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activities.
Students‟ fear towards the foreign language and their tendency towards
memorization has come up as another vital obstacle. Finally
they also mention that
sometimes the numbers of the students are a big factor to adapt some new techniques
and get it implemented on them.
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Chapter 5
Discussion and Recommendations
5.1
Discussion on Findings
Though there is a great importance of Group and pair works, a good number of
the students assures that they seldom do these activities in classes. The main reasons
were revealed as more practice of grammar or reading and the lesson only lasts 40 to
50 minutes. Again there is hardly any time to devote to these interaction activities. Many
of them assure that they work individually. In reality teachers have limited time and in
many cases little ability to conduct activity based class.
Lack of various speaking activities in English lessons like different kinds of drills,
information gap activities,
discussion activities, role-plays, games etc. was found. It is
also found that it is necessary to encourage students to use English as a medium of
communication during English lessons. The findings suggest that many of the teachers
know that spoken classes should be based on different
types of activities and in
practical field, they try to apply these. But the application is not sufficient. Drilling can be
practiced a lot for improving speaking. Students should be encouraged for autonomous
learning like watching movies, dining at a restaurant which can also help learners to
develop speaking skill. Video clip, audio visual material
can significantly improve
learners speaking. For the students, game related activities and story-telling activities
may be practiced. To increase the confidence level of the students for developing
speaking skill Special care is to be taken to improve students‟ pronunciation.
Though practice of English
skills were found useful, there are less scope for
practicing those for different reasons. The writing practices of our classrooms are hardly
improving the writing skills of our students. A major observation of the survey is that the
teachers are still not able to adapt appropriate activities properly in teaching writing.
Very few teachers use teaching techniques in the classrooms which can develop their
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students‟ interests in writing tasks and improve their skills. Most of the teachers are not
willing to let the students get involved actively, perform independently and individually in
their classrooms, rather students are being instructed as a total group.
Innovative
teaching techniques are not being implemented in the classrooms by the teachers to
that extent to develop stu
dents‟ ability as fully as possible and the result is, the students
are not improving their wring skills properly and fully because they still lack their interest
in English severely.On the other hand, many of the students said that they are not
getting th
e chance to write in their own language. So, it‟s
clear that teachers are not
encouraging the students to improve their individual performance.
Again teachers help came up as a vital point for production of correct productive
skills. More help from the
teachers‟ side to the students regarding productive skills are
expected. Activities based on the students‟ own thoughts will help them to be creative in
productive skills. The research suggests that many of the teachers are conscious about
the importance of activities based on real life and which students may find interesting.
But most of the teachers are not professionally trained to teach English language. They
have little aptitude/technique to teach proper English.
Though the teachers claim that they are following CLT as the method of
teaching, but the goal of CLT is still neglected. CLT do not guide the students to learn
the language rather it guide them to acquire the language by communicating in English
with others. Language acquisition is better than language learning. But students still
tend to learn and memorize their lessons. Parents also expect their children to do better
result rather than becoming a good speaker or writer and force them to memorize. The
authority should try to give the teachers the freedom to use new and innovative teaching
techniques which may seek students‟ interests.
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