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Relevance of the study of interlanguage Efl teaching at the tertiary level

Introduction
A second / foreign language learner makes a trip language as their mother tongue to the target language and, of course, creates a personal system of linguistics at the interim time. The individual system is called "interlanguage" (Selinker 1969, 1972), "Approximate system '(Nemser 1971)," transitional competence' (Corder 1967), or "idiosyncratic dialect (Corder, 1973). In a narrower sense, refers to the state interlanguage system through the second or foreign language learner from their mother tongue and the target language. In a more broad sense, which represents the current knowledge the second / foreign language learner of the language they are learning (Spolsky 1989). In a general sense, interlanguage is defined as "the interim grammars built by second language learners on their way to the target language" (McLaughlin 1987:60).
By Selinker (1972), interlanguage development depends on five cognitive processes involved in the heart of second / foreign learning? first language transfer, transfer of training, strategies for the second / foreign language learning, strategies for second / foreign language communication, and overgeneralization language of the target language material. However, Adjemian (1976) contradicts Selinker (1972), and emphasizes the natural and universal aspects of interlanguage. Adjemian (1976) focuses on the dynamic nature of interlanguage systems, ie, its permeability, and argues that interlanguage is not stable, but is always in a state of flux. It means that a second language / foreign language learner is constantly changing and developing o. In this sense, we might consider Ellis (1994: 352) so that evident postulates' these mental grammars are perceived as dynamic and subject to rapid change. "It may be due to linguistic influence the student's first language or because of a stretch, distortion or overgeneralization of the rules of the target language by the student when he / she tries to generate the intended direction, or both can occur simultaneously.
That is, the interlanguage is an individual system, single and lonely (Adjemian 1976) still do not comply the rules of the target language and, of course, incorporates linguistic errors or shortcomings of the student exhibiting current language level and what it involves what he He / she needs to acquire to achieve a standard of the target language. However, a significant degree of uniformity in the characteristics and types interlanguage errors of several seconds or students of foreign languages. For example, the Bengali-speaking students make a mistake very common (and / or make a common mistake) because '-S' to be added to the verb used in a sentence in the simple present tense and third person singular subject (Maniruzzaman 2006). Andersen (1978) and Hyltenstam (1977) rightly memory interlanguage important person there is individual variability within uniformity.
Moreover, Tarone (1979) explains interlanguage as a set of context-dependent style of use. Research shows that the statements of the students are consistently variable in at least two senses. First, the linguistic variable may impact the student's use of the relevant syntactic and phonological structures. Secondly, the task used for data collection by the student may have a variable effect on student production of the relevant syntactic and phonological structures. Tarone (1979) research concluded that the interlanguage speech production varies systematically with the context and the elicitation task. Mitchell and Myles (1998:11) consider Towell and Hawkins (1994: 5), and support Tarone (1979) –
… language learning (or interlanguage, as it is commonly called) is not only characterized by the systematicity. apprentice systems are presumably language – indeed, expect – unstable and ongoing change, and of course, are also characterized by a high degree of variability.
In sum, interlanguage and language through the second / foreign language learner is permeable, variable in consistency, systematic and universal in nature. It is therefore assumed that the study of interlanguage can help determine what students already know at a given moment of time and what he / she must be taught when and how in a given second program of foreign language teaching. Based on this assumption, the present study was designed to investigate and examine the relevance interlanguage study the teaching of English as a Foreign Language (EFL) for Bengali-speaking students at the tertiary level.

Method
The subjects
The study was conducted with an experimental group and a control group, each of which consists of 21 tertiary students learning English as a language foreign (EFL) in the Language Centre of Jahangirnagar University. The respondents have several characteristics in common? have the same language, belonging to the same age group, studying everything in between Bengali, and receipt of twelve years of formal instruction in foreign languages, at a rate of about four hours per week and with the same objective, namely to achieve a good mastery of basic skills of the target language.
A selection of topics in both groups, the random procedure simple applied 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 every name is then chosen nth. Each member of the population has an equal probability to be selected into the sample.

Instrumentation
The Oxford test consists of two subtests? Grammar test (Appendix A) and test reading and listening skills (Appendix B) built by Allan (1985) along with a free trial Membership (Appendix C) and an oral expression test (Appendix D) designed by the current researcher has been used to measure pre-program and post-level language programs both in the experimental group and the group control. All tests have also been used to analyze the interlanguage of the subjects in the experimental group.
Oxford Placement Test: The Test of Oxford is one of the most widely used in ESL / EFL competition in the United Kingdom. It has operated reliably for determining English proficiency of students entering undergraduate studies and graduate students in British universities. Since the subjects of this study are of degree level, the researcher considers that the Oxford Placement Test effectively and efficiently measures the competence of the subject in writing, reading and listening. This test consists of two subtests:
a. Grammatical Structures Test: This is a multiple-choice written test of English grammatical structures covered by the vast majority of textbooks, either functional or structural, in the range elementary to advanced. The test is multiple choice one hundred items, each with a brand. A time limit of one hour thirty minutes is set for the test.
b. Proof reading and listening: This is a test of reading and listening comprehension which is one hundred multiple choice questions, each of a brand. In the test, the testee's performance depends on knowledge of sound and writing systems of English and the ability to make use of this knowledge. The recorded material controls the time test.
Song Test: This test is designed to assess the linguistic competence of individuals to organize and present relevant ideas writing. Controlled compositions error-provoking at the same time free from error-free compositions, avoid. In this research, prediction procedure Spontaneous was followed, and subjects are asked to write a free composition in either of the themes – "Plan Your Future ',' Importance of English" and "Family Life." A time limit of one hour is set for the testing, which is marked in 20.
Speaking Test: This test consists of the elements to be determined the subjects' ability to express different attitudes, feelings and emotions as well as competence in communication in real life situations. The subjects are required to respond to the test in 45 minutes, and marked at 25.

Collection and analysis
To determine the level of subjects Current English language proficiency, the Oxford placement test, free test composition and oral expression test were administered to both experimental group and the control group before the start of the EFL programs. The data collected from both groups are checked and scored with his hand, and their average capacity before the onset of EFL programs or the language proficiency of pre-program each of the groups is calculated.
Interlanguage so far has been studied by a number of psycholinguistics (for example, 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 linguistics or errors in the data collected in the experimental group before the start of the EFL program. "Let that errors in determining the category approach (Norrish 1983) is used to group errors (/ errors), which are basically related to particular grammatical semantic, phonetic, phonological problems, vocabulary and comprehensive. This approach is used because it has the advantage of allowing errors (/ errors) in order to decide the categories chosen: a process of classification and categories of use will eventually define themselves.
Then both groups completed their EFL programs, each of 72 contact hours. The control group was taught according to the program as designed by the Language Centre, while the experimental group has been taught in accordance with the curriculum designed by the teacher of the course in the light of the results of error analysis of the data collected from the subjects this group before the start of the EFL program. At the end of the programs, the placement test of Oxford, free trial of the test composition and oral expression have become to give both groups, and his mastery of the medium after the completion of the EFL programs or linguistic level after the programs of each of the groups is calculated. Also, the error is again the analysis carried out to discover the mistakes / errors in the data collected in the experimental group after the completion of the program of EFL.

Presentation and interpretation of results
The analysis of data collected from both the experimental and control group using the Test Oxford, free trial of the composition and oral expression test produces four types of results.

Pre-program language level
The average grade supported by both experimental and control group in the Oxford Placement Test, free trial of the composition and language skills test before receiving any instruction in the EFL program are shown in Table-1 below:

Aptitude Test Experimental Group Control Group

Grammar test 40
41
Proof reading and listening 33
31
Composition of 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 approach to the control group. While ensures that the experimental group 40, 33, 6 and 11.5 in tests grammar, proofreading and listening, free composition test and the test expression oral, respectively, the control group received 41, 31, 6.5 and 12 on the same tests, respectively. That is, the linguistic pre-program levels of both groups are almost them.
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 group, similar educational level, similar exposure to EFL, and the same goal of learning as a foreign language. However, insignificant difference between the scores of the two groups can be supported by the finding that there exist individual variability in the uniformity of interlanguage (Andersen 1978 and Hyltenstam 1977).

linguistic deficiencies of pre-experimental group program
Linguistic deficiencies identified by the error analysis of data collected in the experimental group prior to the start of the program are summarized and discussed ELT as follows:
Test of grammatical structures: grammar Test Structures adopted by the subjects in the experimental group subjects significantly deficient linguistic competence and performance. Have committed errors, both 'competition', ie, failure to use appropriate and correct language forms and rules to transmit or receive messages, and ' performance errors, "ie, errors occur due to insufficient practical subjects, indifference, fatigue or anxiety. More specifically, subjects have an inadequate knowledge of and ability to use appropriate and correct count / non-count nouns, eg "information, determining duties," for example, "some, little, some, relative pronouns, for example," that, that, to be "connectors, for example," because, because, o ', adverbs, for example, "ever, recently, just, just, really," modal verbs, for example, have been, shall, will, would can, can, could, should, need, "verb forms and tenses, agreement between subject-verb and prepositions. Moreover, we find that you have found difficulty forming negative sentences, questions, passives, reported speech, conditionals, questions of etiquette, and the like.
The finding is consistent with found by Haque and Maniruzzaman (1993) and Maniruzzaman (2003), and can be considered rather than the result of defective and insufficient input and formal instruction in grammatical subjects received before the start of the current foreign language program.
Proof reading and listening: The proof reading and listening skills issues confronting the lack of proficiency in reading and listening comprehension. Its exploration and skimming capability is very poor and the reading speed is so slow. In addition, seem to have enough vocabulary and knowledge of sentence structures, and reading comprehension skills, so poor. Moreover, many subjects against difficulties in listening to vocal expressions and many English and consonants are not familiar to them. They face particular problems with monophthongs long, diphthongs, dental lip between teeth and hissing. On the other hand, can not cope with the effects of strong-weak forms, stress and intonation. As a result, their ability to listen to the statements and understand the information is very limited.
The results could be attributed to several factors, such as defective and inappropriate methods and teaching techniques, inadequate material and immaterial, the lack of practical subjects, the environment does not like, learning the mother tongue interference, and so on.
Songs Composition Test: The Test of Free Composition reveals that the subjects are confronted with problems of building phrases correct and present ideas in a well-organized manner. This is due to insufficient control of the uses of different grammatical categories such as verb tenses, articles, possessive pronouns, quantifiers, subject-verb agreement, adjectives, adverbs, prepositions, passivation, and spelling and the use of different of words. This finding supports once again to those found by Haque and Maniruzzaman (1993) and Maniruzzaman (2003), and may be considered the result of limitations the teaching process-wide teacher, curriculum, teaching methods and techniques, materials, equipment and testing tools.
Speaking of test: The test showed that subjects lacking tremendously linguistic and communicative competence, since they have limited skills in the use of contractions, suprasegmental features? stress, tone and intonation, words and expressions 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 classroom ELT in Bangladesh. And outside the classroom, topics hardly get any opportunity to (practice) speaking in English.

post-program language level
The average mark secured by both the experimental and control group in the Oxford test Placement, free trial of the composition and oral expression test after receiving instruction in the EFL program are shown in Table-2 below:

Competition Test Experimental Group Control Group

81 grammar test
55
Proof reading and listening 78
49
Free Composition Test 14
8.5
Speaking Test 22
15
Table-2
The results shown in Table-2 reveal that the mean scores of experimental group are significantly higher than the control group. The experimental group obtained 81, 78, 14 and 22 in tests of grammatical structures, reading test and listening skills, free trial of the composition and oral expression test, respectively, while the control group gets 55, 49, 8.5 and 15 in the same tests respectively.
These results can certainly be attributed to the fact that subjects in the experimental group received instruction in the English language through the plan studies, teaching methods and techniques and materials designed, adapted and adopted on the basis of study of the interlanguage of the subjects of this group on the contrary, subjects in the control group learned the English language in the pre-planned and designed pre-program the Language Center has no connection with the study of interlanguage before the start of its program of EFL.

linguistic deficiencies post-program experimental group
The error analysis of data collected in the experimental group after the completion of the EFL program designed and carried out on the basis of the conclusions of the error analysis of data collected in the same group before the start of the EFL program clearly shows that the subjects have had their language level improved substantially since this time have secured marks significantly higher on tests of grammatical structures, try reading and listening, free trial of the composition and oral expression test, compared with those of the previous time. That is, now they have made fewer mistakes / errors and show that it has acquired a good command of basic English language skills? listen speaking, reading and writing. This finding is due to the consideration and exploitation of results of error analysis of data collected in the experimental group before EFL program began.

Conclusions and suggestions
The analysis and interpretation of the results of this investigation leads to two notable conclusions.
First, the study of interlanguage help determine the current level linguistics student. As a result, it is possible to find out what the student does and what he He / she needs to learn to reach a level of English. That is, the dialect research interim target language learner clearly demonstrates both the general and specific language and communication deficiencies he / she has, and indicates the future course of action.
Second, the program EFL is based on the study of the interlanguage of students is more effective and successful as that designed and implemented on the basis of the theories, assumptions, experiences and predictions.
Therefore, we can say that the study of interlanguage is substantially relevant to the teaching of English as a foreign language, especially at the tertiary level.
Based on the findings of this study, linguistic and pedagogical several recommendations could be made.
First, student's interlanguage can be analyzed and investigated to select and sequence the contents of teaching and learning issues of the program. In other words, the results of interlanguage study of the student must be used to reveal what he / she needs to learn in what order to approximate a standard target language. This Thus, the study of the student's interlanguage can be exploited as a complementary tool to analyze student needs it.
Second, by studying interlanguage of the learner, the teacher should have a clear conception of the nature of the intermediate language students. This knowledge could help the teacher feel more confidence and become more competent in the discovery of student mistakes as before, the causes of errors and take corrective action sufficient and appropriate for the proper treatment errors.
Third, the study of interlanguage should be carried out in order to be aware of individual variability in the uniformity and methods teaching techniques and classroom activities should be planned, adapt, adopt and implement accordingly.
Finally, universality or characteristics common interlanguage can be considered to select and sort the common content of the curriculum and adopt some common measures to deal appropriately and adequately classrooms.

Works Cited
Adjemian, C. "The nature of the interlanguage system." Language Learning 26 (1976): 297-320.
Andersen, R. "A model of engagement to the acquisition of 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 students' mistakes. "International Review of Applied Linguistics 4 (1967): 161-169.
– - -. Introduction to Applied Linguistics. Harmondsworth: Penguin, 1973.
Dulay, HC and MK Burt. "Errors and Strategies in Child Second Language Acquisition." Eight TESOL Quarterly (1974): 129-136.
Ellis, Rod. The Study of Second Language Acquisition. Oxford: Oxford University Press, 1994.
Haque, SM and M. Maniruzzaman. "The need for the study of language. "The Dhaka University Studies 50, 2 (1993): 100-114.
Hyltenstam, K. "Involvement in the change in the patterns of interlanguage syntax. "Language Learning 27 (1977): 383-411.
Maniruzzaman, M. "The rationale for teaching languages to students of literature." The Jahangirnagar Review Part C XIII and XIV (2001-2002 and 2002-2003): 235-249.
– - -. Introduction to study English. Dhaka: Rincón de los Amigos del Libro, 2006.
Mitchell, R. and F. Myles. Second Language Learning Theories. Great Britain: Arnold, 1998.
Nemser, W. "Approximate systems of foreign language students." International Review of Applied Linguistics 9 (1971): 115-123.
Norrish, J. language students and their errors. London: Macmillan, 1983.
Selinker, L. "Transfer Language. "General Linguistics 9 (1969): 67-92.
– - -. "Interlanguage." IRAL 10 (1972): 209-231.
Spolsky, B. Conditions for learning second language. Oxford: Oxford University Press, 1989.
Sudman, S. Applied sampling. 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 at these examples. The correct answer is underlined:
a. In warm climates people as he likes are like sitting outside in the sun.

b. If you feel less hot in the shade.

Now the test begins. Underline the correct answers:

Today is are there are many millions of people who are learning English. 1 …

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

They may need English for work job work. 3 …

Some of them need need need this 4 people speak English …

Most students of English have you have other needs. 5 …

Most users use English that

to talk about who can talk to talk to people who are not English. 6 …

There is hardly any parts of the world where English 7 …
never mentioned.
Most people most have heard some English at some point. 8 …

Very few people have not heard some English spoken at all at all. 9 …

English is undoubtedly the more the more one most used language in the world. 10 …
For many years Guinness Book of Records has been one of the most popular books

within the UK. 11 …

It has been published for the first time was in 1955 12 …

Since then, there was been a regular bestseller. 13 …

Most of the records that are changing have changed changed 14 …
many times in recent years.

In 1954, the first Guinness Book of Records was being compiled,

world record Miles could was broke more than once. 15 …

The year before, in 1953,

had been used to stand still standing in more than four minutes. 16 …

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

Roger Bannister run famous was the first time anyone has even had run so fast. 18 …

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

The record has been made for a much higher number of runners ever since. 20 …

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

a very very long. A computer is essentially a 22 …

effective means for dealing Information information information. 23 …

For thousands of years a man man man has been using 24 …
different types of instruments to overcome the problems caused by systems manageable number.

A mathematical principles had difficulty using the difficulties in using difficulty in the use of 25 …

the land of the shadow of their corporate systems, but he

to develop in the development in the development of personal number 26 …

as systems to perform its calculations. 27 …

The decimal number system, we

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

that for a long time, and that is 29 …

as a basis for calculation so common today These days, not … 30

always follows always been the most widely used 31 …

and it is now. 32 …

Both systems rely the amount of the idea of 33 …

zero have been developed in some ancient societies in parallel with

mechanical aids to calculation. As early 500 AC * in other words

25 centuries ago about 25 centuries before some 25 centuries ago 34 …

* The abacus
were being had been used in China. 35 …

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

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

familiar today, what these we call a "computer." 36 …

Over the centuries between the invention of abacus and production

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

and calculating machines have been 37 …
developed. Logarithms and "bones" were invented in the 17th century.

Before that, mathematicians and inventors

could develop developed have developed many other 38 …

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

slide rule was first produced in 1621 and the first mass-produced by multiplying

same support as the same the next century, just 40 …

few, not many years later. 41 In 1642 the French …

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

what that base machines adding machines do today, but 42 …

could not make it stop with sufficient precision manufactured 43 …

to be reliable. It was a long time, long before 44 …
improved manufacturing techniques and not until the early 19th century

Arithmometer Arithmometer came the wine made Arithmometer come 45 …

on the scene as on the first commercially successful 46 …

calculator. Its producers can or should could just have 47 …

imagined that the 1980s technology

Advanced had advanced so far that would advance 48 …

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

Real teams are just there for only existed for only existed for 49 …

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

REACH will have come to reaching the end of the decade, 50 …

our lives will be directly affected by computers.

One night Sandra's boyfriend, Juan, tells his

he will go far to have a drink with friends … 51

and she decides she likes it as she likes to go to 52 …

university in the club instead of staying

itself by its own h your car. After a while he meets with 53 …

Bob, an old boyfriend of hers to me and a friend of 54 …

Juan. To the Initially, she was glad of his company, but then his attention

become something very few think too much and she is 55 …

no more no more no longer amused. 56 …

Bob: Let? Will Not Do 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'm sure you would feel better to feel the cutting. 60 …
Sandra No, really.

I feel I feel I'm good, thanks. 61 …

Bob: Well, how about a what is a why not dance? 62 …

There is no sense point need to be so hostile just because 63 …

you get this booking you will be married. You 64 …

could as it could be so enjoy while you can. 65 …

Sandra: Actually, Bob, I think I'd better go now. 66 …

Put It shall be obtained to achieve. 67 …

Bob: What? Leave now? It is really just barely started yet. 68 …

Surely you

I have nothing to go I have to go no need not have gone yet, 69 …

Right? Is it my fault?

Sandra: No, not that, but I really should that I have to go home

a task some homework to do certain tasks. I 70 …

should have done last week but

I forgot I forgot … I forgot 71

You do not need that may not stay longer or 72 …

I'll never get never get me I've never done. 73 …

Bob: You can do it that morning.

you will get to be up early. 74 …

There not much point in trying to address when trying to start 75 …

now. It may be possible and could now enjoy, then 76 …

get a good night's sleep and do tomorrow. Come on, let's have a dance.

Sandra: See? I said I already I have a 77 …

I'll go I'm serious. I 78 …

should go should have gone long ago, actually 79 …

Would rather prefer that he had been chosen not to enter 80 …

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

Bob: You may be able to have told me they were so 82 …

a bad mood. I have not bothered to try to be nice.

Sandra: Well, Bob? It's time to let you leave and 83 Leave …

that's all there is to do.

Bob: In that case I'll say I'm saying I could 84 …

do. Could offer a lift. This would be going will be much 85 …

more faster than the bus.

Sandra: Oh, yeah? At the time we had to go had been 86 …

showed all the roads. Not on your life?

I prefer walking. Good evening *
87 …

Bob: What a night? If only

I should have known in the first place. 88

She wants nothing to do with me anymore? so

is the first time I've been I'll go to a nightclub for ages. 89 …

and after that night had been had serè be the last. Never again! Or 90 …

at least not until the next week!

See the following examples of question tags in English. The correct way to label highlights:

a. It's getting the 9.15 train, not possessing, not that it was not he?

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

c. Tom did not say, has not he?

Now highlight the correct question tag in the following 10 topics:

Perter deliver the day after, he was not not right? 91 …

Centuries ago since the last time he saw it, is not it not right? 92 …

I do not think he had known before, no you have not had? 93 …

We had no idea what was coming, we had we did not? 94 …

I suppose that is unlikely to go out again, so is not it? 95 …

No evening dinner there before ten,

that have been done? 96 …

I guess I'd rather not eat tomorrow too late

should not be made? 97 …

So I think we can get away with not to return until next year

it can not be done? 98 …

You'd better give this through a final reading before giving it up

no I was not right? 99 …

No idea that I would be so hard like this

did not have to you? 100 …

APPENDIX-B
Proof Reading and Listening Skills
See the following example. Listen to the tape. You will hear the once example. Decide which word you hear, "soap" or "soup":

a. Will Can you get me some soup to soap at the supermarket?
The word was "soup," so that "soup" is underlined. Pay attention to these examples and listen to the tape again. This time, underlining the words he hears. For example, if you listen to "highlight short 'shorts':

b. The team needs new shirts shorts.

c. They have recently developed a new type of grape wine here.

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

b. The team needs new shirts shorts.

c. They have recently developed a new type of grape wine here.

Now the test begins. Listen to the tape and underline the words you hear:

1. Who pays to play this night?

2. She fell and hurt her shin chin.

3. The speech of Mr. sediment paid special attention to the saddle

prices crisis we are facing.

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

5. Can you sew up soaking 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 Paul's call for you on line one.

8. During the past two years has been characterized market
variations across Europe.

9. It Sorry, John is not at home. You work out walking at this time.

10. She has for her friend.

11. He put all things into two bags.

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

13. I hear you're going to Turkey for your holiday in Torquay.

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

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

welfare of wealth exists.

16. If you are looking for Andy, who is on beer dock.

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 perpetual 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. Let's play with Susie's it for now an hour. You had a chance.

24. Do you think This section is really necessary action?

25. Are you going to see Paulina Seapalling today?

26. Many of the passengers received fatal injuries in the face.

27. He is responsible for collating information on the collection of market trends.

28. When I was at Cambridge where was full of friendly people art.

29. Unemployment in Teesside Deeside runs on more than twenty percent.

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

31. You can pick up 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 budget.

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

35. Although the results were the level of the Welsh were right on top in terms of

position of power.

36. I have understood that sounded confirming about my flight to Athens.

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

38. She graciously accepted gratefully applause.

39. On the one hand the film can be viewed as a savage portrait of betrayal
of working-class background.

40. The country is suffering from a shortage of farriers harriers.

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

42. What's that you list on your wrist.

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

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

45. The government reported that the other Asian players
had been deported.

46. He was late because he went the wrong way long.

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

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

49. I'm surprised that it had no room of rum at the bar.

50. The government insisted on the three preconditions
for negotiations on sovereignty.

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

52. I just do not think he would be harmed armed.

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

54. There is no need to make it as big-headed pig-headed about it.

55. Sale at nine of the night to work at the factory.

56. You think it was responsible for attracting to encourage me to?

57. Upon entering the house was a lovely smell baking bacon.

58. Can you let have one in black and white?

59. The new test material likely to be adopted for adaptation.
teacher courses.

60. Do you know if it was effected?

61. There are many countries today where the private telephone calls can be exploited with tape.

62. We went through two days of today's money in less than an hour.

63. It was not until some time after the accident that we learned that was't injured insured.

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

65. I have placed a call through it.

66. I much prefer when it's fried squid in a batter of butter.

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

68. His lawyer sister has just been on the phone.

69. The president admitted ignores the fact that unemployment was rising.

70. We'll have to see if we can present information on a piece of news.

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

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

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

74. Me like 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 unsaleable.

77. Are you going to after the conference on Saturday?

78. Do you intend to go to seminary full hull?

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

80. He seemed to be totally naked beat.

81. In the last couple of years that has been in all gears Norfolk marshes.

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

83. You have to go left first elevator to get to the room 415.

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

85. I'm not sure how the money should be paid. Want a paycheck to paycheck?

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

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

says, "Want to bet?" Would you like bats? ".

88. I'm afraid onion rings cooked in a butter milkshake disagree with me.

89. There is a lovely small round to take the corner where they

salami salami on rye and rice special.

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

91. Depth is strong, right?

92. I am very pleased that Hugh can come tonight.

93. I have to go and open the car lock.

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

95. My daughter just got ballet shoes Bally.

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

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

98. If you're asking if I want to go out with you, the answer is no, no, I do not know.

99. The local garages garage is cheap-it cheap.

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

APPENDIX C-
Free Composition Test
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
Speaking Test
Time-45 Minutes
Marks-25

1. Write what you say to 1×10 = 10
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 a person for the first time.
i. express regrets mistakes.
j. warn his younger brother against something.

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

3. This is a dialogue between Rafita and a bystander. Fill what the passerby says to read the responses Rafita: 1×5 = 5
Rafita: Sorry. I wonder if you can help me.
Passer-by:? ? ?
Rafita: I am looking for GPO. I can not find.
Passer-by:? ? ?.
Rafita: How long does it take?
Passer-by:? ? ?.
Rafita: I can not go by rickshaw?
Passer-by:? ? ?.
Rafita: So is better to go by bus.
Passer-by:? ? ?.
Rafita: I really 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.