Contrastive Analysis, since its introduction as a potential predictor of the influence of the learners’ first language on the second language and the resultant errors, has constantly been subject to criticism on both theoretical and empirical grounds. This once-popular approach of interpreting errors resulting from the interference from the native language met a gradual decline in acceptability as Behaviorism, the theory on which it was based, lost its credibility. Also, empirical findings pointed out its ineffectiveness as the predictor of errors. However, contrastive analysis projects have been carried out in different parts of the world to avoid errors in specific language areas, including pronunciation. This paper aims to shed light on the origin, evolution and significance of the theory, especially in designing instructional materials for the Bengali learners of English as a second language.
The plant Adenanthera pavonina L. (Leguminosae) is a traditionally and pharmacologically important medicinal plant of the Asian subcontinent. Various parts of the plant particularly seeds, roots and leaves are traditionally used for the treatment of rheumatism, inflammations, diarrhoea, boils and lowering of blood pressure. A critical phytochemical survey was executed on the phytochemistry of A. pavonina, and found a plethora of phytochemicals that consisted of various phytochemical groups namely phytosterols, saponins and sapogenins, flavonoids, alkaloid, alcohols, hydrocarbons, fatty acids and ester, carbohydrates, sugars and amino acids. Current phytochemical studies reveal the presence of 71 isolated compounds, a few of which have been shown different pharmacological activities. This review compiles a wealth of information on the phytochemistry of A. pavonina from the standpoints of chemistry and medicine that would be explored in order to carry on future research in the discovery and development of new therapeutic lead drug molecules.
Pre-teaching vocabulary of unfamiliar words of a reading or listening lesson is a technique used by English language teachers where they define and explain unfamiliar but essential words of the text just before the start of the comprehension task.Conversely, learner autonomy is an educational practice that refers to the learners' responsibility for their own learning, both in terms of what they learn and how they learn. These two diametrical ideals in English Language Teaching (ELT) demand research to justify pre-teaching vocabulary in teaching receptive language skills. Accordingly, this review paper investigated the effectiveness of pre-teaching vocabulary in teaching reading skills to English as a Second Language (ESL) or English as a Foreign Language (EFL) learners by reviewing recent literature. It sheds light on the concepts of learner autonomy, strategies to teach vocabularies in reading, pre-teaching vocabulary, and the extent pre-teaching is justified. This paper concludes that, while the principle of vocabulary pre-instruction is generally in conflict with that of learner autonomy, this particular strategy in ELT cannot be entirely disregarded to facilitate comprehension of a reading text and thus in promoting the use of target language, and can selectively be used by the teachers in interesting and useful ways. The study will help teachers to better understand to what extent pre-teaching vocabulary is useful and what strategies of this teaching technique can help motivate students to read and comprehend a reading text. Scope for future research is provided
Rahman, Tariq, From Hindi to Urdu: A Social and Political History (New Delhi: Orient BlackSwan Private Limited, 2011). Pp. 456, Price INR 725.
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