An analysis of difficulties faced by the students in English learning at Secondary school level in Lyallpur Town, Faisalabad

LIST OF CONTENTS

ABSTRACT

CHAPTER:1

INTRODUCTION

1.1 Statement of the Problems
1.2 Objectives of Research
1.3 Significance of the Study

CHAPTER: 2.
REVIEW OF LITERATURE
2.1 Problems about Vocabulary Teaching
2.2 Listening Skills
2.3 Writing Skills
2.4 Speaking Skills

CHAPTER: 3
METHODOLOGY
3.1 Population of the Study
3.2 Sample
3.3 Sample size and technique
3.4 Research Instrument
3.5 Validity and reliability
3.6 Reliability of Research Tool
3.7 Data Collection
3.8 Data Analysis
3.9 Limitation of the study

Chapter: 4
RESULTS AND DISCUSSIONS
4.1 Demographic Information

Chapter 5
SUMMARY.
5.1 Summary of the study
5.2 Findings of the study
5.3 Conclusions
5.4 Recommendations of the study

REFERENCES

LIST OF TABLE

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LIST OF FIGURE

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ABSTRACT

English is considered as the most important language now-a-days. It is also the official language of Pakistan. But most of the people can`t understand it. If we want to wish good reputation and good work in educational society, we should have a command of English. We are totally ignoring the main aspect of language. There are several factors that make English language essential for communication in our existing society. This is the most common foreign language. The study was conducted at the secondary level (9th and 10th class) in Lyallpur Town, Faisalabad. List of secondary level schools in Lyallpur Town, Faisalabad, was selected as a school of four government and four private schools, submitted in the light of the Office of Secondary Education Officer, Secondary Education Faisalabad and such lists. I am the highest student admission town, Faisalabad. The sample size was properly set according to the use of the available population and sample samples available in selected schools www.surveysystem.com. For this purpose, a well-developed questionnaire was created to collect the database. Then, the collected data was analysed by using Statistical Package for Social Sciences (SPSS).

CHAPTER:1

INTRODUCTION

One of the most important thing is that "one language makes you in a corridor." Two doors open every door with the way ". Since independence is the official language of Pakistan. Although Prime Minister Muhammad Ali Jinnah, he announced the importance of English as the national language, in the first educational conference, but he does not ignore the importance of English. The quality of English education in Pakistan has fallen autumn (Mueen, 1992).

English language education is almost unrealistic in Pakistan. The language aspect cannot be completely ignored, thus in its response, and indicating more tolerance. "(Ahmed et al. 2011) is worse to learn English at secondary level and that it needs to be noted and answering these issues is a real problem in learning English preferential languages ​​in Pakistan. There are some opportunities to understand the language. The learners have the ability to learn language, but the construction of the institutional capacity (Pakistan Government, 2006) is necessary.

It has been reported that due to the lack of memory problems or mental valley capabilities, serious reduction, and learning issues, lack of memory, lack of poor or motivated. Many of the researchers on which the students will focus on certain features. It is seen that the effect of school features on the student's success. I need to find out the factors that are affecting school students (Chris and L., 2000).

The modern world is a global village and we are near the world community. They are close to expressing themselves by communicating with each other. Many people and communities can share their thoughts and ideas through a mutual language. A man has been able to express and establish emotions and desires, and uses language regulation relationships with others. The majority of the world are becoming multi-verbal communication results. Most people in this world call themselves at least the afternoon speaker "(Nasir, 2011).

You struggle to reach a new way for one of your first language ranges and new languages, as a bone of your new bone, thinking, feeling, work and fiber. The struggle in the context of the present day, they trust people, at least two languages ​​have difficult divorce. No country's home storage is meant to be alone "(Douglas, 2000).

Some are primarily interesting pro-educators in English, which primarily contradict one another. If Pakistan wants to fight against the opposing world in the field of science, technology, trade, trade and economic development. It emphasizes increasing English language. Equity of students about learning English as a mandatory article on secondary level in Pakistan. Students are in mandatory condition because they are all being done for them. English language plays an important role in all parts of the society, so a lot of people will have to benefit from learning and understanding about it. (Ali et al., 2014).

Since most of the students get the opportunity to learn the first generation, without knowing the guidance of their parents in English, how can a student know English about foreign language? Though English is studying, they are not able to produce any penalty without any grammatical errors in English. The reason for this statement is that they only study articles from the subjects' perspective. It's also true with English. Our examination system is such that instead of examining its own analytical and creative skills, it makes students' memories memorable. In this process, they recall the lesson, reproduce them in the exams hall and forget themselves on the same day (Haider, (2014).

Students learn the primary grammar at the school level for the purpose of 'test and examination and face real life only'. Application-based advanced grammar schools are not taught. In addition, students are not given proper action to learn language. The show is also very low for them. School study is an important step in student life. When a higher student completes a secondary exam, he is a small child. After this stage, a student enters college life. This period is considered as the transfer period. After schools, there are different schools in colleges. In addition, students have 'cause their own wishes and concerns about the life of colleges' due to the great effects of mass content like theaters and satellite channels (Farooq, 2012).

Keeping these ideas in mind, they have to sit in classrooms hard to find and teach them lessons. All his views about college are pieces in a moment when a teacher enters the classroom and teaches and implements some restrictions. At this time, slow difficulties start with slow learners. The students had passed in secondary examinations. To them, sit down and listening to language, something is one more complete, while others have to pay attention to the class. There are two issues that oral teachers spend on this critical point of view. This is not a healthy trend. At the same time, within the classroom, it will reduce the teaching time to correct them. Education is also a risk of deviation from this subject. Contrary to the hybrid approaches in colleges in colleges, which is actually being done in colleges. On the day a student enters a college, she is shown herself in films, such as a college student. The problem is born in the initial phase with such students. Therefore, the basic work of teachers is to guide them properly and to make them feel the value of college life. (Ahmad et al., 2011).

This is a multi-way process. As soon as the teaching is over, students should increase their doubts, descriptions, and more, in doing so, the communication skills of students in English will increase. For its development, students should be properly used in their initial stage. In addition to maintaining classroom management, the learning environment should also prevail. Ensure that students learn more and more. At the top, a teacher is not just teacher but also philosophy for friends, guides and students. "He instructs students not only to move to the test but compete with challenges and make decisions right now. Crisis in life - this is a real and hard work before a good teacher. (Akram& Qureshi, 2012).

1.1 Statement of the Problems

Seeing the last conversation, the issue of this problem is the concept of teachers and students due to the problems faced by students in the secondary school at the secondary school. English is not native language of Pakistan and it is not being spoken in homes. For English students, it is very difficult for English at secondary level, and students are afraid of learning English, writing and learning English. Earlier, there were insufficient investigations about the students in front of students in English at secondary level. This study was revealing facts and discovers what reasons behind its students are difficult to learn English. This study was also providing a solution to reducing its shortage.

1.2 Objectives of Research

General objective:

- To analysis the difficulties of students in English learning at secondary school level in Lyallpur Town Faisalabad.

Specific objectives:

- To identify the demographic characteristics of respondents.
- To identify the difficulties that students faced to learn English language in class room.
- To point out various reasons and factors that caused difficulty in students during English learning.
- To formulate suggestions and possible solutions on the basis of respondents opinion.

1.3 Significance of the Study

This is the first research of its kind being conducted on this topic no such research has been done before. The study was elaborating the perception of teachers and students towards difficulties faced by the students in English learning at Secondary school level. It is the foundation for the further study about the difficulties faced by the students in English learning at Secondary school level. This study was creating awareness among teachers and students perception about difficulties faced by the students in English learning at Secondary school level.

CHAPTER: 2

REVIEW OF LITERATURE

Literature review is very important because it focuses on the background of this issue to study it. It also provides more direction about the problem and eliminates the unnecessary movement of efforts. Under investigation, some investigations related to the problem take place here.

Trudgill (1992) said in this study that during the listening and reading of accessible skills, while creativity is spoken and written .This skills can be taught and skilled. In order to prevent fluency in English, often a language should be used to learn. The following procedure can be adopted: (i) Select ideas (ii) to set them in the best order and (iii) make moon in your language with others. The learners have applied these habits to the language of the language and face their crocodile confidence. These habits will help them in using foreign language.

Mueen, (1992) said training institutions are held in the initial stage so that some training should be obtained in reading and writing skills, but not to learn at the secondary level. Initially educated in many rural areas of Pakistan, such as Punjabi, Pashto, Sindhi, Balochi etc., further education is provided in English in local education and education. Some factors that affect student performance in English speak easily. I feel that he is nervous and embarrassing and lack of other suitable because literally students cannot communicate in English. In English absence of confidence in his ability he was afraid to speak English. Therefore, personally expecting to learn words, personally engages in stress, fear, and fear. So students can talk in an active environment, be sure to have confidence and confidence and environment.

Teevno, (2011) studied for studying and researching English learning challenges in Secondary Level Class (X). There were 7 men and 4 women, 40 men and 30 women, 11 English population, 70, 6 English experts, 4 people and 2 women, teachers and students. Focus talks and interviews have been held in this study for teachers of the question, students and professionals. Read full English teachers who did not train properly. It was not successful to meet the needs of students and courses, which was not presented in front of enough facilities. According to the research, due to the teaching and learning of these causes.

Tariq et al. (2013) English-speaking English as a learning learner of English did a research on English. Students turn on students for this purpose. The study was possible when the environment of the appropriate environment. Parents learn about studying and studying that the desire to join English is to learn.

Haider (2014) An explanation of academic institutions studying EFL with writing writers (LDs) with Pakistani students. Information collected from the authors of a hundred students at the intermediate level of information was collected. Written articles were interviewed to find ten organic problems and five researchers were interviewed. With equipments with equipments, lines and ideas were related to semantics and harmony. Teachers in Pakistan are active while student is just an inactive cadre in the classroom. Apart from this, teachers and students have a strong power of classical effect. Socio-economic also causes problems in Pakistan because children depend on their parents and are afraid of fear if they are not punished to increase their needs and to meet their expectations.

Ahmad et al. (2011) and from the federal government. 8. The data was used to assemble SMS-17.0 software later. Studies show that provincial government students. Schools will face more difficulties in learning English as Grammar and Secondary than the federal government school.

Akram and Qureshi (2012) investigated language and education in English in Bourora and Vehicles. Research concludes that in order to improve the student's pronunciation, the teacher should know his weaknesses and powers about English pronunciation, and he should present himself as a model.

Bilal et al. (2013) One of the researches in English language schools with L2 was a problem in speaking English. The questionnaire was used to indicate the issues. Statistics and figures from fifty students both male and female from higher and higher secondary levels. Students got to get expertise in speaking. After reading eleven years of English even in Pakistan, they still were lack of confidence. He learned English that he would make a significant appreciation of the authors of his curriculum to pass the test and there is no verbal skill in our examination system. Optimization of the English curriculum is very important because it taught only Linguistics, but failed to promote the creation of the student. Studies have been pointed out that the curriculum of curriculum with school-trained teachers and school-speaking environments is very important to overcome these problems. Writer specialists and verbal capabilities include the full focus of the author. Research in the lake produces difficulties in teaching and learning skills. Writing is included in theme determination, editing etc. etc. It is understood that the environmental approach is more beneficial than the style of view because it provides the opportunity for individuals to create their own creativity. English is very innocent and it causes trouble for 2L learners. Second language intervention also affects second language learning. Grammar is very important for creating accurate words, but the lack of correct grammar use and lack of ancestors learn hurdles.

Farooq and Al-Qaeda, (2012) also conducted a survey on secondary language learning about writing difficulties in English. He selected two colleges with 121 colleges with two colleges, one base four male students and two colleges in Lahore. Due to these problems, there was a tradition of grammar teaching and traditional weakness. Primary, medium, secondary or advanced level is not a lack of knowledge about the techniques applied to teachers. That is why day is increasing.

Haider, (2014) has studied a mixture of research, due to an investigation study by academic students, writers of Pakistani students have written EFL with learning difficulties (LD). At the interview level, the authors of hundred students were collected by the database. Ten students were interviewed to find out the problems of organization in written articles and five teachers. It has come to know that the students have a lack of confidence and enthusiasm with concern writing concerns. They were not encouraging but emphasized on memorizing, and if they prepare their skills, they will surely be away from the wizard. The difficulties mentioned above make not only problems in their educational success but also their professional development.

Hassan and Sajid (2013) started a research on learning ITT: Punjab province faced Pakistan. He collected the data in two forms, namely, Administrators, Information and Communications Technologies (IT Ties), initially by 20 school administrator ICT interviews. In the second form, researchers have divided 220 questionnaires among most selected teachers. 600 questionnaires between school students based on private and non-governmental organizations. They used the layout of mixed mixture. He estimated the interview. He felt that many participants had positive views about integration of IT Tease in his teaching.

Teevno (2011) English experts including 6 men and 2 women. He focused on the focus of group focused on teachers and students and management questions and experts. The result of the study was that teachers did not have proper training in teaching English.

2.1 Problems about Vocabulary Teaching

Akkakoson (2012), This article has been studied that today, the language is literally taught in this context as a foreign language in English, where plays a major role in language. This is because verbal learning is now seen as a heart of learning language and the ultimate goal of language education is to improve the language's ability to learn. In addition, the words have been recognized as an important element of language, because in unknown words are learned to learn language. Language, the ability of English to use English is therefore necessary because it is a global language for distribution of academic knowledge and it is changing the students' educational experience.

Somersi and Antarparts, (2011) Regardless of the use of English language both inside and outside of the classroom settings, students still face problems in their education, and they usually have exceptional words See the first problem to overcome. This may be because the words have been recognized as importance for the use of language, in which insufficient literacy of the learners cause difficulty in learning other languages. Additionally, one of the most challenging tasks in the word is that comes in getting any other learning language. In this way, in the case of language learning, students need to be taught in tactics.

Louffer and Gordenstein, (2004) said that knowledge of words involves more than the meaning of the meaning and meaning, it is multi-purpose. This idea is compatible with Oxford and Crook all (1990) that indicates that 'A L2 word' does not have the ability to recognize words or match its L1 counterparts. Sex (2005) It describes that words are interrupting in a complex system, which is necessary to understand the success of reading and writing ideas of different levels of a linguistic item and reading it properly. Richards (according to 1976)), a lexical identification involves knowledge of word frequency, collection, registry, case relationship, basic form, word association, and semantic structure (Milton, 2009).

Strategic ratings about horrible words have been rated by different researchers based mostly on the results of their education. However, the exact words could not be found in terms of word learning strategies. This means that there is no correct agreement for literally literacy rating. Additionally, due to lack of English background knowledge, fear of error, and lack of embarrassment to mistake, or lack of opportunity to be in the English environment, some problems might be used by different learner strategies. . According to this, the aim of the present study is that the strategy should be used to cope with students' learning problems. The VLSs used to investigate that the language used in learning, was used as guide in the analysis of VLS rating data purified by Schmitt (1977).

Rita’s, (2016) Case study, he felt that after keeping hours of daily session with students for six weeks, he had to take advantage of all the ability to memorize and use the words of new words correctly. Some students also come here and thank that they require specific words, and they require their structure or grammar class than that. He credits the most students studying the views and progress of the student's improvements, which I have always supported. Due to being a fool of my life, I always had interest in words in different parts. Usually there is a different meaning in every part and when you describe each other, you are living with the meaning of the whole word. He has always troubled me. With personal experience I can really say that as long as I can remember, I understand the words of new and unspecified words at least 90% of the time as I know one of the roots inside the word. I am It was very easy for me, so I am sure that with little practice and belief, it can also benefit from ESL students as much as possible. Lastly, I would like to include some advice from an ESL teacher Carry Miller, who gives suggestions on words teaching directly. Less than ten ninth words should not be learned at a time. Most readers will have to experience the word before five to six different types of different purposes before they are fully understood and remembered. Repeat is key, because one of the new words forgot quickly within the first twenty four hours. There are also many different ways in terms of words because students have to recognize more articles in which the word can be presented in English.

2.2 Listening Skills

Steinberg (2007) It is mentioned that as a process of hearing, "one person understands each other through the ability of a person, nervous organs, interpreting and understanding the meaning of the message". Nyan (1998) says that the language is the key to listening to learning. Without listening skills, learning never learns to communicate effectively. Students are dedicated to spend 50% time operational in a foreign language. Mandelson (1994) said that listening is an important listener who is listening to the classroom and out (Volon and Cookie 1988).

The listening skills is that the classroom is often used (Ferrus, 1998). I have serious listening data, listening, absorbing, and collecting (Granimer, 1992). It is a lot of scholars to hear Is important. In some cases is more important than reading, speaking, and writing. "In fact, without listening to it, learning is a chance to have a chance" (Susan, 1996, p3). The strategy of listening to students is very helpful (though, 2000). But it is not enough until teachers get increased vocabulary, words, grammar, and academic science.

Vandergrift (1999) claimed that strategy is important for the development of tactics because strategy is a consciousness which can guide and gauge their own understanding and response. '(P.176). The researchers concluded that socially impartial strategies in serious and serious listening. The strategy can change due to the learning level. The level of language of students is the main reason that affects the choice of the procedure. "If we hope the children are expected to be good listeners, we need to do more than worry, complain or demanding. We need to teach them active people" (Jingongo, 1995). This one there is a strategy that is used to understand oral inputs and get data. The learners sometimes do not know the meaning of the words and they try to estimate the context. This is an example of serious strategy. Serious strategies are later linked to understanding and submitting input in short-term memory or long-term memory for access. It starts with statistics starting with statistics, which is analyzed as an organization's voice, words, decking process. Serious strategy is a problem-solving technology that uses learning skills to cope with learning and easy access to knowledge. Examples of serious strategies include, remind, summarize, and detailing closely. In this strategy, learners are cautious when carefully listen to the text. This method is to learn how to monitor and monitor information related to activities related to listening to serious listening parties (Holden, 2004) .Sfford, (1990) tells Using the intelligent strategy consciousness brings back the attention to the learners when they lose.

Vandergrift (2003) is found using advanced adrenals twice as a strategy that uses advanced golden. Methodology can be appreciated as "think about your thinking." Students who can understand the appropriate education methods in a proper condition. For example, a student can understand that he is difficult to find the contact between key concepts within a story. If he is taught to use a graphic organizer, such as a concept approach to identify a significant perspective and connects with them by the spiders, then the student will complete the work. Used for submission (Nelson and Kan, 2008).

Vandergrift, (2003), is socially-inspirational strategies designed to help technologists collaborate with others, to confirm understanding, or to reduce concern. His book Wilson defines social-influential strategies; Social-inspirational strategies are related to the interaction with other behavioral speakers and their behavior to learn. For example, they can choose to trust a second student in L2, to trust in choosing a trusted telephone conversation or to reward yourself with a donation when they succeed in doing some work in target language. Complete from (P.34) Habib-Gabra (2006) assumed that it is non-educational in nature and is encouraged by the creation of a degree between lecturer and student. To learn, it is important to know about reducing the diagnosis, feel confident of listening to tasks, and enhance your ability to listen. (Vandergrift, 1997).

Munro and Derwing, (1998) Claims that many genocide expressions will result in significant reduction in understanding. Fan (1993) has shown that the ASS / EFL cinema is usually used in the "pronunciation of his teacher's pronunciation or the standard type of British or American English." In this case, teachers will have to know both British and American acclaim students. Is it an incredible argument that Standard English? Some say British English is standard. But English, English, Australian, Chinese, Turkey, and so on English are spoken completely. My opinion is one of the best things you can talk to.

2.3 Writing Skills

Neville, (2008)It is explained that writing is written in foreign or other languages, These students come in front of school curriculum, which include four basic English skills. In his skills, he feels the most difficult to write writing skills and face many problems while forming a simple short paragraph. Commonly written rural students have the least loved ones and in fact, it can be played in the fact that the successful learning skills of learning skills is to learn more about other skills on learners. Accept the natural order of hearing, speaking, reading and writing of general education programs in your teaching schedule.

Clifford, (1999) teachers are stimulating themselves with teachers because they are English and second-language learners and do students like similar terms to write. Therefore, some teachers will only focus on the mistakes and the lack of second language knowledge will ignore the simple short paragraph strategy. Provides a way to express your thoughts and feelings on the writing skills paper. So this message should be clear and clear between the teacher and the students. According to (Clifford, 1991, pp. 2), "The teacher is encouraged to write communication to learn. He wants to focus on his thoughts and meanings, as he writes the mechanics, such as spelling and handling. "Teachers play an important role in writing teachers and they are the only ones who can help prevent the problems of writing. English can slow down the learning process, especially writing. Students can be encouraged to write students to students, students, teachers, or students to talk to foreigners. We hope this short paper will help identify the problems that benefit from many English teachers. Teachers can give the opportunity to help teachers better understand the deeper understanding of the leverage expertise to use and write with at least potential constraints.

There is a way of writing communication where the author is usually someone else or someone else in whom he wants to communicate. There will be no communication if the authors cannot access the message. According to (Red, 1994), "Combined Knowledge" (p.2) helps in touch. Local language students should be prepared to understand this basic necessity (knowledge that should be commonly understood between the author and the reader) when they try to write in English. Which audience is able to help you get information about what is being done and can help you become successful writers.

Burmift (1984), free writing provides students an opportunity organization issues that provide students the opportunity to freely and clearly express, what is the purpose of their goals? It is also indicated by Burmift and Johnson (1991, 1936) that "can naturally describe students in response to real needs." Students will need to talk in English language. The combination of many controversial grammatical and written elements is as their own spiritual center. The problem with the collection is to find the right group of "freedom and control" (Burmet and Johnson, 1991, p.136). To overcome enough to ensure that the written errors of the students do not fall down, and enough freedom to students learn something as an alternative to performing and copying their decision. Local oral-speaking students need teacher's independence and control in order to ensure that the appropriate and acceptable English is written.

Shouman, (2002), The teacher's role is that the students should take care of what they want to say and feel responsive. Students encouraged them to believe they were put on paper. Students also believe that they can learn to monitor their performance and correct themselves to improve their overall accuracy. Teachers do not believe in themselves before advising on student writing (Digest, 1996, p3). It supports the idea that teachers who will not get enough exercise for written perspective, students will not be able to give any suggestions to improve writing styles. Pantin (1992, p 99) is asked to "write students and encourage them to see things." It will help students to help them speak before talking about them.

The teacher's role allows students to promote and write the work, it does not matter how to produce. "The student's need is to write correctly, so that he cannot be afraid to put words on the paper because he is expected that the text can be added to the non-verbal language," (New Zealand, 1988, pp3). Students should be a backup student for what they offer. But when English does not present unacceptable English, it does not always work. What teachers can do is not accept the job politically weak with some comments. They should not express full satisfaction of 100% but, in an indirect way, indicate the problems to prevent future, so that students cannot be prompted. An academic teacher always finds ways to provide students with topics related to interest and writing about school curriculum. "Themes for writing about students are pre-selected by the teacher and they should have some connection with the English curriculum. Students are more focused on their language and social background issues, more effectively and more effectively. They will be able to write and be inside their semolina, "(Smadi, 1986, p.35). Topics that students can survive will always give results which are never expected. Writing teachers every time the writing form is needed to play a different role. The role played by students will give them an opportunity to creativity and include numerous unrealistic ideas (Rakki, 1988, p5 5) to write.

(Spake, 2004), "Reading techniques taught students that in raw form without having anxiety about surface errors and formats, to write their views quickly, this process helps them in their flaws. Because they think at the same time and think rather than write and write, rather than writing. "The teachers' work is to re-take them through the initial stage of writing procedures. Students argue in schools.

2.4 Speaking Skills

In the centuries, the position of communicating oral skills management has developed. Rather, the grammar translation mechanism was ignored, it became the main skills in the direct way. Audio also focused on speaking linguistics, although linguistic principles were seen as normal routine behaviour in general and prediction conditions. Seriously integrated curriculum includes activities in all language skills, equal to equality of each of them. Finally, the teaching of communication language added more realistic dimensions to educate verbal conversations by introducing multiple types of forms in the classroom and practicing naturally or potentially speaking languages, which has spoken style And explained the role of the participants. Although the stake of CTT can be developed for the development of spoken oral classroom methods, the growing trend between researchers and practitioners is that it recognizes its incredible complexity of talking as a psychological process. Be criticized for it and be strong. The emphasis on information space quality as proceeding for artificial or neutral tasks (Dukukka 2005).

Today, despite the indefinite criticism of available methods, technologies or resources, it is generally considered to be the most basic skill to achieve this. Since the beginning of the communication era, it has been treated as the ultimate goal of training the language and its proper development has become the focus of both teachers and learning. However, it is also a recognized fact that it is not easy to master expertise in foreign language spoken in classroom conditions. Even advanced learners have often completed an oral course with this confession that they are not quite prepared to speak outside of the classroom. These natural consequences are more difficult than natural roles and oral communication estimates, and the role of unwanted speaking in the classroom. In fact, choosing the most appropriate type of words for classroom process in a special language course is a very difficult decision, unfortunately, sometimes reflects the natural incident and distribution of communication conditions. Apart from this, an advanced language course should create more and more conditions in order to promote the learning of social-cultural knowledge, in which "the culturally embedded rules of social behaviour" (Thorbereb 2007) and their linguistic knowledge , Which involves knowledge of speech and speech, knowledge, and grammar, phonology of words and target language. In order to be available in the classroom and regularly available for use in the bidding process, these academic areas should be properly activated. The main thing is that as far as mental-mental phasing processes are involved, there is no difference between local and target languages. Combine both conceptual, formatting, articulating, self-monitoring and negotiation process. Nevertheless, speech skills are not capable of transferring automatically to the second language (Thorbereb 2007) from the first language.

Target language gamers and words are not widely guaranteed in the oral communication often performed by students of academically advanced foreign departments, when this knowledge is not properly integrated or accessible. . Speech problems can be increased further through the use of self-monitoring process and is a trend to describe in the first language. These mental processes make clear costs based on tolerance and can lead to artificial conversations. The design of a bidding course depends on many factors, the most obvious is that the age and level of learners, the purpose of learning and teaching. First of all, it must be explained that how much emphasis can be made to talk within a specific course and whether the speech can be separated or connected with the teaching of other language and fields of language. Secondly, this is an essential choice that must explain the method of teaching it is necessary. A work-oriented approach, the choice between a style-based one or both types of combinations is the most important step in designing this course because it affects all the elements of the learning process. Nevertheless, learning the advanced multi-layered curriculum should be explained as well as the goals of the speaking skills of grammar and word components. (Thornbury 2007).

A style-based approach focuses on the concept of communication situation, which centres on a specific bid style or style. No need to say, the situations of communication are almost unlimited. As a result, the teacher faces the need to decide what types of cases must be included in the verbal course. This choice, however, thinks that it may always be associated with it to eliminate or ignore many important situations. The next step is defining the most important parameters of selected conditions, such as themes, goals, and style of communication, social and cultural standards. The original teaching method starts with setting up a social context and a cultural perspective of a given style, a common example is presented later and analyzed, finally learning the appropriate communication events (Thornbury 2007). Make your samples On the contrary, a work-oriented approach is a common idea that "instead of learning, a language is learned, instead, and is used" (Thornbury 2007). As a result, it is understood that flow of accuracy is needed, effectively communicating in other words and language correction.

A working-based curriculum takes a look of related tasks that include bidding and reflects the conditions that are likely to meet in real-life situations. Both sides have their advantages and disadvantages. The work-oriented approach has been criticized, rather than focusing on this language, prefer language-learning processes, but the learners actually get born. The style-based approach is considered inadequate, because the models dealing with it are very trustworthy and it is not necessary that people talk in real life. However, it seems that most educated learning can benefit from a style based framework because it emphasizes social context, goal, registration and interview expectations that are the components of the communication situation. Which is fully covered or analyzed in the classroom. Low level of language skills. It should be emphasized that all verbal conversations intend to communicate in which the speaker is a special purpose in which he wants to get in a particular communication situation.

This situation requires creative thinking and expresses much personal individuality or is based on the social and cultural standards established on an independent response. Nevertheless, in order to implement a communication purpose, a speaker enables to diagnose, interpret and diagnose mutual information. It is seen from such a point, the bid seems to be a complex activity, which combines the interaction, planning, construction and monitoring process. In addition, these operations have to be implemented in different parts of the second according to the demands of Communications Flow (Toobhoba 2005). In light of the following interests, it can be claimed that the continuing language performance is an important factor in the promotion of bidding skills. In other words, it seems that learners have to talk about speaking or preparing this ability.

Scan (1998) claims that a fascinating approach is not enough and the source of language input does not guarantee success in language. He emphasizes the importance of production, it is the actual process of interactive bidding, and the characters can play in the development of individual language (Scan 1998).

Every foreign language shows class in the classroom through the verbal functions through which teachers teach and what the students have learned (Johnson 1995). Teachers use target language to control both classroom interaction material and structure, learners try to answer the use of their teachers' language. However, the exact pattern of communication between teacher and teacher learning is the type of relationship between teacher and learning, rather than regular lessons. Interestingly, these patterns are probably not permanent permanently, but they are re-evaluated according to the requirements of learning and learning continuously. This flexible nature of classroom conversations creates a specific movement of classroom, despite the many similarities, are always unique and unexpected.

Webb (2008) It is described that there are two main types of interactions that can be observed in the second and foreign language classroom: teacher's student and student interaction. The most traditional version of the teacher's student's interaction is described by the nominated IRE model (teacher's answer, student response, the teacher's diagnostic assessment). However, during the classroom communication, the teacher's control range may be linked to the verbal curriculum or lesson. Teachers generally depend on different interactive questioning strategies but the IE model is often seen in modifying at least controlled segments and some of the learners can take part in this setting. When the learners consider all of these (initial, answer, evaluation), this regard is completely abandoned and changes in the student's interaction in patterns. Usually, student is an important example of communication in the classroom at the Interactive Learning Center, because this student promotes the use of language student language to enhance and learn the time of interaction. But only what he has learned is demonstrated. Working in groups on cooperative learning works, many constructive student engages in students' interactions, helping in developing, learning, learning, encouraging, self-esteem, positive perspective and learning of social skills. Is. Still collaboration between learning and speaking can still be confused, which is less likely to occur in teacher-based segments, where the teacher-oriented interaction usually prevails. It can be emphasized that organized systematic conflicts in a group of learners can be constructed because students are related to controversial ideas and they have to re-organize their earlier ideas and understanding.

Cazden (1988) has studied that the teachers related to student students differ from the amount of control, but in the context of a serious controversy, the purpose of establishing a suitable climate for the negotiation talks Should be In this way, the classroom environment should also cooperate with competitive competition and the feelings of the student should also be addressed to deal with their various ideologies.

CHAPTER : 3

METHODOLOGY

This study is interpreted by nature and method in nature. Depending on numerical data. Two questionnaires were used for obtaining computer data about analysis of difficulties faced by students in the learning of secondary school in Faisalabad, Lyallpur Town, Faisalabad. Two questionnaires were used to collect data by the respondents. The questionnaire was consisted of 30 close-ended items and 44 close-ended items.

There were also related documents for this purpose.

3.1 Population of the Study

Target population of the study was all secondary schools students of Lyallpur Town, Faisalabad.

3.2 Sample

Lyallpur Town was a secondary study (9th and 10th class) student in Faisalabad. A school Under Lyallpur Town, the highest students must enter Faisalabad. The respondents of this study was female students and teachers of government and private schools at secondary level. The sample size was clearly set to select the population based on the available schools and the use of sample size www.surveysystem.com.

3.3 Sample size and technique

A sample size of 154 respondents was selected from Lyallpur Town, Faisalabad schools in which 120 students and 34 teachers. These respondents were selectedfrom four Govt. and four Private schools by using purposive sampling technique.

3.4 Research Instrument

Investigative equipment helps to research studies that are used to collect relevant data. Participants used two questionnaire get data in lesser quantities. Questionnaire was developed by the simple samples of teachers and students. Researcher personally prepared a questionnaire. During the selection of questions, attention was taken during the development of questionnaire and reviewing relevant literature. Full print and electronic media were included to analyze the results of related record articles, books and journalists' study results. The information was focused on the light and got the content the questionnaire was created. Two questionnaires were used to collect data by the respondents. The questionnaire was consisted of 30 close-ended items and 44 close-ended items.

3.5 Validity and reliability

The key to the accuracy of the results and research studies and the reliability and reliability of the research tool is essential. Researchers study various library books to understand the importance and intensity of problems. Faisalabad Town, Lyallpur Town, was organized in light of the question of related literature queries to find administrative difficulties faced by students in the English school at secondary school level. This pilot was tested before the device management device and it was better in reaction light. There were some things for this purpose and some other things were added. The device was tested for confirmation of the device. This device was independently verified by field experts. Experts from the field of test and measurement confirmed the confirmation of the content of the device as well.

3.6 Reliability of Research Tool

The reliability of the survey was determined by the internal consistency of the items using Cronbach’s Coefficient Alpha. Value for Cronbach’s Coefficient Alpha should range between 0 and 1, with scores of 0.60 to 0.69 considered to be acceptable values, scores of 0.70 to 0.79 considered to be good values, and scores of 0.80 to 0.90 or more considered to be excellent values (Fraenkel&Wallen, 2005). The reliability of quality of questionnaire was 0.92 for teachers and 0.93 for students.

3.7 Data Collection

According to research researchers, necessary copies of researchers were obtained. Researchers also include a cover letter for this purpose to guide the defendants about the nature and importance of the study. It has also been mentioned that the obtained figures was kept in strong confidence by researchers. However, a study session of investigative assistants was held to guide them. Response rate was 100% of women.

3.8 Data Analysis

The data was analyzed using the Statistical Package for Social Sciences (SPSS). The researchers entered data on the spreadsheet. Data analysis was analyzed using data. The researcher meant the meaning of the data and standard deviation to analyze the data.

3.9 Limitation of the study

- The study was limited time and available sources.
- The sample was limited only to 34 teachers and 120 students
- The sample was limited to Secondary school level in Lyallpur Town, Faisalabad.

Chapter: 4

RESULTS AND DISCUSSIONS

The purpose of this chapter is to present analysis and interpretation of data relating to “An analysis of difficulties faced by the students in English learning at secondary school level in Lyallpur Town, Faisalabad”. The data were collected from the groups of defendants (Teachers and Students) secondary school level in Lyallpur Town, Faisalabad. Descriptive statistics mean and standard deviation were used for data analysis.

4.1 Demographic Information

Table 4.1: Sector wise classification of respected teachers

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Table 4.1 shows that 8.8% of the respondents were belong to rural area, while 91.2% teachers were from urban Sector.

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Fig 4.1: Sector wise classification of respected teachers

Table 4.2: Gender wise classification of respected teachers

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Table 4.2 Indicate that 100.0 % of the respondents were female regarding sex when the data was collected for this study in the area.

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Fig 4.2: Gender wise classification of respected teachers

Table 4.3: Qualification wise classification of respected teachers

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Table 4.3 shows that 32.4 % of the respondents were BA/BSc, 67.6 % of them were MA/MSc regarding Qualification.

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Fig 4.3: Qualification wise classification of respected teachers

Table 4.4: Professional Qualification wise classification of respected teachers

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Table 4.4 illustrates that 100.0 % of the respondents were B.Ed regarding Professional Qualification.

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Fig 4.4: Professional Qualification wise classification of respected teachers

Table 4.5: Means and standard deviations and one-way Analysis of variance (ANOVA) to examine the difficulties faced by the students in English learning at secondary school level (N=120, N=34)

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Table 4.5 examines the difficulties faced by the students in English learning, ANOVA were applied. Mean score on vocabulary teaching is significantly high as compare to student’s learning. Similarly mean score on Listening skills (teaching and learning) at student learning level is again significantly higher than teacher teaching Listening Skills. In the same way mean score on the writing skills (teaching and learning) at teachers teaching level is considerably higher than student learning. Mean score on speaking skills teaching is significantly high as compare to student’s learning.

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