The prime purpose of this research article is to analyze 20 multiple choice questions (MCQs) regarding the consonant and vowel sounds of English having asked to the Bachelor of Education (B. Ed) first year major English students in their achievement examination conducted at Makawanpur Multiple Campus, Hetauda, Nepal in 2020. The researcher employed 33% students from the group of high achievers from the top and 33% students from the group of low achievers from the bottom by including 18 students from the population of 27 students. Each item was analyzed for difficulty index (DIF I), discrimination index (DI), and distractor effectiveness (DE). 3 (15%) questions fell in the range of the difficulty index of (0.20 – 0.39). 14 (70%) questions fell in the range of the difficulty index of (0.40 – 0.59).  2 (10%) questions fell in the range of the difficulty index of (0.60 – 0.79).  1 (5%) Question fell in the range of the difficulty index of (0.80 – 0.89).  2 (10%) questions lay in the discrimination index of (0.20-0.29) and 18 (90%) questions lay in the discrimination index of    5 (25%) questions had one non-functional distractor, whereas 15 (75%) questions had zero nun-functional distractor. Out of 60 distractors, 5 (8.34%) distractors were non-functional and 55 (91.66%) distractors were functional. It was found that most of the multiple choice questions were reliable and valid.

The main objective of this study is to identify the effectiveness of teaching methods in teaching English language through figures of speech. Thirty-one figures of speech were selected from different prose adverse lines for the study.  The study was experimental in nature and the pretest-post test control group research design was adopted among 120 bachelor third year education students from five campuses of Makawanpur District, Nepal. Simple random sampling technique was used to select the students to form the Control Group and the Experimental Group which were taught by using the lecture teaching method and the discussion teaching method respectively for thirty five days. The paired samples t test in SPSS Version 20 was used to compare Total Pretest Mean Score and Total Posttest Mean Score within groups. The overall reliability of the instruments based on the posttest scores of the students of the both groups of the pilot study was .979 and that of the research study was .968.  The pair samples t test between the Total Pretest Mean Score and the Total Posttest Mean Score of the Control Group (observed t- value=20.652, critical t- value= 2.001 and p< .05) and the Experimental Group (observed t- value= 42.907, critical t- value= 2.001 and p< .05) show that there was a statistically significant difference between the Total Pretest Mean Score and the Total Posttest Mean Score in each group. It justifies that the lecture teaching method and the discussion teaching method were effective within each group.

Literature is a prolific expression of human feelings, emotions, thoughts, opinions, and so on. Language is a system of communication that consists of a set of sounds, words, and grammar rules that are used by a particular group of people. The relationship between language and literature is complex and multifaceted, with each influencing and enriching the other in a variety of ways. Literature can be an effective tool for improving language skills and deepening cultural understanding. The substantial objective of this article is to highlight the importance of incorporating literature in the language classroom. This article is based on the secondary qualitative data taken via books and journal articles regarding literature, language and the significance of literature for teaching language skills. Both teachers and students will be benefitted from this article as they will be encouraged and ignited to teach language in an innovative way through using literary texts. It will reflect how language by exploiting the authentic literary materials can be taught in real life situations.

Error analysis in linguistics is a systematic process of collecting, identifying, describing, explaining and evaluating unaccepted linguistic forms committed by learners in their writings or speeches. This article attempts to assess the errors committed by 128 bachelor first year education students studying English as a foreign language at Makawanpur Multiple Campus, Hetauda, Nepal in the year 2021. Every student was assigned to write an essay on ‘The Impact of Corona Pandemic on Students’ in about 500 words as the written language sample in a free mode. 128 essays were selected as a sample through the simple random sampling method lottery from 190 essays. All the errors in their essays were identified, described, classified, explained and analyzed. The results revealed that most of the students committed errors in omission at the sentence level, and the causes of the errors were due to intralingual transfer, whereas the highest frequency of errors at the word level was preposition resulted due to mother tongue transfer and overgeneralization.

Pronunciation is an essential and rudimentary facet of language involved in an oral communication. This article attempts to highlight the significance of teaching the pronunciationof segmental and suprasegmental features of English. The segmental features involve consonant and vowel sounds or phonemes, whereas the suprasegmental features include stress, rhythm, intonation, pitch, length etc. The central function of a language is for communication through speech. The speech is sequences of the pronunciation of segmental as well as suprasegmental features. At least, legible pronunciation is essential for anunderstandable communication. Legible pronunciation of any one of Standard British English (SBE), Scottish Standard English and General American English (GAE) is indispensable for the proper and effective oral communication in the global context. Standard British English (SBE) is normally used in context of teaching English to the students in Nepal. It is a difficult task to teach the standard pronunciation to the students whose native tongue is not English, but teaching pronunciation can improve their ways of speaking to some extent. There is not always one-to-one corresponding correlation between spellings and their sounds in words. A spelling may retain different sounds in different phonetic environment. The article writer has pinpointed some instances where the wrong pronunciation of a speaker can lead to a misleading communication. To avoid the wrong or unintelligible pronunciation, it is necessary to teach the intelligible or standard pronunciation of English to our students.