Findings of the Study in Brief

The present study unveils some lapses and mismatches between the expectations and the existing conditions of English language teaching - learning at the Alim level.

During the study considerable correlations as well as contradictions are observed between the students and the teachers on different issues on teaching – learning. The findings of the study are briefly presented below:

1. The present study finds that the existing syllabus of Alim class is not highly relevant to learning English language. Rather, it is a little relevant. There is a strong correlation between the teachers and the students on evaluation of syllabus.

2. Both groups of the respondents suggest that the lessons and tasks are not very enjoyable.

3. The current study reveals that the students are very weak in listening and speaking, because the practice of the two important skills is neglected or avoided by the teachers in the class.

4. Majority of the students and the teachers suggest that the syllabus is examination oriented rather than achieving communicative competence.

5. The students prefer learning individually and in some cases in pairs, and dislike learning in a large group. The teachers are also aware of the students’

preferences in learning English.

6. The students blame that their prescribed textbook is a little helpful in learning English language.

7. The highest numbers of students consider the lessons very difficult; while the highest number of teachers contradict with students and comment that the lessons are not at all difficult.

8. The present study finds that both the teachers and the students are with the opinion that their lessons are a little relevant to their day to day activities.

9. The investigation finds that the teachers remain active, busy and talk more in the class, while the students remain in the class as the inactive listeners. This situation directly contradicts the communicative views of teaching and learning.

10. The present study finds that the syllabus is examination oriented, and the reading comprehension and writing skills are tested in the examination, on the other hand the two important skills: listening, and speaking are untouched.

11. The present study discovers that the English teachers do not explain the grammar rules sufficiently in the class, though the majority of the teachers

contradict with the students and claim that they explain the grammar rules fairly much.

12. The students blame their English teachers that they do not encourage them enough to speak English with the classmates, but the teachers strongly contradict with the students and claim that they encourage their students very much.

13. The most of the students are with the opinion that their teachers do not teach and explain the vocabulary items in English, though the maximum teachers claim that they explain the vocabulary items in the class.

14. It is found that the teachers are more or less friendly and sympathetic to their students.

15. The current study reveals that the maximum teachers follow the text book in the class all the time.

16. The study finds that the most of the English teachers do not speak English frequently in the class.

17. The students comment that English teachers are not qualified and competent enough to teach English, but the teachers contradict with the students and claim that they are competent enough to teach English in Alim class.

18. Most of the students disclose that their teachers do not give them extra time after class hour, though the teachers claim that they give enough time to their students after class hours.

19. It is found that the teachers use only the black board as the teaching aids and equipment in the class. Modern technologies such as; overhead projector

(OHP), slides, video and audio tape recorders, computers, multimedia are totally absent in the class activities.

20. With regard to correction of oral production, students do not like to be humiliated before every one in the class. They like to be corrected at the end of the activity and later, in private. The teachers are aware of the preferences of learning styles of their students.

21. The present study reveals that the students mind if they are corrected by other students in the class. Students feel humiliated to be corrected by their class mate or by some one similar to their position.

22. Most of the students do not mind if they are asked to correct their works by themselves.

23. Majority of the students suggest that they need English for various purposes:

for passing examination, for getting a good job, for communicating with others.

The teachers also express almost same opinions with regard to needs of English.

24. The current study discovers thatthe Alim students are either weak or very weak in listening and speaking in English language. Their self assessment directly correlates the opinion of teacher, the both groups of respondents are aware of the weakness of the students.

25. The history of madrasha education reveals that the madrasha education passes a long unsmooth way of journey, day by day this stream of education is becoming inevitable in the society.

6.2. Recommendations

The present study is an attempt to sketch out a picture of English Language Teaching and Learning at the Alim Level in the Madrashas in Bangladesh. The present study has identified many of the teaching- learning problems. The findings and the analysis of the data have been presented in the preceding chapter (Chapter Five). This chapter very shortly presents the findings of the present study and puts forward some recommendations with a view to overcoming the existing problems or at least lessening the severity of the problems.

6.2.1 Recommendation for the NCTB

1) Language instruction has five important components: students, a teacher, materials, teaching methods, and evaluation. Sheldon suggests that "textbooks represent the visible heart of any ELT program" (237). So, the NCTB should prepare textbook with a view to expediting English language teaching and learning.

2) While preparing the books, the NCTB should look in whether they have met the needs of the students.

3) English textbooks should be useful, meaningful and interesting for students.

The NCTB should produce meaningful an interesting textbook for the Alim students.

4) As a general rule, materials should be slightly higher in their level of difficulty than the students' current level of English proficiency. Materials at a slightly higher level of difficulty than the students' current level of English proficiency allow them to learn new grammatical structures and vocabulary.

5) English textbooks should have clear instructional procedure and methods, that is, the teacher and students should be able to understand what is expected in each lesson and for each activity.

6) Authentic materials should be included in the textbook contents.

7) Textbook should include original, retold and translated work of creative writers.

8) Lessons should be interesting and lively. Littlejohn, suggests that selecting texts that are relevant to the life experiences and culture of FL/SL can facilitate cognitive and language development (7).

9) Syllabus and contents of syllabus should be based on needs of English;

otherwise, irrelevant syllabus hampers students’ progress in learning a language. According to White “A complete syllabus specification will include all five aspects: structure, function, situation, topic, skills (92).

10) Text language should be presented in discourse manner. Opportunities should be created for oral interaction. There should be sufficient opportunities of practising different skills.

11) The textbooks should include variety of topics and themes.

12) Textbook should present all the four skills of English language. To make the students guess and understand personal and other variations there should be texts from different grounds.

13) Supporting notebooks and guidebooks should be examined whether they are misguiding the teacher and student communities.

14) The activities of coaching centres and private schools should be monitored.

There should be a government body to look into this.

15) Communicative grammar books should be written in English, and the writer