Browsing by Subject "Communicative functions"
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Item Proficiency in the use of communicative functions of grade nine students(Department of English Education, 2016) Thapa, AshaThe present study entitled ‘Proficiency in the Use of Communicative Functions of Grade Nine Students’ was an attempt to find out the proficiency of the students of grade nine of private schools and government aided schools in the use of communicative functions: requests and offers. To meet the objectives of this research, forty students studying in two private and two public schools of Kathmandu district were selected as the sample. In this research, non- random sampling procedure was used to select the sample of the study. Subjective questions were used as the tools for data elicitation. The finding of the study shows that in overall individual proficiency, 21 out of 40 students came under the group of above average score and 19 students secured less than average score.In intra-school function wise comparison, Green Kantipur got the first position whereas the second position was scored by Reed Model Higher Secondary School. The students of these schools secured 14.7 and 14.4 average score out of 20 full marks. Two public schools Mansingh Dharma Higher Secondary School and PashupatiMitra Secondary School took the third and fourth position respectively. Mansingh Dharma Higher Secondary School occupied 13.2 percent whereas PashupatiMitra Secondary School occupied 12.3 average score.In school wise (public Vs. private) comparison in terms of communicative functions, private school secured 79.50 and 67.50 percent marks in the functions requests and offers respectively. Similarly, public school secured 73.5 and 54 percent average score in the respective functions. In this way, students in private school were found more proficient than of students in public school in both communicative functions; requests and offers. This thesis consists of five chapters. The first chapter deals with the general background of language, statement of the problem, rationale of the study, research questions, significance of the study, delimitation of the study and operationa ldefinition of the key terms. The second chapter states the review of related literature and conceptual framework of the research. The third chapter deals with methodology adopted to carry out research. It consists of data, sample population, sampling procedures, tools, process of data collection and data analysis and interpretation procedures. The fourth chapter deals with the result and interpretation of the data. Chapter five consists of the summary, conclusions and implications of the study. The final part of study consists of references and appendices.Item Role of Task -Based Technique in Teaching Cummunicative Functions(Department of English Education, 2016) Thapa, Nir BahadurThe present study entitled 'Role of Task-Based Technique in Teaching Communicative Function' aimed to find out the students' development in learning through task based technique in teaching English Language communicative Function in the context of Nepal and to find out the problems students faced while learning through TBLT and also to suggest some pedagogical implications. The research study was mainly based on the primary sources of data, which was collected from a secondary school of Morang District. The school was selected by using non-random judgemental sampling procedure. The total number of students under the study were 27 from grade 10 of the same school.The data was collected with the help of teaching and taking Pre-Test, Progress-Test and Post-Test and its score. Each Test Item consists of five question each question related with the concern functions i) Expressing agreeing and Disagreeing ii) expressing probability iii) criticizing iv) expressing conditions v) asking and giving permission. The systematically collected data have been analyzed and interpreted descriptively and analytically.This study shows that task-based technique has effective role to students' development while learning communicative function if the teacher motivates students by providing certain exposure for avioding students hesitation to participate actively in task using target language. This study consists of four different chapters. The first chapter deals with general background of the study, review of the related literature on the basis of which the conceptual framework has been derived, objectives of the study which guide me for the whole study, and significance of the study. The second chapter deals with the methodology employed to the study, i.e. sources of data, population of the study, sampling procedure, tools of data collection, process of data collection, and limitations of the study. The third chapter presents the systematically collected data which have been analyzed and interpreted descriptively and analytically. The fourth chapter deals with the major findings and recommendations which have been derived on the basis of analysis and interpretation of data. The fourth chapter is also followed by referencing and appendices for the reliability, validity and authenticity of this study.Item Teachers' perception towards and Practices of Techniques Used in Teaching Communicative Functions(Department of English Education, 2017) Kafle, JanukaThe thesis entitled ‘Teachers' Perception towards and Practices of Techniquesused in Teaching Communicative Functions’has been carried out to find outteachers’perception towards techniques and its practicesin teachingcommunicative functions at lower secondary level. The survey design was usedto accomplish this research work. The researcher selected ten lower secondaryschools of Sindhuli district and thirtyteachers fromeach of theselectedschools. Sheused judgmental sampling procedure to sample the population.Similarly, shecollected data through questionnaire and classroom observation.She kept the recordofthe techniques used by the teachers while teachingcommunicative functions during her period of observation. The collected datawere analyzed andinterpreted qualitativelyand quantitatively. Sheused simplestatistical tools like frequency and percentage to present qualitative data asquantitatively.From the analysis and interpretation of the data, the result of thisstudy showed that, most of the teachers have positive attitude towards learnercentered techniques (group work, discussion, pair work, interaction betweenteachers and students,dialogue picturedescription, oral interview) and theyhave been practicing those techniques in teaching communicative functions atlower secondary level. This thesisis divided intofive chapters. The first chapter deals with theintroduction of the topic in which background of the study, statement of theproblem, objectives of the study, research questions, significance of the study,delimitations of the study, and operational definitionof the key terms areincluded. The second chapter covers the review of related theoretical literature,review of related empirical literature, implications of the study, and conceptualframework. The third chapter deals with the methods and procedures of thestudy which includes design of the study, populations, sample and samplingstrategy, research tools, sources ofdata, data collection procedure, data analysisproceduresand ethical considerations. Likewise, the fourth chapter presents theanalysis and interpretation of data. It also includes analysis of data and interpretation oftheresults.Fifthchapterdeals with findings, conclusionandrecommendations followed by references and appendices. The recommendationis subsumed under policy related, practice relatedand further researchrelatedrespectively.Item Teaching Language Functions through Information Gap in Grade Seven(Department of English Education, 2007) Khadka, Dil BahadurThis thesis entitled "Teaching Language Functions Through Information Gap in Grade Seven" aims at finding out the effectiveness of information gap technique in teaching communicative functions. To carry out the research, thirty students of grade VII of a private school from Kathmandu district were taken as a sample population. Only ten functions of English language were taken for this research. A pre-test was taken to test the students' proficiency in communicative functions before applying the technique in teaching language functions. Then, the students were divided into two groups through simple random sampling procedure using fish bowl draw. The group 'A' i.e. experimental group, was taught language functions using information gap technique whereas the group 'B' (controlled group) was taught using usual classroom techniques although the teaching topics, medium, methods and somehow the materials were the same. The experimental teaching lasted about 20 days. Thirteen lesson plans were made and necessary teaching materials were developed during the teaching period. After that, post test was taken and the results of both tests were compared to determine the effectiveness of information gap technique in teaching language functions. The information gap technique seemed to be a better technique in teaching language functions. The students who hesitated, felt very shy and could not speak a single word in the classroom in previous days showed great enthusiasm in speaking. At least, they could ask others for information and could reply anything (whether it was right or wrong) if they were asked. The technique always created curiosity among the students. It remained inevitable in teaching language functions. And it will be partial if we don't use information gap during teaching language functions.