Linguistic Competence And Self-Actualization Of Pakistani Postgraduate Research Scholars

Abstract

The present study was conducted to explore the linguistic competence and self-actualization. It investigated about the performance of the postgraduate research scholars in English and their communicative ability they could exploit for their self-actualization. The study aimed at identifying the factors deteriorating the quality research; analyzing the linguistic competence problem the postgraduate research scholars; investigatingthe relationship of the linguistic competence in English with the researchers' creativity and self-actualization; finding the psychosocial maturity gaps in the way of self-actualization and intellectual development of the scholars; and, suggesting a specific English curriculum design for enhancing linguistic competence of the research scholars at university level. Responses were collected through three different questionnaires from 459 subjects i.e. 310 postgraduate research scholars, and their 111 teachers and 38 heads of university departments from 10 leading universities located in Islamabad Capital Territory (ICT) and Khyber Pakhtunkhwa (KPK). For finding out the problem areas, the recently conducted M Phil and PhD theses were also critically analyzed. Data were properly interpreted and statistically analyzed using appropriate statistical techniques like Chi- square etc. The study found the problem of linguistic competence in English affecting research scholars' performance, and recommended for an environment conducive for the self and language learning. It also proposed a curriculum design for addressing the problem of Pakistani postgraduate research scholars.

Headnote

Abstract

The present study was conducted to explore the linguistic competence and self-actualization. It investigated about the performance of the postgraduate research scholars in English and their communicative ability they could exploit for their self-actualization. The study aimed at identifying the factors deteriorating the quality research; analyzing the linguistic competence problem the postgraduate research scholars; investigatingthe relationship of the linguistic competence in English with the researchers' creativity and self-actualization; finding the psychosocial maturity gaps in the way of self-actualization and intellectual development of the scholars; and, suggesting a specific English curriculum design for enhancing linguistic competence of the research scholars at university level. Responses were collected through three different questionnaires from 459 subjects i.e. 310 postgraduate research scholars, and their 111 teachers and 38 heads of university departments from 10 leading universities located in Islamabad Capital Territory (ICT) and Khyber Pakhtunkhwa (KPK). For finding out the problem areas, the recently conducted M Phil and PhD theses were also critically analyzed. Data were properly interpreted and statistically analyzed using appropriate statistical techniques like Chi- square etc. The study found the problem of linguistic competence in English affecting research scholars' performance, and recommended for an environment conducive for the self and language learning. It also proposed a curriculum design for addressing the problem of Pakistani postgraduate research scholars.

Keywords: Linguistic Competence, Self-Actualization, Postgraduate Research

Introduction

All researches employ language as a medium of communication. Language is one of the most fundamental components that determine the quality of a research. A research language is based on communicative and linguistic competence and performance. A quality research makes proficient use of both the linguistic performance and competence that lead to the self-actualization of a researcher. Linguistic competence differs in approach and method as the psycholinguists and sociolinguists view differently in terms of behavioural, cognitive and social/situational orientations.

Linguistic and communicative competence is directly linked with the selfactualization of a researcher. The quality of research is greatly concerned with the work of a self-actualized researcher. A self-actualizing researcher needs psychosocial maturity. And language cannot be detached from the psychosocial environment of a researcher. Language ability entails communicative and linguistic competence. The linguistic objects only like phonology, lexis and syntax are not sufficient to constitute a language and communication. It is the meaning of an expression along with its form that matters and determines who says what, to whom, where, why, in what manner and in what effect. It means the context of situation in which a communication occurs is very much important. Linguistic competence, performance and a social situation appropriate for self-realization are the necessary constituents of a psychosocial setting for the self-actualization of a researcher.

Theoretical Background

University research scholars oftenconfuse word classes and make mistakes in their meanings like using Affect and Effect. They do not observe Alphabetical Order of Citations within Parentheses and also using Ampersands with error. They oftencombine words ANOVA Independent Variables with "Factors). They do not set headings in Bold Font andmake errors inusing Case and Headings style. They are found unaware of Citations, Repeated Within Same Paragraph. They do not appropriatelyuse Conjunctions in a Sentence;Commas and Quotation Marks; Gender and Number; and,Equality and Inequality Signs; using Et Al; They often do not properly makelinguistic use of Italics;Its vs. It's; Passive/Active Voice and the First Person; Pronouns for Nonhuman Animals; and, Prepositions at the End of a Sentence. Linguisticmistakes are found in the university research theses in Reference List; Sexist or Dehumanizing Language; Shifts of Tense; Singular They; Split Infinitives; Statistical Symbols; and, Tense aspect. Besides, most of the research scholars face problems of Spelling, Punctuation, Phrases, and Structure while writing their research theses.

It is clear that only knowledge of grammatical (syntactic) rules or knowledge of language does not constitute the linguistic (communicative) competence and performance but the ability of using the linguistic forms for appropriate communication matters a lot.

Linguistic Competence

John Phillips and Chrissie Tan (201 1) affirm that Linguistic Competence defines the system of rules that governs an individual's tacit understanding of what is acceptable and what is not in the language. The concept, introduced by the linguist Noam Chomsky in 1965, was intended to address certain assumptions about language, especially in structuralist linguistics, where the idea of an unconscious system had been extensively elaborated and schematized. Competence can be regarded as a revision of the idea of the language system. The empirical and formal realization of competence would be performance, which thus corresponds to diverse structuralist notions of parole, utterance, event, process, etc. (Literary Encyclopedia, 2011)

Chomsky (1965) argues that the unconscious system of linguistic relations is often mistakenly associated with knowledge or ability (or know-how). Chomsky is concerned to establish a science that would study what he calls "the language faculty", in analogy with other mental faculties like logic, which as a kind of intuitive reasoning power requires no accumulation of facts or skills in order to develop. Grammatical knowledge too seems to be present and fully functional in speakers fluent in any language. So competence in Chomsky's sense implies neither an accumulated store of knowledge nor an ability or skill. He rejects that linguistic competence is merely a systematic inventory of items, and he establishes a rationalist model of underlying competence regarded as a system of generative processes. This has the advantage of explaining plausibly events of linguistic innovation in unpredictable situations, as well as pertinence of expression and understanding in particular contexts. (Literary Encyclopedia, 2011)

Dell Hymes claims that competence is dependent upon the following features:

* Whether (and to what degree) something is possible.

* Whether (and to what degree) something is visible (in relation to the means available)

* Whether (and to what degree) something is appropriate (adequate, happy, in relation to the context in which it is used).

* Whether (and to what degree) something is performed (actually done and what the doing entails).

It means the linguistic competence is basically a part of Communicative Competence. According to Dell Hymes the linguistic competence is an abstract idea without its actual use. Thus, Widdowson agrees that "if linguistic competence is an abstraction of grammatical knowledge, communicative competence is an abstraction of social behaviour. The notion of communicative competence does not include in its purview (the scope somebody's activities or influence) the actual procedure, which language users adopt in order to participate in language based on activity. So, along with linguistic competence and communicative competence, pragmatic competence should also be brought into focus." (Linguistic and Communicative Competence 2007)

Thus, the linguistic, pragmatic and communicative competences constitute the psychosocial ability that employs the conceptual system of a language in an actual situation. This actual performance of the participant establishes how the language can significantly be utilized for self-actualization and psychosocial maturity as well. This interlinked system of word, form and context is based on the following elements:

* Linguistic Knowledge and the Para-linguistic Cues:

(i) Verbal elements (sentences, clauses, phrases, etc.)

(ii) Non-verbal elements (aspects of communicative behaviour, such as: facial expression, body movement, eye gaze, gesture, proximity, etc.)

(iii) Elements of discourse and their organization in connective speech andwriting.

(iv) Range of possible variants (possible variations and their organizations).

(v) Meaning of variants to a particular situation.

* Interaction Skills:

(i) Norms of interaction and interpretation.

(ii) Strategies for achieving desire goals.

(iii) Perception or features (verbal as well as non-verbal) in communication situation (situation of communication).

(iv) Understanding appropriateness in any given situation.

* Cultural Knowledge:

(i) Socials structure.

(ii) Values and attitudes.

(iii) Cognitive scheme (verbal as well as noun verbal) and the cultural transmission processes.(Linguistic and Communicative Competence 2007)

Self-actualization

Self-actualization plays very significant role in shaping an individual's knowledge, skill, creativity, attitude and the whole personality development. A researcher with actualized self thinks accurately, responds intelligently and performs reasonably in a social setting. The quality, acceptability and impact of a research are interconnected and interdependent with the self-actualization of a researcher. Self-actualization is a very high state of satisfaction and realization running through the whole personality development of an individual. It comprises so many other constituents, objects, mediums, modes and ways of thinking, expressing, behaving and creating. It is also meant for assimilating and accommodating knowledge and skills and attitudes; for receiving and perceiving new things and ideas according to their context; and, for making concepts of others and self. Competence and performance both absorb in the realm of selfactualization that forms psychosocial ability.

Carl Rogers(1959) believed that humans have one basic motive that is the tendency to self-actualize - i.e. to fulfill one's potential and achieve the highest level of "human-beingness." Like a flower that will grow to its full potential if the conditions are right, but which is constrained by its environment, so people will flourish and reach their potential if their environment is good enough. (Simply Psychology, 2007)

This means that self-actualization occurs when a person's "ideal self" (i.e. who they would like to be) is congruent with their actual behaviour (selfimage). Rogers describes an individual who is actualizing as a fully functioning person.The main determinant of whether we will become self-actualized is childhood experience. (Simply Psychology, 2007)

The individuality of a person is made up of his self that is the humanistic term for the real existence of a person. The self is an interplaying system in a personality, and is deeply connected with the soul that founds the Freud's psyche of Id, Ego and Superego. The assimilation, accommodation and interpretation of life experiences influence the self of a person.

According to Rogers (1959), a person wants to feel experience and behave in ways which are consistent with his self-image and which reflect what he would like to be like, his ideal-self. The closer his self-image and ideal-self are to each other, the more consistent or congruent he is and the higher his sense of selfworth. A person is said to be in a state of incongruence if some of the totality of their experience is unacceptable and is denied or distorted in the self-image. (Simply Psychology, 2007)

The humanistic approach states that the self is composed of unique self concept. Rogers (1959) asserts that the self-concept includes three components:

* Self worth (or self-esteem) - what we think about ourselves. Rogers believed feelings of self-worth developed in early childhood and were formed from the interaction of the child with the mother and father.

* Self-image - How we see ourselves, which is important to good psychological health. Self-image includes the influence of our body image on inner personality. At a simple level, we might perceive ourselves as a good or bad person, beautiful or ugly. Self-image has an affect on how a person thinks, feels and behaves in the world.

* Ideal self -This is the person who we would like to be. It consists of our goals and ambitions in life, and is dynamic - i.e. forever changing. The ideal self in childhood is not the ideal self in our teens or late twenties etc. (Simply Psychology, 2007)

To achieve goals and ambitions in life that lead toward self-actualization depends on how a person thinks about himself. The feelings of self-worth are very important both for psychological health and for the real life actual performance and needs.

Accordingly, self-actualization refers to psychosocial maturity with the quality of being realistic, self acceptance, spontaneity and naturalness. A self-actualizing person possesses good interpersonal skills and can play very effective social roles. He maintains privacyand autonomy, and accepts challenges. He respects democratic values and manifests very positive attitudes.He possesses a veryphilosophical and unhostile sense of humour, creativitywith transcendence of heart and mind.

Quality Research in Pakistan

Sincel947 to 2011, as given in Pakistan Higher Education Commission's Annual Report 2012, Pakistani universities had produced PhDs in different disciplines. They are: in Social Sciences, 1778; in Agricultural and Veterinary Sciences, 975; in Arts and Humanities, 1099; in Biological and Medical Sciences 1438; in Business Education, 117; in Engineering Technology, 229; in Physical Sciences, 1537; and Honorary, 58. In the last years the ratio of PhDs produced is higher as it reached to 616 in 2008; 779 in 2009; and 617 in 2010 as well.

In spite of the high PhD bulk, HEC itself criticizes Pakistan higher education for the lack of quality. There are multifarious factors of this problem, but language, curriculum and self-esteem are the most striking factors that can determine the parameters of quality education. Quality research, a researcher's linguistic competence and self-actualization are interconnected with each other. Thus, high quality research requires an environment that satisfies the psychosocial and biological needs of the researcher.

The Ph.D. degrees offered by the universities in Pakistan (either public or private) should equip the trainee researchers with the skills such as observation, critical analysis and finding solution and designing tools to solve their problems. In Pakistan, like in many other countries of the world, most of the research is carried out in the fields of natural sciences and technical education. There is little emphasis on research in languages or humanities. (Language in India, 2010)

In this regard, performance indicators work to determine quality research. Such quality determiners are regarded to be the quality of teaching, quality of student evaluation, quality of teaching-learning environment and student satisfaction. Some other indicators of quality measurement are the quality of the library and laboratories, the effectiveness of management, governance and leadership. Thus, the quality research demands conformity with the desirable human needs and existing valuable standards of education, scholarship, and communication.

Methodology

Research design and Procedure

This study aimed at the factors deteriorating the quality research affecting the achievement of educational aims at postgraduate level and exploring the relationship of the linguistic competence with the researchers' creativity and self-actualization. It assumes that there is a significant correlation of the English language competence with the creativity and self-actualization level of the postgraduate research scholars.

This study is very important as its educational implications and its relevance with the achievement level are very high. It is helpful in the standard configuration of English language curriculum for the university research scholars. It involves both the curriculum development and implementation of the structure that can be utilized at doctorate-granting institutions.

A descriptive and survey research methodology was adopted in carrying out this study. The procedures focused on the linguistic competence or language performance and self-actualization as an integrated need for psychosocial maturity. The survey method was appropriate to explore the curriculum problems, linguistic competencies in English language and to find out their psychosocial impact on the actualization of the postgraduate research scholars. The study was conducted as correlational. Questionnaires as descriptive research tools were designed for collecting data from the respondents. Besides, some of the recently conducted MPhil and PhD theses were critically analyzed for finding out the problem areas of the linguistic competence like mistakes and errors in syntactic, grammatical, morphological, etymological, semantic and contextual choices that might have been hurdles in the way of creativity and full self-actualization of the researchers. Data were analyzed by descriptive and corelational statistics like: Chi Square, Mean Differences, Percentages, etc.

Choice of Setting

In the present study, a university setting was chosen to examine postgraduate research scholars' opinions in psychosocial context regarding linguistic competence and self-actualization. In this study, the main subjects were research scholars, their teachers and Heads of Departments. The respondents were from those Pakistani universities that offered the programmes of M Phil and PhD, such as:

i) Postgraduate research scholars reading in MPhil or PhD programmes, Semester Fall 2010.

ii) Teachers of the university departments offering MPhil and PhD programmes in various disciplines.

iii) Heads of the university departments offering MPhil and PhD programmes in various disciplines.

Sample

The sample of the study consists of the following:

i) Randomly selected non-English postgraduate research scholars reading in MPhil and PhD at NUML, IIUI, AIOU, University of Peshawar, Hazara University, AWKUM, University of Malakand, CUSIT, Abasyn University and Northern University.

ii) Randomly selected teachers of the university departments offering MPhil and PhD programmes at the above selected universities.

iii) All heads of the university departments offering MPhil and PhD programmes at the above selected universities.

Instruments

The data collection approach was a structured questionnaire. Three different pre-structured questionnaires were designed for different groups, but the basic contents focussed on the main problem of linguistic competence and selfactualization of the Pakistani postgraduate research scholars. In addition, personal observations and experiences of the research scholars, their teachers and Department Heads were assessed to discover their specific needs and their impact on them.

Questionnaires for M Phil and Ph D research scholar, and their teachers were administered to the randomly selected respondents at NUML, IIUI, AIOU, University of Peshawar, Hazara University, AWKUM, University of Malakand, CUSIT, Abasyn University and Northern University by the researcher personally by hand and also through email. Survey-correspondence techniques at the concerned university departments of the selected universities were employed for collecting valid and accurate data from both the scholars and their teachers.

Analysis of Data

The procedure for the data collection and analysis was carried out as that the Data collected by means of questionnaires form the randomly selected postgraduate research scholars, teachers and heads of the given disciplines at the selected universities were analyzed by applying statistical formulae. Comparison of the response frequency was made by percentages for demographic profile. For measuring the psychosocial perspectives and self actualization factors Chisquare was applied. Sampling error was calculated to judge the adequacy of the sample.

Moreover, for further analysis descriptive and correlational statistics like Mean Differences, Percentages etc. were applied. Findings, conclusions and recommendations were made. The following basic areas were critically analyzed.

* Learning and Competence

* Language Learning And Communication (Psycholinguistic and Sociolinguistic Approach)

* Psychosocial Factors and Language Development

* Linguistic Competence and Communicative Ability

* Linguistic Competence and Performance

* Basis of Communicative Ability

* Language Aptitude and Intelligence

* Psychosocial Factors and Linguistic and Communicative Ability

* Linguistic Competence and Self-Actualization

* Self-Identity and Scholastic Achievement

* The Self and Intelligence

* The English Language Competence

* Intelligence and English Language Learning: A Psychosocial Approach

* Language as Self-expression

* University Research Environment: Language and Self

* Psychosocial Perspectives: Language and Self

* Sociological Perspectives

* Psychosocial Factors and Communicative Competence

* Language Competence and University Research

Results

Analysis of M Phil/PhD Theses

The researcher critically examined some of the recently conducted MPhil/PhD theses for finding out problems regarding linguistic competence. Main objectives of the investigation were to determine the problem areas of the university research scholars faced during their courses and research report writing. Some important things like standards, emerging trends and status of research at university level were also sorted out and used as a background for this study. This analysis found theses having mistakes and errors in syntactic, grammatical, morphological, etymological, semantic and contextual choices. Besides, some of the difficulties in the way of creativity and self-actualization of the researchers were also pointed out and utilized in preparation of tools for this study.

Linguistic Proficiency and Self-actualization

Table 4.2.1.1 shows that the chi square values (average y2=36.03) are significant at 0.05 level for all the subjects' responses regarding written and spoken competencies (productive skills). It reveals the difference of opinion among the respondents. Thus, generalizing the results, it is concluded that the university research scholars faced problem while giving a brief oral presentation; using correct stress and rhythm; making timely words selection and expression; pronouncing words accurately; retelling the texts just read; making coordination and subordination; using language in specific situations; making anew start in a lecture/discussion; changing the subject and theme; listing, adding and summarizing points; reinforcing an argument in a situation; and, using explanation signals. So, the research hypothesis is accepted.

Table 4.2.1.2 indicates that the chi square values (average %2=157.63) are significant at 0.05 level for all the subjects' responses about written and spoken interaction (productive skills). It shows the difference of opinion among the respondents. On generalizing the results, it is concluded that the university research scholars faced problem in understanding substitution and omission; meaning of presented and focused information; knowing the right order and right emphasis; understanding general purpose links; differentiating linked from unlinked clauses; understanding linking constructions; communicating in social situations; exploiting and locating sources of knowledge; knowing research terminologies; reorganizing a discourse or presentation; and, elaborating and interpreting data. It implies that the research hypothesis is accepted.

Table4.2.1.3 reflects that the chi square values (average %2=I63.I6) are significant at 0.05 level for all the subjects' responses regarding academic writing competence. It implies that the opinions among the respondents are different. On generalizing the results, it is concluded that the university research scholars faced problem/difficulty/trouble in using correct punctuation marks; reorganizing long sentences and paragraphs; writing texts with coherence and cohesion; remembering the words while writing ; organizing better ideas logically; expressing ideas appropriately and clearly; defining and clarifying ideas definitely; understanding diverged points; summarizing and restating the ideas; analyzing cause and effect relationship; distinguishing formal from informal language; differentiating polite form familiar language; knowing the literary and rhetorical language; making comparisons appropriately; knowing time, tense and aspect relationship; knowing the definite and indefinite meanings; using prepositions accurately; using adverbs of frequency appropriately; comprehending condition and contrast; knowing the degree expressions; making statements, questions and responses; making agreement and disagreement; describing or reporting emotions correctly; using correct adjective patterns; and, differentiating clause from sentence. It interprets that the research hypothesis is accepted.

Discursive Competence (Dissertation Competence) and Selfactualization

Table 4.2.1.4 shows the significant chi square values (average %2=70.95) at 0.05 level for all responses about scholars' awareness regarding discursive competence. It reflects the difference of opinions among the respondents. On generalizing the results, it is concluded that the university research scholars needed to be aware of the discourse principle that texts follow; the use of the encyclopedic discourses (as articles, dictionaries, treatises); the motivation that the discursive competence creates; the uniqueness of the discourses; that abstract texts are more than discourses; that discursive competence increases the level of involvement and proficiency; that language competence broadens discursive competence and performance; that discourse types affect the standard, style and design of research; that discursive ability affects researchers' repertoires; that discursive ability affects researchers' contextual understanding; that competence of academic discourse is important for research; that discursive competence helps learn socio-cultural and ethical contexts; that lexical and contextual comprehension is necessary for research; that terminological comprehension affects the standard of research; that proficiency in spelling and vocabulary satisfies researcher; that understanding morphological aspects affects research standard; and, that communicative and grammatical ability affects self-actualization. It reveals that the research hypothesis is accepted.

Table 4.2.1.5 indicates the significant chi square values (average ^2=200.45) at 0.05 level for all responses about capability of acquired discursive competence level with reference to the problem of university-based research and self-actualization. It shows the difference of opinions among the respondents. On generalizing the results, it is concluded that the university research scholars had problem while doing repertoires like textbook, documentary or research; writing reports of enquiries on social and educational problems, or academic texts like articles, editorials, monographs or theses; utilizing reference books for self-actualization and linguistic ability; understanding the testimonies like diaries, autobiographies or recollections; learning values, social situations and knowledge needed for self and research; exploiting discursive competence for personal goals and learning objectives; sustaining own interest (intrinsic motivation) in conducting research tasks; using graphics, illustrations, maps and diagrams in research reports; understanding layout, form, paragraphs and phraseology of the texts in thesis; and, giving explicit headings and subheadings and precise summaries. It reflects that the research hypothesis is accepted.

Self-assessment regarding Linguistic Competence

Table 4.2.1.5 explains the university research scholars' self-assessment regarding their linguistic competence on five levels i.e.Advanced, Intermediate+, Intermediate-, Basic, and Basic-. The analysis of the respondents' opinion shows that in the given five levels the competence, majority affirmed their linguistic competence level as falling in the Intermediate+ and Intermediate- levels which implies that majority of the postgraduate research scholars (46.55%) had reasonable fluency on restricted topics with limited range, facing many problems with words, idioms, grammar, and pronunciation. Besides, most of them (44.83%) were able to converse comfortably on familiar topics, in familiar situations with some difficulty with vocabulary, idioms, grammarand pronunciation. The opinion response to the given Advanced level shows that very few of them (2.76%) had the ability to converse on most topics fluently and naturally, using proper vocabulary, idioms, grammar and pronunciation. In contrary, the Basic+ (5.86%) reveals their knowledge of limited common words and expressions; managing short conversations on a few predictable topics; having survival level knowledge of vocabulary, grammar and idioms; and, pronunciation heavily influenced by mother tongue. It verifies that most of the postgraduate research scholars did not fall in the advanced level of linguistic ccompetence so far as needed for valid and reliable research. It justifies the need for a course designed for developing the scholars' linguistic proficiency and sufficiency.

Implications

The current study described the context of linguistic competence and its impact on the self-actualization of the postgraduate research scholars. These contextual data helped to identify and analyze the opinions of research scholars, their teachers and department heads by eliciting their requirements for using English in classroom situation. As reviewed, this study is the first step to reveal the relationship of linguistic competence with psychosocial context of the real life situation. In addition, it also provides background data to implement the good English curriculum from an innovative perspective which will promote communicative competence of the research scholars.

To address the embarrassing situation regarding quality research, linguistic competence and self-actualization of Pakistani MPhil and PhD research scholars, a few applicable recommendations are very much obligatory to give here. The researcher assures if the problem is intelligently managed, optimal successful results can be achieved so far. In this regard the following points may be valued for the best solution of the problem:

* To resolve the problem of linguistic competence (in English language) and develop communicative ability, necessary basic linguistic knowledge and facilitation may be given to the MPhil and PhD scholars. The research teachers and supervisors may facilitate the knowledge and relevant linguistic materials in a real context and provide optimum opportunity to their research students for exploiting their English to communicate.

* The research teachers and supervisors may guide the research students about the distinctive features of foreign language competence as they are different from those of their own language. They may be informed that communicative ability can be achieved if they may give proper attention to the use of language and not its usage only; to its fluency and not its accuracy only; and, to its real contexts and not to its ideal structure only. Moreover, importance may be given to the scholars' needs where they can exploit classroom learning for the real world goals.

* The university departments offering research programmes may develop activities on translation and interpretation for developing translingual and transcultural abilities in their research scholars and it may be an integral component of research curriculum. Such competencies can be achieved through specific additional courses offered during their studies.

* The university departments may provide opportunity to motivate their scholars to converse in English; arrange meaningful activities with a focus on communicative ability in English; learn the contextual and situational use of language;enjoy a friendly environment with positive feedback.

* Pakistani university departments may organize professional conferences at national and international levels so that the research students and their teachers could keep pace with the current trends issues in education, especially in language teaching and applied linguistics.

* The university departments may guide and facilitate the writers to prepare learning materials according to the psychosocial and linguistic needs of their scholars. The materials may be organized on the morphological, phonological, syntactic and semantic aspects of the English language. Research curriculum may be integrated with linguistic materials focusing on the research scholars' proficiency level and its specific curricular objectives. Moreover, the research may teachers recommend the available different additional books on technical and syntactic structures of the English language with precise details to the scholars for promoting their academic writing and research reports.

* Research writing students may attain expertise in specifically organized materials of technical language that can greatly contribute to both discourse writing and communication, debate continues about some terminology. This is particularly the case in the use of the words "qualitative" and "quantitative" to mean research informed by interpretive (as well as critical theoretical) or traditional positivist paradigms, respectively. Experienced researchers too often use these terms as a shorthand proxy for more complex notions of methodology, or possibly to depict an entire way of thinking about truth (philosophical lens or paradigm). Even if these old hands know what they mean, it remains problematic whether or not others comprehend the complex nature of research communicated using these words.

* The university research curriculum may be integrated with interactive and technical language materials that can develop research writing competence and communicative ability. Besides, the provided language material to the scholars may specifically contribute to research terminologies, definitions, analytic interpretations, and generative linguistic structures.

* The research teachers may guide their scholars about research methods and procedures, and the use of established standards and acknowledged guidelines that determine the quality of research. They may help them to conduct an inquiry, use its tools and draw conclusions reflecting validity, reliability, trustworthiness and credibility. They may guide the research scholars toward the use of established research ethics and rules. In this regard, proper guidance about MLA and APA style of research documentation may be given to university researchers.

* The university administration may ensure the availability of language laboratories, digital libraries and orientation programmes for academicians and their research scholars. It can enhance the competence and satisfaction level of the researchers if their participation may be ensured as compulsory along with the provision of some recreational and financial incentives.

The conclusion of this study reflects that an innovative curriculum design of English may enhance the linguistic competence of the university researchers. Therefore, the following curriculum design is recommended for developing the English language competence of Pakistani postgraduate scholars.

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