I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
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To make examination more effective and comprchensive,<br />
nersues have be€t takeD to Asign 20% of $e ma*s of eacb<br />
subjet to 0E yea. worlc This siep, though good by itself, d@s not<br />
make the situ.tion dy be<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>€r for two reasons Fi6dy, th€ 20%<br />
itself is not enoueh. Secondly, the authonnes of the schools misuse<br />
ir As a na<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>er of hct dis systes becrct a tool fd doing injuslice<br />
10 th€ le3rM s it qsy now not oniy for lhe l€acher but also fo. the<br />
sch@l authority to favor auy one at th€ cost of a most dMing<br />
one. lt is in[eresting 10 lmd a sin'ild situaiion in Pa<strong>tr</strong>stan. The<br />
dif<strong>tr</strong>etue is that in dl€ c.se of Pakistan 25olo isteld of 2elo ;!<br />
sivcn for lhe y.a. @ord (Repon.l23-125). ObviotEly, the 25% is<br />
b€<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>er lhougb stil mt e id€al one. But whal is pmctic€d now in<br />
schools is a kind of two tpes of examinarion; one is in the termmid<br />
rrd l})e ot|er is in th€ end ol tle year. Eah cuies 50ry0 of the<br />
Evaluation of English langurge leaming in schools is alrnost<br />
tI€ sare as of any oller sub.jecl with tb€ exc€ption tbt insterd of<br />
Ambic the questio<strong>tr</strong> m in EiSlkl! dd lhe studmts have to llse<br />
Engljsh ln Seoond Secondary Exanimtion, the q"'estion paper is<br />
narked out of 60%. The resainirg 40% is divided b€tw@r mid<br />
yeerly examin tjon and |he y@ work. Gemnlly, the l6t D6u!s<br />
the Smtical abilines of the leam€s. TheG @, of couse, other<br />
tlpes of questioE dlat app@ndy mt me3<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong> to tesl gra|'<strong>tr</strong>l r lik€<br />
lhose L\t m€alue clmpreheDsior However, t}€y also nuns to<br />
m$sore grarnmar aff snu.t'B.<br />
To bring thi, chaptq to its en4 a comparison night be<br />
belptul to sor|e prospective udels betwe€n $an$ of English it<br />
Pakistar and that of Yemen. In Pakista4 it is a lona lime sirce<br />
Englisb wss in<strong>tr</strong>od@d. Il goes back to the time lhe British<br />
occupalion ofthe whole subconrine when it wa made the ofrcisl<br />
lrrguage. D!€ io this long history a<strong>tr</strong>d to the facr iha! it w6 th€<br />
oflicial languag€ of lhe subcontineD! it becomes dimcult to<br />
@Bpde its stahs between the two count ies. In Y<strong>tr</strong>!, Even now,<br />
Endisl is tauehl6 a fo€ign langulge whil€ in Pakstan it is taught<br />
as a so brguage and this Dal(es a r€al diFel€@. In Pakistan,<br />
English is used in lhe gov€rnm€nt ofrces, couns, and the<br />
puliamnt. ft is the nedium of ins<strong>tr</strong>wtion in most U v€Eities and<br />
priBte ed@tioDai instiMioN. TheE arc nuny daily Dewspap€n
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