This research study describes grave necessity of teaching-learning English. It aims to find out the existing methodology and strategies are being employed in the government and private schools of larkana

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INSTITUTE OF ENGLISH LANGUAGE
AND LITERATURE
THE TEACHING OF ENGLISH LANGUAGE IN THE PRIVATE AND
GOVERNMENT SCHOOLS OF LARKANA.
DISSERTATION
GHULAM QADIR SARIO
2K12/ENG/147
JANUAURY 2014
UNIVERSITY OF SINDH
INSTITUTE OF ENGLISH LANGUAGE AND LITERATURE

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CERTIFICATE
This is to certify that the thesis entitled “THE TEACHING OF
ENGLISH LANGUAGE IN THE PRIVATE AND GOVERNMENT
SCHOOLS OF LARKANA.” is submitted by Ghulam Qadir Sario for the
Award of B.S degree in English from Institute of English Language and
literature is record of work carried out by him under my supervision and
guidance.
Dr. Tariq Umrani Dr. Muhammad Khan Sangi
Assistant Professor Director
Institute of English Language Institute of English Language
and literature and literature

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ACKNOWLEDGEMENT
This work requires a lot of efforts and time taking but I
accomplished it with zeal and enthusiasm. As I have keen interest in teaching
English therefore it was my primary task to visit government and private
schools to observe students and teachers from different angles and
dimensions. What are the methods and strategies being followed by them?
Do they have same quality of education? Taking these questions in my mind I
started work and walk out from time to time take interviews and collecting
data. Thus, government schools need more concentration as compare to
private schools. There were few important things to be followed by both
institutes while teaching English. One of them were less English speaking
environment. I got not only the required answers of my questions but it help
me out to use suitable methods and strategies while teaching English
language.
In last, I am obligated to my thesis supervisor Sir Tarique
Umrani who encouraged me in my first meeting with him. He compared the
thesis making with the work of mining gold from the ground.

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DEDICATION
I dedicate my thesis to Father, siblings, friends, teachers and especially my
dedication is for beloved mother whose encouragement remain always source
of inspiration.

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TABLE OF CONTENTS
Abstract……………………………………………………………… 08
Chapter One: Introduction………………………………………… 09
1.1 Introduction
1.2 Importance of English
1.3 English in Pakistan”
1.4 English in our Curriculum
1.5 Aims and objectives
1.6 Research Question
1.7 Summary
Chapter Two: Literature Review………………………………… 13
2.1 Introduction
2.2 Development in English teaching
2.3 English vocabulary
2.4 Methods
2.4.1 The development of EFL: Methodology
2.4.2 Direct method
2.4.3 Audio-lingualism
2.4.4 Humanistic Methodologies
2.5 Language learning Strategies

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2.6 Communication skills
2.6.1 Reading skills
2.6.2 Writing skills
2.6.3 Speaking skills
2.7 Summary
Chapter Three: Research Methodology………………………….… 26
3.1 Research design
3.2 Source of data
3.3 Techniques of collecting data
3.4 Summary
Chapter Four: Data Analysis ………………………………………. 28
4.1 Introduction
4.2 Teachers Training
4.3 Existing methodology
4.4 English as a Medium of Instruction
4.5 Use of Four skills of English Language
4.6 Library in schools
4.7 Provision of English Newspapers
4.8 English as a subject vs language
4.9 Classroom management

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4.10 Summary
Chapter five: Conclusion and Recommendations ……………….31
References...……………………………………………………….. 37
Appendix……………………………………………………………38

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ABSTRACT
This research study describes grave necessity of teaching-learningEnglish. It
aims to find out the existing methodology and strategies are being employed
in the government and private schools of larkana. Vocabularyteaching and
communication skills were observed. In government schools only focus is
over reading and writing butprivate schools employed almost four skills.
Government schools are provided with sindh textbooks which are outdated as
outdated editions, less pedagogicalpractices, non-visualvocabulary
teaching, focusing on beliefs and faith rather than knowledge, repetition of
same events in different textbooks, narrow teaching approachesand Material
used as full of dogmatize, bias and demarcation againstfellow citizen and on
other hand private schools offer commercial and Oxford series. They both
have less English speaking environment. Teachers of government schools
are narrow trained and less fluent in speaking English. Qualitative
methodology has been employed to collect the data. There are four schools, 8
teachers and 40 students underresearch study. It was estimated that teachers
had no proper training of teaching English, properfacilities were not
provided and curriculum was not according to the basic needs of students.
These reasons embarrassed the teaching and learning process of English.

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Chapter One: Introduction
1.1 Introduction
This chapter introduces the importance of English around
the globe. Later I have discussed how it takes place in our country Pakistan. It
is official language in it. Furthermore what are the instructions relate to
English language teaching in the curriculum of education policy in Pakistan?
Moreover my aims and objectives are explained bellow where I will be
conducting my research? Lastly, research questions are also mentioned and
also brief summary of this chapter is included in the bottom.
1.2 Importance of English
The English is the most prominent language used in the
world. It is used as langue Franca in the world. Hardly one can deny the
growing importance and need of English language across the board. At the
present time, demands have grown for the English because it fulfills the
requirement of today’s student. Those student who have poor background in
English language, lack in opportunities and cannot easily get entry into
prestigious institutions. “Majority of the people of the United Kingdom speak
it as their mother tongue. But it is the mother tongue of a far larger number of
people who have never been to Britain or communicated with an English
man” (Mian Shah Bacha & Muhammad Ilyas, 2014). All over the world these
English speakers are spread. English is working as second language
acquisition where teachers and students profoundly use it outside the sphere
of the English speaking world. English is not a subject which can be taught it
is a subject which must be learnt. (Michael West, 1993)

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1.3 English in Pakistan:
Similarly English is official language of many
countries like India, Bangladesh, and Sri Lanka, etc. Pakistan is one of them
has given status of official language. Its national language is Urdu but
English possesses prominent place. The English language is the bequest of
the British in our country and yet its usefulness even praised here. It has
enriched our thought and vision to meet the challenges of world. English is
the language of intellectuals and higher profession like engineering,
medicine, agriculture, business administrations, economic industries, animal
husbandry and all higher scientific research societies in our country. We have
built our confidence to achieve our targets with the most important
international vehicle of expression. It has opened for us many doors of
fortune to go abroad for higher studies, trade and travel. Nehru said English is
the major window of the world.
1.4 English in our Curriculum:
The term Curriculum is open to a variety of
definitions; in its narrowest sense it is synonymous with the term syllabus, as
an specification of the content and the ordering of what is to be taught; in the
wider sense it refers to all aspects of planning, implementation, and
evaluation of an educational program, why, how and how well together with
what of the teaching-learning process (Denise Finney, 1993). Curriculum is
strategic path towards educational development. In our curriculum English
occupies prominent position. English is taught from class V to graduation as
compulsory language learning subject. It is medium through which we are
subject to other disciplines like general science, physics, chemistry, biology
and others. While, Education Policy (1998-2010 A.D) spelled out the
following objectives that English should achieve . It reads as under:

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By the end of the course, a student should be able to:
1. Read with fluency and understand passages of prose written within the
limits of teaching points and reading vocabulary suggested in the syllabus.
2. Understand a simple talk on a subject within his experience, and
3. Use the language correctly in speech and writing within the limits of the
teaching points and active vocabulary detailed in the syllabus.
1.5 Aims and objectives:
I have selected the topic ‘The teaching of English
language in the private and government school of Larkana. “Comparative
study of teaching-learning English between government and private schools
of larkana”
I will represent such activities, interviews and
discussions with teachers as well as students to gain desired objectives.
English teaching requires trained, communicative skilled, fluent speaking,
motivated, dedicated teachers. They may involve students in arrangement of
different activities in a skillful manner for getting the desired objectives. In
EFL context, a teacher can make his teaching affective by applying different
strategies For example group work, question-answer, demonstration, group
discussion, individual task, pair work, trios etc. (Mian Shah Muhammad Ilyas
and ,2011).
 Methods
 Communication skills
 Vocabulary
 Strategies

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 English in curriculum
The study will encourage the equalizations of teaching English language in
both government and private schools. It will be so much beneficial for
students when English teachers use appropriate methods and strategies. It will
also assure them to focus on four skills of reading, writing, listening and
speaking.
1.6 Research Question
Comparative study of teaching-learning English between
government and private schools of larkana.
1.7 Summary
This is the first and introductory chapter of thesis. This
chapter highlights how English is necessary .The study will demarcate to a
survey of English teaching in government and private schools of Larkana at
secondary level. Further, it is focused on English vocabulary, four basic
communication skills, different strategies and methods while teaching
English language. Moreover, the focus is shifted on comparability of teaching
English language between government and private schools. Lastly, the study
is restricted to four schools each in private and government. Aims and
objectives and research question is also mentioned in this chapter..
Chapter Two: Literature Review
2.1 Introduction

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In this second chapter I have taken start from the
development of English language teaching in the world? When it comes on
the teaching genre, there are certain components on which teaching of
English language take place. I have mentioned briefly all these components
as Vocabulary, methods, strategies and communication skills.
2.2 Development in English teaching
With an estimated 350 million native speakers and 1,900
million competent speakers, the spread of the English language around the
world over the last few decades has been swift and steady: “just as Latin
steamrollered its way across Europe 2,000 years ago, crushing dozens of
other languages, English has become the lingua franca of our times.”
(Morrison 2002: Para. 7). There so many other languages which got fame
and name with respect to time and age but in the way English has become
part of the lives of millions of people. From time to time many attempts have
been made to make English language effective. For more than a hundred
years, debates and discussion within the teaching profession have often
emphasized at issues such as the role of grammar in the language syllabus,
development of accuracy and fluency in teaching, choice syllabus framework
and course design, the role of vocabulary in language learning, productive
and receptive skills, learning theories and their application in teaching,
memorization and learning, motivating learners, effective learning strategies,
techniques for teaching the four skills and the role of materials and
technologies. Although much has been done to purify these and other
important questions in language teaching, the teaching profession is
continually exploring new options for addressing these and other basic issues
in the effectiveness of different instructional strategies in the classroom.
(Mian Shah Bacha & Muhammad Ilyas, 2014)

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2.3 Methods
“The teaching of any subject matter is usually based on
an analysis of the nature of the subject itself and the application of learning
and teaching principals drawn from research and theories and educational
psychology” (Shah and Muhammad Illayas, 2011). Therefore certain methods
and approaches are greatly needed for teaching and learning in classroom. By
teaching English, there is same way to adopt it. In the beginning methods
used in teaching were quite not enough for developing. Later these were
replaced by methods having newer or more appealing ideas and theories.
Approaches and methods in language teaching seeks to provide a
comprehensive and comprehensible account of major and minor trends in
language teaching methods from the beginning of 20th century to present
(Richards and Rodgers, 2001). These methods are discussed briefly below
2.3.1 The development of EFL: Methodology
Methodology can be defined as set of procedures
related to teaching and learning of the language. And method is a practical
procedurefor teaching language. Examples of this kind include the Direct
Method, Audio-lingualism and the Situational Approach. Methods in this
category include those from the 1970’s such as the Silent Way, Counseling
Learning, Suggestopedia and Total Physical Response, as well as more recent
alternative methods and approaches such as Multiple
Intelligence, Neurolinguistics programming and Lexical Approach.
Approaches and methods in language teaching seeks to provide a
comprehensive and comprehensible account of major and minor trends in
language teaching methods from the beginning of 20th century to present
(Richards and Rodgers, 2001)

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Direct method: it was used on ancient time as pre-world war II. It states that
teaching-learning of language without reference to grammar and involvement
of first language. If the teachers of EFL took their history, they will find that
language teaching methodology consisted of grammar translation until the
advent of Audio-lingualism in the beginning of 19th century. By the 19th
century grammar-translation method was dominant methodology. This was
because importance was given to the study of Latin and Greek in the public
schools.
Audio-lingualism The Army specialized training was established in 1942 to
provide the large number of foreign language speakers military. This program
was known as Audio-lingualism. It was first scientific language
methodology. Its main aim was that language is primarily oral. In this
methodology errors were not tolerated because they think that such error
might become habits. Audio-lingualism class rooms were very much teacher-
centered
Humanistic Methodologies: During 1970s, a number of methodologies
appeared which were labeled as ‘Humanistic’. The label applies that under
these methodologies, learner is considered as ‘whole person’ and class as
‘environment’ where more than transfer of knowledge occur. Actually these
are different ways to teach language than follow only linguistic features.
Following four methodologies are summarized:
I. Silent way: Caleb Gattleb proposed this methodology in 1970 in
which teacher remain silent and students have opportunity to access
correctness their own. Teacher analyze learners mistake but do not
point out. It seems spoken language as paramount while reading and

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writing are not explicitly taught, but are seen to follow from the
spoken language.
II. Communicative language learning: CLL is a name given to a
teaching methodology developed by Charles Churan in 1970. It was
based on psychological counseling techniques. In this methodology
teachers act as the counsellor and learner as Clients. Teacher provides
the translation to the learners what they wish to listen. In addition,
teacher- learner interaction may not limited the exchange of
information but should include the leaner’s feelings about learning
process. It focuses on the interactional nature of the language but was
not expanded upon.
III. Suggestopedia: it was exposed by Gorgi. It is one of the humanistic
methods due to the media interests it attracts. It is famous for its use of
music to create non-threatening atmosphere of learning. It focuses on
creating the more appropriate mental state to facilitate learning.it is 25
times more effective than other methods. In this methodology leaners
are considered as child like situations where they follow the teachers
and learner absorb what so ever it is presented to him.
IV. Total physical response: TPR is a language teaching methodology
proposed by James Asher in 1970s. It is related with physical
movement while learning language. Learning is concrete rather than
abstract learners respond physically to be commands given by the
teachers.
2.3 English vocabulary

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Do you know how many words are there in English
language? It is impossible to say exactly but The Global Monitor has counted
988,668 up to Million. The counting of words is so much complicated. For
example look at the members of word family KEEP: keep, keeps, keeping,
kept and keeper. Their root word is one but being used in different contexts i-
e here it is used as past Ma’am Nazish kept promise to give us grace marks
for assignment. On other hand same word will be used for perfect tense like
we had kept all the tools before going for skating. Let me clear the definition
of Vocabulary and word, “the total number of words use in language” or
“someone’s vocabulary is the total number of words in a language that ho she
knows” and word is regarded lexical item or lexeme (Richards).
Vocabulary is most important tool of learning any language. The larger the
children’s vocabularies in the primary grades, the greater their academic
achievement in the upper grades. The National Reading Panel (NRP;
National Institute of Child Health and Human Development, 2000) analyzed
scientific studies that led them to conclude that readers’ vocabulary is
strongly related to their understanding of text. The NRP explained that when
students are taught key words before reading text, they have greater
comprehension than students who do not receive such instruction.
When we learn second language and try to adopt it, we need to know such
words for specific use to clarify the message. Let’s suppose stylistics refers
dressing of language in different genres it is only possible with vocabulary.

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2.5 Language learning Strategies
The term strategies was defined as, “…the approaches
that can be used across curricular areas to support the learning of students”
(Herrell and Jordan 2004:5) which “…may be used only on occasion”
(Richardt, Church and Morrison 2011:48). While techniques was defined as
“The body of specialized procedures and methods used in any specific field”
(Dictionary.com). Different disciplines require students to adopt different
learning approaches (Becher, 1994), and with these learning approaches,
students develop specific learning experiences (Middendorf and Pace, 2004).
Strategies are applied on the basis of age factors, learner’s different styles and
categories, attitudes and attributes of learners.
2.5.1 AGE: The age of our student is major factor about how and what to
teach. People of different ages have different styles, needs, competences and
cognitive skills. Children are expected to acquire much of foreign language
very easily than adults. Thus, adults are expected to emphasize on abstract
thoughts. Children learn foreign language with great ease when they move to
other countries. Other children about 12 years seem to be far better leaners
than youngers ones in several aspects of acquisitions, pronunciations and
others. Older children and adolescents make more progress than young
learners. Lyme Cameron says, “Teachers of young learners need to be alert
and adaptive and be able to adjust activities on the spot”. Young children can
also learn second language successfully with high level of competence but
teenagers are more effective in doing so.
2.5.2 LEARNER DIFFERENCES: Class is composed of individuals rather
than being unified as whole. So teacher should think about how to respond
them individually so that they may be learn easily.

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Aptitude and Intelligence: aptitude is defined as natural ability or skill. Some
students are better at learning language than others. In 1950s and 1960s, it
general view that the future progress of students could be predicted on the
basis of their linguistic aptitudes tests. But such test soon proved to be flawed
because by such test only linguistic talent of the students used to be
measured. Furthermore Analytical-type of learners were favored and the tests
were focused on grammar based tasks. Those whose analytical abilities not so
highly developed appeared to be at disadvantage. Peter said, “Unusual
memories distinguished exceptional students from the rest”. There is a wide
disparity between aptitude and intelligence.
2.5.3 Learner’s styles: Tony Wright described four different learner’s styles.
1. Enthusiast: he looks to the learner as a point of reference and is concerned
with the goals of learning groups.
2. Oracular: he also focuses on teacher but is concerned with only personal
goals.
3. Participator: he tends to concentrate with only personal.
Rebel: he is concerned only with the satisfaction of his or her own goals.
2.5.4 Learners categories
Keith Withing working with adult students of Australia,
suggested four learners’ categories:
I. Convergers: These are solitary by nature, prefer to avoid groups. They
are self-confident and impose their own structures on learning. They
are much more analytical.

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II. Conformists: these learners are dependent on those in authorities.
Doing what they are told. A classroom of conformists is one which
prepares to see well-organized teachers.
III. Concrete learners: they are like conformist but they enjoy the social
aspects of learning. They use language as oral (communicative). They
are interested in games and group-work.
IV. Communicative learners; these are language oriented learners. They
feel easy when they are out of class and show a degree of willingness
and confidence. Most of the time they are found in interacting but
bother how language works.
2.6 Communication skills
The active communication is all about conveying our
messages to other people obviously and definitely. We can say that it’s all
about receiving information from others with as little alteration as possible.
Communication is a stuff of usefulness, which is dependent on the speakers’
communication skill. In other words its effectiveness is dependent on one’s
ability in communication. Communication includes goals and efforts from
both the sender of the message and the receiver. It's a process that can be
oppressed with fault such as with messages mixed-up. Miscommunication is
preventable However, if this isn't noticed it can cause remarkable confusion,
unwanted efforts and failure opportunities. In fact, communication is
conquestwhen both speaker and listener or writer and reader understand the
real purposeof communication. By successfully getting your message across,
you convey your thoughts and ideas effectively. When not successful, the
thoughts and ideas that you actually send do not necessarily reflect what you

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think, causing a communication breakdown and creating roadblocks (i.e.,
barriers that stand in the way of your goals – both personally and
professionally). You would also agree that many educators (i.e., teachers),
while having profound knowledge regarding their respective area of interests
and course/s they teach, fail to communicate clearly with their students and
thus fail to achieve the desired results. Given the fact that a teacher is
essentially evaluated formally or informally on the basis of his or her
student’s success. Wecan convey our message through two ways that are
writing and speaking and we can receive the message through reading and
listening. Being a good messenger and receiver these four qualities should be
strong in every individual person.
Speaking Skills
Many people think that speaking is harder than all other
skills because speaking is much real and it is difficult to maintain on the spot
usually the person you are talking to is waiting for you to speak right then.
Second, when you speak, you cannot edit and revise what you wish to say, as
you can if you are writing. Speaking is the productive oral skill. It consists of
producing systematic verbal articulate to convey message. Speaking is
totally natural, speaking in a language other than our own is anything but
simple.
WRITING SKILLS:
There are many reasons to improve your writing skills in
English. Whatever the reason is that you need to improve your English
writing skills, you will need to work hard. Having good writing skills in
English is not something which is easy to achieve.
English writing skill is important becauseEnglish is global language every
single thing is in English if we understand English we can understand easily
to speakers of English language it will help us in our business and English

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papers. One method of learning English writing is to study subjects that you
enjoy learning about and writing in the style of your favourite authors of
those subjects
READING SKILLS:
The reading is not as easy as we think. It’s difficult to
understand the real meaning of writer. But we can improve our reading skill
if we follow following advices.
Effective reading advice
• make habit of reading (unless you want to go to sleep).
• Don’t articulate as you read. It will make you bed reader.
• Read with free of all tensions and take breaks after 30 or 45 minutes of
every reading.
• Set yourself reading tasks (10 pages, 1 chapter, 1 section of a chapter etc).
• Remember that reading often takes longer than you expect and you often
need to go beyond set texts. Give yourself enough time!
Reading strategy1: purposeful reading
First set a purposethat why you should read then go through your purpose
reading it helps you to understand clearly and avoid you from useless
reading.
Reading strategy2: scanning
Scanning is reading quickly to search for specific information. You may not
realise it, but you are already good at scanning. You scan, for example, when

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checking a TV guide or a phone book. Scanning may allow you to ‘read’ up
to 1,500 words a minute.
One reason to scan an academic text that you have found while researching is
to locate key terms as a means to assess the text’s relevance.
Refer to:
• assessment tasks
• lecture slides
• tutorial questions
• textbook questions
Create:
• questions based on lectures or tutorials
• questions based on a skim of the text
• (contents, headings, subheadings, diagrams, introductions, etc)
Consider:
• what you already know
• related knowledge or experiences
Reading strategy3: skimming
Skimming is reading quickly to gain a general idea. Skimming may allow
you to ‘read’ up to 1000 words a minute.
Skimming helps you identify whether or not to continue reading, what to read
carefully, and where the best place is to begin. Skimming an academic text
immediately before you read it carefully can help you consider what you
already know and can help you develop a purposefor reading. An initial skim
can also help maximise your interest in the text and your understanding and
reflection on the material.
As with scanning, skimming does not involve reading every word. Instead,
you may skim by reading:
• titles
• subheadings

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• words in that are in bold, in italics or underlined
• diagrams
• a report’s abstract, introduction or conclusion
• the first sentence of every paragraph
• chapter questions
• chapter objectives
Reading strategy4: analytical reading
Analytical reading (or study reading) is needed when you want to make sure
that you fully understanding and gaining what you are reading. You may
have to read statements more than once, stop to think about them, or tittle
down key words when using this style. As a result, your reading speed can
easily drop to below 100 words a minute.
WRITING SKILLS:
There are many reasons to improve your writing skills
in English. Whatever the reason is that you need to improve your English
writing skills, you will need to work hard. Having good writing skills in
English is not something which is easy to achieve.
English writing skill is important becauseEnglish is global language every
single thing is in English if we understand English we can understand easily
to speakers of English language it will help us in our business and English
papers. One method of learning English writing is to study subjects that you
enjoy learning about and writing in the style of your favorite authors of those
subjects.
10 tips to help you improve your English writing skills
1. Write diary in English

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This is the most important tip to improve your writing skills in English. Start
by thinking of a theme, for example, you could start writing a diary of
something that happens to you every day, you can write a few lines of a story
each day or you could write emails to your friends in English. This might be
difficult at first but the more you continue, the easier it will becomeand you
might even end up enjoying it!
3. Improve your vocabulary
Having a wide range of vocabulary is very important. Foran effective writing
use dictionary it will help you to improve you in your writing. And read as
much as possible read magazines, newspapers, articles it will give you usefull
vocabulary which you can use in your writin
2. Ask someone to check your writing
Share your writing with your friends, teachers colleagues and tell them to
notice your mistakes through this way your skill will be improve you can
know how you should write.
6. Write about different topics
If you write about the same thing every day it can not help for improve your
writing becauseyou will use same phrases over and over, you could become
very bored It is a good idea to find different topics to write about.
5. Check your writing carefully
After you have written something in English, before checking to another
personfirst you check by yourself notice mistakes and clear it.
7. Do your homework
If you have classes at an English language school, your teacher probably
gives
you writing homework to do. It is really important that you do all your
homework as your teacher knows your level of English and will be able to
give
you good advice.

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9. Write a blog
It doesn’teven matter if no one reads it, but writing a blog is a great way to
practise writing in English.
8. Write to your friends
You should improve your skill through writng to your friend it will make
them happy as well as improve your skill and your friend too
There are many ways to do this – using social media (Facebook, Twitter etc.),
sending emails, writing text messages, chatting on Skype etc.
Speaking Skills
Many people think that speaking is harder than all other skills because
speaking is much real and it is difficult to maintain on the spot usually the
personyou are talking to is waiting for you to
speak right then. Second, when you speak, you cannot edit and revise what
you
wish to say, as you can if you are writing.
speaking is the productive oral skill. It consists of producing systematic
verbal articulate
to convey message. speaking is totally natural, speaking in a language
other than our own is anything but simple.
2.7 Summary: In this chapter I have discussed about those areas where
English language teaching developed from time to time. On other hand I have

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described methodologies and approaches. More ever strategies are also
accounted for teaching. Furthermore vocabulary teaching has been included.
Lastly communication skills are mentioned.

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Chapter Three: Research Methodology
3.1 Research design
I have collected data by employing qualitative method.
Because the thesis mainly is in words not in numbers. Qualitative data
includes observations interviews and history accounts.
3.2 Source of data
The study was conducted from at four schools of larkana
city, two of each government and private schools at secondary level.
In particular city there were eighty three government
schools (male and female). On the other hand there were one hundred and
fifty private schools. In these schools there were 1000 students and 19
English teachers. 4 schools, 8 teachers and 40 students were taken as sample
while using class-conscious sampling giving due representation to male
female in the schools
3.3 Techniques of collecting data
 Distribute questionnaires to teachers and students.
 Check list for classroom observation and schedule for interview with
subject specialists of English.
 Used Internet.

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3.4 Summary:
The study was carried out by employing Qualitative
method. Initially essential research tools were developed which include
questionnaires for teachers and students, check list for classroom observation
and schedule for interview with subject specialists of English. Through
questionnaires teachers and students were asked about difficulties they faced
in the process of teaching and learning of English. They were also inquired
about the facilities like provision of suitable furniture, availing language lab,
libraries, availability of English newspapers, provision of computer labs
books, audio-visual aids like tv, tape recorder, over-head projector charts,
pictures, multi-media over-head projector, etc.

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Chapter Four: Data Analysis
4.1 Introduction
In this 4th chapter I have discussed all dimensions form
where I come to know the differences in the teaching of English language at
government and private schools. The area of interests are mentioned in
sequence for example Teachers Training, Methods (grammar translation or
communicative), English as a Medium of Instruction, Use of Four skills of
English Language, Creativity among students by homework, Provision of
English Newspapers, English as a subject or language.
4.2 Teachers Training
Teachers should be trained enough to have command in
relevant subjects. Teachers are the only who can use best of one’s subjects.
Their aims and objects are clear about curriculum therefore they can access
the subject in better way. Teachers of government schools are not trained to
cope up with English language. But on other hand teachers of private schools
are experienced like they had workshops time to time.
4.3 Existing methodology:
There are various methods being followed by schools.And method
is a practical procedure for teaching language. Examples of this
kind include the Direct Method, Audio-lingualism and the
Situational Approach. Methods in this category include those from

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the 1970’s such as the Silent Way, Counseling Learning,
Suggestopedia and Total Physical Response, as well as more recent
alternative methods and approaches such as Multiple
Intelligence, Neurolinguistics programming and Lexical Approach.
Grammar translation method mostly used in the government schools. Which
is less appropriate but on the other hand private schools use communicative
language teaching which is child centered approach.
4.4 English as a Medium of Instruction:
According to education policy in Pakistan, medium of
instruction should be in English. In government schools they have less
concentration over the medium of instruction but use their regional languages
therefore English environment cannot be developed. Though private schools
follow their instruction in English.
4.5 Use of Four skills of English Language
Communication is a stuff of usefulness, which is dependent
on the speakers’ communication skill. In other words its effectiveness is
dependent on one’s ability in communication. Communication includes
goals and efforts from both the sender of the message and the receiver. It's
a process that can be oppressed with fault such as with messages mixed-
up.
In private schools they almost focus on every skills but in government
schools they only follow writing.
4.6 Library in schools:

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Library is a very important for every school. There are so
many books and magazines are kept in it. It is very helpful for
students as well as teachers. There were huge libraries in
government sector as compare to private sector, problem is that
there is no responsible librarian and no upgrading the new books. In
private schools there were small libraries with large amount of
books and they maintain it regularly.
4.7 Provision of English Newspapers
Newspaper aware students from the every affair and issues
of world And specially if it is in English language then it enhance
the English reading and writing skills. Students have hardly seen
English newspaper ever in government schools therefore reading
skill is less promoted. English newspapers are provided in private
schools and that’s why students of private schools are good in
reading skills.
4.8 English as a subject vs language:
There is difference between teaching subject and language. When
teacher do not make difference it means they are less trained.
English should be taught as language not as subject. Subject takes
only few necessary topics but language is broad. Government
sectors teach English as subject but in government schools as a
language. They also focus on all four skills.

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4.9 Classroom management
Effective learning takes place when there is a proper management
of classroom. Huge classes creates many problems. Standard
international classroom management suggest that every class should
enroll forty students. Government schools have huge classes and
more strength and in private schools there is limited students and
every one can get easily attention from teachers but in government
sector teachers can’t remember the name of students that they are
their students as compare to private schools this thing not happen.in
government sector back benchers don’t know what teacher is
speaking in the class because there is no mike system arranged by
head of the schools. In large classes group study may be appropriate
but teacher cannot cope with them hardly.
4.10 Summary
In this chapter I have discussed about those findings which I got
through span of time visiting schools and meeting teachers and students. Here
is entire data of both schools. The area of interests were English as a Medium
of Instruction, Use of Four skills of English Language, Creativity among
students by homework, Provision of English Newspapers, English as a
subject or language.

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Chapter five: Conclusion and Recommendations
5.1 Conclusion
The journey starts from writing first word as “English”
and ends with “English”. There are other languages for example French,
German, Arabic etc. but English possess more enough importance than any
other. Its non-native speakers are in greater ratio than native all around the
globe. My aim was to analyze existing methodologies and strategies in
government and private schools at secondary level. Furthermore their
vocabulary teaching and focus on four skills. I have employed qualitative
method to get expected data from the teachers and students. The results were
quite astonishing as government schools seem so less responsible in teaching
English than Private schools.
For government schools: Teachers of government schools were untrained as
well as less fluent. They are completely failed in creating English speaking
environment. Teachers still use grammar translation method. In these schools
English is taken as subject not language.
For private schools: Private schools are quite serious in that matter as trying
every possible efforts to create English speaking atmosphere, they not only
focus on English as subject but as language. Here English teachers emphasize
on using communicative

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5.2 Recommendations and discussions
 Teachers may motivate students to use English as medium of
communication in the class as well as at home. They should involve
students like child centered activities.
 Teacher should not use more grammar translation method but also try
modern methods of teaching including communicative method in the class
room. Teachers should give students creative home work.
 Teacher must promote all four skills (speaking, listening, reading and
writing) of English language in the classroom. Teachers should also try to
inspire students to read English newspapers.
 Teachers should make lesson plans and deliver them with the help of
audio visual aids which could create realistic situation for teaching of
English.
 Teacher must speak English even outside of the class and they should
advise students to use English language in the classroomas well in every
surroundings of schooltherefore they can get good practice. They should
ask questions from the teachers in English.
 Students should work properly and be punctual and emphasize to develop
all four skills while learning English and promote self-study.
 Students should try to watch English programs when they get free time,
specially listen to BBC radio. If possible students should try to use
internet and google out websites for learning English.
 Every year Curriculum should be reviewed. Members of education board,
including students, teachers, parents and administrators should be
included in the committee for reviewing the curriculum.
 Curriculum should be learner centered and activity based which might
promote English not only as subject but language. Curriculum should
follow modern teaching methodologies.

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References:
1. Crystal, D, (1997), English as global language. Cambridge: Cambridge
University Press
2. Denise Finney, The ELT Curriculum: A flexible model for a changing
world. Pg. 70. Syllabus design and instructional materials.
3. David Dom’s, (2003) Roles and Impact of English as a Global
Language, University of Birmingham.
4. Irfan A. Rind and Sajjad Alhawsawi, (2013), the effects of students’
previous learning on graph-comprehension in the English as second
language (ESL) textbooks in a Pakistani university. IBA-Sukkur
Pakistan, University of Sussex.
5. Jeanne McCartney (2007) Teaching Vocabulary, Cambridge
University Press 1:1
6. Rosa Ma Lopez Campila, Teaching and Learning Vocabulary: An
introduction for English students
7. Saiful Haq, New approaches to teaching English, KITAB MAHAL,
Urdu Bazar Lahore
8. THE Teaching Of English Language In THE PRIVATE SCHOOLS
OF DIR UPPER, KPK, PAKISTAN
9. Wikipedia, the free encyclopedia
10. www.slideshare.com

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Appendix:
Questionnaire
This is Ghulam Qadir Sario, student of English
Department, University of Sindh want to conduct research on second
language. The topic of the research is “The teaching of English language in
the private and government schools of Larkana”. The objective of
conducting research is to find out its impacts as Foreign Language and its
consequences on the nature of people. You are requested to provide actual
feedback as having personal learned experience. Your more sincere attention
will surely support me in making research paper better.
Questionnaires for teachers:
Description Agree Neutral Disagree
1. Teacher should be calm in the class not
behave like strict
2. Talking more about values, latest news,
narrate a few jokes might make the class even
more interesting.
3. Positive criticism is necessary for teachers.
4. Should not mark the answers from book
that’s an amazing way to waste time.

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5.Some teaching techniques be there that can
motivate the students to learn more
6. Give attention on each student individually
7. They must have to know about curriculum
design
8. Not to go through just according to given
outlines and completed it within time period.
9. Which types of setback did I get while learning? (Write in brief)
10. Suggestion (any):

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Questionnaire for students:
This is Ghulam Qadir Sario, student of English Department, University of
Sindh want to conductresearch on second language. The topic of the research
is “The teaching of English language in the private and government
schools of Larkana”. The objective of conducting research is to find out its
impacts as Foreign Language and its consequences on the nature of people.
You are requested to provide actual feedback as having personal learned
experience. Your more sincere attention will surely support me in making
research paper better.
Description Agree Neutral Disagree
1. The teacher stimulates my interest in the
subject.
2. Appropriate teaching techniques are used
by the teacher to enhance my learning.
3. The teacher was helpful if I encounter
difficulties with the lecture.
4. In composition I learned technical usages
rather predicating ways.
5. I can comprehend the passage as knowing
process of reading comprehension.
6. I learnt how to write good paragraph
including unity, order and variety.

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7. The teacher demonstrated enthusiasm in
teaching the topic
8. Teacher taught us according to given
outlines and completed it within time period.
9. Which types of setback did I get while learning? (Write in brief)
10. Suggestion (any):