LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 9 September 2012
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.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Copyright © 2012
M. S. Thirumalai
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Reading Strategies, Metacognitive Awareness and L2 Readers in Language Class

Shamim Ali, Ph.D.

Introduction

The teaching and learning of English language has acquired a very important position in recent times. The 20th and 21st centuries have witnessed multifaceted advancement in science and technology, commerce and industry and internet-based mass communications; with English emerging as the dominant vehicle of communication-the prima donna and lingua franca of global communications and commerce. English is now being taught as a second language in almost all countries of the world. It is taught in all schools of Pakistan as a compulsory subject, from lower secondary to upper secondary levels. Despite its exceptional importance and official patronage, the level of proficiency in English leaves a lot to be desired. This study constitutes a very modest, but necessary step to help educators understand the underlying causes and problems impacting effective teaching and learning of the English language. Whilst concentrating on the ethnicity-oriented student’s learning methods/strategies, this study has also tried to note the differences in learning techniques adopted by students coming from rural and urban school systems with their relative scholastic differentials.

Rural-Urban Learning Differential

Rural-urban learning differential is the unfortunate product of variable scholastic standards and the relative difference in the competence and linguistic proficiency of respective teachers. Students educated in rural areas of Pakistan are manifestly less proficient in spoken English as compared to students educated in urban schools. Students are taught English through Grammar-Translation Method (GT). This method makes students dependent on their mother tongue. Whatever they read, they translate into their own vernacular and they cannot even write one original sentence.

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

Shamim Ali, Ph.D.
Department of English (Functional Courses)
National University of Modern Languages
Islamabad 44000
Pakistan
dr.shamimali@hotmail.com
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