English Language Education

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

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Browsing English Language Education by TU Affiliated Institute "Kanakai Multiple Campus Surunga, Jhapa"

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    An Analysis of Grade Nine English Textbook of Janak
    (Faculty of Education, 2019) Thapaliya, Kanchan
    This thesis is about ‘An Analysis of Grade Nine English Textbook’. The mainaim of this study is to analyze the English textbook of grade nine in terms ofacademic aspect such as content, language, exercises, language skills andgrammatical aspect and physical aspect. The population for the studycontained 20 teachers with at least one year’s teaching experience of theinstitutionalized schools of Jhapa district. The researcher visited the field,collected the , tabulated, classified and analyzed them using statistical toolslike mean. The researcher analyzed the data statistically descriptively andcomparatively. The finding of the study shows that the subject matter is helpfulto meet the objectives of the curriculum. The language of the textbook issuitable and understandable for the level of students. There are not sufficientexercises for pair and group work. The pictures of the textbook are not clear,larger and of higher quality. There are, however, sufficient reading, writing,listening and speaking materials in the textbook. The textbook focuses fluencyand pronunciation aspects. Chapter one deals with introduction of the study. There is background of thestudy, significance of the study, objectives of the study, researchquestions,delimitations of the study and operational, definitional key. Chapter two dealswith review of theoretical literature, review of empirical literature, implicationof review for the study and conceptual framework. Similarly, chapter threedealswith methods and procedures of the study. There is design of the study,sources of data, sampling procedure, tools for data collection, process of datacollections and data analysis and interpretation procedure. And in chapter fourthere is analysis and interpretation of result and summary of finding. In chapterfive there is conclusion and recommendation.
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    Input Modifications in Teaching Pronunciation at Basic Level
    (Faculty of English Education, 2020) Rajbanshi, Nabina
    The research entitled Input Modification in Teaching Pronunciation at Basic Level has been conducted with the main objective to identify the features of modified input used by the lower secondary English teachers. To proceed the study, 5 community schools and 5 institutional schools that lie in Arjundhara Municipality, Jhapa were selected on random sampling basis. Then 5 grade eight English teachers from institutional schools and 5 grade eight English teachers from community schools were selected as the sample for the study on purposeful sampling basis. The data were collected through the class observations and analyzed and interpreted qualitatively as well as statistically. After the analysis and interpretation, it was found that most of the cases the teachers made their speech slower while teaching. The teachers were separating the word/syllable and made more and longer pauses between sentences. In majority of the cases the teachers put stress heavily on the stressed words and increased their volume on key (main) words. The teachers used simple vocabulary and also restricted their vocabulary. They replaced the difficult items with more frequently occurring items, repeated the words, analytically paraphrased the words, gave contextual information and explained while defining the words. This thesis consists five chapters. The first chapter of the study deals with the general background, statement of problem, objectives of the study, significance of the study and delimitations of the study. The second chapter deals with review of theoretical and empirical literature, implication of the study and theoretical framework. The third chapter deals with the methodology used in the study. Design of the Study, Population and Sample, Sampling Procedure, Tools for Data Collection, Process of Data Collection, Ethical Consideration are described in this chapter. The fourth chapter is the results and discussion. The collected data have been analyzed and interpreted under different headings and sub-headings. The last chapter, i.e. chapter five includes the summary, conclusion and implications. On the basis of the analyzed data, the summary and conclusion have been extracted and in turn, on the basis of the summary, some implications for the policy, practice and further research levels have been made. The main portion is followed by references and the appendices which include research tools and other information.
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    Present Perfect and Past Perfect Tense Used in Tharu and English Language
    (Faculty of English Education, 2020) Chaudhary, Rakesh
    The Thesis entitled “Present Perfect and Past Perfect Tense Used in English and Tharu Language” has been prepared to fulfill the requirements of the Master’s Degree in English Education. The specific objective of the research is to identify, compare and contrast the present perfect and past perfect tenses in Tharu and English language. .The researcher has used the stratified random sampling procedures and 50 native speakers of Tharu language were selected as informants from Shivasatakshi and Buddhasanti Municipality of Jhapa district. A set of structured questionnaire was used as the tool for the research. The result of the research from the collected data found out that there are equal numbers of Tense in both languages. But tense markers are different in both languages. The present and past tense marker in English are the auxiliary verbs: has/ have and had respectively. But in Tharu language “ne” is used in both present and past tense and the tense markers are /e/ and /lie/ respectively. They come with copula /chi/ and /chhe/. The sentence structures of both languages are also different. In English language the structure of the sentences are SVO form but in Tharu language the structure of the sentences are SOV form. The similar thing is that like English language past, present and future tenses found in Tharu language. In present tense /e/, /hi/ and /ai/ is use for first, second and third person respectively. Likewise/bai/, /bihi/ and/tai/ mark future tense. Accordingly /lie/, /lihi/and/kai/is used as past marker. This research consists of five chapters. The first chapter- Introduction deals with general background of the study, statement of the problem, objective of the study, research question, significance of the study, delimitation of the study and operation definition of the key terms. The second chapter- Review of the related literature and theoretical framework deals with the review of the theoretical literature, Review of Empirical literature, Implication of the review for the study and conceptual framework. The third chapter includes-Methods and the procedures of the study, the design of the study, population and sample, Sampling procedures, Data collection tools, Data collection procedures and Data analysis and Interpretation procedures. The fourth chapter – Analysis and Interpretation of results- presents the result of the study and Discussion of the various issues of the Tharu and English language. The fifth chapter- Conclusion and Recommendation- presents Summary and Conclusion that suggests some Implications which is followed by some reference and appendices.