AN EVALUATION OF THE TEACHING OF READING SKILLS OF ENGLISH .
DEPARTMENT OF ENGLISHUNIVERSITY OF RAJSHAHIRAJSHAHI, BANGLADESHAN EVALUATION OF THETEACHING OF READING SKILLSOF ENGLISH IN BANGLADESHA thesis submitted in partial fulfillment of the requirements forthe degree ofMA in EnglishbyMd. Hamidur RahmanRoll No. 0420692004SupervisorDr. M. ShahidullahProfessorDepartment of EnglishUniversity of RajshahiJanuary 2007
iDEDICATEDToMy Parents
iiACKNOWLEDGEMENTSAt first I would like to express my gratitude to the Almighty Whose mercy enabledme to complete this thesis successfully.I am deeply indebted to Professor Dr. M. Shahidullah, an inspirational teacher of theDepartment of English, University of Rajshahi, Rajshahi for his friendly guidanceand assistance at all stages of this dissertation. I would like to acknowledge humblythat his constant guidance inspired me all through the study. Without his help andcareful guidance this thesis would not have been possible.I would also like to express my sincerest gratitude to Professor Jahurul Islam, theChairman of the Department of English, University of Rajshahi, Rajshahi for hisevery possible help during the entire period of the work. At the same time I wouldlike to express my heartfelt gratitude to the respected teachers of the department fortheir valuable input.I would like to express special thanks to Sanjida Islam, Sadia Islam and their familyfor their constant help, mental support and encouragement.I am very much thankful to Masum, Iqubal and Shohel for their help in variousstages of the research. I am also very grateful to the students and the honourableteachers of various government and non-government colleges for their co-operation.My heartfelt thanks go to all those persons who assisted me in various ways fromtime to time to complete the work successfully.
iiiABSTRACTThis study investigates an important area of English language teaching and learning.It examines the present situation of teaching reading skills of English, the problemsstudents encounter during reading an English text and the learners’ proficiency levelof reading skills when they are at the H.S.C level in Bangladesh. It also examines thereading syllabus and reading materials used at the intermediate level.The study discusses the recent developments in reading pedagogy. It also presents anevaluation of teaching the different sub-skills of reading and then through anempirical study examines whether both higher and lower order sub-skills are coveredin the reading syllabus, and taught properly in the country. The empiricalinvestigation examines whether the modern methods of reading pedagogy are used inteaching reading in Bangladesh.The methods for empirical investigation in the study include students’ and teachers’questionnaire survey, students and teachers’ interview, classroom observation andadministering reading tests. Reading components of the syllabus and the readingmaterials are also evaluated.The thesis consists of 5 chapters:Chapter 1 introduces and establishes the topic focus, outlines the objectives,highlights the problems in the field of study and discusses the significance of thestudy. It also outlines research methodology briefly, and defines the key terminologyused in the study.Chapter 2 describes theoretical development in reading pedagogy which includes thedefinition of reading, purposes of reading, techniques of and approaches to teachingreading in the class. It discusses in detail the sub-skills of reading and the problemsstudents face while reading. It has also points out how to select an appropriate textfor reading classes or for an appropriate purpose.Chapter 3 briefly discusses the methods usually used in ELT research of this type,and the methods used in the present study. It discusses the instruments used for
ivquestionnaire survey, interview, classroom observation and tests of reading skills. Italso presents sampling plans for each method.Chapter 4 presents the results and analyses the data. It includes the results collectedthrough the empirical investigation.Chapter 5 presents a summary of the findings, discusses the implications of thefindings and makes some recommendations for improving the reading syllabus,materials and pedagogy in Bangladesh. It includes a general conclusion.The findings show that students’ present level of reading is not up to the mark; thereading pedagogy used in the country is also largely backdated.At the end of the paper some functional measures are suggested.
vCONTENTSDedicationiAcknowledgementiiAbstractiii- ivContentsv- xList of Tablesxi- xiiChapter 1Introduction1- 301.1Introduction11.2Statement of the Problem41.3Objectives of the Study71.4Significance of the Study81.5Literature Review81.6Purposes of Reading131.6.1Reading for Pleasure131.6.2Reading for Information141.6.3Reading for Meaning151.7Types of Reading181.7.1Academic Reading181.7.1.1Basal Reading Programme191.7.1.2Individualized Reading201.7.1.3Management Systems211.7.2Non-academic Reading211.7.3Intensive Reading221.7.4Extensive Reading231.8Requirements for Effective Reading251.8.1Knowledge and Experience261.8.2Schemata and Reading Skills271.9Research Methodology29
vi1.10Conclusion29Chapter 2Theoretical Development in Reading Pedagogy31-732.1Introduction312.2Problems Students often Encounter with Reading322.3The Sub-skills of ng412.3.4Search Reading412.3.5Careful 472.3.11Shared Assumptions472.3.12Recognizing Text Organization482.4Approaches to Reading502.4.1Top-down Approach502.4.2Bottom-up Approach512.4.3Interactive Reading512.5Techniques of Teaching Reading542. 5.1Teaching How to Tackle Meaning542. 5.2Approaches to Teach the Skills to Understand Meaning582. 5.2.1Non-linguistic Approach592. 5.2.2Linguistic Approach592. 5.3Classroom Procedures for Teaching Reading612. 5.3.1Pre-reading622. 5.3.2While-reading632. 5.3.3Post-reading64
vii2. 5.4‘Top Ten Principles’ for Teaching Reading642.6Text Selection682.7Conclusion73Chapter 3Research Methodology74- 943.1Introduction743.2Purpose of the Empirical Investigation743.3Methods of Data Collection753.3.1Questionnaire Survey753.3.2Interview763.3.3Observation Method773.3.4Schedule Method773.4Methods of Data Collection Adopted for the Present Study 773.5Instruments Used for the Empirical Study783.6Construction of the Instruments783.7Detailed Description of the Instruments for Students’Questionnaire Survey and Interview3.880Detailed Description of the Instruments for Teachers’Questionnaire Survey and Interview803.9Pilot Survey813.10Detailed Description of the Instruments Used forthe Classroom Observation3.1182Detailed Description of the Test of Reading SkillsAdministered for the Study823.12Sampling Plan for the Empirical Study833.12.1Sampling Plan for Students’ Questionnaire Survey853.12.2Sampling Plan for Students’ Interview863.12.3Sampling Plan for Teachers’ Questionnaire Survey873.12.4Sampling Plan for Teachers’ Interview883.12.5Sampling Plan for Classroom Observation883.12.6Sampling Plan for the Test of Reading Skills89
viii3.13Administration of the Empirical Study903.13.1Administration of the Students’ Questionnaire Survey913.13.2Administration of the Students’ Interview913.13.3Administration of the Teachers’ Questionnaire Survey923.13.4Administration of the Teachers’ Interview923.13.5Administration of the Classroom Observation923.13.6Administration of the Test of Reading Skills933.13.7Evaluation of the Reading Components ofthe Syllabus and Materials Used at H.S.C Level933.14Processing and Analyzing Data943.15Conclusion94Chapter 4Results95-1524.1Introduction954.2Result of Students’ Questionnaire Survey and Interview954.2.1Description of the Results of the Students’Questionnaire Survey and Interview4.2.1.1102Students’ Present Level of Reading Proficiency(Items 1- 16)1024.2.1.2Students’ Strategies for Reading (Items 17- 20)1044.2.1.3Approaches and Methods Currently used forTeaching Reading (Items 21- 58)4.2.2Interpretation of the Results of the Students’Questionnaire Survey and Interview4.2.34.4.1.1115Analysis of the Results of Teachers’Questionnaire Survey and Interview4.4.1110Summary of the Findings of the Students’Questionnaire Survey and Interview4.4106116Description of the Results of the Teachers’Questionnaire Survey and Interview120Students’ Present Ability (Items 1-16)120
ix4.4.1.2Approaches and Methods Used by the Teachers (Items 17- 54)4.4.2Interpretation of the Results of the Teachers’Questionnaire Survey and Interview4.4.3126Summary of the Findings of the Teachers’Questionnaire Survey and Interview4.5122132Comparative Study: Government andNon-government Colleges1324.5.1Interpretation of the Comparative Study1374.6The Results of the Classroom Observation1384.6.1Description of the Results1404.6.2Interpretation of the Results1434.6.3Summary of the Findings of the Classroom Observation1464.7Analysis of the Results of the Test of Reading Skills1464.7.1Summary of the Results of the Test of Reading Skills1494.8Analyses of the Points Noted down During ClassroomObservation4.9149Contradictions between the Results ofQuestionnaire Survey and Interview and of theClassroom Observation and Reading Test1504.10Reasons of the Contradictions1514.11Conclusion152Chapter 5Summary of the Findings, Recommendations andConclusion153- 1615.1Summary of the Findings1545.1.1Problems of Students as Found in the Study1545.1.2Syllabus, Materials and Tests Used in the Country1545.1.3Teachers’ Approaches Currently Used for Teaching5.2Reading155Implication of the Findings155
x5.2.1Implication for Text Selection1565.2.2Implication for Syllabus1565.2.3Implication for Materials1565.2.4Implication for Methodology1575.2.4.1Implication for Teachers’ Role1575.2.4.2Implication for Learners’ Role1575.2.4.3Implication for Classroom ions for Syllabus1585.3.2Recommendations for Text Selection1585.3.3Recommendations for Material1595.3.4Recommendations for Pedagogy1595.3.4.1Teachers’ Role1595.3.4.2Learners’ Role1605.4Recommendations for Teacher Training1615.5Conclusion161Bibliography162- 170Appendices171- 192Appendix 1Instrument for the Students’ QuestionnaireSurvey and InterviewAppendix 2172Instrument for the Teachers’ Questionnaire SurveyAnd Interview177Appendix 3Instrument for the Classroom Observation182Appendix 4Test of Reading Skills186Appendix 5A Lesson from the H.S.C Textbook191
xiList of TablesTable 1Results of the Students’ Proficiency in Reading Skills6Table 2Sampling Plan for Students’ Questionnaire Survey85Table 3Sampling Plan for Students’ Interview86Table 4Sampling Plan for Teachers’ Questionnaire Survey87Table 5Sampling Plan for Teachers’ Interview88Table 6Sampling Plan for the Classroom Observation89Table 7Sampling Plan for the Test of Reading Skills90Table 8Result of Students Questionnaire Survey andInterview (Items 1-16)95Table 9Results of Students’ Questionnaire Survey (Items 17- 20)100Table 10Results of Students’ Interview (Items 17- 20)101Table 11‘Very High’ Mean Score of Students’Questionnaire Survey and InterviewTable 12‘High’ Mean Score of Students’ QuestionnaireSurvey and InterviewTable 13128‘Low’ Mean Score of the Teachers’Questionnaire Survey and InterviewTable 19127‘High’ Mean Score of the Teachers’Questionnaire Survey and InterviewTable 18116‘Very High’ Mean Score of the Teachers’Questionnaire Survey and InterviewTable 17115The Results of Teachers’ Questionnaire Surveyand InterviewTable 16114‘Very Low’ Mean Score of Students’ QuestionnaireSurvey and InterviewTable 15112‘Low’ Mean Score of Students’ QuestionnaireSurvey and InterviewTable 14111130‘Very Low’ Score of the Teachers’Questionnaire Survey and Interview131
xiiTable 20Comparative Study of the Results of QuestionnaireSurvey in Government and Non-government Colleges132Table 21Results of the Classroom Observation138Table 22‘Very High’ Mean Score of the Classroom Observation143Table 23‘High’ Mean Score of the Classroom Observation144Table 24‘Low’ Mean Score of the Classroom Observation144Table 25‘Very Low’ Mean Score of the Classroom Observation145Table 26Results of the Reading Test147Table 27Item-wise Results of the Reading Test148Table 28Comparison of the Overall Mean Scores of Survey,Interview and Classroom Observation150
Chapter 1Introduction1.1 IntroductionOver the last part of the twentieth century, ELT (English Language Teaching)methodology has developed very rapidly and has been subject to changes andcontroversies. Communicative approach to teaching and learning English has been asignificant development; at present, it is used worldwide in teaching and learningEnglish, especially, in EFL and ESL situations. In Bangladesh also this approach isrecommended by NCTB (National Curriculum and Textbook Board) and beingimplemented by ELTIP (English Language Teaching Improvement Project), PERC(Primary Educational Research Council), American Peace Corps and by teachers andexperts, trained both overseas and locally. Instead of grammar-based approach,practice-based learning is considered important in recent theoretical approaches. Thispractice covers training of all four basic skills- listening, speaking, reading, andwriting. Success of the teaching of English through communicative approachdepends entirely on the practice of these skills. Among the major skills, teaching ofreading has a significant place in Bangladesh as it is still very important for highereducation (Haque, 2006). Teaching of reading, therefore, needs special attentionfrom the experts and professionals for a meaningful higher education in the country.English is the no. 1 library language of the world, a vast majority of world’s libraryresources are in English, and the biggest publishing industries of the world publishbooks in English. Therefore, it has become quite impossible to pursue meaningful
2higher education without the reading skill of English. In Bangladesh, though Banglais the official language and the medium of instruction and examination in themainstream education, library resources are still in English. Haque’s (2006: 133)study shows that books and journals in central and seminar libraries in variousuniversities in the country are mostly in English.According to his study, in the central library of Dhaka University the total number ofbooks is 6 lakhs of which 405668 (67.6%) are in English, and out of 73,500 journals65,662 (89.3%) are in English. In the central library of Rajshahi University the totalnumber of books is 2,74,586 of which 1,98,922 (72.4%) are in English, and thenumber of journals is 36,290 of which 35,582 (98%) are in English. In the centrallibrary of Agricultural University, Mymensingh, the total number of books is1,41,321 of which 1,20,282 (85.1%) are in English, and the number of journals is35,577 of which 33,248 (98.1%) are in English. And in the central library of BUET,the total number of books is 1,17,718 of which 92,887 (78.9%) are in English, andout of 15,143 journals 13,487 (93.9%) are in English.Similarly, books and journals in seminar libraries are mostly in English. Accordingto the same study (Haque, 2006: 135), in 15 departmental seminar libraries in DhakaUniversity, there are 99, 849 books of which 94668 (94.8%) are in English, and thereare 10,415 journals of which 8,339 (80.1%) are in English. In 30 departmentalseminar libraries in Dhaka University, there are 71,551 books of which 50,858(71.1%) are in English, and there are 15,018 journals of which 13,571 (90.4%) are inEnglish. In 12 departmental seminar libraries in BUET, there are 46485 books ofwhich 45282 (97.4%) are in English, and there are 5459 journals all of which (100%)
3are in English. In 3 departmental seminar libraries in Agricultural University,Mymensingh, there are 22255 books of which 20900 (93.9%) are in English, andthere are 6860 journals of which 6850 (99.9%) are in English. Again, in the analysisof University syllabuses Haque (2006: 140) tries to find out the number of texts andreference books recommended for the undergraduate and Masters Syllabuses.According to his study, syllabuses of 17 departments of Dhaka University, thenumber of recommended texts and reference books for undergraduate programme is4439 of which 4070 (91.7%) are in English, and for the Masters programme, 1892texts and reference books of which 1839 (97.2%) are in English. In 39 departmentalsyllabuses of Rajshahi University, the number of recommended texts and referencebooks for undergraduate programme is 10696 of which 8893 (83.1%) are in English,and for the Masters programme, 3949 texts and reference books of which 3547(89.8%) are in English. . In 7 departmental syllabuses of Agricultural University,Mymensingh, the number of recommended texts and reference books forundergraduate programme is 2217 of which 2182 (83.1%) are in English, and on theMasters programme, the number of recommended texts and reference books is 1061of which 1052 (99.2%) are in English.These data show an overall picture of the central libraries, seminar libraries andrecommended syllabuses of various universities in Bangladesh. Therefore, it isimpossible to have effective higher education without the reading skills of English.Many others, for example Raquib (1987), consider reading skills of English veryimportant for higher education in Bangladesh. Moreover, today’s world is becomingincreasingly globalized; a graduate is produced today not only for the local, but for
4the global market. So, graduates should have education of an international standardwhich is not at all possible without the reading skills of English.This is also an age of Internet, and it is the best and swiftest medium of gettinginformation and being acquainted with the world. As the language of Internet isEnglish, a fair level of reading skill in English is necessary to use or browse Internet.Reading is, therefore, a very important English language skill that we need in thispresent competitive world.Reading is also necessary to know the answers to a particular question or issue forwhich someone reads. To satisfy one’s thirst for knowledge, reading books isnecessary, and most of the books are in English. This being the reality of the presentworld, teaching of the reading skills of English is very important for Bangladesh, andit has no alternative.1.2 Statement of the ProblemImportance of the reading skills of English has reached new heights in the presentcontext of the globalized world. But the question is: how far are the learners inBangladesh prepared for it?Students’ proficiency of reading English is very poor here. A large majority ofstudents at the undergraduate level in our country cannot access English textbooksprescribed in their syllabus for their lack of required proficiency of reading skills inEnglish. Therefore, they depend only on Bangla books, and the vast resources in thelibraries being in English remain unutilized. As a result, in most cases, highereducation in this country suffers miserably; it falls far below the internationalstandard.
5Though students do some reading in school, they prefer memorising things– wordsfrom dictionaries, sentences from various books, and rules of grammar from differentgrammar books.Reading component of English course in the country focuses on understanding wordmeaning and answering specific questions which students mostly get done by privatetutors or at coaching centres. At no stage of the whole education system, students areencouraged to process the information from texts by themselves through anintellectual engagement, analysis and interpretation of the text. Reading is not taughtproperly in scientific methods. Teachers also do not have necessary training for that.Greenwood (1998: 5) rightly points out that teachers fail to recognize the potentialityof reading, and they neglect and/or ignore it in the classroom. According to him, theresponsibility of this failure goes to
definition of reading, purposes of reading, techniques of and approaches to teaching reading in the class. It discusses in detail the sub-skills of reading and the problems students face while reading. It has also points out how to select an appropriate text for reading classes or for an appropriate purpose.
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