Imperfections in syllabus designing of English course at the primary level of education in Pakistan: an obstacle in attaining language proficiency

Abstract

The syllabus of English in Pakistan has been revised at some point of times, but the problems persist and impede the students' learning performance, but the problems persist and impede the students' learning performance, but the problems persist and impede students' learning performance, but the problems impede the students' learning performance. The syllabus designers have developed it without considering the needs of the students and the instructors' abilities. The researcher has focused on evaluating the imperfection in syllabus designing that hampers learner to learn and instructors to teach. The objectives of this study are understanding, evaluation, and development of syllabus in English language skills. This study has been conducted at the primary school level to understand the learners' problems at an initial level. The selected material for analysis is the textbook of English taught at grade 1 in public schools of Pakistan. The analysis of the contents of the textbook syllabus would enable the researchers to develop a hypothesis to remove all the flaws from the syllabus of English textbooks. The questions of syllabus designing at the initial level, the contents of the syllabus, and to develop a functional-based syllabus have been addressed in this research.