Hindrances in developing communication skills in students at primary level
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Date
2001
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UMT, Lahore
Abstract
The leading purpose of the study was to get a better idea of the problems which are barriers in developing the communication skills in students at primary level. The scope of the study covered the primary level of a school. The views of the students and teachers were collected regarding the five subsidiary questions aliout the problems faced in communicating knowledge. Qualitative survey was conducted for getting a general view. The case study method was taken up to study the English classes of the primary section of only one school. The population consisted of classes 111, IV and V of this particular school. 50 students were taken up from class III to V. Views/opinions of nine English Teachers were also taken from the primary section. Class observations were done for class I and II by taking some of the English periods of lower classes. An" in-depth interview of a stake holder was also taken to analyse at in-depth level the hindrances in developing the communication skills in students at primary level. At primary level following factors were assumed causing hindrances in developing communication skills (1) Exposure (2) Classroom Culture (3) Home Environment (4) Healtli/P.sychological Factors. The questionnaires for the students and teachers were prepared in the light of the studied material (Chap. 2). The descriptive technique was used for summarizing and analyzing. Each subsidiary question was taken up separately. After that a final collective view was constructed about the main research question. It was concluded, that (1) the teachers knew many techniques but were unaware of planning and implementing them in the class room, (2) due to a large number of students in each class the teachers seemed to be reluctant to start any activity based techniques, (3) the teachers were ignorant of the importance of language and the role of parents in developing the communication skills in the students at the primary level, (4) the teachers were unaware of their objectives of teaching English, (5) no proper sequence was followed while teaching basic skills of English language. The collected facts from the mentioned research instruments were listed accordingly and several clear and definite recommendations were also made, in the light of those facts.