1

Chapter 1 INTRODUCTION
Language has been a part of each nation enabling people to communicate systematically through sounds and conventional symbols. Language embodies our cultural identity and heritage. The language we use speaks of our whole persona, our roots and origin. Language makes it possible for us to reach out to others, express our diverse ideas, build interpersonal relations, shape our thoughts, explore our customs and construct laws. Learning is not all about gaining something by the teachers or trainings but it can be the things that we learn from our everyday life experiences. Learning is not a single step process. It takes by and by processes to shape itself. There are many factors which have direct and indirect impacts upon the process of learning. English is the most widely spoken language in the world. English is commonly used as a medium for the communication of information and news. In countries where English is taught as a second language, there is always at least one vernacular language which is the mother tongue of the majority of the population. At the same time English is usually the means where by the country communicates with the large world. Because English is the second language of such countries a number of problem impinge on the acquisition and use of language. Learning the English language is necessary other than our mother tongue is not a physical exercise and cannot be done by solitary practice. . Mostly students have to face many problems in learning English language in suburb areas

2 of Lahore. The language learning problem such as lack of institution, overcrowded classroom, traveling problems etc can be define as influences on individual behavior of the student. Therefore in this study, problems that are connected to suburb areas of Lahore that can influence a students English language learning.

1.1 Statement of the problem

Problems And Difficulties in Learning English Language in Suburb Areas of Lahore.

1.2 Significance of the study

The findings of the study will provide valuable insight for removing all the problems to learn the language in suburb areas of Lahore.. It is hoped that the findings of the study will aware the teacher to understand the problems of the learners which they have to face in suburb of Lahore. Such information will be useful about the problem for the teachers, perhaps with a few adjustments in their teaching and guiding method based on the finding of the study; teachers may be able to understand the background of the student and will be able to treat them accordingly. Finally, teacher will be able to help the students to improve their English language learning.

1.3 Objectives of the study

The study is designed to the problems that students face in English language learning in suburb areas of Lahore. Therefore, the main objectives of the study are given below:

3 To find out solutions of the problems that students face in English language learning in suburb areas. Aware the teachers about the learning problems that students face in English language Examine the negative effect of social factors if any in English language learning.

1.4 Research Questions

1. 2. What are the English Language learning problems? What kinds of problems students face in suburb areas of Lahore?

1.5 Delimitations
Due to restricted time and human resources, the research is delimited to students of suburbs areas of Lahore.

Chapter # 2

Review of the Related Literature

A language is a system of signs (indices, icons, symbols) for encoding and decoding information. Since language and languages became an object of study (logos) by the ancient grammarians, the term has had many and different definitions. Language is a system for communicating. Written languages use symbols (that is, characters) to build words. The entire set of words is the language's vocabulary. The ways in which the words can be meaningfully combined is defined by the language's syntax and grammar. The actual meaning of words and combinations of words is defined by the language's semantics.

2.1 What is Learning?

Even if psychologists ever agree about what learning is, in practice educationalists won't, because education introduces prescriptive notions about specifying what ought to be learnt, and there is considerable dispute about whether this ought only to be what the teacher wants the learner to learn (implicit in behavioral models), or what the learner wants to learn (as in humanistic models). Humpty-Dimity's view "learning" means whatever the user meant by it, and few people are prepared to be constrained by dictionary definitions.

2.2 Language Learning

Language acquisition is the process by which humans acquire the capacity to perceive, produce and use words to understand and communicate. This capacity involves the picking up of diverse capacities including syntax, phonetics, and an extensive vocabulary. This language might be vocal as with speech or manual as in sign. Language

5 acquisition usually refers to first language acquisition, which studies infants' acquisition of their native language, rather than second language acquisition that deals with acquisition(in both children and adults) of additional languages. A great deal of what is called 'Communicative Language Teaching' is based on what is essentially a 'natives' view of second language (L2) acquisition. A 'natives' view assumes consciously or unconsciously that somehow L2 learning can and should be like learning our native language (L1). This is wishful thinking and is based on a profound misconception about the nature of L2 learning - just as it is a misconception about how L1 acquisition occurs. The best way to explore the differences between the two processes is to view them side-by-side in parallel, as below.

2.2.1 L1 Acquisition
1. L1 acquisition is genetically triggered at the most critical stage of the child's cognitive development. 2. The 'engine' of language its syntactic system is 'informational encapsulated' which means that children are not even aware of developing a complex, rule-governed, hierarchical system. Most L1 speakers do not even realize this is what they are using. 3. The L1 is typically acquired at the crucial period of cognitive development; pre-puberty, when L1 and other crucial life-skills are also acquired or learned. 4. Children never resist L1 acquisition, any more than they resist learning to walk.

6 5. Given even minimal 'input' during critical pre-pubescent development, all humans acquire the L1 of the society or social group they are born into as a natural and essential part of their lives. Even brain-damaged and/or retarded children usually acquire the full grammatical code of the language of their society or social group. 6. In short, L1 acquisition is an essential, biologicallydriven process. It is part of every individual's evolutionary history and development in the most critical stage of that individual's acquisition of essential life-skills.

2.2.2 L2 Learning
1. L2 learning is not genetically triggered in any way unless the child grows up bi-lingual (in which case, it is not really L2 learning at all). 2. The syntax of the L2 is not acquired unconsciously, or at least not in the way L1 syntax is acquired. Few L2 learners develop the same degree of unconscious, rule-governed insight into and use of the L2 which they demonstrate with the L1. 3. The L2 is not learned as part of the learner's general cognitive development. It is not an essential life-skill in the same way that the L1 is. 4. There is often great conscious or unconscious resistance to L2 learning. 5. Many highly intelligent individuals with impressive learning skills often have great problems learning an L2. Many L2 learners 'fossilize' at some stage, so that even if they use the L2 regularly, and are constantly exposed

7 to input in it, they fail to develop full grammatical or 'generative' competence. 6. L2 learning is not a biologically-driven process. It is not an essential aspect of an individual's general development. Especially when the L2 is simply another subject on an already overloaded school curriculum or something that has to be undertaken by people with busy lives and heavy work-loads.

2.3 Factors that Influence Language Learning

Language development is different for every child. There are many factors that influence language development in each child. While many argue that language development is a matter of nature versus nurture, there are definite factors that influence the development of language. Social, cognitive processes, linguistic, as well as perceptual and conceptual skills are factors that directly influence language development in children. Whether these factors are controlled by parents or nature, they are a serious factor in the development of your child's language.

2.3.1 Social Factors

A child's social environment directly affects his language development. Interaction with your child is crucial in developing social and language skills. According to the Literacy Encyclopedia, "The verbal environment influences language learning. From ages one to three, children from highly verbal 'professional' families heard nearly three times as many words per week as children from low verbal 'welfare' families." It is imperative to not only speak to your child but also maintain conversation when your child

8 is around. In addition to income, television also affects language development. When the social environment of the home is centered on watching television, language and verbal expressions, "talking" decrease.

2.3.2 Cognitive Processes Factors

The way your child processes language cognitively affects the way her own language develops. How often your child hears you speak affects her cognitive processes in learning language. Children who are exposed to an unusually high proportion of examples of a language form learn at a faster rate than those who are not.

2.3.3 Linguistic Factors

Your child's linguistic ability directly influences his language development. In formulating his own vocabulary, it is not uncommon for your child to associate a new word with a current object he does not have a label (or word) to associate with it. It is also common that verb endings, such as --in, infer a meaning to your toddler. It is common that your child will infer that this "meaning" is related to an activity, such as swimming, playing or running, rather than a completed stage or state, such as push off.

2.3.4 Conceptual and Perceptual Factors

Conceptually speaking language skills are related to word knowledge. If your child has difficulty recalling a word, it is likely that she will know less about the object itself. In perceptual terms, your child's auditory perceptual skill's at 6 to 12 months is a predictor of their vocabulary size and syntactic complexity at 23 months.

2.4 Importance of English

9 No one denies the importance of English language in the present time as global language. It is clear that the English has become more dominant around the word. In some countries it use as the mother schools. This is making English widespread. In addition, many reasons which contributed to rising of English Spreading. For example, use it for communication between people around the world; it is language of modern time. On other hand, English is the language of science and technology. There is no doubt that the English is language of communication between the people with different cultures. It is also the language of computers that help to communicate with the people around the World through internet technology and e-mail .people information and Communication revolution. Also one of reasons that contributed to the spread of English that, It is the language of the modern era. Where the people are it use it in virus field of life such as, economy, e- commerce, medicine and aviation. In addition, it is the language which is use in the tourism and travel. This reason motive the people to learn English One of the main reason that contributed to the spread of English that, It is the language of the modern era. Where the people are use it in various field of life such as, economy, ecommerce, medicine and aviation in addition, it is the language which use in the Tourism and travel. This reasons motive the people to learn English One of the main reason why the English is dominant in the Present time use it in the filed of education by universities and Institutes and, they use it in scientific research. It has become an Addendum to the mastery of scientific individual stock .on the Government job and private.

2.5 English as a second language

10 English as a foreign language may be called:

EFL: English as a foreign language (quite common) ESL: English as a second language (quite common) EAL: English as an additional language (seldom) ESOL: English for speakers of other languages (rare)

All these terms mean roughly the same thing. The learners have some other native language, and now they wish to learn English. English is a very important language in business. Many people study English as a foreign language, because they want a better job. English is also very important in education. Many pages on the internet are in English. English as a second language is the single most popular subject in the world, after mathematics. Many people who can not go to English language classes study on the internet, using websites like BBC Learning English Many people study English in a country where the people speak English. This way, many students learn listening and speaking English better.

2.6 Types of English

1. BE-Business English. 2. EAL-English as an additional language. The us of this term is restricted to certain countries. 3. EAP-English academic. 4. EFL- English as a foreign language. English for use in a non-English speaking region, by someone whose first language is not English.

11 5. EIL-English as an international language. 6. ELF-English as a lingua franca. 7. ELL-English language learner. The use of this is restricted to certain 8. ELT-English language teaching. The use of this term is restricted to certain 9. ESL-English as a second language. English for use in an English-speaking ,region, By someone whose first language is not English .the use of this term is restricted to ESOL.English for speakers of other language .this term is used differently in differently countries. ESP-English for science and technology (e.g. technical English. scientific English, English for Medical professionals English for waiters) ESP-English for science and technology (e.g. technical English, science English) TEFL-Teaching as a foreign language TESL-Teaching English as a second language. The use of this of term is restricted to TESOL-Teaching English to speakers of other languages, or teaching as a second or other language. TYLE-Teaching young Learners English.

2.7 English Language Difficulties

There are various mistakes commonly made in English, even by native Speakers. Here is the index of current and upcoming lessons English difficulties

2.7.1 Accept vs. Except

These two English words are some times confused by native speakers. Please accept my invitation to learn the difference with this lesson.

2.7.2 Addition vs. Edition

12 This lesson will makes a nice addition to your English understanding.

2.7.3 Affect vs. Effect

These words are some time confused by native speakers don't let Their mistakes affect your English

2.7.4 Ancestor vs. Descendant

The English word ancestor and descendant are some time confused by native speakers. In fact, they're exact opposites.

2.7.5 Bi- vs. Semi

The English prefixes bi and semi- are often mixed up by native speakers. A semi- annual reading of this lesson will help more then a bi- annual one.

2.7.6 Either and Neither

The English word either and neither can cause some problem for native and non- native speaker of English. Some time you can use either one and some time you have to choose either one or the other, but neither one is very difficult

2.8 Difficulties for learners

Language teaching practice often assumes that most of the difficulties that learners face in the study of English are a consequence of the degree to which their native language differs from English (a contrastive analysis approach). A native speaker of Chinese, for example, may face many more difficulties than a native speaker of German, because German is closely related to English, whereas Chinese is not. This may be true for anyone of any mother tongue (also called first language, normally abbreviated L1) setting out to learn any other language (called a target language, second language or L2).

13 In particular, some students may have very different cultural perceptions in the classroom as far as learning a second language is concerned. Also, cultural differences in communication styles and preferences are significant.

2.8.1 Consonant phonemes

English does not have more individual consonant sounds than most languages. However, the interdentally, // and // (the sounds written with the), which are common in English (thin, thing, etc.; and the, this, that, etc.) are relatively rare in other languages, even others in the Germanic family (e.g., English thousand = German tautened), and these sounds are missing even in some English dialects. Some learners substitute a [t] or [d] sound, while others shift to [s] or [z].

2.8.2 Vowel phonemes

The precise number of distinct vowel sounds depends on the variety of English: for example, Received Pronunciation has twelve monophthongs (single or "pure" vowels), eight diphthongs (double vowels) and two trip thongs (triple vowels); whereas General American has thirteen monophthongs and three diphthongs.

2.8.3 Syllable structure

In its syllable structure, English allows for a cluster of up to three consonants before the vowel and four after it (e.g., straw, desks, glimpsed). The syllable structure causes problems for speakers of many other languages..

14

2.8.4 Unstressed vowels - Native English speakers frequently replace

Almost any vowel in an unstressed syllable with an unstressed vowel, often schwa. Moreover, learners tend to over pronounce these unstressed vowels, giving their speech an unnatural rhythm.

2.8.5 Stress timing

English tends to be a stress-timed language - this means that stressed syllables are roughly equidistant in time, no matter how many syllables come in between. Although some other languages, e.g., German and Russian, are also stress-timed, most of the worlds other major languages are syllable-timed, with each syllable coming at an equal time after the previous one. Learners from these languages often have a staccato rhythm when speaking English that is disconcerting to a native speaker. "Stress for emphasis" - students' own languages may not use stress for emphasis as English does. "Stress for contrast" - stressing the right word or expression. This may not come easily to some non-native speakers. "Emphatic apologies" - the normally unstressed auxiliary is stressed (I really am very sorry) In English there are quite a number of words - about fifty - that have two different pronunciations, depending on whether they are stressed. They are "grammatical

15 words": pronouns, prepositions, auxiliary verbs and conjunctions. Most students tend to overuse the strong form, which is pronounced with the written vowel.

2.8.6

Tenses
English has a relatively large number of tenses with some quite subtle

differences, such as the difference between the simple past "I ate" and the present perfect "I have eaten." Progressive and perfect progressive forms add complexity.

2.8.7 Functions of auxiliaries

Learners of English tend to find it difficult to manipulate the various ways in which English uses the first auxiliary verb of a tense. These include negation (e.g. He hasn't been drinking.), inversion with the subject to form a question (e.g. has he been drinking?), short answers (e.g. Yes, he has.) and tag questions (has he?). A further complication is that the dummy auxiliary verb does /does /did is added to fulfill these functions in the simple present and simple past, but not for the verb to be.

2.8.8

Modal verbs

English also has a significant number of modal auxiliary verbs which each have a number of uses. For example, the opposite of "You must be here at 8" (obligation) is usually "You don't have to be here at 8" (lack of obligation, choice), while "must" in "You must not drink the water" (prohibition) has a different meaning from "must" in "You must not be a native speaker" (deduction). This complexity takes considerable work for most English language learners to master.

16

2.8.9 Idiomatic usage

English is reputed to have a relatively high degree of idiomatic usage. For example, the use of different main verb forms in such apparently parallel constructions as "try to learn", "help learn", and "avoid learning" pose difficulty for learners. Another example is the idiomatic distinction between "make" and "do": "make a mistake", not "do a mistake"; and "do a favor", not "make a favor".

2.8.10Phrasal verbs
Phrasal verbs in English can cause difficulties for many learners because they have several meanings and different syntactic patterns. There are also a number of phrasal verb differences between American and British English.

2.8.11Word derivation
Word derivation in English requires a lot of rote learning. For example, an adjective can be negated by using the prefix un- (e.g. unable), in- (e.g. inappropriate), dies- (e.g. dishonest), or a- (e.g. amoral), or through the use of one of a myriad related but rarer prefixes, all modified versions of the first four. 2.8.12 Size of lexicon The history of English has resulted in a very large vocabulary, essentially one stream from Old English and one from the Norman infusion of Latin-derived terms. (Schmitt & Mars den claim that English has one of the largest vocabularies of any known language.) This inevitably requires more work for a learner to master the language.

17

2.9 Differences between spoken and written English

As with most languages, written language tends to use a more formal register than spoken language. The acquisition of literacy takes significant effort in English.

spelling - Because of the many changes in pronunciation which have occurred since a written standard developed, the retention of many historical idiosyncrasies in spelling, and the large influx of foreign words (mainly from Danish, Norman French, Classical Latin and Greek) with different and overlapping spelling patterns,[11] English spelling is difficult even for native speakers to master. T [spelling bee] is that generally require the memorization of words. English speakers may also rely on computer tools such as spell checkers more than speakers of other languages, as the users of these utilities may have forgotten, or never learned, the correct spelling of a word. The generalizations that exist are quite complex and there are many exceptions leading to a considerable amount of rote learning. The spelling system causes problems in both directions - a learner may know a word by sound but not be able to write it correctly (or indeed find it in a dictionary), or they may see a word written but not know how to pronounce it or mis-learn the pronunciation. However, despite the variety of spelling patterns in English, there are dozens of rules that are 75% or more reliable. .

2.10 Difficulties with Learning English Language

18 People may find English a challenge because it is not their first language they have a specific learning difficulty such as dyslexia their previous education developed only basic English skills they have a combination of these difficulties.

2.11 Types of Language Problem

Language problems often fall into two main categories. Difficulties in understanding can cause particular problems when reading the style of language used in a course listing to others, either in group sessions or telephone tutorials trying to respond to spoken or written questions making use of examples used in explanation difficulties in writing for other to read may relate particularly to punction or the use of paragraphs Making mistakes with verb tenses, or with subject and verb agreement Using a style which does not suit UK academic work Inability to write at length in order to construct essays or reports Level 1 our study provides opportunities for students to use the English language to Show that you know and understand principles, concepts and terms central to your subject use your knowledge and understanding to desire, analyze and interpret defined aspects of your subject know about and begin to address issues and problems central to your subject

2.12 Areas of Phonology That Make English Difficult to Learn

The phonology of the English language poses unique challenges to foreign language learners. English is one of the most widely spoken languages in the world, hence its reputation as an international language. Though many study English as a foreign language, mastery of spoken English and English literacy can pose varying difficulties.

19 These challenges depend on the student's first language and the frequency of their interaction with authentic English materials.

2.12.1 Unfamiliar Sounds

Spoken English includes sounds not found in other languages. For example, the letter "L" is not found in Japanese and the letter "P" are not included in the Arabic alphabet. For this reason, speakers of foreign languages will have varying difficulties with relatively basic aspects of English phonology. There are textbooks that list these kinds of missing sounds. The texts are useful tools if you are teaching an ESL or EFL class comprised o Loan Words English regularly adopts foreign words into its lexicon. The amount of foreign words and unusual pronunciations can pose difficulties to language learners as the general rules for English pronunciation do not apply. The French "rendezvous", Spanish "coyote" and Yiddish "chutzpah" are some examples of foreign words that have been adopted into common English conversation and whose spelling and pronunciation can pose difficulties for learners. "Chutzpah" utilizes a sound not found in English. .2.12.2 Loan Words

English regularly adopts foreign words into its lexicon. The amount of foreign words and unusual pronunciations can pose difficulties to language learners as the general rules for English pronunciation do not apply. The French "rendezvous", Spanish "coyote" and Yiddish "chutzpah" are some examples of foreign words that have been adopted into

20 common English conversation and whose spelling and pronunciation can pose difficulties for learners. "Chutzpah" utilizes a sound not found in English.

2.12.3 Spelling Inconsistencies

English is notorious for its inconsistent phonetics. The difference between the pronunciation and spelling of a word can be a difficult step in the road to English fluency. For example, in the words "mission", "station" and "cushion", the same sound is represented by three different letter combinations. "Whale" starts with a "w" sound, whereas in the word "whole" the "w" is silent. "Choir" and "cheese" utilize the "ch" combination with different pronunciations. The fact that pronunciation rules are regularly broken can cause difficulty and frustration for English-language learners.

2.13 Problems with Learning the English Language

English presents a number of issues to non-native (and sometimes native) speakers. It is grammatically unlike other languages, even those from which it has borrowed large vocabulary groups, and possesses a number of irregularities. Understanding these features of English may help the non-native speaker grasp the language and help native speakers see why learning English can be so difficult.

2.13.1 Related Languages

One problem with learning English is that is not directly related to many languages. The two closest are Scots and Frisian, but even these are not, for the most part, mutually intelligible with English. One of the things that make learning a new language

21 easier is already speaking a related language, and very few people speak languages closely related to English.

2.13.2 Plural Nouns

Though most nouns in English simply add "s" to their singular form to create the plural, there are many exceptions to this rule. These include words ending in "f" or "fe" (wife/wives, knife/knives), words ending in "y" (spy/spies, fly/flies), words that change interior vowel sounds (man/men; mouse/mice), and Old English plurals, such as child/children and ox/oxen.

2.13.3 Verb Tenses

English has a relatively large number of verb tenses, the correct mastering of which is important for communicating shades of meaning in English. To complicate the difficulty, English uses many auxiliary words, instead of verbal inflection, to create its tenses.

2.13.4 Irregular Verbs

English has many irregular verbs. Some English verbs are altered radically in conjugation (drink/drank/drunk, grow/grew/grown), while others do not change at all, such as burst/burst/burst and cast/cast/cast.

22

2.13.5 Writing System

There is often little connection between the way a word is written and the way it is pronounced. Consider cough vs. through and flood vs. door. Other inconsistencies include heteronyms, words that are spelled the same but pronounced differently, such as wound (wrapped up) and wound (an injury), and row (a fight) and row (a line of something).

2.13.6 Syntax
English relies heavily on word order to convey meaning, while many other languages rely on case systems that show relationships between words with noun, pronoun and adjectival endings. English only retains these relationships with pronouns, but the alternations in English pronouns are also highly irregular

2.14 Problems in Learning English

Around the world and in the United States, many people dedicate themselves to learning English. While many reach fluency and written literacy within a few years, students encounter problems and challenges along the way. Some of these pertain to learning English in particular, due to the language's diverse roots, large amount of irregular verbs and profound regional variations.

23

2.14.1 Pronunciation, Vocabulary and Grammar

Almost all English learners encounter at least three types of problems: challenges with pronunciation (some people are never able to master certain sounds); issues with vocabulary (most people can add to their English vocabulary with study and practice); and grammar, including challenges with situational grammar, such as workplace English versus slang.

2.14.2 Encouraging Errors

Errors in learning English challenge students, but they typically learn from their mistakes and progress. However, if English-language learners feel intimidated, embarrassed or judged, their affective filter can inhibit their ability to absorb new information and produce English. Teachers of English as a second language and English as a foreign language typically refrain from providing an overload of corrective feedback so that students feel more comfortable expressing themselves in English, even if it is not perfect.

2.14.3 Early Hardships

English-language learners may enter a class or an immersion situation in a state of shock. Teachers as well as students may feel surprised that many seem unable to do more than repeat the most basic phrases. This experience is the initial phase of learning a language, called the silent period. During this time, which may last only a few days or up

24 to a few weeks, students receive and absorb language but are often unable to speak or write it.

2.14.4 Techniques
Learning English requires different techniques for different types of learners. Some people require more time to reflect on concepts before diving into dialogs and presentations. Others need to speak to reinforce new information. For some people, kinesthetic activities such as dance, clapping and physical movements can shift information from short-term memory to long-term memory. Music, rhymes, chants, poems and games provide additional reinforcement.

2.14.5 Warning
One of the primary challenges for someone learning English concerns lack of a proper model for speaking. Whenever possible, students should listen to native English speakers engaging in conversation or teaching concepts. This practice sharpens students' ears to unique rhythms and pronunciation of English and can provide insight into more abstract and advanced English, such as phrasal verbs and slang.

2.15 Problems and Difficulties in Learning English Language in Suburb Areas

There are some negligible problems for the students. which they have to face in learning English language.

25

2.15.1 Teacher's Lack of Training And Education Qualification

The second problem is teacher's lack of training and their education qualification. Due to lack of training, they are not aware of challenges of the future and hence are unable to prepare.

2.15.2 Over Crowded Classrooms

Due to lack of realistic investment in our educational institutions since independence, the pressure on schools has increased many folds. On the average a single teacher teaches at least sixty students in a classroom which was meant for thirty students. The scene of multiple classes being taught in a single room by a single teacher is very common in our primary schools. It should be kept in mind that it is here that students require maximum

personal attention. In our educational system, mostly the teacher is unable to recognize his student; the question of personal attention cannot even be imagined. There are some negligible problems for the students. which they have to face in learning English language.

2.15.3 Communication Problem

Our system of education lacks communication between teaching staff, parents, headmasters, students, and the concerned higher authorities. Due to this they are unable to coordinate and make consolidated efforts in learning English language.

26

2.15.4 Absence of proper Physical Facilities and Instruments and

Appliances Educational
In order to impart proper education a teacher requires a number of aides to achieve this goal. These include a variety of audio visual aids also known as teaching kits etc. In the absence of these aids a teacher fails to explain all the concepts theoretically and mostly ends-up confusing the students. In addition, the students face many problems in learning English language

2.15.5 Poverty and Financial problem

Pakistan is an underdeveloped nation, majority of our people are living on the poverty line that can barely make their both ends meet. They cannot afford even the negligible fees being charged in the English language institutions, let alone the books and uniforms for which they are to pay from their own pockets. Majority of our young ones are child labor, they indulge in child labor not only to feed them selves but to support their families too.

2.15.6 Lack of Trained teachers

There are no trained teachers in our education system. The purpose of early/primary education is to induce in to the students an interest of education but
children are exposed to untrained teachers in their early stage of education they lose interest in education and results in early dropouts.

2.15.7 Lack of proper learning aids and laborites

27 Our schools are devoid of proper laborites and learning aids. Due to this students are bombarded with theoretical concepts, which in the absence of the required audiovisual learning aids and laboratories confuse the students. As a result of this the students lose their interest in learning English language after which either they drop out or rely on practices like cheating, bribing teachers etc.

2.15.8 Psychological problems.

Students due to high expectations of their families and absence of guidance for both the parents and students experience a lot of psychological stress, which has a retarding effect on their growth and learning English language

2.15.9 Socio-economic Problems.

Due to bad socio-economic conditions of majority of our students they are not very attentive to what is being imparted to them and neither can they practice it at homes.

2.15.10 Biased and Traditional Measures for Evaluation of Pupil

Students are evaluated in our institutions not on the basis of their abilities but on the basis of their class. This disheartens students who have weak financial/social backgrounds. Also our examination system evaluates students not on the basis of their cognitive abilities but is more of a rote memory test. All this is simply due to the fact that modern evaluation techniques are not applied.

28

2.15.11 Absence of appropriate books

Students are subjected to inappropriate books, which in the absence of appropriate reference books makes the situation worst. School libraries are filled with irrelevant books majority of which being story books, which too are kept under lock & key out of the reach of students.

2.15.12 Classroom environment

The class rooms are over-crowded due to which the students are unable to take personal attention of the teacher resultantly they are unable to communicate to the teacher their problems, resultantly their problems never get resolved.

2.15.13 Lack of facilities for Co-circular activities

Their exists no facilities for co-curricular activities of the students. Very few schools have playing grounds, which due to wrong planning of the school management are very overcrowded in school breaks (since the whole school is given a break at the same time) provide no space for any kind of sport. Also there are no provisions for sport goods due to which children run aimlessly in school breaks. Which inculcates in them an aimless attitude/behavior?

2.15.14 Lack of Transports problems

The lack of transport problem is also the biggest problem between the suburb areas English language learners student and they have to face many problem due to

29 lack of transports service environment attention of the teacher resultantly they are unable to communicate to the teacher their problems, resultantly their problems never get resolved.

30

Chapter # 3 RESEARCH METHODOLOGY

The research was conducted to know about the problems of learning in suburb areas of Lahore English language

3.1 Nature of Study

The nature of research was descriptive. Survey method was used. Survey research was the most frequent type of self report research. A survey was an attempt to collect data from members of population in order to determine the current studies to the population with respect to one or more variables. This research was based on sample survey. The sampling technique was used in the research is convenient research sampling.

3.2 Population
The population of the study was all the students of English language learning in suburb areas of Lahore.

3.3 Sampling
It was not accessible to conduct the survey because of restricted time and limited human material resources so representative sample was selected from the population to collect data about the above stated topic.

3.4 Sampling procedure

Researcher adopted convenient method of sampling to select the representative sample.

31

3.5 Sample size

The population of the suburb areas of Lahore, as representative sample size was 100 students.

3.6 Tool of Research

The tool of the research used for the collection of data is close ended questionnaire. Questionnaire was prepared for student and comprised of 10 items.

3.7 Data Collection Procedure

After preparing 100 copies of questionnaire these were given to selected students to fill out carefully. This questionnaire was handed over by researcher to each respondent individually. The researcher gave instructions to fill the questionnaire. Filled questionnaires were collected by the researcher personally.

3.8 Analysis of Data

The data obtained in this way was tabulated, analyzed and interpreted. It was briefly presented in the chapter 4. Data was analyzed by percentage method. Analysis of data was given at the end of each table in chapter 4. In the light of the data analysis findings were drawn and by keeping the heading in view researcher drew conclusions, the conclusion was stated in the form of responses of research questions, restricted by the researcher. At the end researcher gave some recommendations in the light of conclusions.

32

Chapter # 4

ANALYSIS AND INERPRETAION OF DATA

The data collected through the questionnaire and analyzed in terms of simple percentage. The purpose of the study was to find out the learning factors in the subject of data was based on the information collected through questionnaire. The data was analyzed by using percentage and presented in the table as following.

33

Table.4.1
Sr. No. 1.

Statement

Yes
No. % 96

NO
No. 4 % 4

English is necessary for students in 96

suburb areas 2. Overcrowded classes create problems 80 80 20 20

and difficulties in learning English. 3. Environment of the suburb areas 82 82 18 18

create problems and difficulties in learning English 4. Back ground of the students is a 76 problem in learning English 18 18 82 82 76 24 24

major

language 5. Students belong to urban and rural

areas have equal chances for acquiring English language.

Analysis of Table No.4.1:

The students who think that English is necessary for students in suburb areas were 96% while 4% students responded negatively. The students who responded positively that overcrowded classes create problems and difficulties in learning English. were 80% and 20% students disagree with it The students who think that Environment of the suburb areas create problems and difficulties in learning English language were 82% while 18%

34 responded negatively. The students who think that back ground of the students is a major problem in learning English language were 76% while 24% responded it negatively. The student who responded that students belong to urban and rural areas have equal chances for acquiring English language were 18% students while 82% students responded negatively.

35

Table.4.2
Sr. No.

Statement

Yes
No. %

NO
No. %

6. Lack of qualified teachers create problems for 90 students in learning English language 7. Lack of modern techniques in suburb areas 86 create problem for student in English language 8. Bad behavior of students and teachers create in 12 learn English language. 9. Lack of facilities creates problems in learning 53 English language in suburb areas. student 10.Poverty and financial problems effects on 90 English language learning problems English language.

90

10

10

86

14

14

12

88

88

53

47

47

90

10

10

Analysis of Table No.4.2:

The students who think that lack of qualified teachers creates problems for students in learning English language were 90%while 10% students responded negatively. The students who responded positively lack of modern techniques in suburb areas create problem for student in English language were 86% and 14% students disagree with it. The students who think that Bad behavior of students and teachers create in learn English language were 12% while 88% students responded negatively. The

36 students who think that lack of facilities create problems in learning English language in suburb areas were 53% while 47% students responded it negatively. The students who responded that poverty and financial problems effects on English language learning problems were 90% students while 10% students responded negatively.

Chapter # 5

37

SUMMARY, FINDING, CONCLUSION AND RECOMMENATIONS

5.1 Summary
The present study was conducted to know the problems of English language learning in suburb areas of Lahore. The objective of the study was to identifying the problems of English language learning, and to know their importance in suburb areas of Lahore. The main research questions were, is English is necessary for students? do you think that overcrowded classes create problems in learning English?, do students belong to urban and rural areas have equal chances for acquiring English language?, is mental ability of the English language learning? Lake of qualified teachers creates problems for students in learning English language? Detailed review of the related literature was presented. The method of the study was discussed. The population of the study was all urban and rural areas but due to the restricted time and human resources of the suburb areas of Lahore was selected. The questionnaire was prepared. The questionnaire was administered by researcher personally and goes to the questionnaire filled. After the analysis of the response result were drawn.

5.2 Findings

38 1. 96% students responded that English is necessary for students in suburb areas 2. 80% students responded that Overcrowded classes create problems and difficulties in learning English 3. 82% students responded that Environment of the suburb areas create problems and difficulties in learning English 4. 76% students responded that Back ground of the students is a major problem in learning English language 5. 18% students responded that Students belong to urban and rural areas have equal chances for acquiring English language. 6. 90% students responded that Lack of qualified teachers create problems for students in learning English language 7. 86% students responded that Lack of modern techniques in suburb areas create problem for student in English language 8. 12% students responded that Bad behavior of students and teachers create in learn English language 9. 53% students responded that Lack of facilities creates problems in learning English language in suburb areas. student 10. 90% students responded that Poverty and financial problems effects on English language learning problems English language.

5.3 Conclusions

39 According to the research questions following are the conclusions drawn after the analysis of data. Dominant majority of students responded that English is necessary for students in suburb areas. So this question is approved. Majority of students responded that overcrowded classes create problems and difficulties in learning English. Majority of students responded. Environment of the suburb areas create problems and difficulties in learning English. Majority of students consider that English proficiency between urban and rural students. Do students belong to urban and rural areas have equal chances for acquiring English language? Majority of students responded negatively. Its mean that they considered that students of urban areas have higher chances than students of rural areas. Majority of students considered that. Lacks of qualified teachers create problems for students in learning English language majority of students responded positively class room environment and the way of teacher can make enjoyable the process of English language learning. it means that its very necessary for learning English language. Majority of students considered that Bad behavior of students and teachers create in problems in learning English language in suburb areas. Majority of students responded that lack of facilities create problems in learning English language in suburb areas of Lahore. Majority of students responded Poverty and financial problems effects on English language learning problems English language

5.4 Recommendations

40 The following suggestions may help the parents, teachers and students to remove their English language learning problem. 1. Teacher should try to providing equal chances for rural and urban areas students and low socio-economic background students for learning English language learning. 2. In English language class it should be compulsory for every student to speak only English language. 3. Teacher should create a friendly environment in classrooms and ask the students to share their feelings in English language. 4. Teacher should give a topic to students and ask them to discuss on it in English because through interaction in English they will improve their learning a second language. 5. Students should interact with their friends in English. 6. A modern technique should be introduce in suburb areas of Lahore. 7. The Government should increase transport service in Lahore. 8. Teacher training should be open for the teacher.

5.6 References

41 Sandra Romo, eHow contributing writer .Factors That Influence language Development. (Retrieved from http://www.eHow.com.htm ). Robert O'Neill - April 1998.Crucial differences between L1 and L2 acquisition. (Retrieved from http://www.tedpower.com.html ). Teaching English as a Foreign or Second language by Jerry G.Gebhard (Ann Arbor the University of Michigan press 1996) Importance of English (retrieved from http// www.advanced_english _ grammer. com) RAGHU Sundaram Importance of English (retrieved from http//ezineArticales .com/?expert) Types of English (retrieved from http// www.bootshall,com/tefl/05_01?+types _of_english.html) Russell Monroe Gersten (author) Teaching English language learner with learning difficulties guiding principle and examples from research based practice (Sudoced1.310/2:427448) Difficulties for learner (retrieved from http// www.elearmenglishlanguage.com) problems in learning English language in suburb areas of Lahore(Down newspaper) ERIC Clearinghouse on Languages and Linguistics Washington DC ERIC Identifier: ED350885. Publication Date: 1992-12-00.source http://www.ERIC.com.

42

APPENDIX ---A
Respectable Madam: I am a student of University of Education Lower Mall Campus Lahore. Currently I am conducting a research as preliminary work for my intended thesis. This questionnaire is prepared for identifying the Problems and Difficulties in learning English language in suburb areas of Lahore. You are requested give your responses in the appropriate columns below. I assure you that the information collected through this questionnaire will only be used for research purpose and will not be provided to any other person or agency for any other purpose. I am thankful for your cooperation and time spared for this activity.

Thank you Researcher Naila Ismail Roll No.506 M.A, English+B.Ed University of Education, Lwer Mall, Campus,Lahore

43

APPENDIX ---B
Questionnaire
Name of student _________ Class level _________ Institution ______________________________________________ Sr. # 1. English is necessary for students in suburb areas Questions Yes No

2. 3. 4. 5. 6. 7. 8. 9.

Overcrowded classes create problems and difficulties in learning English. Environment of the suburb areas create problems and difficulties in learning English. Back ground of the students is a major problem in learning English language Mental ability of the students effect in learning language Lacks of qualified teachers create problems for students in learning English language. Lack of modern techniques in suburb areas create problem for student in English language. Bad behavior of students and teachers create in learn English language. Lack of facilities creates problems in learning English language in

suburb areas. 10. Poverty and financial problems effects on English language learning problems.