Comparative Study between the Present and Previous English Text of Higher Secondary Level
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To cope with the progressively more globalized world, having global literacy skills namely proficiency in technology and English is a must. Like many other countries in the world, Bangladesh is also struggling to ensure the adequate equipments of global literacy skills for her people (Chaudhury, 2009). New approaches such as Communicative Language Teaching (CLT) have been being in action here since 1996 (Mazumder, 2011) and to support the new syllabus new text book was designed focusing on all the four skills of English. Giving importance to English teaching at the Higher Secondary level based on the development of learners’ four language skills of speaking, listening, reading and writing English For Today (EFT) for XI-XII was designed centrally by the government of Bangladesh and PFID of the UK government in 2001(Uddin in Sahidullah et al, 2001: III). But, there is a clear conflict between the testing and text of this version of EFT text (Akter, 2015). However, in July 2015 new version of EFT text was published by National Curriculum Text Book Board (NCTB). Paul (in Mustain et al, 2015:III) mentioned communicative approaches as the mode of teaching and again he asserted that learners’ four skills (reading, writing, speaking and listening) will be developed by following this text. So, there is no basic difference between the objectives of these two texts (present and previous version of EFT text). Now, this study is an endeavor to compare these two versions of EFT texts in terms of objectives and approaches prescribed by NCTB for following them. This study will also include different valuable opinions of English language teachers to focus the feasibilities of the texts in following the objectives of these texts.
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