Abstract
The quality of language produced is greatly influenced by the quality of language input. Reading is a major source of language and knowledge input. In Pakistan, two types of books written in the English language are available for the reader. The first type includes the books written and published in Pakistan and the second type is of the books written by foreign authors published in or outside Pakistan. The purpose of this study was to analyze 5 story-books written and published in Pakistan. The linguistic analysis and technical analysis of the books were carried out to explore the kind of material which is being produced locally and is readily available to Pakistani children. The focus of the study was on the English language and technical components of the story-books. Findings of the study reveal that the storybooks contain several language-related problems and technical deficiencies in story writing elements, hence it is concluded that proofreading for language and technical refinement for the storybooks can help improve the work quality.
Highlights
The English Language is a prerequisite for Pakistani graduates and is taught as a second language and compulsory subject at every level of education fromVol 8 No 1 (June 2021)Analysis of Pakistani English Stories primary to graduation (Kausar et al, 2016)
In Pakistani society preference and prestige are accorded to the people having English proficiency but the English language, itself is given a high prestige by the government as it is officially the medium of instruction in governmental documentation and in academia
This study is significant because it brings forward the linguistic analysis of English language storybooks for children which are published in Pakistan and provides their implications on the English language learning of Pakistani students
Summary
The English Language is a prerequisite for Pakistani graduates and is taught as a second language and compulsory subject at every level of education from. Analysis of Pakistani English Stories primary to graduation (Kausar et al, 2016). The English language proficiency of most Pakistani students is not satisfactory when it comes to language usage in real-life situations (Aftab, 2011). There are mainly two types of books that students usually read: Textbooks and other suggested reading material. A language learning classroom cannot be taken seriously by students without having a textbook (Mukundan & Ahour, 2010). Textbooks are the most important element of any ESL classroom and a good textbook contains material for the development of all four language skills (Kausar et al, 2016)
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