Global Regional Review

Abstract

The present study was conducted to diagnose alternative frameworks and to explore its best possible reasons in English speaking of prospective teachers. The present study was a case study. Diagnostic oral test and interviews were used as research tools. The three hundred (300) prospective teachers of B.Ed. (1.5 years) and BS (Hons) classes were selected purposively as a sample for an oral diagnostic test. The fifteen (15) prospective teachers who possessed more alternative frameworks were selected purposively for a semi-structured interview. Data were analyzed qualitatively using a thematic approach. Moreover, data triangulation was used to compile the results of the test and interview. The study explored the pronunciation, grammar, article, and alternative prepositional frameworks in learning the speaking skills of the English language among prospective teachers. Poor listening, traditional teaching methodology and interference of mother language were the major reasons for these alternative frameworks.

Authors

1-Muzammila Akram
Assistant Professor, Department of Educational Training, The Islamia University of Bahawalpur, Punjab, Pakistan.

2-Hafeez Ullah
PhD Scholar, Department of Educational Training, The Islamia University of Bahawalpur, Punjab, Pakistan.

3-Nasreen Akhtar
Professor, Department of Education, The Islamia University of Bahawalpur, Punjab, Pakistan.

Keywords

Alternative Frameworks, Speaking Skill, Prospective Teachers, English Language, Reasons Behind Alternative Frameworks

DOI Number

10.31703/grr.2020(V-IV).04

Page Nos

33-42

Volume & Issue

V - IV