http://dspace.ewubd.edu:8080/handle/123456789/4108 2026-04-05T23:34:21Z 2026-04-05T23:34:21Z Akter, Suma http://dspace.ewubd.edu:8080/handle/123456789/4627 2025-07-07T05:51:20Z 2009-01-31T00:00:00Z

Techniques Used for Teaching English in Urban Areas Akter, Suma This research focuses on the techniques used for teaching English in urban areas. It attempts to give a clear view with data to understand the real situation of English language teaching (ELT) in urban areas. It also tries to identity particular strengths and weakness of the methods. After the completion of SSC, our students are not able to speak read and write properly. One of the major reasons for this may be absence of effective technique For empirical research the study used teachers and students questionnaire survey and interview methods. Most of the teacher and students gave thesis opinion in favor of interactive way of teaching and learning bit in reality the picture is different. Finally the study suggests some measures to overcome the weaknesses. This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language and Literature of East West University, Dhaka, Bangladesh

2009-01-31T00:00:00Z Khan, Md. Syedul Islam http://dspace.ewubd.edu:8080/handle/123456789/4411 2024-09-05T06:04:01Z 2009-08-20T00:00:00Z

An evaluation of the textbook “English for today” for class 9 & 10 Khan, Md. Syedul Islam The topic for this study is an evaluation of the textbook 'English for Today' for class & X. In this course book NCTB authority uses linear progression. They gradually Vance from simple to complex in logical way and they hardly use one term more n once. Curriculum of the book is like boring to English language learners as the language manner bring the same terms repeatedly. Instead, they can bring various student universities to stimulate learners. There are some forms in the book but real life functions are really absent in this text The coordinator of the book can include some functional exercises and lessons the framework of the course. They can add real life functions in the syllabus. They can give comprehensions for students reading and exercises as well. Also they give incomplete reading passage which should be filled up by students. In this students can enhance creativity of writing. Sometimes language instructors can Q-cards to students for practice and presentation. Thus, they can drill intellectuality by doing presentation, practice and production (PPP). To these, the coordinator of the text book can arrange some role play like group pair work, presentation, drama, situational dialogue, etc. There is little attention to accelerate students' awareness in the text book. If the can grow awareness, students will not commit mistakes in writing and in three skills. In another word, the instructors have to control students' inertia better learning. Teachers can ask to write kind of composition, paragraph applying different tenses. To develop word stock, 5% new words can be added in 'English for Today' for class IX & X. This English course book presents only one skill (reading) whereas a good course book keeps balance among four basic skills. Listening is totally neglected in 'English for Today' for class IX & X. Therefore the syllabus designers can emphasize all four skills like reading, writing, speaking & listening for betterment of future leaders of the country. Also some digital devices like audio cassette, video cassette and computer can be given for students in their classrooms to increase listening and speaking skills. Then we can get the reflection of real digital Bangladesh. This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language and Literature of East West University, Dhaka, Bangladesh

2009-08-20T00:00:00Z Rahman, Munanna Bintey http://dspace.ewubd.edu:8080/handle/123456789/4115 2023-09-11T04:47:39Z 2009-01-14T00:00:00Z

The Portrayal of the Subalterns in Some Selected Indian English Novels Rahman, Munanna Bintey In this dissertation, I have focused on four novels of Indian authors: Untouchable by M u l k Raj Anand, A Fine Balance by Rohinton Mistry, The God of Small Things by Aurndhati Roy and The Inheritance of Loss by Kiran Desai . I have focused on five subaltern characters and their disaster in India's caste based society. Caste discrimination, untouchability and subalternate are a despicable practice in India. Over the years books have been written, committees and commissions have been set up, and laws have been enacted to eradicate the caste taboo and the stigma of untouchability but, even after six decades of Independence, India continues the inhuman caste discrimination. The upper caste practice some inhuman codes for the lower caste. They are marginalized by the old age oppressive system of the society. In the pre-1960s, most of the writers dealt with upper and middle cl ass people but did not explore the struggle of lower and subaltern class. A majority of the Indian novel lists including Mulk Raj Anand, Rohinton Mistry, Arundhati Roy and Kiran Desai , have appeared at the contemporary time an d shown an open concern for the subaltern class. These four novels represent the struggle of the subalterns for the lower position in society. The subalterns are at the bottom of the social pyramid and are utterly unprivileged . For thousand of years they lived and died as menials, in conditions worse than that of slaves. The novels which are discussed in this thesis involve a deep exploration of the subaltern class. The authors have worked on the theme to make the upper castes aware and destroy the caste and class taboos. These novels also exhibit the subalterns ' turmoil in their inner psychology and their struggle to elevate their social and economic positions. This thesis aims to explore the subalterns' struggle in India through the depiction of the subaltern characters of these novels. Thus, it must give an overview of the subaltern subjectivity and their struggle in India to project the issue on the world stage . This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language and Literature of East West University, Dhaka, Bangladesh

2009-01-14T00:00:00Z Jhumu, Rawnak Jahan http://dspace.ewubd.edu:8080/handle/123456789/4114 2023-09-11T05:09:35Z 2009-09-16T00:00:00Z

Feasibility of Communicative Language Teaching in Different Madrashs Specially in Class VI Jhumu, Rawnak Jahan Communicative language teaching (CLT) was originated in the 1940s during the tradition of the British language teaching tradition (Richards and Rodgers: 2001, 153). According to Siddique (2004: 16) CLT entered the arena of English language teaching in Bangladesh in the 1990s, and it was introduced to the secondary school level classroom with a series of communicative language textbooks entitled Eng/ish For Today. In CL T approach, teachers tend to help learners in the way that motivates them to work with the language. Generally, CLT approach focuses on four basic language skills (i.e. listening, speaking, reading, and writing). According to Siddique (2004: 17) in Bangladesh majority of the teachers at the primary and secondary level do not have competence in the four basic skills. Generally, students enrolling in different madrasahs tend to face difficulties in coping with CLT approach, English texts, and the syllabus. The study investigated the feasibility of CLT in class VI in different madrasahs. The researcher visited five different madrasahs in Gazipur and Uttara to collect the data. The data was collected from 50 students and five teachers through questionnaires. The data was collected from the students in the classroom. The researcher took the last 30 minutes to explain the questionnaire and gather the data. The data was also collected from the English language teachers in the teachers' room. The fmdings suggest that though the present syllabus is based on CLT approach, it has not been implemented properly in the classroom. Till now the teachers tend to follow the traditional teaching style (GTM). Moreover, there is only one English teacher for each madrasah for class VI to X, and most of the teachers have only BA (Pass) degree. This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language and Literature of East West University, Dhaka, Bangladesh

2009-09-16T00:00:00Z