Steam Trains From Great Britain and Beyond

Efl learning by individuals speaking Bengali: Major language problems and possible solutions

Introduction
Learning foreign languages occurs in the formal situation of a classroom, and learners have little access to the target language beyond the door of the classroom (Brown, 2001). And in this formal situation, he / she receives instruction and practice elements integrally connected to the core competencies of the target language, listening, speak, read and write. In other words, the articles are taught and learned linguistically related and considered at different levels, phonetics, phonology, morphology, syntax, semantics and pragmatics. Although learning a foreign language, the language learner encounters usually changed problems that impede its course and learning disabilities and possibly a negative effect on his general competence as well. This phenomenon also found in the learning of English as a foreign language language (EFL) by the Bengali language learner.
Both as a learner and a teacher-researcher of the EFL, I had a firsthand experience and the opportunity to observe the Bengali learner language problems confronts learning English pronunciation, including sounds, stress and intonation related to phonetic and phonological level. He / she is often the formation of English words and sentence structure, respectively involved in the morphological and syntactic quite problematic. In addition, the learner has problems in learning the vocabulary items and transmit meanings through and / or be served words, phrases, clauses, sentences / utterances, discourse, and so related to semantic and pragmatic. These problems obviously seriously delay the learning of the EFL learner language Bengali.
Therefore, it seems reasonable to consider and identify problems language of the Bengali language EFL learner encounters and why. Examination and interpretation of the issue in question are entirely based on my experience practice as a learner and my observation as a research professor of EFL. Finally, a number of suggestions have been made to address and mitigate problems on the one hand, and ensure the smooth and optimal learning of EFL on the other.

Phonetic and phonological problems
Since English is not phonetic, and there is no one-to-head between the graphemes (letters of the alphabet) and sounds actually produced and directed, in phonetics and phonology, who speaks Bengali EFL learner faces difficulties, one hand, the production of speech "which includes articulator (s) how to use his speech and how the speech sound structure to produce sense and, secondly, in the "speech perception" covering how to get that sound of the word (s) to grasp the meaning. It is commonly found at the elementary learner he / she seeks to learn the pronunciation of words by looking at their spelling, and therefore learn from mistakes Pronunciation many of them, for example, the adjective, fit, future, knee, knowledge, lamb, comb, Lieutenant, calm, palm, pneumonia, psychology, Wednesday, etc. This occurs mainly due to defects in education, indifference the teacher how the student learns the pronunciation of difficult words or expressions and lack of teacher training. Let us now identify the problems that confront the Bengali language EFL learners in phonetics and phonology and explain the causes of problems in some sub-categories.

Monophthongs and diphthongs
The Bengali language EFL learners generally found along the five monophthongs / ¡: u: a:?:? / In English in serious problems such as single vowels are not available in their native language and he / she is not accustomed to the difference monophthongs between short and long term. To emphasize a point or express different emotional effects, Bengali vowels are lengthened to some extent. But the length of vowels in the Bengali language is phonetic, phonological not. Moreover, he can not easily pronounce authentically Bengali schwa /? / For this phoneme is absent from their first language. In addition, he / she can hardly tell the difference between / e / and / æ / as in "men" and "man" respectively because of this differentiation is not greatly exercised in Bengali. In addition, the Bengali-language learner is used for vowel nasalization without nasal consonant to his mother tongue, for example, the first vowel in the word 'Kada' / k? e? / (Crying) or the only vowel in the word "Chad "/? e / (moon) is clearly nasalized. This factor sometimes affects his pronunciation of vowels in English without nasalization.
The student also suffers difficulty in pronouncing diphthongs in English because of his mother tongue interference. The English language has eight diphthongs, each of which is a combination of two monophthongs a slip in the other and, of course, more of a pure vowel. On the other hand, the Bengali language has eighteen regular diphthongs, which are typically different and shorter than in English. Accordingly, the Bengali language learner is silent as the first part of a diphthong and makes it identical to a monophthong, for example, "late" is pronounced as 'let'. Hasan (2000: 66) rightly cherishes –
They mispronounce most diphthongs in English, they fail to give the sounds their desired length because they are often told that the first element of sound and not attention to the latter, which the English diphthongs stop slide sounds in their pronunciation, for example for English / e? / And /? U /, they generally use Bangla pure vowels / e / and /? /, Respectively.
This type of replacement of phonemes of the English language certainly results in enormous confusion and misunderstanding.
The problems that the Bengali speaking EFL learner confronts the pronunciation of English and diphthongs monophthongs obviously affect her hearing and perceptual and thus reduce its ability to listen.

consonant phonemes
In the Bengali language learner is naturally formed articulate consonants and Bengali as there are many differences between the Bengali and English consonants, he / she finds the pronunciation of a number of consonants English difficult to both production and perception.
First, while the Bengali language has as many as twenty plosive, the English language has six / pbtdkg /. The Bengali-language learner is used to help both sucked and sucked in his mother tongue sounds like it has separated aspirated and unaspirated phonemes produce meaning difference. Unlike Bengali, English has no corresponding aspirated plosives, and plosives Deaf / PTK / are aspirated in initial position of the stressed syllable, but not drawn in other positions. Consequently, the learner Bengali language can not accurately pronounce the aspirated allophones of English plosive voiceless / PTK /.
Second, the Bengali language EFL learners may not exactly define and even perceive the inter-dental fricative English /? ð / because there is no inter-dental fricative in the Bengali language. Instead, he / she Bengali uses dental stops instead of English interdental fricatives. Similarly, he / she generally uses suction stops Bengali bilabial / ph / and / bh / in place of English labio-dental fricative / f / and / v /, respectively, because the Bengali language labio-dental fricative missing.
Thirdly, the learner is usually unable to differentiate between English alveolar fricative / z /, voiced palato-alveolar affricate / j? / And voiced palato-alveolar fricative /? / Given that these sounds are not available in the Bengali language. Therefore, a First, the pronunciation seems to be non-English, and secondly, it often fails to understand a speaker produce the sounds correctly.
Fourth, Bengali-language learner is usually to decide Bengali alveolar retroflex stops in place of English alveolar plosives / T / and / d /. This occurs because of the absence of alveolar plosives as English / t / and / d / in their mother tongue.
Fifth, English approximants / w / and / d / are problematic in the Bengali language EFL learner. He / she can not articulate them correctly because they are not present in mother tongue.
Thus, the English consonants are absent from the Bengali language are difficult to him who speaks Bengali and substantially affect the learner negatively pronunciation and perception.

Stress and intonation
Stress and intonation are two essential aspects of pronunciation English words and language. Stress the importance of how the pronunciation generally resulted from four factors? volume, length, height and quality individually or in combination (Roach, 2000). English words in isolation or in connected speech receive emphasize that the results of intonation. Intonation is used to carry information beyond what is expressed by the words in the statement. Thus, English is a stress timed language with a speech in which the pace has stressed syllables back at equal intervals of time (Richards et al. 1985). On the contrary, the Bengali language is a syllabic language with a rhythm of speech in which all the syllables come back to equal time intervals. This difference between the two languages most cases a problem of the Bengali language EFL learner.
The Bengali language learner encounters difficulties in placing the accent in words English because, first, placing the emphasis varies according to English grammatical categories, for example, "abstract, conduct, contract, contrast, import, slope, insult, perfect, present, produce, rebels, etc. 'as verbs receive the emphasis on second syllable and that the names on the first and second, he / she is used to attribute almost always stress the first syllable of each word in its first language.
Unlike the Bengali language, English has strong and weak forms, such as articles, pronouns, auxiliaries, prepositions, etc. which are generally sluggish in connected speech. The Bengali language learner can hardly use them wisely because he / she is not accustomed to practice in his native language.
Intonation is primarily a result of the rising and falling of the tone accompanied by a relatively higher degree high sound intensity and duration varied functions inevitable in the English language, such as attitudes, accentual, grammatical and discourse functions have limited importance in the Bengali language. Because of the mother tongue interference and inadequate training, the Bengali language learner EFL can easily master the English intonation, and his speech sounds so against nature and even unintelligible.

morphological and syntactic problems
An English word can consist of one or more morphemes of which each is defined as the smallest, indivisible unit of meaning and syntax (a language) and has no phonetic-semantic resemblance to any other partial form (Palmer 1983). On the other hand, an English sentence, unity syntactic core is composed of one or more words belonging to different parts of speech such as nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions and interjections, and are governed by different grammatical categories / rules, such as time, aspects, people, numbers, voice, mood, and so on. However, the Bengali speaking students typically face problems with different types of morphemes, In particular grammatical morphemes, inflectional morphemes and derivational morphemes in word formation to be used and different grammatical categories and rules necessary to frame sentences / statements.
The Bengali language EFL learners, especially those of elementary intermediate level and placing notes in particular the addition of prefixes and suffixes problem, which hinders their learning to a considerable extent. Firstly, he / she has difficulty learning the use of prefixes that are applied before rods, for example, whether to affix 'In' or 'no' before the rod "full", "to", "No" or "im-" before "perfect" to adjectives with a property negative. Second, derivational suffixes like "-ing", "-able", "lowest," "useful, and so on that allow affixing still cause many difficulties for learners. Thirdly, the inflection suffixes such as "-s", "es", "-er", "East and other which are terminal and do not affix It is also difficult for learners. For example, plural nouns, the learner receives often confused about whether to add "-s" or "es" at the end of names. Although the Bengali language learner is naturally used use these morphemes in their native language, he / she consciously learn the use of English morphemes in the classroom situation. But treatment inappropriate and inadequate emphasis on the functions and uses of morphemes in the outcome of education in the problems learner and thus hinder their learning.
Similarly, the English syntax causes serious difficulties in the Bengali language EFL learners due to two main factors? (A) differences between L1 and L2, and (b) problems of materials, method and program, and therefore a negative impact on learning.
First, while the structure of the basic sentence in the English language is "more about the verb plus object '(SVO), for example, "I learn English. 'Who in the Bengali language is "subject object in addition to more verb (SOV), for example," Aami ingregi shikha .. This difference between the basic sentence structure creates problems for the Bengali language learner, especially beginners because of his mother tongue interference. That is, the learner often thinks of things and ideas forms in their native language and then translates the ideas in the language target words sometimes arranged according to the structures in his first language. In addition, literal translations are not always help to transmit or receive for information.
Secondly, the Bengali language learner has difficulty with the forms, functions and uses of different parts discourse and exchange in accordance with demand of the sentence, for example, where to use an adverb or adjective why in one sentence, how to change a name as adjective, etc.. Furthermore, an English word can function as different parts of speech in different positions in the sentence depending on context. For example, around the word functions as five different parts of speech? adjective, adverb, preposition, noun and verb in five environments (Hornby 2000); university functions stray word "as a name, but in the sentence" She is a student at the university. as an adjective, the adjective "strong" has two adverbs? "Noisy" and "strong", and so on. In addition, the Bengali language learner is normally accustomed to using a word meaning, whereas in the English language one word may give more meaning, for example, the word "Father" means a male relative, the ancestor of a person, first person introduce a new way of thinking / doing something, God for Christians to become the father of a child by his pregnant mother or create new ideas / new ways of doing something, the word "sun" which means the star that shines in the sky during the day and gives the earth's heat and light, the light and warmth of the sun, a star around which planets move, or lie or sit in a place where the sun shines and others (Hornby, 2000). These problems are the result of the difference between L1 and L2 and the program and teaching method and equipment that is not clear what the learner does not have and needs, how he / she will receive better and / or respond to what is learned, and so on.
Thirdly, the construction of wh-questions, for example: "Why do you learn English? compound and complex sentences, for example: "He needs to learn English, but do not know." And "Even if he needs to learn English, he does not learn. Poses difficulties and delays respectively EFL learning the Bengali language learner, because these structures are not the same in the mother tongue the learner, and taught as appropriate and useful to the learner.
Fourthly, the uses and functions of the determinants English, especially fractions? two thirds, one fifth, multipliers? double, twice, articles? one, a demonstrative of,? this, these, that they, genitives? Rafit, girls 'Socrates', quantifiers? all, some, little, little, whatever, or, well, several, and ordinal General? next, in addition, etc. are difficult to learn and certainly hinder his learning because these items are not properly taken into account in the appropriate materials and effective method and classroom activity.
Fifth, the functions and uses of modal English? is, will, may, might, must, can, could, should, should, could, need, dare, must be the, etc. at different times and situations often pose different problems to speak Bengali EFL learning the mother tongue of the learner does not have them and teaching is not optimal manner.
Sixth, different types of verbs as transitive, intransitive, responsible, bonding, dynamics, status, etc. and times are often problematic in the Bengali language learners because of differences between L1 and L2, and teaching and inefficient.
Seventh, the use of prepositions, especially after the names, eg complaint against the trust, interest, except, the doubt, etc., after the verbs, for example, focus on, believe in, get gigs in, congratulate, comply with, etc. and after adjectives, for example, angry cons / to, fear, confidence, pride, connected, private, according to / / to, etc. is a big problem to the learner Bengali language as he / she is simply by heart trouble and practices in authentic situations.
Eighth, the Bengali language EFL learners suffer much problems with subject-verb agreement, for example, in "Shoilee and his parents is / (are) going to London to spend the holidays. receiving treatment inadequate teaching.
Ninth, the training and use of passive sentences, for example: "My pen is lost." And speeches reported "She said she would learn Bengali are difficult to learn Bengali language as he / she is not sufficiently and properly exposed to the rules, nor the possibility to take practical in some real situations.
To be brief, the learner faces problems with almost all categories of English grammar because he / she is actually taught the elements, but not the articles themselves (Richards and Rodgers 1986) in how they are used in real situations. In addition, the difficulty of sentence structure in English for learners Bengali language EFL may also be attributed to the considerable differences between L1 and L2.

Semantic and pragmatic problems
To collect and produce meanings meanings using English words / phrases and expressions and phrases in isolation or with reference in the context of the situation often pose serious problems for the Bengali language EFL learner because he / she must depend mainly on its mechanical memorization of meanings single words as they are mainly non-contextual and non-scientific to the lesson and presented by the teacher in the classroom.
In other words, the student meeting course of semantic and pragmatic difficulties in learning vocabulary items and use them effective communication in the real situation. In the classroom of Bangladesh, the learner is usually responsible for learning English words / phrases including synonyms, antonyms, hyponyms, homonyms, etc. and their meanings, mainly through non-contextualized, such as memorization of isolated words or phrases and their meanings, the translation of the language to the target language and vice versa. Consequently, the stock of words, a sentence is very limited, one hand, and secondly, he / she can not effectively use the same number of words, a sentence he / she keeps in its communication life from day to day.
In addition, English phrasal verbs consisting of "word more particles, for example, take, take, throw by looking up, do with, put in place, set, take after, etc. and idioms, for example by the by, in general, cats and dogs, the blue blood, a tempest in a tea pot, etc., with a special meaning and functions often pose serious problems for the learner and significantly hinder their learning. In this regard, Roza (2005: 95) maintains –
The words which are different in shape and represent meanings are "strange" for the speakers of a language native, is to sense represent another type of reality, are classified as difficult. In English, "first floor" is different in the form of Tala Prothom Bangla "because European houses have an extra floor soil.
The difficulty in learning and the use of these items can be mainly attributed to their special characteristics and the entire length of the learner on memorization and reproduction not contextualized. In addition, examination of the literal meaning of these items can cause confusion and misunderstanding. For example, if an office peon is ordered to "establish" (meaning display ") notice and he / she considers the literal meaning of "establishment and he / she will simply put the notice in a higher position where others can not easily access and see the notice.
In short, semantic and pragmatic problems seriously hamper the learning of language target Bengali speaking EFL learner as he / she is exposed to a limited number of isolated words and phrases and expressions / phrases instead been used to used in the execution of acts of real language in real situations.

Conclusions and Possible Solutions
The foregoing explanation, exemplification, analysis and interpretation made it clear that he who speaks Bengali EFL learners encounter phonetic, phonological, morphological, syntactic, semantic and pragmatic problems due to two fundamental causes? that resulting from the difference between mother tongue and language target and one of the teaching process consists essentially of the curriculum, the teacher, teaching method, materials, equipment and testing. To mitigate and cope with problems on the one hand, and ensure the smooth and optimal learning of EFL on the other, appropriate measures must be taken to reduce the causes to a large extent.
The difficulties created by differences between mother tongue and target language and / or intervention by the language are natural and can be mitigated by appropriately addressed in the teaching process that deals explicitly with linguistic elements. The learner needs and wants therefore have a direct relationship to the visible construction program, the teacher qualification and training, materials development, use of equipment and the test tool as Haque and Maniruzzaman (1994: 79) support –
… Learner needs and desires much control the whole package of educational materials, aids and equipment and application of teaching techniques and strategies, the use of classroom activities and more importantly, the method of teaching and program building.
In other words, the teaching process must take into account what the learner's linguistic items must learn when and why, how he can easily learn what he / she wants to learn and how he / she can be used to use what he has learned from his real life situation.
It is inevitable that the program must contain the language learner and did not want in the sequence in which he / she will be best way to learn and internalize them and use them properly, so spontaneously and appropriately in its communication of real life. Corder (1973: 296) postulates –
A program is completed the overall plan for the learning process. It must also specify which elements, or learning items must be available, or drawn by a certain time, which is the sequence the more effective they are from and which sections can be learned "simultaneously" What items are in stock or already known, and the whole process is determined by considerations of how long it takes to produce or learn a component or element. Process is continuous control through inventory controls, or tests and examinations.
In other words, the first program specifies the elements language according to learner needs and desires. He then orders the elements according to their level of difficulty and priorities of communication. It is specially recommended that items which pose serious problems to the learner must be given more importance and sufficient treatment in the program.
The learner himself can not automatically responsible for the learning task. The teacher is so good person to equip the learner with the opportunity to take responsibility for their own learning. To do this, teachers must be qualified properly coupled with proper training and perfect. Specifically, the teacher must have a thorough knowledge of linguistic elements and excellent command of all the skills of the target language, on the one hand and the relevant expertise and experience of contrastive analysis, needs analysis, program design, building materials, adaptation and adoption, teaching methods, use of equipment and tests on the other. To specify the competence of the teacher and the role Maniruzzaman (1998: 98) propounds –
Therefore, Teachers must be properly and adequately trained in psycholinguistics, sociolinguistics, pedagogy and the target language to meet that the requirements of each student in the class.
Thus, the teacher must have sufficient knowledge of his field as well as the learner psychological factors, socio-cultural and pragmatic and act as a facilitator of learning through its skills, methodologies, teaching strategies, materials, equipment, etc..
Materials must be constructed, adapted and / or adopted in order to teach the necessary aspects and problems of EFL must comply with the level of the learner, the needs and interests. First, they must be relevant and useful, and help learners to feel comfortable and develop confidence. Second, they should be friendly and linked to the culture learner and the activities of real life. Third, they should have an impact through the novelty of themes, illustrations and activities, the variety of activities and sources, attractive presentation and content attractive, and therefore have a significant effect on the learner (Tomlinson, 1998). Fourth, they must take account of individual learner factors such as age, aptitude, attitude, motivation, personality, learning style, intelligence, and so on. Fifth, we must maximize the learning potential by encouraging participation in intellectual, aesthetic and emotional which stimulates both the right and left brain activity. Sixth, they should demand and facilitate the learning of self-investment, and provide the learner the opportunity to use the target language for communication purposes. And the learner must be provided with and exposed to materials by exploiting attractive and useful means and equipment, such as well-written books, colorful posters, charts and documents, audio-visual AIDS, overhead, etc. in a friendly atmosphere in the classroom and democratic.
The learner should be taught in the way he / she learns the better he / she has to learn. Where is the importance of choosing and using the method of instruction that includes the right material, appropriate teaching techniques and classroom activities interesting. Having realized that each learner has his own style, his personality, needs, and so on, it follows that a unique teaching method may not be appropriate and adequate for all learners in the classroom. As a result, the recent trend has been the eclectic, the choice of materials, techniques and activities class from various sources (Maniruzzaman 1998).
In order to achieve the end, both the practice and controlled communicative practice as complementary (Maniruzzaman 2004) can be used in class. To perform the controlled practice in teaching linguistic elements, such as phonemes, word formation, sentence structure, etc., activities can be organized and implemented in a process rulewise with different stages. For example, to teach some particular phonemes, first we have to expose and explain how the phonemes are articulated by which organs of speech. To give an explanation to the satisfaction of the learner, we can judiciously use the same language of the learner (Maniruzzaman 2003), Tang (2002: 41) highlights –
… that the limited and judicious use of mother tongue in English class does not reduce students' exposure to English, but can assist in teaching and learning.
Subsequently, interesting and appropriate exercises (as in Baker 1981) can be used to help learners take adequate experience. However, as the practice controlled with mechanical drills can sometimes be boring and that such practice can not guarantee the communicative capacity of the learner, we must engage the learner in some sense, the purpose and activities of communication, such as role plays, pair work, group work, etc. to make learning interesting and motivating.
Different aspects of the program of teaching languages, including the level of the learner and progress, the teacher the effectiveness, efficiency of materials and method, etc., are evaluated and determined by using testing tools with reliability, validity and practicality. Therefore, the testing instrument must be constructed and operated so that the learner do not lose motivation, or suffer any phobia, and purpose will be served satisfactorily. Before the program began teaching EFL, a placement test can be given to sort and learners in homogeneous groups, or put them in step curriculum most appropriate to capacities (Hughes, 1989). Then, achievement tests can be administered to collect evidence during or at the end of the program to determine if and where progress has been made in terms of learning goals (McNamara, 2000). In addition, diagnostic tests can be used during the program to examine the progress of learning, teaching effectiveness and efficiency materials and equipment, and thus identify their strengths and weaknesses and make changes if necessary. Finally, a test of general jurisdiction must be given to what extent the learner can use what he / she has learned to communicate in situations real life.
Last but not least, designers, syllabus, materials developers and test manufacturers play a key role in the implementation successful completion of a second / education program in foreign languages. Notwithstanding, to teach EFL in particular in primary education, secondary and higher secondary levels in our country, foreign experts are often invited and appointed as designers program, developers materials, etc., but the result is usually disappointing for policy makers, teachers, students and the nation as a whole. This is because the experts have little experience of the learner's needs, psychological, socio-economic aspects and the state cultural, and consequently, while designing the program, materials development or construction of the test, they do not meet learner needs and the national demand. Therefore, it would be preferable to appoint local experts, members of the linguistic community of learning and culture, as program designers, developers and manufacturers of materials testing.

Thanks
I am deeply grateful to Professor Abu Taher Mojumder, my learned colleague and chairman of the English Department BUBT, who gave generously of his time, experience and expertise whenever I needed. He proved again to me how it is useful for a writer to have friends who listen, read, and give suggestions.

References
Baker, A. 1981. Ship or sheep?: An intermediate pronunciation course. Cambridge: Cambridge University Press.
Brown, E. 2001. Teaching by principles. New York: Longman.
Corder, SP 1973. Introducing applied linguistics. Harmondsworth, Middlesex: Penguin.
Haque, SMF and Mr. Maniruzzaman. 1994. "Requirements analysis: problems and expensive. Harvest: Jahangirnagar Studies in Literature, 12: 79-88.
Hasan, AD 2000. Problems "of teaching English sound system. ELT: Directions and guidelines. University of Rajshahi: English Department: 63 – 69.
Hornby, AS 2000.Oxford Advanced Learner's Dictionary of Current English. The sixth edition of Sally Wehmeier. Oxford: Oxford University Press.
Hughes, A. 1989. Testing for language teachers. Cambridge: Cambridge University Press.
McNamara, T. 2000. Knowledge Assessment language. Oxford: Oxford University Press.
Maniruzzaman, M. 1998. "The SL / FL classroom and the learner. Harvest: Jahangirnagar Studies in Literature, 14: 87-102.
Maniruzzaman, M. 2003. "The use of mother tongue in the EFL classroom: learners' reaction. Harvest: Jahangirnagar Studies in Literature, 18: 43-58.
Maniruzzaman, M. 2004. "Placing the emphasis of instruction in the English word". Harvest: Jahangirnagar Studies in Literature, 19: 55-65.
Palmer, F. 1983. Grammar. Harmodsworth, Middlesex, England: Penguin.
Richards, JC and T. Rodgers. 1986. Approaches and methods in teaching languages. New York: Cambridge University Press.
Richards, J. Weber, J. and H. Platt. 1985. Longman Dictionary of Applied Linguistics. England: Longman Group Limited.
Roach, P. 2000. English phonetics and phonology. Cambridge: Cambridge University Press.
Roza, GM 2005. "The problem of learners' difficulties in acquiring Bengali as a foreign language. The Bangla Academy Journal 2-1: 90 to 104.
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Hornby Train Tri-ang GN&SR £50.00

hornby train set £52.50

HORNBY DIGITAL BOXED TRAIN SET ( ORIENT EXPRESS ) £180.00

hornby train £36.00

A HORNBY TRAIN SET £22.22

Hornby Trains O Gauge Blue Circle Cement Wagon Boxed £24.99

HORNBY LOCO R2939 BR CLASS 33 DIESEL RAILROAD £45.74 Suitable for the following scale(s): OO Scale…

Hornby Train Retro Style Boxed Mug £6.90 Those were the days. Up in the loft or taking over the dining room table. Open the box, catch a waft of steam oil, and then comes hours of happy, carefree tinkering. From the wonderful array of buildings and track to the prized Flying Scotsman, they were more than toys, they were masterpieces of engineering. Relive those priceless memories of the best time of your life with this fabulous ceramic …

HORNBY COACH R4438 HITACHI Cls 395 BLUE RAPIER RAILROAD £14.99 Suitable for the following scale(s): OO Scale…

The Hornby Step by Step Guide to Railway Modelling £8.95 The Step-By-Step Guide to Railway Modelling Hornby R8125 is displayed in pristine finish. A must as part of a Hornby layout. We offer the entire range from Hornby digital train sets, Hornby track and buildings including spare parts and kits. We also have modelling tools for even the most complex of model railway layouts. Whether building your first TrakMat layout or extending your train set to a l…

Hornby Virtual Railway 2 (PC) £27.85 Great PC Game, containing 2 PC-CD’s, suitable for Windows 98/ME/XP/2000, light surface marks but plays fine, fast dispatch, UK SELLER…

Hornby Virtual Railway (PC CD) £19.99 There are several train-simulators on the market but the special appeal of Hornby’s Virtual Railway is that it retains that treasured “hobby-activity” appeal by never losing sight of the model railway analogy and the special satisfaction of constructing and operating a perfectly scaled replica of a working railway. This package gives everyone the chance to get his or her hands on a whole lot of t…

James May’s Toy Stories [DVD] [2009] £8.99 United Kingdom released, PAL/Region 2 DVD: LANGUAGES: English ( Dolby Digital Stereo ), English ( Subtitles ), WIDESCREEN (1.78:1), SPECIAL FEATURES: 2-DVD Set, Cast/Crew Interview(s), Interactive Menu, Scene Access, SYNOPSIS: James May goes on a mission to reconnect today’s youth with some of Britain’s best loved toys of yesteryear. In an effort to get kids to put down their games consoles, the t…

Model Railways – How To Build A Model Railway [DVD] £4.50 …

Starting On The Right Track Designed for those new to railway modelling, this DVD will show how to build a model railway from ready-to-run trains and models available from your local model shop and DIY store. Ian Morton of the Hornby magazine describes all aspects from building the baseboard to scenery and basic operation. The programme runs for 1 hour 45 minutes approx and includes files for your computer with more detail…

MODEL RAILWAY TRACK PLANS for Hornby / Triang etc [PC CD-R] £9.99 Greatest collection of Track plans and model scenery plans on CD Rom for use with your Model railway collection, whether you are new to model railway or have many years experience you will find this collection of plans very usefull. From selecting your location for your model railway complete to building your first of many track layouts. You will find selecting the track, scenery and modelling ver…