Relevance of the study of interlanguage Efl to tertiary education

Introduction
A second or foreign language students tongue taking a tour of their native language to the target language and built a personal system of natural languages in the intervening 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 narrow sense, refers to the interlanguage intermediate state of the system of second / foreign language students between the mother tongue and target language. In a sense broader, representing the second state of the art and language learning foreign language is 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).
According Selinker (1972), interlanguage development depends on five core cognitive processes involved in learning second and abroad? first language transfer, transfer learning, strategies for second / foreign language learning, strategies of second / foreign language communication and the linguistic overgeneralization the target language. However, Adjemian (1976) contradicts Selinker (1972), and emphasizes the physical aspects or universal interlanguage. Adjemian (1976) highlights the dynamic nature of interlanguage systems, ie, its permeability, and supports interlanguage that is not stable, but is always in a state of flux. This means the second language or foreign language students in evolution and / or develops. In this sense, one could consider Ellis (1994: 352) states clearly that "these mental grammars are viewed as dynamic and subject Fast. It can occur because of having influence students' language or mother tongue stretch, distort or overgeneralization of target language rules by the student when he / she tries to generate the desired direction, or both can occur same time.
In other words, the interlanguage is a unique individual (Adjemian 1976), which is not yet compatible with the target language, and obviously incorporates gaps or mistakes with language learners in today's language and the involvement of what it takes to acquire a level of the target language. However, there is a high degree of uniformity in the characteristics of interlanguage and error rates for several seconds or students of foreign languages. For example, the Bengali-speaking students make a very common mistake (and / or makes a common mistake) in missing the '-s' is added to the verb used in a simple sentence in the present and have a third person singular subject (Maniruzzaman 2006). Andersen (1978) and Hyltenstam (1977) rightly compared to the importance of interlanguage that there is individual variability in the consistency.
In addition, Tarone (1979) explains the interlanguage as a set of styles depending on the context of use. Research shows that the statements of students are systematically variable in at least two senses. First, the linguistic context can have a variable impact on the use of syntactic structures and phonological learning related. Secondly, the task used to trigger data from the pupil may have a variable effect on student production of syntactic structures and phonological related. Tarone (1979) concludes that the discourse of interlanguage varies systematically with the context and the task of explanation. Mitchell and Myles (1998:11) considers Towell and Hawkins (1994: 5) and support Tarone (1979) –
… language the student (or interlanguage, as it is commonly called) is not only characterized by the systematicity. systems Students' language is likely – and even, hopefully – and of course unstable exchange and, of course, is also characterized by a high variability.
In sum, interlanguage and language through the second or foreign language students is permeable, variable in consistency, systematic and universal in nature. Therefore, it is that the study of interlanguage can help determine what the student already knows a certain point in time and what he / she must be taught when and how a particular second foreign language education program. Based on this assumption, the present study was designed to study and examine interlanguage study's relevance to teaching English as a Foreign Language (EFL) to students at tertiary level Bengali language.

Method
Topics
The study was conducted with an experimental group and a control group, each of which consists of 21 tertiary education students learning English as a Foreign Language (EFL) in the Language Centre of the Jahangirnagar University. Subjects have several common characteristics? have the same mother tongue, in the same age group throughout the study in the Bengali middle and twelve years are formal teaching EFL at a rate of about four hours per week, and have the same objective is to achieve a good basic control of the target language.
To choose subjects in both groups, the simple random procedure was applied, as this type of sampling is easy and cheap for the selection of subjects and data analysis (Sudman 1976). In the procedure of simple random list members of the population is organized in a random order, and each n is then chosen name. Each member of the population has the same probability of being selected in the sample.

Instrumentation
The Oxford test consists of two sub-tests? Proof of grammatical structures (Appendix A) and reading and listening test (Appendix B) built by Allan (1985) with a composition of free trial (Appendix C) and an oral test (Appendix D) designed by the current research was used to measure pre-program and post-level language programs both experimental and control group. All tests were also used interlanguage to analyze the experimental group.
Oxford Placement Test: The test level of Oxford is one of the most used in the ESL / EFL skills in the UK. It has been used to reliably determine domain English Students entering the undergraduate and graduate students in British universities. Since the subjects in this study are at the undergraduate level, the researcher believes that effective and efficient Oxford test measures competence in the areas of reading, writing and listening. This test consists of two subtests:
a. Grammar test: A multiple-choice written test of English grammatical structures covered by the vast majority of textbooks, either functional or structural, in the range of advanced primary. The test has hundreds of multiple choice questions, each with a point. A delay of one hour and thirty minutes is scheduled for testing.
b. Proof Reading and Listening: This is a test of reading and listening to one hundred multiple choice questions, each with a mark. In the test, test performance based on knowledge of sound and writing systems of English and the ability to make use of that knowledge. The recorded documents controls the time for testing.
Songs Composition Test: This test is designed to assess the competence of language subjects in the organization and the submission of relevant ideas in writing. controlled compositions are errors that occur when the compositions are free of mistakes to avoid. In this research, the estimation procedure was followed spontaneously, and subjects are asked to write a free composition on a subject – "Plan your future," the importance of English "and" family life ". A delay of one hour is scheduled for testing, and is marked 20.
An oral test: This test consists of elements designed to determine the subjects' ability to express different attitudes, feelings and emotions and their ability to communicate in real situations. The subjects are required to meet the test in 45 minutes, and marked 25.

Collection and analysis
To determine the current level of English control subjects Oxford Review, Free Trial Membership and an oral test was administered to both the experimental and control group before the start of the EFL programs. The data collected by both groups are tested and marked with the hand, and their skills on average before the onset of EFL programs or the level of pre-language program of each group is calculated.
Interlanguage so far has been studied by a number of psycholinguistics (eg, Brown 1973, Dulay and Burt 1974) in two ways? morpheme studies and analysis errors. However, the error analysis was adopted to serve the purpose of this study was undertaken to identify gaps and linguistic diversity errors or mistakes on data collected in the experimental group before the EFL program. "This error approach to determine the categories" (Norrish 1983) is used for error group (and error), since they are related mainly with particular grammatical, semantic, phonetic, phonological, lexical and global problems. This approach is used because it has the advantage of allowing errors (and error) selected categories are determined: by a selection process and eventually use categories defined.
Then the two groups have completed their respective programs of EFL, each contact 72 hours. The control group was taught in accordance with the software already developed by the Language Centre, while the experimental group was taught according to the program designed by teachers of the course in light of the results of error analysis Data collected from the subjects in the group before the EFL program. At the end of the programs, the placement test of Oxford, song and test an oral test was given again both groups, and their skills on average after the completion of the EFL programs or post-language program for each group is calculated. In addition, error analysis, turns out to discover mistakes or errors in the data collected in the experimental group after the conclusion of the EFL program.

Presentation and interpretation of results
The analysis of data collected in both the experimental and the control group using the Test of Oxford, Free Trial Membership and an oral test produces four types of results.

Pre-level program language
The average mark secured by both the experimental and control group in the Oxford test Placement, Free Composition test and an oral examination before receiving any instruction in the EFL program are presented in Table 1 below:

Proficiency testing Experimental Group Control Group

40 grammar test
41
Try reading and understanding 33
31
6 Free Trial Membership
6.5
An oral test 11.5
12
Table-1
The results presented in Table-1 reveals that the average experimental group notes are a good approximation the control group. While the experimental group received 40, 33, 6 and 11.5 in the grammar test, proof reading and listening comprehension, composition test free and an oral exam, respectively, the control group received 41, 31, 6.5 and 12 in the tests themselves, respectively. In other words, for the pre-language program for the two groups are almost identical.
These results could be attributed to the fact that subjects from both the experimental and control group have almost everything in common, so that the same mother tongue, the same age, same educational level, a similar exposure to EFL, and the same learning objective as a foreign language. However, the insignificant difference between the scores of the two groups can be supported by the finding that there is in force of individual variability in the consistency interlanguage (Andersen Hyltenstam 1978 and 1977).

Pre-program language deficiencies in the experimental group
Language deficiencies error analysis of data collected experimental group before the ELT are summarized and discussed in the following manner:
Proof of grammatical structures: The proof of the grammatical structures taken by the experimental group shows that subjects have a significant deficiency in language proficiency and performance. They have committed errors in the "skill", ie failure to use appropriate language forms and rules and proper to transmit and receive messages and "execution errors", ie errors due to insufficient practicalities, indifference, fatigue or anxiety. Specifically, subjects were the knowledge and skills and appropriate use of the exact number / non-count nouns, for example, "information, the determinants of rights" for example, "some small, some relative pronouns, eg" who, what, where, connectors, for example, "because, because, or adverbs, for example," always, recently, just barely, in fact, manners, for example, "Can the will, ie, can, could, may, must, need verbal forms, and time, agreement between subject-verb and prepositions. They also have difficulties in forming 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 may be reflected in the final of the entry inadequacies and shortcomings and formal education on issues of grammatical structures received before the start of the EFL program.
Proof Reading and Listening: The listening and reading test is carried out as the subjects did not skills in reading and listening comprehension. Your skimming and scanning capability is very poor and very slow playback speed. In addition, seem to lack knowledge of vocabulary and sentence structures, and therefore a capacity of poor reading comprehension. In addition, individuals face many difficulties hear the words of many vowels and consonants in English are not familiar to them. They face particular problems with diphthongs monophthongs long, lip-dental, and between wheezing dental. In addition, they can not cope with the effects produced by strong-weak forms, stress and intonation. Therefore, your listening skills and understanding of the information is very limited.
The results could be attributable to several factors, such as poor and inadequate teaching methods and techniques insufficient material and immaterial, the lack of practical subjects, unpleasant environment for learning, mother tongue interference, and so on.
Free Membership: Membership free trial revealed that subjects faced with problems of sentence construction with correct and so clearly organized ideas. This is due to their lack of skills in the use of different grammatical categories, such as weather, articles, demonstratives, possessives, quantifiers, agreement between subject and verb, adjectives, adverbs, prepositions, spelling and passivation and uses different words. This finding offers further support to those found by Haque and Maniruzzaman (1993) and Maniruzzaman (2003), and can be considered the result of limitations in the process of instruction that covers all teachers, curriculum, methods and teaching techniques, materials, equipment and testing tools.
An oral test: The oral examination revealed that the subjects extremely poor in both competition linguistic and communicative, as they have limited skills in the use of contractions, suprasegmental features? stress, tone and intonation, the words correct and properly claims the right people in appropriate situations. The result could be explained by the fact that language proficiency is very careless in the ELT classroom Bangladesh. And outside the classroom, issues almost no opportunity to (practice), speaking in English.

Post-level programming language
The mean score guaranteed both by the experimental group and control group in Oxford placement test, proof of song writing and an oral examination after of receiving training in EFL program are shown in Table-2 below:

Competition control group test group

Test 81 grammar
55
Try reading and understanding 78
49
Songs Composition Test 14
8.5
Speaking Test 22
15
Table-2
The results shown in Table-2 reveal that the average score of the experimental group were significantly higher than the control group. The experimental group received 81, 78, 14 and 22 on the grammar test, proof reading and listening skills, and Free Composition Test an oral test 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 the experimental group received instruction in the English language 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, by contrast, the control group learned the English language in which pre-planned and pre-designed Language Center Program no relation to the study of interlanguage before the start of the EFL program.

Post-program language deficiencies in the experimental group
The error analysis of data collected with the group after completion of the EFL program designed and implemented on the basis of the conclusions of the analysis errors of data collected in the same group before the EFL program clearly shows that the subjects had their language skills improved considerably since The Once they have achieved significantly higher marks in the test of grammar, reading and listening test, free composition test and an oral test, compared to the last time. In other words, they committed fewer errors / mistakes and show that it has acquired a good command of all basic skills English language? listening, speaking, reading and writing. This result is due to the consideration and operating results of error analysis of data collected from group experimental before the EFL program.

Conclusions and suggestions
The analysis and interpretation of the results of the survey are two notable consequences.
First, the study of interlanguage help determine the current level of language learner. It is therefore possible to know what the student and not what he / she need to learn to reach a level of English. That is, research in the dialect through the target language student clearly both general and specific weaknesses of language and communication, he / she one and indicates the future course of action.
Secondly, the EFL program is based on the study of interlanguage the student is more efficient and more productive than designed and implemented on the basis of theories, hypotheses, experiments and predictions.
It therefore can be said that the study of interlanguage is substantially relevant to teaching English as a Foreign Language especially at the tertiary level.
Based on the findings the study, several linguistic and pedagogical recommendations could be made.
First, the student's interlanguage can be analyzed and studied to select and sequence the content and teaching and learning elements of the curriculum. In other words, the results of the student's interlanguage be used to reveal what he / she needs to learn in what order to address the standard of the target language. In this way, the student's interlanguage study can be exploited as a tool Complementary to analyze the needs of the student.
Secondly, through the study of the interlanguage of the learner, the teacher must have a clear conception of the nature through language student. This knowledge can help teachers feel more confident and more competent than in the past to discover the student errors, causes errors and take corrective actions appropriate and sufficient to properly handle errors.
Third, the study interlanguage be constructed to take into account individual variability in the consistency, and teaching methods, techniques and training must be provided, adapted, adopted and applied accordingly.
Finally, the universality or common characteristics of interlanguage can be considered to choose and control the common content of the curriculum and adopt common measures to deal appropriately and adequately in the classroom.

Literature Cited
Adjemian, C. "The nature of the interlanguage system." Learning Language 26 (1976): 297-320.
Andersen, R. "A model of the implications for second language acquisition." Language Learning 28 (1978): 221-282.
Allan D. Placement Proof of Oxford. Oxford: Oxford University Press, 1985.
Brown, R. 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 of child second language acquisition." TESOL Quarterly 8 (1974): 129-136.
Ellis, Rod. Study of second language acquisition. Oxford: Oxford University Press, 1994.
Haque, SM and M. Maniruzzaman. "The need for the study of language. "Studies of Dhaka University 50, 2 (1993): 100-114.
Hyltenstam, K. "Participation in the patterns of variation in interlanguage syntax. "Language Learning 27 (1977): 383-411.
Maniruzzaman, M. "The reason for teaching languages to students of literature." The Jahangirnagar Review, Part C-XIII and XIV (2001-2002 and 2002-2003): 235-249.
– - -. Introduction to the Study of the English language. Dhaka: The Library of Friends, 2006.
R. Mitchell and F. Myles. second language learning theories. Great Britain: Arnold, 1998.
Nemser, W. "The systems approximate language learners foreigners. "International Review of Applied Linguistics 9 (1971): 115-123.
Norrish, J. 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. Second language learning conditions. Oxford: Oxford University Press, 1989.
Sudman, S. Applied sampling. New York: Academic Press, Inc., 1976.
Tarone, E. "Interlanguage like a chameleon. "Language Learning 29 (1979): 181-191.
Towell, R. and R. Hawkins. Acquisitin second language approaches. Clevedon: Multilingual Matters, 1994.

APPENDIX A
Grammar Test
Time-90 Minutes
Look at these examples. The correct answer is underlined:
a. In climates People like hot taste as sitting outside in the sun.

b. If it is hot sitting in the shade.

Now the test begins. Underline the correct answers:

Today, they are there is millions of people learn English. 1 …

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

They may need English for work job work. 3 …

Some of them need need to speak English … 4

Most students English will have other needs. 5 …

Most users who use English

for the conversation that they can talk about people who are not English. 6 …

It is there almost no parts of the world at 7 in English …
we never talk.
Most people have heard more than one English a little more time. 8 …

Very few people have heard some English spoken at all at all. 9 …

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

in accordance with the United Kingdom. 11 …

It was first published in 1955 12 …

Since then he has been a sales success has been regular. 13 …

Most of the documents which it operates has changed changed 14 …
several occasions in recent years.

In 1954, the first Guinness Book of Records was developing,

world record would be taken miles broke more than once. 15 …

A year earlier, in 1953,

used was to remain motionless, standing more than four minutes. 16 …

But in 1954, the barrier was four minutes can be broken on several occasions. 17 …

Roger Bannister famous run was the first time we had even run that fast. 18 …

If Dr. Bannister not no no 19 …
the first to run the mile in under four minutes, would not be so well known.

The case was tried by a much Many runners ever since. 20 …

This history of the computer, the computer of a computer is actually 21 …

fairly quiet time frame. A computer is essentially 22 …

effective means of processing the information data. 23 …

For thousands of years, a man man man uses 24 …
different types instruments to overcome the problems caused by heavy numbering systems.

mathematical difficult first had problems with the use of the difficulty to use 25 …

shadow systems of their societies, but he managed

developing to grow in developing personal number 26 …

systems in this case to carry out their calculations. 27 …

The decimal system

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

with it for a long time, and is 29 …

as the calculation basis so common today, not 30 …

never been used 31 …

as it is now. 32 …

Both systems depend on the amount on the concept of 33 …

zero have been developed in some ancient societies in parallel with

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

for some 25 centuries, 25 centuries ago, nearly 25 centuries 34 …

* The abacus
it was used in China. 35 …

This calculation of the aid, and tables of counting used by the Babylonians and

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

known today as what they call a "computer." 36 …

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

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

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

Previously, mathematicians and inventors

could grow have developed have developed many other 38 …

types of aid, but with little success at least much less. The 39 …

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

that even using the same next century, 40 …

walking distance to many years later. In 1642, the French 41 …

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

What does this machine by adding base to do today, but 42 …

I could not let Done with precision needed 43 …

to make it reliable. It's been a very long time before 44 …
improved manufacturing techniques and it was not until the early 19th century

Arithmometer came Arithmometer not come Arithmometer the next 45 …

on stage and in the first 46 commercial success …

simulator. The producers should have no little could be 47 …

imagine that in the 1980s technology

Have had advanced advanced Advanced while 48 …

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

It is true that existing computers because only have been in force for 49 …

forty years, but the 1980s saw an explosion of the computer. When we

REACH will be reached to reach the end of the decade, 50 …

our lives will be directly affected by computers.

One night, Sandra's boyfriend, Juan, said

going, gone, have a drink with friends … 51

and she decided to love it so far, and I had to go to 52 …

disco college rather than stay in

on their own with their own personal HY. After a while she found 53 …

Bob, a former boyfriend of her and her friend of 54 …

Juan. At first he is happy his company, but his attentions

little to be good and not too little, and she is 55 …

No more no more, no more fun. 56 …

Bob: See? Is not that what you do another 57 …

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

Sandra: No, really I am I've had enough. 59 …

Bob: I'm sure they would feel feel better slaughter. 60 …
Sandra No, seriously.

I feel I feel I am fine, thanks. 61 …

Bob: Well, why not one that is a dance, why not? 62 …

It makes no sense no need to be so hostile just because 63 …

will you marry me. You 64 …

you would expect and have fun while you can. 65 …

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

He'll get what's the key. 67 …

Bob: What? Leave now? Actually, it just goes beyond. 68 …

Surely you

not have to go do not need to go immediately fail, 69 …

Do you? Is it my fault?

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

have a few task allocation. Am 70 …

should have done last week, but

I forgot that I had forgotten Forgotten 71 …

I do not need not remain more time or maybe not 72 …

I will never never happened. 73 …

Bob: You could do in the morning, he said.

you get up early. 74 …

It makes little sense to attempt to try to try to start 75 …

now. Maybe you can also have fun now after 76 …

sleep well at night and do it tomorrow. Come, let's have a dance.

Sandra: See? I said that I'm 77 …

I'm going, I I had to say. I have 78 …

is expected that there should be a long time ago, in fact 79 …

I would rather prefer not decided to come to 80 …

all. I really wish no no no now. 81 …

Bob: You might be said has been in these 82 …

moody. Do not bother trying to be nice.

Sandra: Well, Bob? It is time that I'm going to leave and I'm 83 …

that's all there is to do.

Bob: Well, I say, I say that I I could tell … 84

do. I could give you a lift. It will be much that 85 …

faster than the bus.

Sandra Oh? At the time that we had 86 …

round of all rural roads. Not on your life?

I go, I prefer walking. Good evening *
87 …

Bob: What a night? If only

I knew in the first place. 88

She wants nothing to do with me anymore? so

This is the first time I went, I'm going to a nightclub for ages. 89 …

and after tonight, was that unless it be the last. Never again! O 90 …

at least not before next week!

Consider the following examples of short questions in English. The correct way to label highlights:

a. It becomes the 9.15 train it not also was not?

b. She works in a library, he did not do it?

C. Tom did not said he did not make it not?

Now highlight the label right question in the 10 following points:

Perter Come back tomorrow, was not that he is not right? 91 …

It has been ages since the last time I saw him not? 92 …

I do not think I've ever seen before, do not you have? 93 …

We had no idea it was coming, if we had not? 94 …

I think it is unlikely to go there again, is not it? 95 …

No one had dinner in the evening until ten

Have it do? 96 …

I guess you prefer not to eat too late tomorrow

Should it not? 97 …

So I think we can get away without going back next year

could he do? 98 …

I better give a reading end before this through reuse,

I should not, I did not I? 99 …

I would not know it would be as hard as this,

had it not been, you've done? 100 …

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

a. Can I have the soap soup at the supermarket?
Word "soup", then "soup" is underlined. Now look at these examples and listen to the tape. This time, highlight the words you hear. For example, if you intend to 'shorts' Underline 'shorts':

b. The team needs new shorts shirts.

C. Recently, have developed a new type of wine grapes here.

The words of the tape is "short" and "vine", then Correct answers this:

b. The team needs new shorts shirts.

C. Recently they have 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 to play tonight?

2. It fell and hurt her chin guards.

3. The speech of Mr. Foot has paid particular attention to building

prices crisis we face today.

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

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

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

7. Paul There is a call for you in one line.

8. In the last two years has set the market
changes across Europe.

9. Sorry, John's not home. He stopped working yet.

10. She has for her friend.

11. He put everything into two bags.

12. There was a lot of problems with his uncle ankle recently.

13. I heard that going to Turkey for your holiday in Torquay.

14. Simon from someone on the phone for you.

15. As for many poor countries, is essentially a problem of distribution

the richness of being there.

16. If you are looking for Andy, he throws himself on beer.

17. I must say that I would not have thought there would be taken to heart too hard.

18. A chest of improvement in all failures recently?

19. Because of his previous record, was sentenced to life in the light.

20. Do not tell anyone, but I'd do it for nothing.

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

22. Do you want another copy of coffee?

23. Let's play with Susie, by the time one hour. You have had a chance.

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

25. Will you see Paulina Seapalling today?

26. Many passengers have been fatal wounds to the face.

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

28. While in Cambridge the place was full of people rich artistic.

29. Unemployment in Teesside Deeside laps over twenty percent.

30. I've heard Connors lost a game again.

31. Can you pin pen for me, please?

32. I understand that you are very critical of tenders author.

33. The actions usually held on the first day of budget week Thursday.

34. In spite of what you say is very rarely a problem.

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

ownership position.

36. I guess to confirm my place the flight to Athens.

37. If so, it is more likely than not, it stops.

38. She graciously accepted the applause of recognition.

39. On one side you can see the film as a representation treason Wild
experience of the working class.

40. The country now faces a shortage of farriers harriers.

41. Hoddle looks set to win his third cap cuts this year.

42. What you indicate on your wrist.

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

44. How long we can give a repeat response? In the end
week next?

45. The government has indicated that the remaining Asians
had been deported.

46. It was delayed because he went the wrong way along.

47. I could manage a wee cup of coffee.

48. Do you where "Classics Class" is now six years?

49. I'm surprised you do not have space for a pub rum.

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

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

52. I do not think it would be armed wounded.

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

54. No need to be stubborn, obstinate about it.

55. She goes to nine at night to work on the ground.

56. Do you think she was responsible for promoting the incentive to do?

57. Upon entering the house there was a smell of bacon cooking.

58. Can you give me a blank black?

59. The new test equipment, likely to be adopted for adaptation.
guardian.

60. Do you know if this has been done?

61. Today there are many countries where phone calls can be exploited sealed.

62. We went with the money today in two days less than an hour.

63. Only some time after the accident found that ensured that was injured.

64. If you do not find a racket for his birthday get a good wood.

65. I'll put my call through it.

66. I much prefer the squid when dough fried in butter.

67. Martina lives in a large gel Frisian barn.

68. Your sister has advocated by telephone.

69. The President has admitted failing to recognize that unemployment was rising.

70. Let's see if we can present information in a piece of new information.

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

72. Joyce There is not much choice program this year.

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

74. I like it prepared, no salt and salt and pepper rare.

75. The critics were unanimous in apparently anonymous.

76. I imagine that the castle was completely impregnable unsaleable.

77. Are you ready for Saturday after the conference?

78. Looking to go to all the seminar helmet?

79. I think you put paper including Sat June

80. It seemed absolutely dead naked.

81. In the past two years, has been in every step Norfolk marshes.

82. I understand her husband wrote to the rope in the game

83. You need to go left first elevator to go to room 415.

84. He said we were going to be fine with a six in the car.

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

86. Do you know the riddle of the thirty thirty patients and six sheep?

87. German pen-friend of my son does not know what to say when

said, "Want to bet?" No bats? .

88. I cooked onion slices with butter mass fear not agree with me.

89. There is a nice walk to take the curve where

salami, rye and rice special.

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

91. This steep deep 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 has ballet Bally shoes.

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

97. There Chapel on chapter on our way might be able to help.

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

99. The parking garage location is next to nothing to do cheap.

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

Appendix C-
Free trial membership
Time-1 Hour
Marks-20
Write a text of 400 words on one of the following topics:
a. Plan your future
b. Importance English
C. Family Life

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

1. Write down what you say 1×10 = 10
a. Your request for a pen friend.
b. entering the room of your teacher.
C. someone to get attention.
d. disapproves of something.
e. offers 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 any errors.
j. tell your younger brother something.

2. Write a dialogue with each situation: 5×2 = 10
(A) has complied with his friend of the school bus stop after many years.
(B) You and your brother are discussing a TV show.

3. This is a Rafita dialogue and a bystander. Fill out this form, says that reading the responses Rafita: 1×5 = 5
Rafita: Sorry. I wonder if you can help me.
Passing:? ? ?
Rafita: I am looking for GPO. I can not find.
Passing:? ? ?.
Rafita: How long does it take?
Passing:? ? ?.
Rafita: I can not ride in a rickshaw?
Passing:? ? ?.
Rafita: So it's better to go by bus.
Passing:? ? ?.
Rafita: Thanks much.

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.

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