Military Vehicles For Sale

Fatigue Shirt Collectibles

Relevance of the study of interlanguage Efl teaching at tertiary

Introduction
A second / foreign language learners is travel language as their mother tongue to the target language and, of course, creates a personal system of linguistics at the time on remand. The individual system is called 'interlanguage' (Selinker 1969, 1972), "the approximate system (Nemser 1971)," transitional competence '(Corder 1967), or "dialect idiosyncratic (Corder, 1973). In a narrower sense, refers to the interlanguage system state by learning a second language or their foreign language and target language. In a more broad sense, which represents the current state of knowledge of second / language learner foreign language they are learning (Spolsky 1989). In general, the interlanguage is defined as "interim grammars built by second language learners on the path of the target language "(McLaughlin 1987:60).
By Selinker (1972), interlanguage development depends five cognitive processes involved in the heart of the second and learning abroad? first language transfer, transfer of training, strategies for second / foreign language learning, strategies for second and foreign language communication, and overgeneralization language literature in the target language. However, Adjemian (1976) contradicts Selinker (1972), and focuses on natural and universal aspects of interlanguage. Adjemian (1976) emphasizes the dynamic nature of interlanguage systems, ie, its permeability, and argues that the interlanguage is not stable, but it is still in a state of flux. This means that a second language / foreign language learner is constantly evolution and development of O. In this sense, we might consider Ellis (1994: 352) postulates that so obvious "these mental grammars are viewed as dynamic and subject to rapid change. "It may be due to the linguistic influence student's first language or because of stretching, bending rules or overgeneralization of the target language by the student when he / she tries to generate the desired direction or both may occur simultaneously.
In other words, the interlanguage system is an individual, unique and solitary (Adjemian 1976) are still not consistent the rules of the target language and, of course, includes errors and poor language student's current language level and with what It implies that he / she needs to learn to achieve a level of the target language. However, a high degree of uniformity in the characteristics interlanguage and types of errors a few seconds or a few students of foreign languages. For example, the Bengali-speaking students make a very common mistake (And / or make a common mistake), because '-S' be added to the verb used in a simple sentence in the person of the verb and the third presents singular subject (Maniruzzaman 2006). Andersen (1978) and Hyltenstam (1977) interlanguage memory rightly, an important individual variability that exists in consistency.
In addition, Tarone (1979) explains interlanguage as a set of style depending on the context of use. Research shows that statements of students are constantly varying in at least two senses. Firstly, the linguistic context can have a variable impact on student use the syntactic and phonological structures. On the other hand, the task of data collection by the student may have a variable effect on production students of the syntactic and phonological structures. Tarone (1979) research concluded that the interlanguage speech production varies systematically with the context and the task of explanation. Mitchell and Myles (1998:11) considers Towell and Hawkins (1994: 5), support and Tarone (1979) -
... Learning languages (or interlanguage, as it is commonly called) is not only characterized by the systematicity. Learning Systems are probably the language - in fact, wait - unstable and continuous change, and of course, are also characterized by a high degree of variability.
In sum, interlanguage and language by the second / foreign language learners is permeable, variable in consistency, systematic and universal nature. It is therefore assumed that the study of interlanguage can help determine what students already know at some point time and what he / she must be taught when and how, in a given program, second foreign language teaching. On the basis of this hypothesis, this study was designed to study and examine the relevance of interlanguage study of English teaching as a Foreign Language (EFL) for the Bengali-speaking students at tertiary level.

Method
The subjects
The study was conducted with an experimental group and a control group, each of which consists of 21 education students learning English as a Foreign Language (EFL) in the Language Centre of the Jahangirnagar University. Respondents have several characteristics in common? have the same language, belonging to the same age group, the study of the rest of Bengal, and the receipt of twelve years of formal education in foreign languages, a rate of about four hours per week and with the same objective, namely to achieve a good mastery of basic skills in the target language.
A selection of subjects in both groups, random simple application procedure, since this type of sampling is easy and affordable for the selection of subjects and analysis of data (Sudman 1976). In simple random procedure, a list of members of the population is arranged in a random order, and each name is then chosen nth. Each member of the population has an equal probability of being selected in the sample.

Instrumentation
The Oxford test consists of two sub-tests? grammar test (Appendix A) and oral and written comprehension test (Appendix B) constructed by Allan (1985) with a free trial of the composition (Appendix C) and an oral test (Appendix D) designed by the researcher was being used to measure pre-program and programs language-level post in both the experimental and control group. All tests were also used to analyze interlanguage subjects the experimental group.
Oxford Placement Test: The Test of Oxford is one of the most widely used measures of ESL / EFL competition in the United Kingdom. It has worked reliably for the determination of English proficiency of students entering undergraduate studies and graduate students higher in British universities. Since the subjects of this study are university level, the researcher believes that the Oxford Placement Test effective efficiency measures within the jurisdiction of the subject in writing, reading and listening. This test consists of two tests:
a. Test grammatical structures: It is a multiple choice written test of English grammatical structures covered by the vast majority of textbooks, either functional or structural in the range from elementary to advanced. The test is multiple choice hundred points, each with a mark. A within one hour and thirty minutes is scheduled for testing.
b. Proof reading and listening: This is a test of reading comprehension and oral is a hundred multiple choice questions, each with a brand. In the test, the testee's performance depends on knowledge of sound and writing systems of English and the ability to use that knowledge. The recorded material controls the time of the test.
Song Test: This test is designed to assess the competence of the language object to organize and display relevant ideas in writing. Regulating compositions causing the same error free time from compositions without error, avoid. In this survey, the prediction procedure was followed spontaneously, and subjects are invited to write a composition free in one of the themes - "Plan Your Future", "Importance English" and "Family Life". A time an hour is scheduled for testing, which is marked 20.
Speaking Test: This test consists of elements that should determine the subjects' ability to express different attitudes, feelings and emotions as well as communication skills in real situations. Topics are required to respond to the test in 45 minutes and scored 25.

Collection and analysis
A determine the level of competence topics in English, the test of Oxford, the composition and testing test free Speaking have been administered both the experimental group and control group before the start of EFL programs. The data collected by both groups are monitored and scored with his hand, and half its capacity before the onset of EFL programs or mastery of the language of the pre-program each group is calculated.
Interlanguage measure was studied by a number of psycholinguistics (eg, Brown 1973, Dulay and Burt 1974) in two ways? morpheme studies and error analysis. However, the error analysis has been adopted to achieve the objective of this study, and is used to detect errors or shortcomings linguistic errors in the data collected in the experimental group before the EFL program. "That focus errors to determine the categories (Norrish 1983) is used to group errors (and error), which are mainly related with particular grammar, semantics, phonetics, phonology problems, vocabulary and comprehensive. This approach is used because it has the advantage of allowing for errors (and error) to determine the categories Selected: a classification and categories of use will eventually be defined.
Then the two groups have completed their programs EFL each contact of 72 hours. The control group was taught by the program as designed by the Language Centre, while the experimental group was taught by the program designed by the teacher of the course in light of the results of error analysis of data collected from subjects of this group before the program began EFL. At the end of programs, the test of Oxford, the composition of free trial and test again Speaking to have two groups, and environmental control programs after the completion of EFL or language at post-program each group is calculated. In addition, the error is again the analysis to discover the errors and errors in the data collected in the experimental group after EFL program completion.

Presentation and interpretation of results
Analysis of data collected in both the group experimental and control group using the test of Oxford, the composition and testing test free speaking produces four types of results.

Pre-level language program
The average content supported by two experimental and control group in the Oxford Placement Test, free trial membership and test the language skills before receiving any instruction in the EFL program are presented in Table 1 below:

Aptitude Group experimental control group

40 Test Grammar
41
Proof reading and listening 33
31
Composition of the test 6 Songs
6.5
Speaking Test 11.5
12
Table-1
The results presented in Table-1 shows that the mean scores of experimental group are a good approximation of the control group. While the experimental group claims 40, 33, 6 and 11.5 in tests of grammar, proofreading and listening, free composition test and oral test, respectively, the control group received 41, 31, 6.5 and 12 on the same tests, respectively. In other words, the level of pre-language program of the two groups are almost identical.
These results could be attributed to the fact that the subjects belonged to both the experimental group and control group have almost everything in common, as the same language, the same age, same level of education, similar exposure to EFL, and the same goal of learning a foreign language. However, the insignificant difference between the scores of two groups can be supported by the finding that there is individual variability in the uniformity interlanguage (Andersen Hyltenstam 1978 and 1977).

linguistic shortcomings of the program group pre-experimental
linguistic deficiencies identified by the error analysis of data collected in the group before the experimental program are summarized and discussed ELT as follows:
Testing the grammar: the grammar test taken by the experimental group subjects significantly deficient language skills, and and performance. They made mistakes, both the "competition" ie, not using correct language forms and appropriate rules and transmit or receive messages, and performance errors, ie, errors occur due to lack of practical subjects, indifference, fatigue or anxiety. More Specifically, subjects with insufficient knowledge of the ability to use appropriate and correct count / non-count nouns, for example, "information rights determination, for example, "few, little, some, relative pronouns, for example, that, to be" connectors, for example, "Because, because, O ', adverbs, for example," subject recently, just, just, really, "modal verbs, for example, have been shall, will, would, may, might, could, should, need, the verbal forms "and the time, an agreement between subject and verb and prepositions. In addition, is that you have found it difficult to form negative sentences, questions, passives, reported speech, conditions, matters of etiquette, etc..
The result is consistent with those found by Haque and Maniruzzaman (1993) and Maniruzzaman (2003), and can be considered rather than the result the entry and defective and insufficient formal teaching of grammar subjects received before the program begins foreign language courses.
Proof reading and listening: The test skills of reading and listening to the problems posed by lack of skills in reading and Listening. Its exploration and filtration capacity is very poor and the speed of reading is so slow. In addition, they seem to have enough vocabulary and knowledge sentence structures, and reading comprehension, so poor. On the other side, individuals face many difficulties in listening many expressions and vocal consonants in English and are unfamiliar. They face particular problems monophthongs with long, diphthongs, lip between teeth and hissing. On the other hand, can not cope with the effects of strong-weak forms, stress and intonation. Therefore, ability to listen to statements and understand information is very limited.
The results could be due to several factors such as flawed and inadequate teaching methods and techniques, inadequate material and immaterial, the lack of practical subjects, the environment dislikes, learning, mother tongue interference, and so on.
Songs Composition: The Test Free Membership reveals that subjects face problems to build correct sentences and present ideas in a clearly organized. This is due to control insufficient use of different grammatical categories of tense, articles, demonstratives, possessives, quantifiers, subject-verb agreement, adjectives, adverbs, prepositions, passivation, and spelling, as well as applications of different words. This finding supports once more to those found by Haque and Maniruzzaman (1993) and Maniruzzaman (2003), and can be considered the result of limitations in the teaching process that encompasses all teachers, curriculum, teaching methods and techniques, materials, equipment and testing tools.
Speaking: The test showed that subjects enormous lack of linguistic and communicative competence, because they have limited skills in the use of contractions, suprasegmental features? Stress, tone and intonation, the words and phrases appropriately with relevant persons in case situations. The result could be explained by the fact that the ability to speak is largely neglected in the ELT classroom in Bangladesh. And outside the classroom, topics hardly get any opportunity to (practice) speaking in English.

level of language after the program
The average content supported by two experimental and control groups in the test group Oxford placement test free of the composition and oral test after receiving instruction in the EFL program are presented in Table-2 below:

Test competition experimental group control group

81 grammar test
55
Reading Test and Listening 78
49
Free 14 Test Composition
8.5
Speaking Test 22
15
Table-2
The results presented in Table-2 show that the mean scores of experimental group were significantly higher than the control group. The experimental group received 81, 78, 14 and 22 in the test of grammar, proof reading and listening, free trial membership and test oral expression, respectively, while the control group received 55, 49, 8.5 and 15 on the same tests, respectively.
These results can certainly be attributed to the fact that subjects The experimental group received instruction in English across the curriculum, teaching methods and techniques and materials designed, adapted and adopted on the basis of the study of interlanguage topics in this group, however, control subjects learned the English language in the pre-planned and pre-designed program of Centre Languages unconnected with the study of interlanguage before the start of its program of EFL.

Linguistic post-experimental program gaps Group
The error analysis of data collected in the experimental group after the completion EFL program designed and created on the basis of the findings of error analysis of data collected in the same group before the start of the program EFL clearly shows that subjects had significantly improved their language skills since that time, received significantly higher marks on tests of structures grammatical, proofreading and listening, free composition test and oral test, compared to those of the previous era. It is, now they have made fewer mistakes and errors and show that it has acquired a good mastery of basic skills in English? listening, speaking, reading and writing. This result is due to the consideration and exploitation of results of error analysis of data collected in the experimental group before the EFL program.

Conclusions and suggestions
The analysis and interpretation of results This research led to two important conclusions.
Firstly, the study of interlanguage help determine the current level of students linguistics. Accordingly, it is possible to know what the student did and what he / she needs to learn to achieve a level of English. In other words, the trainee dialect through research target language clearly demonstrates both the general and specific language and lack of communication, he / she has, and indicates the future direction of action.
Second, the foreign language program that is based on the study of interlanguage of students is more effective and successful as designed and implemented on the basis of theories, hypotheses, experiments and predictions.
Therefore, we can say that the study of interlanguage is substantially relevant to teaching English as a foreign language, especially at tertiary level.
Based on the results of this study, several recommendations could linguistic and pedagogical be made.
First, the student's interlanguage can be analyzed and studied to select and sequence content of teaching and learning issues program. In other words, the results of the study of the interlanguage of the learner should be used to reveal what he / she needs to learn in what order to approximate a target language standard. Thus, the study interlanguage of students can be exploited as a complementary tool for the analysis of students' needs well.
Second, through the study of the interlanguage of the learner, the teacher must have a clear conception of the nature of the intermediate language students. This knowledge may help teachers feel more confident and become more competent in finding errors before the student causes errors and take corrective action sufficient and adequate to properly handle errors.
Thirdly, the study of interlanguage must be made to be aware of individual variability within the homogeneity and teaching methods, techniques and training must be provided, to adapt, adopt and implement accordingly.
Finally, the universality common characteristics of interlanguage can be considered to select and sort the common content of the curriculum and adopt common measures treated appropriately and adequately in the classroom.

Literature Cited
Adjemian, C. "The nature of the interlanguage system. Language Learning 26 (1976): 297-320.
Andersen, R. "A model of commitment to acquire a second language." Language Learning 28 (1978): 221-282.
Allan D. Oxford Placement Test. Oxford: Oxford University Press, 1985.
Brown, R. A first language: the early stages. Cambridge, MA: Harvard University Press, 1973.
Corder, SP "The importance of errors of students." International Journal of Linguistics Applied 4 (1967): 161-169.
- - -. Introducing Applied Linguistics. Harmondsworth: Penguin, 1973.
Dulay, HC and MK Burt. "Errors and Strategies Child second language acquisition. "TESOL Quarterly of eight (1974): 129-136.
Ellis, Rod. The study of the acquisition of second languages. Oxford: Oxford University Press, 1994.
Haque, SM and M. Maniruzzaman. "The need for the study of language." The university Dhaka Studies 50, 2 (1993): 100-114.
Hyltenstam, K. "Involvement in changing patterns of interlanguage syntax." Learning Language 27 (1977): 383-411.
Maniruzzaman, M. "The reason why the teaching of languages to students of literature." The Jahangirnagar Review of Part C XIII and XIV (2001-2002 and 2002-2003): 235-249.
- - -. Introduction to the study of English. Dhaka: Rincón Friends of the Book, 2006.
Mitchell, R. and F. Myles. Second language learning theories. Great Britain: Arnold, 1998.
Nemser, W. "Systems Approximate students language. "International Review of Applied Linguistics 9 (1971): 115-123.
Norrish, J. language students and their errors. London: Macmillan, 1983.
Selinker, L. Language transfer. General Linguistics 9 (1969): 67-92.
- - -. "Interlanguage." IRAL 10 (1972): 209-231.
Spolsky, B. Conditions for second language learning. Oxford: Oxford University Press, 1989.
Sudman, S. sample applied. New York: Academic Press, Inc., 1976.
Tarone, E. "Interlanguage as a chameleon." Language Learning 29 (1979): 181-191.
Towell, R. and R. Hawkins. Acquisitin approaches to second language. Clevedon: Multilingual Matters, 1994.

APPENDIX A
Proof of grammatical structures
Time-90 Minutes
Look these examples. The correct answer is underlined:
a. In hot climates people are happy that you like sitting outside in the sun.

b. If you feel heat much less shade.

Now the test begins. Underline the correct answers:

Today, it is there are millions of people who are learning English. 1 ...

Some people study study studying English for a special reason. 2 ...

They can need English for work work work. 3 ...

Some of them need need to speak English are four people who need ...

Most students English is aa other needs. 5 ...

Most users who use English

talk that can talk to talk to people who are not English. 6 ...

There are few regions of the world 7 in English ...
never mentioned.
Most people have heard over the few words of English at some point. 8 ...

Very few people have not heard anything at all spoke English at all. 9 ...

English is probably the most most most used language in the world. 10 ...
For many years the book Guinness World Records has been one of the most popular books

the United Kingdom. 11 ...

It was first published in 1955 12 ...

Since then, there had been a regular bestseller. 13 ...

Most files that have changed changed changed 14 ...
several occasions in recent years.

In 1954, the first Guinness Book of records being created,

mile record world could be broken more than once. 15 ...

The year before, in 1953,

was used hold still standing more than four minutes. 16 ...

But in 1954 the barrier four minutes should be divided into several times. 17 ...

Roger Bannister celebrated run the first time we even had to run so fast. 18 ...

If Dr. Bannister was not there would not have been 19 ...
the first to run the mile in under four minutes is not so well known.

The case has been concluded for much larger number of riders since. 20 ...

This history of the computer equipment of a computer is really 21 ...

very good length. A computer is essentially a 22 ...

effective means of information processing information of the information. 23 ...

For thousands of years man has used 24 human rights ...
different types of instruments to overcome the problems caused by systems manageable number.

A mathematical principles have difficulty using the difficulties in using the difficulty in using 25 ...

the land of the shadow of their enterprise systems, but reached

to develop in development in development Staff number 26 ...

the systems to perform its calculations. 27 ...

The decimal system, we

are used work used to work have been used to working 28 ...

with this so long time, which is 29 ...

as a basis for calculating Today, not so common ... 30

always follows always been the most widely used 31 ...

and it is now. 32 ...

The Both systems depend on how the idea of 33 ...

zero have been developed in some societies alongside old

mechanical aids to calculation. From 500 * BC in other words

25 centuries ago about 25 centuries before some 25 centuries for 34 ...

* The abacus
have been used in China. 35 ...

This aids in the calculation, and counting boards used by the Babylonians and

Greeks were the real precursors of the mainframe "and" bus "that are so

know today Are these what we call a computer "." 36 ...

Over the centuries between the invention of the abacus and the production of

first electronic digital computer in 1943, a large number of different tools

and calculating machines have been 37 ...
developed. Logarithms and "Bones" have been invented in the 17 century.

Previously, mathematicians and inventors

could develop developed have developed many other 38 ...

types of aid, but with a little less far less successful. The 39 ...

rule slide was the first time in 1621 and the first mass production by multiplying

even using the same in the next century, to 40 ...

walking distance of many years later. 41 In 1642, French ...

philosopher, Pascal, produces a mechanical calculator that can do everything

that basic machines by adding do today, but 42 ...

could not be stopped sufficiently precisely 43 ...

to be reliable. It was a very, very long time before 44 ...
Improved manufacturing techniques and is only early 19th century

Arithmometer Arithmometer wine does come Arithmometer 45 ...

on the scene on the first commercially successful 46 ...

simulator. Its producers may or may have just 47 ...

imagine that the 1980s technology

had advanced ahead have increased while 48 ...

an instrument the size of a wristwatch would be several times more powerful.

Real teams are as there's only been around for only existed for 49 ...

forty years, but 1980 has seen an explosion of a computer. At the time

REACH will meet at the end of the decade, 50 ...

our lives will be directly affected by computers.

One night Sandra boyfriend, John, he tells his

How far would he go for a drink with friends ... 51

and she decides she loves him as she likes to go to 52 ...

University in the club instead of staying

himself by his own car pm. After a moment, he met 53 ...

Bob, an old boyfriend of hers for me and a friend of 54 ...

Juan. At first she is happy in her company, but his attention

become something something seems too little and she is 55 ...

no more no more no more fun. 56 ...

Bob: I? Will not you have another 57 ...

drink? It will not take a minute to get to get one. 58 ...

Sandra: No, seriously, I've had enough. 59 ...

Bob: I am sure you feel better to feel the cut. 60 ...
Sandra No, really.

I feel I feel I'm fine, thank you. 61 ...

Bob: Well, how about this This is a "why not dance? 62 ...

There is no sense to be so hostile just because 63 ...

you This book will get marry. You 64 ...

could be as could as well enjoy it while you can. 65 ...

Sandra: Actually, Bob, I guess I'd better I will now. 66 ...

Turn It must be obtained to achieve. 67 ...

Bob: What? Leave now? It really just begun. 68 ...

Surely you

I did not do, I gotta go it may not yet left, 69 ...

Right? Is it my fault?

Sandra: No, not that, but I should go home I

a task some homework to do tasks. I'm 70 ...

should have done last week, but

I forgot that I had forgotten ... Forgotten 71

There is no need not to be, can not stay too late or 72 ...

I will never have to Me, I've never done. 73 ...

Bob: You can do this morning.

you get to get up early. 74 ...

There is not much interest in trying to address in trying to start 75 ...

now. It may be possible and could Enjoy now, then 76 ...

a good night and tomorrow. Come, we'll have a dance.

Sandra: See? I said I have 77 ...

I go, I'm serious. I am 78 ...

should move long overdue, in fact 79 ...

I prefer to have more and he chose not to enter 80 ...

all. I really wish I had not had it now. 81 ...

Bob: It is possible that I said they were if 82 ...

bad mood. I did not bother trying to be nice.

Sandra: Well, Bob? It is time to let you Leave and 83 from ...

that's all there is to it.

Bob: In that case, I say that I could say I 84 ...

do. Could offer a lift. This would go This will be a long 85 ...

faster than the bus.

Sandra Oh, yeah? At the time we had to go was 86 ...

showed all the roads. Not on your life?

I prefer to walk. Goodnight *
87 ...

Bob: What a tonight? If only

I should have known, in the first place. 88

She wants nothing to do with me more? if

It is first time I was, I'm going I'm going to a nightclub for centuries. 89 ...

and after that the night had been so seré be the last. Never again! Or 90 ...

at least not until next week!

See the following examples of tag questions in English. How correct label highlights:

a. It is to train 9.15, not possessing, not that it was not he?

b. She works in a library, is not it does not?

C. Tom did not say, is not it?

Select Now the tag good question in the following 10 themes:

Perter deliver the next day, he was not right? 91 ...

Centuries ago I saw him, he is not right? 92 ...

I do not think he had known before, had no you're not? 93 ...

We had no idea it was coming, we had, we do not? 94 ...

I guess that is unlikely to out again, this is not it? 95 ...

No dinner there for ten years

that have been made? 96 ...

I think I prefer not to eat tomorrow too late

should not be done? 97 ...

So I think we can go out with not return before next year

can not can you do? 98 ...

You'd better give it a final read through before handing in spot

no, I was wrong? 99 ...

No idea that I would be as hard as this,

not have to you? 100 ...

APPENDIX B
Proof reading and listening comprehension skills
See the following example. Listen to the band. You will hear the example once. Decide which word you hear, "soap" or "soup":

a. Is this what can you do me a soap soup at the supermarket?
The word was "soup," so that "soup" is underlined. Pay attention to these examples and hear band. This time, underlining the words he hears. For example, if you listen to 'brief' shorts':

b. Team needs new shorts shirts.

C. They have recently developed a new type of wine grapes here.

The words on the tape were "short" and "the vine", so that the correct answers as:

b. The team needs new shorts shirts.

C. They recently developed a new type of wine grapes here.

Now the test begins. Listen to the band and highlighting the words you hear:

1. Who pays for play this night?

2. She fell and injured her chin guards.

3. The speech sediment paid special attention the saddle

prices crisis we are experiencing.

4. The appointment is almost certain to be vetoed by a veto of the government.

5. Can you sew soak the bottom of my jeans for me? They are in a horrible situation.

6. For the third time this year has been filled Wembley Tottenham plaid scarves.

7. There is a call to Paul on a single line.

8. Over the past two years has been characterized market
variation across Europe.

9. It Sorry, John is not home. You work the way now.

10. She has her friend.

11. He has put everything into two bags.

12. He has been having many problems with his uncle ankle recently.

13. I hear you go to Turkey for your holiday in Torquay.

14. A person of Simon on the phone for you.

15. Like many of the poorest countries, is largely a problem of distribution

welfare of wealth exists.

16. If you are looking for Andy, who is on the platform of the beer.

17. I must say that it would not have thought to take to heart too hard.

18. chess chest have improved at all recently?

19. Because of his previous record was sentenced to life everlasting light.

20. Do not tell anyone, but would do for nothing.

21. I love the smell of Old Spice all the spices, but my wife can not stand it.

22. Do you want another copy of coffee?

23. Susie playing with it for the time of one hour. You had a chance.

24. Do you think this section is an action really necessary?

25. Are you going to see Paulina Seapalling today?

26. Many passengers were fatally injured in the face.

27. It is responsible for collecting information on the collection of market trends.

28. When I was at Cambridge, which was full of friendly people Art.

29. Unemployment in Teesside Deeside works on more than twenty per cent.

30. I know that Connors has lost a game again.

31. You can take the pen that pin for me, please?

32. I understand that the author is very critical to offer.

33. The shares usually rise on the first Thursday of the week's budget.

34. Despite what you say is very rarely a problem.

35. Although the results were the level of the Welsh were just above in terms of

position of strength.

36. I realized that sounded confirming on my flight to Athens.

37. If that is what is more than likely than not to go.

38. She has graciously accepted with thanks applause.

39. On the one hand, the film can be regarded as a savage portrait of betrayal
the bottom of the working class.

40. The country suffers from a shortage of farriers harriers.

41. Hoddle looks set to win his third cup of the CAP this year.

42. What you put on your wrist.

43. Some flowers grow sunflowers very high in this part of East Anglia.

44. How soon will we be able to leave have a response to repetition? For the final
next week?

45. The government has indicated that other Asian players
had been deported.

46. He was late because he went the wrong length.

47. I could manage a wee cup of weak coffee.

48. Do you know where "Classic Class" is six today?

49. I am surprised that had no room rum at the bar.

50. The government has insisted on three conditions
for negotiations on sovereignty.

51. When I told him he just said, 'Oh, good! "
"Oh, my God!
.

52. I do not think would be harmed armed.

53. If you are looking Sherry is in the pot under the counter.

54. It is not necessary to be as big head pig-headed about it.

55. Sale of Nine of the night to work at the plant.

56. You think it was responsible for encouraging me to draw?

57. On entering the house was a good smell of cooking bacon.

58. Can you have a black and white?

59. The new test equipment is likely to be adopted for the adaptation.
teacher training.

60. Do you know if it was made?

61. Today there are many countries where the private telephone calls may be operated with tape.

62. We went through two days of the money now in less than an hour.

63. This only some time after the accident that we learned that Will was injured insured.

64. If you get a racquet on his birthday, give it a good wood.

65. I placed a call through it.

66. I much prefer when it is fried squid in batter butter.

67. Martina lives in a large barn big freeze Frisian.

68. Her sister has to be a lawyer on the phone.

69. The President admitted that he did not take into account the fact that unemployment was rising.

70. We will see if we can present information on a piece of news.

71. It is very difficult not to lose faith in a situation like that.

72. Not much of the program option of Joyce this year.

73. Many of us have been encouraged by recent developments hardened.

74. Me as well prepared without salt and pepper and salt weird.

75. The criticism was apparently unanimous in anonymity.

76. I imagine that the castle was quite impregnable unmarketable.

77. Are you going after the conference on Saturday?

78. Do you intend to go to Hull Complete seminar?

79. I think they put a special paper in June Sat

80. He seemed to be lost completely naked.

81. Over the past two years has been in all gears Norfolk marshes.

82. I infer from her husband with the rope he wrote in the game

83. You must first go to the left elevator to the room 415.

84. He said he would be fine with a six in the car.

85. I do not know how the money should be paid. Want a paycheck to paycheck?

86. You know the riddle about thirty sick sheep thirty-six?

87. German correspondents my son does not know what he means when

said: "You Want to bet? "Would you like bats?".

88. I sliced onions cooked in butter milkshake fear disagree with me.

89. There is a charming little tower to fit in the corner where they

salami salami on rye and rice special.

90. If you have any problems, if please contact the British Consul of the Council immediately.

91. The depth is strong, no?

92. I am very pleased that Hugh may coming tonight.

93. Gotta go and open the car lock.

94. See What is the time, love! /?

95. My daughter just got Bally that ballerinas.

96. Do you have a ticket to take him to Cambridge?

97. There is a chapel in the next chapter Our path may be able to help.

98. If you ask me if I want to go out with you, the answer is no, no, I do not know.

99. The local parking garages is cheap-cheap there.

100. Forfar East Fife 4 Forfar 5 5 4 East Fife was the highest score of the day.

APPENDIX C-
Free Membership trial
Time-1 Hour
Marks-20
Write an essay of 400 words on one of the following topics:
a. His plan for the future
b. Importance of English
C. Family Life

APPENDIX D-
An oral
Time-45 Minutes
Marks-25

1. Write what you 1x10 = 10 tell
a. request of his friend for a pen.
b. entering the room of his master.
C. someone to draw attention.
d. disapproves of something.
e. offer tea to a guest.
f. Invite your friends to your birthday party.
g. prefer coffee to tea.
h. meet someone for the first time.
i. express regret mistakes.
j. warn his younger brother against something.

2. Write a dialogue with each of the following: 5x2 = 10
(A) You've met your friend from school in a bus stop after many years.
(B) You and your brother are discussing a television show.

3. It is a dialogue between Rafita and a bystander. Complete said that the way to read the answers Rafita: 1x5 = 5
Rafita: Sorry. I wonder if you can help me.
Passing:? ? ?
Rafita: I'm looking GPO. I do not.
Passing:? ? ?.
Rafita: How long does it take?
Passing:? ? ?.
Rafita: I can not go Rickshaw?
Passing:? ? ?.
Rafita: So, better to go by bus.
Passing:? ? ?.
Rafita: I like, Thanks.

About the Author

MA in English Language and PhD in Applied Linguistics & ELT, currently Associate Professor in the Department of English, Jahangirnagar University, interested in phonetics, phonology, syntax, sociolinguistics, psycholinguistics, teaching methodologies, syllabus/materials design, and testing, and published 42 books and papers.