Impediments to Learning English: A Bangladesh Scenario

Abstract

The present study is an attempt to explore the impediments to learning English all the way from primary to tertiary level in Bangladesh. Bangladeshi students learn the English language compulsorily for a period of 14 years from Class-I to the Undergraduate level. But, the real scenario is that almost no university graduate can express himself or herself fairly well in acceptable English. There is a lack or gap between students' expected level and their present level of proficiency in English. This study examines why there is a lack or gap as mentioned above. After identifying the lack or gap, this study further explores the factors or variables that create the lack or gap, what works as impediments to learning English and deter the Bangladeshi learners from learning the language. The main purpose of this study, therefore, is to explore the variables working as impediments to learning English language in the country. Now it is necessary to point out what each chapter of the study deals with in a pedagogical way. Chapter One introduces the research problem and establishes the topic focus through primary literature survey. It mentions the historical perspective, statement of the problem, conceptual framework, justification of the study, review of literature, research objectives, basic assumptions, utility of the research, schematic diagram, and scope of the study. Limitations of the study also presented in this Chapter. Chapter Two refers to the present ELT scenario in the world today and the status that English enjoys now in the country. The Chapter gives an overall picture of English in Bangladesh. Chapter Three surveys different concepts and approaches to ELT and establishes the relationship between ELT theories and learning English in a non-native context like Bangladesh. In this Chapter, the concepts of learning L1 and L2, its theoretical and historical backgrounds, purposes and functions, goals and objectives and different approaches to and ways of ELT research have been discussed in some detail. This was done with a view to exploring the factors or variables that work as impediments to learning English in Bangladesh. This theoretical framework provides the basis for the empirical survey in this study. Chapter Four discusses the research methodology used in this particular study. The various methods of data collection, the process of and considerations for construction of the students' and teachers' questionnaires, reliability and validity of the questionnaires, sampling of the study, administering the questionnaires and other instruments such as interviews and classroom observation are discussed in detail in the Chapter. This Chapter mentions the basic principles followed for processing and analysing data. Chapter Five analyses the .data that have been obtained for the study through the different methods of data collection discussed in Chapter Four and presents the results of this investigation in further detail. The results are presented under the following main headings: (i) students' expected level of proficiency in English, (ii) students' present level of proficiency in English, (iii) gap or lack between the expected level and the present level of students' proficiency in English, (iv) perception of learning English, (v) extent of students' use of English, (vi) students' exposure to English, (vii) students' background, (viii) English teachers' background, (ix) mode of students' evaluation, (x) rank of four skills (LSRW) in the English classroom (xi) native language interference over English, (xii) the status of English at present and (xii) results of classroom observation. Chapter Six interprets the results discussed in Chapter Five to find the impediments for the Bangladeshi• learners to learn English. The impediments which have been identified are presented in this Chapter under the following main headings: (i) lack of students' proper perception of learning English, (ii) lack of teachers' proper perception of students' learning English, (iii) students' limited use of English, (iv) lack of learners' exposure to English, (v) lack of feedback from society, (vi) students' English phobia, (vii) influence of native language on English, (viii) lack of qualified and trained English teachers, (ix) heavy workload on English teachers, (x) lack of English teachers' understanding, (xi) lack of students' proper evaluation, (xii) lack of motivation towards students , (xiii) lack of teachers' job satisfaction, (xiv) lack of consistency in teaching-learning process, (xv) lack of administrative support, (xvi) lack of coordination among the four levels of study, (xvii) lack of national language policy and (viii) mismatches in the classroom. Chapter Seven is 'summary and conclusions'. It includes the summary and conclusions of the study and the implications of the present study for future research of this type to constantly monitor the change in this field to suit the needs of the country with the passage of time.