Communicative/Grammatical Competence of English

Factors Affecting: Communicative/Grammatical Competence of English Language Teachers of Secondary Education in Puna!" Pa#istan

By Muhammad Akmal Roll No. 6187 Session 2012-2013

Superised By Ms. Saima !mer "epar#men# o$ %n&lish

Na#ional !niersi#y o$ Modern 'an&ua&es (slama)ad

*une+ 2013

ii

*une+ 2013

ii

CE$T%F%CAT%&' &F APP$&(AL


!y )* )uhammad A#mal

+++++++++++++++++++++++++++ ++++++++++ +++++++++++++++++++++++++++++++++++++ )s* Saima ,mer Senior Lecturer of English

++++++++++++++++++++++ -ate

+++++++++++++++++++++++++++ ++++++++++ +++++++++++++++++++++++++++++++++++++ )s* Sundas .avaid Senior Lecturer of English

++++++++++++++++++++++ -ate

+++++++++++++++++++++++++++ ++++++++++ +++++++++++++++++++++++++++++++++++++ )s* Fatima afar 0aig Lecturer of English

++++++++++++++++++++++ -ate


1 .uly" 2345 )* A#mal ALL $%G6TS $ESE$(E-

-E-%CAT%&' This dissertation is devoted to my FAT6E$" 7ho trained me that the !est type of understanding to have is that 7hich is discovered for its o7n !enefit* %t is also devoted to my )&T6E$" 7ho trained me that even the !iggest process can !e achieved if it is done one phase at the same time frame* 8Especially to those 7ho love my love and AL)%G6T9 is my Love*

A,N/'%"%M%NS Ms. Saima !mer has !een the perfect dissertation manager* 6er sage guidance" helpful criticisms"

and individual motivation helped the composing of this dissertation in numerous methods* % 7ould also li#e to than# Ms. a#ima a$ar Bai& and Ms. Sundus *aaid 7hose accurate assistance of this venture 7as significantly re;uired and significantly valued* And" % 7ould also li#e to than# M. ammad Aslam " providing me technical assistance during the 7hole process of 7riting* Lastly" %

7ould li#e to than# my !rother Muhammad Akram Malik for special cooperation during my studies and research*

A0ST$ACT

&!ective

of

the

study

is

to

find

out

the

level

of

secondary

school

teachers<

comm communi unicat cativ ive/ e/gr gram amma mati tical cal comp compet eten ency cy in the the su! su!ect ect of Engl Englis ish h and gaps gaps in teac teacher hers< s< communicative/grammatical competency as 7ell as factors affecting on teachers< competency* For the purpose of collecting information three survey ;uestionnaires 7ere used= one for head teachers" second for secondary school teachers teaching English and third 7as for students of >th and 43th classes* Population of this study 7as secondary school teachers from the province of the Puna!* T7o districts !y random sampling from the Puna! 7ere selected for data collection* &verall sample contained 4? head teachers" 4@ secondary school teachers and 3 students of >th and 43th classes* %ts division 7as as" 2 girls schools from rural and ur!an each and 2 !oys schools each from rural and ur!an

area*

Accord ording

commun communica icativ tive/g e/gram rammat matica icall

to

the

findi ndings

compet competenci encies" es"

the li#e li#e

teache chers voca!ul voca!ulary ary

hav have

gaps

teachi teaching" ng"

in oral oral

their

teaching

commun communica icatio tion" n"

pronunciation" intonation" assessment and preparation of valid test* Bith respect to impacts students< streng strength" th" lengthy lengthy sylla!us sylla!us and teachi teaching ng more more than than one su!ec su!ectt have much much impact impact on teache teachers< rs< communicati communicative/gra ve/grammati mmatical cal competency* competency* %t is recommended recommended to train train the teachers especially in spea#ing s#ills 7ith proper intonation and fluency* The sylla!us should contain valid test preparation and assessing techni;ues*

A!!reviations

C)C

Computer)ediated Communication

EFA

Education for All

SLA

Second Language Ac;uisition

EFL

English as a Foreign Language

(ATE
(ictorian Association for the Student of English of English

%FTE

%nternational Federation for the Student of English

FL

Foreign Language Dprogrammes*

SLA

Second Language Ac;uisition

STELLA

Standards for Student of English Language in Australia Proect

EAP

English for Academic Purpose

CALL

Computer Assisted Learning

ELL

English Language Learners

AB'%  ,N%NS ,4A5%R 1

%rror Re$er %rror Re$erene ene soure no# $ound 1

(NR"!,(N (NR" !,(N

%rror Re$er %rror Re$erene ene soure no# $ound 3

1.1

S#a#emen# o$ #he 5ro)lem

13

1.2

)e#ies o$ #he S#udy

1%rror Re$er Re$erene ene sour souree no# $ound

1.3

Si&ni$iane o$ #he S#udy


1.9

"elimi#a#ion o$ #he S#udy


1.:

Me#hodolo&y o$ resea researh rh


4*?* 4* ?*4 4 Population

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4*?* 4* ?*2 2 Sample Sie

4?

4*?* 4* ?*5 5 %nstrument

4?

4*?* 4* ?*  -ata Collection Procedure

4?

,4A5%R ,4A 5%R 2

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R%;(%/  4% '(%RA '(%RA!R% !R%

1%rror %rror Re$er Re$erene ene soure no# $ound

2.1

Modes o$ %dua#ion


2*4* 2* 4*4 4 'onformal Education


2*4* 2* 4*2 2 Formal system of Education


2.2

2.7

Seondary %dua#ion and i#s role in %dua#ion 1 %dua#ion 1%rror %rror Re$erene Re$ erene sour souree no# $ound

2.3

4is#ory o$ Seondary %dua#ion

%rror Re$er Re$erene ene sour souree no# $ound

2.9

Seondary %dua#ion in 21 s# en#u en#ury ry


2.:

eaher
2.6

#eaher in 21 s# en#u en#ury ry

22 %rror Re$er Re$erene ene sour souree no# $ound

#eahe
$orei&n 'an&ua&e in 5akis 5akis#an #an

2**4 T he issue of Coloni Coloniation ation


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2** 2* *2 2 Language usage in 8Scien 8Science ce and Technolo Te chnology gy Error: $eference $e ference source not n ot found 2** 2* *5 5 glo!aliatio glo!aliation n and English Learnin Learning g 2.=

(mpa# o$ %n&lish 'earnin&

2*>* 2* >*4 4 Cultural constraints

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2*>*2 Curriculum significance

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2*>*5 The Language Learning process


2.10 'an&ua&e a>uisi#ion

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2.11 ,apa)ili#ies

37

2*44*4

learning of language !asics

5H

2*44*2

Professional approach of language

5H

2*44*5

Personal approach of language

5H

2.12 lan&ua&e and i#s ,ompe#eny

38

2*42*4

The Competency of teacher


2*42*2

English Student and its compitency


2*42*5

Aspects in lang Competency


2*42*

Ino7ledge appropriated competency

5

2*42*?

The concept of %ndividual 7or#

??

2*42*@

time framed development


2*42*H su!ects connection in see#ing competency

?@

2*42*

carrier !ased Competency

?@

2*42*>

individul Competency


,4A5%R 3


S!"? pa##ren


3.1

masses


3.2

Sample )ased s#udy


3.3

da#a olle#ion #ehni>ues


5*5*4 logical Competency in #no7ledge 5*5*2 Competency in the field of o! 5*5*5 Competency layout

,4A5%R 9

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71

"(S,!SS(N+ S!MMAR?+ (N"(NS+ ,N,'!S(NS AN" R%,MM%N"A(NS 71 9.1

"isussion

71

9.2

Summary

71

9.9

,onlusions

77

:.:

Reommenda#ions $or $ur#her researh

78

*

$eferences


@ Appendix-A”


@ Appendix-B”


@ Appendix-C”


,hap#er 1 he (n#rodu#ion o$ researh The capa!ility in the grammar is needed in the teaching of grammar and linguistics* The capa!ility is derived from the t7o manifold units that are covering the 7hole phenomenon" one as the competency of the 7or# and other is the consideration of the all standards at specific levels* The definite standard of the connected understanding is the realiation of the #no7ledge and the attitude of the grammatical sense* The actual comprehension is chosen in the form of the conteJuality of the teJt for the real understanding of the tas#* %t is constant in development and cohesion*

The standard settle !y the 7orld7ide concept of the teacher proficiency is to the #een #no7ledge of the teacher in his su!ect of teaching* The prescri!ed formal standards are the route of the 7hole study pattern* 0asically the real formal education and the teaching are developed in the form of curriculum and the other socially constructed aspects indeed*

Also the individual recognition is also #ey fact of the understanding of the culture* The all cultures and societies developed the standards of the measures to education* 'o dou!t that education is the significant 7ay to develop the standards of individual talent*

Curon highlights the follo7ing recommendations= 8Education is a human activity !ased largely on the related process= #no7n as learning and teaching process* %t nurture of human personality*

0ut Brag D233 vie7s a!out education that

8%t partly rectifies 7hat a learner already #no7s and for these s#ills is needed= it is a 7or# of harmony" learners are ignorant ho7 and 7hat to learn !ut a proficient and s#illed teacher can guide them" education rectifies any unfairness and for this a teacher needs competency in its profession* $ectification can only !e done if the teacher has passion and profession*

80ecause education is teaching learning process 7here a teacher is teaching and a learner is learning in a formal system of education* So" 7ith respect to learning and teaching a teacher
Suathamalinia argues that=

8All techni;ues" a!ilities and s#ills com!ine and ma#e a teacher competent* The relia!ility of a 7or# depends upon its competency and competency depends upon consistency of that 7or#*

*

1.1 S#a#emen# o$ #he 5ro)lem 8This study 7as designed to evaluate the factors affecting secondary school teachers< competencies related to teaching of English language*

1.2 Researh S#udy )e#ies 4* To analyse the tactical o!ectives in the field of competency of the teachers at secondary level* * 2* 8To find out the level of competencies of Secondary School Teachers in the su!ect of English* 5*

To see# the dra7!ac#s of the professional capa!ilities* *

* 8: To identify the factors affecting the teacher
1.3 he Si&ni$iane o$ Researh Follo7ings are the #ey o!ectives in the significance of the research

4 The current study 7ills fruitful effort to see# the reasons for the lac#ing of the proficiency of the research* * 2 8This study 7ill also !e helpful to find out Secondary School Teachers< personal competency that has a great impact on students< character !uilding* 5

The research 7ill highlight the important issues of the training of the teachers in follo7 up and feed !ac# sense of the educational process*

 8This study can !e helpful for policy ma#ers to minimie the factors affecting teachers< performance* ? %t 7ill open the ne7 horions for the teachers to eJplore the lac#ing*

*

1.9 he @"elimi#a#ion o$ researh s#a#emen# i* The researcher has selected the maor 2 regions of providence of Puna! to eJplore the lac#ing in the educational process* ii*

The 8)ultan and Lodhran are selected one 7ith proportional e;uality to the male and female***

iii* 8T7o rural and t7o ur!an schools 7ere selected*

1.: @Me#hodolo&y o$ researh 8This study 7as conducted #eeping in vie7 that none of the varia!les can !e controlled* %t 7as to see the situation present 7ith respect to the varia!les*

1.6 5opula#ion 8Population of this study 7as the teachers teaching English to secondary level students ran#ed as Secondary School Teachers" three survey ;uestionnaires 7ere used to collect the data these 7ere as one !y 6ead Teachers of Secondary School" second !y the Secondary School Teachers teaching English to the students of >th and 43th classes< and third ;uestionnaire 7as for the students of respondent teachers*

1.7 Sample Sie At the random level the researcher has selected the t7o educational instructions from the rural and the ur!an entities 7ith the different age groups and the appointment holders at secondary school in the form of head master" teachers and the relevant students of metric class to in;uire and investigate the 7hole research model*

1.8 (ns#rumen# 8Selfdeveloped study surveys 7ere used to gather the needed details* Sta!ility of the three surveys 7as eJamined !y inner relia!ility techni;ue Ddetail given in th chapter* These 7ere as one !y Go %nstructors of Secondary Education" second !y the Secondary %nstructors educating 0ritish English to the learners of >th and Tenth classes< third set of ;uestions 7as for the learners of participant teachers" the surveys 7ere grouped 7ith regard to competencies as= i $eading and Thin#ing" ii Briting iii &ral Communication" iv Formal and LeJical Aspects of Language" v Appropriate Ethical and Social -evelopment* *

1.8 "a#a ,olle#ion 5roedure * The researcher has used the 7ay to collect the data from the rural and ur!an educational secondary instates for the deep analysis the pro!lems and the lac#ing at the teacher" students and the administrative staff li#e head masters of the said schools 7ithout discrimination of the seJ on the proportional grounds*

,hap#er 2

ReieC o$ #he 'i#era#ure The research 7or# is a uni;ue analysis of the method of selection" evolution and proficiency of school teachers at secondary in conteJt of English language* %t also !ased upon the s#ills" competency of the teachers in deferent areas in the of fruitful teaching !y creating conducing environment in schools* As .on -e7ey eJpresses the teaching process a living and constant eJperience !y 7hich a teacher ma#e the students intelligent and #eep them up7ard !y using different techni;ues in education process*

For Curon D2335

8Education is a human activity !ased largely on the related process= #no7n as learning and teaching process" it has !een vie7ed as the nurture of human personality and an investment in human capital" education is imparting and ac;uiring #no7ledge through teaching and learning process" especially at a school or similar institution*

0ridsall D4>>> is contradictive in his eJpression as under

8Education in 24st century is ta#en as an investment in human capital" it is li#e investment in physical capital that can lead to higher economic gro7th" and moreover" education can increase gro7th !y increasing the li#elihood of innovation and technological changes in life*

I* K I* D233@ suggests that

8The ;uality of human resources play a critical role in the rise and fall of nations so" human resources can !e channelled and developed in position and its standing in the

courtesy of nations is" to a large eJtent" determined !y the standards of its educational system" education means the development of personality and character= it is not merely a!out gaining #no7ledge and mastering science and technology and control of information !ut is also concerned 7ith the nation
2.1 Modes o$ %dua#ion %t is o!served that there are formal and informal education standards that are organied and practice 7ith in society* -iachronically all man and animals used to communicate !y mean of language that is condition to their 7eather* A !a!y get !irth in!orn ;ualities of communication and he is more active to assume the all conversation 7ith passage of time* Psychological aspect of the children is comprises upon four stages and all are related to the cognition* This is the ;uality human to get #no7ledge !y interaction to the society and in formal 7ays !y any education systematic ac;uisition*

2.1.1 (n$ormal %dua#ion %nformal education is actually a psychological process that is not organied as the formal one* Spea#er of any language #eep this capa!ility !y oining the other society mem!ers 7ith traditional" cultural and social gathering 7ith other people*

2.1.2 ormal sys#em o$ %dua#ion The term formal education plays a systematic for the cognitive" psychological" linguistic and conversational capa!ilities !uilding in the mind of student through organie schooling system* This development ta#es place in students 7ith in four stages of their gradual !uild up of mind and !ody* %t is anti to the informal system !ecause it follo7s the methodologies and approaches under the analysis of assessments and re7ards at the end of this formal system* %t promoted the student !y the #een guidance" assistance and counselling of 7ell trained teachers at secondary" primary and #indergarten levels*

2.3 Seondary %dua#ion and i#s role in %dua#ion Secondary education is the second phase in language ac;uisition process at this stage the maturity" interest and future !uilding active the students to #eep on learning 7ith fully devotion !ut the secondary school teachers are unfortunately capa!le to meet the thirst of their #no7ledge* %t is due to the noncompetency and una7areness of teachers to the modern tendencies to disseminate #no7ledge* %n under development countries li#e Pa#istan" the teachers are selected and trained in elementary school and colleges !y mean of the non technical and scientific 7ays" due to this reason they are failed to active the goals of set sylla!us for secondary school education*

For DGra!e K Gra!e" 2333 the formal education follo7s as under

8secondary education consists of the second phase after primary phase of formal education system that occurs during adolescence" %t is a lin# !et7een primary and higher education" 7hich #eeps !alance !et7een them and provides ra7 material for higher education" so is called a vital component of the entire system of education" it is considered a turning stage of education

especially for practical life Socioeconomic and culture uplift mostly depends on the purposeful secondary education*

2.9 4is#ory o$ Seondary %dua#ion Additional #no7ledge is considered a turning stage to train and learning especially for realistic lifestyle* %n his 7or# Anne)arie &<'eil D233 stated that in past secondary #no7ledge 7as given much importance that 7as typically academic" eJamdriven and official" 7as initially the preserve of the private feepaying learners of 7ealthy" intended for eJpert roles* Bhen this system 7as started out up to all" it stayed a status* %t attracts !roader groups of learners as in eJpert #no7ledge e*g* of technical" farming" etc in the realistic lifestyle*

2.: Seondary %dua#ion in 21 s# en#ury %n t7entyfirst century the importance of secondary education has !een emphasied* -ue to its importance certain recommendations 7ere given !y ,'ESC& D233* These are as=

8Secondary Education should !e given high priority" the o!ectives and functions of secondary education need to !e redefined for the t7entyfirst century" Countries should !e committed to the goal of mass Secondary Education as a minimum in terms of policy and provision" Commitment to access to secondary education should !e maintained 7ith efforts to remove !arriers and to !uild on strengths and opportunities especially for girls" %t also needs to address students< needs in terms of realiing their full potential" especially in a conteJt of rapid economic" cultural and social change and gender !ased discrimination*

2.6 Role o$ eahers in %dua#ion Teacher is a master #ey in any education process in contrast to the stages of child
manipulated in different 7ays* 6e can !ring the students from ra7 material to any product !ut in Pa#istan at secondary level the role of teacher is not active that is passive one !ecause the y do not fulfil the sylla!us re;uirements and the la#e of interest their professional competency they are not doing 7ell* %t is finding !y the researcher at ur!an and rural schools* The conclusions are almost same !ut no special microteaching sessions are arranged for the secondary school teachers to meet the modern challenges in secondary schools children development*

For $ahman" et al D233?"

8Teachers play an important role in delivering ne7 #no7ledge and s#ills to students* They are regarded as eJcellent and competent teachers !y parents< on the !ases of eJcellent academic achievement of the students" schools play a variety of important social" custodial and organisational roles in communities and 7ith schools come teachers 7ho have primary o!ligation to help students to learn ho7 to recognise and solve pro!lems" comprehend ne7 phenomenon" construct mental models of those phenomena" and" given a ne7 situation" set goals and regulate their o7n learning* Lan#shear" 2333" argues that=

8Learning and teaching al7ays remain the main game< of education" to this end= teachers< educational eJpertise needs to !e strengthened" together 7ith their professional #no7ledge" s#ills and dispositions" teachers can then !ring their 7isdom to !ear on the challenge ne7 technologies pose for literacy education as 7ell as for teaching more generally*

Eslami K Fatahi" 233 researched

8Teachers clearly play a #ey role in the process of learning and education" teachers" students" the educational atmosphere" the sylla!i" and educational aids are the main components of the 7hole process 7ithout 7hich it can

neither start nor accomplish anything" and the student is dependent on the teacher for the ac;uisition of #no7ledge*

2.7 %n&lish 'an&ua&e in %dua#ion in 5akis#an English has got the status of foreign language in Pa#istan due to its implication at all stages from #indergarten to phd level !ut unfortunately no special attention has !een given to the teacher training at all level and the educational sylla!us at secondary level one of the oldest one that is !een taught from the intial level right from the emergence of Pa#istan* %n secondary schools the focus of teachers ust to ta#e eJams instead of creating the students grammatical competency for language ac;uisition purpose" this is a maor dra7!ac# that do not provide the good stuff and every 7here cramming is developed* %t should !e delt at emergence to trained the teachers for secondary school teaching !y using the modern tendencies of education and the students future percepective only !y adopting these methodologies teacher can 7in the goals of educational re;uirement*

$ahman D233 argues

8'ormally" having a singular national language 7ould generate a cohesive nation capa!le of conducting open dialogue on any su!ect of national importance" also having a singular official language 7ill open doors of opportunity e;ually to all regardless of their o7n regional language" 7ith respect to teaching languages in Pa#istan" English is taught as a su!ect and also is a medium of instruction in some disciplines in formal system of education*

8Language is a 7ay to convey meanings from the spea#er to the listener* The !est is one that conveys its meanings in the !est 7ay* DLee" 2334

2.8 (mpa# o$ %n&lish 'earnin&

English language learning as strong impact over society it can !e modified and progresses !y good statergy of the reasearchers* Again the teachers has to focus on these issues for ma#ing the students full loaded in teJtual and spo#en impacts*

8&ne of the realities of English teaching is that 7e teach students 7ith diverse linguistic and cultural !ac#grounds" and that such !ac#grounds are rich resources for eJploring multiple languages" identities and realities D6o7ie" 233*

2.8.1 (mpa# on ,ul#ure $eman D233? argues that relation of language" culture and thought as oinr entity influencing each other in present age the culture is modified 7ith the insurgency of cultural invision of the modern countries to their transplanted culture in Pa#istani society* English is the popular every7here in Pa#istan and is the mean of communication not only in social interaction !ut also the 7hole sylla!us is revised !ut the teachers are same* At secondary school level no futher action has ta#en !y authorities to trained the teachers as per the modern senerio*

2.8.2 (mpa# on ,urriulum The curriculum is applied for courses at every level !ut in primary and secondary school is not much popular so as a result urgent development are needed in the !usiness of education* %t should !e revised urgently*

2.= 'an&ua&e 'earnin& 5roess %t is a hard net to crac# 7hen language is not native one 8Learning is #no7ing" #no7ledge ac;uired !y systematic study or s#ill gained through education is learning" in a comprehensive 7ay it can !e said a

composite of characteristic cognitive" affective" and psychological !ehavioural changes in a learner* Also in language understanding second language is good entity*

8Second language ac;uisition DSLA has operated 7ith the assumption Dhang" 233@ that learning a language means ac;uiring the set of pragmatic norms and cultural values em!odied in the target language*

The change of !ehaviour !y the teacher facilitates the language learning*

8linguist is studying the !ehaviours and characteristics of language ac;uisition at the different stages in life* -ic#ens D233?

European report D2333 argues in favour of language learning process*

8Education is a t7o 7ay process 7here a teacher gives something and learner receives" so" in formal system of education teacher plays a leading role therefore its importance cannot !e ignored" teachers prepare citiens for future" citiens ma#e a nation and high levels of #no7ledge" competencies and s#ills are the very !asic conditions for active citienship" employment and social cohesion*

There are t7o main levels of the said process as under:

8These !uild one
can do this" !ut different su!ects need different techni;ues" s#ills for effective teaching/learning process and its outcomes*

'ational curriculum depicts the ideology and su!ect matter of teaching to the secondary level education*

8%n the case of outcomes in the su!ect of English" 'ational Curriculum for English Language D233@ from grade 4M%% re;uired these competencies !y the students of >th and 43th grade* These are as=

2.10 ,ompe#enies The competency refers to the a!ility of !oth teacher and student it follo7s the

Studying and Considering S#ills Briting S#ills &ral %nteraction S#ills Formal and Sentence Factors of Language

8These competencies can only !e achieved if the teacher is competent in its field and s#illed in teaching as said !y Common Bealth in Teachers for the 24st century: ma#ing the differences< Education of the highest ;uality re;uires teachers of the highest ;uality and highly s#illed and professional teaching can do this* 0i!i" 233? K 6untly" 2335 8identified three main areas of teacher competencies i*e* #no7ledge competencies" professional competencies and personal competencies*

2.10.1 noCled&e )ased ompe#eny

%t develops !y sharing the formal and informal #no7ledge

1 i Core #no7ledge of the su!ect* ii Content area approved !y the curriculum 7ing* iii Communicative competencies=

%t has four components" a grammar" ! discourse" c sociolinguistic" d Strategic iv Enhance the #no7ledge according to the need of the time* v Connect the study of the su!ect 7ith other su!ects*

2.10.2 5ro$essional ompe#eny %t covers the total talent of the teachers providing the !asic roots on specific grounds Li#e i Planning ii Educating techni;ues iii Educational setting management iv Assessment and recording

2.10.2 5ersonal ,ompe#eny %t covers the educational teaching proficiency in personal 7ay i Communicative= ado7n7ard

! horiontal c up7ard

ii Colla!orates 7ith colleagues iii 'ational perspectives and %slamic perspective

2.11 ,ompe#eny

)cClelland defines the competency as:

8The relia!ility of a 7or# depends upon its competency and competency depends upon consistency of that 7or#" to measure it there are certain indicators that is a series of o!serva!le !ehaviours" competency is a concept largely thin#ing" used eJtensively there" particularly through the 7or# of the psychologist D4>?3*

-avies and Ellison descri!e the competency as:

8Simple communicative/grammatical competences are a!out outputs to specified minimum standards 7hile competencies are a!out input that a person !rings to a o!" resulting in a superior performance" the 7ord communicative/grammatical competence and competency are used interchangea!ly

They further ela!orates the competency as

8Competence has t7o common meanings" first is the a!ility to do a tas#:

7e

spea#

of

the

government
economic

communicative/grammatical competence or 7e might say a person in a o! or in a role" one
-e7y and S#inner have already developed the theories for competency" they ela!orates it
8%t

is

!ased

on

a

very

narro7

conception

of

communicative/grammatical competence and is intended to revamp teacher education courses" Communicative/grammatical competence in

terms of prespecified performances stated as segments of overt !ehaviour= it argues that practicing the performance directly is more efficient than achieving it indirectly through the con ventional course*

Further they developed the theories" then the gradually theories !ecome the adaptation for the other educational eJperts as 8it differences an o!vious performance 7ith the traditional programNs

guarantee

of

performance"

according

to

the

incorporated

conception=

communicative/grammatical proficiency is designed in terms of #no7ledge" capa!ilities" s#ills and !ehaviour sho7n in the perspective of a carefully chosen set of genuine professional tas#s*

Saeed K Ihalid" 2332" further develops the term in their o7n 7ords in 24 st century as 8the specialied a!ilities and eJpert a!ilities that a instructor needs to carry to a place in order to satisfy its features a!solutely" #ey communicative/grammatical competences ma#e reference to the information" a!ilities and !ehaviour that provide for personal satisfaction" pu!lic addition and effective citienship" and employa!ility in the society*

The traditional competences li#e 8native terminology" international DEnglish terminology" primary communicative/grammatical competences in arithmetic and technology" !ut also the more

essential

ones

are

such

as

studying

to

learn"

pu!lic

and

pu!lic

communicative/grammatical proficiency" effort ta#ing and !usiness" and pu!lic attention and eJpression*

The competences are t7ofold:

8Fast technical improvement needs high and regularly modified s#ills" 7hile gro7ing internationalisation and ne7 7ays of planning call for social" communicative" !usiness and social communicative/grammatical competences that help people to evolve to modifying surroundings" and enhanced academic accomplishment

is

important

for

individuals"

!ecause

individuals

accomplishment in necessary proficiency has a po7erful direct effect on 7ages*

2.12 eaher
8The ;ualified instructor is a!le to ma#e a7are choices and eJercise reasoning over the comparative significance of components 7hich effect on successful student learning results* Competent instructors set logical o!ectives and genuine means !y 7hich these may !e o!tained" although their educating may not yet !e classified !y fluidity or fleJi!ility*

$eddy K Suathamalini D233? ela!orates in the a!ove 7ay as 6untly that

8The success of comprehensive education programs to the #ids to a large level relies on the teachers< attention" mindset and capa!ilities to deal #ids 7ho are in a different 7ay a!le in the regular educational setting" and the !usiness" learning and educating" and assistance and assistance actions should !e updated to meet the need of the learners*

The !asic formal and tradition 7ay of teacher is high in position" then curriculum and then the leaner comes in the cycle" clearly sho7n in the follo7ing figure

8The operate of a instructor is to e;uip< learners 7ith #no7ledge 7ith the help of various eJpert capa!ilities that 7ill allo7 him/her to perform effectively 7ith students DPe#la K LevpuOe#" 233H*

8Teachers< capa!ilities include topic information as 7ell as pedagogical< information" and the a!ilities 7hich allo7 instructors to 7or# 7ith students" 7ith co7or#ers and other eJperts that are accounta!le for #ids education and learning and learning*

$ychen K Salganic# D2335" p5 further argues a!out competency" as=

8The a!ility to achieve compleJ goals in certain conteJt 7ith the mo!iliation of

cognitive as 7ell as noncognitive aspects of functioning

Eslami K Fatahi D233 argues that

8Teachers< values a!out their o7n efficiency are #no7n as instructor efficiency that underlies many important educational choices 7hich ultimately

shape clients< educational encounters" instructor efficiency is !elieved to !e strongly connected to educating methods and clients< learning outcomes*

2.13 ,ompe#eny o$ %n&lish #eahers in 21 s# en#ury

8Teaching eJpertise represents intellectual information of the instructors" 7hich re;uires effects on student learning" the competency!ased educating" 7ith regard to educating s#ills" is said the action in instructor education and learning 7hich is designed to practice learners in specific educational setting s#ills*

8%t contains the use of educating methods such as connections process" research" microteaching" simulator" it does not associate 7ith ;uality" and it does suggest a level of eJpertise that has !een assessed to !e sufficient for the purpose of the action in ;uestion" the process !eing clearly descri!ed and the re;uirements of success !eing set out together 7ith this are competency*

Iumari K Srivastava" 233? a!out a good instructor is 87ho sho7s !y his educating" grant in information and personal eJpertise in interacting 7ith his/her students*

,'ESC& D233 the international organiation suggest a!out the the competency as=

8A ;ualified instructor should have company details of the program of their topic and to use technological innovation into the program to ma#e educating efficient" the proficiency in a eJtensive 7ay in 23 first millennium can !e said as the capa!ility of a instructor to implement details" details and studying methods to offer high;uality educating and coaching" to ma#e efficient possi!ilities for studying and to allo7 all students to accomplish to the !est of their a!ility*

2.19 ,ommunia#ie ompe#enies The phrase communicative eJpertise 7as first used in 4>@? !y American linguist 'oam Choms#y as

8%t eJplains 7hat a individual #no7s a!out the terminology" 7hile on the other hand" the phrase performance eJplains 7hat a individual can do 7ith the terminology*

Communicative/grammatical eJpertise DSad" 233 8includes generating terminology properly as 7ell as to use it for particular o!ective in a conteJtually appropriate 7ay" 7hen learners are a!le to eJecute the communicative features that they need" they accomplish communicative communicative/grammatical competence in that terminology" To !e a!le to !e proficient in 0ritish" learners need to have a control of the terminology*

According to Iost#ovQ D233@

8Communicative communicative/grammatical eJpertise is the a!ility to apply the leJical guidelines of a terminology to form correct utterances and also to #no7 7hen to use these utterances properly*

0ut Parsad D2335 said

8Communicative eJpertise is generating terminology properly and use of terminology for particular o!ective" 7hen learners are a!le to eJecute the communicative features that they need" they accomplish communicative competence< in that terminology" to !e a!le to !e proficient in 0ritish English" 7e need to have a control of 0ritish terminology" one of the maor is designed of educating 0ritish English is to allo7 the learners to sho7 themselves properly in composing on daily issues of life" and this needs eJpertise in architectural a!ilities* 8Learners need to create a!ilities" such as hearing" discussing" studying and composing to !e ;ualified in 0ritish* -ental and a!ility as a copy7riter ma#e reference to the effective a!ilities* 8%n conversation" it includes studying the audio program" stress and tuning styles* And in composing" 8this 7ill include studying features of the composing program such as punctuation frame7or#" sentence frame7or# and terminology" and punctuation*

According to it can !e D9u7ono" 233 8a!ilities needed for interaction" 7hich includes four #ey elements*

%ts different elements or su!categories that !uild communicative proficiency areas=

a

Grammatical or language proficiency*

!

Sociocultural proficiency*

c

-iscourse competence= the capa!ility to maintain consistent discussion 7ith another spea#er

d

Strategic competence= indicates !y 7hich students cope 7ith prospective !rea#do7ns in interaction*

%n this idea of communicative proficiency" 8the follo7ing aspects should therefore !e provided in a 0ritish terminology educational setting" fluency and appropriate terminology is the primary goal of it" it means that the instructor him/herself should !e a proficient 0ritish English presenter*

For connections 8language proficiency is a crucial factor in the success of training in the educational setting* %t is sho7n in 8the teachers< #no7ing of the characteristics of 0ritish English learning" his/her #no7ledge of educating methods and a!ilities in educational setting connections* Further" 8The techni;ues of training are identified !y the teachers< methodological proficiency* Conse;uently an instructor 87ho has pro!lems in discussing 0ritish English 7ill neither !e successful in transferring a eJcellent control of ver!al terminology nor !e a!le to educate successfully* %n the same 7ay" 8s/he 7ill !e incapa!le to implement the method unless s/he is ac;uainted 7ith its concepts and specific elements" 7hen the standard of students in the topic is less than predicted= the dra7!ac# is usually lin#ed to teachers< inade;uacies* %nstructors are re;uired to !e ;ualified and 7elltrained 7ith eJcellent control of the !asic voca!ulary a!ilities* Thus their lac# of a!ility to meet the re;uired re;uirements results in imperfect educating* 8The uns#illed teachers develop 7rong language styles that are difficult to main out in follo7ing levels" correctness of language styles is thus essential in perfecting the terminology*

2.1: rammar Fo r Bu K Cao D233H"

8Foreign language teaching and learning has a history of hundreds of years and modern foreign language teaching dates from 4Hth century* The earliest foreign language teaching dates !ac# to 533 0C 7hen $omans !egan to learn Gree# Dcited from 6ang" 434@*

Along the period of terminology educating" 8it has recognied the changes in the #ind of eJpertise that students need 7hich leads to changes in terminology educating techni;ues* The techni;ues applied in the terminology educating" are the GrammarTranslation Techni;ue" 8the Situational Language Teaching" the Audiolingual Techni;ue and the Communicative Language Teaching Techni;ue" %n these different techni;ues syntaJ plays a different part" though these different techni;ues have different !ehaviour to7ards syntaJ" they all consider it aspect of terminology educating*

Grammar is the program of guidelines !y 7hich terms are esta!lished and put together to ma#e sentence/s* %t eJplains the guidelines for spea#ing or 7riting a particular terminology" or a particular analysis of the guidelines of a terminology*

According to Prialgaus#aite D233

8The o!ective of syntaJ training is to ena!le students to carry out their communicative purposes 7ith eJpertise= it helps the students to connect leJical factors 7ith larger interaction situations*

0ut Bu K Cao D233H eJplained syntaJ 7ith respect to frame7or# as"

8Terminology is a program structurally related components for the development of definitions and its components are phonemes" morphemes" terms" components" and phrase types" studying is !elieved that perfecting the components or foundations of that terminology and learning the guidelines !y 7hich these components are com!ined" from phoneme to morpheme" to 7ord" to phrase" and then to phrase*

The frame7or# of a terminology is 87hat is essential and uni;ue a!out a terminology" so early eJercise should concentrate on eJpertise of phonological and leJical structures*

-arrell D2334 arugues as

8%n second terminology training there eJist needs of syntaJ" the appropriate syntaJ properly 7ill !e availa!le to provide outcome rather instinctively" or minimally 7ill !e availa!le via some degree of trac#ing" in the esta!lished goals syntaJ is to pay attention to dental eJpertise" 7hile at the same time outfitting the student 7ith the information to construct grammatically correct outcome D!oth dental and 7ritten" is resulting from the learnerNs conceptualiation of a helpful syntaJ*

%n second terminology 8strategies and approaches such as the 'atural Approach and %mmediate Techni;ue have sought the !est methods to eJisting and eJercise the syntaJ of the concentrate on terminology* Grammatical components are o!tained in a foreseea!le order and those certain components that 7ill tend to !e o!tained through the years* 8%n terminology it has !een D-arrel" 2334 recognied that linguistically only t7o the uneJpected happens in the classroom: syntaJ and terminology educating*

According to Prialgaus#aite D233 8adult students for eJample at school stage appreciate and !enefit from direct training that allo7s them to apply critical thin#ing s#ills to terminology learning" instructors can ta#e advantage of this !y providing details that give students a illustrative #no7ing Ddeclarative #no7ledge of each factor of syntaJ* %t is !eneficial for an instructor to teach 8the syntaJ factor in the concentrate on terminology or the clients< first terminology or !oth* The o!ective is to accomplish #no7ing* 8Teacher should eJisting syntaJ factors in pu!lished and dental methods to address the needs of students 7ith different learning styles* 8Grammar is essential aspect of any terminology as mentioned !y Sert D233@ that Grammar is a necessary aspect of any terminology"

considering that the methodical guidelines of the terminology play the most aspect for common intelligi!ility for developing social relationships via spo#en interaction*

2.16 ;oa)ulary #eahin& Sentence educating is presenting terminology as 8a 7hole !ody of individual terms" that is" as a series of separated term products" to have a !ig terminology method for #no7 a lot of terms* So" 8leJical products can !e descri!ed as the little models used for certain syntactic reasons*

According to Le7is D2333:?2 mentioned !y Aiai D233H

8Educating leJis indicates increasing pupils< attention of leJical chun#ing !y guiding pupils< attention to the parts of phrases as collocations" idioms" set and semifiJed eJpression 7hich they can eJperience in a 7ritten teJt* Students should !e ;ualified 8to analye leJical sections" to !e a!le to develop their #no7ledge of leJical sections individually of the instructor* This implies that 8they should !e provided 7ith opportunities to eJperience leJical sections in genuine 7ritten teJt messages and should !e inspired to analye" generalise and research 7ith these sections" to !e a!le to !e a!le to discover them for themselves in a significant 7ay* As it is potential 8that local sound system learn terminology in leJical sections" it is not irrational to !elieve that studying certain sections containing sentence structure components 7ill help pupils in their getting 0ritish English sentence structure styles as 7ell* Sentence educating contains presenting terminology to pupils as 8a 7hole !ody of individual terms" that is" as a series of separated term products* 0ut 8that leJis is ;ualified through interpretation" that is" through the demonstration of 7ritten teJt messages in 0ritish English 7hich is converted into ,rdu or L4 term !y term* This 7ord!y7ord interpretation is done !y mouth !y the instructor in class* %n this #ind of approach 8pupils had to convert every individual term to !e a!le to comprehend the definitions of the 7hole 7ritten teJt*

Efforts should !e made !y instructors to motivate pupils 8to understand the general significance of the 7ritten teJt messages naturally" 7ithout declaring to comprehend every term that is" to create pupils understanding the significance of the unidentified terms in 7ays different from a specific interpretation into L4 paraphrasing" gesturing" illustrating on the !lac#!oard" displaying things or miming* Conse;uently" 8almost all pupils had complications in discussing 0ritish English that is they had to create a great effort to tal# only a fe7 phrases !ut even terms" !ecause they seemed not capa!le of thin#ing straight in 0ritish English and had to convert every individual term in their mind !efore discussing* %t is the reason of clients< reluctant 8to tal# 0ritish English unless they are highly inspired to sho7 their ideas* They could neither !e proficient nor precise" 8as far as sentence structure components are concerned*

To create significant studying in interaction Grigoryan and )aster D233 has given these suggestions=

4 ,se genuine materials to conteJtualie terminology* 2Provide real terminology for interaction* 5 Form small groups*  Create a positive social and 7or#place* ?Provide lots of feed!ac# material*

2.17 Soio-ul#ure Terminology provides different" 8although not irrelevant" functions= it allo7s connections" thought" and pu!lic connections* Terminology is a system 8for the transmitting of ideas" vie7s and ideas !et7een individual* %t is a means !y 7hich 8individual
ta#ing on ideas" concept" conceptualiations" ideas" !ehaviour and conclusions 7hich 7ere placed in 7hich program 7hen they 7ere first designed* %n a very real feeling 8language sym!olies a huge data!ase of information !y 7hich the ideas and recognitions of our forefathers are maintained and passed onto follo7ing years*

Thus" in studying 87e are revealed not only to predetermine details around the glo!e" !ut also to predetermine details of it D)eighan KBal#er" 233*

Teachers need 8to plan precise and appropriate illustrations properly to eJisting 7hich properly" !e culturally appropriate for the esta!lishing in 7hich these are used" and !e to the point of the session*

Chlope# D233 stressed

8The lifestyle in language that any connections that is missing appropriate social material results in comical or more intense occurrence and 7ill !e #no7n as serious miscommunication and misconception*

%n the same 7ay oreda and (ivaldoLima D233 said that 8Attention of the social element of focus on language ma#es easier to vie7 the su!ects and circumstances the students eJperience at the time of studying and/or hearing*

Terminology DAai" 233H has 8a sociopragmatic operate and is a mean of connections* Sentence items" 8made up of single or multi7ords" must !e culturally ac#no7ledged as separate models" their use is therefore efficient and must !e appropriate to a certain pu!lic perspective*

Simon 0org D2335 stated that

8Bhile educating grammar= aspects such as community" the organiation" and recommended curricula can have a significant effect on the level to 7hich language instructors can implement methods 7hich indicate their values a!out effective educating" teachers< information of sentence structure and of the conse;uences of this on their eJercise is also re;uired*

2.18 "isourse %t is serious and lengthy conversation or conversation" 8a 7riteup a!out a su!ect !et7een people or groups especially the type of terminology used in a particular perspective or su!ect" so every activity in the type of terminology is conversation* A teacher
-iscourse found in DSert 233@"

8The media" films" literary 7or#s and music lines" 7hich are the insights of normally sourced in real configurations can also confirm helpful to prepare sentence structure tas#s in terminology classes is an efficient and effective method 7hich can cause to longterm success" a venture that ma#es learners evaluate the sentence structure in these discourses 7ill improve the leJical

attention of the learners and" in regards to this" 7ill cause to improvement in not only leJical eJpertise as 7ell as" !ut also communicative and language performance*

2.1= S#ra#e&i %n studying" 8the 7ord competence< is the #no7ledge that a person and details that the university student offers" proficiency is related to the intellectual a!ilities of understanding" #no7ingly or instinctively" the guidelines and details 7hich underlie interaction* Performance signifies 8the actual use of all these a!ilities*

0ecause 8performance is

affected !y use" repeating" and addiction and carefully allied to the psychomotor sector* %n this case 8it can !e said that competence surpasses performance" 7hich is typically true in studying* 0ut 8The effective sector holds all those emotional and sociological factors such as anJiety" shyness" and position 7hich impact studying* To help create improvement in studying" 8a student should not only process details" !ut also !e a!le to convert that details into useful form* Terminology studying does not 8involve simply internaliing ne7 terminology items" phrase structure guidelines" and phrase styles*

According to Canale K S7ain D233

8The spo#en and nonver!al interaction techni;ues may !e called into action for failures in interaction due to performance factors in the educational setting" some illustrations of ideal competence are ;uestions" ta#ing changes" using actions" part playing" etc*

To learn language and create performance 8!etter different techni;ues are used as team perform" individual perform" etc* )oreover" 8small num!er of perform is useful for the effective studying !ecause learners have more independence of activity and opportunity to research 7ith language*

2.20 roup Cork

Studying does not 8involve simply internaliing ne7 terminology products" phrase structure guidelines and phrase styles !ut to understand these products of focus on terminology in a 7ay that a student !ecomes a!le to use these 7ords in a proper 7ay*

For this DAai" 233? purpose

8Little num!er of perform is useful for the effective learning !ecause learners have more independence of activity and opportunity to research 7ith terminology" small team perform is prefera!ly appropriate for restricted practice and encouragement of previously trained material*

0ut in little num!er of perform 8it is difficult to o!serve every team at every moment* So" 8it must !e managed to guarantee that the goals are !eing o!tained* Bhat this means is that 8learning should include couple and team perform" and those actions li#e part performs" terminology games and pro!lemsolving proects are motivated*

Categories are useful in learning=

i Studying and saying* ii -etermining phonemes and punctuation* iii %dentifying characters and studying*

8These actions 7ill create proficiency among learners of dental interaction" studying and thin#ing s#ills*

The part of the instructor is 8that of a company in communicative actions" 7ith respect to 0ritish English instructors they should !e eJpert in the sense that:

•

They should have appropriate training of discussing 0ritish English*

•

They should !e independent and !e accounta!le for #eeping their eJpert re;uirements*

•

They should not only !e a!le to spea# the terminology !ut should also !e a!le to connect*

The successful realiation venture 8proects relies on the supportive capa!ilities of little multiple learners 7ho arrange their o7n perform" o!serve their learning results" and ta#e lia!ility and perform out complications in team characteristics*

%n the team actions are effective if is"

•

The potential to set proects and allo7 learners to continue 7ithout necessary distur!ance in their activity=

•

The potential to assess and involvement is appropriate and helpful in mastering*

•

The potential to settle 7ith learners that 7hat and ho7 learning is more effective for them*

•

The potential to perform revie7s*

•

The potential 7hich to pay attention to individuals=

•

The potential to claim yourself 7ithout !eing attracted into ustifications*

2.21 (ndiidual Cork

Team perform is !eneficial in studying 8discussing eJpertise !ut reduce the speed of perform in 7riting and studying* So" 8personal perform should also !e motivated in the educational setting" there are some learners 7ho are introvert and feel dou!t and shy in getting others*

%n personal perform eJploration also performs an important part* 8%t appeared D)orris" 2333 in 4>@3 7hen S#inner
Through the recurring 7or#outs" 8learners learn purpose information>> 8;uiet studying is !eneficial in retaining terminology along 7ith other a!ilities of terminology*

2.21 %nhane #he knoCled&e aordin& #o #he need o$ #he #ime Bith the passing of your energy and effort and distri!ute of technology DGu" 233H in 8every area of our life has a great impact* So" 8an instructor should improve the information to fulfil and face the needs of the age* The significance of 8this improvement of the information is to focus upon efforts to catch the com!ined understanding and customs of the career a!out ho7 topic is to !e sho7ed in the educational setting*

Thompson Dcited !y 6untly 2335 in p*4 claims that

8Teaching is not a se;uence of s#ills and techni;ues o!tained once for all time* %t 7ill modify as understanding upon 7hich it is !ased modify*

2.22 ,onne# #he s#udy o$ #he su)e# Ci#h o#her su)e#s 8A competent teacher has to esta!lish good connections among su!ects and topics and also has to plan in parallel 7ith national o!ectives*

2.23 5ro$essional ,ompe#eny Strong studying in 8a selfdiscipline premised on deep eJpert information on the part of the instructor" as an eJperienced educating" it is dedicated to a topic selfdiscipline for instructors to discover ne7 theoretical paradigms a!out studying and educating* Bith the improving glo!alisation of EAP DEnglish for Educational purpose 8it is more important than ever !efore to set up an information of the a!ilities" capa!ilities and credentials of an eJperienced EAP specialist*

8The performances re;uirements specify the results predicted in underta#ing the action" they" thus provide a specific information of the performance re;uired that allo7s assessment" either !y individuals themselves" or !y eJterior test candidates*

2.29 eahin& ehni>ues A competent 8teacher uses different teaching techni;ues and plans in advance the topics and ideas that have to !e taught and class may 7ish to eJplore" the teacher then organies a se;uence of teaching/learning activities around these ideas* The steps are as= •

The instructor presents the ne7 material and tas# the learners to try out and discover ne7 concepts*

•

The instructor inspires the learners on the interaction of concepts and values from the category and eJplanations for vie7s indicated*

•

The instructor summaries" and demands eJplanation 7hen necessary*

•

The instructor gives the learners the opportunity to thin# and sho7 their concepts easily*

•

The instructor arrange the category into small 7or#ing groups*

According to 0org D233@ in 8five signs of a language teachers< says that it is the a!ility to arrange" descri!e and descri!e" as 7ell as to stimulate and maintain interest and inspiration among learners*

2.2: Mo#ia#ion %n studying a second terminology 8through inspired and uninhi!ited interaction" concentrate on effective meaningma#ing* So" 8a ;ualified instructor #no7 7ell 7hen and ho7 to encourage the learners to ma#e studying more effective" that has information a!out information gro7th and 7hy learners may eJperience complications in studying or 7riting* Then" 8An instructor delivers his/her a!ilities to the research of student strong points and needs" material goals" and the design of training that enhance material studying*

For significant DCindy KGra!" 2333

8Studying proects" clients< inspiration is important* Student inspiration can !e su!verted !y a compensate frame7or# that provides too many re7ards for rote studying" !y a lac# of assurance in the capa!ility to learn meaningfully" or !y disinterest*

2.26 Make in#eres#in& 0ritish" 8English is a terminology and studying the terminology that does not match our lifestyle is some7hat tedious 7or#* So" 8to eliminate this tiresome= an instructor should ma#e session eJciting* According to La7ler" Chen and (enso D233H

8Studying occurs 7hen learners feel and comforta!le" and enoy the studying encounters*

2.27 4umour

%n the educational setting 8an instructor has to face different #inds of circumstances" sometimes learners get dullness due to comprehensive studying* So" 8one should use different methods to ma#e studying eJciting*

As according to studies D!y Gorham and Christophel" 4>>3" .ohnson and Cru" 2334 mentioned !y La7ler"Chen and (ensoD233H in addition

8To different educating methods humor such as humor" comical eJperiences and cray feed!ac# provides a num!er of social features" such as stress comfort" structure developing and communication developing in the educational setting*

2.29 "ialo&ue Conversation is the important action for 8studying 0ritish terminology and includes connections !et7een the student and the instructor" student and learner= it can considera!ly improve actual remem!er in students* The re;uirements of dialogue consist of providing the content in a eJciting 7ay* 8,se eye contact" deal 7ith people !y their titles" and as# concerns to #eep them engaged is more valua!le for a instructor in the classroom*

According to Thompson and Create mentioned !y Singh D233?" there are four is designed and goals of educating 0ritish at the school stage:

•

To comprehend ver!al 0ritish

•

To tal# English

•

To comprehend pu!lished English

•

To create 0ritish*

So" 87ith the help of dialogue should !e trained all these a!ilities* According to Ashley K Elyidirim D233@

8-iscussing eJercise 7ith appropriate diction provides a great studying atmosphere in different actions as dialogues" dramatiation" part play and so on*

2.2: Dues#ionin& As#ing also allo7s 8an instructor to eJamine #no7ing of the students* According to 0i!i D233? 8concerns should !e grammatically appropriate" accurate and appropriate to the material of the curriculum* The concerns provided 7ith 8appropriate rate" tuning and message ena!ling stop 7ill !e sho7n !elieved invo#ing for the students and teachers< o7n evaluation a!out their accomplishment" it is a 7ay of connections as 7ell as inspiration* To create it more efficient a test DLaslett KSmith mentioned !y 0i!i" 233? 8at the end of a section is more useful to summary a session and instructor should give revie7s to the students* 8A!out concerns in the educational setting" Tale!ineahd D2335 provided these guidelines=

•

Ruestions should !e filled 7ith meaning other than information eJamining*

•

ConteJtualied cantered and studying cantered as possi!le as can !e*

•

Ruestions !y the instructor and !y student
•

-on not let ;uery un ans7ered*

2.26 "isoery and in>uiry ins#ru#ion

According to Early" D233 8an instructor may use 7ordless picture guides to advertise spea#ing and a!ility as a copy7riter across different NlanguagesN* Since the representation in 8these guides can !e used to s#etch learners attention to factors of visi!le #no7ledge designed to help !ecome more efficient in studying* 8Proficiency in a language educating DArends"233H need not only to have information of the topic !ut need to have various information angles and to !e indicative in trou!leshooting in this career*

2.27 !se o$ #ehnolo&y in lass-room The use of %nformation Technological innovation D%T in 8Pa#istan at additional educational institutions is only at its !eginning level even though the release pc in education and learning and other various computer systems related tas#s* The part of %T D$aa# K Em!i" 233 in 8the educational institutions are as ena!ler and studying is selfdirected" independently moving and conteJtualied* The use of soft7are in education and learning presented 8ne7 educating difficulties and many teachers are re;uired to !e a!le to use pc for training and studying" control*

For 'eiss" mentioned !y $aa# K Em!i D233 !elieve that

8PC capa!ilities for instructors should mainly include the a!ility to use the computer systems to improve program and training* Teachers should also !e a!le to evaluate the clients< needs and success 7ith the programs of computer!ased training* The pc in 0ritish studying is used fre;uently called Computer 6elped Learning DCALL* 0ut technology DLa7ler"Chen and (enso"233H states

8Should !e used as a device to assist not to su!stitute" conventional educating techni;ues" in this learners use your pc to create and practice terminology" no7 in Secondary Schools computer systems are in use" a instructor can use for 0ritish English studying that is employed to accomplish interaction s#ills*

2.28 !se o$ Audio-;ideo resoures in #he lassroom

8These are different methods of educating in the classes= these are the use pc" tv" proector #no7n as technological innovation centered" !ut the use of !lac#!oard has its o7n significance even in this age of technological innovation*

%n classes most 8educating is done using either vision or enoying Dauditory sensations" the #idNs vision is used in studying 7ritten teJt" loo#ing at !lueprints or images" or studying 7hat is on the panel" graph or on laptop" the feeling of enoying is used in enoying 7hat the instructor says or his/her class mates* %t is !eneficial 8among learners to comprehend through more than one of the feelings" so" an instructor should use these feelings for teaching/learning reasons*

2.2= Audio-lin&ual me#hod o$ #eahin& Acc ord ing to Bu D233?" p> 8Audiolingual )ethod is the result of com!ination of structural linguistic theory" contrastive analysis" auraloral procedures and !ehaviourist psychology*

8-ialogues and 7or#outs are the platform of audiolingual educational setting eJercise" after a conversation provided and commited to memory" specific sentence styles in the conversation should !e chosen and !ecome the concentrate of various #inds of 7or#outs and methods for 7or#outs*

Grammatically correct 8dialogues are useful not only in learning dental interaction !ut to learn sentence and sentence factors of terminology" during this a instructor is only company and should avoid disruption*

,hap#er 3

5roedure o$ #he S#udy

The maor 8o!ective of this study 7as to assess university teachers< proficiency in the topic of 0ritish English* Therefore" 8its goals 7ere according to the o!ective* The teachers< 8capa!ilities 7ere grouped into groups according to the results of university learners in the

topic of 0ritish English as recommended !y 'ational Program D233@* These teachers< capa!ilities are as=

•

Ino7ledge centered capa!ilities of teachers

•

Professional centered capa!ilities of the teachers

•

Personal capa!ilities of the instructors

5opula#ion All pu!lic additional 8educational organiations of the Puna! are inha!itants of the research* 8The participants 7ere instructors educating 0ritish English at additional level" the learners of >th and Tenth ;uality and head of the organiations*

Sample &ut of a!ovementioned 8inha!itants" educational institutions 7ere chosen !y dual uni;ue testing strategy* T7o region of the Puna! 7ere chosen as 8an eJample of this study" from each school only four instructors 7ere chosen ar!itrarily as a eJample educating 0ritish English to additional sessions and ten learners from their category as 7ell as their leads instructor*

The eJample 7as chosen as= 4T7o district from the Puna! i*e* )ultan and Lod hran* 2-ivision of schools district 7ise 7as as under:

ool $or da#a olle#ion

8Three selfconstructed study surveys 7ere used and sta!ility 7as eJamined !y inner sta!ility method* The specialist fre;uented 8the educational institutions and gathered the data*

These three surveys 7ere as=

•

This set of concerns 7as for the head instructors of inha!itants instructors* This set of concerns contains four mar#et" thirtysiJ a!out instructor proficiency" one availa!le features and t7o start finished ;uery*

•

The second set of concerns 7as for school instructors containing 42 concerns a!out teachers< private information and factors that can impact their performance* %ts second part is thirtysiJ concerns a!out proficiency of the instructors* %t also contains one ;uery a!out availa!le features and t7o openended concerns*

•

The third set of concerns 7as for the learners of class >th and Tenth*

The maor items of the surveys 7ere 8common and the proficiency of instructor 7as separated into three main areas=

i 8%nformation proficiency of the instructor that is primary information a!out the curricula and material issues* ii 8eJpert proficiency of teacher= these are educating methods" pedagogical #no7ledge* iii 8%t 7as teachers< individual attri!utes that are a eJample for learners*

0efore planning of these surveys" 8a record of teachers< capa!ilities 7as ready in the guidance* These capa!ilities 7ere as=

noCled&e ,ompe#eny •

The instructor descri!es the theme of the section !efore starting the section*

•

The instructor associates the section to clients< previous information*

•

The instructor associates the session to the practical life of the learners*

•

The instructor associates the su!ect information 7ith other topics*

•

The instructor instructs to create article independently*

•

The instructor instructs to create article independently*

•

The instructor !oo#s the clients< conclusion 7riting in their o7n 7ords*

•

The instructor controls group activities for interaction s#ills*

•

The instructor involves the learners in conversation for ver!al languag e*

•

The teacher
•

The teacher
•

The instructor uses easy to understand terminology in the classroom

•

The teacher
•

The instructor increases terminology for effective interaction*

•

The instructor #no7s concepts of sentence structure*

•

The instructor is competent in sentence structure and structure*

5ro$essional ,ompe#eny •

The instructor re;uires interest in his/her profession

•

The instructor has control over the content of the su!ect*

•

The instructor controls the course material for the completely educational year*

•

The instructor provides the session through eJciting activities*

•

The instructor comes in the class 7ell prepared*

•

The instructor inspires the learners to ma#e the session eJciting*

•

The instructor analyse the preparation daily*

•

The instructor preserves the selfdiscipline of the educational setting*

•

The instructor controls learners sitting agreement*

•

The instructor develop legitimate test*

•

The instructor gives individual attention to the learners*

•

The instructor does appropriate evaluation during the session*

5ersonal ,ompe#eny

•

The instructor is 7ell dressed up during university hours*

•

The instructor #no7s philosophy of Pa#istan*

•

The instructor is 7ell a7are of the goals of university #no7ledge*

•

The instructor plans the session to achieve national g oals to train and learning*

•

The instructor has good interaction 7ith co7or#ers*

•

The teacher
•

The instructor reports our father and motherNs performance to their parents*

•

The teacher
,hap#er 9 Summary 9.1 Summary

%n today
8'o dou!t there are different factors affecting on teachers< performance" !ut in spite of all these factors a teacher should !e e;uipped 7ith all the s#ills to face these and reach the re;uired goals and achieve o!ectives of the education* For this purpose this study 7as conducted to find out the teachers< present situation 7ith respect to their s#ills and needed* %n it a fe7 factors 7ere also o!served to see their affects on teachers< performance*

The main focus of the research is a!out s#ills and techni;ues related to the secondary school level in Puna!" Pa#istan* Some s#ills are professional related to the teachers !ut some are the personal one those the teacher !uild personally and gradually 7ith the time !eing* The formula for the findings of the research is simple percentage calculations through ;uestionnaire" for the collection of date from the specific population of ur!an and rural south Puna!* Population sample are collected from the secondary school students and teachers" teacher are 4?" and siJteen in num!er and students are eighty in num!er*

9.2. "isussion

The outcomes of the participant of the 8three groups signify a clear perspective of present situation of the teachers< proficiency educating 0ritish English at additional secon dary level* The teachers< proficiency 7as 8separated into three main groups 7ith regard to its features doing in the educational institutions* The outcomes are categoried as 8teachers< information centered proficiency" professional proficiency and personal proficiency of instructors*

So in the case of 8su!ect information of the teachers< the instructors are ;ualified in these areas* The outcomes mentioned !elo7 are in 8accordance 7ith the outcomes of the surveys loaded*

First" 8Teachers are completely prepared 7ith the eJpertise of eJplaining the concept of the session in their o7n terms* %t is primary eJpertise needed for the instructors to educate a su!ect* Second" 8%n the same 7ay the instructors are ;ualified in educating to create summer in their o7n 7ords* Third" 8Teachers are ;ualified in handling team actions in the category to understand English* Forth" 8The teachers< fluency in 0ritish English is eJcellent that may 7ith regard to studying !oo#* Fifth" 8(oca!ulary is an essential issue in studying a terminology !ut in this situation the instructors are ;ualified in

educating" as clients< studying sho7s the teachers< proficiency so" it indicates that instructors have eJpertise in this field* @th" 8Grammar is essential for phrase constructing o!ective so" has its o7n significance* %n this information the instructors are completely prepared and ;ualified in this s#ill*

For information the specialist discovered the gap !et7een the #no7ledge and the individual information" the information is as=

First" 8To associate the information 7ith the past information of the students* Second" 8To associate the information 7ith other su!ects* Third" 8To educate article composing to the clients< in their o7n terms individually* th" 8To educate the article composing and summer of the session to the clients< individually and easily in their o7n terms" it indicates to educate the clients< to create easily and individually that is much employed to create innovative a!ility as a copy7riter in the students* Fifth" 8To handle team actions for studying interaction eJpertise" these #inds of actions are much employed to learn dental terminology a!ilities in a language= it is !asic need of human !eing to eJpress definitions to others" in the same 7ay according to DSuathamalini" 233H good interaction eJpertise of a instructor provide conductive studying atmosphere and enhance atmosphere for educating studying process* @th" 8-ialogues are very useful in studying !ut in this case the instructors are not ;ualified to handle and competent* Hth" 8According to the head teachers< perspective that has !een find out after data research that the teachers< diction of 0ritish is not good* th" 8Teachers< fluency in 0ritish discussing is not satisfactory* >th" 8The instructors in 0ritish have lac# of in terminology educating it indicates that 7ith their o7n lac# of in terminology cannot educate 7ell" terminology is the platform of any language* 43th" 8The teachers< message 7hile educating and discussing 0ritish is not according to the need of the 7ords*

The performance of an instructors according to the needs of the students" as profession" needed and closed to the teacher" and its 2nd important s#ill that needed" as=

First" 8The teachers come in the class 7ell prepared and it is a !asic need of the teacher 7ith respect to the profession* Second" 8They present the lesson in interesting 7ay in the class= it helps the students to learn more heartedly* Third" 8All the respondents are agreed at and the calculated results also indicate that the teachers evaluate the home 7or# of the students" and it is helpful to give feed !ac# to the students for home and in the school* Fourth" 8Bith respect to give individual attention to the students the teachers are competent" as human !eing is rational !eing so in the class all the students are not of e;ual %R level and some of them need repletion of the lesson and some need individual attention to learn 7ell* Fifth" 8Assessment not only is a 7ay to chec# the learning outcomes of the students !ut also is helpful for teachers< self assessment of the 7or# and is useful to chec# the pace of teaching" during 7or# assessment also helps to loo# into the need of repletion of the lesson* SiJth" 8Pa#istan came into !eing on sound ideological grounds= education is not only to rote the lesson !ut also to #no7 the culture of the society" so in this case a teacher has to !e a7are of it" !y the calculation of gathered data it is concluded that the teachers are fully a7are of it and competent 7ith all respects* Seventh" 8The teachers at secondary level teaching English are fully e;uipped 7ith the #no7ledge of national o!ectives of education* Eighth" 8According to the calculated results from the collected the sample teachers are found competent in teachers< professional competency 7ith respect to dealing 7ith their colleagues* 'inth" 8There are certain gaps in teachers< needed professional competency that are as= Teachers do not ta#e interest in their profession" it may !e due to lac# of #no7ledge in the su!ect matters* Tenth" 8The sample teachers do not plan the sylla!us for 7hole academic year and it may !e cause due to 7hich the prescri!ed sylla!us could not !e finish 7ith in due time* Eleventh" 8The class discipline management s#ills of the teachers are not according to the need" it is a gap pointed out !y the head teachers*

T7elfth" 8The teachers are not competent in arranging the seats of the students in the class" and it may !e due to overcro7ded classes* Thirteenth" 8The teachers are not competent in preparation of valid test according to the head teachers< point of vie7" relia!le and valid test preparation is a technical s#ill that in any training is ignored it is a maor deficiency of the teachers< in professional s#ills*

The teachers< individual proficiency has 8a great effect on clients< moral coaching" So" a instructor should !e conscious of this aspect also 7hile in and out of the university* %n this situation instructors are completely prepared in this eJpertise*

8The teachers #no7 ideology of Pa#istan" are a7are of the national o!ectives of education" have good relation 7ith colleagues= give the efficiency of the students to their parents*

%n these s#ills the instructors at school instructors have lac# of* According to the head 8teachers< perspective instructors are 7ell clothed !ut at some level need more improvement*

8Bith respect to the relations 7ith the administration the teachers are incompetent" it is indicated !y the calculated results from the collected data !y head teachers that teachers do not have good relation 7ith their administration" and it may !e due to load 7or# of the teachers or head teachers need flattering*

8There are different aspects impacting teachers< proficiency" no ;uestion there are a lot of aspects !ut only these aspects 7ere noticed variety of the topics a instructor educating in the school" variety of learners in the category" time a!sor!ed in the category other than educating" help desired out for educating reasons and reason of educating 0ritish English* Among these aspects variety of topics 8an instructor educating in the category has impact on teachers< activities on information !ased proficiency* And" 8these impacting a!ilities are to associate the session to the realistic life of the learners and to associate it 7ith their past information* %n

the same 7ay 8in composing eJpertise has not much impact* Bith regard to information proficiency has also 8impact on dental proficiency much it has much !een impacting educating sentence items and sentence structure*

%n the same 7ay 8on teachers< personal and professional proficiency has not !een impacting much other than to assess research and to revie7 their mother and father*

The other aspect 8that 7as noticed is variety of learners in the classification* As computations sho7s that 8@2*? instructor participant responded that in their classification strength is more than 3 learners* So" 8it is impacting on teachers< proficiency !ut more impacted a!ilities are in information centered proficiency to start the session" to associate the session 7ith realistic lifestyle of the clients< and to associate it 7ith other topics* %n the same 7ay 8in dental proficiency to educate spea#ing a!ilities organie conversation methods in the classification are much impacted due to over populated classification* The variety of learners 8in the classification has a great impact on teachers< professional a!ilities especially on maintaining selfdiscipline in the classification !edrooms" to give individual attention" to evaluate the 7or#" and to encourage the learners to learn* %n the third type of teachers< proficiency variety of clients< is impacting on confirming the performance of the clients< to their parents and on their !ehaviour*

The time a!sor!ed in 8the classification other than educating is another aspect impacting teachers< performance in the classroom* 0y the data gathered participants ?*? of the instructors 7aste  minutes in the classification !edrooms in other activities than educating* %t is also 8a significant component impacting on teachers< performance* %t is impacting on 8information centered proficiency !ut affect much on pertaining the session 7ith the realistic lifestyle of the clients< lifestyle and pertaining 7ith other topics*

Among the factors 8impacting teachers< proficiency one of these is the reason of educating 0ritish in this case ?*H instructors are educating 0ritish English !y their o7n choice* Among the complications 8eJperienced !y the instructors is non feasi!le curriculum in the realistic lifestyle* 8The others are difficult terminology and long curriculum*

9.3. ,onlusions Three ;uestionnaires 7ere used to collect the re;uired information* &n 7as for the head teachers" second for the secondary school teachers teaching English at secondary level and the third ;uestionnaire 7ere for the students of >th and 43th classes* So the concluded results under three categories of teachers< competency*

9.3.1 noCled&e ompe#eny

0y this study teachers< competency 7as evaluated* Teachers 7ith respect to #no7ledge are competent in content matters of the lesson" theme of the lesson" voca!ulary teaching as 7ell as grammar* %n the same 7ay the teachers are fully e;uipped 7ith preparation of the groups for learning purposes*

0ut in the light of findings from calculations gaps also came into the light* The teachers are not competent in ma#ing relation of the lesson from the !oo# 7ith practical life of the students and relating this lesson 7ith previous #no7ledge of the students* There are also other deficiencies in teachers< #no7ledge that are teaching summery 7riting" organiing groups for learning spea#ing s#ills* Bith respect to spea#ing s#ills the teachers are not competent as in pronunciation" fluency in spea#ing and pitch as 7ell as intonation of the teachers is not according to the sentences* %n these s#ills the teachers are not co mpetent*

9.3.2.5ro$essional ompe#eny

Bith respect to professional s#ills that is a crucial element for the teaching purposes* The teachers are competent in assessing home 7or# of the students" get into the class 7ell prepared* The teachers are also competent in having competent #no7ledge of the ideology of Pa#istan*

The teachers evaluated 7ere competent to some eJtent in these s#ills" giving individual attention to the students" having #no7n the secondary education< o!ectives*

0ut in these s#ills the teachers lac# competency to plan the curriculum for a 7hole year* %n the same 7ays the teachers 7ere not competent in planning seating arrangements of the students*

5ersonal ,ompe#eny

8Personal attri!utes of the instructors have a great effect on the learners* This teachers< proficiency teaches the learners 7ith regard to their personality* So" 8in this eJpertise the instructors evaluate the needed re;uirements in putting on a costume" connection 7ith their co7or#ers" and !ehavior 7ith their clients< is helpful* %n the same 7ay 8they are 7ell outfit !ut at some level have needed more enhancements*

%n this case 8the instructors have some holes that are in interaction 7ith their management especially in the head teachers< perspective*

Reommenda#ions %n this research 8School teachers< proficiency is analyed that is centered of selfresponded set of ;uestions* %n the mild of 8the measured outcomes and outcomes these suggestions 7ere made:

•

Secondary school 8instructors should !e given coaching to create legitimate analye" during coaching #inds of assessments" advantages and 7hen and 7here to implement these analye should also !e aspect of coaching*

Communicative/Grammatical Competence of English

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