Browsing by Subject "pedagogical implication"
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Item An Analysis of Writing Tasks Included in The English Textbook for Grade Eight(Faculty of Education Engish, 2018) Adhikari, SushilThe present study on An Analysis of Writing Tasks Included in the English Textbook for Grade Eight aimed to identify and analyze the writing tasks included in the English textbook for grade eight and to explore how far the writing tasks are designed based on Nunan (2004) taxonomy of task types. Keeping the objectives in centre, I incorporated all the writing tasks included in the textbook as a sample. In order to collect the data, I prepared two sets of checklist on the basis of the theoretical framework given by Harmer (2007), River (1978) and Nunan (2004). Only secondary sources of data were used in this research. The collected data were analyzed and interpreted both statistically and descriptively in different sections. From the result of the study, it has been found that the textbook has included the variety of writing tasks, which were categorized under controlled, guided and free writing tasks. Similarly, it was found that guided writing tasks were frequently used writing against controlled and free writing tasks in the textbook. On the other hand, analyzing the total 46 guided, controlled and free writing tasks, it was found that 40 writing tasks (about 90%) were designed based on Nunan's (2004) taxonomy of task types. Among the five categories of tasks types as: cognitive, interpersonal, linguistic, affective and creative tasks, linguistic tasks were frequently used task type while designing the writing tasks in the textbook. This study has been divided into four chapters. The first chapter deals with background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definitions of the key terms. Similarly, second chapter of the study consists of review of the theoretical and empirical literature, implication of the study and conceptual framework. in addition the third chapter incorporates the method and procedure of the study followed by design of the study, sample and sample procedure, research tools, source of data, data collection procedures, data analysis procedure and ethical considerations. Similarly, the forth chapter consists analysis and interpretation of the result. Lastly, fifth chapter deals with the findings, conclusion and recommendations in policy related, practice related and further research related.Item A Case Study on Translation of "Pallo Ghar Ko Jhyal’’(Department of English Education, 2008) Thapa, Kanya KumariThis research is an attempt to find out the translated Nepali cultural terms of the novel "Pallo Ghar Ko Jhyal", the techniques employed in the translation process of these terms into TL and to point out gaps created in this process. For this study, the researcher purposely collected 100 translated Nepali cultural terms from the novel. For the purpose, the researcher gave these terms to translate to 20 different people. She also analyzed and interpreted the data using statistical tools and tables. Upon the analysis of the collected data, the researcher came up with nine translation techniques used in the translation of Nepali cultural terms in the novel. They are literal translation, transliteration, substitution, borrowing, sense translation, definition, addition, blending and omission. Similarly, this study concludes that among the techniques, literal translation is the most widely used technique while translating the culture bound terms. The researcher also found that wider gaps have been created when the translators substituted the cultural terms. The study has been divided into four chapters: The first chapter introduces the study in terms of general background, literature review, objectives and significance of the study. The second chapter is an account of the methodology applied to carry out the research and the limitations of the study. The third chapter deals with the analysis and interpretation of the data by using some statistical tools to make the study objective and accurate. The fourth and the final chapter presents the findings and recommendations made on the basis of the analysis and interpretation of the data.Item Language Used in vacancy Advertisements: A Descriptive Study(Department of English Education, 2007) Budhathoki, Chandra BahadurThis research is basically a study of language used in vacancy advertisementsfrom the point of view of their peripheral and structural features. The main objectives ofthe study are to explore the physical features of vacancyadvertisements like varioususesof headlines, content, frequency of vocabularies and style of writing and toanalyze thestructures used in them in terms of sentence type, tense, voice, aspect and sentencelength. The sample population consists of eighty copies of vacancy advertisementspublished in four newspapers namely‘The Kathmandu Post’,‘The Times of India’,‘TheNew York Times’and‘The Times’which are published from Nepal, India, UK and USArespectively. The thesisconsists of four chapters; the first chapter is the introductory part andsets the background of vacancy advertisements concerning with mass media. It alsocontains review of the related literature, objectives and significance of the study. The second chapter presents the methodology adopted for the study. As theresearch is based on the vacancy advertisements, samples for the study are collected fromdifferent newspapers and chosen purposively to include thevarietiesof them. Altogethereightysamples are selected includingtwentyitems from each of the newspapers. The third chapter deals with the presentation, analysis and interpretation of theselected data. The data have been presented andanalyzeddescriptively with the help oftables. Finally, in the fourthchapter, findings of the study are summarized with somerecommendations and pedagogical implications; the research is concluded with thefindings that under theperipheral features varied use of headlines is preferred. Majorwordclass vocabulariesare dominantly usedwithbullets, tables and logos to mark themdistinct from other kind of writing. Structural features on the other hand, have beenconcluded with the findings that complete sentence with simple sentences are foundhighly used and they are followed byelliptical sentences. Use of active voice and non-post tense with simple aspect is preferred in writing and the average sentence length issixteen words per sentences. On the whole the style of writing is informal because itcontains abbreviations, short forms and technical terms which are specific in vacancyadvertisementsonly.Item Tense Marking System in Limbu and English(Faculty of English Education, 2018) Limbu, Kamala SherengThis research entitled Tense Marking System in Limbu and English is an attempt to identify the tense marking system of Limbu language to compare and contrast them with this of English and suggest some pedagogical implication based on the findings. In order to accomplish the objectives of the study, both primary and secondary sources of data have been used. The sample population of the study consists of 60 Limbu native speakers selected through purposive non-probability sampling procedure to elicit the required data. Data for English language has been taken from secondary sources. A set of questionnaire was used to elicit the data from literate informants and the same questionnaire was used as an interview schedule for illiterate informants. The collected data has been analyzed, interpreted and presented descriptively. In Limbu, there is not past tense marker with transitive verbs in Limbu but „-ed1‟ marker is in English. There is „-s‟ marker with 3rd person singular in English and „-0‟ marker in Limbu for present tense. i.e. tub-u, thuŋ-u (Limbu) and plucks, goes (English). In Limbu, suffix ‘-ra’ on main verb khaktu show progressive aspect and other morphemes yaka, keyaksi are present markers in Limbu and suffix „-ing‟ on main verb in English along with auxiliary verbs „am, is, are‟ as present markers and „was, were‟ are past markers in English. Similarly, yage, meyage are separate morphemes in past tense markers in Limbu for progressive aspect. In Limbu, suffix ‘- aŋ’ is added to root verb to indicate perfect aspect. ‘Waʔ‘ is present perfect marker and ‘we’ is past perfect marker. But have+v-ed2 is present perfect markers and had+ved2is past perfect markers in English.