Role of Target Language Exposure to Enhance Learning

Abstract

The present thesis entitled 'Role of Target Language Exposure to Enhance Learning" aims at finding out the role of target language exposure in learning reading and writing skills of the English language and the extent to which increment in target language exposure brings change in learner's reading and writing abilities. This research work is an attempt to see the importance of interactive learning environment and real life oriented learning activities and materials. The researcher conducted this experiment on grade nine students of a public school of Siraha district, where learners were from the Maithili language community. The tests were developed to collect data from the sampled population of forty students of grade nine. The Traxler Reading tests i.e. High School Reading Test and High School Writing Test were taken into account to write test items for measuring reading comprehension and writing ability of the students of Grade Nine. Pre-test was conducted using separate booklets for reading comprehension and for basic writing skills. Test items were developed to measure general comprehension, paragraph comprehension, reading advertisements, reading news articles, reading messages of condolence, message of congratulations, poetry, drama and dialogues; and writing of complete sentences, paragraphs, letters, advertisements, notices, and essays. The students were forty in number. They were divided into two equal groups, namely Group A i.e. Experimental group and Group B i.e. Control group on the basis of odd-even ranking of the individual scores of the pre-test. Both groups were taught forty minute per period for one month. But, experimental group was taught using supportive materials in addition to the materials recommended in their text book. The students of group A were exposed to extensively prepared reading and writing programs. To investigate the extent to which extended teaching learning activities could affect learner's learning capacity, I provided them with extra home assignments based on the recommended reading and writing tasks of their text book. Group B i.e. control group was provided with learning tasks limited to their textbook only. Group B was taught without using any extra supportive materials and without extending the period of exposure through extended in class activities to out-of-class activities. After experimental teaching, a post-test was taken and the results were compared to see the degree to which increment in a target language exposure in terms of additional supportive materials and extended out-of-class activities could bring enhancement in their reading and writing capacities. This thesis consists of four chapters. Chapter One is an introductory one, which includes the general background, objectives of the study, the literature reviewed, significance of the study. Chapter two includes the methodology adopted to carry out the research. Chapter three consists of the analysis and interpretation of data. Chapter four consists of the findings and recommendations of the study. It ends with a part- heading references and appendices.