1.       Background of the Study

English is a global language with a comparatively broader scope. It is being educated in the majority of the Pakistani schools. It is the clear wellspring of correspondence with the globe. In various countries it is practiced as a second language. In the English showing classroom at essential level the educators confront numerous troubles particularly in provincial ranges. Their family foundation is hostile to English. In Pakistani rustic territories the understudies initially learn other neighborhood languages as their native language. In schools, they learn Urdu as a national language after this English is instructed. Understudies' troubles in learning English are firmly identified with the educating challenges [1].

Teevno(2011) [2] expressed that it has been observed that as of late the legislatures of Sindh and Pakistan have been giving a considerable measure of offices including free books and preparing programs for the educators at auxiliary level however the instructing and learning of English is not up to mark. It was discovered that educators had no legitimate preparing of showing English, suitable workplaces were not assumed instructive modules were not as indicated by the requirements of substitutes. p.27.

Warsi (2004) [3] expressed “English language teaching remains observed as existence an extended method from palatable in the state, not obliging aimed at captivating in the language” p28.

Nunan (1991) [4] said “education and learning of second language English in Pakistan is founded happening the method of grammatical patterns and here is a leaning of recognized and bookish language, students just yield sentence and emphasis on reading and script”, p.27.

Paik (2008) [5] expressed “by way of English is apparent as a vital instrument in instruction to live in the world-wide, the strains aimed at English languagealconsumegrownup”.p.696.

Jimenez & Rose (2010) argued "deprived of an oversaw as well as productive effort, understudies amid the period consumed education English have no desire of getting the categories and actions of communal, and insightful principal that they need to change into cutting superiority training or vital effort" p.411.

A generally trusted conviction is that without observing the purposes of any task, it’s pined for result can't be proficient. To make adjusting much capable and proficient, teachers should be clear about the whole deal targets and specific purposes of indicating English (James, 2001)p.697.

Albeit powerful educators when all is said in done may share a few attributes, there are sure qualities that vary among them relying upon the topic they instruct. A few analysts trust that it is the way of the topic that makes language educators not the same as instructors of different fields (Hammadou &Bernhar, 1987) in an investigation of the characteristics of good language teachers.

Brosh (1996) [6] expressed effective language teacher to be: having knowledge and command of the target language; being able to organize, explain, and clarify, as well as to arouse and develop interest and motivation among students; being fair to students by showing neither favoritism nor prejudice; and being available to students. Carter &Nunan (2001) [7] expressed that “it’s undeniable that during the past eras English has been playing an increasingly crucial role in all spheres of life for people around the world. Globalization has made English a crucial component for the progression of all states as far as cheap, data innovation, legislative issues, training and societies”.p.48.

        1.1.  Research Objectives

a.        To investigate the English teaching methodologies effect on student’s desire understanding?

b.       To explore the different communicating methods, have different level of impacts on understanding of students?

c.        To find out the processes are involved in second language education and learning?

d.       To investigate the role of English in Pakistan especially in the field of teacher education and the professional arena?

        1.2.  Research Questions

a.        Do English teaching methodologies effect on student’s desire understanding?

b.       Do different communicating methods have different level of impacts on understanding of students?

c.        What processes are involved in second language education and learning?

d.       What is the role of English in Pakistan especially in the field of teacher education and the professional arena?

2.       Methodology

This study was assumed to evaluate the teaching of English language skills, and to find out the language teaching skills and training of English subjects. The research work was carried out 20 government primary schools of union council Kumb Taluka Kotdiji, District Khairpur Mir’s.

4.1.  Research Strategy

The present study has been conducted by survey method. Quantitative method of research has been used for collecting data, into English language this plan is additional capable at the same time as compare near further investigational design, while it manages to eliminate irrelevant variables. The male and female teachers completed under beginning of mean score into examination of English language teaching skills and training.

4.2.  Population

All primary schools of Taluka Kotdiji, district Khairpur Mir’s Sindh, Pakistan. All teachers of Taluka Kotdiji, district Khairpur Mir’s Sindh (Pakistan) were population of this Survey study.

4.3.  Sampling

In order to complete the whole research work, the relevant data was collected through questioner. Required data was collected from Union council Kumb, Government primary schools of Taluka Kotdiji, district Khairpur Mir’s. There were N=20 English language teachers in Government Primary Schools of Union council Kumb.

4.4. Research Instrument

Questionnaire: Questionnaire was prepared for primary school teachers who were teaching English subject. For the purpose of collecting the data, I used a scale guide as a research tool. Identified important relevant areas for reviewing the English language teaching skills to explore which method used by teachers and they are trained or not.

4.5.  Data Collection

Data for this research was collected through questionnaire; questionnaire was distributed between the teachers of primary school. From this data to examine the teaching skills of English language.

4.6.  Data Analysis

In order to find out the English language teaching skills, the sample percentage.

3.       Result Analysis

4.       Conclusion &Recommendations

The aim of this chapter is that to discuss the English Language teaching skills, from    results give findings, conclusion and recommendations, from this study looking the strength and weakness of the study and remove this weakness for future study.

6.1.  Conclusion

·         It has been shown in the results of this study that English teaching is directly related to the trained and experienced teacher as it has been observed that majority of the teachers were to be found that gaps in English training when I asked question to teachers that You recently attended English teaching training programs Majority of the teacher responded that they have not taken any English language teaching training.

·         It has been shown in the results of this study that mostly teacher are untrained especially in English subject. Results shows that there no sufficient materials for English class and only 3 schools had library in schools of union Council Kumb Taluka Kotdiji, district Khairpur Mir’s.

·         And there is lack of English teaching and learning resource. In the response of other question which is you take any training course(s) to learn how to teach English, mostly respondent answered that they didn’t taken ant training recently for teaching English, according to results there is lack of English teaching training.

·         In addition, we can say that there is no training available for specific subject and mostly teachers have no short course or degree in English subject.

6.2.  Recommendations

·         It is recommended that textbook should revised and prepared it according to student level and add activates also.

·         Now developing countries are using directed method but in schools of union council Kumb Taluka Kotdiji, district Khairpur Mir’s mostly teacher still use grammar translation method. Due to grammar translation method students cannot communicate in English language.

·         Schools of union council Kumb Taluka Kotdiji, district Khairpur Mir’s of Sindh province in Pakistan libraries are not available for that reason government should take initiatives to open and allocate funds for existing libraries in schools so that students can learn more.

·         In mostly schools there are no sufficient teaching materials so there are needs of instructional materials.

·         It is recommended that in English subject teacher should develop a reading, writing skills.

·         It is recommended that teachers should adapt different strategies for teaching English.

·         Students should be provided leaning environment at schools of union council Kumb Taluka Kotdiji, district Khairpur Mir’s province of Sindh in Pakistan and students should be encouraged for learning English.

Figure 1: In item no. 01 the total respondents are N= 20, mostly respondents answered YES but a few answered 14.64% in No and other give answered in Yes, from these answer that mostly teacher completed training program or teacher education degree. If mostly teachers or untrained then how they teach.

Figure 2: In item no. 02 respondents 31.70% answered in Yes and 68.29% answered No according theseanswered we can say that in recent time there are no faculties provide for teacher training. According to results there are need of English teacher training on priority basis.

Figure 3: In item no.3 total respondents are 20, respondents 78.04%answered in Yes, these answers show Using Communicative Approach is useful for developing Listening, Speaking, Reading and Writing skills.

Figure 4: In item no.4 total According to respondents answered that textbook are well prepared but some respondents answered in No according to them textbook are not properly designed.

Figure 5: In item no.5 according to respondents answered there are no library in schools only 3 answered that they have library in school.

Table 1: You complete a teacher education or training program?.

Table 2: Did you recently attended any English teaching training programs?

Table 3: Do you think that communicative approach is useful for developing listening, speaking, reading and writing skills?

Table 4: The textbooks properly designed to fulfil the objectives of English Language Teaching?.

Table 5: Do you have library or reading corner in classroom?.

1.       Behraam S, Hassan M, Perveen S, Nadeem M (2015) Difficulties of teaching english at primary level in rural areas of Pakistan. International Journal of Information Research and Review 2: 646-648.

2.       Teevno RA (2011) Challenges in Teaching and Learning of English at Secondary Level Class X. International Journal of Human Resource Studies 1: 27-35.

3.       Warsi J (2004) Conditions under which English is taught in Pakistan: An Applied Linguistic Perspective. Sarid Journal.

4.       Nunan D (1991) Communicative Tasks and the Language Curriculum. TESOL Quarterly 25: 279-295.

5.       Paik J (2008) Learning English, imagining global: The narratives of early English education.

6.       Brosh H (1996) Perceived characteristics of the effective language teacher. Foreign language annals 29:  125-136.

7.       Carter, Nunan D (2001) Teaching English to speakers of other languages, Cambridge: Cambridge University Press, 2001, p. 1-6. Carter R & Nunan D (2001) Introduction. In: R. Carter & D. Nunan (Eds.), Celce-Murcia, M. (Ed.). (1991). Teaching English as a second or foreign language (2^nd ed.). Boston: Heinle&Heinle Publishers.