Browsing by Subject "language classroom"
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Item Analysis of Symbols Used in The Great Gatsby(Central department of English Education, 2013) Chapagain, Gita KumariThe present study entitled “ Analysis of Symbols Used in The Great Gatsby” aimed to find out the symbolic uses of the words and phrases in the novel The Great Gatsby. The symbols were extracted purposively by using the theoretical tools of symbolism and analyzed within the context of occurrence. The research study was based on the library research and the study followed the norms of qualitative methods of data analysis within the form of ‘words’ and ‘phrases’. After analyzing the symbols, it was found that Fitzgerald reinforced various personal and private symbols in the novel. Different colors, characters, places, events, seasons, gestures etc. are used as symbols. Color symbolism are highly focused. Among those symbols the green light is found to be the most influential symbol in the novel. This study consists of four chapters. Chapter one deals with general background, review of related literature, objectives and significance of the study. Chapter two includes methodology of study sources of data, sampling procedure, tools for data collection, process of data collection and limitations of the study. Chapter three consists of analysis and interpretation of the collected data. Chapter four discusses the finding and recommendations based on the analysis and interpretation of the data that are followed by reference and appendices.Item Effectiveness of Pictures in Teaching Vocabulary(Department of Education English, 2011) Sharma, PratigyaThe present study entitled “Effectiveness of Pictures in Teaching Vocabulary" aims to find out the effectiveness of pictures in teaching vocabulary in the language classroom. In order to achieve that objective, the researcher selected a school named Bal Jyoti Primary School, Tansen, Palpa. Through the help of the purposive sampling, the researcher selected thirty students of grade III to carry out this research work. The researcher prepared a set of pre/post test to collect required data. Primary data were achieved through the help of the set of the test items. Thirty students were divided into two groups; fifteen students in experimental group and fifteen students in control group. The experimental group was taught by using pictures and the control group was taught in traditional way. The researcher analyzed and interpreted the achieved data descriptively which includes the progressive aspect of the both of the groups in learning vocabulary. Various figures, bar graphs and tables are prepared to present the analyzed data. Experimental group increased its average score by 57 percent whereas the control group increased its average score by only 43 percent. It was also found that pictures are helpful and effective in teaching vocabulary and they are the good medium to break the monotony. This thesis is organized in four main chapters. Chapter one includes general introduction of the study. It also consists of review of related literature, objectives of the study and significance of the study. Chapter two deals with methodology, i.e. how the research was carried out. The study was based on primary sources of data obtained from pre-test and post-test. This chapter also deals with the population of the study, the sample population, the sampling procedure, the tools for data collection and the limitations of the study. Chapter three deals with the analysis and the interpretation of the collected data. Chapter four presents the findings and the recommendations. On the basis of the analyzed data the findings were listed and, in turn, on the basis of these findings some recommendations were made.Item Effectiveness of Reinforcement in Language Classroom(Faculty of English Education, 2011) Paudyal, Manoj PrasadThe present research study entitled 'Effectiveness of Reinforcement in Language Class Room' aims to find out the main objective of this study was to determine the effectiveness of reinforcement in language classroom. For, this Shree Ne. Ra. H. S. School Karaikhola, Surkhet was selected purposively. Thirty students studying in grade 8 were the primary source, since the primary data for the study were obtained by administering tests among them. At the entry point, a pre-test was administered among them. Then, they were divided into two groups on the basis of result of the test to make equal level of proficiency of both the groups and were termed as ‘controlled’ and ‘experimental’. Both the groups were taught the selected items for the equal length of time by the researcher. But the controlled group was taught without using reinforcement, except the textbook and blackboard, whereas, the experimental group was taught using reinforcement. At the end of the classroom teaching, a post-test was administered with the same set of items used in the pre-test. The obtained data were compared, analyzed and interpreted to determine the effectiveness of reinforcement in language classroom. By this study, it was found that the reinforcement has very high positive effect on teaching English, since the experimental group performed better in all the areas in posttest. Controlled group had performed lowly in all the areas in post-test with lower progress rate in comparison to that of ‘experimental’ group. Using tight instruction as well as using punishment and stick was not effective to teach English. Students could not give attention to study English using negative reinforcement. This thesis comprises four chapters. Chapter one deals with the introduction of reinforcement with the short history of their use in teaching the English language in Nepal. It also includes the review of the related literature, objectives of the study and significance of the study. Chapter two deals with the sources of data, population and sampling procedure, process of data collection, and limitations of the study. The researcher has made use of both the primary and secondary sources of data. The third chapter is devoted to the interpretation and analysis of the data collected. To analyze the data, the average scores were tabulated and the difference between pre-test and post-test was calculated in terms of average scores and percentage. The group which had higher progress rate was regarded better group. Chapter four deal with the findings and recommendations of the study. The findings have been outlined on the basis of the analysis and interpretation of the data, and appropriate recommendations and pedagogical implications have been made.