This dissertation explores why, even after nine years of studying the English language, graduates in the Punjab emerge with very deficient English. An examination of the currently prescribed syllabuses for the Secondary, Intermediate and Degree stages reveals that they are based on out-dated concepts of language teaching. They not only provide impoverished language content but fail to take into consideration the learners' actual needs. They are exclusively based on translation and 'dead language' techniques. Moreover, the examinations allow memorized answers to set questions which are repeated year after year. This dissertation examines the theoretical bases for a specification of a new syllabus. It considers the background of psychology, psycholinguistics, ELT theories and methodologies, and syllabus design, and attempts to develop a pragmatic approach toward the teaching of English in the Punjab. New syllabuses need to be proposed for all three stages of English language study. In this dissertation a proposed specification for the Intermediate stage is outlined, which, if adopted would function as a model for other stages. The specification is for a multi-dimensional syllabus, combining the benefits of both communicative and structuralist approaches, and taking full account of the needs of the particular learners involved and of the local context of education.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:536509 |
| Date | January 1991 |
| Creators | Shaffi-Mir, Surriya |
| Publisher | Institute of Education (University of London) |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.ioe.ac.uk/18596/ |
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