Strength for Today and Bright Hope for Tomorrow

Volume 10 : 4 April 2010
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         K. Karunakaran, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.



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A Study of the Reported Language Skill Development Strategies of the Student Teachers in Pakistan

Aijaz Ahmed Gujjar, Ph.D. Candidate
Bushra Naoreen, Ph.D. Candidate


This descriptive study was carried out to study the foreign language skill development of the student teachers of The Islamia University of Bahawalpur (IUB). Two hundred student teachers from IUB were the sample. A forty items questionnaire was administered, the reliability of which was 0.903. No significant difference was found between mean scores gender wise. It was also found that students of B.Ed. class have higher mean score on reading, writing and listening skills but the difference is not significant. Conversely, students of M.Ed. class have higher mean score on speaking skills; however, the difference is not significant.

Key words: Language Learning, Teacher Education, Reading skills, Writing,skills Speaking skills, Listening skills


English is the language of power and prestige in most countries of the world and Pakistan is no exception. Learning English affords unending opportunities not only in the realm of careers but also in society in general. However, the way English is learnt might change with change in locale gender and the purpose for which English is learnt. English is the official language in Pakistan and thus enjoys an unparalleled status among dozens of local languages of the country.

The learners of English, consciously or unconsciously, use different strategies to develop their skills in a particular language. A lot has been said about the nature of these strategies. Different authors have come up with their definitions of LLS (Language Learning Strategies). However, "there is no consensus on what constitutes a learning strategy in second language learning or how these differ from other types of learner activities" (O'Malley et al, 1985).

For Rubin, strategies are "the techniques or devices which a learner may use to acquire knowledge" (1975:43). In Weinstein and Mayer's terms, the LLS may be defined as "behaviours and thoughts that a learner engages in during learning" which are presumably "intended to influence the learner's encoding process" (1986:315). Cohen (1998:4) added the important ingredient of choice or consciousness in defining the strategies and thus asserted that "the element of consciousness is what distinguishes strategies from those processes that are not strategic".

A Definition of Strategy

A comprehensive definition is provided by Oxford (2001:166) who believes that the strategies are in fact

'…operations employed by the learner to aid the acquisition, storage, retrieval and use of information; specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more efficient, and more transferable to new situations'

Many of the researches on LLS suggest that the strategies which the good and successful language learners employ are different from those of the bad learners. In fact the good learners not only employ more strategies but also employ them in a more appropriate manner than the weaker ones (Chamot and Kupper 1989). There has also been a suggestion that there is a positive relationship between Language Learning Strategies and communicative competence (Stern, 1992; Lessard-Clouston, 1997 and Oxford, 1990).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

The Influence of First Language Grammar (L1) on the English Language (L2) Writing of Tamil School Students: A Case Study from Malaysia | Economic Hardship and Emotional Humiliation in Mulk Raj Anand's Untouchable | Effects of Using Urdu Dictionary as a Teaching Tool for Teaching Urdu in Urdu Language Classroom in Pakistan | Acoustic Correlates of Stress in Mizo, a Tonal Language | Racism and the American Dream in John Steinbeck's Of Mice and Men | Stimulating Language Strategies through Thinking - Help for Slow Learners | Masses as the True Makers of History - Analysis of the Play The Trial of Dedan Mimathi | Personal and Labour Market Environment Factors in English for Employability: A Case Study of KSA | A Study of the Reported Language Skill Development Strategies of the Student Teachers in Pakistan | Strategies for Communication Skills Development | Schema in Learning | Achieving Professional Goals: Use of a Mixed Discourse in Interviews | The Reality in Langston Hughes' Poems | Techniques to Teach Vocabulary to Regional Medium Students | Life History of Buddha as Reflected in Hermann Hesse's Siddhartha | Technique as Voyage of Discovery: A Study of the Techniques in Dante's Paradiso | Some Gaps in the Current Studies of Reading in Second/Foreign Language Learning | Unmasking Student Competence: Using Computers to Teach Writing | Feminist Literary Criticism | Amy Tan and Chinese American Literature | An Acoustic Analysis of Glottal Fricative [h] at Word Medial and Final Positions:
A Comparison between Regular and Non-regular Urdu Speakers of Pakistan
| Teaching Writing Skills | Self-esteem of Institutionalised Elderly Women in Coimbatore - A Case History | An Assessment on Women's Work Participation and Economic Equality | Economics of Crime : A Comparative Analysis of the Socio-Economic Conditions of Convicted Female and Male Criminality in Selected Prisons in Tamil Nadu | A PRINT VERSION OF ALL THE PAPERS OF APRIL 2010 ISSUE IN BOOK FORMAT | HOME PAGE of April 2010 Issue | HOME PAGE | CONTACT EDITOR

Aijaz Ahmed Gujjar, Ph.D. Candidate
Department of Education
Federal College of Education
H-9, Islamabad

Bushra Naoreen, Ph.D. Candidate
Department of Education
Government College University
Faisalabad, Pakistan

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