British Is A Globally Language

Published Date: 02 Nov 2017

CHAPTER 1

British is a globally language. British is spoken all over the planet and first language of sciences world. That is why it is spoken accorss the planet both as a local and as a second language or language. Due to which it is best mean of connections of latest sciences and engineering of the day. Beside this it is main technique of connections in the USA, UK and numerous other countries of modern world. British is the official language of many countries. Native Indian, Pakistan and Bangladesh , British is used as technique of recommendations in Schools, Organizations and Organizations and colleges level. British is known as world language. It is found because people have found out that it is language of latest sciences. Information of British is a solution for better profession planning, better making, knowing of advance sciences, knowing of engineering, knowing of electronic media, print media and best mean of connections with the planet.

Now a daily whole team around the planet is living under the night of latest sciences. British is the first language of the Sciences world. That is why the British is known the planet language. Language dominates in two types, the spoken and published. A development ago we had been treatment this topic writing ahead of discussing. But now a day new language methods of training and methods have been provided which have customized our main issues and the present day focus on spoken form of the language, which is now proven in the system of latest pedagogy. This research document would have been provided which have customized our main issues and the present day focus on spoken form of the language, which is now shown in the system of recent pedagogy. This research document would discover the current exercising /learning content of English language written text information suggested by the Punjab Text Guide Board at Extra level classes in Punjab Government Schools, which focuses upon exercising the reading abilities and writing skills as well. Products in the aforesaid information stress on semantic framework, lexical framework, phrase items sentence importance i.e. polysymy, phrase importance, homonymy, synonymy, antonymy and collocation, simile and metaphoric fictional works of English language. Whereas very important communicative capabilities known as dental development capabilities have totally been ignored from the content of the written text book during the process of program creating, which makes dangerous backwash on learning and exercising process of English language at additional level. Skills are the basis of learning process. They are effective components of learning and exercising process. These days a stunning controversy has developed soon on the elegance of exercising language capabilities cooperatively. Training language is a extensive and complicated process so to make this process effective and simple, capabilities development is an suggested way of exercising language. It is a well-known fact that four language capabilities are hardly ever used alone in way of life. Developing language capabilities helps foreign vocabulary abilities has positive results on student success. Examining the relevant literary works in the field, this study is designed to suggest a lesson model to teach terminology by integrating vocabulary abilities cooperatively. To be able to apply the technique, reading, listening, writing and speaking abilities .As we know that additional stage is basic step of the college studies, so the communicative abilities must be developed at this critical stage through training /learning of communicative material based syllabi..

British has become the significant worldwide terminology of diplomacy, company and many areas of research and education, making it the significant method for the interaction of new ideas all over the globe. Today, British is no longer the terminology of Britain or British discussing nations. It is now an worldwide terminology, used in many parts around the globe. This has led to the growth of types of ‘English.’ relaxing agent which provides mental, physical, ideological and ethical training to individuals, so as to enable them to have full awareness of their objective, of their objective in lifestyle, and to provide them to achieve that objective. It’s an device for the religious growth, as well as the material satisfaction of humans. British is already the method of training in some schools and many others are ambitious to become so. It continues to be to boost the reach of the terminology into lifestyle. The growing significance of science, technology and electronic media will serve to speed up that process, but for the moment, use of British is in many factors highly reliant on perspective and objective, while not failing to remember the fictional and social factors which are inseparable from terminology. The over-riding aim of the terminology can be carried out through hearing, discussing, reading and ability as a copywriter. British is the terminology of international interaction. It is not only a highly effective studying tool A method by which individuals get access to information from all over the globe, but also a method through which they develop positive principles and behavior, identify and sustain significant connections with individuals, increase their social understanding and increase their information and world-views. British is the terminology of worldwide company, trade and professional interaction. Typically much focus has been placed on British Learning in school. Such a custom must be ongoing, since expertise in British is essential for helping Pakistani community to sustain its current position and further enhance its competition as a major finance, financial and company center on the globe. British performs an important role in strengthening students with the abilities necessary for long term studying, critical thinking, problem-solving, creativeness, and advancement and for changing the fast changes and requirements of community. British reveals up a globe of enjoyment and enjoyment for students. The expertise of British, therefore, is important to students in Pakistan, as it opens up new Possibilities for perceptive and social Development, educational achievement, career Advancement, personal satisfaction, and social understanding The Proficiency - centered Program is also designed to help students create their own decision and be responsible for their choice, can find and use their systematic and imaginative thought. This research paper would explore the existing training /learning material especially vocabulary abilities of British terminology written text guide prescribed by the Punjab Text Book Board at Additional stage classes in Punjab Government Schools, which focuses upon training the studying abilities and composing expertise as well. Items in the aforesaid guide stress on semantic framework, sentence framework, sentence items sentence significance i.e polysymy, sentence significance, homonymy, synonymy ,antonymy and collocation, simile and metaphoric literary works of British terminology. Whereas some portion of dental development has been included in the composing guide Apr 2012 addition according to the objective of National curriculum 2006 Ministry to train and learning Islamabad. However very primary essential components of dental development expertise have been ignored from the material of British written text guide at Additional stage Book-1 and Book II during the procedure of syllabus designing, which creates problems to the students at Secondary level in spoken English and training procedure of British terminology at secondary stage. Skills are the basis of studying procedure. They are efficient elements of studying and training procedure.

Nowadays a striking debate has developed shortly on the elegance of training vocabulary abilities cooperatively. Teaching terminology is a comprehensive and complex procedure so to create these procedure efficient and simple, abilities incorporation is an advisable way of training terminology. It is a well-known fact that four vocabulary abilities are rarely used alone in lifestyle. Developing vocabulary abilities helps foreign terminology studying to develop their ability in using two or more of the four abilities within actual context and also in their actual lifestyle. All the vocabulary abilities are important in studying and training procedure and combination of the vocabulary abilities has positive results on student success. Examining the relevant literary works in the field, this study is designed to suggest a lesson model to teach terminology by integrating vocabulary abilities speaking abilities .As we know that secondary stage is primary step of the college cooperatively. To be able to apply the technique, studying, listening, composing and studies, so the communicative abilities must be developed at this critical stage through training /learning of communicative material centered syllabi. Beside this Proficiency - centered Program s one of the initiatives from the government to get the special quality of Learners in perfecting technological innovation, it also occurs in a row of creating technological innovation. Beside the program, the use of a publication is necessary to Assistance the training studying procedure (Brown, 1994: 145). The most obvious and common material to support language instruction comes through textbook. It means that textbook is the most common factor that supports the success of teaching learning process. Textbooks are best seen as a source in achieving aims and objectives that have already been set in terms of learner needs (Cunningsworth, 1995:7). In other word, a textbook means a created material designed as materials for teaching learning process in order to increase the learners’ knowledge and experience. Textbook also can be defined as a book prepared for school’s students in teaching learning process. There are many Textbooks claiming that they are used on the National curriculum 2006 and every Institution is tied to use a certain textbook. However, it is questionable whether the content of textbooks are consistent with the Bench marks curriculum or not. According to Tarigan (1993:66), textbooks are related closely to the curriculum. Good textbooks should be relevant with the curriculum. It also can support the implementation of curriculum. Textbook is provided to help the students understand the material that is suitable with the curriculum. Textbooks have to be completed with other supplementary materials. From the Explanation, the researcher wants to explore whether the textbook claiming that they are based on the Bench marks of National Curriculum 2006 are relevant with the curriculum or not, especially textbooks for the students of Grade 9 and 10th i.e. secondary level in Pakistani Educational system.

1.2 Statement of the problem:

In this Research study, the researcher states the following problems:

a. "The secondary level English textbooks prescribed by the ` Punjab textbooks board are not consistent with National curriculum for English grade I-XII 2006 and Competencies, Standards and Benchmarks for Grade IX and X in the National Curriculum 2006.

b Phonology of English language and its suprasegmental features, consonants , vowels sounds, diphthongs and trip thongs are not properly included in the contents of textbooks of English at secondary level according to the guideline of National curriculum for English grade I-XII 2006 and Competencies, Standards and Benchmarks for Grade IX and X in the National Curriculum 2006.

1.3 Objectives of the Study

a. To overview the past experiences of non teaching /learning of oral skills due to lack in contents of textbooks at secondary level.

b. To analyze the themes of English textbooks at secondary level according to guidelines of the National Curriculum 2006.

c. To describe the standard competence of English textbook that follows the guideline of the National curriculum 2006.

d. To highlight the efficacy of Phonological rules of English language and its inclusion in the existing textbooks of Secondary level.

Hypothesis of the Study

a. Inclusion of suprasegmental features of English language and appropriate phonological rules, consonants, vowels sounds diphthongs in the existing textbooks of English language at secondary level would develop the oral skills of students at secondary level.

b. There is no relationship between the existing contents of secondary level Punjab textbooks in English language and competency and benchmarks specified by National curriculum English 2006.

1.5 Delimitation of the Study

Due to the limited availability of time, the study is delimited to the following area:-

a. English textbooks at secondary level, Prescribed by Punjab textbooks board.

b. First four units from each book i.e Book-1 and Book-II

c. English language skills and major concept of phonology of English language.

e. National curriculum of English 2006

1.6 Significance of the Study

The findings of the study would provide guideline to the curriculum planners,

Managers and experts in re-defining the objectives of the secondary school English language curriculum so that contents of English language at SSC level may be revised with inclusion of integrated skills and phonological rules of English language, which would develop the achievement level of the student in spoken English. Beside this, the research paper would highlight the comparison existing contents of textbooks with benchmarks and standard competency of English language according to National curriculum 2006 for appropriate pedagogical purposes in teaching and learning process.

CHAPTER 2 REVIEW OF LITERATURE

What is language how it is learned

The Terminology is popular. It exists everywhere in our ideas, goals, wishes, relaxation techniques, interaction and interaction. Besides being a mean of interaction, and a home of information, it is a device of considering as well resource of information. Terminology is manufacturer and unmake of individual connection. Without language man would have stayed only a foolish creature. This excellent differentiates the humans from creatures as, according to Chomsky (1988), the studying of a language is a unique staff of humans and does not are available in any other varieties. Although creatures like apes, whales and some others can connect with one another through language yet they cannot use language as successfully as the humans can do. They can connect only in a set way by using certain particular alerts. According to Nunand (2003), language is the best trained when it is used to connect information, not when it is clearly trained for aware studying. Terminology purchase can only take position when a concept, which is being passed on, is effectively recognized, and the concentrate is on what is being said rather than on the way of the concept. According to Rehman (2003), language is a cultural symbol that preserves and transmits culture to the coming generations and it is also a means of systematic communication by vocal symbols. "Language is a system of arbitrary, vocal symbols, Which helps all people in a given culture to communicate"? Language is a learned Behavior. All normal children are born with the ability to make sounds but sounds

take the shape of language and become meaningful only through constant hearing and repeating them. The sounds may be taught first in isolation but must instantly be inserted in words and phrases etc. Culture and language are so closely inter-connected and inter-dependent that their independent survival is almost impossible. Nunand has also pointed out that features of a language are not inherited in a biological sense. Any hereditary difference in the structure of a larynx, mouth and lips does not influence the action, which makes up a language. A child learns to speak like other people who are around him. According to Moeen (1992), the child uses noise and loudness with a rudimentary system of information before he learns specific words, uses utterances for a period and develops intonation akin to the intonation of his parents. Development of his intonation may go for ahead of other elements and units of the language. Skills are the building blocks of language learning process. They are effective elements of teaching and learning process. Nowadays a striking debate has arisen shortly on the discrimination of teaching language skills cooperatively. Teaching language is a comprehensive and complex process so in order to make this process effective and simple, skills integration is an advisable way of teaching language. It is a well-known fact that four language skills are rarely used alone in everyday life. Integrating language skills helps language learners to develop their ability in using two or more of the four skills within real context and also in their real life. All the language skills are vital in teaching and learning process and ideas, emotions and desires by means of a system of voluntarily produced and combination of the language skills has positive effects on student success. "Language is primarily human and non instinctive method of communicating symbols" Saper. Language, 1921 "Language is a system of communication by sound, i.e through organs of speech and hearing among human beings of a certain group or community, using vocal symbols "Language may be defined as the expression of thought by means of speech sounds" Henry Sweet, The History of Language. possessing arbiter conventional meanings" Mario A.Pei and Frank Gaynor, Dictionary of Linguistics, 1954. According to Transformational Generative Linguists like Noam Chomsky, the Language is the innate capacity of native speakers to understand and form grammatical sentences. Anthropologists regard language as a form of cultural behavior, sociologists as an interaction between members of social group, students of literature as an artistic medium, philosophers as a mean of interpreting human experience, common man as a mean of good communication, the language teachers as a set of skills. Truly, language is such complex phenomenon that to define it in terms of single level as knowledge, behavior, skill, habit, an event or an object will not solve the problem of its definition.

2.2.2 Islamic Concept of Language and its skills

Terminology is the exclusive ownership of human being. Which is a exclusive advantage of the designer to humanity. The researcher, being a Muslim would like to determine the language as exclusive God present to humanity with referrals to the Sacred Quran passages:-

Allah Almighty has said in the Holy Quran to the human "I have created the man out of clotting of congealed blood and taught him how write with the pen" Al Quran SURA ALAQ Para (30) Ayat (4,5)

This the blessing and gift of God to human being as writing skill.

Allah Almighty has said in the Holy Quran " I have created the man and taught him how to speak " ALQURAN SURA REHMAN Para (27) Ayat (3,4).

This is the blessing and gift of God to human being as a speaking skill.

Allah Almighty has said in the Holy Quran "Proclaim in the name of Allah, who has created the man out of clotting of congealed blood " ALQURAN SURA ALAQ Para (30) Ayat (1,2).

This the blessing and gift of God to human being as Reading skill.

Allah Almighty has said in the Holy Quran "" from where they shall hear ." ALQURAN SURA GHASHIYA) Para (30) Ayat (11).

This is the blessing and gift of God to human being as listening skill.

2.3.1 ENGLISH LANGUAGE SKILLS

The four capabilities of hearing, studying, composing and discussing are exclusive. There is more than adequate proof to recommend that, although the four aspects of communicative capability are extremely relevant, they are however rationally and empirically exclusive. Logically, the four capabilities are relevant in supporting ways. Both hearing and studying are responsive capabilities — ways of knowing. Speaking and composing are effective capabilities. Thus, the four primary capabilities are relevant to each other by benefit of both the method of interaction (oral or written) and the route of interaction — either getting or generating information. The question of whether language capability is only one, unitary feature or whether it is divisible into exclusive elements has been of interest to used speakers for many. For example, more than 36 years ago, Oller (1976) posited that language capabilities signify only one language feature. This unitary feature speculation experienced some preliminary support, and until relatively lately, the issue of unitary vs. divisible attributes was still a pretty controversial one. Latest research, however, (e.g., Bachman, Davidson, He & Choi, 1995; Bachman & Palmer, 1981, 1982; Carroll, 1983; Kunnan, 1995; Oller, 1983) has helped from more innovative data research approaches; as a result scientists have determined that there are several elements to language expertise, and that the so-called aspects signify both a popular common language capability that is common to all websites, as well as specific capabilities that are exclusive to each of the four websites. This presentation is constant. So all the four capabilities play important part in the training and pedagogical requirements of language.

2.3.2 The Language skills and Their Components

David P, Haris has said in his guide examining British as second terminology that Language prevails in two kinds the verbal and published in the past we had been healing composing forward discussing. But now a day new terminology training approaches/methods presented during and instantly following the Second World War have led us to modify our order of main concerns. This existing day focuses on on the verbal way of the terminology is now shown in our examining as well as our training of second dialects .Two language actions are associated with both conversation and writing; an development and a understanding process. Speaking and composing themselves are development procedures whereby we connect our concepts, concepts, or sensation through one or the other way of language: hearing and studying are the similar understanding procedures by which we understand either a verbal or an itemized concept. We must be kept in mind that terminology contains four abilities or buildings of skills; hearing, discussing, studying and composing. Four components which appear to represent the major language , components of four abilities. For our following department of terminology assessments into six kinds ; hearing, discussing, studying and composing (four skills); framework and vocabulary (two components which may benefit individual for pedagogical requirements.He has also said that if we are appropriate in discussing the above complicated abilities, what do we recognize as the components of each? First of all two very important components distributed that is known as lexical framework and vocabulary. Moreover to this expertise in both hearing understanding and dental development relies upon in part of expertise of the audio system of British. Phonology is the third part of two of our four abilities and similar to the phonology in the verbal way of the terminology is orthography in the published type. Lastly an element of hearing discussing, studying and composing is the rate and common fluency with which these abilities are conducted. Components are as under:--

a. Grammatical system

It is the system of sounds in a language. Any message conveyed by a language

Has to be first converted into words put together according to the grammatical rules And these words are then conveyed by sounds.

b. Phonological system

It is a broader study of the major speech sounds and their organization in a

Particular language. Moreover, it deals with how English organizes elements of speech into an integrated system. Accuracy, fluency, and intonation are the main purposes of phonology. Intonation is concerned with the pitch of the voice, the musical feature of the voice

c. Semantics

Semantics is the study of meanings in a language. And a language in itself is

very sensitive to the situation. So it is rather difficult to reach at the exact meanings of words in a sentence. The aim of semantics is, to explain and clarify the nature of meaning (Shams, 2003). Harris (1969) narrated as, "Two linguistic activities, which are associated with both speech and writing, are encoding and a decoding processes. Speaking and writing themselves are the encoding processes whereby everyone communicates one’s ideas, thoughts, or feelings in one or the other form. Listening and Reading are the parallel decoding processes by which everyone understands either spoken or a written message.

2.3.3 The Language Abilities

According to Harris "language contains four skills, or buildings of skills: Listening, Discussing, Studying, and Writing. It is perhaps in this order that everyone initially is aware of someone’s local language".

2.3.4 Teaching of Hearing Expertise

Huckleberry and Strother (1966) while working mentioned that. The quality of a student’s perform will be correspondingly connected with his capability to pay interest. In a wider sense, listening is actually studying. While working with the topic of listening, an excellent care is taken to sustain difference among its different types. There is, for example, Casual listening, which occurs when the audio stimulation is pressed into the Background of the emotions where it gets little interest from the efficient intelligence. There is also attentive listening that occurs when the viewers is compelled to pay interest whether voluntarily or reluctantly. These two types of listening are often associated with uninspired listening, which, is the other of inspired listening. It is noticed that listening as an art was not trained in the existing academic system. Students discovered it themselves purposely as they used to concentrate on their teachers in the category. The primary reason of it is that it cannot be quickly examined or our assessment has no position for it.

2.3.5 Teaching of Discussing Expertise

Fries (1998) described that conversation is the most essential aim of terminology teaching and a indicates of interacting believed and sensation with speech and body system to secure a preferred reaction. A instructor should get ready himself to begin conversation training of his students in the reduced sessions. Teacher should choose appropriate conversation material, organize it rationally, and should choose appropriate terminology at enough duration of distribution. Instructors should be ready to have a general information of the conversation procedure and its appears to be. Instructors must know how to help the kids who are lacking in conversation and he should use the conversation artistry to enhance the conversation of kids in a attractive and efficient way. In Pakistani academic institutions, the focus is on accuracy and the proficiency of the lexical guidelines. That is why, students feel shy to talk.

2.3.6 Speaking: information vs. skill

The aim of training speaking is for learners to be able to use a terminology quickly and completely in interaction. Both studying and training to talk are, probably, not easy and simple and easy procedures. There are many "wheels" in the procedure that have to perform in contract, so that "the whole" could operate successfully. If the greatest objective is the capability to connect, then learners must be able to know what others wish to discuss and simultaneously be able to express their own information. The complexness of studying to connect in a second terminology is documented in the plan by Waterways and Temperley (4) .

English in the class.

2.3.7 Teaching of Studying Expertise

David and Waseem (1987) mentioned that reading was an essential skill for

Learning. They described it in this way:

a.. Studying is a capability to identify the characters of the abc.

b.. Studying is a capability to articulate published signs.

c.. Studying is to appear sensible of the written text.

It is noticed that exercise of Studying skill at university level was mostly in the form of reading out loud. But the contemporary strategy towards reading is that reading out loud does nothing to market Studying skill. Studying contains not only the identification of characters and terms moreover to speaking the composing but also to comprehend it.

2.3.8 Teaching of Writing Expertise

Harris (1969) described that as the student’s composing capability was examined through various techniques, so almost all teachers were in favor of the following Components:-

a. Content

b. Form

d. Mechanics

Haq (1995) engaged a class of ten mixed ability students of a Secondary School to do activities based on control, guided and frees writing. Their activities enhanced the development of writing skills in the learners. He observed that the 14 majority of teachers were themselves poor in the writing skill. Due to this reason, they could not become a model for their students. They did not know the modern techniques of teaching writing. They were also not aware of the modern methodology of writing that included guided, controlled and free writing.

2.4.1 LANGUAGE LEARNING APPROACHES

2.4.2 Cognitive Approach

Much modern analysis in second-language purchase has taken an intellectual strategy. Cognitive analysis is concerned with the psychological procedures involved in terminology purchase, and how they can describe the characteristics of learners' terminology information. This place of analysis is in the more common place of intellectual science, and uses many ideas and designs used in more common intellectual ideas of studying. As such, intellectual ideas view second-language purchase as a special case of more common studying systems in the brain. This places them in direct comparison with language ideas, which posit that terminology purchase uses a unique procedure different from other types of studying. The major design in intellectual techniques to second-language purchase, and indeed in all second-language purchase analysis, is the computational design. The computational design includes three levels. In the first stage, students maintain certain functions of the terminology feedback in short-term storage. This maintained feedback is known as consumption. Then, students turn some of this consumption into second-language information, which is saved in long-term storage. Finally, students use this second-language information to produce verbal outcome. Cognitive ideas attempt to codify both the characteristics of the psychological representations of consumption and terminology information, and the psychological procedures which underlie these levels. In the beginning of second-language purchase analysis Interlingua was seen as the basic reflection of second-language knowledge; however, more studies have taken a number of different techniques in characterizing the psychological reflection of terminology information. There are ideas that hypothesize that student terminology is naturally varying, and there is the functionalist viewpoint that recognizes getting terminology as very well linked with the function it provides. Some scientists create the difference between implied and precise terminology information, and some between declarative and step-by-step terminology information .There have also been techniques that claim for a dual-mode program in which some terminology information is saved as rules and other terminology information as items. The psychological procedures that underlie second-language purchase can be split up into micro-processes and macro-processes. Micro-processes consist of attention; working storage incorporation and reorientation, the procedure by which students change their Interlingua systems; and tracking, the aware participating of students to their own terminology outcome. Macro-processes consist of the difference between deliberate studying and unforeseen learning; and also the difference between precise and implied studying. Some of the significant intellectual ideas of second-language purchase consist of the nasalization design, the multidimensional design and procedure capability concept, emergentist designs, the competition design, and skill-acquisition ideas Other intellectual techniques have looked at learners' conversation production, particularly learners' conversation preparing and connections techniques. Speech preparing can have an impact on learners' verbal outcome, and analysis in this place has focused on how preparing impacts three aspects of speech: complexness, precision, and fluency. Of these three, preparing results on fluency has had the most analysis interest. Communication techniques are aware techniques that students employ to get around any instances of connections malfunction they may encounter. Their impact on second-language purchase is uncertain, with some scientists declaring they help it, and others declaring the opposite. Sociocultural approaches While still basically being in the intellectual custom, sociocultural concept has a basically different set of presumptions to techniques to second-language purchase depending on the computational design Furthermore, although it is carefully associated with other public techniques, it is a concept of mind and not of common public details of terminology purchase. According to Ellis, "It is important to identify that this model, despite the label 'sociocultural' does not seek to describe how students acquire the public principles of the L2 but rather how information of an L2 is internalized through encounters of a sociocultural characteristics." The roots of sociocultural concept lie in the work of Lev Vygotsky, a European psychotherapist.

2.4.3 Linguistic Approach

Linguistic approaches to explaining second-language acquisition spring from the wider study of linguistics. They differ from cognitive approaches and sociocultural approaches in that they consider language knowledge to be unique and distinct from any other type of knowledge. The linguistic research tradition in second-language acquisition has developed in relative isolation from the cognitive and sociocultural. Two main strands of research can be identified in the linguistic tradition: approaches informed by universal grammar, and typological approaches. Typological are principles that hold for all the world's languages. They are found empirically, by surveying different languages and deducing which aspects of them could be universal; these aspects are then checked against other languages to verify the findings. The interlanguages of second-language learners have been shown to obey typological universals, and some researchers have suggested that typological universals may constrain interlingua development. The theory of universal grammar was proposed by Noam Chomsky in the 1950s, and has enjoyed considerable popularity in the field of linguistics. It is a narrowly-focused theory that only concentrates on describing the linguistic competence of an individual, as opposed to mechanisms of learning. It consists of a set of principles, which are universal and constant, and a set of parameters, which can be set differently for different languages. he "universals" in universal grammar differ from typological universals in that they are a mental construct derived by researchers, whereas typological universals are readily verifiable by data from world languages. It is widely accepted among researchers in the universal grammar framework that all first-language learners have access to universal grammar; this is not the case for second-language learners, however, and much research in the context of second-language. Language techniques to describing second-language purchase springtime from the broader research of linguistics. They vary from intellectual techniques and sociocultural techniques in that they consider terminology information to be exclusive and exclusive from any other kind of information. The linguistic analysis custom in second-language purchase has designed in comparative solitude from the intellectual and sociocultural. Two primary lengths of analysis can be determined in the linguistic tradition: techniques advised by worldwide sentence structure, and typological techniques. Typological are concepts that keep for all the dialects. They are discovered empirically, by assessing different dialects and deducing which factors of them could be universal; these factors are then examined against other dialects to confirm the results. The interlanguages of second-language students have been proven to respect typological universals, and some scientists have recommended that typological universals may limit interlingua growth. The concept of worldwide sentence structure was recommended by Noam Chomsky in the nineteen fifties, and has experienced significant reputation in the area of linguistics. It is a narrowly-focused concept that only specializes to describe the linguistic proficiency of an personal, in contrast to systems of studying. It includes a set of concepts, which are worldwide and continuous, and a set of factors, which can be set in a different way for different dialects. he "universals" in worldwide sentence structure vary from typological universals in that they are a psychological build produced by scientists, whereas typological universals are easily proven by information from world dialects. It is commonly approved among scientists in the worldwide sentence structure that all first-language students have entry to worldwide grammar; this is not the situation for second-language students, however, and much analysis in the perspective of second-language purchase has targeted on what level of accessibility students may have Individual variation.

2.5.1 SOME ASPECTS OF LANGUAGE LEARNING

2.5.2 Teaching Pronunciation

Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation, and word linking all influence the sound of spoken English, not to mention the way we often slur words and phrases together in casual speech. 'What are you going to do?' becomes 'Whaddaya gonna do?' English pronunciation involves too many complexities for learners to strive for a complete elimination of accent, but improving pronunciation will boost self esteem, facilitate communication, and possibly lead to a better job or a least more respect in the workplace. Effective communication is of greatest importance, so choose first to work on problems that significantly hinder communication and let the rest go. Remember that your students also need to learn strategies for dealing with misunderstandings, since native pronunciation is for most an unrealistic goal. A student's first language often interferes with English pronunciation. For example, /p/ is aspirated in English but not in Spanish, so when a Spanish speaker pronounces 'pig' without a puff of air on the /p/, an American may hear 'big' instead. Sometimes the students will be able to identify specific problem sounds and sometimes they won't. You can ask them for suggestions, but you will also need to observe them over time and make note of problem sounds. Another challenge resulting from differences in the first language is the inability to hear certain English sounds that the native language does not contain. Often these are vowels, as in 'ship' and 'sheep,' which many learners cannot distinguish. The Japanese are known for confusing /r/ and /l/, as their language contains neither of these but instead has one sound somewhere between the two. For problems such as these, listening is crucial because students can't produce a sound they can't hear. Descriptions of the sound and mouth position can help students increase their awareness of subtle sound differences. Here are some ideas for focusing on specific pronunciation features.

2.5.3 Voicing

Voiced sounds will make the throat vibrate. For example, /g/ is a voiced sound while /k/ is not, even though the mouth is in the same position for both sounds. Have your students touch their throats while pronouncing voiced and voiceless sounds. They should feel vibration with the voiced sounds only.

2.5.4 Aspiration

Aspiration refers to a puff of air when a sound is produced. Many languages have far fewer aspirated sounds than English, and students may have trouble hearing the aspiration. The English /p/, /t/, /k/, and /ch/ are some of the more commonly aspirated sounds. Although these are not always aspirated, at the beginning of a word they usually are. To illustrate aspiration, have your students hold up a piece of facial tissue a few inches away from their mouths and push it with a puff of air while pronouncing a word containing the target sound.

2.5.5 Intonation

Word or sentence intonation can be mimicked with a kazoo, or alternatively by humming. This will take the students' attention off of the meaning of a word or sentence and help them focus on the intonation.

2.5.6 Linking

We pronounce phrases and even whole sentences as one smooth sound instead of a series of separate words. 'Will Amy go away,' is rendered 'Willaymeegowaway.' To help learners link words, try starting at the end of a sentence and have them repeat a phrase, adding more of the sentence as they can master it. For example, 'gowaway,' then 'aymeegowaway,' and finally 'Willaymeegowaway' without any pauses between words.

2.5.7 Vowel

A vowels is voiced sound in the production of which there is no obswtruction to the flow of air passage as it passes from the larynx to the lips. English has 12 pure vowels sounds . Short vowels are seven and long vowel are five

You can demonstrate varying vowel lengths within a word by stretching rubber bands on the longer vowels and letting them contract on shorter ones. Then let the students try it. For example, the word 'fifteen' would have the rubber band stretched for the 'ee' vowel, but the word 'fifty' would not have the band stretched because both of its vowels are spoken quickly. Joanne Kenworthy, Teaching English pronunciation 1987:94.

2.5.8 Syllables

Have students count syllables in a word and hold up the correct number of fingers, or place objects on table to represent each syllable.

Illustrate syllable stress by clapping softly and loudly corresponding to the syllables of a word. For example, the word 'beautiful' would be loud-soft-soft. Practice with short lists of words with the same syllabic stress pattern ('beautiful,' 'telephone,' 'Florida') and then see if your learners can list other words with that pattern.

2.5.9 Specific Sounds

Minimal pairs, or words such as 'bit/bat' that differ by only one sound, are useful for helping students distinguish similar sounds. They can be used to illustrate voicing ('curl/girl') or commonly confused sounds ('play/pray'). Remember that it's the sound and not the spelling you are focusing on.

2.5.10 Vocabulary

. Vocabulary is no longer a neglected area of language learning and now recognized as a fundamental to the development of L2 proficiency (Valdman, 2004). Stockwell (2001) reported that vocabulary may be concerned with various degrees of understanding of words, from mere recognition of a word to a deep understanding of several meanings of it. Teaching words in isolation is better than teaching them in context and inductive approach is better than a deductive one

2.5.11 Preposition

According to Richards (1991), a preposition is the linkage of words to form predictions about things, people and events. Prepositions are the building block of communications and the first task in learning to communicate a language is how to create prepositions. Language is comprehensible to the degree that hearers are able to reconstruct preposition from the speaker’s utterance.

2.5.12 Translation

According to Haq (1995), Translation and the use of mother tongue are desirable. When a pupil meets a new English word, he searches for its meaning in his own language and when he finds it, he is happy. But as soon as the word becomes perfectly familiar, there is no feeling of success in translating it and the translation is then given up. The teacher should try to minimize the strangeness of the words, phrases and sentences to the extent that there is no feeling of achievement in translation.

2.5.13 Library

According to Aslam (2004), each school has its library with different types of books. The teacher sometimes uses the books relevant to the students for further information about the topic. He suggests these books for study. The students go to the library, take the relevant books and study the books in different ways (e.g. in group study or individual study etc.). This technique helps the teacher to impart the training to the students in various ways.

2.5.14 Innovative Programmes

Alexander (2005) observed that the innovative techniques excited the students and they actively took part in all the activities. There was a shift from the teacher centered approach to student- centered approach. Students showed interest in the methods and various techniques employed by the researcher and as a result, students got fully involved in the lesson. The students practiced all the four skills along with learning grammatical rules and vocabulary. Group formation was more successful activity than pair work. The use of pictures, charts and authentic material was very impressive and students found it more entertaining to learn. Researcher also observed that in the beginning it was difficult to complete the lesson plan within the time limit.

2.5.15 Language Laboratory

Brooks (1964) pointed out the importance of language laboratory. To him the language laboratory is an effective way of learning in terms of the repetition and over learning of the behavior patterns that are to become habitual. Tape recorders, Ear Phones, Microphones and the positions, at which the students are to listen to a master Voice to repeat what he hears and at times to record his responses for review and correction, are the essential components of language laboratory.

2.5.16 Intensive and Extensive Reading

Haq (1995) reported that the books for intensive reading were meant for the acquisition of language and complete mastery of the subject matter contained in them. The pupils were required to make a thorough and detailed study of the subject matter and to get a complete hold of the words and phrases that were used.

2.5.17 English Language Games

Bibi (1995) indicated that English language games had a positive effect on the academic achievement of the Secondary school’s student and showed that these language games had significantly improved the writing ability as well as listening and comprehension of the students. It was also found out that the use of English language games had significantly improved the group work performance of the students. The result indicated that due to English language games, the students would use English structure effectively. The results also showed that there was no significant effect of English language games on the spoken ability of the students.

2.5.18 Grammar

According to Scott et al. (1978), the mastery on grammar is considered mastery over language. Grammar can be helpful in commenting on language. It can provide a terminology, which enables language to be discussed. Such discussion can be learning in lexical items, morphology and semantics of language.

2.6.1 LEVEL OF SPEAKING SKILLS

Learning of speaking skill for a foreign learner of English language is a hard task. The habits of speech which facilitate the native speakers pose serious problems for the foreign learner. However, speaking skill can be divided into sub skills according to the level of the foreign learner. These sub skills can be called as of speaking .They are mentioned as follows.

a. Competency of Speaker in Pronunciation of Sounds

First level of speaking English is the ability of the learner to pronounce or a basic sound of English. Pronunciation of sounds with good standard is very vital for the production of understandable speech. If sounds not pronounced correctly, communication can not take place between two interlocutors coming of two different areas .So it is necessary that a Learner can pronounce sounds with good standards

b. Competency of Speaker in Stress

A speaker combines phonemes or sounds to make words which are basic meaningful unit of speech. When in a word there are more than one syllable in words are stressed or pronounced prominently. Such prominence gives rhythmic character to English speech If the syllables are stressed incorrectly .Vowel sounds will change the words will not give their meaning correctly and the listener will not be able to understand the speech. The correctly and stress syllables in words rightly .a speaker should be able to pronounce content words in a sentence. Native speakers of English do not pronounce every word of a sentence equal voice .They pronounce content words likes nouns , verbs etc. at high voice and grammar words like articles , preposition, pronouns at low voice ,this rhythmic characteristic of English speech is to be necessarily followed if a speaker wants to keep his speech understandable.

c. Competency of Speaker in Intonation

Native speakers of English complete their sentence with the rise and fall voice in voice. These two patterns indicate the necessity and attitude of the speaker which make the speech highly communicative. These intonation patterns also serve as grammar purpose of the sentence and sometimes they serve a lexical purpose. So mastery over at least basic intonation patterns is highly necessary for a speaker of English.

d. Competency of Speaker in Morphology

Should have good Accuracy of speech is based on the grammar rules of a language .So the foreign learner knowledge of morphology and basic grammar rules.

2.7.1 ROLE OF PHONETIC AND PHONOLOGY IN ORAL PRODUCTION SKILLS

2.7.2 What is phonetic?

Phonetics is the studies of the production transmission and reception of speech sounds. It studies medium of spoken language .Touching upon psychology and physics, phonetics is now a pure science that studies speech processes, including the anatomy, neurology and pathology of speech the articulation, description, classification, production and perception of speech sounds. It looks at speech from three distinct but interdependent view points. It studies the speech organs, which produce sounds of language; It studies waves, then physical way in which sounds are transmitted through the air from one person to another, and it studies the way in which human beings perceive sounds through the medium of ear .The study of phonetics can be divided into three main branches, acoustic, auditory and articulator phonetics.

a. Acoustic phonetics

Acoustics phonetics is the study of the physical properties of speech sounds such as frequency and amplitude in there transmission. Acoustic phoneticians analyze the speech waves with the help of instruments It is in the field of acoustic phonetics that the most striking developments have taken place since the Second World War. Complex sounds waves produce in speech can be analyzed into their component frequencies and relative amplitudes. Considerable progress has also been made in speech synthesis. Acoustic analysis has confirmed that speech is not made up of a sequence of discrete sounds. The articulator features of sounding of voice of nasality, of obstruction and of fraction can also be identified acoustically. Acoustic phonetics has achieved good deal of success in maters of vowels, but regarding consonant it has not reach final conclusions

b. Auditory phonetics

Auditory phonetics is the study of hearing and the perception of speech sounds it studies different auditory impression of quality, pitch and loudness of sounds. The auditory classification of speech sounds .The auditory classification of speech sounds has not yet been to a device phase at present time, phonetics can be regarded as being made up of two main branches articulator and acoustic phonetics

c. Articulator phonetic

Articulator phonetics recognizes that speech is produced by some kind of sound-making apparatus inside the human body, and that specific sounds may be related to specific movement of to apparatus. Hence it is the study of movement of the speech organism the articulation of speech—lungs, larynx soft palate tongue teeth, jades and lips. The knowledge of the organs of speech, their relation to each other, and the way in which they are used in speaking provides a sounds basis for the classification of sounds of human languages.

2.7.3 What is Phonology?

According to Bloomfield phonology is the organization of sound into patterns. In order to fulfill the communicative functions, languages organize their material the vocal noises into recurrent bits and pieces arranged in sound patterns. It is thy study of this formal organization of languages which is known as phonology (Bajwa.s.2002). Like Phonetics, Phonology is also an area of study in Linguistics. Phonetics and Phonology are closely related. Phonetics is the study of human speech sounds while Phonology is the study of how sounds are organized and used in a language or languages. According to David Crystal, "Phonology is a branch of Linguistics which studies the sound systems of languages". In other works, phonetics is surrounded by phonology which is the application of phonetics to a particular language or languages. Phonology is language specific; it studies the speech sound of a given language and their function within the sound system of that language. As a matter of fact, human speech is something which is extremely, delicately patterned. It is not just a jumble of sounds but a highly organized system of structure and it is in this structure that the phonologies are interested. The phonologies’ analyses speech as an orderly sequence of specific sounds and sequences of sound. The speech is orderly in terms of very complex set of patterns which repeatedly occur and which are at least partially predictable. There patterns in phonological analysis form the structure.