Educational Wealth: MA English

2nd Assignment 6508 M.A/M.ed English aiou autumn 2019

Abdullah 0 6508, aiou, autumn 2019, MA English, solved assignments Tuesday, April 07, 2020

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Q: 1 write detail rule for letter writng in English<br />
Ans:<br />
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Q: 3 <span style="font-family: sans-serif; font-size: 16.369px; left: 180px; top: 501.013px; transform: scalex(0.911645);"> What are the fundamentals of lesson planning to teach English?</span></div>
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<span style="font-family: sans-serif; font-size: 16.369px; left: 180px; top: 501.013px; transform: scalex(0.911645);"> Mak</span><span style="font-family: sans-serif; font-size: 16.369px; left: 674.801px; top: 501.013px; transform: scalex(0.807326);">e a lesson plan </span><span style="font-family: sans-serif; font-size: 16.369px; left: 219.6px; top: 521.013px; transform: scalex(0.895428);">on any topic from secondary level English.</span></div>
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<span style="font-family: sans-serif; font-size: 16.369px; left: 219.6px; top: 521.013px; transform: scalex(0.895428);">Ans: </span>                                                                                                        </div>
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<span style="font-family: sans-serif; font-size: 16.369px; left: 180px; top: 607.213px; transform: scalex(0.865086);">Q:  4  Explain  the  need  and  importance  of  lesson  planning  to  teach </span></div>
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<span style="font-family: sans-serif; font-size: 16.369px; left: 180px; top: 607.213px; transform: scalex(0.865086);">                English </span><span style="font-family: sans-serif; font-size: 16.369px; left: 693.548px; top: 607.213px; transform: scalex(0.719782);">as a  second </span><span style="font-family: sans-serif; font-size: 16.369px; left: 219.601px; top: 627.213px; transform: scalex(0.813297);">language.                                </span>                            </div>
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2nd Assignment 6508 M.A/M.ed English aiou autumn 2019

Q: 1 write detail rule for letter writng in English Ans: Q:2 Explain the importance of teaching of English poetry at...

1st solved assignment 6508 M.A-English autumn 2019 aiou

Abdullah 0 6508, autumn 2019, MA English, solved assignments Tuesday, April 07, 2020

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<span style="font-size: small;">Course: Teaching of English (6508) </span></h2>
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<span style="font-size: small;">Level: MA (Education)          </span></h2>
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<span style="font-size: small;"> Semester: Autumn. 2019           </span>                                  </h2>
                                                         ASSIGNMENT # 1 (1-4) <br />
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<i><b>1. Discuss the problems of teaching English in Pakistan. </b></i></h2>
Ans: <br />
English is the dominant international language of the 21st century. There is a huge demand of English language in the world. It is accustomed by a quarter of the world’s population. As a result. English has assumed the role of international language instead of a language of a particular nation. It is spoken by billion of people around the world. By 2020. it is forecasted that two billion people will be using it or learning to use it. <br />
English is the dominant international language of the 21st century. There is a huge demand of English language in the world. It is accustomed by a quarter of the world's population.It is a fact that English is taught as compulsory subject in Pakistani schools and colleges, but students are still not able to communicate in English with confidence and success.<br />
Pakistan is not up to the mark. The functional aspect is totally ignored in the schools and emphasis is only on learning grammatical rules through rote memorization and thus resulting in further decline. <br />
The condition of learning English at secondary level is worse and there is a need to address the consequential problems seriously. Learning English language is a priority in the subconscious of people, but they are precluded to devise remedial measures for fulfilling their urge. The students got few occasions to learn English. Its not that the learner lacks the capacity, hut the whole educational setup needs to be reshuffled and built up from the beginning. <br />
The teachers were not sufficiently qualified and trained and there was no specific criterion for the selection of English teachers, but preference was given to those having master degree in English. The teachers used traditional grammar, translational methods for teaching English and there were no incentives for their good performance.<br />
 English is a major window through w hich we acquire the distilled essence of modern knowledge in all fields of human activity. It is through this language that we can come to know the day to day progress being made in the scientific, technological, agricultural, cultural and especially in literary fields. In order to teach English in schools, we need to change the existing conditions. If the conditions remain the same, the standard of English will further deteriorate and teaching of English will be merely a waste of time and energy. <br />
In spite of making all the efforts, the desirable results have not been still achieved. The <br />
major factors arc out-dated English courses, teaching programs, proper training to teachers, and availability of local materials so as to meet the students' needs and expectations.<br />
Input by the government, to improve the teaching of English, is not up to the mark but are also abysmally poor. The main cause of failure in English subject is a poor examination system, flawed pedagogy, and outdated teaching material and curriculum. <br />
It is a fact that English is taught as compulsory subject in Pakistani schools and colleges, but students are still not able to communicate in English with confidence and success. This is also true about the secondary schools students in Pakistan. It is therefore, high time that we should treat English as a secondary language and take corrective measures to facilitate teachers and learners in both rural and urban areas to acquire proficiency in English. Education department should design its courses with specific objectives and especially pay attention to useful books that link theory to application and last, but not the least, a proper feedback mechanism for teachers. <br />
The standard of teaching English in Pakistan has deteriorated. Teaching of English in Pakistan is not up to the mark. The functional aspect is totally ignored in the schools and emphasis is only on learning grammatical rules through rote memorization and thus resulting in further decline. <br />
The condition of learning English at secondary level is worse and there is a need to address <br />
 Teaching of English in Pakistan is not up to the mark. The functional aspect is totally ignored in the schools and emphasis is only on learning grammatical rules through rote memorization and thus resulting in further decline. <br />
The condition of learning English at secondary level is worse and there is a need to address the consequential problems seriously. Learning English language is a priority in the subconscious of people, but they arc precluded to devise remedial measures for fulfilling their urge. The students got few occasions to learn English. Its not that the learner lacks the capacity, but the whole educational setup needs to be reshuffled and built up from the beginning. <br />
The teachers were not sufficiently qualified and trained and there was no specific criterion for the selection of English teachers, but preference was given to those having master degree in English. The teachers used traditional grammar, translational methods for teaching English and there were no incentives for their good performance. <br />
English is a major window through which we acquire the distilled essence of modem knowledge in all fields of human activity. It is through this language that we can come to know the day to day progress being made in the scientific, technological, agricultural, cultural and especially in literary fields. In order to teach English in schools, we need to change the existing conditions. If the conditions remain the same, the standard of English will further deteriorate and teaching of English will be merely a waste of time and energy. <br />
In spite of making all the efforts, the desirable results have not been still achieved. The major factors are out-dated English courses, teaching programs, proper training to teachers, and availability of local materials so as to meet the students' needs and expectations. <br />
Input by the government, to improve the teaching of English, is not up to the mark but are also abysmally poor. The main cause of failure in English subject is a poor examination system, flawed pedagogy, and outdated teaching material and curriculum. <br />
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<i>Q: 2. Write a note on theory of motivation in the context of teaching of English as a second language. </i></h2>
Ans:<br />
Motivation is a key factor for explaining the success or failure of any difficult activity. We know that success in a task is due to the fact that someone is motivated. It is easy in second language learning to state that a learner will be successful with the right motivation. Such claims supported by numerous studies and experiments in human learning.<br />
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<b> How do we create, promote, and preserve motivation?</b><br />
 All learners, teachers, material developers, and researchers agree that motivation is an important part of mastering a second or foreign language. Generally people refer to this psychological factor -the impulse that generates the action -as motivation. It is a motive force that arouses, incites, or stimulates action.<br />
Motivation is an important factor in specifying the readiness of learners to communicate. Motivation refers to the combination of attempt plus desire to obtain the objective of learning the language plus desirable attitudes towards learning the language. That is. motivation to leam a second language refers to the extent to which the individual works or tries to leam the language because of a desire to do so and the contentment experienced in this task. Effort alone does not indicate motivation.<br />
 The motivated person spends effort towards the aim. but the person expending effort is not inevitably motivated (Gardner, 1985). <br />
intrinsic motivation has a significant impact not only on reading comprehension but on the other aspects of reading such as reading breadth.Motivation cannot be developed in a difficult classroom and teachers should create an effective learning environment for their learners. They continued that effective language learning occurs in a relaxed and friendly class. The results obtained from this study demonstrated a significant difference between the means of the English proficiency scores of intcgrativcly motivated learners and the instrumcntally motivated ones. <br />
According to the quotation by Rogers about motivation, an assertion is made that teachers arc able to have an effect on students and their motivation. <br />
According to the quotation by Rogers about motivation, an assertion is made that teachers are able to have an effect on students and their motivation. Manner (2007:100-103) suggests five stages on which teachers can create interest for their lessons and keep their students motivated. <br />
<b>Affect </b><br />
The first point Mariner mentioned is the influence which teachers can have on students if they care for them. For instance, to know a little bit more than names of schoolchildren help teachers to understand some strange behaviour. Another thing to consider is the offer for help with tasks. It shows that teachers care for students and their needs of help. Certainly, trying to help and give feedback and not just leave students alone with their tasks keep the interest in what is going on. Thus, pupils will stay longer motivated. <br />
<b>Achievement </b><br />
Second point in Harmer's stages is implementation of students. It is no secret that success inspires and repeated failure demotivates. However, without attempt and with too easy tasks students will stop being motivated. If tasks are too difficult the same thing happens. Thus, teachers have to pay attention of an appropriate level of tests. <br />
Attitude teachers to understand some strange behaviour. Another thing to consider is the offer for help with tasks. It shows that teachers care for students and their needs of help. Certainly, trying to help and give feedback and not just leave students alone with their tasks keep the interest in what is going on. Thus, pupils will stay longer motivated. <br />
<b>Attitude </b><br />
The next point in Harmer's text The Practice of English Language Teaching is the individual opinion of schoolchildren about teachers. The first time teachers enter a classroom a decision is made by students if they will show respect or not. The clothing, standing point and kind of talking show students how confident teachers are. In other words, competence of a subject is required to give pupils enough tasks. In case of doing all tasks before time is running out, students have to stay motivated and not losing their discipline. <br />
<b>Activities </b><br />
Motivation provides learners with an aim and direction to follow. Therefore, it has a key role in language learning. Due to the lack of enough motivation, some difficulties may happen for learners. Without desire to learn, it is very difficult for learners to gain effective learning. The other result of this study indicated that integrative motivation is more pertinent to ESL learning.<br />
Intrinsic motivation has a significant impact not only on reading comprehension but on the other aspects of reading such as reading breadth. Tcrcanlioglu (2001) stated that Turkish learners have positive attitudes towards reading because they read both for intrinsic and extrinsic motives.  <br />
motivation cannot be developed in a difficult classroom and teachers should create an effective learning environment for their learners.<br />
The results obtained from this study demonstrated a significant difference between the means of the English proficiency scores of intcgrativcly motivated learners and the instrumcntally motivated ones. <br />
<b>Motivation and teaching </b><br />
According to the quotation by Rogers about motivation, an assertion is made that teachers arc able to have an effect on students and their motivation. Harmer (2007:100-103) suggests five stages on which teachers can create interest for their lessons and keep their students motivated <br />
The next point in Harmcr's text The Practice of English Language Teaching is the individual opinion of schoolchildren about teachers. The first time teachers enter a classroom a decision is made by students if they will show respect or not. The clothing, standing point and kind of talking show students how confident teachers are. In other words, competence of a subject is required to give pupils enough tasks. In case of doing all tasks before time is running out, students have to stay motivated and not losing their discipline. <br />
Activities <br />
Another point of Harmer’s stages is projects and tasks which students like to do. But teachers should be careful because every pupil has an own style and preferential for different tasks. <br />
Another point of Harmer’s stages is projects and tasks which students like to do. But teachers should be careful because every pupil has an own style and preferential for different tasks. <br />
Thus, teachers have to choose tasks very well and match different kinds of methodology to keep the motivation of their students. <br />
<b>Agency </b><br />
The last stage Harmer mentioned is agency. Students have to be empowered to take a more active role in their learning process. Therefore, teachers should give their schoolchildren the opportunity to choose on their own. For instance, each student should decide in a fluency activity if a correction is desirable or not. This helps students to take some responsibility for their learning and to stay motivated over a long time. <br />
These five stages by Harmer offer opportunities how teachers can motivate students in different ways. But to translate theory into practice is not that easy as we all know. <br />
<h2 style="text-align: left;">
<i>3. Explain the difference between teaching approach and method. Further describe merits and limitations of direct method of teaching English. </i></h2>
Ans:<br />
<b>What is approach</b><br />
Approach is the way in which you are going to approach a project or task. It refers to the angle you are using or the direction you are going to take. There can be a more than one way to approach a task. In academic field, approach can refer to the theoretical framework you arc going to use in a project. <br />
<b>For example,</b> if a teacher gives her students a piece of literature, and ask them to write an analysis, there will be different approaches. Some students will approach the work by analyzing the language while some students will focus on themes. There will be others who approach the work through an analysis of structure. <br />
Similarly, in analyzing a work of literature, students will use different angles and theories. For example. Jean Rhys' White Saragossa Sea can be approached by using Postcolonial theories or feminist theories; a combination of the two theories can also be used. Once you have decided how you arc going to approach the task, you can decide the methods you arc going to use. <br />
<b>What is a Method </b><br />
Method is the way in which something is done. Method is always organized, structured and systematic. It can refer to a step by step description of tasks to be completed in order to perform a task. For example, if you arc writing a critical essay on a novel, method would be the areas you are going to analyze and the way in which you analyze. If you are conducting research, method is the way in which you gather data and analyze them. Method basically explains how to do something and how something is done. <br />
If we are looking at a mathematical problem, the basic theory, formula we are going to use will be the approach. The step by step way which we use to solve the problem is our method. <br />
systematic. It can refer to a step by step description of tasks to be completed in order to perform a task. For example, if you arc writing a critical essay on a novel, method would be the areas you are going to analyze and the way in which you analyze. If you are conducting research, method is the way in which you gather data and analyze them. Method basically explains how to do something and how something is done. <br />
If we are looking at a mathematical problem, the basic theory, formula we are going to use will be the approach. The step by step way which we use to solve the problem is our method. <br />
<h3 style="text-align: left;">
<b>Difference between Approach and Method </b></h3>
<b> Definition </b><br />
Approach is the way in which something is approached. Method is the way in which something is done. <br />
<b>• Process vs Direction </b><br />
Approach can refer to the direction or angle. <br />
Method refers to a process. <br />
<b>• Theory vs Guidelines </b><br />
Approach can refer to the theoretical framework in general. Method refers to step by step guidelines. <br />
<b>• Sequence </b><br />
Approach has to be decided before selecting the method. Method can be selected after deciding the approach. <br />
Merits and limitations of direct method of teaching English<br />
<h3 style="text-align: left;">
<b> Advantages of  Direct Method </b></h3>
(1) It makes the learning of English interesting and lively by establishing direct bond between a word and its meaning. <br />
(2) It is an activity method facilitating alertness and participation of the pupils. <br />
(3) According to Macnee. “It is the quickest way of getting started”. In a few months over 500 of the commonest English words can be learnt and used in sentences. This serves as a strong foundation of further learning. <br />
(4) Due to application of the Direct Method, students arc able to understand what they learn, think about it and then express their own ideas in correct English about what they have read and learnt. <br />
(5) Psychologically it is a sound method as it proceeds from the concrete to the abstract. <br />
(6) This method can be usefully employed from the lowest to the highest class. <br />
<br />
(7) Through this method, fluency of speech, good pronunciation and power of expression are properly developed. <br />
<h2 style="text-align: left;">
Disadvantages of Direct Method</h2>
(1) There are many abstract words which cannot be interpreted directly in English and much time and energy are wasted in making attempts for the purpose. <br />
(2) This method is based on the nrincinles that auditory anneal is stronger that visual. Rut <br />
(3) Applying the most appropriate method for that learner's specific objectives, learning style and context. <br />
(4) An experienced professional language teacher always adopts the Principled Eclecticism approach, deciding on the most suitable techniques and applying the most appropriate methodology for that learner's specific objectives, learning style and context. <br />
(5) Methods of teaching English have developed rapidly, especially in the previous 40 years. As a language learner, training manager, or teacher, it is important to understand the various methods and techniques so that you are able to navigate the market, make educated choices, and boost your enjoyment of learning a language. <br />
(6) An Overview <br />
<br />
(7) Each teaching method is based on a particular vision of understanding the language or the learning process, often using specific techniques and materials used in a set sequence. <br />
<div class="Bodytext20" style="background: transparent; margin-left: 0in; mso-list: l0 level1 lfo1; tab-stops: 17.55pt; text-indent: 0in;">
<span style="color: black;"><span style="mso-list: Ignore;">(6)<span style="font: 7.0pt "Times New Roman";">    
</span></span></span><span dir="LTR"></span><span style="color: black;">This
method may not hold well in higher classes where the Translation Method is
found suitable.</span></div>
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<span style="color: black;"><span style="mso-list: Ignore;">(7)<span style="font: 7.0pt "Times New Roman";">    
</span></span></span><span dir="LTR"></span><span style="color: black;">In
larger classes, this method is not properly applied and teaching in this method
does not suit or satisfy the needs of individual students in large classes.</span></div>
<i><b><span style="color: blue;">4. Describe principles to teach English at school level. What do you suggest the best method for teaching of English at secondary level? Why? </span></b></i><br />
Ans:<br />
<h3 style="text-align: left;">
<span style="color: #660000;"><i>Principles to teach English at school level </i></span></h3>
<ol style="text-align: left;">
<li>Provide access to grade-level course content. This is essential as it gives ELLs the concepts and skills needed to master grade-level coursework, move up through the grades, and become fully proficient in English. </li>
<li>Build on effective practices used with English-proficient students. Many best practices for regular-education classes also apply to ELLs, says August . </li>
<li> Provide supports to help ELLs master core content and skills. These include visuals (pictures, diagrams, tables, concept maps, short videos, and graphic organizers to represent complex concepts and vocabulary).</li>
<li> Develop ELLs' academic language. Becoming proficient in the language used in school, in written communication, in public presentations, and in formal settings is crucial for English language learners. </li>
<li> Encourage peer-to-peer learning opportunities. “One of the key principles of instruction in a second language." says August.</li>
<li>Capitalize on students' home language, knowledge, and cultural assets. This might involve previewing and reviewing material in students’ first language; connecting the concepts to students' prior knowledge and home and community experiences.</li>
<li> Screen students to find the root cause of language and literacy difficulties, monitor progress, and support ELLs who are falling behind. "Historically, ELLs have been both over-identified and under-identified as having a disability,” says August. </li>
</ol>
<span style="color: #660000;"><i><b>Best method for teaching of English at secondary level </b></i></span><br />
According to academic research, linguists have demonstrated that there is not one single best method for everyone in all contexts, and that no one teaching method is inherently superior to the others. <br />
Also, it is not always possible - or appropriate - to apply the same methodology to all learners, who have different objectives, environments and learning needs. <br />
Applying the most appropriate method for that learner's specific objectives, learning style and context. <br />
An experienced professional language teacher always adopts the Principled Eclecticism approach, deciding on the most suitable techniques and applying the most appropriate methodology for that learner's specific objectives, learning style and context. <br />
Methods of teaching English have developed rapidly, especially in the previous 40 years. As a language learner, training manager, or teacher, it is important to understand the various methods and techniques so that you are able to navigate the market, make educated choices, and boost your enjoyment of learning a language. <br />
<b>An Overview </b><br />
Each teaching method is based on a particular vision of understanding the language or the learning process, often using specific techniques and materials used in a set sequence. <br />
The main methodologies are listed below in the chronological order of their development: <br />
The more common methods have a link to a separate page with more details and an explanation of how they work, including the most common method currently used - Communicative Language Teaching:<br />
<h2 style="text-align: left;">
<span style="color: blue;"><i>Q:5 Write a Note on English reading skill </i></span></h2>
Ans: <br />
Reading is a mental process. There are many definitions of reading. Reading is when someone looks into a written text and starts to absorb the information from the written linguistic message. In Longman Dictionary of Applied Linguistic, reading is said as: <br />
1. “Perceiving a written text in order to understand its contents. This can be done silently (silent reading). The understanding that result is called reading comprehension. <br />
2. Saying a written text aloud (oral reading). This can be done with or without understanding of the content.” <br />
Reading is an interactive process between the reader and the writer. Brunan W.K (1989) for instance defines reading as a two way interaction in which information is exchange between the reader and the author”. Smith (1973) also shares the same attitude. This is proved by his line: <br />
“Reading is an act of communication in which information is transferred from a transmitter to a receiver. <br />
As for students, they define reading which cited from Jensen and Petty (1918) as: <br />
<i><b>“where words go into your eyes and out of your mouth. They said that books are written with many adventures and time and time again there arc spots where they say ‘I know it!' it is interesting to them as they open the book, words flow out and float across the mind" </b></i><br />
In order for a person to be able to read, there is in need of other skill to support the reader while reading. Reading is a mental process as mentioned earlier so it needs other skills to be integrated with such as listening, speaking and writing. According to Chitravelu et. al (1995), reading is not a single skill that we use all the time in the same way but it is multiple skill that used differently with kind of test and fulfilling different purpose. This was earlier being stated by Thomas and Loving (1979) where they alleged reading as a communicative skills along with listening, speaking writing and thinking. <br />
<b>Purpose of Reading </b><br />
Many or any people can read a text but hardly can understand what the writing was all about. This is because the reading was not providing any information to the reader. Why is this happen? This happened when the reader merely read the text without understanding the content. So it defeats the purpose of reading as a means to gain information. According to Mariam (1991) she proposed that a major avenue of learning is through reading. <br />
In order for a person to be able to read, there is in need of other skill to support the reader while reading. Reading is a mental process as mentioned earlier so it needs other skills to be integrated with such as listening, speaking and writing. According to Chitravclu ct. al (1995), reading is not a single skill that we use all the time in the same way but it is multiple skill that used differently with kind of test and fulfilling different purpose. This was earlier being stated by Thomas and Loving (1979) where they alleged reading as a communicative skills along with listening, speaking writing and thinking. <br />
<b>Purpose of Reading </b><br />
Many or any people can read a text but hardly can understand what the writing was all about. This is because the reading was not providing any information to the reader. Why is this happen? This happened when the reader merely read the text without understanding the content. So it defeats the purpose of reading as a means to gain information. According to Mariam (1991) she proposed that a major avenue of learning is through reading. Yet. if we do along with listening, speaking writing and thinking. <br />
Many or any people can read a text but hardly can understand what the writing was all about. This is because the reading was not providing any information to the reader. Why is this happen? This happened when the reader merely read the text without understanding the content. So it defeats the purpose of reading as a means to gain information. According to Mariam (1991) she proposed that a major avenue of learning is through reading. Yet, if we do not understand what we are reading, we cannot learn or remember it. Comprehending is a major concerned, then, of all teachers who use printed material in the classroom. <br />
Since reading is very important in learning second language, a great effort has been given to develop reading skill. Although many ways have been promoted in order to improve reading skill among students, reading is still something that is seems problematic. Students can't understand English text. <br />
Since reading is very important in learning second language, a great effort has been given to develop reading skill. Although many ways have been promoted in order to improve reading skill among students, reading is still something that is seems problematic. Students can't understand English text. <br />
This is where the role of teacher in promoting the language to the students. Some teacher just skill among students, reading is still something that is seems problematic. Students can't understand English text. These problems occurred because according to Noormah (2000) the students are lacking of vocabulary, hardly understand the words and less interest to English subject. Besides that, there are also several factors contributing to the diffident of this particular skill. Based on Sivaguru (2000) those factors are home, school and social environment<br />
Moreover, school is also one of the factors that contribute to the incompetence in reading. This is where the role of teacher in promoting the language to the students. Some teacher just might not fully use English during English class especially in the primary school. This is just because the teacher intended to suit her level with the students and as a result a lot of code switching is used. This early exposure to the lack of using English in class causes a serious impact when they further their study in a higher education level. To them English is not something important. Eygn ifjt does, they still can code switch as what their teacher did during their schooling <br />
Moreover, school is also one of the factors that contribute to the incompetence in reading. This is where the role of teacher in promoting the language to the students. Some teacher just might not fully use English during English class especially in the primary school. This is just because the teacher intended to suit her level with the students and as a result a lot of code switching is used. This early exposure to the lack of using English in class causes a serious impact when they further their study in a higher education level. To them English is not something important. Evgn ifjt dogg. they still can code switch as what their teacher did during their schooling. <br />
Although the factors discussed are concerning around the speaking skill, but as mentioned earlier that all skills are related to each other. When the students are no longer interested to speak in English, their passions for the language will also deteriorating. These will also affecting their reading skills and their ability to understand English text. <br />
Models of Reading <br />
Although the factors discussed arc concerning around the speaking skill, but as mentioned earlier that all skills are related to each other. When the students are no longer interested to speak in English, their passions for the language will also deteriorating. These will also affecting their reading skills and their ability to understand English text. <br />
<br />
Models of Reading <br />
<br />
This study will be focusing on the students of a tertiary level. Students of tertiary level are different from students of a secondary school in reading purpose. Secondary school students read because they arc forced to read by their teacher. It is hard to find students who do extensive reading by themselves. Students of tertiary level on the other hand read because they have to. They have to read to keep up with lectures and assignments. If they do not read, they will be left behind. <br />
There are three theories related and being use in this study. The first theory is the traditional view of reading (Dole et al, 1991). According to this theory, novice reader's needs to acquire a set of hierarchically ordered sub-skills that consecutively build toward comprehension ability. Contained in this theory, the students have the ability to comprehend the texts by making sense of the words within the context of the sentence. According to Nunan (1991), <br />
The bottom-up reading is done step by step as mentioned by Mariam Mohamed Nor and Rahmad Sukor Abd. Samad (2006). The technique begins with the eyes identifying visual information in the materials and this technique begins with the identification of the letter and the sounds follows subsequently. Next, the identification of the lexical items is done through grapheme-phoneme correspondence and being put in the short term memory (STM). This is where the phrases, clauses and sentences are being constructed. <br />
This model requires an accurate comprehension, sequential identification of letters, words, phrases, clauses, sentences and the pronunciation. The other meaning of this view is that it is also a process of “outsidc-in“ as mentioned by McCarthy (1999). To make it simple, the bottom-up model recommends that reading should begins from the low-level processing. The <br />
Rahmad Sukor Abd. Samad (2006). The technique begins with the eyes identifying visual information in the materials and this technique begins with the identification of the letter and the sounds follows subsequently. Next, the identification of the lexical items is done through grapheme-phoneme correspondence and being put in the short term memory (STM). This is where the phrases, clauses and sentences arc being constructed. <br />
The second theory is the three major types of schemata. The <i><b>first </b></i> types of schema mentioned by Carrell (1984) are the linguistic schemata, formal schemata and content schemata which arc related to the reading comprehension. The linguistic schemata refer to the existing knowledge that the readers have in vocabulary and grammar. It is the foundation for other schemata as it is essential in helping the readers to grasp and decode the text they read. If the readers do not have this schema, it will be hard for them to understand and to decode texts they read. The more linguistic schema the readers have, the easier for them to understand and decode what they are reading.The <i><b>second schema </b></i>is the formal schema. This schema has been explained to be abstract, encoded, internalized, and having coherent patterns of meta-linguistic, discourse and textual organization that are being used to understand a text. The reader tries to use any information that they have in order to understand and to comprehend the English text they arc reading at that particular of time. But the formal schema offers less power in the reading process as mentioned by Carrell (1984). In this study, the formal schema helps the students to make relations between the background knowledge that they have with the new one that they just bumped into under the same topic. This is to help them in comprehending the reading English texts in the possible way as they can. <br />
The<i><b> third schema </b></i>in the schemata theory is called content schema. In other terms, this schema explains about the reader having the information or background knowledge on the topic that is being brought up in the texts they read. A language is not only the combination of vocabulary or grammar but it also involves the culture of the language and this is where the <br />
<b>The third theory</b> used in this study is the affective filter hypothesis by Stephen Krashen. This theory involves the attitudes towards the target language and its relationship with the input mentioned by Carrell (19X4). In this study, the formal schema helps the students to make relations between the background knowledge that they have with the new one that they just bumped into under the same topic. This is to help them in comprehending the reading English texts in the possible way as they <br />
achieved by the students. It shows that how attitude is very important in learning language. If the students have a very high or strong affective filter, they tend to have less input. If the students do understand the input, the input will not reach part of the brain that takes charge of the language acquisition. It is different to students who have low affective filter who will have the tendency to obtain more information and because they have more positive attitudes to the language they are learning, they are more open to the input they obtain. <br />
In today’s world, reading is basic to everyday life. As children we learn to read, and as adults, we read to learn. We read to learn about the news, to leam about rules, and to learn about how to do things. We also use reading to leam English. <br />
If you want to learn English more quickly, lots of reading is important. The more you read, the more input your brain gets about how the language works. When you read in English, you can improve your vocabulary, your grammar, and your writing skills at the same time. <br />
students do understand the input, the input will not reach part of the brain that takes charge of the language acquisition. It is different to students who have low affective filter who will have the tendency to obtain more information and because they have more positive attitudes to the language they are learning, they arc more open to the input they obtain. <br />
In today’s world, reading is basic to everyday life. As children we learn to read, and as adults, we read to learn. We read to learn about the news, to leam about rules, and to learn about how to do things. We also use reading to leam English. <br />
If you want to leam English more quickly, lots of reading is important. The more you read, the more input your brain gets about how the language works. When you read in English, you can improve your vocabulary, your grammar, and your writing skills at the same time. <br />
Reading is the best way to improve your vocabulary! The context of articles, stories, and conversations helps you figure out and understand the meaning of English words in the text that are new to you. Reading also provides repetition of vocabulary words you have already learned to help you remember them. <br />
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1st solved assignment 6508 M.A-English autumn 2019 aiou

Course: Teaching of English (6508) Level: MA (Education) Semester: Autumn. 2019 ...

old papers, :university of punjab, MA English, English (classical poetry), 2013,

Abdullah 0 2013, English (classical poetry), MA English, old papers, university of punjab Thursday, December 11, 2014

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<span style="font-size: large;">Old papers</span></h2>
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<span style="font-size: large;">English (classical poetry)</span> </h3>
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<span style="font-size: large;"><span style="font-size: x-large;"><b>               Part 1 ---  2013</b></span> </span></h2>
<span style="font-size: large;">Time : 3 hrs            Paper 1                                                               Marks:100 </span><br />
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<span style="font-size: large;">                                       <span style="background-color: #fff2cc;"><b><span style="font-weight: normal;"> Classical Poetry</span></b></span></span><span style="font-size: large;"><span style="background-color: #fff2cc;"><b><span style="font-weight: normal;"> </span></b></span></span></h3>
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old papers, :university of punjab, MA English, English (classical poetry), 2013,

Old papers English (classical poetry) click here to read other papers English classical poetry Punjab university lahor...

Old papers-Punjab university English(classical Poetry) -2012

Abdullah 0 2012, English (classical poetry), MA English, old papers, university of punjab Wednesday, December 10, 2014

Old papers-Punjab university English(classical Poetry) -2012

Old papers English (classical poetry) click here to read other papers English classical poetry Punjab university laho...

Old papers-Punjab university English(classical Poetry) -2011

Abdullah 0 2011, English (classical poetry), MA English, old papers Wednesday, December 10, 2014

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<h2 style="text-align: left;">
<span style="font-size: large;">Old papers</span></h2>
<h3 style="text-align: left;">
<span style="font-size: large;">English (classical poetry)</span> </h3>
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 <a href="http://educational-wealth.blogspot.com/search/label/English%20%28classical%20poetry%29" target="_blank"><span style="font-size: large;"><span style="background-color: #fff2cc;"><b><span style="font-weight: normal;"><i><b><span style="color: #990000;">click here to read other papers English classical poetry</span></b></i></span></b></span></span></a> </h3>
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<tr><td class="tr-caption" style="text-align: center;">Punjab university lahore</td></tr>
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<span style="font-size: large;"><span style="font-size: x-large;"><b>                          Part 1 ---  2011</b></span> </span></h2>
<span style="font-size: large;">Time : 3 hrs            Paper 1                                                               Marks:100 </span><br />
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<span style="font-size: large;">                                       <span style="background-color: #fff2cc;"><b><span style="font-weight: normal;"> Classical Poetry</span></b></span></span></h3>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0BICKJ5b2UgYpmSdw90uB1i2bzi-WOlQb8AHWjkocCVdeqXY2GUN6KhM02o46T9zcvZKdOyYmEfdnDqGgU9jNpnrG0ZJ8obH6urcd1iKw4-Fb0mbY_1IXxFqViD6U7Y3j93vMGIwghRs/s1600/paper.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" loading="lazy" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0BICKJ5b2UgYpmSdw90uB1i2bzi-WOlQb8AHWjkocCVdeqXY2GUN6KhM02o46T9zcvZKdOyYmEfdnDqGgU9jNpnrG0ZJ8obH6urcd1iKw4-Fb0mbY_1IXxFqViD6U7Y3j93vMGIwghRs/s1600-rw/paper.PNG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Paper MA English 2011</td></tr>
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Old papers-Punjab university English(classical Poetry) -2011

Old papers English (classical poetry) click here to read other papers English classical poetry Punjab university laho...

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old papers, :university of punjab, MA English, English (classical poetry), 2013,

Old papers-Punjab university English(classical Poetry) -2012

Old papers-Punjab university English(classical Poetry) -2011

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