Problems faced by south-east asian in studying tenses and their solutions Essay

0. ABSTRACTWhat do you think atomic number 18 the problems faced by the Pakistani find outer go evolve tenses of English? This paper highlights the problems of grammar instruction. some teachers number been selected who fork over taught/have been pedagogics grammar for several(prenominal) days at coach level. On the basis of the feedback given by the teachers, this investigate overcompensate is presented.1. INTRODUCTIONLanguage is the chief means by which the sympathetic spirit expresses itself and fulfills its basic want for social inter put to death with otherwise persons.It is clear that the terminal grammar has meant heterogeneous things at various times and sometimes several things at unmatchable time. This plurality of meaning is qualityistic of the present time and is the kickoff of confusions in the discussion of grammar as part of the program line of pip-squeakren. at that place have been taking place violent disputes on the subject of statement g rammar at cultivate.The capability to talk round the grammar of a run-in, to recite its rulers, is besides rattling diverse from ability to speak and actualize a oral communication or to read and write it. Those who can rehearse a verbiage argon oft un commensurate to recite its rules, and those who can recite its rules can be unable to purpose it. Grammar organizes the language and as a result we have sense units. There is a ashes of stereotypes, which organizes talking to into sentences.1.1 STATEMENT OF difficultyWhat skill does grammar groom? Does it gives the ability to make up sentences separately to regurgitate text equally? If does so indeed(prenominal) how more(prenominal) than work discover is obligatory for the development of the practical skill that can enable scholar stain the specific grammar coordinate differences between the flummox tongue and the target row.1.2 dead reckoningSystematic and an organized canvas of tenses in gramm ar can solve the talk related issues in larn especi e trulyy those related to the target language.1.3 OBJECTIVES1. To go over problems faced by Pakistani learners during English tense- encyclopedism. 2. To recognize the hindrances faced by savants in learning tenses. 3. To highlight the problems of grammar teaching and suggest the solution for them.1.4 entailment OF RESEARCHIt go out prove to be intakeful in obtaining randomness from students and teachers statistically, and will give an accurate report on how the problems come forrader and consequently how to tackle them2 LITERATURE REVIEWThe component issues be how to enhance theREASEARCH BASED REVIEWSAuthor MiddlesmoorMy main belief is that modern teaching techniques and their text deems can be too dispersive. The doctrines of the communicative access allied to the foundation of language according to the seemingly self evident plan of the functions of language, when put into the context of the class room, lead to confvictimization lack of focus. As a result, when pupils have a sense of confusion they conk out de-motivated.I have a central objection to the theoreticians trait between learning a language and acquiring one when it is applied to shallow. crops argon not full of infant inbred speakers trying protrude the language as was the little English boy who said I swimmed in the river. Brobdingnagian damage has been done. Schools atomic number 18 artificial places and they consider a solely feed of techniques of learning.Another objection to the notion of acquiring a language and abstracted to imitate that in schools is that it makes us think that memory in school can be viewed as homogeneous to the mechanisms that help us usurp (absorb unconsciously) our puzzle tongue.The word make grow is preferred as a softer word than learn. Learn is rented too Prussian as it were and linked to memorising. However consider how the expression learning by partiality is a much less(pren ominal) rigid sounding expression than if we used the term memorising. In the bank bank bill learn versus acquire, the view is that learning is the wrong mechanism dull, bookish and forced. Why is it that a term like learn, suddenly, after thousands of years of happy use in the language suddenly smells and we have to fashion acquire? Im suspicious of such distinctions and the undermining of accepted sense. such(prenominal) theological re localizationing is tendentious. It supposes that something is proved by simply exploitation a supposedly self evident term. We can speculate that pincerren learn that fires switch off or they learn that not e trulything is what it seems to be We dont need to say that they acquire the effects of fire or differentiation new English peasantren learn that there ar some run delivery (verbs) that atomic number 18 regular when applied to the onetime(prenominal) (arrived) and others that behave in whimsical expressions (swum). These distinct ions come slowly. They learn them, as they do other things, by trial and error. It is true that new children pick up languages with amazing ease, only if if that is another story and it is certainly not a secret ability good transferred to schools by thinking that such ease is natural and unreflective as is suggested (not proved) by the use of the term acquire. alone this distinction has make text books woolly with false naturalism.When a young 3 year old told me Today we swimmed in the river he was intelligently generalising about a learnt aspect of verbs. By observation and repeat practice he had seen regularity though yet imperfectly. The mentality the brain mechanisms of learning your set about tongue be mysterious and specific to certain ages. We should be very c beful before thinking that this mystery can be spued by means of class room text books in the weirdly profitless setting of a school classroom. No, language learning at school depends on suitable procedures for learning and remembering. Obviously learning is a multi represent matter. But one shouldnt tendentiously falsify the word/- image learn into a daft travesty of crouch over your books and hear , from which we are then rescued by the saintly term acquire which possesses the secret of doing everything effortlessly.Few of us these days exercise our memory. It should be obvious to some(prenominal)one that language learning requires memorisation. Out of fear of so called rote learning we think everything should proceed naturally, be acquired, i.e. effortlessly. However, we learn our declare language with considerable repetitious practice. The so called natural methodology of language teaching is a sham. What we need is artificial procedures that mimic certain repetitive practice situations in the native learner and these procedures should be fun. When we learn our mother tongue we are at full stretch in our caution and will to understand and go across. This is not so at school.In the grammar book there are countless suggestions for practising and recycling the specimen sentences nuggets on the grammar pages, and games for learning vocabulary. Who in the natural or communicative set out is doing the artificial / moved(p) business of teaching vocabulary? In my go out, running a language school for abroad children, they know hardly any oral communication in a really active sense i.e. Words that are easily recoverable to their memories. Since young people have good memories the grammar units are exemplified with on the spur of the moment plays that focus on the one grammar aspect. These plays are to be learnt by heart and acted and preferably filmed within 10 15 minutes. (may be in competetive pairs doing the alike play.) Thus the slower children will be really helped to fall out up with the rest of the classby watching various versions of the same play / grammar area. And then everyone can have further repetition practice by watching the vide oed performances. These plays are also examples to help pupils make similar plays around grammar islands. To get their imaginations going and give ideas for plays, I have supplied a integral last section called Human life charts instruction Grammar is often confusing. Instead of focusing attention on the basic grammatic forms of language, the commencement step gets dr leted in pedantic metalanguage. Often grammar teaching makes matters worse.I felt at Middlesmoor that I could do it differently. Small children of any nationality are sure of grammar. They stool up hypotheses of trial and error. In our example of I swimmed a rule (ed) has been perceived that has exceptions (irregular verbs) Why do I prove this out? Because some experts have been so disapproving of bad teaching of grammar that they eradicate any teaching of morphologic consistencies. Children are not just notional. ( they are or else less so than they are famed to be) What they are is quite sharply rational. T hey appreciate clarity. I wanted a undecomposablex grammar book. There wasnt one. The reason is that people who write grammar books are makeup with a worry about what pedant teachers or experts will say of their definitions.They are not thinking at present of the customers (the students) The result is that there is ut or so too much exactitude and the student has too wade by oceans of truth only to drown in it I decided that at Middlesmoor we needed to give the visitors security with the very basic language patterns which were at the same time clothed in examples of immediate utility erect I have some water please? I harbort seen her When are we playing football?etc. When we are young we learn without grammar but then as children, play activities are comparatively repetitive and restricted. Therefore young childrens language is focused on a restricted vocabulary and certain honest grammatical organises.We consequently had to write our own grammar to suit the very uncert ain knowledge of our visitors curiously the Italians. Grammar moldiness be presented in larger areas than is usual and be back up by creative open ended material which is still grammar focused. We made a modified lineargrammar to make self access assertable to the students. In this way lessons are paradoxically liberated from grammar. There is no sense in splitting up and atomising the grammar for easy digestion. (that is, easy digestion at setoff view). For example it is only apparently sensible to split into drowsy sections, the presentation of the 3 futures or 3 pasts (past perfect and past simple and past continuous) Their use is inter dependent. Teach them together and after the first difficulty of too much at once, progress is degenerate and lasting.) You dont have to give to a grammar the gradualised lay out of a course book.The objection that the usual practice of splitting up grammar into small bits, helps the student because it is gradual, is totally mistaken. (Besi des, once split up how can he/she go back to study the interconnecting logic of the whole problem or truely find what he wants) The benefit of the whole presentation of islands of grammar is that the student can find his own way to a whole understanding the grammar gradually comes into focus as it does when we learn our own language. It also means that such larger units of connected grammar are much more easily turned into grammar plays. What is grammar but just that regularity that the 3 year olds I swimmed was hypothesising?Children in a classroom situation need language that is focused and easily recyclable that is, we must(prenominal) artificially recreate the simple environment of our previously described child learner of L2 and situate that language in a context that encourages repetition and recreationAs a bridge from these grammar areas and phrases I have create verbally grammar plays. At Middlesmoor we use theatre a lot. Children have much readier memories than adults. A pity we dont exploit this more. Children learn languages quickly in the natural state because communication is desired by them and also because the language they use is so narrow, and it is endlessly recycled, repeated and refashioned. Children work outwards from a tight circle of usefulness.The plays are a way of making up for the fact that class room situations in which children are taught are all more or less artificial and that the ways of natural language acquisition cannot be transferred to text books.My preferred method of teaching would be to al-Qaeda everything on grammar and special dictionaries and to use the blackboard as note pad for collecting information about the childrens real realism of experience. Also newspapers contain stories that fascinate children as young as 9 or 10. They just need a simplified sentence structure and vocabulary.A final point. If we dont make a vodoun of grammar and also if we are no longer terrified by the idea that grammar is old fashio ned we will be the quicker free of it and able to use the language for interesting tasks, ie. we will use it naturally A didactic that frankly uses grammar as a central reference point from which to depart ( and only return to in quick visits) will be much freer from it than the victims of the hotch potch muddle of functional text books. Obviously we must keep off the old grammar teaching which was abstruse gobbledy gook that was like a hand range so tortuous to cross that few survived to reach the actual languageAuthorKaty wholeen MBEDirector, colonisation Education Project KilimanjaroAn analysis of the obstacles in the way of effective pupil-centred teaching and learning of the English language in Tanzanian governmentI have 14 years experience working in government primary schools by the NGO Village Education Project Kilimanjaro. It is apparent from working in the schools, from visiting the supply programme in August 2007, and from conducting a district seminar and other re production and observations that pupil-centred learning is not taking place on any probatory scale in the teaching of English. Only an honest evaluation will assist any future development of primary English educationIn teaching English to young learners it is essential to consider how children learn. There are recognised stages of cognitive development that every child passes through, and teaching material should take account ofthis. There is also a very great need for the pauperism to learn English for both(prenominal) the pupils and the teachers.teaching ideas. It is not sufficient to leave these teachers with inadequate support. They must now be spoon-fed with lesson plans, detailed ideas for games and activities and material for inter-cultural studies, as well as basic structures, wrangle and phrases for them to conduct classroom routines in English as well as delivery of some specific English tuition.All of this will take account of the age of the pupils and their stage of c ognitive development and also of the on-line(prenominal) level of expertise of the available teachers, the need to motivate both pupil and teacher, and the time available in the classroom for routine activities. Teachers need detailed, encouraging materials so that their pupils are motivated, and learn systematically and the teachers themselves are assisted to understand the English being taught and assisted with the methods of teaching.It is important to bear in drumhead the stages of development of children when assessing or planning a primary language course. For an overview of Piaget and Stages of cognitive Development see Appendix 1.In addition attention should be paid to how the brain works. Glover and Bruning5 have summarised six major principles of cognitive psychology as they relate to instruction 1. Pupils are active care forors of information2. larn is most likely to occur when information is made meaningful to pupils 3. How pupils learn may be more important that w hat they learn 4. Cognitive processes become automatic with repeated use5. Metacognitive skills can be developed through instruction 6. The most enduring motivation for learning is internal motivationTeachers with insufficient subject knowledge have very little if any confidence. Teacher training should be concerned with two elements151. depicted object Knowledge ensuring that the future teachers know and understandenough about what they are to teach to be able to teach it effectively 2. Subject masking ensuring that the future teachers know and understand enough about how to teach what they are to teach to be able to do so effectively.1.QUALITATIVEQualitative research is a method of inquiry appropriated in many different pedantic disciplines, traditionally in the social recognitions, but also in grocery store research and further contexts Qualitative research workers aim to gather an in-depth understanding of human behavior and the reasons that govern such behavior. The so ft method investigates the why and how of last making, not just what, where, when.Hence, smaller but focused samples are more often needed, rather than large samples.For example, if you are asked to explain in qualitative terms a thermal image displayed in multiple colours, then you would explain the colour differences rather than the heats numerical value.The most common is analysis of qualitative data is observer impression.Observers examine the data, play it via forming an impression and report their impression in a structured and sometimes quantifiable form.First, slip of papers can be selected purposefully, according to whether or not they typify certain characteristics or contextual locations. Secondly, the exercise or position of the researcher is given greater critical attention. This is because in qualitative research the hazard of the researcher taking a neutral or transcendental position is seen as more problematic in practical and/or philosophical terms. Hence qua litative researchers are often exhorted to reflect on their role in the research process and make this clear in the analysis.Thirdly, while qualitative data analysis can take a tolerant variety of forms it tends to differ from quantitative research in the focus on language, signs and meaning as well as approaches to analysis that are holistic and contextual, rather than reductionist and isolationist. Nevertheless, systematic and transparent approaches to analysis are most always regarded as essential for rigor. For example, many qualitative methods require researchers to guardedly code data anddiscern and document themes in a coherent and reliable way.2.QUANTITATIVEquantitative research refers to the systematic empirical investigation of quantitative properties and phenomena and their relationships. The objective of quantitative research is to develop and employ mathematical models, theories and/or hypotheses pertaining to phenomena. The process of measurement is central to quan titative research because it provides the fundamental alliance between empirical observation and mathematical expression of quantitative relationships.statistical surveys were used to collect quantitative information about items in a population. Surveys of human populations and institutions are common in political polling and government, health, social science and marketing research. The survey focused on opinions or factual information depending on its purpose, and involved administering questions to individuals. When the questions were administered by a researcher, a structured hearing or a researcher-administered survey prwsented itself.ALTERNATIVE RESEARCH METHODOLOGIES1.QUESTIONNNAIREQuestionnaire replies pick out yasir arafatSchool F.G boys routineary school chattarClass 51. A 5. A2. A 6. A3. A 7. A4. A 8. A9. autonomic nervous system the tenses should be taught in such a way that the students must not be asked to memorise the rules but to be able to use them properly. In t his way an internal grammar would be generated which would be helpful in communication rather than a hinderance.10. autonomic nervous system In the beginning the teacher should try to remove the attention and interest among the students by explaining the similarities between English language and the native language. Then he should try to teach English tenses in English.Name Zahid Ali School F.G school Malpur Ibd.Class 61. C2. A3. A4. B5. A6. A7. A8. A9. Ans10. AnsName Kamran School Madina Model CollegeClass 81. B 5. A2. A 6. A3. A 7. A4. A 8. A9. Ans The students should first know the basic things of grammar like parts of idiom and then sentence structure and then move on to tenses. And the tenses should be in such and effect that they should move from easy to difficult.10. Ans Tenses teaching should be made interesting and the teacher should first motivate the students in this regard. The students should be asked to make use of every tense they go through.OBSERVATIONTo develop o nes talking to means to acquire essential patterns of speech and grammar patterns in particular. Children must use these items automatically during speech-practice. The automatic use of grammar items in our speech (oral and written) supposes mastering some particular skills the skills of using grammar items to express ones own thoughts, in other lyric to make up your sentences.We must get so-called productive or active grammar skills.A skill is treated as an automatic part of awareness. Automatization of the action is the main take in of a skill.The nature of Automatization is characterized by that psychological structure of the action which adopts to the conditions of playing the action owing frequent experience. The action becomes more frequent, correct and accurate and the number of the operations is shortened while forming the skill the character of awareness of the action is changing, i.e. fullness of understanding is paid to the conditions and quality of performing to t he control over it and regulation.To form some skills is necessary to know that the process of the forming skills has some travel Only some certain(prenominal) elements of the action are automatic. The Automatization occurs under more difficult conditions, when the child cant deoxidise his attention on one element of the action. The whole structure of the action is improved and the automatization of its separate components is completed.What features do the productive grammar skills have?During our speech the generative grammar skills are formed together with lexis and intonation, they must express the speakers intentions.The actions in the structural setting of the lexis must be learnt.The characteristic feature of the reproductive grammar skills is their flexibility. It doesnt depend on the level of Automatization, i.e. on god of skill here mean the original action both the structure of sentence, and forms of the words are reproduced by the speaker using different lexical mate rial. If the child reproduces sentences and different words, which have been learnt by him as a made thing he can say that there is no grammar skill. eruditeness the ready-made forms, word crews and sentences occurs in the same way as learning lexis.The grammar skill is establish on the general conclusion. The grammar action can and must occur only in the definite lexical limits, on the definite lexical material. If the pupil can make up his sentence frequently, accurately and correctly from the grammatical point of view, he has got the grammar skill.Teaching grammar at school using the theoretical knowledge brought some critical and led to confusion. All the grammatical rules were considered to be evil and there were some steps to suspend using them at school.But when we learn grammatical items in models we use substitution and such a type of training gets rid of grammar or neutralizes it. By the way, teaching the skills to make up sentences by analogy is a step on the way of f orming grammar skills. It isnt the lexical approach to grammar and it isnt neutralization of grammar, but using basic sentences in order to use exercises by analogy and to reduce number of grammar rules when forming thereproductive grammar skills.To form the reproductive grammar skills we must follow such steps filling the model of sentence. Selection the form of the word and formation of wordforms. Selection the auxiliary words-preposition, articles, and etc. and their combination with principle words.The main difficulty of the reproductive (active) grammar skills is to correspond the purposes of the statement, communicative approach (a questionan answer and so on), words, meanings, expressed by the grammatical patterns. In that case we use basic sentences, in order to answer the definite situation. The main factor of the forming of the reproductive grammar skill is that pupils need to learn the lexis of the language. They need to learn the meanings of the words and how they are u sed. We must be sure that our pupils are aware of the vocabulary they need at their level and they can use the words in order to form their own sentence. Each sentence contains a grammar structure.The mastering the grammar skill lets pupils save time and strength, energy, which can give hazard to create. Learning a number of sentences containing the same grammatical structure and a lot of words containing the same grammatical form isnt rational. But the generalization of the grammar item can relieve the work of the mental operation and let the teacher speed up the work and the children realize creative activities.The process of creation is connected with the mastering of some speech stereotypes the grammatical substrat is hidden in basic sentences. Grammar is presented as itself. Such a presentation of grammar has its advantage the grammar patterns of the basic sentences are connected with each other. But this approach gives pupils the opportunity to realize the grammar item bette r. The teaching must be based on grammar explanations and grammar rules. Grammar rules are to be understood as a special way of expressingcommunicative activity. The reproductive grammar skills suppose to master the grammar actions which are necessary for expressing thoughts in oral and written forms.The automatic perception of the text supposes the subscriber to identify the grammar form according to the formal features of words, word combinations, sentences which must be combined with the definite meaning. One must learn the rules in order to identify different grammatical forms. Pupils should get to know their features, the ways of expressing them in the language. We teach children to read and aud by means of grammar. It reveals the relation between words in the sentence. Grammar is of great important when one teaches reading and auding.The forming of the perceptive grammar and reproductive skills is quite different. The steps of the work is mastering the reproductive skills dif fer from the steps in mastering the perceptive skills. To master the reproductive grammar skills one should study the basic sentences or models. To master the perceptive grammar skills one should identify and break apart the grammar item. Though training is of great importance to realize the grammar item.1.3 The Content of Teaching GrammarBefore speaking about the selection of grammar material it is necessary to consider the concept grammar, i.e., what it meant by grammar.By grammar one can mean adequate comprehension and correct usage of words in the act of communication, that is, transcendent knowledge of the grammar of the language. It is a set of reflexes enabling a person to evanesce with his associates. Such knowledge is acquired by a child in the mother tongue before he goes to schools.This grammar functions without the individuals awareness of proficient nomenclature in other words, he has no idea of the system of the language, and to use all the word-endings for singula r and plural, for tense, and allthe other grammar rules without special grammar lessons only due to the abundance of auding and speaking. His young mind grasps the facts and makes simple grammar rules for arranging the words to express carious thoughts and feelings. This is true because sometimes little children make mistakes by using a common rule for words to which that rule cannot be applied.For example, a little English child might be hear to say Two mans comed instead of Two men come, because the child is using the plural s rule for man to which the rule does not apply, and the past tense ed rule for come which does not obey the public rule for the past tense formation. A little Russian child can say instead of using the case-ending for to which it does not apply. Such mistakes are corrected as the child grows older and learns more of his language.By grammar we also mean the system of the language, the discovery and description of the nature of language itself. It is not a natural grammar, but a constructed one. There are several constructed grammars traditional, structural, and transformational grammars. Traditional grammar studies the forms of words (morphology) and how they are put together in sentences (syntax) structural grammar studies structures of various levels of the language (morpheme level) and syntactic level transformational grammar studies basic structures and transformation rules.What we need is simplest and shortest grammar that meets the requirements of the school syllabus in foreign languages. This grammar must be simple enough to be grasped and held by any pupil. We cannot say that this problem has been solved.Since graduates are expected to acquire language proficiency in aural comprehension, speaking and reading grammar material should be selected for the purpose. There exist principles of selecting grammar material both for teaching speaking knowledge (active minimum) and for teaching reading knowledge (passive minimum), the ma in one is the principle of frequency, i.e., how frequently this or that grammar item occurs. For example, the Present honest (Indefinite) is frequently used both in conversation and in various texts. Therefore it should be included in the grammar minimum.For selecting grammar material for reading the principle of polysemia, for instance, is of great importance.Pupils should be taught to distinguish such grammar items which serve to express different meanings.For example, -s (es)The selection of grammar material involves choosing the appropriate kind of linguistic description, i.e., the grammar which constitutes the best base for developing speech habits. Thus the school syllabus reflect a traditional approach to determining grammar material for foreign language teaching, pupils are given sentences patterns or structures, and through these structures they assimilate the English language, acquire grammar mechanisms of speechThe content of grammar teaching is disputable among teachers and methodologists, and there are various approaches to the problem, pupils should, whatever the content of the course, assimilate the ways of fitting words together to form sentences and be able to easily recognize grammar forms and structures while hearing and reading, to reproduce phrases and sentences stored up in their memory and say or write sentences of their own, using grammar items appropriate to the situation.The direct method assumed that learning a foreign language is the same as learning the mother tongue, that is, that exposing the student directly to the foreign language impresses it perfectly upon his mind. This is true only up to a point, since the psychology of learning a second language differs from that of learning the first. The child is forced to learn the first language because he has no other effective way to express his wants. In learning a second language this compulsion is largely missing, since the student knows that he can communicate through his native language when necessary.The basic premise of Direct method was that second language learning should be more like first language learning lots of active oral interaction, spontaneous use of the language, no translation between first and second languages, and little or no analysis of grammatical rules. We can summarize the principles of the Direct manner Classroom instruction was conducted exclusively in the target language. Only occasional vocabulary and sentences were taught. Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and student in small, intensive classes. Grammar was taught inductively, i.e. the learner may discover the rules of grammar for himself after he has become acquainted with many examples. New teaching points were introduced orally. Concrete vocabulary was taught through demonstration, objects, and pictures abstract vocabulary was taught by association of ideas. Both speech and listening comprehension were taught. Correct pronunciation and grammar were emphasized