•True education and real teaching involves far

more than imparting knowledge and skills

•The ultimate Objective of true education and real

teaching is helping students to develop

intellectual depth

•This kind of teaching is absent from Pakistani

classrooms and the basic reason for this

drawback is the non-implementation of SLA

•The author started with general discussion about

the purpose of teaching and then he shared his

opinion that this type of teaching is absent from

Pakistani classrooms. Why? Because SLA

theories are not implemented in Pakistani

classrooms. Is this the root cause of all the

deficiencies and infertility of our education

system?

•SLA theory is discussed because it is the best

model for teaching and learning a second

language

•It means that learners are also supposed to be

aware of SLA theories. Isn’t it enough that their

teacher knows it and implement it in the class

room? Or the teacher is suppose to teach SLA

theories to learners as well.

•Effectiveness of the Krashen’s five hypothesis

•Significance of the SLA theories and reasons for the

non-implementation in the EFL/ ESL classrooms.

•The author has forgotten title of his research paper

and forgot to include the phrase from the title : “in the

context of teaching English in Pakistani class rooms”

•A new topic jumps in which was not part of the main

title “significance of the SLA theories and reasons for

the non- implementation in the EFL/ ESL

classrooms”

•The study may help out teachers of Pakistan by

guiding them about proper implementation of the

SLA theories/ Krashen’s five hypothesis

•Really? The author has just given details about SLA

and Krashen’s five hypothesis and only applied

Krashen’s “The input Hypothesis” inexplicitly to

Pakistani classrooms

•The author has even not bothered to relate and

apply aspects of Krashen’s remaining four

•First paragraph: introduction and background

•Unnecessary and irrelevant to the main title of the

research paper

•Second paragraph: introduction and background of SLA

theory, Klien’s summary of facts about language

acquisition

•Unnecessary details to fill in the space and references list

•Third paragraph: Krashen’s view about SLA

•Reference for Krashen is taken from Schut 2005, Schut

has explained and quoted Krashen

•Fourth paragraph: Krashen’s five hypothesis

•“The Learner improves and progresses along the natural order when

he/ she receives second language input that is one step beyond his/

her current stage of language competence”. The author is unable to

elaborate Krashen’s Input Hypothesis. According to this hypothesis

the ideal input should have to be a mixture of learner’s current+

advance level

•Fifth paragraph: summarizes Krashen’s model

•Repeats the same line from Krashen’s Third Hypothesis (Natural

Order Hypothesis) : “In fact, he rejects grammatical sequencing when

the goal is language acquisition”

•Seventh paragraph:

• Public institutions: grammar translation method and mostly L1 is

used by teachers

•Private institutions: Teachers hardly use L1 in the class room

•After the detailed discussion about SLA theories and Krashen’s

model, the author has analyzed and detected the root cause of all the

drawbacks of our education system, That is, no proper

implementation of SLA theories

•The author has not completed his homework for this research paper

and the author lacks an insight and microscopic analysis of our

educational system. Most of the private institutions are Urdu medium

•The author has not applied Krashen’s model on Pakistani

Class rooms as he claimed in the title of his research

paper

•The author of the research paper was supposed to

present each of Krashen’s five hypothesis separately

under a proper heading, apply and compare it with

Pakistani classroom settings and then conclude and

suggest that whether this hypothesis is followed or not,

how it can be implemented and how can it help to enhance

the learning and teaching of English specifically in context

•You name the problem and Mr. Malik has got the answer : “Because

SLA theories and Krashen’s model are not properly implemented in

Pakistani class rooms”

•The last sentence of this research paper is more than enough to

counter and answer all the queries, objections and criticism on this

research paper:

•“it can be confidently claimed that true understanding of the SLA

theories and Krashen’s five hypothesis can bring significant changes

in the country”

•That is why Mr. Malik has directed all his attentions and utilized his

utmost intelligence in describing SLA theories and Krashen’s five

•Justifiable title for this “research paper”

can be:

“ an attempt to explain SLA theories and

Krashen’s model to Pakistanis so that they

may understand it and implement it in