Doctor of Philosophy: The University of Dhaka conferred Doctor of Philosophy on Binoy Barman for his dissertation titled “Analysis of Bangla Sentence with Transformational Generative Grammar” in 2006 (degree conferred in the 43rd Convocation held 2007). The research was conducted under the supervision of Dr Jinnat Imtiaz Ali at the Department of Linguistics. The paper was evaluated by Professor Dr Rafiqul Islam, Dhaka University, and Professor Dr Pabitra Sarker, Jadabpur University. The thesis examined the interaction between TG as proposed by Noam Chomsky and Bangla language.
Master of Philosophy: The University of Dhaka conferred Master of Philosophy on Binoy Barman for his dissertation titled “Trends in Modern Semantics: Problems and Principles of Theorisation” in 2000 (degree conferred in the 41st Convocation held 2001). The research was conducted under the supervision of Professor Dr Rajib Humayun at the Department of Linguistics. The paper was evaluated by Professor Professor Dr Maniruzzaman, Chittagong University, and Professor Dr Jahangir Tareq, Institute of Modern Languages, DU. The thesis elaborated on the cross-currents of semantic research and brought them under a singular and uniform system.
Grammatical Competence of EFL Learners at Tertiary Level-A Survey at DIU: Conducted a research on grammatical competence of the students of Daffodil International University in 2014 under a project of the Research Center, Faculty of Humanities and Social Science (FHSS), DIU. In Bangladesh, English is a foreign language and in most of the cases, students remain weak in grammar despite years of learning efforts. For this reason, they fail to write English correctly as students and later as employees. It is the teachers’ responsibility to prepare students in such a way that they become capable of using the English language accurately. In this respect it is important to understand the nature of grammatical competence/incompetence of the students. The research has been adopted for this purpose. For fact finding, a survey was conducted among the first year first/second semester students of different departments in different campuses of DIU. The opinions of the English language teachers’ were also collected regarding the grammatical competence of the students they teach and some pedagogical issues. Data was collected through questionnaire and analyzed with competent software. Numerical values of students’ grammatical competence were calculated and relative strengths and weaknesses in certain grammatical elements (considered variables) were also measured. Students’ and teachers’ feedbacks were compared with a view to understanding the nature of assessments. The findings of this research could be utilized in developing a need-based syllabus for the students of English at the tertiary level.
