-timed language - this means that stressed syllables are

roughly equidistant in time, no matter how many syllables come in between.

Although some other languages, e.g., German and Russian, are also stress-timed,

most of the worlds other major languages are syllable-timed, with each syllable

coming at an equaltime after the previous one. Learners from these languages often

have a staccato rhythm when speaking English that is disconcerting to a native

speaker.

"Stress for emphasis" - students' own languages may not use stress for emphasis

as English does.

"Stress for contrast" - stressing the right word or expression. This may not come

easily to some non-native speakers.

"Emphatic apologies" - the normally unstressed auxiliary is stressed (I really am

very sorry)

In English there are quite a number of words - about fifty - that have two different

pronunciations, depending on whether they are stressed. They are "grammatical

14
http://en.wikipedia.org/wiki/Unstressed_vowelhttp://en.wikipedia.org/wiki/Schwahttp://en.wikipedia.org/wiki/Stress-timed_languagehttp://en.wikipedia.org/wiki/German_languagehttp://en.wikipedia.org/wiki/Russian_languagehttp://en.wikipedia.org/wiki/Syllable-timed_languagehttp://en.wikipedia.org/wiki/Staccatohttp://en.wikipedia.org/wiki/Unstressed_vowelhttp://en.wikipedia.org/wiki/Schwahttp://en.wikipedia.org/wiki/Stress-timed_languagehttp://en.wikipedia.org/wiki/German_languagehttp://en.wikipedia.org/wiki/Russian_languagehttp://en.wikipedia.org/wiki/Syllable-timed_languagehttp://en.wikipedia.org/wiki/Staccato


15/43

words": pronouns, prepositions, auxiliary verbs and conjunctions. Most students

tend to overuse the strong form, which is pronounced with the written vowel.

2.8.6 Tenses

English has a relatively large number of tenses with some quite subtle

differences, such as the difference between the simple past "I ate" and the present

perfect "I have eaten." Progressive and perfect progressive forms add complexity.

2.8.7 Functions of auxiliaries

Learners of English tend to find it difficult to manipulate the various ways in

which English uses the first auxiliary verb of a tense. These include negation (e.g. He

hasn't been drinking.), inversion with the subject to form a question (e.g. has he been

drinking?), short answers (e.g. Yes, he has.) and tag questions (has he?). A further

complication is that the dummy auxiliary verb does /does /did is added to fulfill these

functions in the simple present and simple past, but not for the verb to be.

2.8.8 Modal verbs

English also has a significant number ofmodal auxiliary verbs which each have a

number of uses. For example, the opposite of "You must be here at 8" (obligation) is

usually "You don't have to be here at 8" (lack of obligation, choice), while "must" in

"You must not drink the water" (prohibition) has a different meaning from "must" in

"You must not be a native speaker" (deduction). This complexity takes considerable

work for most English language learners to master.

15
http://en.wikipedia.org/wiki/Tenseshttp://en.wikipedia.org/wiki/Auxiliary_verbhttp://en.wikipedia.org/wiki/Tag_questionshttp://en.wikipedia.org/wiki/Modal_auxiliary_verbhttp://en.wikipedia.org/wiki/Tenseshttp://en.wikipedia.org/wiki/Auxiliary_verbhttp://en.wikipedia.org/wiki/Tag_questionshttp://en.wikipedia.org/wiki/Modal_auxiliary_verb


16/43

2.8.9 Idiomatic usage

English is reputed to have a relatively high degree of idiomatic usage. For

example, the use of different main verb forms in such apparently parallel

constructions as "try to learn", "help learn", and "avoid learning" pose difficulty for

learners. Another example is the idiomatic distinction between "make" and "do":

"make a mistake", not "do a mistake"; and "do a favor", not "make a favor".

2.8.10Phrasal verbs

Phrasal verbs in English can cause difficulties for many learners because they

have several meanings and different syntactic patterns. There are also a number of

phrasal verb differences between American and British English.

2.8.11Word derivation

Word derivation in English requires a lot of rote learning. For example, an

adjective can be negated by using the prefix un- (e.g. unable), in- (e.g.

inappropriate), dies- (e.g. dishonest), ora- (e.g. amoral), or through the use of one of

a myriad related but rarer prefixes, all modified versions of the first four.

2.8.12 Size of lexicon

The history of English has resulted in a very large vocabulary, essentially one

stream from Old English and one from the Norman infusion of Latin-derived terms.

(Schmitt & Mars den claim that English has one of the largest vocabularies of any known

language.) This inevitably requires more work for a learner to master the language.

16
http://en.wikipedia.org/wiki/Idiomhttp://en.wikipedia.org/wiki/Phrasal_verbshttp://en.wikipedia.org/wiki/Derivation_(linguistics)http://en.wikipedia.org/wiki/Rote_learninghttp://en.wikipedia.org/wiki/Prefix_(linguistics)http://en.wikipedia.org/wiki/History_of_the_English_languagehttp://en.wikipedia.org/wiki/Old_Englishhttp://en.wikipedia.org/wiki/Normanshttp://en.wikipedia.org/wiki/Latinhttp://en.wikipedia.org/wiki/Idiomhttp://en.wikipedia.org/wiki/Phrasal_verbshttp://en.wikipedia.org/wiki/Derivation_(linguistics)http://en.wikipedia.org/wiki/Rote_learninghttp://en.wikipedia.org/wiki/Prefix_(linguistics)http://en.wikipedia.org/wiki/History_of_the_English_languagehttp://en.wikipedia.org/wiki/Old_Englishhttp://en.wikipedia.org/wiki/Normanshttp://en.wikipedia.org/wiki/Latin


17/43

2.9 Differences between spoken and written English

As with most languages, written language tends to use a more formal register than

spoken language. The acquisition ofliteracy takes significant effort in English.

spelling - Because of the many changes in pronunciation which have occurred

since a written standard developed, the retention of many historical idiosyncrasies

in spelling, and the large influx of foreign words (mainly from Danish, Norman

French, Classical Latin and Greek) with different and overlapping spelling

patterns,[11] English spelling is difficult even for native speakers to master. T

[spelling bee] is that generally require the memorization of words. English

speakers may also rely on computer tools such as spell checkers more than

speakers of other languages, as the users of these utilities may have forgotten, or

never learned, the correct spelling of a word. The generalizations that exist are

quite complex and there are many exceptions leading to a considerable amount of

rote learning. The spelling system causes problems in both directions - a learner

may know a word by sound but not be able to write it correctly (or indeed find it

in a dictionary), or they may see a word written but not know how to pronounce it

or mis-learn the pronunciation. However, despite the variety of spelling patterns

in English, there are dozens of rules that are 75% or more reliable . .

2.10 Difficulties with Learning English Language

17
http://en.wikipedia.org/wiki/Register_(linguistics)http://en.wikipedia.org/wiki/Spoken_languagehttp://en.wikipedia.org/wiki/Literacyhttp://en.wikipedia.org/wiki/Spellinghttp://en.wikipedia.org/wiki/Danish_languagehttp://en.wikipedia.org/wiki/Norman_languagehttp://en.wikipedia.org/wiki/Norman_languagehttp://en.wikipedia.org/wiki/Classical_Latinhttp://en.wikipedia.org/wiki/Greek_languagehttp://en.wikipedia.org/wiki/English_as_a_foreign_or_second_language#cite_note-10http://en.wikipedia.org/wiki/Spell_checkerhttp://en.wikipedia.org/wiki/Rote_learninghttp://en.wikipedia.org/wiki/Register_(linguistics)http://en.wikipedia.org/wiki/Spoken_languagehttp://en.wikipedia.org/wiki/Literacyhttp://en.wikipedia.org/wiki/Spellinghttp://en.wikipedia.org/wiki/Danish_languagehttp://en.wikipedia.org/wiki/Norman_languagehttp://en.wikipedia.org/wiki/Norman_languagehttp://en.wikipedia.org/wiki/Classical_Latinhttp://en.wikipedia.org/wiki/Greek_languagehttp://en.wikipedia.org/wiki/English_as_a_foreign_or_second_language#cite_note-10http://en.wikipedia.org/wiki/Spell_checkerhttp://en.wikipedia.org/wiki/Rote_learning


18/43

People may find English a challenge because it is not their first language they

have a specific learning difficulty such as dyslexia their previous education developed

only basic English skills they have a combination of these difficulties.

2.11 Types of Language Problem

Language problems often fall into two main categories. Difficulties in

understanding can cause particular problems whenreading the style of language used in a

courselisting to others, either in group sessions or telephone tutorialstrying to respond to

spoken or written questions making use of examples used in explanationdifficulties in

writing for other to read may relate particularly topunction or the use of paragraphs

Making mistakes with verb tenses, or with subject and verb agreement Using a style

which does not suit UK academic workInability to write at length in order to construct

essays or reportsLevel 1 our study provides opportunities for students to use the English

language to Show that you know and understand principles, concepts and terms central to

your subject use your knowledge and understanding to desire, analyze and interpret

defined aspects of your subject know about and begin to address issues and problems

central to your subject

2.12 Areas of Phonology That Make English Difficult to Learn

The phonology of the English language poses unique challenges to foreign

language learners. English is one of the most widely spoken languages in the world,

hence its reputation as an international language. Though many study English as a foreign

language, mastery of spoken English and English literacy can pose varying difficulties.

18


19/43

These challenges depend on the student's first language and the frequency of their

interaction with authentic English materials.

2.12.1 Unfamiliar Sounds

Spoken English includes sounds not found in other languages. For example, the

letter "L" is not found in

Japanese and the letter "P" are not included in the Arabic alphabet. For this reason,

speakers of foreign languages will have varying difficulties with relatively basic

aspects of English phonology. There are textbooks that list these kinds of missing

sounds. The texts are useful tools if you are teaching an ESL or EFL class

comprised o Loan Words

English regularly adopts foreign words into its lexicon. The amount of foreign

words and unusual pronunciations can pose difficulties to language learners as the

general rules for English pronunciation do not apply. The French "rendezvous", Spanish

"coyote" and Yiddish "chutzpah" are some examples of foreign words that have been

adopted into common English conversation and whose spelling and pronunciation can

pose difficulties for learners. "Chutzpah" utilizes a sound not found in English.

.2.12.2 Loan Words

English regularly adopts foreign words into its lexicon. The amount of foreign words and

unusual pronunciations can pose difficulties to language learners as the general rules for

English pronunciation do not apply. The French "rendezvous", Spanish "coyote" and

Yiddish "chutzpah" are some examples of foreign words that have been adopted into

19


20/43

common English conversation and whose spelling and pronunciation can pose difficulties

for learners. "Chutzpah" utilizes a sound not found in English.

2.12.3 Spelling Inconsistencies

English is notorious for its inconsistent phonetics. The difference between the

pronunciation and spelling of a word can be a difficult step in the road to English fluency.

For example, in the words "mission", "station" and "cushion", the same sound is

represented by three different letter combinations. "Whale" starts with a "w" sound,

whereas in the word "whole" the "w" is silent. "Choir" and "cheese" utilize the "ch"

combination with different pronunciations. The fact that pronunciation rules are regularly

broken can cause difficulty and frustration for English-language learners.

2.13 Problems with Learning the English Language

English presents a number of issues to non-native (and sometimes native)

speakers. It is grammatically unlike other languages, even those from which it has

borrowed large vocabulary groups, and possesses a number of irregularities.

Understanding these features of English may help the non-native speaker grasp the

language and help native speakers see why learning English can be so difficult.

2.13.1 Related Languages

One problem with learning English is that is not directly related to many

languages. The two closest are Scots and Frisian, but even these are not, for the most part,

mutually intelligible with English. One of the things that make learning a new language

20


21/43

easier is already speaking a related language, and very few people speak languages

closely related to English.

2.13.2 Plural Nouns

Though most nouns in English simply add "s" to their singular form to create the

plural, there are many exceptions to this rule. These include words ending in "f" or "fe"

(wife/wives, knife/knives), words ending in "y" (spy/spies, fly/flies), words that change

interior vowel sounds (man/men; mouse/mice), and Old English plurals, such as

child/children and ox/oxen.

2.13.3 Verb Tenses

English has a relatively large number of verb tenses, the correct mastering of

which is important for communicating shades of meaning in English. To complicate the

difficulty, English uses many auxiliary words, instead of verbal inflection, to create its

tenses.

2.13.4 Irregular Verbs

English has many irregular verbs. Some English verbs are altered radically in

conjugation (drink/drank/drunk, grow/grew/grown), while others do not change at all,

such as burst/burst/burst and cast/cast/cast.

21


22/43

2.13.5 Writing System

There is often little connection between the way a word is written and the way it

is pronounced. Consider cough vs. through and flood vs. door. Other inconsistencies

include heteronyms, words that are spelled the same but pronounced differently, such as

wound (wrapped up) and wound (an injury), and row (a fight) and row (a line of

something).

2.13.6 Syntax

English relies heavily on word order to convey meaning, while many other

languages rely on case systems that show relationships between words with noun,

pronoun and adjectival endings. English only retains these relationships with pronouns,

but the alternations in English pronouns are also highly irregular

2.14 Problems in Learning English

Around the world and in the United States, many people dedicate themselves to

learning English. While many reach fluency and written literacy within a few years,

students encounter problems and challenges along the way. Some of these pertain to

learning

English in particular, due to the language's diverse roots, large amount of irregular verbs

and profound regional variations.

22
http://www.ehow.com/relationships/http://www.ehow.com/relationships/


23/43

2.14.1 Pronunciation, Vocabulary and Grammar

Almost all English learners encounter at least three types of problems: challenges

with pronunciation (some people are never able to master certain sounds); issues with

vocabulary (most people can add to their English vocabulary with study and practice);

and grammar, including challenges with situational grammar, such as workplace English

versus slang.

2.14.2 Encouraging Errors

Errors in learning English challenge students, but they typically learn from their

mistakes and progress. However, if English-language learners feel intimidated,

embarrassed or judged, their affective filter can inhibit their ability to absorb new

information and produce English. Teachers of English as a second language and English

as a foreign language typically refrain from providing an overload of corrective feedback

so that students feel more comfortable expressing themselves in English, even if it is not

perfect.

2.14.3 Early Hardships

English-language learners may enter a class or an immersion situation in a state of

shock. Teachers as well as students may feel surprised that many seem unable to do more

than repeat the most basic phrases. This experience is the initial phase of learning a

language, called the silent period. During this time, which may last only a few days or up

23


24/43

to a few weeks, students receive and absorb language but are often unable to speak or

write it.

2.14.4 Techniques

Learning English requires different techniques for different types of learners.

Some people require more time to reflect on concepts before diving into dialogs and

presentations. Others need to speak to reinforce new information. For some people,

kinesthetic activities such as dance, clapping and physical movements can shift

information from short-term memory to long-term memory. Music, rhymes, chants,

poems and gamesprovide additional reinforcement.

2.14.5 Warning

One of the primary challenges for someone learning English concerns lack of a

proper model for speaking. Whenever possible, students should listen to native English

speakers engaging in conversation or teaching concepts. This practice sharpens students'

ears to unique rhythms and pronunciation of English and can provide insight into more

abstract and advanced English, such as phrasal verbs and slang.

2.15 Problems and Difficulties in Learning English Language

in Suburb Areas

There are some negligible problems for the students. which they have to face in

learning English language.

24
http://www.ehow.com/hobbies-games/http://www.ehow.com/hobbies-games/


25/43

2.15.1 Teacher's Lack of Training And Education Qualification

The second problem is teacher's lack of training and their education qualification.

Due to lack of training, they are not aware of challenges of the future and hence are

unable to prepare.

2.15.2 Over Crowded Classrooms

Due to lack of realistic investment in our educational institutions since independence,

the pressure on schools has increased many folds. On the average a single teacher teaches

at least sixty students in a classroom which was meant for thirty students. The scene of

multiple classes being taught in a single room by a single teacher is very common in our

primary schools. It should be kept in mind that it is here that students require maximum

personal attention. In our educational system, mostly the teacher is unable to

recognize his student; the question of personal attention cannot even be imagined.

There are some negligible problems for the students. which they have to face in


2.15.3 Communication Problem

Our system of education lacks communication between teaching staff, parents,

headmasters, students, and the concerned higher authorities. Due to this they are

unable to coordinate and make consolidated efforts in learning English language.

25


26/43

2.15.4 Absence of proper Physical Facilities and Instruments and

Appliances Educational

In order to impart proper education a teacher requires a number of aides to achieve

this goal. These include a variety of audio visual aids also known as teaching kits etc. In

the absence of these aids a teacher fails to explain all the concepts theoretically and

mostly ends-up confusing the students. In addition, the students face many problems in

learning English language

2.15.5 Poverty and Financial problem

Pakistan is an underdeveloped nation, majority of our people are living on the

poverty line that can barely make their both ends meet. They cannot afford even the

negligible fees being charged in the English language institutions, let alone the books

and uniforms for which they are to pay from their own pockets. Majority of our

young ones are child labor, they indulge in child labor not only to feed them selves

but to support their families too.

2.15.6 Lack of Trained teachers

There are no trained teachers in our education system. The purpose of

early/primary education is to induce in to the students an interest of education but

children are exposed to untrained teachers in their early stage of education they lose

interest in education and results in early dropouts.

2.15.7 Lack of proper learning aids and laborites

26


27/43

Our schools are devoid of proper laborites and learning aids. Due to this students

are bombarded with theoretical concepts, which in the absence of the required

audiovisual learning aids and laboratories confuse the students. As a result of this the

students lose their interest in learning English language after which either they drop

out or rely on practices like cheating, bribing teachers etc.

2.15.8 Psychological problems.

Students due to high expectations of their families and absence of guidance for

both the parents and students experience a lot of psychological stress, which has a

retarding effect on their growth and learning English language

2.15.9 Socio-economic Problems.

Due to bad socio-economic conditions of majority of our students they are not

very attentive to what is being imparted to them and neither can they practice it at

homes.

2.15.10 Biased and Traditional Measures for Evaluation of Pupil

Students are evaluated in our institutions not on the basis of their abilities but on

the basis of their class. This disheartens students who have weak financial/social

backgrounds. Also our examination system evaluates students not on the basis of their

cognitive abilities but is more of a rote memory test. All this is simply due to the fact

that modern evaluation techniques are not applied.

27


28/43

2.15.11 Absence of appropriate books

Students are subjected to inappropriate books, which in the absence of appropriate

reference books makes the situation worst. School libraries are filled with irrelevant

books majority of which being story books, which too are kept under lock & key out

of the reach of students.

2.15.12 Classroom environment

The class rooms are over-crowded due to which the students are unable to take

personal attention of the teacher resultantly they are unable to communicate to the

teacher their problems, resultantly their problems never get resolved.

2.15.13 Lack of facilities for Co-circular activities

Their exists no facilities for co-curricular activities of the students. Very few

schools have playing grounds, which due to wrong planning of the school

management are very overcrowded in school breaks (since the whole school is given

a break at the same time) provide no space for any kind of sport. Also there are no

provisions for sport goods due to which children run aimlessly in school breaks.

Which inculcates in them an aimless attitude/behavior?

2.15.14 Lack of Transports problems

The lack of transport problem is also the biggest problem between the suburb

areas English language learners student and they have to face many problem due to

28


29/43

lack of transports service environment attention of the teacher resultantly they are

unable to communicate to the teacher their problems, resultantly their problems never

get resolved.

29


30/43

Chapter # 3

RESEARCH METHODOLOGY

The research was conducted to know about the problems of English language

learning in suburb areas of Lahore

3.1 Nature of Study

The nature of research was descriptive. Survey method was used. Survey

research was the most frequent type of self report research. A survey was an attempt to

collect data from members of population in order to determine the current studies to

the population with respect to one or more variables. This research was based on

sample survey. The sampling technique was used in the research is convenient

research sampling.

3.2 Population

The population of the study was all the students of English language learning

in suburb areas of Lahore.

3.3 Sampling

It was not accessible to conduct the survey because of restricted time and

limited human material resources so representative sample was selected from the

population to collect data about the above stated topic.

3.4 Sampling procedure

Researcher adopted convenient method of sampling to select the representative

sample.

30


31/43

3.5 Sample size

The population of the suburb areas of Lahore, as representative sample size

was 100 students.

3.6 Tool of Research

The tool of the research used for the collection of data is close ended

questionnaire. Questionnaire was prepared for student and comprised of 10 items.

3.7 Data Collection Procedure

After preparing 100 copies of questionnaire these were given to selected

students to fill out carefully. This questionnaire was handed over by researcher to each

respondent individually. The researcher gave instructions to fill the questionnaire.

Filled questionnaires were collected by the researcher personally.

3.8 Analysis of Data

The data obtained in this way was tabulated, analyzed and interpreted. It was

briefly presented in the chapter 4. Data was analyzed by percentage method. Analysis

of data was given at the end of each table in chapter 4. In the light of the data analysis

findings were drawn and by keeping the heading in view researcher drew conclusions,

the conclusion was stated in the form of responses of research questions, restricted by

the researcher. At the end researcher gave some recommendations in the light of

conclusions.

31


32/43

Chapter # 4

ANALYSIS AND INERPRETAION OF DATA

The data collected through the questionnaire and analyzed in terms of simple

percentage.

The purpose of the study was to find out the learning factors in the subject of data

was based on the information collected through questionnaire. The data was analyzed by

using percentage and presented in the table as following.

32


33/43

Table.4.1

Sr. Statement

No.

Yes NO

No. % No. %

1. English is necessary for students in

suburb areas

2. Overcrowded classes create problems

and difficulties in learning English.

3. Environment of the suburb areas

create problems and difficulties in learning

English

4. Back ground of the students is a

major problem in learning English

language

5. Students belong to urban and rural

areas have equal chances for acquiring

English language.

96 96 4 4

80 80 20 20

82 82 18 18

76 76 24 24

18 18 82 82

Analysis of Table No.4.1:

The students who think that English is necessary for students in suburb areas were

96% while 4% students responded negatively. The students who responded positively

that overcrowded classes create problems and difficulties in learning English. were 80%

and 20% students disagree with it The students who think that Environment of the suburb

areas create problems and difficulties in learning English language were 82% while 18%

33


34/43

responded negatively. The students who think that back ground of the students is a major

problem in learning English language were 76% while 24% responded it negatively. The

student who responded that students belong to urban and rural areas have equal chances

for acquiring English language were 18% students while 82% students responded

negatively.

34


35/43

Table.4.2

Sr. Statement

No.

Yes NO

No. % No. %

6. Lack of qualified teachers create problems for

students in learning English language

7. Lack of modern techniques in suburb areas

create problem for student in English language

8. Bad behavior of students and teachers create in

learn English language.

9. Lack of facilities creates problems in learning

English language in suburb areas. student

10.Poverty and financial problems effects on

English language learning problems English

language.

90 90 10 10

86 86 14 14

12 12 88 88

53 53 47 47

90 90 10 10

Analysis of Table No.4.2:

The students who think that lack of qualified teachers creates problems for

students in learning English language were 90%while 10% students responded

negatively. The students who responded positively lack of modern techniques in suburb

areas create problem for student in English language were 86% and 14% students

disagree with it. The students who think that Bad behavior of students and teachers create

in learn English language were 12% while 88% students responded negatively. The

35


36/43

students who think that lack of facilities create problems in learning English language in

suburb areas were 53% while 47% students responded it negatively. The students who

responded that poverty and financial problems effects on English language learning

problems were 90% students while 10% students responded negatively.

Chapter # 5

36


37/43

SUMMARY, FINDING, CONCLUSION

AND RECOMMENATIONS

5.1 Summary

The present study was conducted to know the problems of English

language learning in suburb areas of Lahore. The objective of the study was to

identifying the problems of English language learning, and to know their

importance in suburb areas of Lahore.

The main research questions were, is English is necessary for students? do

you think that overcrowded classes create problems in learning English?, do

students belong to urban and rural areas have equal chances for acquiring English

language?, is mental ability of the English language learning? Lake of qualified

teachers creates problems for students in learning English language? Detailed

review of the related literature was presented. The method of the study was

discussed. The population of the study was all urban and rural areas but due to the

restricted time and human resources of the suburb areas of Lahore was selected.

The questionnaire was prepared. The questionnaire was administered by

researcher personally and goes to the questionnaire filled. After the analysis of the

response result were drawn.

5.2 Findings

37


38/43

1. 96% students responded that English is necessary for students in suburb areas

2. 80% students responded that Overcrowded classes create problems and

difficulties in learning English

3. 82% students responded that Environment of the suburb areas create problems

and difficulties in learning English

4. 76% students responded that Back ground of the students is a major problem in

learning English language

5. 18%students responded that Students belong to urban and rural areas have equal

chances for acquiring English language.

6. 90% students responded that Lack of qualified teachers create problems for

students in learning English language

7. 86% students responded that Lack of modern techniques in suburb areas create

problem for student in English language

8. 12% students responded that Bad behavior of students and teachers create in learn

English language

9. 53% students responded that Lack of facilities creates problems in learning

English language in suburb areas. student

10. 90% students responded that Poverty and financial problems effects on English

language learning problems English language.

5.3 Conclusions

38


39/43

According to the research questions following are the conclusions drawn after the

analysis of data. Dominant majority of students responded that English is necessary for

students in suburb areas. So this question is approved. Majority of students responded

that overcrowded classes create problems and difficulties in learning English. Majority of

students responded. Environment of the suburb areas create problems and difficulties in

learning English.

Majority of students consider that English proficiency between urban and rural

students. Do students belong to urban and rural areas have equal chances for acquiring

English language? Majority of students responded negatively. Its mean that they

considered that students of urban areas have higher chances than students of rural areas.

Majority of students considered that. Lacks of qualified teachers create problems

for students in learning English language majority of students responded positively class

room environment and the way of teacher can make enjoyable the process of English

language learning. it means that its very necessary for learning English language.

Majority of students considered that Bad behavior of students and teachers create in

problems in learning English language in suburb areas. Majority of students responded

that lack of facilities create problems in learning English language in suburb areas of

Lahore. Majority of students responded Poverty and financial problems effects on

English language learning problems English language

5.4 Recommendations

39


40/43

The following suggestions may help the parents, teachers and students to

remove their English language learning problem.

1. Teacher should try to providing equal chances for rural and urban

areas students and low socio-economic background students for

learning English language learning.

2. In English language class it should be compulsory for every

student to speak only English language.

3. Teacher should create a friendly environment in classrooms and

ask the students to share their feelings in English language.

4. Teacher should give a topic to students and ask them to discuss on

it in English because through interaction in English they will

improve their learning a second language.

5. Students should interact with their friends in English.

6. A modern technique should be introduce in suburb areas of

Lahore.

7. The Government should increase transport service in Lahore.

8. Teacher training should be open for the teacher.

5.6 References

40


41/43

Sandra Romo, eHow contributing writer .Factors That Influence language

Development. (Retrieved fromhttp://www.eHow.com.htm).

Robert O'Neill - April 1998.Crucial differences between L1 and L2 acquisition.

(Retrieved from http://www.tedpower.com.html ).

Teaching English as a Foreign or Second language by Jerry G.Gebhard (Ann

Arbor the University of Michigan press 1996)

Importance of English (retrieved from http// www.advanced_english _ grammer.

com)

RAGHU Sundaram Importance of English (retrieved from http//ezineArticales

.com/?expert)

Types of English (retrieved from http// www.bootshall,com/tefl/05_01?+types

_of_english.html)

Russell Monroe Gersten (author) Teaching English language learner with learning

difficulties guiding principle and examples from research based practice

(Sudoced1.310/2:427448)

Difficulties for learner (retrieved from http// www.elearmenglishlanguage.com)

problems in learning English language in suburb areas of Lahore(Down

newspaper)

ERIC Clearinghouse on Languages and Linguistics Washington DC ERIC

Identifier: ED350885. Publication Date: 1992-12-00.source

http://www.ERIC.com.

41
http://www.ehow.com.htm/http://www.ehow.com.htm/http://www.ehow.com.htm/http://www.tedpower.com.html/http://www.elearmenglishlanguage.com/http://www.eric.com/http://www.ehow.com.htm/http://www.tedpower.com.html/http://www.elearmenglishlanguage.com/http://www.eric.com/


42/43

APPENDIX ---A

Respectable Madam:

I am a student of University of Education Lower Mall Campus Lahore.

Currently I am conducting a research as preliminary work for my intended

thesis. This questionnaire is prepared for identifying the Problems and Difficulties

in learning English language in suburb areas of Lahore.

You are requested give your responses in the appropriate columns below. I

assure you that the information collected through this questionnaire will only be used

for research purpose and will not be provided to any other person or agency for any

other purpose.

I am thankful for your cooperation and time spared for this activity.

Thank you

Researcher

Naila Ismail

Roll No.506

M.A, English+B.Ed

University of Education,

Lwer Mall, Campus,Lahore

42


43/43

APPENDIX ---B

Questionnaire

Name of student _________ Class level _________

Institution ______________________________________________

Sr.

#

Questions Yes No

1. English is necessary for students in suburb areas

2. Overcrowded classes create problems and difficulties in learning

English.3. Environment of the suburb areas create problems and difficulties

in learning English.

4. Back ground of the students is a major problem in learning

English language

5. Mental ability of the students effect in learning language

6. Lacks of qualified teachers create problems for students in


7. Lack of modern techniques in suburb areas create problem for

student in English language.

8. Bad behavior of students and teachers create in learn English

language.

9. Lack of facilities creates problems in learning English language in

suburb areas.

10. Poverty and financial problems effects on English language

learning problems.

43

Documents

Naila Full Thesies