WordPress Blank Theme 2011

Friday, April 1st, 2011 at 1:41 am

Teaching English grammar through communicative approach to language teaching (CLTA) in the context of Bangladesh

Teaching of English grammar through communicative language teaching approach (CLTA) in the context of Bangladesh.

Abstract

Communicative Approach to language teaching is the most controversial of all the languages of teaching and learning about the decades. Many approaches are presented, but to rethink it again and again whether a merger is possible with CLTA. Any language without grammar can bring us back the world of mere atavistic sounds and body language. This study aims to define what and how it fits into the grammar CLTA in Bangladesh perspective.

Keywords

World Englishes, Grammar Translation Method (Method GT) Audio Lingual Method (ALM) approach Communicative Language Teaching (CLTA), language skills.

Fund Study

Communicative Language Teaching approach is the approach most talked about in recent decades. Many approaches are presented, but it is to rethink again and again whether a merger is possible with CLTA. A language without grammar can bring to modern people in the world of mere atavistic sounds and body language (Sarwar, 2011). Therefore, why and how grammar fits in CLTA is a concern of this study. Although the grammar as a method of language teaching and learning has been followed since the Greek and Latin (B. Kachru 2006, World Englishes), however, its definition is very broad and dynamic. Depending on theoretical orientation, different linguists define grammar differently according to their own way. Geoffrey Leech et al (1982) consider the grammar as an important component that is related to phonology and semantics, or the sound and meaning. Hudson (1992) believes that the grammar includes any information about the words as there are no boundaries around grammar. Grammar as a set of morphology and syntax is believed by Huddleston (1988). Cobbett (1984) defines grammar as constitutive rules and principles that help a person to make use of words or to manipulate and combine. HW Fowler (1983) established as a branch of grammar that deals with the inflections of a language, its phonetic system, and arrangements of words in sentences, George Snell (1649) thinks that through the grammarians grammar language are a "fixed and immutable state," James Barclay (1743) emphasizes the claim grammar that writing will be improved with the rules relating to legal expression ... strength and harmony of certain phrases, the proper sense of the words their only connection with another, and the skills necessary to put them all in regular order (p-660). Rutherford (1987) defines grammar as "a necessary component of any program to teach the language "(p.9), and therefore, also says it plays an important role in language teaching. However, the emphasis the grammar in language teaching was challenged with the emergence of teaching methodologies based on different theories of learning and in the context socio-economic infrastructure of a country. A challenge so influenced not only the content and curriculum in teaching languages of the situation, but also involvement of teaching grammar. University education in Bangladesh is no exception in this regard. Therefore, a fresh and revised the paper of grammar needed causing linguists and language teachers to rethink the situation and the strategy of grammar teaching and learning. Thus, a constant debate is aimed at educators and linguists language of nature and type of grammar instruction with the goal of how a second language should be taught or learned.

The problem to be addressed

Despite a recent increase in interest in the teacher's belief systems of general education studies, beliefs of teachers of ESL grammar and the influence of such beliefs in their intentions, decisions and actions in the classroom practice remains unexplored. This study will attempt to fill the gap left by inadequate knowledge research in this area. More precisely, this study will investigate teachers' beliefs students and the teaching of grammar and examine the consistency and inconsistency of their beliefs with classroom practices in English courses in the context of Bangladesh. Contextual factors also examine existing and viable support and prevent the realization of one's beliefs in order to establish in practice, teachers accommodations and strategies to adopt when faced with constraints of context and undergraduate education is the most important union in the context of system education in Bangladesh.

Considering the various methods of second language teaching, teaching grammar through communicative approach of language teaching is the most talked about. Although one can assume that the role of grammar and the role of communicative language teaching are two opposite poles, but in fact these comments are only misconceptions. The fusion of these two terms is necessary for the best performance from the point of utilitarian view. The merger of grammar and CLT is a restatement of the Bangladesh perspective in line with the current global context.

Teaching grammar at the undergraduate level through appropriate approach in the teaching of the language of Bangladesh perspective is again being considered as pupils / students learn grammar every year until the middle school level and read English as a compulsory subject in the undergraduate curriculum of the universities of Bangladesh, do not learn about the elements grammatical same every year, still can not use it properly and go for a gallop business language for the practice of communications. If the grammar teaches the Communicative Language Teaching approaches (CLTA), which could go straight to the markets of domestic and international work to demonstrate competence. Now, to find possible ways to teach grammar through CLTA be defined so that language teachers can forget their traditional role of instructor and educator active, rather than the role of students need to emphasize taking into account the size of the classrooms, in Bangladesh, quality teachers, the salary limitations resources, infrastructure and economic conditions, possibility of training of teachers from the CLT concept if the trend of the curriculum by changing the policy makers, students age, interests, motivations, needs, etc. in Bangladesh. Important role can be played by teachers in Bangladesh, if you can leave the traditional concept of teaching grammar as a trainer and become a facilitator, a role for the communicative approach to language teaching. Teachers can work collaboratively with students and therefore may help in raising their language skills. Grammar learning, which has phoebia been unpleasant for students and language teaching and learning of English has begun in Bangladesh. Van Ek (1975) stresses "A teacher who is a facilitator tends to be more student-centered and less dominant in the classroom than other approaches. The facilitator can also take the role of mentor or coach and the director ". The British Council (Campaign in Asian countries) identifies the need for functional curriculum based on" acts of communication, such how to make presentations, and she asked, expressing opinions, request information, refusing, apologize, give advice, persuade, "which is often used in communicative language teaching. As teaching and learning of grammar for ESL / EFL students is beyond doubt, as must be done in an attractive remember and acceptable economic and infrastructure conditions in Bangladesh as well as class size, teacher beliefs, students, media facilities provided by the Bangladesh government and educational institutions. Observations and Brumfit Finocchiaro (1983) with respect to the CLT program can remember and rethink.

a. Meaning (Function) highlighted

b. Contextualization is important

c. Language learning is learning to communicate

d. Language is created through repeated trial and error

e. Fluency is primary, while accuracy is secondary.

Wu (1998) suggests that structural measures in the textbooks must be complemented by communication activities. Consequently, we propose five activities (as in PhD research communicative approach to teaching grammar: Theory and Practice "by Siaw-Fong Chung, 2005): games, natural settings, the activities that balancing skills, customization and adjustment of the teaching function.

In Bangladesh, which are being followed is obsessed with the structural method earlier traditional. According to the content, form of education should also be reconsidered. The teacher's active inclusion and participation in activities student learning and the passive role in giving instructions, can accelerate the creation of the CLT teaching-learning environment. The traditional concept of the relationship student teacher should be changed from the initial phase of the student. A tension-free friendly relationship is essential and a precondition for the creation of CLT approaches in Bangladesh. The participation of students in the classroom depends on the elimination of their shyness phoebia wine psychological or other sources. Implementing more learning activities, such as educational puzzles, games and sports competitions, the brain works, peer review, so scheduled an open debate can help in making an environment of CLT. Students should have the importance of achieving fluency in a first, and then shall the accuracy of any instance where the selective elements of grammar taught in the process learning. A teacher can try to improve intelligence multidimensional, such as linguistic intelligence, logical and mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence and naturalist intelligence, Gardner (1999). These can be attracted and aroused selective texts in their studies, and some active roles played by teachers to enable the active role of the student. Halliday (1992) credits the media for focusing of CLT through some functions as an advocate of instrumental, regulatory, interaction, personal, heuristic, imaginative and representation. In Bangladesh, the common facilities in developed countries may not be available. Therefore, measures should be taken in implementing of CLTA in Bangladesh may be different. The role of teachers in Bangladesh, especially in rural areas have to be able to leave their cocoons of traditional CLTA to address. Games like Bangladesh and type in English can be innovated to create and turning on the initial interest rate. Song in the background of language can practice. Long dialogues or mini can be used in the essence of motivation is important. Peer reviews, studies and discussions with groups can be used carefully with the mastery of the teaching function. Evaluation can be done at first by students for their work in pairs and then for the teachers. The Teachers should try to increase the analytical power at first and then you can continue the process of evaluating each for them. As a facilitator, a teacher can be trained by experts of the way to go. Speaking activities can be promoted from controlled and directed a greater freedom of communication and the environment. Questions and answers can be animated from the experience of the students themselves. Teachers can play the role of "Needs Analyst", "A Director" or " a group manager "or" A Classroom Manager '. Teachers should not wait for formal education and can not start from the beginning so that students can be psychologically prepared for the precision and fluidity of performance and then the perfection. Students should always remember that "communicative competence'is the first priority, language skills will come later.

The CLT approach, the role of student is usually active. In Bangladesh perspective, different curricula of public universities and all levels of undergraduate (general, technical, Madrassa Education) the changes in the curriculum may be one of the main reasons for not reforming curricula based on satisfying the demands of practical life. All texts included in the existing curriculum may not reflect the objective of the communication program. Although no relevant research has been done to identify the real condition lies in the texts, one can assume that most of the activities of the grammar in the textbooks of the said level still have the pattern and non-traditional set according to the principles of the curriculum of communication. Although some parts of the textbooks try to integrate the communication elements, Most exercises are mainly structural, with the inclusion of the explanation of grammar, the rule that the affinity of the above grammar and translation methods. Elements of grammar should be chosen keeping in view the account should reflect the concept of CLTA to the teaching-learning can be shown to be useful in the present context.

Objectives the study:

Various methods of language teaching have been applied from time to time in undergraduate education in Bangladesh. Many critics assume that the grammar translation method could not continue to maintain its popularity as "requires little expertise by teachers. Testing the rules of grammar and translations are easy to construct and can be marked objectively. Many standardized tests foreign languages still do not try to leverage the skills of communication, so that students have little motivation to go beyond the analogies grammar, translation and memorization exercises Brown "(1994:53). After that, the direct method became popular as a teaching method English language, especially in the first two decades of the twentieth century. Grammar is taught inductively, but could not hold as it was a method for short term and quick success on the basis of some of the things established. Method of audio languages appeared in the context of short-term use during the First World War. It is based on a set of things and drilling continued to be popular in the mid twtienth until 1960. The teaching of languages of the situation became popular method in parallel with the audio-lingual and grammar rules are taught primarily by oral practices. As the theory focused in achieving accuracy through oral practice and errors are discouraged, this method soon gave a matter of keeping among linguists. Communicative approach Language Teaching (CLTA) is a challenge because it differs from other methods in many respects. According to Hymes (cited in Larsen-Freeman, 2000), communicative competence is "knowing when and how to say what to whom" (p-121). According to David Nunan the communicative approach to language teaching is a set of techniques and methodologies of language teaching, not a single methodology.

Dissatisfaction caused by the approach of the situation and structuralism, Communicative Language Teaching appeared in 1970 and supported by the Council of Europe and to linguists in the United States of America in particular California. "Without But in the 1970s, particularly in California, a new type of pedagogy arose and became popular in response to the much larger number of students ESL, which outnumber the native speakers of English in some school districts. Many of these students knew the grammar rules, but could not use communicative target language, and other urgently needed immediate survival skills in English. Related humanistic approaches were also developed in late 1970 and 1980 as communication activities to give students positive feelings toward the instructional process so that language acquisition was facilitated. (Lawrence Eribaum Associates, New Jersey, 2002). The focus was on the point that students knew the grammar rules, but could not use in the target language. This gave a new idea of the urgency of approach communicative language teaching. Yalden (1987:61) focuses on CLT, a summary of the essence, "You based on the notion of students as communicators, naturally endowed with the ability to learn languages. It aims to provide students with the target language system. It assumed that students will be prepared to use the target language (oral and written) in many predictable and unpredictable acts of communication are both in the classroom interaction and real-world situations, either concurrent with or subsequent language teaching it. "

After the introduction of CLT in many countries, many English textbooks are designed trying to accommodate the expectations of the curriculum of communication. When teaching of grammar is concerned, CLT focuses on "communicative competence rather than mere mastery of structures" (Richards and Rogers, 1986:64). " communicative language teaching (CLT), refers to both processes and goals of learning in the classroom "(Savignon, 2002). central theoretical concept in teaching communicative language communicative competence is a term introduced'','', in discussions of language use and learning a foreign language in the decade of 1970 (Habermas, 1970, Hymes 1971, Jakobovits 1970; Savignon 1971). Competency is defined in terms of expression, interpretation and negotiation meanings and is both psycholinguistic and sociocultural perspectives in acquiring a second language (ESL) for research to account for its development (Savignon 1972, 1997). Identifying communication needs of students provides a basis for curriculum design (Van Ek, 1975). Therefore, the curriculum is very important in the communicative approach to language teaching.

Some critics say that there seems to be a conflict between teaching language and grammar, because their ultimate goal in terms of outcomes such as fluency and accuracy. However, statements in favor of the contradictions between grammar and communicative approach are irrelevant and finding the right way to teach grammar through the Communicative Language Teaching has been become a major concern in many countries. It is believed that "... rather a learner masters the language's grammatical system, the more effectively he or she can use this language for communication "(Sayeedur Rahman, 2005). The goal of learning English is to be able to communicate in the official and business world in changing the perspective of the world. Since it is not necessary as a language under duress in Bangladesh from the point of view of an anthropologist and ethnographer, the main objective is the communication that can make our population and labor resources in the world economic market. Therefore, among the more language skills used are for listening and speaking, both inside and outside the classroom. Speaking is an interactive process of construction, "meaning" that involves the production, reception and information processing (Flórez, 1999; Brown, 1994), Kumaravadivelu (1999). Therefore, it is time to reconsider the selection and use of terms grammar in the new requirements of Bangladesh. The research is very important because it shows bridges speech, the relationship between language structure and the immediate or the context recent social which will be used. Here in the classroom is a "mini society'-a fitness center of the predictable and unpredictable situations of their own activities and rules. Pennington (2002) notes "grammar of action" in the grammar of the language must respond to the need for actual use, "must be interactive in nature and in relation to the specific speech communication and communication practices "(Fall 2005 Issues in EFL Vol.3 No.2 187). It Therefore, students generally must noises, gestures, written by others using the basic grammatical structures of purposeful actions.

Penny Ur, in his interview with The British Council in Chennai, London, New Delhi and Israel, suggests some factors that may be useful for CLTA. These are considered TacitMyths of CLTA. She said, 'A certain amount of explicit instruction was necessary to correct, explain and raise awareness about the use of grammar. Students can speaking and listening, but unless explicitly teaches grammar, can not speak properly. He added that the solution lies in striking a balance between communicative grammar and grammar theory .... Instead of filling-in-the-blank type exercises, students need creative exercises to encourage original thinking. It also adds the fluency and accuracy are two factors that determine the success of students in the future. "It further states" Students are not should be asked to learn lists of words "and" memorize pieces of language, such as How is it done? And the correct answer, idioms, phrases, proverbs and rest, prepares students with a readymade vocabulary of grammatical combinations that could be adapted to suit different situations. About the grammar, it continues "Grammar is an arbitrary system, so the more we talk, the better it is the only way non-native speakers can pick up the language and grammar "

"In terms of language teaching methodology, communicative approach allows students the opportunity to use language for communication without focusing on precision "(Bygate, 2001). The objectives of the communication approach are: (a) 'to make communicative competence the goal of teaching and (b) develop procedures for teaching the four language skills that recognize the interdependence of language and communication "(Richards and Rodgers, 1986: 66). On the Communicative Language Teaching, Howatt (1984) suggests that the possible combination of grammar and communicative approach structure Teaching language. According to him, "... attempts to integrate these activities into a wider program of language teaching advances the claim .... that language is acquired through communication, so it is not merely a question of activating an existing but inert knowledge of the language, but stimulate the development of the language system '. Therefore, the mixture of grammar and communicative approach to language teaching can be considered a method fruitful for the desired level.

In fact, linguists and researchers believe that students are not learning enough English language realistic. Despite knowing the rules of English grammar, who could not communicate well in the social environment using appropriate social language with expressions. English seems to be limited to bookish knowledge, students are not receiving the benefits of English for communication in real life. The language proficiency seems to be absent. The objective of English teaching and learning is not achieved the desired objective.

As Steven Pinker explains Chomsky's theory of language, which classifies linguistic competence through four parts of the level of competition. They also reflect the importance of teaching grammar to the achievement of competencies language. Clarifies this as follows:

1. Grammatical competence is how well a person has learned that the characteristics and rules of language. This includes vocabulary, pronunciation and sentence formation. The main question is: How much a person understand Grammar English?

2. Sociolinguistic competence is how well a person speaks and is understood in different social contexts. This depends factors such as the status of speaking to each other, with the purpose of the interaction, and expectations of the interaction. The main question is: how is the socially acceptable person of English in different contexts?

3. Discourse competence is the way a person can combine grammatical forms and meanings to achieve different types (genres) to speak or write. The main question is: How good combine all the elements language to speak or write English?

4. Strategic competence is how well the person uses both verbal and communication nonverbal compensate for the lack of knowledge in the other three skills.

The existing condition of the declared level will be tested through the scientific method. If any real CLT is practiced, is identified and further studies would be analyzed to celebrate her "current version, adaptability, from the utilitarian point of view. Howatt (1984) CLT classified "strong" and versions of "weak". Communicative functions are the main concern of the strong version of the other hand, the weak version promotes the integration of structural practices in the elements of communication. In the first case could be described as "learning to use 'English, the latter entails' using English to learn. "Howatt (1984: 279). This research may include the possibility introduce the idea that both structural elements and media can play an important role to play in teaching EFL and ESL the Asian context, especially in Bangladesh. One of the most likely reasons for this implementation is feasible that may be the traditions and standards of practice the structural curriculum Bangladesh over the last three decades can not be changed radically, and can not play a active agent or a catalyst. Another reason can be "... communication competition will be easier to achieve when one has understood the knowledge of the language (like grammar). For companies whose first (and second) language is not English, there remains a need for structural practices to the linguistic knowledge base may be built before 'more (William Littlewood, English Centre at the University of Hong Kong, 2006). Therefore, the presence of grammar is essential CLTA as "... the notion that grammar and communication are incompatible opposites is based on serious about the nature of language and language use" (William Littlewood, 2006), "The notion that an individual can develop anything other than a rudimentary communication capabilities, without broad mastery of the grammatical system is absurd (David Wilkins in the journal Applied Linguistics, 1981). Therefore, it is necessary to find possible and effective bridge between CLTA grammar, which is the main concern of this investigation. The more elaborate a master's student at the grammar of a language, the most effective he or she can use the target language for communication. This position was firmly established by David Wilkins, whose work in the 1970s provided a major impetus to the communicative approach is the notion that an individual can develop anything other than a rudimentary communication capabilities, without broad domain of the grammatical system is absurd "(Applied Linguistics, 1981).

Some research has already been made in relation the communicative approach to teaching grammar in some Asian countries especially China {a survey carried out by Maley (1986:104)} in Taiwan Siaw-Fong Chung {(2005:33-50)}, {in Nepal Koirala, Sanjel et al (NELTE vol. 10, 2005)}, in Malaysia (Siti Rohani Bt Md. Zain, Ph.D. thesis, 2007), in India {Annika Hohenthal (1998)}. These investigations reflect the environment of Bangladesh, because the position of English language in Bangladesh is not the same as those countries. Even with the closest neighboring country India. In a small country like Bangladesh, the scope of using another language instead of English was very limited since point of view, emotional and utilitarian. India is a vast country with a large variation of the language difference, Malaysia, Taiwan, Singapore, these countries dependent on its tourism and the resources and people from different countries have migrated there. Naturally, as part of its integration and political unity, English was chosen emphasis. Therefore, the scenario is very different in Bangladesh. However, things are changing with the importance attached by the government with an emphasis a new era in the use of skilled labor, and explore the possibilities of multinational jobs. Now it's time to rethink English approach to language teaching in Bangladesh, due to undergraduate curricula do not reflect the approach to communicative language teaching are not yet reflect the views structurally. The increase in many local and foreign English training centers signs of that. If policy makers to pay attention, FM method, Saifurs, mentors, etc., could not promote language courses as the replacement of the undergraduate English universities. English is needed in Bangladesh, not only for internal use and not primarily for international use. Bangladesh, as underdeveloped and overpopulated Third World country can make their human resources useful in view of the world, which still faces tough competition and sometimes lagging behind in terms of knowledge useful communicative English. Recent government policies can speed the efforts of linguists in Bangladesh "in the innovation of a rights-based approach at the right time. Approaches to be applied in Bangladesh should be based on local conditions, considering the practical factors.

Significance of Study

"Students are learning English from Bangladesh utilitarian point of view, rather than integrative motivation (EFL Journal Asia, June 2005). Therefore, it is necessary to find the right approach for students in Bangladesh. It is possible to analyze texts and techniques in line with socio-economic Bangladesh, because the prospects' approach is a set of assumptions about co-relation the nature of language teaching and learning ... describing the material being taught ... the method is an overall plan '(Richards and Rogers, p-14-30, 2002)

The history of English teaching in Bangladesh is far less smooth in comparison with neighboring countries, as it faced some problems. Before the independence of Bangladesh, the situation of the English language was tagged with the basic policy adopted by the authority tried to impose their language as the national language of Bangladesh. Therefore, the attention of educational policy makers of Bangladesh to clinch the Bengali language, perhaps, is not the scope for improving the English, or could not go to research as the concentration was from the emotional point of view. After liberation in 1971, the scenario began to change. After the war, freedom, 1971, Bangladesh curriculum undergraduate levels is based primarily on English as Urdu was hated, and textbooks are not prepared on a large scale Bangla. Therefore, the importance was given in the grammar-translation method, as policy makers were influenced and concerned about the structural methods. The curricula of secondary and higher secondary levels and university were influenced purely on the basis of extracts or texts of English literature and language governed by the grammar. CLT global trend was almost absent at the time. The emotional implement 'The Procholon Bangla Ain-1987 "was a shock to the progress of English. In fact, restricted the use of English in any kind of official communication and correspondence English and therefore was ignored from the socio-cultural domain. Policy makers were influenced by the act of BPA in 1987 as influenced as "background of the decisions policies and the current state of English "(Banu and Sussex, 2001). The need for English language learning was greatly and therefore, in 1989, English was introduced as a compulsory subject in schools and universities, upper secondary curriculum and university. The need and urgency of improving English is felt more than ever. The curriculum is based on structural mostly followed by the grammar-translation method and after method situational. The new era of English flourished in the early twenty-first century, ie since 2001, because of changes in policies for teaching English in neighboring countries and many others. The growth of jobs in the private and multinational companies create demand for effective English people who know virtually required for communication across national borders. Therefore, the development of methods of communicative language teaching in countries in Asia has given a new idea to rethink the policy to be implemented, because people graduated, could not use English effectively. It is felt in Bangladesh recently, but felt earlier in many countries and many of these students knew the grammar rules, but could not use the target language to communicate, and others need urgent immediate survival of competence in English. "(Rogers, 2002). Emotional attachment, socio-economic conditions after the war release unstable concern in the minds of setting policies on issues hindered the way of improving the education sector in Bangladesh and as well as English.

Thus, the concept of teaching English grammar seems to have been always with the thought of failure of the above methods to teach English grammar effectively in Bangladesh. For this reason, this study highlights how the teaching of grammar through a communicative approach to language teaching (CLTA) is running in the context of Bangladesh.

Research Questions:

This work seeks to understand the teaching of grammar through of communicative language teaching approach (CLTA) in the context of Bangladesh. Despite the many methods of teaching English language, CLTA seems, at present, a method, appreciable often discussed among academics and sounds like an approach to teaching of the vernacular in the world. In fact, students from Bangladesh class has 01 to 12 English courses in their program, but unfortunately most of them are below the proficient level, with very few exceptions. At the same time even many college graduates can not achieve at least the level of oral and written language, the correct use of English grammar. In this situation, this work seeks to address the potential problems that cause barriers to learning English grammar in Bangladesh, with the following questions.

a) It is the teaching of English grammar important for students at the undergraduate level?

b) Grammar-translation method, audio lingual method, Method Berlitz (direct method) and therefore not effective to teach English grammar?

c) Does the curriculum students have sufficient to meet the current need in the field of communication?

d) Are the students capable enough to learn grammar perspective clearly communication?

e) Do teachers have sufficient knowledge and ability to adapt to accept the teaching of grammar by CLTA? What role is being played by the teacher, a facilitator or a dictator?

f) Bangladesh's policy is suitable for feeding technique the teaching of grammar through communicative approach of language teaching

g) the socio-economic and infrastructural impediments condition for this approach?

Research Methodology:

Multiple methods used in research, including interviews, classroom observations, journal writing and analysis of lesson plans. Data will be analyzed and categorized by common themes and patterns in the grade level of teaching English, including the various sectors in public universities in the University National level madrassa. The focus of analysis highlights the interactive relationship between beliefs, knowledge and instructional context "personal brand the teaching of grammar teachers and students inherent belief in the practical context.

The primary and secondary data will be searched based practical experience. Basically, the secondary data will be considered as the standard set of experts from native and non-native English. The method can questionnaire included open and closed type between the control group after data are being selected at random. For a smooth, the questionnaire was distributed between teachers and students. Likart scale can be used in setting methodology. The questionnaire consists of demographic information and statement. Obviously, it was made clear to respondents before answering in a scientific way. It is followed by a standard questionnaire for data collection perfect. The analysis complete data will be delivered through SPSS version 18.0

Conclusion:

The history of the English language in Bangladesh is not new. However, Bangladesh was a British colony like India and Pakistan, and again a part of Pakistan, stage of English is very different here. "The role of English in Bangladesh is purely functional, as English is used as an international lingua franca. Unlike India, English is not used as interpersonal and inter-agency communication and seemingly no chance of becoming the lingua franca English in Bangladesh "((EFL Journal Asia, June 2005). Since the socio-economic conditions are different in India and Pakistan, the need for English is important to the prospect international national need. In Bangladesh, the role of grammar in teaching and learning of English at undergraduate level should be redefined so that students can obtain the proper knowledge of the new era of e-world of national and international labor market and at the same time, the prestige and the level of English education at the indicated would be renewed and updated.

References

Alam, Sarwar. (2011) study of grammar. Teaching Degree English in Bangladesh. JU, Bangladesh.

Brumfit, C. 1984. Methods of communication in language teaching: the role fluency and accuracy. Cambridge: Cambridge University Press

Celco-Murcia, M. (1991). Pedagogy teaching of grammar in second and foreign language. TESOL Quarterly, 25 (3): 459-480

Cowan, R. (2008). Grammar Professor of English. Cambridge: Cambridge University Press

Crystal, D (2004). Language Revolution. Cambridge: Polity Press.

Dekeyser, R. (2003). Implicit and explicit learning. In CJDoughty and Mhlongo (eds), The Handbook of Second Language Acquiosition (Pp. 313-345). Oxford: Blackwell.

Ellis, R. (2006). Current Issues related to the teaching of grammar. A perspective SLA TESOL Quarterly, 40 (1) :83-107

Halliday, MAK1973. Explorations in the functions of language. London: Edward Arnold.

Larsen-Freeman, D. (2001). Teaching grammar. In M.Celce-Murcia (ed.), [third ed.], Boston, Mass, Heinle and Heinle

Leech, G. & Svartik, J.1975.A Communicative Grammar of English. London: Longman.

Litosseliti, Ila. (2011). Research Methods in Linguistics

Murison-Bowie, S.1983. Combining Curricula grammatical and notional / functional. Rassegna di Linguistica Applicata Italina XV / 1 25-34

Nassaji, H. (2000). Focused on the integration of forms of instruction and communicative interaction in the classroom second language:. Some pedagogical possibilities The Modern Language Journal, 84 (2)

Ng, ekj, and Farrell, TSC (2003). Is beliefs of teachers in the teaching of grammar up to its practices in the classroom? A case study of Singapore. In D. Deterding

Nunan, D. (1989). The design of tasks for the communicative classroom. Cambridge: Cambridge University Press.

Orrirux, C. (1989). The method translation grammar. retrived from http://oswaldoipc.wordpress.com as located in NELTE Journal15-1 / 2, December 2010, Nepal.

Rohani, Siyi. (2007) The teaching of grammar. Teachers' beliefs, Contexts teaching and practice. Doctoral Dissertation, Malaysia

Widdowson, GG1978. Teaching language as communication. Oxford: Oxford University Press.

Yule, George. (1985). The study of language, Cambridge, Cambridge University Press. 2nd edition.

About the Author

Alam M. Sarwar is an English faculty at the Universiti Malaysia Sabah and working at Centre for Promotion of Knowledge and Language Learning, Labuan International Campus. Previously, he had been teaching English in universities in Bangladesh and in Kingdom of Saudi Arabia since 1996. He possesses an M.A. in English and is currently pursuing a PhD in Linguistics in Jahangirnagar University, Bangladesh. He has written some books on English Grammar, Writing Skills and on Literature for the undergraduate and graduate English students. E-mail: Sarwar@ums.edu.my

Point.Blank - 2011 Mix [HD]

Wordpress 2.8 Theme Design

$38.99

No Synopsis Available

Wordpress Theme Design: A Complete Guide to Creating Professional WordPress Themes

$51.98

No Synopsis Available

Wordpress

$8.57

No Synopsis Available

2011 latest /B2W2 child t-shirt blank t-shirts blank t-shirt fashion t-shirt 5pcs/lot H-8

$34.68

baby pajamas baby socks baby t-shirt B2W2 child t-shirt blank t-shirts blank t-shirt fashion t-shirt

2011 latest /B2W2 child t-shirt blank t-shirts blank t-shirt fashion t-shirt 5pcs/lot H-2 hot pink

$33.99

baby pajamas baby socks baby t-shirt B2W2 child t-shirt blank t-shirts blank t-shirt fashion t-shirt

Blank Blackout Vacant [Remaster]

$11.99

Track Listing: 1. Say Goodbye, 2. Star of Baghdad, 3. Icepicks at Dawn, 4. Smack Attack, 5. Forever and Always, 6. Punish Me, 7. Crippled Angel, 8. What Happened to Sunday?, 9. You're Next, 10. Drain, 11. Brigandage, 12. Amy's Theme, 13. Vietnamese Baby

2011 latest /B2W2 baby child t-shirt blank t-shirts baby t-shirt fashion t-shirt 5pcs/lotmei

$34.68

baby pajamas baby socks baby t-shirt B2W2 child t-shirt blank t-shirts blank t-shirt fashion t-shirt