Print It was an audacious undertaking, even for one of the most storied American companies: It is still struggling with the basic step of learning about different forms of cancer. And at foreign hospitals, physicians complained its advice is biased toward American patients and methods of care. The interviews suggest that IBM, in its rush to bolster flagging revenue, unleashed a product without fully assessing the challenges of deploying it in hospitals globally.
A commission for probing into the problem was set up in a meeting of the high officials of this university held on 05 May The commission set out on the 7th of May to investigate the matter and carried out research with about fifty primary and secondary schools in both villages and towns.
The research revealed the low level of knowledge, efficiency, and teaching methods of English teachers in those institutions. The commission realized that these were the basic reasons for the unreasonably low standard of pronunciation and fluency in English of the university students.
It has made some recommendations to improve the situations. Introduction Pronunciation of English is in a state of disorder, misunderstanding, and neglect in Bangladesh.
Most of the teachers involved in all stages of our education system from the primary up to tertiary levels are neither aware of the importance of English pronunciation, nor do they have any knowledge about it or inclined to practise it in their teaching.
The state of pronunciation is especially deplorable at the primary and secondary levels.
And it is still far more worse in the villages than in the towns. At a high level meeting of the Western University held on 05 Maythe problem of the low level of the standard of pronunciation of the university students in Bangladesh was focused.
After a thorough discussion the members came to realize that we should do something about it, and conjectured that the problem originated from the primary and secondary levels. The meeting chaired by the Vice Chancellor immediately set up a commission of five members headed by me to probe into the problem, and suggested solutions.
Accordingly, we, the members of the commission, set out on 07 May for the purpose. We visited about 50 schools primary and secondary in different parts of the country in remote villages and towns and found out the following facts. Body of the Report 1 Most of the teachers who teach English at the primary and secondary levels do not have any idea about the correct pronunciation of the standard English language.
The most pitiful condition is that some of them do not even any dictionary, and still some others do not even know the names of dictionaries. It requires that students first know the Bangla word for a thing, and then the teacher tells them the English word for it.
They do not differentiate between the sounds of vowels and diphthongs. That means they substitute the bilabial for the labiodentals. They do not have any idea about the differences in lengths of vowels. As regards stress and intonation they do not have the least idea. They speak English with a level stress as in Bangla.
They utter the word in syllables. In intonation, they have similar problems. They do not at all use rise and fall in their utterances of any sentences. Conclusions From the above findings we can reach the following conclusions: Even they do not know that there is something like correct and incorrect pronunciations.
The matter of pronunciation is such that once fixed in the speech organs it is very difficult to change them later. Recommendations If we want to bring about an improvement in the English pronunciation of the students at the university level, we should train the teachers of English of primary and secondary levels.
Training should be reasonably long, and repeated at some intervals. Secondly, in the curriculum and syllabus of those levels, some marks should be assigned to pronunciation of students. Thirdly, inspection teams should be appointed to check occasionally whether the teachers are following the rules and practices of correct pronunciation.
Fourthly, a National Bureau for correct pronunciation should be set up to provide instruction and guidance to all concerned when necessary. Lastly, both students and teachers at all levels should be made conscious about the importance of good pronunciation.
Appendices [This section should be given in a separate page. The documents of the following methods to conduct research have to be given here. For example, audio cassette of the recorded pronunciation of the students and teachers, some specimens of text books, names and designations of the persons who has helped in carrying the research out, etc.A long report is simply an extension of shorter report.
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