http://dspace.ewubd.edu:8080/handle/123456789/122 Sat, 04 Apr 2026 14:31:27 GMT 2026-04-04T14:31:27Z http://dspace.ewubd.edu:8080/handle/123456789/659 Teaching English Pronunciation at the Tertiary Level in Bangladesh Mumeneen, Md. Amirul Pronunciation no doubt is one of the most significant and inevitable parts of teaching English in particular and any other languages in general (Hayati, 2008). Notwithstanding, pronunciation hardly receives sufficient importance in teaching as well as learning English at any level in Bangladesh (Maniruzzaman, 2008). As a consequence, students get little opportunity to practice English pronunciation, and hence have problems with it. The purpose of this study was to take account of the extent to which English pronunciation is taught, and while teaching/learning pronunciation what types of problems teachers and learners face at the undergraduate level of English departments in private and public universities in Bangladesh. The data was collected from 30 teachers and 160 students through interviews and questionnaire from two public and eight private universities. Dalton and Sheildhofer’s (1994) Bottom-up and Top-down approaches were used to analyze the data. Findings suggest that there is no specific course on English pronunciation offered at the tertiary level in the English departments at the universities in Bangladesh. Based on the findings it seems that most of the English departments offer courses in ‘English Phonetics & Phonology’, which usually cover the theoretical aspects of pronunciation. As a result, students do not get sufficient opportunities to practice English pronunciation. Besides, the teachers suffer from lack of materials, courses and infrastructural facilities for teaching English pronunciation. Similarly, the students also suffer from the same problems to practice this skill. This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language Teaching of East West University, Dhaka, Bangladesh. Sun, 01 Jan 0008 00:00:00 GMT http://dspace.ewubd.edu:8080/handle/123456789/659 0008-01-01T00:00:00Z http://dspace.ewubd.edu:8080/handle/123456789/657 Teaching English to Young Learners in Rural and Urban Areas of Bangladesh Bhuiyan, Abdullah Al Mamun Since the education system in Bangladesh has been changing for last couple of years, there is some reflection of this change in primary education also. Government’s, ministry of education and concerned authorities are trying to bring change in curriculum, materials, activities, techniques of teaching, quality of teachers etc. This change is essential in English language teaching since it is taught as a compulsory subject. Therefore, in this research paper, the researcher has focused on English language teaching of young learners in primary schools of rural and urban areas of Bangladesh. In order to do this, this study addresses two central research objectives: to examine the condition of English language teaching of rural and urban areas of Bangladesh and the factors which are creating gap between rural and urban young learners. He uses Vygotsky’s Social Development Theory and Piaget’s theory on the child for this research work. He uses questionnaire and informal interview for data collection. Data has been analyzed through qualitative and quantitative research studies. The respondents from rural areas expressed that they face problem of shortage of teachers and work load. Teachers from urban areas expressed the same opinion about work load. Both teachers say that children like English subject. Young learners show curiosity when they see and get something interesting in their classroom. This research locates only few factors which are creating gap between rural and urban young learners regarding English language teaching. He has found that government and different stakeholders are taking some steps which are helping to minimize this gap in terms of English language teaching. This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language Teaching of East West University, Dhaka, Bangladesh Sun, 01 Jan 0008 00:00:00 GMT http://dspace.ewubd.edu:8080/handle/123456789/657 0008-01-01T00:00:00Z http://dspace.ewubd.edu:8080/handle/123456789/652 Effectiveness of Communicative Language Teaching Approach at HSC Level Ferdous, Sukriti Sohini Because of its international demand and recognition as a world language, English has always been a part of our education system from Class 1-12. After getting independence, the use of English language has been increasing in administration, education and other sectors in Bangladesh. Bangladeshi government has always been active to undertake various ventures to improve the learners’ competence in English. In 2001, the Government adopted CLT approach to develop the learners’ English at HSC level. CLT is very effective to teach communicative and functional English because it gives importance to four skills (reading, writing, listening and speaking) in English. After 10 years of its launch, it has been noticed that the learners’ proficiency in English is not up to the mark as was expected. They have developed only reading and writing skills and other two skills (listening and speaking) are neglected. They can not interact properly in different circumstances. Also many teachers of HSC level are still confused about this approach. They do not know how to apply this approach in classroom. This research attempts to focus on the results of practicing English language teaching-learning through CLT approach by interviewing teachers and students, observing classes in some selective colleges of urban, semi-urban and rural areas in Dhaka. Also this research tries to provide some ways to get the maximum result by using this approach. This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language Teaching of East West University, Dhaka, Bangladesh Sun, 01 Jan 0008 00:00:00 GMT http://dspace.ewubd.edu:8080/handle/123456789/652 0008-01-01T00:00:00Z http://dspace.ewubd.edu:8080/handle/123456789/644 Methodological Pitfalls Of ELT At The Secondary Level Sharif, Rabeya English is a compulsory subject in the primary and secondary education of Bangladesh. Although English Language Teaching ( ELT ) has always been an important issue in the country yet it has not reached any satisfactory level of success. Teachers tend to follow the traditional Grammar Translation Method (GTM) in the class. Classroom is teacher centered. Students are not encouraged for creative answers. Considering the necessity of the students, the policymakers introduced CLT in 1990s to improve their (students’) language skills (Barman, Sultana and Basu, 2006 ). The study looked at eleven schools in Dhaka to observe the ongoing scenario of CLT to identify which approach or method is being used at the secondary level, to find out the problems of English language teaching at the secondary level and to look into the conditions (academic knowledge, training etc ) of the teachers at the secondary level. The data was collected from 290 students and 24 teachers of these 11 schools. The findings suggest that GTM is still dominant in the classrooms and till now most of the teachers prefer to speak Bangla in English classes. The positive thing is the situation is changing. The teachers want to follow both GTM and CLT method in the class and it is a very positive sign. This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language Teaching of East West University, Dhaka, Bangladesh Sun, 01 Jan 0008 00:00:00 GMT http://dspace.ewubd.edu:8080/handle/123456789/644 0008-01-01T00:00:00Z