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Contrastive analysis of teaching methods implemeted in schools of Dhaka

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dc.contributor.advisor Ziauddin, Shenin
dc.contributor.author Ahmed, Istiaque
dc.date.accessioned 2010-09-19T04:46:20Z
dc.date.available 2010-09-19T04:46:20Z
dc.date.copyright 2006
dc.date.issued 2006-11
dc.identifier.other ID 02103005
dc.identifier.uri http://hdl.handle.net/10361/93
dc.description This thesis is submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in English, 2006. en_US
dc.description Cataloged from PDF version of thesis.
dc.description Includes bibliographical references (page 43).
dc.description.abstract Istiaque Ahmed. BRAC University, June 2006. "Contrastive Analysis of Second Language Teaching Methods Implemented in schools in Dhaka" Thesis supervisor Shenin Ziauddin. All aspects of any teaching method are based on an analysis of the nature of the subject concerned and the application of teaching and learning principles drawn from research. These research results generally refer to the teaching methods, which play a vital role in first or second language teaching. Teaching methodology experienced a dynamic evolution based on research and practical implementation throughout the twentieth century. Some methods achieved wide range of acceptance in the said time period and replaced some of the redundant and ineffective methods. In Bangladesh, grammar translation and communicative methods are very common and used in every education sector among other methods. The primary distinction is the disparity that exists between Bangla medium and English medium schools as far as methodology is concerned. In the recent years, though communicative teaching method has been found very much effective especially in the western language-teaching arena for learning a second language, but grammar translation method is still being used to a large extent in most of our primary education institution. But at present the English medium schools are going through a transition towards communicative methods. In addition to methodology, learning also depends on the learner's age, level, motivation, adaptability, style etc. For every second language learners, it is necessary to know and speak English accurately and fluently. Individual teachers should adopt a clear concept of teaching methodology as they have a vital role in language teaching. In Bangladesh most of the learners and the teachers experience difficulty in learning as well as teaching a second language specifically English where the method of teaching becomes the focal point. Therefore, it is necessary to know how effective are these methods and how much they involve teachers and students in a language class. Thus, Classroom observation is also important to find out the effectiveness of the methods of teaching. This paper will provide comprehensive, contrastive and analytical insight into the different methodology implemented in Bangladesh and the learner's output. en_US
dc.description.statementofresponsibility Istiaque Ahmed
dc.format.extent 43 pages
dc.language.iso en en_US
dc.publisher BRAC University en_US
dc.rights BRAC University thesis are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.
dc.subject English and Humanities
dc.title Contrastive analysis of teaching methods implemeted in schools of Dhaka en_US
dc.type Thesis en_US
dc.contributor.department Department of English and Humanities, BRAC University
dc.description.degree B.A. in English


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