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| dc.contributor.author | Akter, Mousume | |
| dc.date.accessioned | 2020-09-15T05:39:45Z | |
| dc.date.available | 2020-09-15T05:39:45Z | |
| dc.date.issued | 2019-04-23 | |
| dc.identifier.uri | http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/4293 | |
| dc.description | As part of my BA (Hons) in English, I had to do an internship project under the course ENG 334: Project Paper. I was given a project to learn the current situation of English language teaching and learning. In Bangladesh, students study English as a required subject and they work hard to memorize the textbook contents and language forms to get good grade in their exams, yet the majority are unable to acquire even a minimum competence in the language needed for effective communication. Parents, in general, regard learning English necessary for their children as they believe that it opens up doors to a better future within the country and abroad. This has led to the emphasis towards teaching communication abilities, especially conversational skills. English is studied as a compulsory subject in our curriculum to meet specific purposes, e.g. to provide overseas employment, to help to transact foreign trade and to facilitate higher studies. It also enables learners to be acquainted with the culture, tradition, history and the country in general of the target language and also to pursue knowledge about and pleasure in the world. Traditional teaching methodology, known as the teacher-centered grammar translation method, is not suitable for teaching communicative English, but only for meeting the requirements of the present examination system. That is why, even if a teacher knows how to get his/her learners to practice oral skills; s/he does not find it worth practicing. There is a need for a methodology change in the teaching of ‘foreign’ language and literature to bring it more into line with the learner-centered, collaborative approach of the communicative method. Therefore, the history and drawbacks of ELT in Bangladesh have made it obvious that there is scope available for improving the condition of English language teaching and learning. | en_US |
| dc.description.abstract | This report was an attempt to know about “The Present Scenario of English Language Teaching in a Bangladeshi School”. More specially, the purpose of the researcher was to visit a school and observe the teaching methods and techniques of the language teachers. As part of that I went to Holy Life School and College and made class observation report using checklist. I prepared in several ways depending on the elements: class observation, teaching style, learning style, assessment, evaluation and feedback earned from ELT course at my Spring Semester, 2019. The purpose of this report was to know the process of how to improve their language teaching and which method and materials are followed in language teaching to enhance the target language in school. In conclusion, the study has provided some recommendations based on the findings and the checklist from the observation that figures out the strengths and the weaknesses of the observed teacher that can be helpful for the aspiring teachers. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Daffodil International University | en_US |
| dc.subject | Education | en_US |
| dc.subject | Language and Languages | en_US |
| dc.subject | English Language Study and Teaching | en_US |
| dc.title | The Present Scenario of English Language Teaching in Bangladeshi School | en_US |
| dc.type | Other | en_US |
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Internship Report [616]