English Language Education

Permanent URI for this collection

https://hdl.handle.net/20.500.14540/62

Browse

Now showing 1 - 8 of 8

Business-Situated Oral Nepali Explored Through English-Based Functional Concepts: Implications for Language Teaching
(Department of English, 2021-02) Poudel, Kamal Kumar
The study entitled “Business-Situated Oral Nepali Explored Through English-Based Functional Concepts: Implications for Language Teaching” was conducted to explore the functions of business-situated oral Nepali (BSON); to examine their inter-relationships; to induct a framework for functional data analysis in linguistics and to draw implications for language pedagogy. The study was underpinned by the pragmatic philosophy, interpretivist worldview, grounded theory methods and qualitative approach. Likewise, observation, audio-recording, interview, data elicitation and field notes were the major techniques applied to collect the data from the urban sites and hubs within Nepal, where the oral medium of business transactions was Nepali. Consistent with grounded theory, the principle of data saturation and the constant comparative method were applied to the collection and analysis of the data respectively. Potentially extendable or reducible through future research, a total of twelve macro functions including 156 lower level functions were explored from the BSON data. It was also investigated that a form underlies each function, and typically that the ultimate function is expressed with a strategy. The most commonly used form was the declarative whereas the most complex function, intricately associated with all the other functions, was the Referential. Though not very common, utterances were also found hidden beneath the immediate function, typically accompanying certain strategies-a concept termed as ‘ultimate function’ in this research. Drawing from the data patterns, a framework for functional data analysis was inducted. The framework recognizes that language functions are patterned at various levels and are explicable using a hierarchical taxonomy comprising the core and the peripheral functional elements. Additionally, the concept of functional embedding as a new dimension of form-function relations has been proposed. Building on the insights from the findings, some implications for language pedagogy were suggested. The implications centrally concern forms (grammar) as the prelude to actual language use, the role of fun and entertainment in the language classroom, functional material development, learner autonomy as part of classroom environment and methodology, student practice and testing aimed at developing authentic oral language use; teacher preparation and, the role of the policy for creating a favorable environment needed for functional language teaching.
A Descriptive Grammar of Kirānti-Kõits
(School of Language, Literature and Culture Studies Jawaharlal Nehru University, New Delhi, 2005) Rapacha, Lal B.
Not Available
Home language use in Nepalese EFL classes: Lived experiences of teachers and students
(Graduate School of Education, Faculty of Education, Tribhuvan University, Kirtipur, Kathmandu, 2023) Sharma, Uma Nath
Available with full text
Influence of Education on Maternity Care in the Selected Districts of Nepal
(Faculty of Education, Kathmandu University, 2010) Dhakal, Megha Raj
The primary objective of the study was to assess the current status of the use of maternity care services by women aged 15-49 years in the five selected districts of Nepal. Both the quantitative and qualitative mixed research methods were used to collect and process data. Quantitative data were used for testing hypothesis formulated in this study while qualitative pieces of information were used to supplement information to highlight some of the underlying factors associated with the utilization of maternal and child health care (MCH) services. Moreover, psychometric test, inter disciplinary approach and the use of both quantitative and qualitative pieces of information were used to explore the level of attitude and perception of the pregnant women towards household head and service providers. In addition to these factors, 14 new variables were constructed under the headings of empowerment, equity, satisfaction, plan for maternity care and responsibility of mother through factors analysis. A cross- sectional research design was adopted to carry out the study to examine linkages between formal and non-formal /informal education and utilization of maternity care services. A sample of 384 women aged 15-49 years who had at least one live birth in the last three years from Sindhupalchok, Syangja, Kathmandu, Banke and Kailali districts was randomly selected. A structured questionnaire was used to interview women in the sample. In-depth interviews were conducted with 10 eligible women from within the sample utilizing interview guidelines. Besides descriptive analysis, bivariate analysis, factor analysis and logistic regression analysis were used to interpret the data to draw conclusions and recommendations. The findings of the study revealed that the place of residence, mother’s education, recreational programs, level of income, the visit to a health facility for other medical problems, the age of mother at child birth, the number of children, awareness about the use of family planning method as well as cost coping strategy of the pregnant women have strong association with maternity care services. Education has a strong association with all seven variables and very strong net association with the use of antenatal care visits during pregnancy, the use of ANC package and the use of postnatal care services. Parenting skills transferred to the pregnant women by service providers, life-style adopted by the pregnant women, household environment properly managed by household head, satisfaction of pregnant women on pregnancy care preparation, care givers behaviors towards pregnant women, household head’s willingness to monitor pregnancy status were associated with MCH services. The study concluded that mother’s education is necessary but not a sufficient condition for maternity care. Therefore, the integration of individual, household and community level efforts should be promoted to increase the use of MCH services. The study has a clear indication that program targeted to improve the education of women, income generating activities, as well as support of other family members on pregnancy and delivery care management, nearest distance of a health facility, placement of medical doctors especially outside Kathmandu Valley help to improve the use of maternity care services. The study also has recommended that a follow-up study designed to use the path analysis for analyzing effects of the distance and the intermediate factors used in the conceptual framework would be useful. The study provides a new knowledge about how formal and nonformal/informal education has influenced the utilization of maternity care services, the changes in reproductive behaviour and the increase in the access to and utilization of available health care services.
Integration of Information and Communication Technology in Teaching English
(Faculty of English Education, 2021) Singh, Renu Kumari
Available with fulltext
Process-Product Interface in Literary Translation from Nepali into English
(Faculty of Education, English, 2021-08) Adhikari, Bal Ram
Not Available
Returns to Education in Nepal
(Faculty of Education, 2007) Gurung, Dipendra
A considerable amount of public funds have been invested in education, in the belief that the full human potential may be achieved by raising the standards of educational attainment. The main concern in this study is whether these resources invested in education have been efficiently allocated. The general approach in the economic of education is to treat educational expenditure as investment in human capital and calculate the yield to educational investment in the same manner as for physical capital. This approach is used in this study to examine the efficiency of resource allocation in education. The theoretical framework is provided by the human capital theory, the basic premise being that variations in income are due partly to difference in labor productivity as a consequence of differing amounts of human capital acquired by workers via education or other means. The profitability measure used in this study is the internal rate of return. The purpose of this study was to examine the contribution of education to individual earnings in the wage sector and household incomes from farm and non-farm activities in the non-wage sector. The two main sources of data in estimating the return to education in Nepal were Nepal Living Standard Surveys (NLSS I, 1995/96) and (NLSS II, 2003/04). Mincerian standard human capital earning functions and short –cut methods were applied to Nepal Living Standard Surveys (NLSS I, 1995/96) and (NLSS II, 2003/04) data collected by CBS and World Bank in an attempt to provide evidence on rates of returns to years of schooling and education level in Nepal. Earnings from individual wage sector, household farm holdings, and non-farm enterprises were analyzed to investigate the contribution of educational investment in Nepal. This study estimated private rates of return to years of schooling using Mincerian basic earning function method in the earning data obtained from wage sector, household farm holdings, and non-farm enterprises. Moreover, this study estimated private and social rates of return using mincerian extended earning method function in the earning data obtained from wage sector. Mincerian earning function method was extended to earnings from farm and non-farm enterprises. Short-cut method was used to estimate social rates of return to education level from wage earnings. The data were analyzed using STATA Version 8.2 computer software. Hypotheses testing were done in 95%, 99% and 99.99% confidence interval. Multicolinearity, heteroscedasticity, and normality test were carried out to diagnose the problem of estimation process. The estimated results revealed that each extra year of schooling is profitable at the national level. The return to females is higher than males. Urban areas, Hill, Terai belt, and private schools got favorable returns. Non agriculture wage earners revealed high returns as compared to agriculture wage earners. Upper income quintile and urban areas got more favorable return. Primary education has a very high social rate of return. Tertiary education has a very high private rate of return relative to its social rate of return, while secondary education has relatively low private and social returns – a finding suggests increased private spending at university level and shift of public funds to other levels. Average household education and highest schooling in the household have a significant and a positive contribution to net earnings from agriculture and non agriculture enterprises. The study identified the specific policy implications for educational policy development for Nepal were: (a) top priority should be given to primary education as a form of human resource investment; (b) secondary and higher education should be pursued alongside with primary education in a program of balanced human resource development; (c) there exists room for private finance at the university level; (d) shifting of funds towards primary and secondary levels to raise quality and rates of return is urgent; (e) public funds should target female population, bottom quintiles and rural regions; (f) government should provide better infrastructure and modern farming inputs to improve farmer-efficiency from additional education; (g) government provide tax-break and other incentives to open up small financial/personal services enterprises from private sector; (h) educational investments are fairly attractive to other investment at both private and social level. By this, it is a clear indication that access to education could help poor population groups to raise their earnings. (i) education planners in Nepal should treat education as an important investment activity, not as consumption expenditure; (j) economic criteria should serve as baseline in making investment decisions in education, and (k) from a strictly efficiency point of view, investment in education of backward religion group and women needs to be expanded.
Teacher Management in Federal System of Nepal: Policy Perspectives
(Department of English Education, 2021) Shahi, Min Bahadur
Teacher management is defined by core and salient components in this research. Here, core component covers license, selection, recruitment, transfer, professional development, appraisal, promotion and retirement. Similarly, salient component covers job induction for teachers, institutional orientation, exposures and post retirement opportunities. Based on these components research concluded that it is characterized with uneven distribution and practice since it is under the serious influence of nepotism, favoritism, regionality, poor support system etc. Similarly, there are several researches conducted on teacher management by different organizations and the governments but not found in the holistic research covering maximum components of teacher management which can give better results. The main objective of this study was to find out the holistic scenario of policies and practices of teacher management in Federal Nepal. Also, it was to provide a holistic framework of teacher management for the future. I have drawn the reference of Brazil, Russia, South Africa, and Nigeria as a framework of the study. ii In this study, I followed qualitative method with some quantitative data also. For collecting quantitative data, I applied survey among the sample population of 500 respondents from the selected 11 districts. For collecting qualitative information, I used interviews and Focus Group Discussions (FGDs) which were conducted in three different sites that included Kathmandu valley, Garuda municipality of Rautahat district and Dullu municipality of Dailekh district. Quantitative data was analyzed and presented using descriptive as well as statistical tools. And, thematic analysis was applied in order to analyze the qualitative information. Based on the insights of bureaucratic and 7S strategic theory as well as motivational theories were used for necessary interpretation. This study found that teacher licensing is federally controlled by Teacher Service Commission. Teacher selection process has been carried out at federal, provincial, and local level. Job- induction training has been confined to the federal government. Teacher recruitment is done in federal, provincial, and local level. Teacher transfer has been the responsibility of the District Education Development and Coordination Unit (DEDCU) and the local government. Professional development of the teachers has been the responsibility of the provincial government. Only the recurring trainings are given by the local government. The education department of local government has been made responsible for the evaluation of teachers. Teachers' promotion, retirement and post retirement opportunities are kept in the hands of the federal government. But in all the components of teacher management, there is influence of teacher confederation, national political parties, and the interest groups right from local to the federal levels. This study concludes that teacher management framework addresses the transitionally created chaos. It proposes two possible frameworks where one is province iii lead model and another is local government lead model. Both models are based on Gaynor’s teacher management model, the constitution of Nepal (2015) and the practices in other similar three tiers of federal countries. The matrix explained in those models explains the role of different governments and agencies. The research findings focus on authority clarification among the three - tiers governments, holistic address of teacher management components and their specific characters. It is concluded that the teacher recruitment, transfer and professional development cannot be implemented in isolation but the whole life cycle of teacher management showed function together for the better results.

Browse

Browsing English Language Education by Academic Level "Ph.D."

Results Per Page

Sort Options