A NEEDS ANALYSIS OF PAKISTANI STATE

BOARDING SCHOOLS SECONDARY LEVEL

STUDENTS FOR ADOPTION OF
COMMUNICATIVE LANGUAGE TEACHING

By

HAMID ALI KHAN

A dissertation submitted to the School of Arts & Education of

Middlesex University, London
in part fulfilment of the requirements for the degree of
MA TESOL (2006-7)

SUPERVISORS: CLARE O’DONOGHUE/ JULES WINCHESTER

August, 2007
 ABSTRACT

English language teaching has become very important because of

the global status of English and people all over the world are

learning this language. Communicative Language Teaching

Methodology, being a modern and effective method of language

teaching, has been implemented in many contexts of ESL/EFL

teaching. This implementation has not been without problems in

many Asian countries as CLT has been in clash with local cultures

of learning. Pakistan is still following a traditional approach to

English language teaching. This study was an effort to discover the

learning needs of Pakistani state boarding schools students to assess

the implementation of CLT in these schools at secondary level.

Questionnaire and informal telephonic conversation were used as

an instrument of data collection. The data revealed that those

students’ learning needs and styles supported the adoption of

Communicative Language Teaching Method. Teachers’ attitude

towards CLT was also investigated and the presence of a positive

attitude was established. Subsequently, certain factors which do not

allow the practice of CLT in classes are identified and

recommendations are made which can help in initiating a shift

towards CLT.
 ACKNOWLEDGEMENT

I am thankful to all my tutors (Clare O’Donoghue, Jules

Winchester, Sylvia Shaw and Gillian Lazar) for all their help,

encouragement and professional guidance without which I

would not have been able to complete this project.

I am obliged to my colleague in Pakistan, Mr Afsar Shah, who

launched an all out effort to collect data for me. His help and

support, whenever needed, was available.

I am indebted to my ex-Principal, Air Commodore (Retired)

Muhammad Tariq Qureshi, who played a vital role in securing

for me this opportunity of postgraduate study in UK and also

to Pakistan Air Force for creating this opening.

I am thankful to my wife and little son for living without me,

in Pakistan, for the whole year and sparing me from all

domestic responsibilities for the completion of this

postgraduate degree.

Finally and above all, I am thankful to my parents who always

sacrificed their today for our tomorrow and prayed for my

success.
 PREFACE

This study of students’ learning needs in Pakistani state

boarding schools (PSBS) is probably the first of its kind as

despite the best efforts and use of all means of search no

published literature related to this specific context could be

discovered. The aim of the study was to establish the presence

of a favourable environment for modernising English

language teaching in these institutions by implementing CLT

as a method of language teaching. This modernisation is

important to make ELT more effective in these schools as one

mission of these schools is to provide the country and its civil/

military institutions with a leadership which is competent in

English language. This is because of the role of which English

plays in material achievements of an individual. A person with

good English language skills in Pakistan can hope for a good

start in practical life. Chapter one of this study is introductory

chapter which introduces the international role of English

language, its role in Pakistan, the education and ELT profile

of Pakistan, the PSBS and the situation of ELT in these

schools. Chapter two is concerned with the concept of

communicative competence, CLT and problems related to its

implementation, the role of needs analysis in this context and

a framework of needs analysis for the purpose of establishing

the acceptance of CLT in a particular context. Chapter 3

reintroduces the research topic, parameters for this particular

needs analysis, information regarding research method,

research participants, data analysis, findings and conclusions

in the light of data analysis. The chapter culminates on a

presentation of teachers’ attitude, opinion and beliefs

regarding CLT. Chapter four identifies factors which hinders

the practice of CLT in the classroom and suggests

recommendations for initiating introduction of CLT in PSBS

context. The chapter also evaluates, briefly, the limitations of

this particular study and possibilities of further research in this

specific context.

This study must be suffering from many imperfections, as it

has been completed in a very short period of three months.

This was imperative because it was an in-service course for

the author and the condition for sponsorship was to complete

this postgraduate degree within the specific period allocated

before returning back to normal teaching duties. However, the

study provides a useful insight regarding the learning needs of

teenagers in PSBS. It can be regarded as the first step towards

involving school children in the process of curriculum

designing in an underdeveloped country like Pakistan. It also

draws attention to the fact that an existing imposed curriculum

may not be satisfying the learning needs of the students and

listening to students’ voices is always important to make

teaching and learning more effective.

 TABLE OF CONTENTS

Abstract

Acknowledgement

Preface

Table of Contents

Chapter One: Background……………………………………….1

1.1. English as an International Language………………………...1

1.2. English Language in Pakistan………………………………….6

1.3. Education & ELT Profile Of Pakistan…………………………8

1.4. The State Boarding Schools…………………………………..10

1.5. The Situation of ELT in PSBS………………………………..11

1.6. Conclusion…………………………………………………...14

Chapter Two: CLT and Needs Analysis .......................………..16

2.1. Communicative Competence………………………………….16

2.2. Communicative Language Teaching………………………….19

2.3. Role Relationship in CLT…………………………………..…24

2.4. Implementation of CLT……………………………………….26

2.5. Needs Analysis………………………………………………...34

2.6. Conclusion……………………………………………………41

Chapter Three: Data Analysis and Findings…………………...42

3.1. Research Topic………………………………………………..42

3.2. Parameters of the Study………………………………………43

3.3. Research Method……………………………………………..44

3.4. Research Participants…………………………………………46

3.5. Process of Data Collection……………………………………47

3.6. Analysis of Students’ Needs………………………………….48

3.6.1. Domains of Language Use & Reasons for Studying English…...48

3.6.2. Role of English in the School Curriculum and Future Life……….51

3.6.3. Learning Preferences in Language Skills…………………………54

3.6.4. Importance of Language Skills……………………………………56

3.6.5. Preferred Learning Styles & Strategies……………………………58

3.6.6. Patterns of Learner-learner Interaction……………………………59

3.6.7. Role Relationship………………………………………………….60

3.6.8. Preference for Teaching Learning Activities……………………...61

3.6.9. Attitudes, Beliefs and Diagnostic Questions about Present

Curriculum……………………………………………………………….62

3.7. Findings of Needs Assessment……………………………….70

3.8. Interpretation of Needs into an Approach……………………74

3.9. Teachers’ Attitude to CA……………………………………..76

3.9.1. Teachers’ Response Pattern……………………………………….77

3.10. Conclusion…………………………………………………..85

Chapter Four: Recommendations………………………………86

4.1. Factors Hindering the Practice of CLT……………………….86

4.2. Recommendations…………………………………………….89

4.3. Limitations of the Study………………………………………94

4.4. Conclusion……………………………………………………97

References………………………………………………………...98

Appendices………………………………………………………104
 CHAPTER ONE: BACKGROUNG

English language plays a vital role globally, and in Pakistan, though

Urdu is the lingua franca, the status of English is that of L2 and

official language. Pakistani State Boarding Schools (PSBS) are

playing an important role by grooming the potential civil and

military bureaucracy elite, and leadership. One role of these schools

is to develop English language proficiency of their students to

enable them to secure good employment and also to prepare them

for future professional development as English is a key to both. This

chapter presents a perspective on the global role of English, its role

in Pakistan, information regarding education and ELT profile of

Pakistan, and an introduction to PSBS. The chapter culminates on a

discussion of ELT situation in PSBS.

1.1 . ENGLISH AS AN INTERNATIONAL LANGUAGE

Communication is the basic attribute of human life (Thompson

2003:1) and language is the main tool of human communication

(Clark et. al. 1994:1). Initially this communication was within

societies and communities at local level but it took a new dimension

as people from various societies, communities and nations started

interacting with each other. The period following the 1950s saw a

tremendous increase in the need for communication among the

people of the world in various spheres of international contact like

politics, academics, economics, technology and culture. The world

has started becoming a global village. This gave birth to the need

and pressure of adopting a common lingua franca for this global

village to facilitate communication and make it more practical for

the people of various linguistic backgrounds (Crystal 1997:10). This

phenomenon led to the emergence of an international language.

English was accorded this privilege and it became the language of

international communication or international language. Whatever

may be the political or economic reasons and factors responsible for

entrenching English in this position, the reality is that these reasons

and factors can not diminish the importance of English and its

pervasive use in international affairs. Presently, English is the

language of international economic system. It is a language which

has secured a place for itself alongside local languages in

multilingual communities and is also learnt by all classes of the

society. Its acquisition can guarantee the availability of

opportunities to employment, travelling, higher education, and even

better life. These are some of the characteristics which according to

Brutt-Griffler (cited in Mackay 2002:12) make an international

language. Following are some of the evidence which can be

presented to support the position of English as a global language

and a language of wider communication.

 MacKay (2002:17) states that over 85 per cent international

organisations in the field of international relations make some

official use of English. In Asia and the Pacific 90 percent of the

organisations use only English for their official proceedings (ibid).

Thus English is playing a vital role in political, social, educational,

and economic concerns of the nations. English is the language of

popular culture in the form of being the language of English films

and music which entertain people all over the globe (ibid). The

travel and tourism industries also rely on English as a common

language of communication. The knowledge of English is also

essential to access printed and electronic information and higher

education as higher education is dependent on English in many

countries (ibid). Thus “knowledge of English is necessary for

accessing many discourses at a global level from international

relations to popular culture to academia” (MacKay 2002:18).

 A huge industry of language teaching exists in many countries of

the world. This includes private language teaching institutions as

well as private and state schools (Mackay 2002:14).The number of

the people who have some familiarity with English is growing and

macro-acquisition of the language is also increasing (MacKay

2002).Macro-acquisition means acquisition of the language by

various levels of society both at individual level and in groups.

Individually more and more people are learning it, and it is also

finding a place in the academic curricula in various countries. The

phenomenon can be explained by citing Crystal (1997:3) who states

that English is now taught over 100 countries and is emerging as the

chief foreign language being learnt and displacing other language in

the process.

Graddol (1997:8) specifies the following domains of English in the

international arena:
1) English is the working language of international organisations

and conference.

2) English is the international language of science and

technology.

3) English is used in international banking, economic affairs and

commerce.

4) Advertising for global brands is done in English.

5) English is the language of audio-visual and cultural products.

6) English is the language of international tourism.

7) English is the language of tertiary education.

8) English is the language of international safety in the fields of

aeronautics and sea.

9) English is the language of international law.

10) It is a relay language in interpretation and translation.

11) It is the language of technology transfer.

12) It is the language of internet communication.

It is an ample indication that English is being used as a lingua franca

in all spheres of international activity and it can be claimed that,

internationally English has developed a ‘special role that is

recognised in every country’ (Crystal 1997:2).

Kachru (1992) has presented a concentric model to conceptualize

the role which English serves in various countries. His model

represents the “types of spread, the patterns of acquisition, and the

functional allocation of English in diverse cultural contexts”

(Kachru 1992:356).
 (ibid)

The inner circle represents the countries where English is the

primary language. These countries are ‘traditional cultural and

linguistic bases of English’ (ibid).The outer circle represents

countries where English is second language and has spread as a

result of British colonialism and the expanding circle represents

countries where English dominates the foreign language learning

and is spreading as a result of foreign language teaching. MacKay

(2002:9) criticizes this categorization of Kachru on the basis that

many countries of the expanding circles have more English-

speaking people than countries of the outer-circles. The truth of

MacKay’s opinion is evident if demographic figures and the

expanding number of learners and language users in the outer circle

are considered. The number of English language users in the

expanding circle was 750 million in 1997 as compared to 375

million in the inner circle and the same number in the outer circle

(Nunn 2005).

1.2. ENGLISH LANGUAGE IN PAKISTAN

The position of Pakistan in this international scenario can be

understood by its position in Kachru’s concentric model. Pakistan

falls in the outer-circle and English has the status of L2 in the

country (Crystal 1997:43). University Grants Commission (1982) in

its “Report on the Teaching of Language” in the context of the role

of national language, English language and various regional

languages, terms English as ‘the language of knowledge,

technology, and international communication, as an important

second language’. The report further states regarding the future of

English in Pakistan:

“English would continue to be used in the foreseeable future as the

language of technology and of international communication.

English is increasingly becoming the equivalent to a universal

lingua franca and is essential for international intercourse. There is

no scope for any country in the world from learning English well

and thoroughly and it would be very unwise, in fact, almost suicidal

for Pakistan to destroy by neglect all the advantages we already

possess in respect of past knowledge of English.” (UGC 1982:14)

This statement amply highlights the importance of English for

Pakistan and the implied role which the language should have in the

national affairs. The importance of English in the country has

increased since the publication of the report. The evidence is the

decision of the Government of Pakistan to introduce English in all

government schools from the year one (MoE 2007), whereas

previously the teaching of English in these schools would start in

grade 6 (i.e. sixth year of schooling). In its capacity as an official

and a second language, Abbas (1993:148,149) states the following

functions of English in Pakistan:

 It is used in the civil administration and bureaucracy both in the

four provincial and the federal governments.

 English is the language of legal system and is firmly established

in this national institution. The court proceedings are conducted in

English and court orders are also issued in English.

 English is the language of the defence forces of Pakistan. It is the

language of communication for all official purposes in these

institutions.

 It is the language of media in Pakistan. The country has four

major national English newspapers with wide circulation. A wide

variety of magazines is also printed in English and television

broadcasts English programmes and movies. CNN and BBC are

available in local channels.

 English is used as a medium of instruction in English-medium

institutions across the country. Higher education and professional

colleges use English exclusively as medium of instruction.

 English is also used in trade and commerce along with Urdu.

This indicates that English is the language of communication in all

important institutions and also the important role which English

language plays in all spheres of national activity. In individual

context English is considered as empowering (Rahman 2005:24)

and ‘people all over the country are ready to invest in it for the

future of their children’ (ibid).International Crisis Group (2004:13)

in its report states, “its [English] international primacy makes

proficiency in English arguably the most fundamental advantage for

Pakistani youth seeking attractive employment abroad and in

Pakistan. English proficiency also helps an individual rise in the

armed forces and civil service”. This highlights the importance of

English for individual not only in national context but also in

international context. Generally, in Pakistani society there is a

demand for English among the students, their parents and members

of the professional middle class (Rahman 2001:242). Rahman (ibid)

refers to a survey conducted by The Society for Pakistani English

Language Teachers about the teaching of English, in which 90%

responses were in favour of teaching English because it is an

international language.

All these factors underscore the important and pervasive role which

English plays in the country at official and individual level. In this

context it is pertinent to provide a perspective of the prevailing

English language teaching (ELT) scenario of Pakistan.

1.3. EDUCATION & ELT PROFILE OF PAKISTAN

English is an integral part of the curriculum in Pakistan. Following

is an educational and ELT profile of Pakistan (source: Abbas

1993:152):
There are four levels of education in Pakistan.

 Primary Level: This level spans grades 1-5 and age group is 3-

11. Until recently the medium of instruction for this level, in schools

under the federal government, was Urdu, and in schools under the

provincial governments was one of the regional languages. As

mentioned earlier recently the government has announced its

intentions to introduce English at primary level across the country

(MoE 2007).

 Secondary Level: There are two stages of secondary level:

middle school, covering grade 6-8, and higher school, covering

grade 9-10. The age group for this level is 11-18. There is a

terminal, public, secondary school certificate examination (SSC) at

the end of the 10th grade. The curriculum at this stage begins to

specialise. The two features of the curriculum at this level are; a

strong leaning towards the sciences, and offering a large number of

technical and vocational subjects. The medium of instruction at this

level depends on the type of institution, which is Urdu in Urdu-

medium institutions and English in English-medium institutions.

English is taught as a compulsory subject. Some of private

institutions are offering the Cambridge Local Examination

Syndicate exam ‘Senior Cambridge’ or the London University ‘O

levels’. The exam is treated as equivalent to the SSC examination by

the local authorities.

 Higher-Secondary Level: This level includes grades 11-12 and

age group is 18-19. It culminates on higher secondary school

certificate examination (HSSC). It is a pre-bachelor certificate; the

successful completion of the level is a prerequisite for university

education. English is the medium of instruction at this level and also

a compulsory subject.

 Tertiary Level: This is the stage for B.A. and B.Sc. studies and

age group is 20+. English is compulsory subject, except some

humanities subjects all subjects are taught in English and English is

also available as an elective subject at this stage.

 Post-graduate Level: A wide range of subjects is available.

English is the medium of instruction with some humanities subjects

optionally available in Urdu.

1.4. THE STATE BOARDING SCHOOLS

The teaching of English in the education system of Pakistan to a

greater extent relies on English-medium schools. There are three

types of English-medium schools in Pakistan (Rahman 2001:243):

a) State elitist public schools

b) Private elitist schools

c) Non-elitist schools

Among these three types the role of type ‘a’ (the state elitist public

schools) is very important. These are government funded boarding

schools, established on the pattern of British public schools (

Rahman 2001:244), and serve not only as training schools of the

future leaders of the country but are also meant to produce the

military and civilian administrative elite (GoP 1966:18). These

schools have excellent facilities and teachers in the schools are

postgraduates in their specific subjects of teaching. The students

find themselves in an immersion situation as English is the medium

of instruction for all subjects in these schools and also a medium of

communication in outside class student-student and teacher-student

interaction. Admission is through a highly competitive examination

in which English plays an important role. All boarding schools

provide education at secondary and higher secondary level.

Secondary level comprise grade 8-10 in these schools and higher

secondary level includes grade 11-12.

Having a look at the function and role of English in various

institutions of the country and the role of these schools as nurseries

for providing well-equipped future civil and military leadership who

are competent in English (Rahman 2007:20), it can be concluded

that one role of these schools is to provide good English language

teaching and learning environment to students as English

proficiency is not only a key to good employment but also plays a

role in career development of the individual and ensures his efficient

performance of day to day professional and official duties. Lack of

competence in English can be a handicap in professional career. To

contribute to a better future of students these schools should play

their role well by modernizing their English language teaching

programme.

1.5. THE SITUATION OF ELT IN PSBS

These Pakistani State Boarding Schools (PSBS) apart from sharing

many things with other types of schools, being part of the same
Pakistani society, share the same method of English language

teaching. English language teaching is regarded as being far from

satisfactory in the country, not conducive to learning the language

(Warsi 2004). English language teaching is part of a wider local

education context and following are the characteristics of this local

education context:

 Lack of deep approaches to learning; meaning, thereby, lack of

connection to personal, experience of the learner, conceptualisation

and integration. For language learning it has the implication of

memorizing facts about language and lack of contextualized,

authentic use of the target language with a focus on meaning.

 Curriculum based teaching and learning.

 An emphasis on rote memorisation.

 Emphasis on transfer and assessment of factual knowledge rather

than assessment of critical thinking and analytical skills.

(Rehmani 2003:3)

This, by implication, means a traditional approach to English

language teaching. The elements of a traditional approach to English

language teaching are mentioned below:

Area Model

View of learning Transmission of knowledge

Power relation Emphasis on teacher’s

authority
Teacher’s role Providing frontal instruction

Learner’s role Passive / individual work

View of knowledge Presented as ‘certain’

View of curriculum Static; predefined content and
product
Learning experience Knowledge of facts, concepts
& skills; focus on content and
product
Control of process Teacher structured learning

Motivation Extrinsic

Evaluation Product oriented: achievement

testing; criterion referencing

(Nunan 1999:7)

This approach has a focus on the view of language as a structured

system of grammatical patterns, with a trend for formal and bookish

language, with the aim to have students producing formally correct

sentences and in terms of skills, an emphasis on reading and writing

(Nunan 1988:26, 27). Whereas there has been a surge of research

and development in ELT world in the areas of language acquisition

and teaching methodology, Pakistan could not benefit from these

developments and modernisation and ‘the obsolete [grammar]

translation method is still being adopted by most language

programmes’ (Warsi 2004) and language teaching programmes have

aspects which are not relevant to the needs of learners/students

(ibid). There is a requirement, emerging as a consequence of

international and national role of English and the developments in

English language teaching methodology, to make ELT more

relevant and meaningful for Pakistani students by understanding

their needs (Mansoor 2002).

Tudor (1996:66) states, that, the desire to make language teaching

more responsive to learners’ needs has been a consistent feature of

both writing and practical experimentation in language teaching

since the 1960s. In this context he draws attention to the following

facts:

 It allows learners to ‘play a fuller, more active and participatory

role in their language study’.

 It makes language teaching more effective as teaching is more

attentive to the needs, characteristics and expectations of learners.

He further contends that the “pressing need for a variety of language

skills within a rapidly evolving social and economic context made it

essential for the language teaching profession to develop appropriate

tools for identifying learner’s communicative needs and for

translating them into coherent course structures” (Tudor 1996:8).

This assertion gains more relevance and importance generally in the

case of Pakistan by virtue of the role of English in material benefit

of the individual, and more specifically in the case of Pakistani State

Boarding Schools (PSBS) as these are vanguards of English

language teaching in public education system and the students of the

institutions are educated to play an active, leading, and constructive

role in a society where English is not only an official and second

language but plays a vital role in career progression. Thus ELT in

Pakistan and in PSBS should be more directed towards satisfying

the present and future needs of learners and in this manner they can

be well equipped for the future challenges of life where role of

English is involved.
1.6 . CONCLUSION

English language has firmly established its position and role as an

international lingua franca. In Pakistan also, English is accorded a

special role as an official and important second language. PSBS by

virtue of the key educational role assigned to them in the society and

being at the forefront of ELT institutions need to explore the

possibility of adopting an effective ELT approach responsive to the

language learning needs of its students. The present project is an

attempt in this direction.

 CHAPTER TWO: CLT AND NEEDS ANALYSIS

Development of learners’ communicative competence should be the

aim of any language teaching approach as it is this ability which

helps in establishing successful communication. Communicative

Language Teaching (CLT) is a widely used approach in the field of

ELT as its focus is the development of this ability. However,

implementation of CLT has not been successful in many contexts as

it was in conflict with local learning culture. One way to avoid this

difficulty is to conduct a needs analysis before introducing CLT in

an ELT context. This can help in finding means for constructive

interaction of CLT and contextual constraints. This chapter tries to

evolve this viewpoint.

2.1. COMMUNICATIVE COMPETENCE

As stated in the previous chapter communication is a basic attribute

of human social life. Successful communication requires the

interlocutors, involved in any form of communication, to be

communicatively competent. Communicative competence enables

the interlocutors to ascertain whether what they are trying to do with

a particular language performance is possible and feasible, they also

know whether their language use is appropriate in a particular

context and whether that particular language performance has been

successful in achieving the purpose for which it was employed

(Hymes 1972:281). This concept can possibly be termed as the

knowledge and ability of the interlocutors related to the strategic use

of language in communicative situations. Savignon (2001:15) aptly

characterizes it as ‘interpretation, expression and negotiation of

meaning’ among the interlocutors which they try to achieve through

language in all mundane situations. The effective strategic use of

language is vital to enabling people to make it perform certain

functions for them. Communicative competence can help in making

language perform the following functions:

 Language can be put to instrumental function. Thus one can use

language to get things.

 It can perform regulatory function, thus enabling the user to

control the behaviour of other people.

 It can have an interactional function by creating interaction with

others.

 Language can also perform personal function when being used as

a tool for expression of personal feelings and meanings.

 Language can be utilised for performing heuristic function as it

helps in learning and discovering.

 Language can also have an imaginative function as a world of

imagination can be created only through language.

 The representational function of language helps in

communicating information.

(Halliday 1975: 11-17)

Therefore, it can be maintained that in everyday life language is an

instrument for accomplishing various communicative functions and

tasks and communicative competence is a pre-requisite for

successful accomplishment of these. It helps in interacting

successfully with the members of a speech community.

Communicative competence has the following four dimensions:

Linguistic competence: It is also referred to as grammatical

competence. It is concerned with ‘knowledge of the language itself,

its form and meaning’ (Hedge 2000:46). This competence enables

the language user to identify the lexical, morphological, syntactic

and phonological features of language (Savignon 2001:17) and is

related to what is formally possible (Richards & Rodgers 2001:160).

This competence is demonstrated by using rules in interpreting,

expressing or negotiation of meaning (Savignon 2001:17). This

competence enables one to make judgements whether a linguistic

performance is possible or not.

Discourse Competence: It is concerned with the interconnectedness

of a series of utterances, written words, and phrases to form a text, a

meaningful whole and helps in interpreting the overall meaning of a

text (ibid).

Strategic Competence: It refers to the strategies employed by the

interlocutor to start, conclude, maintain, repair, and redirect

communication (Richards & Rodgers 2001:160). It is ‘how to cope

in an authentic conversation situation and how to keep the

communicative channel open’ (Canale & Swain 1980:25). This

aspect of communicative competence helps when one lacks the

ability to say what he/she wants to say either because of the lack of

other communicative resources or inability to use these resources

successfully (Hedge 2000:52).

Pragmatic Competence: It refer to the knowledge and ability of

‘understanding of the social context in which communication takes

place, including role relationships, the shared information of the

participants, and the communicative purposes for interaction’

(Richards & Rodgers 2001:160).

These four dimensions of communicative competence involve what

forms communication in natural day-to-day situations and

encompasses both knowledge and skills required for such situations.

It entails knowledge of not only grammar, vocabulary, phonology

but also a shared knowledge among the interlocutors in the form of

a shared culture or background. It also involves the use of

paralinguistic skills to maintain conversation, the knowledge of the

mechanism of turn- taking, the importance of being intelligible for

others and the ability to mean what one wants to mean and also the

skill to know whether the communication has taken place or not.

2.2. COMMUNICATIVE LANGUAGE TEACHING

Having said that linguistic communication performs various kinds

of functions (ibid) and that the performance of these functions can

not be realised without communicative competence the question

emerges as to what are its implications for language teaching and

learning. The purpose of any second or foreign language leaning

should be to enable the learner to acquire communicative

competence in the target language so that he can employ the target

language for performing the same functions which it performs for

the members of the target speech community in everyday life. This

view of language learning and teaching emerged in the 1970s and

has taken the form of Communicative Language Teaching (CLT).

Until this period language learning and teaching favoured teaching

and learning of language as a system of rules and the learners were

supposed to internalize these rules (Nunan 1999:9). This approach,

also referred to as traditional approach or grammar-translation

method, gave centrality to grammar. But the fact is, as demonstrated

above through the concept of communicative competence, language

ability involves more than just learning grammar (Richards 2007:9).

Grammar and other aspects of language need to be used suitably and

meaningfully for different communicative purposes (ibid). Thus the

focus in language learning and teaching should be on learning to use

language and not on the knowledge of language (ibid). CLT helps

the learner to ‘learn to communicate by communicating’ (Larsen-

Freeman 1986:131). To elaborate the difference between the focus

of traditional approach and CLT an analogy of learning driving can

be presented. Detailed explanations and description of various parts

of the engine of a vehicle can not help a learner to drive a car unless

he is actually put to driving the car by using these various parts of

the engine and coordinating the functions of all parts of the engine.

The goal of CLT is to develop communicative competence of the

learner by doing the following:

 It helps learner in developing skills for the spontaneous and

flexible use of the linguistic system of the target language to express

his meanings.
 It helps him in distinguishing and mastering the communicative

functions of the linguistic forms of the target language.

 Learner develops skills and strategies for effective

communication of his meanings.

 Learner learns the social meaning of the language forms of the

target language and can put his language to appropriate use.

(Littlewood 1981:6)

Thus learner, in learning language through CLT, learns the meaning,

functionality and use of the target language and these are the aspects

which play an important part in using the language as ‘ an

instrument for social interaction’ (ibid:7) and functions.

To realize this goal of developing learner’s communicative

competence CLT works on the following principles:

Communication Principle: This principle holds that learner’s

participation in activities which involve real communication assists

learning of the target language (Richards & Rodgers 2001: 161).

The implication for the classroom practice is that every thing done

in the classroom should involve some kind of communication

leading to the use of language. This can be realized by involving

learners in activities like role play, games and problem-solving

tasks. To be truly communicative these activities should have the

qualities of information gap, choice, and feedback (Larsen-Freeman

1986:132). These qualities generate the need for communication for

the learners and brings into play the abilities and skills which can
ultimately culminate in the development of the communicative

competence in the target language.

Task Principle: This states that activities in which language is used

for executing meaningful tasks promote learning (Richards &

Rodgers 2001:161). Tasks are carried out after language is

processed and understood (Richards et al. 1986:289). Tasks are

important as they provide a purpose for the activities (ibid)

mentioned under the communication principle and focuses the

attention of the learner on the meaning of the language rather than

on the structure of the language (Nunan1989: 10). In real life

situations among native speakers of a language it is meaning of an

utterance which is important not the structure of that utterance.

Same structure of the utterance can have different meanings in

different communicative situations.

Meaningfulness Principle: Language that is meaningful to the

learner supports the learning process (Richards & Rodgers 2001:

161). This implies meaningful and authentic language use reflecting

the communicative situations in which one engages in routine life

and the kind of language being used in such situations.

The application of these basic principles of communicative language

teaching to a language class means a class where learners are

involved in communicative activities using meaningful and

authentic language. These activities should be of two types:

functional communication activities and social interaction activities

(Littlewood 1981:20). The former is instrumental in developing the

functional aspect of the communication of the learners in the target

langue. Thus they may be asked to solve a problem with what ever

language they have. This prepares learners for dealing with the

demands of the communicative situations and they acquire

functional effectiveness in the target language (ibid). The social

interaction activities help learner in using language appropriately in

various social situations.

Looked from the viewpoint of traditional approach the

predominance of activities in CLT classroom suggests an active and

central role for the learners and marginal and passive role for the

teacher which possibly has a negative implication in traditional

approach where learners are considered as receptacles of knowledge

provided by the teacher and the suggestion is that learning probably

may not be very effective if the teacher’s role is marginalised.

However, Richards & Rodgers (2001:161) observe that the kind of

communicative activities mentioned above ‘address the conditions

needed to promote second language learning’. Hedge (2001:62) also

reiterates that ‘many communicative tasks involve learners in face-

to-face encounters in the classroom. Interaction in work in small

groups…. provide a basis for language acquisition. It also gives

students practice in communicating and negotiating meanings in

establishing positive rapport, in maintaining a conversation with

appropriate turntaking conventions and, at the same time, allows

them to establish how well they can understand and make

themselves understood.’ The implication in this quotation is that

communicative activities in the classroom develops various aspects

of communicative competence in the target language of the learners

and this supports the stance maintained in this chapter so far that the

effective use of language is dependent on communicative

competence and communicative language teaching effectively

develops this ability of the learners.

2.3. ROLE RELATIONSHIP IN CLT

A classroom practice based on the principles of communicative

language teaching suggests a redefining of role relationship of

learner and teacher vis-à-vis traditional approach.

The role of the learner in the CLT is central and teacher is a

facilitator, guide and manager of learning. The analogy of learning

driving can again be aptly applied here. To learn driving the learner

has to be in the driving seat and not the instructor, the instructor gets

involved by using the dual control under his feet only when there is

a need to do so. It is the learner doing things most of the times,

under the guidance of the instructor. Same is the role relationship in

the CLT language classroom.

The role of the learner in a CLT classroom is envisaged in the

following way:

‘the role of the learner as negotiator- between the self, the learning

process, and the object of learning- emerges from and interacts with

the role of joint negotiator within the group and within the

classroom procedures and activities which the group undertakes.

The implication for the learner is that he should contribute as much

as he gains, and thereby learn in an independent way’ (Breen &

Candlin 2001:19).

This view of the language learner suggests a learner who interacts

mainly with other learners in the group and learns through

cooperation with other learners (Richards & Rodgers 2001:166)

with less reliance on teacher, and actively engages in negotiating

meaning. He is responsible for his own learning and to take

responsibility of one’s own learning has the implication that the

motivation level should be higher in such a case.

‘The role of the teacher is ‘to facilitate the communication process

between all the participants in the classroom, and between these

participants and the various activities and texts. The second role is

to act as an independent participant within the learning-teaching

group………. These roles imply a set of secondary roles of the

teacher; first, as an organizer of resources and a resource himself,

second as a guide within the classroom procedures and

activities……. A third role for the teacher is that of researcher and

learner, with much to contribute in terms of appropriate knowledge

and abilities, actual and observed experience of the nature of

learning and organizational capacities’ (Breen & Candlin 2001:17).

Hence a multidimensional role of the teacher in the CLT as

compared to traditional approach where teacher is a source of

knowledge and his role in the classroom is to transfer this

knowledge to the learner.

The implication of this complex and multidimensional role in the

CLT classroom is a greater demand both on the learner and teacher.

Learner may feel baffled by such a role if his learning style does not

match with the one required for successful learning in the CLT class

or he is unable to adjust to this new role relationship. For teacher it

can result in a perception of his role where teacher is a person of

‘extraordinary abilities: a multidimensional, high-tech, Wizard-of-

Oz-like superperson’ (Medgyes 1986:107). But the reality is that

many teachers and learners are coping successfully with this new

role relationship as is evident by the widespread adoption of CLT

and in the decades following its birth it has become a dominant and

established practice in classrooms in the western world and it is

viewed as a modern, ideal, and the most productive approach to

language teaching (McKay 2002:103, 107). The success of CLT can

also be attributed to the fact that ‘it derives from multidisciplinary

perspective that includes, at a minimum, linguistics, psychology,

philosophy, sociology, and educational research’ (Savignon

2001:16). Its widespread is also linked to the fact that it has served

as a corrective to the shortcomings present in the preceding method

like grammar-translation method and audio-lingual method (Bax

2003:278).

2.4. IMPLEMENTATION OF CLT

Despite the fact that CLT captures the essence of language use for

communicative situations of everyday life and having the

development of communicative competence as its goal and to enable

the learners to deal with the demands made by communicative

situations, and despite all the favourable characteristics listed in the

previous paragraph, its implementation in certain contexts has not

been without problems. Apart from other factors, such as political

reasons, language policy, attitude towards modernity,

administrative, logistical, infrastructural, and economic

considerations, responsible for these problems, probably a

fundamental problem in the implementation of CLT is its conflict

with local culture of learning (Tudor 1996:129). Culture of learning

can be defined as a ‘framework of expectations, attitudes, values,

and beliefs about what constitute good learning, about how to teach

or learn, whether and how to ask questions, what textbooks are for,

and how language teaching relates to broader issues of the nature

and purpose of education’ (Cortazzi & Jin 1996:169). Thus culture

of learning is interplay of various social and educational factors

which affect what is going into the classroom, the role of teacher

and learner, the styles of learning and what is the status of language

teaching in the broad spectrum of local educational context. For

example CLT will be in conflict with a culture which favours a

dominant role for the teacher in the classroom and which expects its

students to be docile and passive in the classroom. Such a culture

may find grammar-translation method more favourable for its

language classrooms as this method is more teacher-centred as

opposed to CLT which is more learner-centred. Same can be true for

a culture which favours rot learning as compared to active learning

and learning through doing. In all such situations the response to

CLT may be one of rejection both by the teachers and learners or the

implementation of this method, despite all its proven strengths, may

hinder learning instead of promoting language learning. ELT

literature offers many such examples where implementation of CLT

was questioned because of its being at conflict with the prevailing

local culture of learning.

Medgyes (1986) shows her reservations regarding the

implementation of CLT in Hungary. The main point of opposition

posed by Medgyes is that the practice of CLT is very burdensome

for non-native teachers as they have guide and encourage students

who have no obvious reasons for learning English, organize and

prepare authentic material which is difficult in a country in which

such material is not readily available and motivate students to

communicate in target language whereas all of them are

monolingual. Medgyes is of the opinion that audio-lingual teacher’s

job was easier as compared to a communicative teacher.

Burnaby and Sun (1989) reports the views of 24 Chinese (People's

Republic of China) teachers of English on the appropriateness and

effectiveness of CLT. Those Chinese teachers thought that CLT is

effective for only those students who are going to English speaking

countries. They also expressed their views regarding constraints in

the implementation of CLT in china. Apart from their own

communicative competence in English mainly in the dimensions of

sociolinguistic and strategic competence as a constraint, other

constraints also included traditional teaching methods and attitude

towards a communicative teacher which is less favourable as

compared to a teacher who focuses more on teaching the analytical

skills as these teachers were of the opinion that a communicative

teacher is not accorded the importance which an analytical teacher is

given. This unfavourable attitude of the learners towards a

communicative teacher has the implication that Chinese learners

prefer a more teacher-centred class where the role of the learner is

passive and learning through doing is not approved and knowledge

is transferred rather than acquired.

Ellis (1996) investigated the adoption of CLT by Vietnamese

teachers and came to the conclusion that Vietnamese teachers

resisted the adoption of CLT because in doing so they have to

change some basic cultural beliefs. Ellis recommends that to be

acceptable in Asian context, CLT needs to be attuned to the local

culture.

Li (1998) presents a study involving a group of South Korean

teachers. It was revealed that these teachers faced difficulty in

adopting CLT because of the conflict between western and South

Korean cultures of learning.

In Pakistan, Shamim (1996) made an experimental use of CLT. Her

university students resisted the change from a traditional method of

teaching to this new method. They resisted her adopting a more

learner-centred approach and assuming a less authoritarian role as a

teacher. The attitude of her learners finally impelled Shamim to

abandon her experiment and resume teaching through traditional

approach.

All these illustrations highlight the fact that implementation of CLT

has caused alienation not only among teachers but also learners and

though a modern and comprehensive method still it has great

potential to be an inappropriate method in certain contexts. Halliday

(1994) tries to offer an explanation for this phenomenon. He

distinguishes between two types of countries, i.e. BANA and

TESEP. BANA represents Britain, North America, and Australia

and TESEP comprise all those countries where ELT is part of

tertiary, secondary and primary education. Holliday (1994:4)

presents the following characteristics of BANA group:

 Language teaching has evolved in ‘a private language school

ethos’ which has great autonomy to develop methodology precisely

suitable to the needs of the learners.

 The approach to teaching is commercially driven and

‘instrumentally oriented’. There are favourable classroom conditions

and a presence of good teaching and learning facilities.

 An ideal learning group ideal is present with two complementary

principles, first that group and pair work are effective ways of

learning and, second that group and pair work can best be realised in

small classes.

The characteristics of TESEP group are:

 ELT is part of a wider curriculum and is bound by wider

educational, institutional and community constraints.

 ELT has to share resources with other subjects and has to work

within the logistics of the education system.

 The approach adopted by other subjects and the expectations of

the stakeholders places restrictions on ELT.

Holliday states that technology of ELT is developed by the BANA

group and takes for standard the conditions, facilities and

organisational structures of the private language schools situated in

the BANA countries and no attention has been paid to the

limitations and deficiencies present in TESEP group and when

transfer of methodologies happens from BANA to TESEP, it results

in problems caused by different attitudes towards learning or lack of

resources in the second group. Therefore, the conclusion can be that

learning occurs in socially and culturally situated contexts (Sakui

2004:155) and a set of teaching methods developed in one part of

the world when used in another part can be problematic (Hiep

2007:193).

Nevertheless, implementation of CLT can not be dismissed because

of this conclusion. Larsen-Freeman (2000:67) very aptly observes

when cautioning against the rejection of imported methods, ‘we may

fail to understand the cause of the problem and run the risk of

overacting and losing something valuable in the process’ and in the

same context Hiep (2007:196) also presents the following argument,

‘CLT originates in the West, but to decide a priori that this teaching

approach is inappropriate to a certain context is to ignore

developments in language teaching, and this might lead to de-

skilling teachers………CLT theory proposes a focus on learning; it

holds that learning is likely to happen when classroom practices are

made real and meaningful to learners. CLT sets the goal of language

learning….. to use the language effectively for [ learners’] real

communication needs……..This goal is consistent with the long-

term goal if not the immediate goal, of English language instruction

in many contexts of the world……. Thus, while teachers in many

parts of the world may reject the CLT techniques transferred from

the West, it is doubtful that they reject the spirit of CLT’.

This scenario, developed through the arguments presented above,

strengthens the position of CLT as a very effective method of

language teaching and consequently advocates its implementation

rather than a complete rejection. In this context the argument of

linguistic imperialism (Pennycook 1989:611) appears to be diluted

and the transfer of CLT to TESEP countries seems more of a

transfer of technology (Holliday 1994a:13) under ‘modernization

theory’ (Tollefson 1991) where western experts are repositories of

knowledge and skills and these are passed on to ‘elites who will run

modernized institutions’ (ibid:97). Therefore, the effort to

implement CLT in TESEP countries can be viewed as a help to

modernize English language teaching in these countries (McKay

2002:109). In this context it would be suitable to suggest that a

weak version of CLT would be more appropriate for TESEP

countries. Weak version of the CLT has the underlying principle of

providing opportunities to learners to use English for

communicative purposes and strong version has the underlying

principle of acquiring English through communication (Howat cited

in Richards & Rodgers 2001:155). The weak version of CLT is less

demanding for teachers as it allows principles of eclecticism, and

where English is a part of wider education system, it is easier to

design a product syllabus and a standardised examination which is

easier to administer and grade. The strong version of CLT favours a

more process syllabus.

Probably one of the important factors in the successful

implementation of any change or innovation is its acceptance and

ownership by the end-users (in the case of language teaching and

learning it can be teachers and learners) (Waters & Vilches

2001:133). One method suggested for this purpose is to analyse a

range of needs of the end-users and the technique of needs analysis

can be utilized for analysing needs of the learners and thus

establishing ownership and acceptance. This does not imply that

needs analysis should be taken as a remedy for all social, cultural,

educational and physical constraints which may make the

implementation of CLT problematic. Nevertheless it can provide an

insight into the beliefs, opinions and views of the learners and

teachers and can help in making a language programme more

attuned to the needs of the learners and can also help in establishing

the ownership of a change and innovation among the teachers

because it is finally a response at these two levels of teachers and

learners, which can determine the acceptance or rejection of any

change or innovation and thus success or failure of a change or

innovation.

2.5. NEEDS ANALYSIS

Needs analysis (NA) is an information gathering process. West

(1994:1) states that the term ‘analysis of needs’ first appeared in

India in 1920. However, needs-based curriculum planning in

modern times probably owes its genesis to the legacy of public aid

to education programmes in the USA in the 1960s when

identification of needs was a legislative requirement for receiving

finances for activities carried out by publicly funded educational and

service-providing agencies (Berwick 1989:51). Another factor

which contributed to the appearance of needs analysis as educational

technology was the behavioural objective movement which

emphasised precision and accountability in educational system by

insisting on specification of goals in measurable form (ibid). Thus,

in this regard needs analysis (NA) is not exclusive to language

teaching (Dudley-Evans & Johns 1998:122). Its emergence in

language planning can be traced back to the 1970s and its

widespread proliferation in the domain is attributable to its adoption

by The Council of Europe’s modern language project (Nunan

1988:43). Tudor (1996:66) opines that the development of a

perception of need within communicative language teaching (CLT)

in the 1970s had a widespread influence on needs analysis work.

NA is considered as a basic principal of ESP (Robinson 1991:7) and

most of the information on NA initially came from ESP (West

1994:2). This is probably due to the fact that an NA approach is

more useful when learners’ needs are linked to a ‘discrete set of

communicative situations’ (Tudor 1996:70). This factor diminishes

the utility of NA approach for General English (GE) teaching as the

needs of the learners’ in GE are not specifiable (Hutchinson &

Waters 1987:53). However, Hutchinson & Waters (ibid) advocates

the use of NA for GE on the grounds that in the case of language

learning there is always a perceptible need of some kind. Tudor

(1996:70) also shares the same opinion and argues that even if the

‘needs are less specific, choices still have to be made’ and that

‘course content should be based on an analysis of the situations in

which the learner will be required to use the language, whether these

situations and the language needs which arise out of them can be

specified with precision or only in terms of a general orientation’.

Thus the implication is that NA has an importance in all kinds of

language learning and teaching situations whether for specific

purposes or general purposes and makes a learning programme more

relevant to the real life needs of the learners. Richards (1990:2)

considers NA as ‘fundamental’ to the planning of general language

courses and in language curriculum planning NA can be utilized as

a means to a number of things, i.e.:

1) It can serve as a device for gathering an extensive range of input

into the content, design, and implementation of language

programme through involving all the stakeholders (Richards

1990:1).
2) It can help in setting goals, objectives and content for a language

programme by determining general and specific language needs

(ibid:2).

3) NA can be instrumental in providing data which can be used for

reviewing and evaluating an existing programme (ibid).

4) It can help teachers in understanding the local needs of the

students and making decisions in pedagogy and assessment for

further improvement (Tarone & Yule 1989 cited in Iwai et al.

1999:10).

All these uses of NA refer to the fact that NA can be used for a

range of purposes. It can be helpful in determining whether a

programme should be implemented by finding out if it matches the

goals and objectives of the learners for learning a language and at

the same time used as part of a programme can help in improving

various components of the programme and making these more

oriented to the needs of the learners. NA can also help in evaluating

an existing programme and if found deficient can help in

establishing the need for introducing a change and what kind of

change may appropriately match the needs of the learners and

simultaneously be acceptable to teachers. This is the type of

utilization of NA which can help in determining whether a positive

attitude towards implementation of CLT exists among teachers and

learners and whether CLT is more attuned to the kind of existing

learning needs.
NA, despite a wide scope of its functionality, has been criticized for

its limitations (Nunan 1988:43). Widdowson (cited in Nunan

1988:43) is of the opinion that syllabuses based on precise needs

and specific ends can result in insufficient and limited competence,

without developing learners’ ability to spontaneous communication.

He argues that syllabuses with general purposes are process-

oriented, more educative in function and lead to general

competence. Nunan (1988:45) dispels this criticism of NA based

syllabuses by Widdowson as logico-deductive and having no

empirical grounds. Nunan (ibid) further strengthens the position of

NA by suggesting that courses based on NA can result in more

meaningful and interesting learning experiences as they are more

relevant to the potential purposes of learners’ language use. He

attributes this criticism to a failure, on part of these critics, ‘to

appreciate the significant shift which has occurred over the years,

and still tend to equate needs analysis with the sort of narrow-band

ESP approach’. This shift has been manifest in ‘a broadening scope

of NA to encompass the full educational process − the determination

of objectives, contents and curricula, for the production and testing

of new materials, for the development of autonomous learning,

assessment by the learner, feedback for the conduct and

reorientation of the project, teacher education and re-education and

for running an entire system’ (West 1994:12). The stance adopted

by Nunan and West seems to hold ground. A learning programme

which is not relevant to the needs of the learners cannot result in

productive learning experience because need is also linked to

motivation and motivation has an effect on learning. Thus learning

experiences not matching the needs of the learners can de-motivate

learners. NA can play a vital part at all stages of the execution of a

programme as it provides a tool for assessing the needs, and

measures can be adopted to meet them and thus keep motivation

sustained by bringing in relevance and giving the learning

experience more precision. NA, in the case of change or innovation,

may not be rejected because of the fear that it may result in a

programme with narrow goals or objectives rather it can help in pre-

empting the ‘hit and miss’ situation where a programme was

implemented but did not succeed because it was conflicting with the

learning culture

The shift, mentioned in the previous paragraph, from a narrow

approach to broadening the scope of NA has resulted in a range of

frameworks for NA. These frameworks have been categorised as

target situation analysis, deficiency or present situation analysis,

strategy analysis, learning-centred approaches, means analysis and

language audit (West 1994:8-12, Jordan 1997:23-28).

Target situation analysis framework has been proposed by Munby

and focuses on the needs of the learners at the end of a language

course (Robinson 1991:8). Deficiency or present situation analysis

tries to establish what the students know at the beginning of the

language course (Jordan 1997:24). Strategy analysis focuses on

gathering information about the preferred learning styles and

strategies of the learners (ibid). Learning- centred approach has been

presented by Hutchinson & Waters (1987). It advocates that

learning is determined by the learner and this framework

encompasses target needs which include necessities, lacks and

wants, and learning needs which denotes what the learners needs to

do in order to learn (ibid). Means analysis approach takes into

account information regarding contextual constraints which include

cultural attitudes, resources, materials, equipment and methods

(Jordan 1997:27). Language audit tries to define language needs for

companies, regions or countries (ibid).

However, NA conducted for the purpose of evaluating learners’ and

teachers’ attitudes, opinions and beliefs towards a proposed or

intended change or innovation should have the following frame

work (adopted from Dudley-Evans & ST. John 1998:125):

 Information about the learners related to their purpose of

pursuing a learning programme. Their attitude to leaning English

language, their previous learning experiences, cultural background

should also form a part of this information gathering process. This

information can be gathered through various sources including

institutional and through the learners themselves.

 Present situation analysis which may provide information about

the effectiveness of the prevailing programme vis-à-vis future and

present needs of the learners.

 Information regarding the preferred styles of learning or learning

needs
 Information regarding the importance of particular skills for the

learners and their preferences for learning those skills.

 Information regarding the role relationship between teacher and

learners.

 Information regarding the preferences for teaching learning

activities.

Once all this information is available then it can be matched against

an approach of language teaching and decisions can be made

whether a positive attitude towards acceptance or ownership of a

certain approach exists.

The underlying philosophy for such a NA should be democratic

philosophy (Brown 1995:38). This philosophy defines need as any

change that is desired by majority of the group involved and such a

philosophy leads to gathering information about the leaning most

desired by the chosen group (ibid). NA, embracing democratic

philosophy can help in choosing a methodology which suits the type

of learning and teaching public (West 1994:2). The concern in such

a case should be that the learners will learn best ‘what’ and ‘the

way’ they want to learn (Jordan 1997:26).

This approach may be useful for gathering information regarding

attitude, belief and opinion, however, any change or innovation

entails more than these factors. It needs a comprehensive evaluation

of all the contextual factors and in such a situation probably a more

comprehensive approach which has the elements of all the

approaches is recommended.
2.6. CONCLUSION

To conclude, communicative competence being the enabling force

for successful communication in all mundane situations and

language being a medium, in all its forms, through which this ability

is manifested, the aim of language teaching should be to develop

communicative competence. CLT is the methodology which aims at

developing communicative competence but in its implementation in

various contexts it has been revealed that it is at conflict with local

cultures of learning but this factor cannot be a justification for

abandoning CLT. One way to deal with the problem is to conduct a

needs analysis to gather information about the beliefs, attitude and

views of the learners and teachers towards CLT. This information

can also be helpful in attuning CLT to the local culture of learning if

found conflicting with it. Needs analysis can be limited to gathering

information about the attitudes, beliefs and opinion of the learners

and teachers and concurrently a more comprehensive NA can be

conducted to gather information about all contextual factors.

 CHAPTER THREE: DATA ANALYSIS AND FINDINGS

This chapter introduces the research topic, parameters within which

this study is conducted, the research method adopted, information

regarding research participants, research process and data collection.

The data of students’ NA is analysed and subsequently findings and

conclusions are presented and interpreted into an approach followed

by a presentation of the pattern of responses to teachers’

questionnaire by teachers of PSBS.

3.1. RESEARCH TOPIC

The title of this study is: ‘A needs analysis of PSBS secondary level

students for adoption of CLT’. Thus by implication two tasks are to

be accomplished; firstly, the assessment of the learning needs

(Hutchinsons &Waters 1987:60) of the secondary level students of

PSBS, and secondly, to establish whether these needs can be

satisfied by CLT. In a Pakistani secondary school English language

teaching scenario this is probably the first study of its kind. The

motive is to know these students as language learners and users and

to know what route (ibid) they prefer for their English language

learning, and therefore to understand how language learning can be

exploited to the optimum for these students.

The hypothesis is that students in PSBS have the type of learning

culture which favours adoption of CLT and teacher are ready for the

ownership and acceptance of this change.

The original topic suggested in the thesis proposal was: ‘An

investigation into the English language learning needs of Pakistani

state boarding school students at secondary level and adoption of

an appropriate teaching approach’. The idea then was to investigate

the language learning needs of the students and suggest an EAP/ESP

approach. The hypothesis was that students of these schools need

English language skills limited to academic use of English and

English as a tool to education. This hypothesis proved wrong after

initial results of NA as students rejected an English language

syllabus based on science topics and preferred learning all four

skills of language and their preference for learning styles matched

CLT.

3.2. PARAMETERS OF THE STUDY

The parameters for this particular study are explained. First, the

study embraces the democratic philosophy of needs analysis. Thus

the study would aim to gather information from the representative

group of PSBS secondary level students and will recommend the

kind of learning most desired by the majority of this group (Brown

1995:39). Second, the NA is not an exact science (Richards 1990:3).

The needs statements represent subjective perception of the analyst

regarding the areas to be analysed in a needs analysis (ibid). Thus

the findings are not absolute; rather they are relative not only to the

analyst but also to the group of learners for whom NA is carried out.

NA is based on individual view of the world, attitudes and ideals

(Robinson 1991:7). Thus the findings of this NA of PSBS students

are only relevant to this group. The needs of other students in other

type of schools, for example where Urdu is the medium of

instruction, may be different. Third, NA is an ongoing process as

needs keep on changing (Robinson 1991:15), thus the process of

NA needs to be repeated. This can not only help in evaluating the

success of a language teaching approach but can also help in

attuning the approach, after initial implementation, further to the

needs of the learning public. Fourth, if the needs analyst is an

insider, he will be familiar with much in the present situation and

should be able to make relatively quick and informed decisions

(ibid:11). Thus many choices in this particular NA are based on

subjective decisions as an insider and personal observations and

experiences played a role.

These are the parameters which confine this NA of English

language learning of PSBS secondary level students.

3.3. RESEARCH METHOD

This study has employed quantitative data collection techniques

supported by personal observation, experience of five years teaching

in PSBS, and feedback from other colleagues and students in PSBS.

The main data collection instrument was questionnaires for the

students and teachers. The students’ questionnaire was arranged in

multi-option question pattern and where the assessment of attitude

and beliefs was required a limited number of scaled questions were

included to achieve this end. The teachers’ questionnaire had only

scaled questions. The questionnaire is ‘useful for surveying a lot of

people in many different locations’ (Wray & Bloomer 2006:158).

This was the main reason for choosing questionnaire as the aim was
to involve maximum number of students and teachers from almost

all of the PSBS.

The students’ questionnaire aimed at gathering information related

to the following areas:

 The present and future domains of language use and thus reasons

for studying English

 The students’ attitude towards the place and role of English in

the school curriculum

 Learning preferences in terms of language skills

 The importance of particular language skills

 Preferred learning styles and strategies

 Patterns of learner to learner interaction

 Role relationship

 Preference for teaching activities

The aim of this NA is also to establish the need of a change in the

way learners experience the learning process and the proposed

change aims at introducing a modern approach, which is CLT, as an

alternate to traditional approach which is currently in practice.

Correspondingly, the questions in the students’ questionnaire had

choices ranging from elements of the traditional approach to the

elements of the modern approach. The intention was to explore their

choices between the elements of modern approach and traditional

approach related to the areas of role relationship, learning

preferences, skills, pattern of interaction and activities.

The questionnaire for the teachers aimed at investigating the

attitudes, perception, and beliefs of the teachers about the elements

of modern approach and the prevailing traditional approach. The

purpose was to establish the ownership and acceptance of CLT, as

in the case of any ELT innovation the successful adoption, apart

from other factors, requires the support of teachers and it is difficult

for people to accept something they do not feel involved in

(Stephenson 1994:231).

3.4. RESEARCH PARTICIPANTS

The participants in this research were the students and teachers of

PSBS. There are nine PSBS in the country and a list of the names

can be found in Rahman (2001:244).The heads of three institutions

declined to participate in the survey both at the teachers and students

level stating it against their institutions’ policy. A total of 300

students were invited from rest of the six institutions to participate

in the survey to get a truly representative sample of the students

(Wray & Bloomer 2006:154). However, the total number of

responses received by the deadline was 157. This number of

participating population is 52% of the number of the distributed

questionnaires.

The number of teachers invited to participate in the survey was 45

and 30 questionnaires were received by the deadline. All these

teachers are well qualified in Pakistani terms. They possess

postgraduate degrees in English language and literature and have

teaching experience ranging from four to five years.

3.5. PROCESS OF DATA COLLECTION

The questionnaires (see appendices 2,3) were sent to Pakistan via

an electronic mail to a colleague who, using official channel,

forwarded the photocopies to the nine institutions accompanied by

the researcher’s covering letter and the instructions for

administration. The questionnaires were collected back by the same

colleague and sent to UK via mail. The covering letter made it clear

that no guidance is to be provided in completion of the

questionnaires and interference of any kind is to be avoided.

Institution-wise Participation of Students

Institution Number of questionnaires

returned
Institution A 20/50

Institution B 18/50

Institution C 37/50

Institution D 24/50

Institution E 35/50

Institution F 23/50

Total 157/300
Institution-wise participation of teachers

Institution Number of questionnaires

returned
Institution A 7

Institution B 3

Institution C 6

Institution D 4

Institution E 5

Institution F 5

Total 30

3.6. ANALYSIS OF STUDENTS’ NEEDS

The analysis of responses is organised area-wise related to areas of

present and future domains of language use, their attitude towards

the place and role of English in the school curriculum, learning

preferences, styles and strategies, classroom interaction and learning

activities, and role relationship. In addition, where necessary

personal experience of teaching, personal observations, and

feedback from teachers and students of PSBS, received through

informal telephonic conversations, are also mentioned.

3.6.1. Domains of Language Use & Reasons for Studying

English

The questionnaire contained questions with multiple-choices to help

in determining the present and future domains of language use. The

present use of language was also a consideration, as being students

they not only need to continue further language learning in the

remaining years of schooling but at the same time are required to

use the language learnt so far according to academic, social and

other demands of day to day life.

The questions related to this area and the responses are presented

below:

 Question 1 (Why do you need to study English?): The intended

purpose of this question was to discover the students’ perception of

their reasons for studying English as part of school curriculum. A

majority of the students, which is 70.06 %, considers success in

future professional life as their reason for studying English.

Figure 3.1

Reasons for studying English as indicated by Question 1

To speak to
foreigners To speak to
Others 7% friends
1.91 and family 0.63 %
%
For higher
education
14.01 %

For success in future professional

life
70.06 %

 Question 2 & 3 (‘When do you use English?’ & ‘You use

English more for?’): These questions aimed at eliciting response

from the students about their present domain of English language

use. The questions, though having identical multiple options, served

as internal validity instrument as the same option in question

number 2 & 3 has gathered highest number of responses. The

present domain of language use, opted by 57.32 % in question no 2

and 68.15 % in question no 3, is for academic purposes.

Figure 3.2

When do you use English?

(Question 2)

At Others
home 10.82 %
1.91 %
When
studying
When 57.32
socialising
29.93 %

Figure 3.3

You use English more for (Question 3)

At
home
1.91 % Others
3.82 %
Socializing
26.11 %
Studying
68.15 %
 Question 4 (In future I shall be using English more for?): The

aim of the question was to establish the future domain of English

language use.64.96% thought it will be in the domain of their future

job or career.

Figure 3.4

Future use of English as indicated by Question 4

Others
1.91 % Higher
studies
19.74 %
Socialising
12.73 %
In future
job/career At
64.96 % home
0.00%

3.6.2. Role of English in the School Curriculum and Future Life

The questionnaire contained questions which intended to judge

students’ attitude towards the role of English in the present school

curriculum and in future life. The questions were in multiple choice

forms and also in scaled form. These were questions no 7, 8,9,10

and 20 in the questionnaire. Following is a pattern of responses to

these questions which is helpful in establishing students’ attitude

towards the role of English in their academic and future life.

 Question 20: Question 20 aimed at probing the opinion of the

students about the place of English in the school curriculum. The

question was in the scaled form and the percentage of students who

‘strongly disagreed’ and those who ‘disagreed’ is 26.11 % and 31.21

% respectively. Thus 57.32 % opposed the idea of removing English

from the school curriculum even if it is not fulfilling their needs.

This helps in establishing the importance attached to the study of

English by these students.

Figure 3.5

Response pattern to Question 20 suggesting removal of English

from the school curriculum because it does not fulfil students’
needs
Strongly
agree
Strongly
12.73 % Agree
disagree
26.11 % 15.28
%

Disagree
31.21 % Neutral
14.01 %

 Questions 7, 8, 9 and 10: The purpose was to know the possible

role of English in the present academic and future life of the

students. Question 7 tried to determine the effect of English

language proficiency on the academic performance of the students.

82.91 % thought that it can have a detrimental effect on students’

academic performance if the proficiency level in English is not good

(Table 3.1).
Table 3.1

Do you think if a student’s level of English is not good it can

have:

Options Number of students Percentage

choosing the option
(n=157)
A good effect on his 14 8.91 %
academic performance
A bad effect on his 129 82.16 %
academic performance
No effect at all on his 14 8.91 %
performance

Question 8 and 9 investigated the students’ opinion about the future

role of English in the fields of higher education and progress in

future career. 92.99 % are of the opinion that proficiency in English

will play a vital role in the successful completion of higher

education and in making a good progress in their future career.

English is also a medium of instruction for science subjects in PSBS

and personal observation and experience suggests that students

having insufficient proficiency in English face difficulty in

delivering good performance in science subjects. The same feedback

was also provided by a colleague:

‘When I discuss the performance of some of the weak students with

their science subjects teachers we come to the conclusion that those

weak in English are also weak in science subjects’.

A student made the following comments in an informal telephonic

conversation (translated from Urdu):

‘I can not understand when the teacher delivers lecture in English

in the classroom and what is written in books I can not understand

because of my poor English. When he (teacher) explains things to

me in Urdu I have no problem in comprehending. I think it is not

that I dislike science subjects but if they were in Urdu’.

Thus it was considered necessary to know the students’ beliefs

about the association between performance in science subjects and

proficiency in English. Following are the results which give an

indication of the beliefs of the students:

Table 3.2

Do students in your class face difficulty in studying subjects like

physics, chemistry, maths, and computer studies because of their
poor English?
Options Number of students Percentage
choosing the option
(n=157)
Many face a 49 31.21 %
lot of
difficulty
Many face a 77 49.04 %
little difficulty
They face no 28 17.83 %
difficulty
No answer 03 1.91 %

3.6.3. Learning Preferences in Language Skills

Question 5 and 6 were focused on finding students’ learning

preferences for language skills. Question 5 intended to investigate

the skills which students want to develop more. The options also

contained the areas of grammar and vocabulary as these are the

focus of teaching in the presently prevailing curriculum. Teaching

of grammar focuses on telling the students about language and its

rules resulting in learning the facts about language (Nunan 1999).

Vocabulary in the presently prevailing curriculum is presented in the

form of de-contextualized isolated items. Majority of the students

expressed their desire for improving their speaking skills:

Figure 3.6

Preference pattern of students for various language areas

(Question 5)
Grammar
3.82 % Vocabulary
5.09 %
Writing Listening
5.73 % 7.64 %
Reading
3.82 %
Speaking
73.88 %

The responses in favour of ‘speaking’ can probably be interpreted as

a result of the reaction against the prevailing traditional approach

which does not prioritize the development of learners’ speaking

skills, and Robison’s (1995:105) explanation regarding the

importance of speaking skills for students that ‘in many students’

opinion oral proficiency is the best indication of mastery of a

language’ seems to be very valid in this context also. A student

replicated this phenomenon in the following words (translated from

Urdu):

‘My cousins, when I meet them in vacations, expect me to speak to

them in English because I study in an elite English medium

institution but I can not speak more than a couple of sentences and

they jeer at me. Though they know that a couple of my essays have

been printed in the school magazine but they say that I do not know

any English because I can not speak’.

Question 6 investigated students’ belief about the focus of English

language teaching on skills and 54.14 % expressed the opinion that

English language teaching should focus on the teaching of all four

skills.

Figure 3.7

What do you think English language teaching should focus on?

(Question 6)

Listening & Speaking

40.76 %
All four skills
54.14 %

Reading &
Writing
5.09 %

3.6.4. Importance of Language Skills

Question 5 and 6 also provided an insight in students’ beliefs about

the importance of certain language skills for them. The options in

question 5 presented the four language skills and also grammar and

vocabulary as additional options. These two areas are presently the

focus of ELT in PSBS curriculum. Listening and speaking together

were opted by 81.52 % of all the respondents as compared to

reading and writing with 9.55 % of responses together, and grammar

and vocabulary with 8.91 % of the responses (Figure 3.8).

Figure 3.8

Importance attached to language skills as indicated by Question 5

Reading &
Writing
Grammar & 9.55 %
Vocabulary
8.91 %

Listening &
Speaking
81.52 %

Similarly, in question 6, the responses to the option of listening and

speaking are 40.76 % as compared to 5.09 % of the responses for

reading and writing. Thus indicating a greater importance attached

to the skills of listening and speaking by the students.

Figure 3.9

Importance attached to listening & speaking compared to reading

& writing as indicated by Question 6

Reading &
Writing
5.09 %

Listening &
Speaking
40.76 %
3.6.5. Preferred Learning Styles & Strategies

Question 16 and 18 intended to find out students’ preferred learning

styles and strategies. 91.08 % of the students preferred their active

role in the class room by participating in a lot of learning activities,

pair work/group work, games and projects as compared to 8.91 %

who preferred a passive role and a class with no activities.

Question 18 elicited 32.48 % of responses for a learning style

involving problem solving and 36.30 % of responses for a learning

style where the learner prefers to get information for himself. 15.28

% preferred learning by memory and 15.92 % preferred copying

from the board.

Figure 3.10

What kind of class do you like? (Question 16)

Teaching only by the teacher

& no activities by the
students
8.91 %

A class with lot of activities,

pair/group
work and projects
91.08 %
Figure 3.11

Do you like learning by? (Question 18)

By By copying from the

memory board
15.28 % 15.92 %

By getting information
yourself
By problem
36.30 %
solving
32.48 %

3.6.6. Patterns of Learner-learner Interaction

Question 17 investigated the preference for classroom interaction

patterns. 85.98 % of the students preferred pair and group work

interaction pattern as compared to working alone.

Figure 3.12

How do you prefer to do learning activities in the class?

(Question 17)

Preference for working

alone
14.01 %

Preference for working in pairs

or groups
85.98 %
3.6.7. Role Relationship

Questions 15 and 25 examined students’ preferences for the role of

the teacher in the classroom. Question 15 was in the form of

multiple-choice and question 25 was in scaled form and was aimed

at finding students’ attitude towards teacher’s giving up his

traditional role. A total of 59.87 % respondents to question 15 opted

for the role of teacher as guide and facilitator.

Figure 3.13

Pattern of preference for the role of teacher (Question 15)

No
response Preference for
Preference traditional role of
1.91 %
for the role teacher as someone
of teacher as in control of
a facilitator everything in class
and guide 38.21 %
59.87 %

Responses to question 25 established students attitude to the

traditional (up-front and in control) and modern (facilitator and

guide) role of the teacher. 52.86 % ‘strongly agreed’ and 31.84 %

‘agreed’ that the teacher should abandon his traditional role (Figure

3.14).
Figure 3.14

Pattern of attitude to teachers’ assuming modern role

(Question 25)
Strongly disagree
3.18 %
Disagree
3.82 %
Neutral
8.28 % Strongly
agree
Agree
52.86 %
31.84 %

3.6.8. Preference for Teaching Learning Activities

Question 16 established the pattern of students’ preference for

teaching/learning activities. 91.08 % preferred activities like role

play, games, and projects as compared to passive learning and no

activities by the students in the class (Figure 3.10).

Students’ preference for the kind of classroom interaction which

involves a lot of activities, where students are involved in tasks,

where teacher relinquishes his control and an opportunity for

student-student interaction is generated has also been supported by

personal observation, experience and telephonic conversation with

colleagues in PSBS.

Personal observation is that whenever students were involved in

tasks they displayed greater degree of enthusiasm and participation

and learning would improve.

A colleague made the following comment in this context (translated

from Urdu):
‘From time to time I try to generate some kind of activity in the

classroom in which they (students) are required to carry out some

task. I feel that it suddenly results in a totally new atmosphere in the

classroom. Even, otherwise the most passive and dull students

brighten up and become very active to my surprise. This is not like

this when I am teaching from the front of the classroom and they are

just listening to me and taking notes. It is like going through a bore

ritual and many of them just try to go through the motion without

really learning anything’.

3.6.9. Attitudes, Beliefs and Diagnostic Questions about Present

Curriculum

The questionnaire also posed certain questions to get an insight into

students’ attitudes, beliefs and some diagnostic questions.

These questions were included in the questionnaire to find the truth

or otherwise of certain assumptions which emerged during

telephonic conversation with PSBS teachers carried out for the

purpose of the preparation of the questionnaire. These assumptions

were:

 Students find the contents of the course book boring and easy as

compared to the course book used in the middle school (grade 6-8)

and this results in a plunge of interest both in the English classroom

and towards English as part of the curriculum despite the fact that

students are fully aware of the importance of English (also proven

above Figure 3.5). The course book used at secondary level is a

locally prepared textbook which is also a text book used in

vernacular-medium schools where the level of students’ English is

quite low as compared to the students of PSBS students. The

course book used during middle school years is authored by an ELT

expert D.H. Howe and printed by Oxford University Press and has

material suitable for Pakistani education context.

 Loss of interest and decline in the quality and level of contents

result in little improvement of the language.

 English, being a medium of instruction for science subjects, has

an effect on the students’ performance in these subjects. Thus one

way to improve interest in the study of English language is to teach

it as a tool for the study of science subjects and thus take ELT in

PSBS to the domain of ESP and include topics and contents related

to science subjects.

 Interest can also be improved if the prevailing traditional

approach is discarded and modern approach is introduced which

may be more compatible with the needs of the students.

Thus, Question 11 asked students’ opinion about the contents of the

present English course.52.22 % expressed the opinion that these are

boring. Here it merits mention that English course in Pakistan is a

jargon phrase used for English textbook. An effort was made to

further probe the reasons for students’ reasons for considering

contents of English textbook boring. Informal telephonic

conversation with six students (one each from the participating

institutions) revealed the following factors leading to this conclusion

on part of the students:

 The contents are not very relevant to the needs and use of the

students. These are much below the present level of language

proficiency of the students and thus pose no challenge for them.

 All lessons follow a monotonous pattern. There is no variety in

lessons or exercises. All lessons focus on vocabulary and grammar.

Teachers just talk while delivering their lessons and there is little

participation by the students.

 Printing is drab.

 There are no activities involved in the lessons or exercises.

Figure 3.15

How do you find the contents of your course? (Question 11)

Did not
Not sure answer
5.09 % 7.64 % Interesting
35.03 %
Boring
52.22 %

Question 12 asked students’ opinion about the difficulty or

otherwise of the secondary school English syllabus as compared to

middle school English syllabus. 78.98 % were of the opinion that

the contents are easy. 17.19 % were of the opinion that the contents
are difficult. Thus, the assumption that the contents of English

course do not pose any challenge for the students, proved to be true.

Figure 3.16

How do you find the contents of your English syllabus?

(Question 12)
Not sure Others
3.18 % 0.63 %
Contents are
difficult
17.19 %

Contents are easy

78.98 %

Question 13 was aimed at knowing students perception of

improvement or otherwise of their English proficiency. 56.68 %

thought that it is not improving. This proved the assumption that

present English syllabus is not improving the desired proficiency

students to their desired level.

Figure 3.17

Students’ perception of improvement in their level of English

(Question 13)

Others
Not sure 7.64 % English level is
12.73 % improving
22.92 %

English level is not

improving
56.68 %
Question 14 investigated students’ opinion about the areas of

language learning which is being improved as a result of learning

under the present ELT lessons. 45.22 % were of the opinion that it is

improving their grammar and vocabulary, whereas 40.12 % thought

that it is improving their reading and writing. This is contrary to

students’ desire that they wish to improve their speaking skills and

the importance they attach to speaking and listening skills as

compared to grammar/vocabulary and reading/writing (Figures 3.6,

3.8, 3.9).

Figure 3.18

Areas which are improving as a result of present EL lessons

(Question 14)

All areas
are Listening &
improving Speaking are
improving
7%
7.64 %
Vocabulary &
Grammar are Reading & Writing
improving are improving
45.22 % 40.12 %

Question 22, posed in a scaled form, investigated students’ belief

about the role of English in the study of science subjects and the

relation of English proficiency level to performance in these

subjects. 28.02 % and 40.12 % ‘strongly agreed’ and ‘agreed’

respectively that proficiency level in English plays a role in

performance in science subjects.

Figure 3.19

Perception about the role of English proficiency in good performance in

science subjects (Question 22)

Strongly
disagree
Disagree 3.18 % Strongly
17.83 % agree
28.02 %

Neutral
10.19 % Agree
40.12 %

Question 19 examined students’ attitude to the role of ELT as a tool

for the study of science subjects.31.21 % and 40.12 % ‘strongly

agreed’ and ‘agreed’ respectively that it should have a role. This

manifested the presence of a positive attitude.

Figure 3.20

Role of English as a tool for the study of science subjects

(Question 19)

Strongly
Disagree disagree
10.19 % 6.36 % Strongly
Neutral agree
12.10 % 31.21 %

Agree
40.12 %
However, students’ attitude, to the inclusion of topics from the

fields of science subjects as course contents, proved to be negative

as indicated by the responses mustered by question 21 and this is

contrary to the assumption that it will contribute to increasing

students’ interest in EL learning.

Figure 3.21

Attitude to inclusion of science topics as course contents

(Question 21)

Strongly
agree
Agree
Strongly 14.01 %
15.28 %
disagree
37.57 %
Neutral
Disagree 10.19 %
22.29 %

Question 23 and 24 tried to establish students’ attitude to teaching

through a modern approach. The aim was, also, to assess the

readiness of the students for a change in the teaching approach.

Students were asked their opinion regarding the adoption of a

modern approach by the English Language (EL) teachers (Question

23). 66.87 % expressed their strong opinion for adoption of a

modern approach whereas 25.47 % agreed to the suggestion (Figure

3.22).

Question 24 elicited response from the students about their belief

regarding the role of modern approach in contributing to the

improvement their English proficiency. 50.95 % ‘strongly agreed’

and 29.29 % ‘agreed’ that their English language learning can

improve if taught through a modern approach as compared to

traditional approach (Figure 3.23).

Figure 3.22

Students’ approval pattern for adoption of modern approach by

teachers (Question 23)

Disagree Strongly
Neutral 3.82 % disagree 0.63 %
3.81 %

Agree
25.47 % Strongly agree
66.87 %

Figure 3.23

Students’ reaction pattern to the suggestion that their EL learning

can improve if a modern approach is applied (Question 24)
Strongly
Disagree disagree
5.09 % 3.18 %
Neutral
11.46 %
Strongly agree
50.95 %
Agree
29.29 %
3.7. FINDINGS OF NEEDS ASSESSMENT

The purpose of this study was to discover the EL learning needs of

the students of PSBS and then suggest an appropriate approach in

the light of these needs and students’ attitude, beliefs and opinion.

The response pattern to the questionnaire helps in interpreting them

in certain needs of the students.

The findings are presented in two parts, firstly the needs of the

students are established and then these needs are matched against

the elements of the traditional approach and communicative

approach to find out which approach is more conforming to the

needs of the students.

The conclusions related to interpretations about the needs of the

students are presented in the core areas of present and future

domains of language use, learning preferences, learning styles,

classroom interaction and learning activities, and role relationship.

Conclusion 1: The present and future domains of language use are

school curriculum and advancement in future professional life

(Harmer 1991:1) as suggested by the results presented in Figures

3.1, 3.2, 3.3, and 3.4. Thus it can be inferred that the ‘mastery of

language’ is considered instrumental (ibid:4) in making good

progress in studies (thus present needs) and in getting a good job in

future and also making good progress in future career (thus target

situation needs) (suggested by the results in Table 3.1, 3.2 and

Figures 3.1, and 3.19). This factor suggests that the motivation for

EL learning among these students is extrinsic.

Harmer (1991:4) suggests that in the case of extrinsic motivation

external factors can have an effect on students’ motivation for

language learning in a negative way, and language learning

environment needs to be supportive and encouraging to the students

in order to help students view language learning experience in a

positive way. It will not be amiss to include needs-appropriate-

approach as one of the factors and thus establishing the need for an

approach which is more consistent with learning needs of the

students. This will help in making EL learning more pleasant

because “the atmosphere in which a language is learnt is vitally

important: the cold greyness of institutionalised education must be

compensated for in some way if it is not to have a negative effect on

motivation” (Harmer 1991:5) and also because “learners bring

preconceptions of what teaching and learning should be like. These

constitute a set of learning, which when unrealized can lead to

learner confusion and resentment” (Richards & Rodgers 2001:166)

Conclusion 2: The students need to learn all the four skills of

language as compared to grammar and vocabulary. Speaking is

more preferred as compared to the skills of listening, reading and

writing (Figure 3.6). Greater importance is attached to the skills of

listening and speaking (Figure 3.8). Thus an order of learning

preferences for language skills can be established individually and

in pairs (Figure 3.24, 3.25).

Figure 3.24 (Learning Preferences for Language Skills)

First preference Speaking

Second
preference Listening

Third
preference Writing

Fourth
preference Reading

Fifth preference Vocabulary

Sixth preference Grammar

Figure 3.25 (Learning preferences for Paired Language Skills)

Listening &
First preference Speaking

Second Reading & Writing

preference

Third Grammar &

preference Vocabulary

The order of preferences indicates a need for developing

communicative abilities of the students firstly in the areas of

speaking and listening and secondly in the areas of reading and

writing.

Conclusion 3: Students need a classroom environment which is

supportive to their active participation by introducing pair and group

work, and activities like games, role play, and projects. They need to

learn language by solving problems and getting information for

themselves and actively using language (Figure 3.10, 3.11)

Conclusion 4: Students need a change in role relationship and their

status. They need a class where they are at the centre and the role of

the teacher is that of a facilitator and guide (Figures 3.10, 3.11, 3.13,

3.14).

Conclusion 5: They need course material in the field of general

English. The course material needs to be interesting to these

students by incorporating variety in material, integrating the four

skills, tasks and activities in the form of an illustrated course-book.

It should contribute to the improvement of their language

proficiency by focusing on the development of communicative

ability and higher than their present level of English proficiency

(Figures 3.6, 3.7, 3.8, 3.15, 3.16, 3.17, 3.18, and 3.21).

Conclusion 6: Students attach great importance to the study of

English. They believe that present approach and course material is

not contributing to the improvement of their English. They have a

favourable opinion to the suggestion that a modern approach can be

helpful in improving their learning of English and that it should be

adopted (Figures 3.5, 3.19, 3.22, 3.23).

3.8. INTERPRETATION OF NEEDS INTO AN APPROACH

The following table is presented to help in matching the needs of the

students with the elements of communicative approach and

traditional approach. This will also help in interpreting these needs

in an appropriate approach suiting the kind of learning desired by

the majority of the students who participated in data collection.

Table 3.3

Elements of Elements of Students’ Which

Traditional Communicative Needs approac-
Approach (TA) Approach (CA) h
matches
needs:
CA or
TA
Content & Content & Students need
methodology is methodology an approach
decided with match learner matching their
reference to the needs within the needs in the
classroom rather classroom and class and CA
than with beyond beyond
reference to classroom. classroom to
students’ real (Nunan 1999) make
communicative- language
nees. learning more
(Nunan 1999) relevant thus
promoting
interest and
learning
(conclusion 1).
Learners are Learners are Students need
passive and facts actively involved to participate
about language in language use actively in CA
are taught (ibid). (ibid) learning
activities and
language use
(conclusion 3)
The focus is on Grammar and Students need
grammar and vocabulary are to develop CA
vocabulary and taught communicativ
little use of the communicatively e competence
target language so learners can (conclusion 2
for use the grammar & 5)
communication to express
(Celce-Murcia different
2001). Grammar communicative
taught is meanings thus
restricted to the developing
sentence level communicative
(Tickoo 2003). competence
(Nunan 1999).
Classes are Teacher is Students need
teacher-centred facilitator and the role of
thus suggesting guide (Breen & teacher where
the role of Candlin 1980) he is in the CA
teacher as some class as a
one who facilitator and
guarantees guide
learning ((Tickoo (conclusion 4)
2003) and a role
of the teacher in
control of every
thing in the class.

Memorisation is Problem solving Students need

encouraged. tasks are a key to be involved
Learners work feature (Richards in problem CA
alone sitting in & Rodgers solving tasks
rows facing 2001). Learners and work in
teacher (Nunan work in small pairs and
1999). groups and pairs groups
(Nunan1999). (conclusion 3)
Classes are Students often Students need
without any engage in to participate
kind of various kind of in activities CA
activities. activities (Celce- and language
Murcia 2001) learning
like role play, games
games and (conclusion3)
projects
Of the four Skills are Students need
skills reading is integrated and all a focus on all CA
given priority four skills four skills
(Tickoo 2003). receive attention (conclusion 2)
(Celce-Murcia
2001)
 Learners have to Learners use a Students
rely only on the specially written, need a well
text-book as an well illustrated illustrated CA
aid to language book course book
learning (Nunan 1999). having a
(Nunan 1999) variety of
material,
tasks and
activities
(conclusion 5)

Thus in the light of this comparison the approach, consistent with

the needs of the students, is Communicative Approach.

3.9. TEACHERS’ ATTITUDE TO CA

Teachers and their attitude play a crucial role in determining the

implementation of any approach (Karava-Doukas 1996:188). This is

due to the fact that the implementation of a new approach will be in

competition with well-established theories of language teaching and

learning, which are the product of previous teaching and learning

experiences, prejudices and beliefs (ibid). Thus in the context it is

suitable to present the results of the survey conducted among the

teachers of PSBS to get an insight in their attitudes and beliefs about

CA. The survey was in the form of a scaled questionnaire and

results are presented without being subjected to any statistical

analysis but these still help in forming a judgement about the

attitude of the teachers as favourable or unfavourable. The questions

related to CA tried to investigate the attitude of the teachers in

various areas like error correction, group and pair work, fluency and

accuracy, and role relationship.

3.9.1. Teachers’ Response Pattern

The following presentation, though brief in nature clearly

demonstrates the attitude of the majority of the teachers to

communicative approach. The aim is to discover whether teachers

have a favourable attitude to CLT and to ascertain the acceptance or

otherwise of CLT by these teachers. The responses under ‘strongly

agree’ and ‘agree’ are gathered under ‘favourable’ responses and

those under ‘disagree’ and ‘strongly disagree’ are gathered under

‘unfavourable’ for presentation in charts below.

Question 1

Teaching should focus on fluency rather than accuracy.

Strongly Agree Neutral Disagree Strongly
agree 10/30responses 3/30 4/30 disagree
8/30 responses responses 4/30
responses responses
No response: 1

12

10

2 Favourable Neutral Unfavourable

0
Question 2

Student should be at the centre of knowledge transmission. Teacher

should be their facilitator.
Strongly Agree Neutral Disagree Strongly
agree 12/30responses 01/30 00/30 disagree
16/30 responses responses 00/30
responses responses
No response: 1

18
16
14
12
10
8
6 Unfavourable
Neutral
4 Favourable
2
0
Question 3

Teacher should strongly encourage the students to learn by themselves

through struggling to communicate.
Strongly Agree Neutral Disagree Strongly
agree 12/30 01/30 02/30 disagree
15/30 responses responses responses 00/30
responses responses

16

14
12

10
8
Favourable
6
4
Unfavourable
2 Neutral

0
Question 4

Teacher should spend a lot of time on role play/ games for learning/
group and pair work instead of just teaching and students only
listening.
Strongly Agree Neutral Disagree Strongly
agree 17/30responses 00/30 02/30 disagree
11/30 responses responses 00/30
responses responses

18
16
14
12
10
8
Favourable
6
4 Neutral
2 Unfavourable
0
Question 5

Teacher should not correct students’ mistakes unless these cause

communication breakdown
Strongly Agree Neutral Disagree Strongly
agree 11/30 02/30 11/30 disagree
03/30 responses responses responses 02/30
responses responses
No response: 1

12

10

6
Unfavourable
4
Favourable

2 Neutral

0
 Question 6

Communicative language teaching is the best approach for your students.

Strongly Agree Neutral Disagree Strongly
agree 14/30 02/30 00/30 disagree
13/30 responses responses responses 01/30
responses responses

16

14
12

10
8
Unfavourable
6
4
Unfavourable
2 Neutral
0
Question 7

ELT and syllabus should focus on developing all four skills.

Strongly Agree Neutral Disagree Strongly

agree 14/30 00/30 00/30 disagree
16/30 responses responses responses 00/30
responses responses

18
16
14
12
10
8
Favourable
6
4
Neutral
2
Unfavourable
0
Question 8

English classes should be full of activities like role play, games,

projects, pair/group work.
Strongly Agree Neutral Disagree Strongly
agree 22/30 00/30 00/30 disagree
08/30 responses responses responses 00/30
responses responses

25

20

15
Favourable
10

5 Neutral Unfavourable

The responses of the teachers lead to a conclusion that majority of

them favours the features of communicative approach and one can

assume that CLT if implemented in PSBS will find the kind of

ownership among these teachers necessary for successful initiation

of implementation of any change or innovation.

3.10. CONCLUSION

The analysis of data collected through a sample group of PSBS

students and teachers has clearly indicated that there is strong and

homogeneous bias towards CLT. The students desire the kind of

learning culture which CLT can provide and teachers also favour the

elements of CLT. Therefore the initiation of implementation of CLT

may not be accompanied by the kind of problems which

characterised its implementation in other Asian countries.

Accordingly the hypothesis made at the beginning of this chapter

proves to correct. However, these conclusions are limited to a

specific group of students and teachers in a specific context of

PSBS, therefore the conclusion may not taken as an indication of

acceptance and ownership by students and teachers in other systems

of school education prevailing in Pakistan. A separate study may be

required for this purpose.

 CHAPTER 4: RECOMMENDATIONS

This chapter tries to investigate the reasons behind teachers’ not

practising CLT despite having a positive attitude towards it. The

findings of this investigation form the basis for making

recommendations for facilitating the practice and introduction of

CLT in PSBS. The chapter closes on taking account of limitations of

this study and a conclusion of the whole study.

4.1. FACTORS HINDERING THE PRACTICE OF CLT

As concluded in the last chapter the results of needs analysis

manifested a strong and homogeneous bias for CLT both by

students and teachers. Consequently, there is a need for making a

shift from ‘inflexible’ and ‘rigid’ curriculum and learning prevailing

in Pakistan (ICG 2004:3,17) to a learner-centred approach, which

‘implies taking into account the needs and expectations of all the

parties involved in the learning process when designing courses and

selecting methodology’ (Hutchinson & Waters 1984:108). To

achieve this end in ELT in PSBS, CLT probably can be an

instrument.

However, the question emerges that having a positive attitude

towards CLT, why teachers do not practice communicative teaching

in the classroom and therefore a need to determine the factors which

hinder teachers from adopting communicative methodology in the

classroom. To find an answer to this question again telephonic

conversation with teachers in PSBS was used as an instrument.

Effort has been made to get views of teachers from all participating
institutions. Following are representative excerpts from the

conversation held with various teachers to determine the factors

which are hindering these teachers from practising teaching

communicatively (translated from Urdu).

Teacher 1

‘I do not have any formal training in teaching communicatively. So I

feel diffident in resorting to teaching through a less teacher

controlled way because it may cause classroom management

problems for me.’

Teacher 2

‘I do not want my students to score less in the examination. In exam

it is only writing, so why should I do things in the classroom which

has no link with the exam. If they get less (score) because I teach

them the way which has nothing to do with the exam they will suffer

all their life and curse me’

Teacher 3

‘The annual exam tests their knowledge of the textbook only and

how well they have done the exercises at the end of each chapter.

There is nothing in the textbook which demands teaching through

communicative method. I do not see any scope of teaching through a

new method with a textbook like this. It is mostly memorisation

which can help my students in getting a good knowledge of the

textbook and thus they can get good marks in the examination.’
Teacher 4

‘The time in the timetable for English class is very short; you have

only 40 minutes to finish your lesson. If I try to conduct activities I

need more time to finish my lesson in the same class for the same

day. I do not want to take the risk of not finishing my syllabus.’

Teacher 5

‘I do not know what communicative techniques are, I saw my

teachers teaching me like this so I adopted the same model, I go to

the class deliver the lesson and then solve exercises for my students

on the board which they copy, give them some homework to do and

that’s all.’

Teacher 6

‘I think the problem for me is the book. There are no activities, no

exercise to practice the speaking or listening skills, only one or two

exercises for pronunciation how can you expect someone to do CLT

when federal board has prescribed a book like this.’

Teacher 7

‘You know yourself that in boarding schools apart from teaching in

the morning we have many other things to do. I have three sections

daily to teach, then I am also a housemaster and thus in the evening

I am busy with this job, how can I teach through communicative

method when I do not have time to prepare my lessons for the next

day. I teach the way I do now because I do not have to prepare

anything special for my lessons.’

These excerpts help in identifying the problems which, despite the

teachers’ having a positive attitude, pose a challenge for them to

adopt CLT. Following is a list:

 The elements of examination and textbook do not support the

practice of CLT.

 The time for English classes in the school timetable is not

sufficient.

 The teachers do not have the required training to practice

communicative methodology.

 English language teachers have non-teaching responsibilities also

and thus do not have enough time to prepare their lessons.

4.2. RECOMMENDATIONS

Having identified the above mentioned problems, which are typical

of any situation where a change from traditional approach to

communicative approach is under consideration, the following

recommendations are made for the implementation of CLT in PSBS.

Changing the Textbook: Textbook is a universal element of ELT

teaching (Hutchinson & Torres 1994:315). Textbooks are

responsible for creating a kind of dependency culture among

teachers and learners (Littlejohn cited in Hutchinson & Torres

1994:315). This influence of textbook on the classroom practice is

manifest in PSBS as reflected through some of the excerpts quoted

above.

The textbook used in PSBS is prescribed by Federal Board of

Intermediate & Secondary Education, Islamabad (FBISE), which is

responsible for devising curriculum and conducting examination

throughout the country (Christie & Afzal 2005:2). A lesson from the

textbook is included in the appendix 4. The textbook pattern is

based on the principles of grammar-translation method and therefore

has a bearing on the classroom teaching method of the teachers. The

emphasis is on reading comprehension of the given lessons, de-

contextualised vocabulary items learning and grammar. Speaking

and listening or interactive reading and writing is ignored.

The textbook to be adopted needs to be based on communicative

principles of language teaching. The contents of the book should be

such as to facilitate teaching and learning through communicative

approach. This will have a direct effect on the classroom

procedures. The teachers may adjust their method of conducting

their classes according to the principles followed in the designing of

the textbook. This will also result in the adoption of a textbook

which is in harmony with the needs of the students and they may

find its contents more interesting as contrary to the present textbook.

Examination Reforms: The influence of testing on teaching and

learning is known as backwash (Hughes 1989:1). If the content and

technique of a test are at variance with the objectives of the course

such a backwash is known as harmful backwash (ibid). It is an

important factor in classrooms in the contexts where examinations

play a dominant role (Prodromou 1995:13). ‘Many teachers, trapped

in an examination preparation cycle, feel that communicative and

humanistic methodologies are luxuries they cannot afford’ (ibid: 14).

The truth of this statement is clearly reflected in the views of some

of the PSBS teachers quoted above. The objectives defined by

FBISE, of English syllabus support a communicative practice and

are focused on developing all four skills (FBISE 2007). The

examination, however, is textbook based and mainly on the

questions at the end of each chapter (Shah & Afzal 2004:3),

therefore by implication an exam based on the a textbook which is

designed on the principles of grammar-translation method. There is

no segment in the examination paper to test speaking, listening or

even writing and reading skills in the true sense. Though the

document of FBISE (2007) stating the objectives of the English

syllabus also has one objective as developing the ability of the

students to ‘Communicate fluently in English in simple authentic

situations’ followed by twenty-four objectives related to

development of listening and speaking skills but in the textbook as

well as in the examination no provision is made for teaching and

then testing these skills (Khan 2007). Therefore, FBISE apart from

devising course materials supportive of CLT practice in the

classroom should also reform the examination and bring it in line

with principles of communicative language testing and the laid

down objectives of English syllabus. The following examination

assessment package is suggested:

 Component 1 Objective paper testing discrete
points of grammar, vocabulary,
usage etc. Answer on optically
scanned sheets.
Component 2 Test of reading and writing
Section 1 Reading tasks
Section 2 Writing tasks
Component 3 Listening test
(using pre-recorded texts on
audiotape or via broadcast)
Component 4 Test of speaking through
interviews with interlocutor

(The World Bank Group cited in Khan 2007)

Training of Teachers: The ability of teachers to give a shape to a

methodology in practice can probably play an important role in the

implementation of a new methodology. CLT places certain demands

on teachers in his role as a guide, manager and facilitator. Teacher

has to involve him/herself in a wider range of roles (Hedge

2000:63). H/she has to manage learning by ‘setting up activities,

organizing material resources, guiding students in groupwork,

encouraging contributions, monitoring activities, and diagnosing the

further needs of students’ (ibid). All these demands means a well

trained teacher who has good understanding of CLT and is well

adept in practicing CLT techniques in the class thus being able to

satisfy all the demands of a communicative teacher’s role. For

successful initiation of the implementation of CLT in PSBS in-

service training needs to be arranged for those teachers who have no

training in teaching through CLT. This should be followed by a

period of supervision, observation and mentoring by trainee teachers

for all teachers of English language.

Training of Learners: Learners, in a CLT class, have to develop

more responsibility and show more initiative in their learning

process (Bassano 1986:13). This is in contrast to a traditional

approach where learner is dependent, for most of his learning, on

teacher. In a shift from teacher-centred approach to a learner-centred

approach this can result in unproductive learning experience for the

learners as this new style of learning may be in conflict with the

previous learning style of the learners. There is a need to prepare

learners for such an experience where they can take control of their

own learning. Thus, apart from training teachers for teaching

through CLT, students of PSBS should also be trained to assume

their new role as learners and can take responsibility for their own

learning.

Administrative Measure: Some measure need to be taken by the

administration of PSBS to facilitate practice of CLT in English

language classes. The time for English classes needs to be extended

reasonably as 40 minutes are insufficient for setting activities,

groupwork and pair work. Instead of having a class of English daily,

it can be arranged twice or thrice a week. This will help in

lengthening the time for English class, and provide teachers more

time for preparing their lessons, planning activities, and arranging

materials. Wherever possible, English language teachers should not

be encumbered with non-teaching activities. Rooms, where English

language teaching classes are taught should be furnished with proper

furniture, necessary equipment like OHP, cassette players, TV and

VCP or DVD player. If possible they should be at a location slightly

removed from the main stream classes so that other classes are not

disturbed if there is a noise during pair and groupwork. This noise

can be anticipated because the learners are teenagers and they may

feel excited during certain activities. However, this factor can be

countered by training the students for participation in pair and

groupwork.

Version of CLT: Initially an eclectic approach and weak version of

CLT may be adopted, slowly and gradually changing it to a strong

version. This is to pre-empt any difficulties that teachers who are

new to CLT may face, as a strong version of CLT is more

demanding for the teachers as well for conducting and designing a

standard examination.

Continuous Needs Analysis: The process of NA should be repeated

at intervals. This will provide a feedback on the effects of the

change to CLT on learners and teachers and concurrently help in

attuning the language teaching programme further to the needs and

expectations of learners and teachers.

4.3. LIMITATIONS OF THE STUDY

Any study which involves an evaluation of attitudes, perceptions

and beliefs there is a possibility that people may answer questions

with an intention to save face. The same possibility also exists for

this study. This study has probed the choices of the students and

attitude, beliefs and perception of teachers. To know whether the

responses are true or just an effort to save face, there is a need to use
multiple sources for collecting data to verify the responses. This

could not be done because of the time span available and the spatial

distance between UK and Pakistan.

This study has revealed students choice for the elements of CLT and

teachers’ positive attitude towards the same. These are very crucial

factors; however, the implementation of change is a very complex

affair, which involves many other factors apart from the choice of

the learners and attitude of the teachers. Therefore, prior to

introducing any change or innovation, the influence and interaction

of all these contextual factors need to be taken into account. The

role of learner and teacher is limited to classroom only but

classroom is a part of social and cultural context (Tudor 1996:134).

The systems which influence classrooms are cultural, political,

administrative, educational and institutional (Kennedy 1988:332)

and it may not be possible to introduce any innovation in the

classroom unless that innovation works constructively with these

systems (Tudor 1996:134). This implies a need to study and

evaluate the interaction of these factors with intended innovation. In

the case of PSBS, these schools are part of education system run by

Ministry of Education of the Government of Pakistan. They are

following a national curriculum. Thus the elements, other than the

choices of the students and views of the learners, which need to be

evaluated, are educational and institutional. The view and opinion of

the decision makers need to be evaluated whether they are ready for

an innovation in ELT in PSBS. Further, instructional culture

existing within each of these schools also needs to be taken into

account. The effect of adopting CLT for English language teaching

classes on other subjects and their classes should also need to be

considered. It may have an effect on students’ expectations from

teachers of other subjects which these teachers may not be ready to

satisfy.

Another issue is that of resources. Being part of larger educational

system, on macro level PSBS have to share resources available

within the education budget of the government of Pakistan and on

micro level ELT has to share resources with other subjects within

the schools. Will the government be ready to allocate special and

increased amount in the budget for the English language teachers

training, provision of necessary equipment, library material and

other required facilities, is also a question.

Apart from this the motivation of the teachers also need to be

considered, whether they are ready to practice CLT with all its

demands, which it places on a teacher, with present salaries because

expressing a favourable view for an ideal practice is different from

actual application of that practice.

Further, the question whether it will be possible for FBISE to

introduce a separate ELT syllabus and examination system within

the national curriculum for PSBS also needs to be investigate.

Therefore, a detailed means analysis involving all these educational,

institutional, administrative, political and cultural factors before

introducing a change to CLT in PSBS is recommended. The means

analysis should have the underlying principle of not taking the

above stated difficulties as constraints but as local features and how

to introduce CLT in a way where it interacts constructively with

these local constraints (Holliday 1994a).

4.4. CONCLUSION

This study has probed the possibility of implementing CLT in PSBS

in the backdrop of status of English internationally and in Pakistan,

and the developments in the field of ELT. The data analysed

revealed that the learning needs of the students can be satisfied by

CLT and teachers also has a positive attitude towards CLT. Finally

agents of change have been identified and recommendations for

initiating this innovation made. However, the study of attitude,

opinion, and beliefs at these two levels is not enough as

implementation of any change in a wider education system is a

complex affair involving many elements and levels. Therefore, there

is a further need for studying and probing the interaction of these

elements and factors with the intended change and suggesting ways

where this interaction can be constructive.

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Arnold
APPENDICES
 APPENDIX 1

STUDENTS’ QUESTIONNAIRE

Please read the questions and response options carefully and put a cross in
front of your response.

1-Why do you need to study English?

To speak to foreigners in Pakistan/abroad
To speak to your friends and family
To pass exams
For higher education
For success in future professional life
others

2-When do you use English?

When studying
When socialising
At home
Others

3-You use English more for

Studying
Socialising
At home
Others

4-In future I shall be using English for

Higher studies
socialising
At home
In my future job/career
others
5-Which of the following areas do you wish to develop more?
Listening
speaking
reading
writing
Grammar
Vocabulary

6-What do you think English language teaching should focus

on?
Listening & speaking
Reading & writing
All

7-Do you think if a student’s level of English is not good it can

have
A good effect on his academic
performance
A bad effect on his academic performance
No effect at all on his academic
performance

8-My knowledge of English

Will help me in successful completion of
higher education
Will not help me in successful completion
of higher education
Will play no role at all

9-My knowledge of English

Will help me in making a good progress
in my future career
Will not help me in making a progress in
my future career
Will play no role at all
10-Do students in your class face difficulty in studying content
subjects like physics, chemistry, maths, and computer science
because of their poor English?
Many face a lot of difficulty
Many face a little difficulty
They face no difficulty

11-How do you find the contents of your English course?

Interesting
Boring
Not sure
Other

12-How do you find the contents of your present English

syllabus as compared to your middle school syllabus?
Easy
Difficult
Not sure
Others

13-Do you think the present English syllabus is helping in

improving your English language any further?
It is improving
It is not improving
Not sure
Other

14-My lessons in English language teaching mainly focus on

improving
My listening and speaking skills
My reading and writing skills
My vocabulary and grammar
All

15-What kind of role do you like your teacher to have?

As a person in control of everything in the
class
As some one who does not control every thing
but helps and guides you in learning
16-What kind of English class do you like?
Teacher just teaching, students listening and
no activities by the students
Students are actively participating and are
involved in a lot of learning activities like role
play/games leading to learning/group and pair
work/projects

17-How do you prefer to do learning activities in the class?

Alone
With a friend or group of friends

18-Do you like learning?

By memory
By problem solving
By getting information yourself
By copying from the board

19- Do you think English language teaching should serve as a tool in

helping you to study your content subjects like physics, chemistry,
maths, computer science? Circle one from the following.

Strongly agree/ agree /neither agree nor disagree/ disagree/ strongly disagree

20-Would you like English to be taken away from school curriculum

because you do not find the present syllabus and the way of
classroom teaching helpful in fulfilling your needs of English? Circle
one from the following.

Strongly agree/ agree /neither agree nor disagree/ disagree/ strongly disagree
 21-Will you find your English language course more interesting if it
has lessons with topics from the areas related to subjects like physics,
chemistry, maths, computer science and business studies? Circle one
from the following.

Strongly agree/ agree /neither agree nor disagree/ disagree/ strongly disagree

22-Do you think students in your class can perform better in their
science subjects if their English language, relevant to the areas of
content subjects like physics, chemistry, maths, computer science
improves? Circle one from the following.

Strongly agree/ agree /neither agree nor disagree/ disagree/ strongly disagree

23-Our teachers should adopt a modern method of English language

teaching. Circle one from the following

Strongly agree/ agree /neither agree nor disagree/ disagree/ strongly disagree

24-I can learn English better if taught through a different and new
method by my teacher. Circle one from the following.

Strongly agree/ agree /neither agree nor disagree/ disagree/ strongly disagree

25-My teacher of English should give up his/her traditional role and

adopt a new and modern role. Circle one from the following.

Strongly agree/ agree /neither agree nor disagree/ disagree/ strongly disagree
 APPENDIX 2

TEACHERS’ QUESTIONNAIRE

PLEASE ENCIRCLE YOUR RESPONSE

Question 1

Teaching should focus on fluency rather than accuracy.

Strongly Agree Neutral Disagree Strongly
agree disagree

Question 2

Student should be at the centre of knowledge transmission. Teacher

should be their facilitator.
Strongly Agree Neutral Disagree Strongly
agree disagree

Question 3

Teacher should strongly encourage the students to learn by

themselves through struggling to communicate.
Strongly Agree Neutral Disagree Strongly
agree disagree

Question 4

Teacher should spend a lot of time on role play/ games for learning/
group and pair work instead of just teaching and students only
listening.
Strongly Agree Neutral Disagree Strongly
agree disagree

Question 5

Teacher should not correct students’ mistakes unless these cause

communication breakdown
Strongly Agree Neutral Disagree Strongly
agree disagree
 Question6

Communicative language teaching is the best approach for your

students.
Strongly Agree Neutral Disagree Strongly
agree disagree

Question 7

ELT and syllabus should focus on developing all four skills.

Strongly Agree Neutral Disagree Strongly

agree disagree

Question 8

English classes should be full of activities like role play, games,

projects, pair/group work.
Strongly Agree Neutral Disagree Strongly
agree disagree