English Language Needs An In-depth Study on Dhaka University Students

Chapter One

Introduction

15

1.1

Introduction to the Study

15

1.2 

Historical Background of the English language in Bangladesh.

21

1.3

Statement of the Problem

34

1.4 

Research objectives:

34

1.5 

Research Questions

35

1.6 

Significance of the Study

35

1.7

Scope and Limitations of the Study

37

1.8

Organization of the Thesis

37

Chapter Two

Literature Review

39

2.1

Introduction

39

2.2

English for specific purposes (ESP)

39

2.3

English for Academic Purposes (EAP)

41

2.4

Syllabus design

42

2.5

Learning goal

47

2.6

Needs Analysis

48

2.7

Language Skills

56

2.8

Review of related Literature

67

2.9

Conclusion

82

Chapter Three

Research Methodology

83

3.1

Introduction

83

3.2

Research Methodology

83

3.3

Data Collection

88

3.4

The Pilot Study

95

3.5 

Data Analysis

95

3.6

Conclusion

96

Chapter Four

Summary of the Findings and Discussion for the Faculty of Commerce

97

4.1

Introduction

97

4.2 

Overview of skills needed and difficulties encountered

97

4.3 

Overview of frequency of use of the language sub-skills

99

4.4

Perception of English language sub-skills difficulties

104

4.5

Overview of the students’ perception of their ability in the language sub-skills

108

4.6

Overview of the students’ perceptions about Grammar

113

4.7

Overview of eourse usefulness and learning

114

4.8 

Overview of course difficulty

116

4.9

Overview of the prevalent teaching styles and the teaching styles preferred by students

117

4.10 

Students’ suggestions for improving the present course

118

4.11

Commerce Faculty Findings and Discussion: Recapitulation

119

4.12

Findings in relation to research questions

120

Chapter Five

Summary of the Findings and Discussion for the Faculty of Humanities

123

5.1

Introduction

123

5.2

Overview of skills needed and difficulties encountered

123

5.3

Overview of frequency of use of the language sub-skills

125

5.4

Perception of English language sub-skills difficulties

130

5.5

Overview of the students’ perception of their ability in the language sub-Skills

133

5.6

Overview of the students’ perceptions about Grammar

138

5.7

Overview of course usefulness and learning

139

5.8

Overview of course difficulty

140

5.9

Overview of the prevalent teaching styles and the teaching styles preferred by students

141

5.10

Students’ suggestions for improving the present course

143

5.11

Humanities Faculty Findings and Discussion Recapitulation

143

5.12

Findings in relation to research questions

144

Chapter Six

Summary of the findings and Discussion for the faculty of Science

145

6.1  

Introduction

145

6.2  

Overview of skills needed and difficulties encountered

145

6.3

Overview of frequency of use of the language sub-skills

147

6.4

Perception of English language sub-skills difficulties

151

6.5

Overview of the students’ perception of their ability in the language sub-skills

156

6.6

Overview of the students’ perceptions about Grammar

160

6.7

Overview of course usefulness & learning

161

6.8

Overview of course difficulty

163

6.9

Students’ suggestions for improving the present course

165

6.10

Science Faculty Findings and Discussion Recapitulation

166

6.11

Findings in relation to research questions

167

Chapter Seven

Summary of the findings and Discussion for the Faculty of Social Science

169

7.1

Introduction

169

7.2

Overview of skills needed and difficulties encountered

169

7.3

Overview of frequency of use of the language sub-skills

171

7.4

Perception of difficulties in using English language sub-skills

175

7.5

Overview of the students’ perception of their ability in the language sub-skills

179

7.6

Overview of the students’ perceptions about Grammar

184

7.7

Overview of course usefulness & learning

184

7.8

Overview of course difficulty

186

7.9

Overview of the prevalent teaching styles and those styles preferred by students

187

7.10

Students’ suggestions for improving the present course

188

7.11

Social Science Faculty Findings and Discussion Recapitulation

189

7.12

Findings in relation to research questions

191

Chapter Eight

Summary of the Findings and Discussion for the Teachers and

Classroom Observations

193

8.1

Introduction

193

8.2

Teachers’ perception of the importance of English for academic success

193

8.3

Teachers’ perception of the importance of reading sub-skills for students’ academic success

194

8.4

Teachers’ perception of the usefulness of the present English

course in teaching students reading sub-skills

198

8.5

Teachers’ perceptions of course difficulty

203

8.6

Overview of the prevalent classroom teaching styles

204

8.7

Teachers’ suggestions to improve the courses

205

8.8

Findings of Classroom Observation

206

8.9

Detailed Discussion of Classroom Observations

210

8.10

Findings and Discussion Recapitulation

212

8.11

Findings in relation to research questions

214

Chapter Nine

Summary of the Findings and Discussion for the Employers’and

the Curriculum experts’ Perceptions

215

9.1

Introduction

215

9.2

Summary of the findings and Discussion for Assessment of the Employers Perspective of Language Needs and Their Perceptions of their Employees’ Proficiency

215

9.3

Perceptions and Feedback from Curriculum Experts

221

9.4

Findings and Discussion Recapitulation

247

9.5

Findings in relation to research questions

249

Chapter Ten

Conclusion

251

10.1

Introduction

251

10.2

An Emerging Framework for Content Specification

251

10.3

Teachers’ Needs Analysis Findings:

253

10.4

Findings of Employment Sector Needs Analysis:

254

10.5

Comments and suggestions of Curriculum Experts:

254

10.6

Students’ Needs Analysis Findings:

255

10.7

Specification of Content

260

10.8

Implications and recommendations for further research

264

10.9

Conclusion

267

Bibliography

269

Appendix

293