Course: Teaching of English (6493)

Semester: Autumn, 2022

ASSIGNMENT No. 1
Q.1 Give you views about status of English language in Pakistan.
It is a fact that English is known as lingua franca all over the world. Most of the People communicate in English
all over the world. Through this process, it is a natural phenomenon that many words of the local languages
become part of the variety of English that is spoken in a specific region. This research aims at finding Urdu and
other local words that have become part of the English language spoken in Pakistani culture. It is a study of
Urdu and other local words that have become the part of English in everyday communication. For this study we
have selected the language of newspaper as it represents the language in use. English daily the Dawn and the
news were selected for this purpose as they are the most recognized and reliable newspaper in Pakistan. The
paper elucidates that there are a large number of local words which are part of English due to many factors.
Newspapers have become the necessity of modern man. Most of the people start their day by reading the
newspaper they cannot make up their morning without newspaper. This is the reason that newspapers have got
their way all over the world. They are available in every language all over the world that even a common man
can get benefit of them. Newspapers reveal and expose that what is happening around you and keep us in
contact with the society. Usually, they reflect all the fields of life whether they are general, public, local, social,
political, cultural etc.
English newspaper is a major source of language learning for English language learners. By reading newspaper
they can improve their skill of reading. But it never means that they have to read the newspaper
thoroughly, they can usually find out their interested topics and scan it if it is interested they read it thoroughly.
When they read the newspaper on daily basis and may absorb a lot of information and have a good storage of
vocabulary.
Newspaper is a great tool for language teachers to demonstrate the skills of reading and writing and it also helps
to form the structure of English. By reading the newspaper the student will be able to comprehend the concepts
of grammar and its application. It is the beneficial for the learners to learn English inside or outside the
classroom. By using the newspaper the students may also update their current knowledge with learning English.
It is a common analysis in Pakistan that when we observe the content of English newspaper we usually find
such words that are emerged from English into Urdu or other local languages due to culture association and
bilingualism. One must have command on English language to describe the ideas in an effective way because
the news profession is associated with proper usage of words and phrases.
English plays a vital role in every field of life, it is necessary for news editors and reporters of Pakistan to play
an effective role in news editing. This research is an analysis of language conversion in Pakistani English
newspaper due culture association or bilingualism. Based on the data gathered from Pakistani English
newspaper, this research shows the English words that have been converted into Urdu or other local languages
of Pakistan. This research demonstrates how the English language is used in anon-native context. This also
indicates that that different verities and changing are associated with bilingualism and multilingualism.

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 Course: Teaching of English (6493)
Semester: Autumn, 2022
This research aims to show the different verities of English due to language conversion in Pakistan and
indicates the vital role of Urdu and other local languages to form the Pakistani English. We have discussed
those specific features that have been occurred as a result of conversion. We have analyzed the data which is
concerned with Urdu words and phrases. This research describes the various causes due to which language
changes occur in Pakistani context.
English is a global language that a unique status all over the world. It is the language of millions of people
around the world. It is an observation that the amount of non-native speakers of English is more than the native
speakers. English is an international language and it used widely all over the world because the trend of
speaking English is increasing day by day and the people have started using English in their daily conversation.
When they use it in a non-native context it expands as a replaced and reoriented language.
English has acquired a dominant position in Pakistan. It is not only useful for being professional but it is
considered the sign of victory, authority, and social supremacy. This kind of authority is clearly seen in Pakistan
and the people swap from their local languages to English to be dominant member of the society. On the other
hand, Urdu is also considered an official language as English. It is the language of literacy in Pakistan. The
educated people of Pakistan consider it an ordinary thing to use Urdu feature into English. When two or more
languages exchange or get in touch with each other it causes conversion.
English has its own social and cultural status that is distinguished from the other languages at the word and
phrase level. It is natural phenomenon that when English language gets in touch with Urdu it borrows a lot of
words from Urdu and other local languages. A large amount of Urdu and other loan words have been entered in
Pakistani English. They may at word, phrase or clause level. This research is to see through the conversion data
in Pakistani English newspapers.
The data has been collected from the following printed Pakistani English newspaper and magazines:
1. Dawn (daily) (Lahore)
2. The news
Q.2 Write a detailed essay on second language acquisitions (SLA).
In the world of second language instruction, it must be considered that there are many differences between
acquiring a language and learning one. Acquiring a language happens naturally with a subconscious manner,
and can happen through normal conversation, while learning a language will happen actively – the learner has
to make effort to study and fix mistakes in their true knowledge of the language. Second language acquisition
(SLA) is usually said to be the best way to get an education, since the difficulty of learning and mistake fixing
are not found as much (Ramat, 1999). It is said that second-language learning as an adult can be very slow and
difficult, especially when compared to their first, native language (McLaughlin, Osterhout and Kim, 2004).
There are many different things, theories and problems to think about when dealing with the idea of second
language acquisition, all of which have their own ways to best master the learning of a foreign language.

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 Course: Teaching of English (6493)
Semester: Autumn, 2022
Stephen Krashen’s Monitor Theory (2003) gives a good definition of SLA, where a learner uses a current
system to look at and investigate the speech being used in this second language. In the process of using a second
language that has been learned, the learner will read it by themselves in order to fix mistakes before speaking.
According to Krashen, "learning has only on function: As a "Monitor" or editor." (p. 2). If a mistake is made
after the sentence has been said, it is later fixed using the monitor. Active language learning is thought by
Krashen to only be possible by using this strategy (2003).
The interaction hypothesis says that, when a learner talks with a native speaker of the second language they
hope to learn, they try to figure out meanings of words. This lets the learner learn themselves just how a word or
phrase is meant to be used through practice. There are two important topics of schooled learning: "grammar
instruction and learning to write in one's native language, and the difference between learning one's native
language and learning a foreign language in the classroom setting" (Lantolf and Thorne 2006, p. 292). As
interaction with others is the best way this second language is used, the strategy makes the work more
comfortable for the learner than a classroom setting (Lantolf and Thorne, 2006).
Sociocultural theory permits both people in the conversation to mak a meaning together; as a result, the learner
is changing the use of the language just as much as he or she is learning it. It also allows the inside mental voice
to be trained and used, keeping it in practice and placing it in the real usage of communication with others. The
world around the learner becomes their classroom, and the source for language development, focusing on
communication. With this in mind, a normal classroom, with its strict ways of learning languages, is often way
too restrictive and unfair to be good for learning (Lantolf and Thorne, 2006).
Depth of processing theory keeps the learning and SLA inside, but allows the learner to pay more attention to
the language and how it works. When talking between people or using the language to communicate in any
way, they are forced to look at the information more in depth and in greater detail in their mind. This allows a
better mental understanding of the language itself; with that, knowledge is kept much more easily and stays
longer than in what is called shallow processing (Lantolf and Thorne, 2006). Language learning practices using
what is called 'discourse' can also help to educate students on how a culture or nation-state is made - looking at
its language shows the connection between the way language is practiced, how this language is heard by others,
and what it says about their society. In this way, a learner can find out more about the way a society works by
looking at the language with a culture in mind (Albert, 2001).
There a 'logical' problem involved with second language acquisition that talks about the concept of universal
grammar. Second language learners face a problem when needing to figure every single aspect of adult
grammar in their second language they are trying to learn. However, White (1985) says that there are certain
concepts that adjust the learner to the point where they may do well at SLA. Once these concepts are learned, as
part of universal grammar, research says that they pick up complex knowledge of the second language that is
more than the input they have gotten. Teaching developments for this platform requires putting in more than

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 Course: Teaching of English (6493)
Semester: Autumn, 2022
just positive feedback to an student in order to pick up on universal grammar; the difficulty of the specific
grammar must be found before finding ways to link it with the grammar (White, 1985).
There is a strong link between oral skill and academic achievement in SLA (Custer, 2011). There is a huge
achievement gap to be found between those learners with bad oral skills and those who are native speakers or
have high oral skills, showing the need to be skilled in a language to communicate and do well with regards to
grades. Also, the skills that are learned through SLA may create habits that help academic grades; either way,
Custar's research discovered a good link between oral language skills and academic grades (2011).
For those learning English who mostly speak a foreign language, it is said that 5000 base words need to be
learned at least in order to fully and completely understand the concepts of non-standardized English language
(Derakhshan & Kalvanpanah, 2011). It is recommended that non-native speakers learn new language through
what is called cumulative learning - as a lot of information would mix them up, it is recommended that English
is taught and exposed to them a bit at a time. There are a lot of programs that are using text messaging as a real
academic tool for teaching ESL students in this way - with the anytime, relaxed and shortened nature of text
messages, ESL learners can skip the worry and having too much information that often comes with traditional
English as a Second Language learning.
There are several ways in which a learner can get SLA; it can be said that a module or device is found in the
brain that holds detailed knowledge of language, and as a result must just be unlocked in order to reveal the
information of the second language. There are others, however, who think that language is processed through
one of many intelligence-based brain functions that bring about learning in a student (Krashen, 2003). Given
these different theories on the origins and best methods of SLA, it is interesting that many suggest the
advantages of social and interaction-based learning over a normal classroom setting.
Q.3 Critically evaluate Direct Method of teaching English?
Sometimes also known as the Classical Method, this is a traditional teaching technique that was used to teach
Latin and Greek and was particularly in vogue during the 16th Century.
The focus at this time was on the translation of texts, grammar, and rote learning of vocabulary. There was no
emphasis on speaking and listening comprehension because Latin and Greek were taught more as academic
subjects rather than a means of oral communication.
This teaching method is still common in many countries and institutions around the world, and still appeals to
those interested in languages from an intellectual or linguistic perspective. However, it does little to improve
your ability to use the language for oral communication.
Direct Method
This approach, also known as the ‘oral‘ or ‘natural‘ method, originated around the 1900s as an alternative to
the traditional grammatical translation method. At this time teachers were starting to experiment with teaching
and educational models as previous techniques were failing to improve spoken communication.

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 Course: Teaching of English (6493)
Semester: Autumn, 2022
The focus is on good pronunciation, with spontaneous use of the language, no translation, and little grammar
analysis.
The Direct Method is based on the direct involvement of the student when speaking, and listening to, the
foreign language in common everyday situations. Consequently, there is lots of oral interaction, spontaneous
use of the language, no translation, and little if any analysis of grammar rules and syntax.
The focus of the lessons is on good pronunciation, often introducing learners to phonetic symbols before they
see standard writing examples.
The Direct Method continues to provoke interest and enthusiasm today, but it is not an easy methodology to use
in a classroom situation. It requires small classes and high student motivation, and in the artificial environment
of a classroom it is difficult to generate natural situations of understanding and guarantee sufficient practice for
everyone.
However, variants of this method have been developed where the teacher allows limited explanations in the
student’s native language and explains some grammar rules to correct common errors a student may make when
speaking.
One of the most famous supporters of this method was the German Maximilian Berlitz, who founded the Berlitz
chain of private language schools.
Some characteristics of this method are:
 Lessons are in the target language
 There is a focus on everyday vocabulary
 Visual aids are used to teach vocabulary
 Particular attention is placed on the accuracy of pronunciation and grammar
 A systematic approach is developed for comprehension and oral expression
Q.4 Give detailed account of Phonics in English Teaching.
Phonics is a way of teaching children how to read and write. It helps children hear, identify and use different
sounds that distinguish one word from another in the English language.

Written language can be compared to a code, so knowing the sounds of individual letters and how those letters
sound when they’re combined will help children decode words as they read.
Understanding phonics will also help children know which letters to use when they are writing words.
Phonics involves matching the sounds of spoken English with individual letters or groups of letters. For
example, the sound k can be spelled as c, k, ck or ch.
Teaching children to blend the sounds of letters together helps them decode unfamiliar or unknown words by
sounding them out. For example, when a child is taught the sounds for the letters t, p, a and s, they can start to
build up the words: “tap”, “taps”, “pat”, “pats” and “sat”.
Introducing young children to the joy and wonder of books requires a systematic teaching of phonics.

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 Course: Teaching of English (6493)
Semester: Autumn, 2022
Synthetic phonics
The most widely used approach associated with the teaching of reading in which phonemes (sounds)
associated with particular graphemes (letters) are pronounced in isolation and blended together (synthesised).
For example, children are taught to take a single-syllable word such as cat apart into its three letters, pronounce
a phoneme for each letter in turn /k, æ, t/, and blend the phonemes together to form a word.
Analytical phonics
A popular approach in Scotland, this method is associated with the teaching of reading in which the phonemes
associated with particular graphemes are not pronounced in isolation. Children identify (analyse) the common
phoneme in a set of words in which each word contains the phoneme under study. For example, teacher and
pupils discuss how the following words are alike: pat, park, push and pen.
Analogy phonics
A type of analytic phonics in which children analyse phonic elements according to the phonograms in the word.
A phonogram, known in linguistics as a rime, is composed of the vowel and all the sounds that follow it, such as
–ake in the word cake. Children use these phonograms to learn about “word families” for example cake, make,
bake, fake.
Embedded phonics
An approach to the teaching of reading in which phonics forms one part of a whole language programme.
Embedded phonics differs from other methods in that the instruction is always in the context of literature rather
than in separate lessons, and the skills to be taught are identified opportunistically rather than systematically.
"In summary, deep and thorough knowledge of letters, spelling patterns, and words, and of the phonological
translations of all three, are of inescapable importance to both skillful reading and its acquisition. By extension,
instruction designed to develop children's sensitivity to spellings and their reactions to pronunciations should be
of paramount importance in the development of reading skills. This is, of course, precisely what is intended of
good phonic instruction."
Q.5 “English learning is based on cramming and reproducing the same in examination” Comment.
Most of us must have heard certain claims during our school days which state that cramming is a bad learning
practice, or that understanding a concept makes you better at it. It would not be unwise to assume that the
cramming or understanding debate is roughly as long as formal schooling and education itself. With the help of
a few inputs, this blog will aim at mitigating all the preconceived notions you have regarding cramming or
understanding, and the significance of both the techniques of learning. So let’s begin!
About Learning Processes
To acquire a piece of information or knowledge, there are certain techniques that are generally used. These
techniques facilitate learning, using certain actions and processes which ensure that given information is
absorbed by the learner. Cramming and understanding are the two primary distinctions that every student is

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 Course: Teaching of English (6493)
Semester: Autumn, 2022
acquainted with, and uses both of these at varying degrees throughout his or her academic career. So,
understand which one is better, cramming or understanding, let’s understand the meaning of these terms:
Cramming refers to the process of repeatedly reading or listening to a given piece of information to memorize it
in its original form. The students don’t need to understand the contents of the given information or relate it with
anything in their knowledge pool to cram something. It is a natural process, which imbibes repeated information
in the short term memory of the brain. If information is crammed for longer periods of time, it moves to long-
term memory of an individual. 
When we consider the application of cramming, students usually employ cramming when they have to cover
large chunks of the syllabus in a relatively smaller time frame. More often than not, such scenarios exist prior to
exams, especially for students who are not regular with their studies. Let us look at some aspects of cramming:
Advantages of Cramming
Cramming is quite a handy technique in certain situations, making it relevant not just in education, but in daily
life too. Here are some of the distinct advantages of cramming:
 Cramming is highly time-efficient. In comparison to understanding an entire concept, it is much faster
and convenient to just memorise certain information.  
 Cramming can be applied to a variety of information, be it formulae, passwords, timelines, names or
titles. This versatility is useful in real-life situations as 
 Not every piece of information in the world has a deeper meaning attached to it. In the world of
academics, Historical, Geographical and related concepts are better crammed than understood as they
don’t essentially serve any deeper purpose.
 Cramming may even lead to a better score in examinations as compared to understanding the contents.
This happens especially where students are acquainted with atypical spellings and lengthy procedures.
Memorising gives students a better chance at rewriting the entire content word-for-word.
 Disadvantages of Cramming
Having listed the advantages of cramming, it is also important to look at the downsides of cramming to evaluate
the aspects related to cramming or understanding. Here are a few of them:
 Cramming reduces the overall potential of students. While answering questions with crammed answers,
a student is unable to employ his or her intelligence to the fullest, often leading to inferior results.
 Cramming has a bad influence on the student’s discipline and habits. If a student is able to complete his
or her syllabus by cramming it overnight, it creates a false sense of knowledge. While the information
may retain itself in the short-term memory of the student, it will definitely fall short when it comes to the
practical application of theoretical knowledge.
 Trying to cram too much information in a little time period may lead to loss of substantial information.
In application, students who try to cram up a lot of syllabi right before the exam may discover that they

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 Course: Teaching of English (6493)
Semester: Autumn, 2022
are unable to recall any of it when actually answering the questions. This can lead to further frustration
and panic.