english language teching

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ENGLISH LANGUAGE

TEACHING(METHODS, TOOLS TECHNIQUES)

Dr. M.F. PatelPraveen M. Jain

PUBUSHERS DISTRIBUTORS

E·566, Valshali Nagar, Near Akashwani Colony, Jalpur • 302021(Raj.)


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Published y :

SUNRISE PUBLISHERS DISTRI UTORSE-566, Vaishali Nagar,Jaipur- 302021 (Raj.)Ph.:9413156675,9772299149(M)

First Published - 2008

©Reserved

ISBN: 978-81-906067-4-5

Printed at : Jaipur

All rights reserved. No pa.i of this book may be reproduced in any form orby any mean without permission in writing from the publisher.


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•••••PREFACE----------------------

Teaching of English as a second language in Indiahas assured an important place. Now, English is one of the

most widely used International language. The bookintroduces some of the main areas that students andteachers of English in India understand in order to followa scientific approach. The book covers many topics thatfind place in the syllabi of universities of India. There is nodoubt that' this book will prove useful to students, teachersand scholar in Indian Universities.

We express our sense of gratitude to Dr. V.S. Patel,Principal, Sflri oc 3mt. P.K. Kotawala Arts College, Patan;Dr. J.H. Pancholi, Principal, B.Ed. College, 'Patan; Dr. B.S.Patel, Principal, B.Ed. College, Daramali and Dr. S.S. Jain,Principal, B.Ed. College, Vijaynagar for their constantencouragement to complete our work.

We are thankful to the Trustee Shri M.N. Patel andHonourable Secretary, Shri H.M. Patel of Rajpur KelavaniMandaI, Rajpur for their positive attitude and conduciveatmosphere for our work.

We are thankful to our colleagues Shri J.M. Purohit,Department of English; Shri B.N. Patel, Department of


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Physical Education, Art College, Vijaynagar and ShriJitendrakumaT J. Patel, Shri Deepak Pandya, Shri Akhilesh

JO,shi, Department of Education, REd. College, Vijaynagarfor their inspiration and encouragement to produce a bookof such a literary calibre.

We are thankful to the librarian, Shri A.P. Palat,Vijaynagar Arts College for helping us in providing thebooks that we needed for our work.

We also take this opportunity to express our thanksto Shri Jitendra Gupta, Sunrise Publishers and Distributors,Jaipur, India for his promptness in bringing out this bookin a very short time.

Authors


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•••••CONTENTS

----------------------• Preface v1. The Place of English In Indian Education 1

2. Foreign Language Learning 253. Instructional Material and Text Book 57

4. Methods 71

5. Approaches 89

6. Oral Work 102

7. Reading 113

8. Writing and Composition 125

9. Teaching of Prose, Poetry and Grammar 133

10. Skills and Competencies of English Teacher 145


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1

THE PLACE OF ENGLISH IN INDIANEDUCATION

----------------------

PIIIIElI . . . . . . . . . .

I 1It is not taught as It is taught o n : ]compulsory subject English

It is not o m p u l ~ o r ya t l - - It is taught at upperExamination English Level

It is taught asIt is not compulsory I Second Languagefor Eng lish I


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2 The Place of English in Indian Education

Introduction:

English plays a key role in our educational systemand national life. The British introduced English in oureducational system in order to produce cheap clerks fortheir colonial administration and to produce, what LordMacaulay called: U a class of people, Indian in blood andcolour, but English in t s t e ~in opinions, in morals and inintellect." So long as the British ruled over India, Englishcould not be displaced from the position of predominancegiven i t by Lord Macaulay. British came here as tradersand their first,attention was on trade. At first they did notconcentrate their attention on teaching of English. Englishhelped the growth of nationalism which ultimately freedIndia from foreign fetters.

English is rich in literature and culture. English servedas a great unifying force in India's freedom struggle. Englishis a link language. I t has greatly contributed to theadvancement of learning. I t reflects in our ways and views.After independence, the English spread like water in Indiaand it became very essential for India to have a nationallanguage. The teaching of English should be made morepractical and language-oriented. English is to be taught aslanguage of comprehension rather than as literarylanguage. The role of English within a nation's daily life isinfluenced by geographical, cultural and political factors.The role of English at a given point in time must affectboth the way it is taught and the resultant impact on thedaily life and growth of the individual.

Position of English:English is the language that is found in all comers of

India. English is the language of the global village. I t is alanguage of trade and industry. English is full of knowledgeand information. English is the language that is used for


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The Place of English in Indian Education 3

IMPORTANCE OF SECOND ANDFOREIGN LANGUAGE

1 INTERNATIONAL LANGUGE

I'J LmERARY IMPORTANCE I.1 NATIONAL IMPORTANCE

I1 RECREATIONAL IMPORT ANCI :

I'.I EDUCATIONAL IMPORTANCE IJ CULTURAL IMPORTANCE I, VOCATIONAL IMPORTANCE I


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connecting peoples having different tongues. Champion

has said:In considering the position of Englishlanguage in India, the outstandingconsideration in the English is thelanguage of the government publicadministration, the legislature andlaw courts. It is the language ofcommerce and business. It is themedium of communication betweentwo persons and between variouslanguage areas.

When India became independent then a controversybegan about the place, importance and study of the English.

People like Rajgopal Chari favoured its importance andplace. But who were nationalist, they did not support theview of Rajgopal Chari and said that British should leavethis place early with English. They declared that studentscan express their ideas and thought in their mother tonguelanguage. Other causes responsible for revolt againstEnglish were lack of use of English in every day life,

defective method of teaching of English and British policyof preserve clerks.

But we can ignore that by learning and speaking forthe last 150 years, English has become the language ofIndians to a great extent. This language has taught themto love freedom and democratic way of life. I t has knit theminto one unit. I t has made them capable to take an

advantage of western scientific researches and inventions.We should give the Hindi place of national language. Butwe should not forget that English is too important for us soi t should not be completely removed from the Indiancurriculum.


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(1) Place of English in Curriculum of State:

It is misfortune of Gujarat people that GujaratGovernment has not decided its language teaching policyand in clear terms. I t runs without visualizing the benefitsand advantage of English language from students' pointof view, from national point of view and the state

development point of view.

The place and position of English can be summarized

as under:• English is not being taught as a compulsory

subject at lower primary level. I t is taught onlyin some private school.

• English is taught as a compulsory subject atupper primary level in class V, VI and VII. Butthere are no enough qualified teachers ofEnglish.

• I t is being taught as a compulsory subject atsecondary level in class VIII, IX and X. I t is notcompulsory at H.5.C. Examination.

• In higher secondary level, it is being taught ascompulsory subject in class- XI.

• I t is also being taught as compulsory subject atcollege level. Students passed H.S.C. Examwithout English are allowed offering English atcollege level in some universities and they haveto study English compulsory.

Thus indefinite English language teaching policy ofGujarat state has become the main reason for low educationstandard and poor performance of Gujarati students atnational and international level.


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(2) Importance of Second and Foreign LanguageTeaching:

English is the language of the world and theknowledge of the language makes a person, a citizen ofthe world. Pandit Nehru has said "English is a big key onthe modern world." Its importance as internationallanguage can be denied by none. For this ours reasons areas follows:

1. International Language :

English is the international language. InternationalEnglish is the concept of the English language as a globalmeans of communication in numerous dialects, and alsothe movement towards an international standard for thelanguage. I t is spoken all over the world. This language ismother tongue of nearly 320 million people and another200 million people use it as second language. So it is varyuseful to establish international relation for communicationpurpose and for the exchange of views with differentqmntries of the world. I t is also referred to as Global English,World English, Common English, or General English.Sometimes these terms refer simply to the array of varietiesof English spoken throughout the world.

The English language evolved from a set of WestGermanic dialects spoken by the Angles, Saxons, and Jutes,who arrived from the Continent in the 5th Century. ThusEnglish is more closely related to West Frisian than to anyother modern language, although less than a quarter ofthe vocabulary of Modern English is shared with WestFrisian or other West Germanic languages because of

extensive borrowings from Norse, Norman French, Latin,and other languages.

The establishment of the first permanent Englishspeaking colony in North America in 1607 was a major


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step towards the globalization of the language. BritishEnglish was only partial ly standardized when the

American colonies were established. Isolated from eachother by the Atlantic Ocean, the dialects in England andthe colonies began evolving independently. In the 19thcentury, the standardization of British English was moresettled than it had been in the previous century, and thisrelatively well-established English was brought to Africa,Asia and Oceania. It developed both as the language of

English-speaking settlers from Britain and Ireland, and asthe administrative language imposed on speakers of otherlanguages in the various parts of the British Empire. Thefirst form can be seen in New Zealand English, and thelatter in Indian English. In Europe English received a morecentral role particularly since 1919, when the Treaty ofVersailles was composed not only in French, the common

language of diplomacy at the time, but also in English.English as an additional language (EAL) usually is

based on the standards of either American English orBritish English. English as an international language (ElL)is EAL with emphasis on learning different major dialectforms; in particular, it aims to equip students with thelinguistic tools to communicate internationally. Roger Nunn

considers different types of competence in relation to theteaching of English as an International Language, arguingthat linguistic competence has yet to be adequatelyaddressed in recent considerations of ElL.

International English sometimes refers to English asit is actually being used and developed in the world; as alanguage owned not just by native speakers, but by all thosewho come to use it.

I t especially means English words and phrasesgenerally understood throughout the English-speakingworld as opposed to localisms. The importance of non-


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native English language skills can be recognized behindthe long-standing joke that the international language of

science and technology is broken English. InternationalEnglish reaches towards cultural neutrality. This has apractical use:

What could be better than a type ofEnglish that saves you from havingto re-edit publications for individualregional markets Teachers andlearners of English as a secondlanguage also find. it an attractiveidea - both often concerned thattheir English should be neutral,without American or British orCanadian or Australian coloring.Any regional variety of English hasa set of political, social and culturalconnotations attached to it, even theso-called 'standard' forms. - Peters(2004, International English)

According to this viewpoint, International English isa concept of English that minimizes the aspects defined by

either the colonial imperialism of Victorian Britain or theso-called "cultural imperialism" of the 20th century UnitedStates. While British colonialism laid the foundation forEnglish over much of the world, International English is aproduct of an emerging world culture, very muchattributable to the influence of the United States as well,but conceptually based on a far greater degree of cross

talk and linguistic transculturation, which tends to mitigateboth U.S. influence and British colonial influence.

The development of International English oftencenters around academic and scientific communities, where


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formal English usage is prevalent, and creative use of thelanguage is at a minimum. This formal International Englishallows entry into Western culture as whole and Westerncultural values in general.

2. Library Importance :

The Kothari Commission suggested that English bestudied as a library language with the aim of getting theknowledge of science and technology, commerce and tradeby reading standard books in English. The Commission saidthat no student be deemed qualified for a Master's Degreeunless he has acquired a reasonable proficiency in Englishor in some other library language. In view of the fact thatthe medium of instruction even at the Post Graduate stageis the regional language in many Universities (only theProfessional courses are taught through English medium),the Commission's recommendation would imply that

teachers at Post Graduate level should be essentiallybilingual, that is they should be able to teach in the regionallanguage as well as English.

English is a key to the store house of the knowledge.The books on all branches of knowledge are written intoEnglish language. The importance of English as a librarylanguage nicely described by the Radha- Krishnan

commission in the following words:English however must continue to bestudied. I t is a language which is richin literature, humanistic, scientificand technical. I f under sentimentalwe give up English, we could cutourselves from the living stream ofever growing knowledge.

The use of English as a library language also implif'sthat among the language skills of speaking, reading and


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writing, the reading skill is the most important and it shouldbe developed in the students to a high degree so that theywill be able to read all reference material, general andtechnical, which is in the English, make notes and use itfor their purposes. Students develop the ability to read fastand with understanding. The skill of getting the summeryof books and periodicals in English quickly and properly isthe most useful in modern life. This is the essence of usingas a library language. Even with the growth of Indianlanguages English continues to be the link languagebetween the States and the Centre and also between themultilingual Indian communities, apart from its being avaluable link with the world organizations and with thegrowing knowledge in science and technology and trade.English is a window on the world, opening up a vast vistaof knowledge and scholarship, literature and art.

3. National Importance:The English language is the window which opens up

the vast prospect of human achievement. The more effectivegrasp of English in all its diversities of speech, vocabulary,structure and meaning, the more will be benefit personallyand contribute to the growth of our country as a modernnation of the 21 st century.

The chairman of the University EducationCommission Dr. Radhakrishnan's (1948) words on theimportance of English to India needs repetition:

I t (English) is a language, which isrich in literature - humanistic,scientific and technical. If, under

sentimental urges we give upEnglish, we would cut ourselves offfrom the living stream of evergrowing knowledge.


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The Place o f English in Indian Education 11

In India, English is the link language, serving toconnect people of various regions and diverse backgrounds.English is the lingua franca of the people from the South,North, East and West of India. English is the officiallanguage, being the language used for communicationamong the Central and State Governments.

English has also its national importance because it isused as inter state communication language and in centrealso. In India it is used as link language so that people could

express their ideas easily. I t is useful for both official andprivate communication between many parts of the countryand thus it serves as a link language in the nation itself.Pandit Nehru's words bear repetition about the invaluablelinking role of English in the country and across the world:

The language link is a greater linkbetween Us and the English speakingpeople than any political link orCommonwealth link or anythingelse ... I f you push out English, doesHindi fully take its place? I hope itwill. I am sure it will. But I wish toavoid the danger of one unifying

factor being pushed out withoutanother unifying factor fully takingits place. In that event there will be agap, a hiatus. The creation of anysuch hiatus or gap must be avoidedat all costs. I t is very vital to do so inthe interest of the unity of the

country. I t is this that leads me to theconclusion that English is likely tohave an important place in theforeseeable future.


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12 The Place of nglish in Indian ducation

IMPORTANCE OF MOTHERTONGUE

IMPORTANCE OF MOTIVATION I

LEARNING BY IMITATION 1MAXIMUM OPPORTUNITIES I

LEARNING BY SITUATION I


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Thus English helps us to keep pace with the explosion

of knowledge and scientific and technologicaladvancement. English has one of the richest literatures inthe world. India has gained immensely from its contactwith English linguistically, scientifically, politically,administratively and in all spheres of modern activity.English is the world's widely used language. I t is useful todistinguish three primary categories of use:

1. As a native language,2. As a second language and

3. As a foreign language

4. Recreational Importance:-

English is one of the five languages of the UnitedStates. I t is the first language in UK, USA, Canada andAustralia. English is a source of recreation and usefulemployment of leisure. Person who knows English can takeenjoy the best stories, dramas, novels etc. written in Englishlanguage. I t is also the language of world sports, radio ardtelevision, telecommunication and internet, fashion andglamour.

5. Educational Importance :Education systems around the world give special

attention to teaching of English. The main aims of teachingEnglish are language development and librarydevelopment. I t enables students to understand spokenEnglish, speak English, read English and write perfect. TheEnglish system of education was introduced in India in1835 by the British. I t was the language used by the Britishadministrators. The English was politically imposed on theIndian education system. The University EducationCommission (1948) headed by Dr. Radhakrishnanrecommended:


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English is studied in high schools and

universities in order that we maykeep in touch with the living streamof ever growing knowledge. Thiswould prevent our isolation from theworld, and help us take advantageof t ~ wider reach of the Englishl a n g u ~ g e

English is a direct medium of acquiring knowledge ofmodem arts, science, technology and Humanities. I t is alsoimportant for politician, scientist, doctors, engineers,educationists, businessmen and research workers. Theyincrease their knowledge and experience by reading booksavailable only in English language. Almost all our greatleaders, well-known scientists, renowned philosophers andfamous writers are the product of English education.

6. Cultural Importance:

English widens one's cultural and intellectual horizon.I t develops commercial, scientific, technological relationwith other countries. English enriches knowledge of foreignculture.

7. Vocational Importance :

English offers opportunit ies many and variedvocational like diplomatic and foreign services, business,commerce, medicine, teaching law etc. all over the world.

(3) Importance of the Mother Tongue Language andHabit :

According to Mahatma Gandhi: "The mother tongueis as natural for the development of the man's mind asmother's milk is for the development of the infant 's body."I t helps child in all kinds thinking. As Ryburn remarks inhis book- The teaching of English:


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The Place of English in Indian Education

Mother tongue is the basis of the all

works. Mother tongue learningbegins from infancy. Child learnsmother tongue naturally. When hecomes at the age of youth,unconsciously he has learnt themother tongue and he can expresshis ideas, feelings, and thoughts and

he can understands their. It is quiteright that mother tongue is nottaught but it is caught and foreignlanguage is first taught and aftercaught.

15

The teaching of English through mother tongue is notnew. In earlier the third language Sanskrit was learntthrough mother tongue. English was also learnt with thehelp of mother tongue language in the later half of the 19 th

century. Justifying the use of mother tongue in the teachingof English language, Ryburn remarked:

I f sufficient attention of teaching ofmother tongue and if it is well taught,

habit may be formed in the classroom which will be of greatest valuein connection with the learningEnglish.

Importance of Mother Tongue in Teaching of English :

1. Importance of Motivation :

Teacher should try always to motivate students tolearning the foreign language because motivation providesthe necessary encouragement for learning. In beginningthe child is motivated by his parents to use mother tongueto express his thought, ideas and feelings and in same way


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if a child is motivated by his teacher to learn English with

thehelp of mother

tongue,he can

easily learn English. Astudents of correctly motivated to learn foreign languagecan himself manage to learn the language.

2. Learning by Imitation :

Traditionally basic emphasis in learning has beenplaced on seeing, doing, hearing, and saying. Language isstill largely learned by imitation, and good language islargely judged by its sound. A child learns his mothertongue by imitation. When family member pronounce anyword the child imitate that word and learn to speak bymother tongue. On the same principle the English can belearnt by imitation in class. Teacher should pronounce theword or sentence and ask students to pronounce it. Thusstudent can learn English easily by imitation.

3. Maximum Opportunities :

In class room the teacher should use mother tonguelanguage in teaching learning process. Because we knowthat in India many people can not understand and learnEnglish directly so teacher should use mother tongue mostso that students could understand it easily. Teacher shouldgive opportunities to students to learn foreign languagewith the help of mother tongue.

4. Learning by Situation :

While learning his mother tongue, the child forms aconcept and grasps the situation. He tries to associatecertain symbols with the objects. While teaching new wordsand structure of the foreign language should create

appropriate situation, for teaching them, in the class room.So that the students may exchange with each other theirideas and concepts already learnt by them in the processof learning their own mother tongue. In this contextDodson has rightly remarked:


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The best and perhaps the only way in which a humanbeing learns

asecond language

is forhim to have the

maximum numbers of meaningful and purposeful contactwith this language in useful environments and situations.

How the Mother Tongue helps in Teaching of English:

1. The Teaching of Grammar :

Grammar is an at tempt to develop concepts,

principles and rules relating to usage and to the structureof language. Grammar provides a stock of ideas andunderstandings that help to make language intelligible, togive some insight into its structure, to supply some help inthe use of language forms and in the correction of errors.

We know that student use grammar unconsciouslyin his talking. The learnt by a child of his mother tongueforms the back ground of the English language. I f thestudents has a good knowledge of grammar, he will veryeasily learnt English. Thomas and Wyatt remarks:

If the grammar of the mother tongueis well known, i t forms a background of knowledge to which new

grammar may be liked either bysimilarity or by difference.

Ryburn has correctly evaluated the importance ofmother tongue in the teaching of grammar by saying:

I f pupils were given a throughgrounding in the grammar of their

mother tongue,it

would make thingsmuch easier for the English teacher.

So the teacher can explain the five points of grammarin better way by using mother tongue. He can with a viewto make the concept clear also present comparison and


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contrast between the grammatical forms of their mothertongue.

2. Composition :

Composit ion in any ability of collecting andorganizing different ideas. An English teacher can not speakthroughout in English because of the existing level ofknowledge of his students and if he does so student willnot be able to understand him. In beginning students are

neither expected trained nor to think in English. The topicalready attempted by the student for composition in theirmother tongue lesson of the students. The well gradedpractice of mother tongue can be attempted easily forcomposit ion in English subject matter for writtencomposition in English can be borrowed from the mothertongue lesson of the students. The well graded practice of

mother tongue acquired by the students will help them inarranging all the ideas, thoughts and information in Englishalso.

3. Oral Work:

Oral expression in English depends also upon the oralexpression in the mother tongue. So before le:lrning English,a student must be well conversant to express himself freelyin his own mother tongue. Before they are expected tonarrate their ideas English. They must be able to narratethem in their mother tongue. R Gurry is quite right whenhe remarks:

I f a speaker talks freely and fluency in his ownlanguage he can soon learn to speak well and easily in

mother tongue.4. Translation:

"Translation of passage has as its object the securingof an exact parallel in the mother tongue of a passage in


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PROBLEM FACED IN SPEAKING

LEATING

LINGUISTIC PROBLEM

SOCIAL AND POLITICAL PROBLEM

PEDAGOGICAL PROBLEM


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English. Its aim is to ascertain to what degree of perfectionthe art of paralleling has been persuading." Translationfrom and mother tongue occupies a very important placein learning English language. Translation imparts thestudent sufficient practice in expressing them in English,as they are given various fresh passage in their mothertongue which the students are required to translate it intoEnglish and vice versa English passage into mother tongue.

5. Use in Pronunciation:I f pupils' pronunciation in his mother tongue is clear,

his pronunciation in English will be also clear. English is aforeign language and has a very complex system of vowels,specially the dip-thongs which do not have any sound inany Indian language.

6. Reading:Reading is a complex skill involving a number of

simultaneous operations. Reading has been divided intotwo parts:

1. Reading aloud

2. Silent Reading

These two parts of reading in the mother tongueprovides sufficient help in reading aloud and silent readingin English. Reading aloud is helpful in developing speechhabit and silent reading develops power of expression inwriting and quick comprehension. Silent reading is themore efficient way of reading and more useful in life. Silentreading means reading completely silently, without even

moving the lips. The importance of silent reading does notreduce the importance of oral reading at the initial stagesof language learning. A teacher can develop reading habitamong his students through reading exercise in the mothertongue. P Gurry remarks:


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The Place o f En/dish in Indian Education 21

Children who have taught to read intheir mother tongue well can quickly

learn to read English after one or twoyears of oral English.

In Indian condition, pupil may take more time. Butultimately reading habit can be developed in them throughreading exercises in their mother tongue.

Extensive reading helps in supplying new vocabulary,

new ideas, new sentencepattern and new thoughts. I tshould be properly done in the class room and properattention should be paid to it. I t should be started with thehelp of mother tongue. The use of mother tongue will helpthe pupil in creating interest in the reading of additionalmaterial in English.

(4) Problem faced by Gujarati speaking learner inLearning Foreign Language

We know that Gujarati is second language for thosewho have brought up in the Gujarat. I t is taught as secondlanguage in Gujarat state. I t has been observed from thesociety of Gujarat that the people or Gujarati learner findthis language very difficult. Why, the Gujarati learner feelsit too difficult. Naturally to learn English needs a boost, aninternal motivation to learn another language. As we knowthat first language is learnt naturally. No any specialtraining is given to learn mother tongue while to learnsecond or foreign language the special training is given toGujarati speaking learner. The important question is thatwhy Gujarati speaking learner of English find it difficult tolearn English.

Gujarati speaking learner are learning almost invacuum. The Gujarat is one of a state of India. Gujarati isspoken in Gujarat. I t is used every where, in all governmentdepartment and other department. The Gujarati is widely


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spoken and there are many dialectical varieties within. Thecode in Gujarati is based on Indian language, Sanskrit. Fromthe through out studies in the field of linguistic Sanskrit isfound the most scientific language. So naturally the Gujaratiis also one of scientific language of the world. The Gujaratihas its own speech and script and Gujarati speaking peoplehave mastered it. It is very difficult to find the subsidiaryenvironment using another language among Gujaratis.Now we see that which difficulties are faced by Gujarati

speaking learner.1. Linguistic Problem2. Social and Political Problem

3. Pedagogical Problem

1. Linguistic Problem:

• Gujarati is syllable rhymed language whileEnglish is stressed rhymed language.

• In Gujarati, the spoken language is closed to itsscript whereas in English, spoken languagediffer in i t form.

• The word order in both language differ in form;in Gujarati it is SCV, SOY, or SAV whereas inEnglish SVO, SVC, SVA.

• The Gujarati is scientific language while Englishis not because in Gujarati there is one to onecorrespondence between sound and its letters,in English 26 letters represent 44 sounds.

• Syllabic formation in Gujarati is different fromEnglish. In Gujarati it is V, CV, CVC, CCVC,CCCVCC, etc. So Syllables are not easilyrecognized by learner.

2. Social and Political Problem:In Gujarat the English teaching has been considered

a problem because there is no clear policy about teaching


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of English in college and school. There is no perfect sequenceof teaching English in school and college. In this category,the social and political problems are included:

• We know that Gujarati is basically a businesscommunity. The society has been divided intotwo parts. Rural and Urban. In both thesestream, people like to live in there respectivecommunity. Rural want to live with rural peoplewhile urban like to live with urban. They don'tlike to live together so they did not need anyother language to communicate. The elite classis too small; they prefer English but the greatestmass neglect learning 3econd language.

• In school there is no importance of teaching orlearning English. We know that there is no clear

policy of teaching English in colleges andschools. English is taught but without havinggoal of acquiring skill of using English.

• The some of the groups advocating learning invernacular language oppose almost policies onthis issue. So English medium institutes aremushrooming like anything and teaching

English as second or foreign language isneglected in school where Gujarati is themedium of instruction.

• The language teaching is based onrecommendation of Dr. Kothari Commission.The Government of Gujarat has accepted hisformula of teaching three languages in

secondary schools. English has been found acompulsory component in very short period ofschool education 2 to 4 years. The policy makersare still in dilemma to make i t compulsory fromlower primary.


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3. Pedagogical Problem:

The way of teaching first language is different from

the way of teaching second language. The way teaching offirst language in teaching English, one can not teachEnglish. In pedagogical problem the teacher is not onlyresponsible but also those are also responsible who areengaged in language teaching at whatever leveL Now wesee the problems which Gujarati speaking learners face:

• There are lack of good English teacher

• Little knowledge of linguistic

• No good methods are practiced

• Lack of the knowledge of how languages areacquired and learned

• Lack of resources like authentic material andsoftware.

• Objectives should be based on psychomotordomain.

• The language teaching should be task based,

• The language teaching should becommunicative.

• The teacher must have liberty of deciding

language activities and materiaL• The school must have technological resources.

• The grammar teaching should be moderate andlanguage oriented.

+++++


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2+++++

FOREIGN LANGUAGE LEARNING

----------------------(1) The Psychology of Foreign Language Learning

Many branches of language emerged from philosophy.Psychology is one of them. The development of psychology

in the field of philosophy has made teaching and learningvery effective and scientific. First the education was inshadow of teacher. They were the master of education andwhat they spoke was next to God. The education was slaveof teacher. They have no any role in teaching learningprocess. Whole teaching learning process was teachercentred. Teacher teaches in his own way. He did not think

the mental condition of child. The psychology has madeus eligible for think minutely understanding teaching morescientifically. I t has provided the way of teaching andlearning both teacher and students have got this advantagefrom the psychology. The psychology has helped "How toteach language and "How it may be useful in teachinglearning process."

Language:The different languages are spoken in the world. The

different languages are used all over the world. There aremany varieties within the language. How these languages


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26 Foreign Language teaming

CHARACTERISTICS OF LANGUAGE

lLanguage is cultured based

Language is unique system

Language is social behave

Language is medium of instruction

Language is structural system

"Language is made up habit


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Foreign Language Leaming 27

are originated, it is very difficult to know. It is believed thatpeople started conveying message quest, signals, postures,gestures and sign etc. The Researcher has made it clearthat the language is a medium through which a one canexpress his ideas, thought, feeling and message. Robinsrightly points out those definitions tend to be trivial anduninformative but he does list and discuss a number ofsilent facts that must be taken into account in any seriouslyintended study of language. He notes:

Language is a symbol system basedon pure arbitrary conventions ...infinitely extendable and modifiableaccording to the changing needs andconditions of the speakers.

Every language choices some symbols from thealphabet of the language and joins in different combinationsto form meaningful words. Language conventions are noteasily changed. Language is extendable and modifiable.Language is the method of human communication. EdwardSapir quotes:

Language is purely human and non

instinctive method of communicatingideas, emotions and desires by meansof a system of voluntarily producedsymbols.

In their Outline of Linguistic Analysis Block andTrager wrote: I A language is a system of arbitery vocalsymbols by means of which a social group co-operates./ICollins Cobuld Essential English Dictionaries defineslanguage as:

Language is a system ofcommunication through which


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28 Foreign Language Learning

consists of a set of sounds and writtensymbols which are used by the

people of a particular country fortalking or writing.

Darbyshire noted: "Language is undoubtedly a kindof means of communication among human beings. I tconsists primarily of vocal sounds. I t is articulatory,systematic and arbitrary." Language is a fully developedmeans of communication. Language has changed the entiregamut of human relations and made i t possible for humanbeings to grow into a human community on this world.Cambridge International Dictionary of English (1995:795)defines the term "language" as:

... a system of communicationconsisting of small parts and a set of

rules which decide the ways inwhich these parts can be combinedto produce messages that havemeaning.

Noam Chomsky Syntactic Structures observes: "Alanguage is a set (finite or infinite) of sentences, each finitein length and constructed out of a finite set of elements."The Cambridge Concise Encyclopaedia defines the term"language" as:

A species-specific communicativeability, restricted to humans, whichinvolves the use of sounds, grammar,and vocabulary, according to a

system of rules. Though otheranimals can communicate vocallyand by gestures, they are restrictedto a participate set of messages,


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Foreign Language Learning 29

genetically given, which cannot becreatively varied.

In his Essays on Language Hall notes: "Language isthe institution whereby humans communicate and interactwith one another by means of habitually used oral auditoryarbitrary symbols." Encyclopaedia Britannica comments:

Language is a system of conventionalspoken or written symbols by meansof which human beings, as membersof a social group and participants inits culture, communicate.

The teaching of language is basically conditioned bythe nature of the subject. Language is the manipulation ofexperience by the use of symbols. The concept of language

as a learning task is a complex of interrelated andinterdependent experiences and elements, in which growthproceeds simultaneously but in varying degrees, dependenton points or emphasis and interest.

The primary functions of language arecommunication, self-expression and thinking. Theexpression of feeling and meaning becomes more exact.

The command of words and groups of words grows withpractise and with the complexity of ideas and reactions tobe expressed. The communication function is obvious. Theuse of language as a means of clarifying ideas and feelingsis equally real. Language is a means of clarifying perceptionof discovering likeness and differences in thing observed,of forming general ideas, and of discovering relationships.

I t has been observed in the first place that language isa vital part of the growth process. Language is a social act,a means of adjustment to control over other people. Theentire process of socialization is largely a process oflanguage development.


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30

F. L.

F. L. is acquiredIt is acquired

naturally

Foreign Language Learning

LANGUAGE

ls ....

S. L. is learntIt is learnt through

practice

I S e 4 : n d ~


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In the second place, it has been noted that, nativeequipment gives potentialities of growth. It is a vital part

of the process of adjusting to life, physical and social.Language is a means of gaining control of people andthought. I t is a means of bringing order into a bewilderingworld. Command of language is an important factor inthe development of total personality of the child. Commandof language gives a feeling of confidence, satisfaction andsecurity. Such mastery is a wholesome influence that affects

the whole life of the child.Language is purposeful, not a mechanical. The

purpose is largely utilitarian. The fourth importantimplication is that language develops as a whole. The fifthprinciple relates to grading and sequence.

Language is used to communicate our thoughts andideas. Language is essential for our survival anddevelopment as human being. Language is a result ofcultural experience. Language is also a system of phonetics,grammar and vocabulary. English Language has a set ofsounds peculiar to it. Language is learnt by imitation. Withpatience and time, every language can be mastered. Nolanguage is inferior or superior. Every language represents

its culture in the best possible way. Few characteristics aregiven of Language:

• Language is a very important means ofcommunication

• Language is symbolic

• Language is dynamic

• Language is structured system• Language is unique system

• Language is a carrier of civilization and culture

• Language is a form of social behaviour


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rOREIGN LANGUAGE [CHARACTERISTICS

Diff'erent sound pattern

Diff'erent words

Little 0 de structure

Diff'erent meaning


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• Language is arbitrary

• Language is medium of instruction• Language is made up of habits

• Language is a symbol of system

• Language is as important as the air we breathe

• Language is the most valuable passion of man

• Language is an inseparable part of human body.

First Language :

There are many states in our country. Every state hasits own language like Gujarat, Tamil, Rajasthan and otherstate. These languages may first for one state anQ for otherstate second language. When a language is learnt naturallyor without training than it is called first language. For

example a child of Gujarat learns Gujarati naturallybecause he has natural environment of Gujarati in house,in society and many places. I t is routine language for him,so he speaks Gujarati without any problem. Thus Gujaratiis first language for him. The first language is used to learnsecond language in many states. The first language can bedefined as under:

I t is the language that an individualhas acquired when he was child as apart of natural process of acquiringlanguage without any formaltraining.

Second Language :

There are different kinds of languages are spoken inIndia. All languages are different in nature. Diversity isfeatures of Indian but they have unique identity. In theworld several languages are used and they are differs fromeach other. They are different in way of script, rhythms


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PSYCHOLOGY OF LEARNING~

1Behaviorism Cognitivism

1Classical Conditioning Operant Conditioning

/ounds of bell(C onditioning

timulus) Come larva from mouthof dog (Conditioning

Foodresponse)

~ ~Stimulus),

Ir r ~ ~trigger to get Give

Give ReWfo:rcement r f-----Jofood resporueResporue is to Get Food

1


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and sounds. Some time we find numbers of varieties withinlanguage.

For example: In Gujarat, Gujarati is first language forGujarati people because it is learnt without any particulartraining. But in Rajasthan it is not first language because itis not learnt in routine in environment. In school andcolleges and other places the only Hindi is used so Hindi isfirst language and Rajasthani may be second language. Tolearn Rajasthani we need special training.

In south India the Hindi is Second language becausethe Hindi is not used as routine language. The Tamil is Firstlanguage for them. They use it as first language. The termsecond language can be defined in these words:

When a child learns a languagesystematically or he is given

particular training for i t then i t iscalled second language.

Foreign Language :

It is the language which is used by the people of othercountry or society. For example Russian, Chin and othercountry also use these languages. These are foreign

language because they have different sound pattern,different words, little ode structure and entirely differentmeaning. The term "Foreign language" has been definedas:

Foreign language is the language where the secondaryenvironment is not observed and the people of linguisticallyforeign societies use such language.

Difference between Acquisition and Learning :

Acquisition :

Many languages are used in our country or societies.When languages are learnt without any practice it is called


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first language. Child learns first language without anyproblem and practice. He learns FL naturally. When

language is learnt naturally and without any systematicpractice then it is called Acquisition. The language when itis learnt in primary environment or learnt without practiceit is Acquisition.

Language acquisition is the process by which a childacquires its mother tongue. The acquisition of a firstlanguage is the most wonderful feat we perform in ourwhole life; we do i t at an age when we can hardly doanything else. Language acquisition is an active process.Children take the clues available to them and use theseclues to construct their own grammatical rules, rules whichgrow in sophistication as acquisition proceeds.

Learning:

Learning a language requires the operation of aninnate capacity possessed by all human beings. In ourschools many subjects are taught. English taught as secondlanguage because particular practice is given to the studentsto learn English. To learn English, the help of mother tongueis taken. The term "Learning" can be defined as:

The way through which the art of using skill andpractice is given to learn i t than it is learning.

Psychology of Learning :

1. Behaviourism

2. Cognitivism

1. Behaviourism:

This school of psychology has been established byRussian Psychologist Pavlov and American PsychologistB.F. Skinner. Behaviourism is the theory that psychologyshould invoke only observable and measurable phenomena.


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Behaviourism originated as a healthy reaction to this stateof affairs. The early behaviourists wanted to sweep awaywhat they saw as empty speculation and the endlesspostulation of undetectable concepts. Behaviourismexercised great influence over the linguist LeonaldBloomfield and the American structuralists who followedhim. In 1957 the American Psychologist B.P. Skinnerpublished Verbal Behaviour. It was an attempt atinterpreting language acquisition strictly in terms of

Behaviourism. I t was the most radical attempt ever treatinglanguage in a behaviourist framework. A behaviouristmethod of language teaching should embody at least thefollowing principles. I t should be firmly anchored in spokenlanguage. Pavlov has given theory of classical conditioningand B.F. Skinner has given the theory of Operant Condition.

Classical Conditioning: This theory is based on thehabit formation. Pavlov says that human or any creaturegives response due to stimulus. Stimulus are that thingswhich create excitation in creature. I t means that humanlearn due to stimulus. Pavlov has done one experiment ona dog. In which when at first Pavlov rings a bell before dogand dog hears it. With it, i t is given food then it drops larva.Just after he rings bell then it drops larva after again foodis given. In this condition we look that dog is given stimulusand it gives response. Thus student can also be taughtaccording of this theory.

Operant Conditioning: This theory is also based onthe habit formation. B.F. Skinner says that human or anycreature gives response due to Reinforcement. He wants

to say that human or creature learns due to reinforcement.B.P. Skinner has done experiment on Pigeons and Rats.When they are reinforced they get their target or food. I tmeans student can be taught very effectively i f they aregiven proper reinforcement.


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The structuralists believe in the pattern of practice.They say that teacher should motivate to their student so

that he could get his all desired objectives. The motivatedlearner learns fast and effectively.

Few Essential Points :

1. Language is learnt only through practice. Themore the learner is exposed to the use oflanguage, the better chance of learning it.

2. Producing the correct linguistic response to astimulus requires efforts. I f the learner is notcalled upon to make this effort there is nolearning.

3. Producing correct response also requiresattention.

4. -The spoken language comes earlier than thewritten and the passive experience of languageis necessary before any productive (active) usecan begin.

5. Learning takes place fast i f a correct response isgiven t the students. The learner must know atonce i f his effort is right or wrong.

6. Every new item must be learnt by reinforcementby further practice before further learningbegins.

2. Cognitivism :

Cognitivism is the doctrine that the mind can beinvoked in scientific investigation and even be made theobject of study itself. Today most psychologists ,philosophers and linguists, are preferably happy to invokeinvisible things like minds and purposes and even to makemind itself the object of study. This approach is calledCognitivism.


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COGNITIVES

Cognitive emphasizes the importance ofthn e things

1Meaning

Understanding

39

Cognitive says that the language acquisition can be automadcaByattained


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This theory is based on the developmentally readinessof learner. The psychologist Piaget says when child is ready

to learn then he can be taught. He learns naturally. Thisidea can be regarded as a starting point of the cognitivistidea. The psychologist emphasizes the importance of threethings:

1. Meaning

2. Knowing

3. And understandingAccording them learning is a meaningful process of

"relating new events or item to already existing alreadycognitive concept." And it is thought to involve internalrepresentations that guide performance. In the case oflanguage acquisition, these representations are based onlanguage system. That involves procedure for selecting

appropriate vocabulary, grammatical rules and pragmaticconventions governing language use.

David A usubel has criticized the popular audiolingual method for its theory based on reinforcement andconditioning. Adult learning a second language could profitfrom certain grammatical explanation. Though childrendo not use deductive method of grammar and they do not

have superior cognitive capacities. They acquire mothertongue quietly.

In short, the cognitivists say that language acquisitioncan be automatically attained. Behaviourists favour theview that language is behaviour is one sided and some whatsuperficial. According to Cognitivists there is some thing,

.which mediates between the stimulus and the response,and the cognitive function. A learner just does not behavein a mechanical manner. He uses his mind also. He notonly perceives the whole phenomena but also develops ininsight through which he solves a problem.


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(2) Use of Motivation, Attention, Reinforcement,Habit Formation, understanding and Memory in

teaching English

Motivation :

We know that first language is acquired and secondlanguage is learnt. To learn first language we need not tomotivate the child, he is internally motivated and heacquires first language. To learn second language students

are given systematic practice, it means he is motivated tolearn second language. Without motivation he can not learnsecond language. Motivation is a term which occurs indiscussion of second rather than first language learning. I tis through speech that a child learns to organize hisperception and regulate his behaviour and mental activities.Faced with problems and needs, the child wills merely look

for outside assistance. The word "Motivation" has beendefined as:

Motivation is considered with thearousal of the interest in learning andto the extent is basic to learning.

Motivation is the central factor in the

effective management of process oflearning. Some types of motivationmust be presented in learning.

Motivation is an energy changewithin a person characterizedeffective arousal and anticipatorygoal reaction.

Importance of Motivation :

1. Man became civilized from uncivilized man. Itis only due to motivation.


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42

2.


Motivation makes expected change in human.Human can adjust himself with society.

Motivation plays main role to encourage people.3. Motivation makes learning and teaching

effective.

4. Motivation creates teaching atmosphere in classroom.

5. Motivation makes students active and creative.They desire to do some thing new.

6. Motivation creates interest for self studies instudents. So that the atmosphere of motivatedsituations could be created.

7. Motivation makes students to identifythemselves. Motivated students can move theirlimitation by using their powers and ambitions.

8. Motivation inspires students to become activeand regular in their work and start their work.

9. Motivation inspires students to prove their goaland objectives.

Reinforcement :When you go to any shop. Do you think that i f you

don't give charge of any goods? Will shopkeeper givesomething to you? No he will give nothing to you withoutany charge. Thus reinforcement is goods which can beobtained by giving some thing right. The reinforcement hasbeen defined as:

Any environmental event that isprogrammed as consequence of a

response that can increase that rateof responding is called reinforcement.

Which makes any response powerfulis called reinforcement.


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r - KINDS OF REINFORCER lPositive Reinforcer

I unishment

I eputation I

Negative reinforcer

Primary Rein-forcer

Secondary Rein-forcer

I et Wealthost or Seat I


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When an award or punishment isgiven to make response powerful is

called rein-forcer.

Kinds of Rein-forcer :

1. Positive e i n ~ f o r c e r

2. Negative Rein-forcer

3. Punishment

4. Primary Rein-forcer5. Secondary Rein-forcer

Attention:

Attention plays important role in teaching learningprocess. Attention is a mental process of students whichdecides the role of students' involvement in teaching

learning process. When we say that, this student is notintelligent. I t means that he does not draw his attention inteaching learning process. Inattentive students can neverperceive knowledge. He disturbs whole teaching learningprocess. The teacher should follow the simple rules forstretching their attention till at the end of the class:

1. The teacher should be live in his presentation.

2. The stimulus variation technique should be usedin class room teaching.

3. The learning material and content must beinteresting. ~

4. The teacher should held enjoyable activities.

Memory :

You have listened about computer. In computer wecan store data on large scale. Why, the computer hasmemory power which remembers whole data till long time.Just like it human also has brain which have memory


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r------.---J>I Better articulation I

I - - - - - - - -J>II Good acceptable rhythmI I

I - - - - - - - -J>II Better intonation and pronunciationI I

1-------.j .1 Using English mannerI IJ Speaking and writing I

' - - - - - - - - - . I I~ ~


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4. Using English manner

S. Speaking and writing

(3) Aims and Objectives of Teaching English at Schoollevel in Term of language Point and Skill

Introduction :

We know that man performs several tasks. He isalways active. We study in our life. I don' t think that aman performs a task without any purpose. There is alwaysaim or purpose behind any task. Thus we can say that atask without any purpose or objectives or aim is wasteful.There is no meaning of that task. There should always bepurpose behind the task. Now we come to the point,teaching of English. Is there any purpose or aim of teachingEnglish at school Level? Yes, there are aims and objectivesof teaching English at school Level. There are general andspecific objectives of teaching English. What are generaland specific objectives of teaching English? How can wedefine general and specific objectives? We take an exampleof a teacher who teaches English in class room. Supposehe is teaching the unit "Mahatma Gandhi". What will begeneral and specific objectives of this unit? General

objectives of this unit are:1. To enable the student to speak English correctly.

2. To enable student to understand topic correctly.

3. To enable student to read English with ease.

4. To enable student to listen English with ease.

5. To enable student to write English correctly.

General objectives are those which are obtained atthe end the year. Specific objectives are of this unit:

1. To enable s tudents to develop quali ty ofMahatma Gandhi.


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Foreign Language Leaming 49

OBJECTIVES OF TEACHING ENGLISH

GENERALOBJECTIVES

Those am got after theend of the )'iarofihe

course

I G uruhDtmd (cxn:edlyTG nad J n&WhWih. eue

SPECIFICOBJECTIVES

Those am got after theending ofihe Wlit

TG enable sIu.d.fnU d.ev't k>p quality d Ifaaifke.


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ENGLISH TEACHING

English should be taughtas languaIJ not m

literature becalR on tlIis

s t ¥ . students do not

understand tIE literary

sense of English. At this

s t ¥ language

development should be

chief objectives.

Develop taste for Englishliterature

Develop interest in Englishliterature

Develop transJating ability

Understanding of critical value

Drawing aesthetic pleasure


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2. To enable students to develop the quality of

sacrifice.3. To enable student to develop the quality of

loyalty for our country.

4. To enable student to develop the quality of highthinking and simple living.

Thus we can say that the general objectives are those

which are got after the end of the year course and specificobjectives are those which are got after the ending of unit.

Now we take two types of objectives of teaching ofEnglish which are limited to particular class V to VIIIand IX to XII:

1. Language Development

2. Literary Development

1. Language Development:

I t is only for the students of class V to VIII. Duringthis stage the main aim of English teaching is only languagedevelopment of child. I t means that English should betaught only as language not as literature because on this

stage, student does not understand the literary sense ofEnglish. We can say that teacher should not care aboutpronunciation, grammar, vocabulary and structure oflanguage but he should think only about the languagedevelopment of students. According to above opinions,student starts the learning the language on this stage. Sofirst, they should have a good command over the language.

At this stage, language development should be chiefobjective. According to P. Gurry,

I t is necessary that the Indian peopleshould not only understand Englishwhen i t is spoken or written but also


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52 Foreign anguage earning

GENERAL OBJECTIVES OF TEACHING ENGLISH

lI

To enable the students to understand the spoken~ ~ ~_ _ _ _ _ _ ___ n ~_ e_ _ _ _ _ _ _

_ _ _ . . j ~ l__ _o_e_na_b_le_the_stu_d_e_nts_t_o_sp_e_ak_E_D_gIis__h_c_orr_e_ct_-l. m n ~ g e

___I

T• •

ab" . . . . . . . . . . . . . to write " ' " language prop . ' " I___ I T . enabm " ' " . t n d _ t . . . . ad . . . . _ with """ ' .


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he should himself be able to speakand to write it.

2. Literary Development:This objective is for the stage of senior class students

from IX to XII. On this stage the ability of reading, listening,speaking and the writing and understanding should bedeveloped in the students. Literary development is animportant objective at higher secondary stage. Literarydevelopment to means to develop:

1. A taste for English literature by reading prose,poetry, story etc.

2. Develop interest in English literaturE'

3. Development of translating ability4. understanding the critical value

5. Drawing aesthetic pleasure, from readingEnglish literature

General objectives of Teaching English :

General objectives are global and long term goals.Genera.l objectives state what to achieve at the end of thecourse of the year. They are :

1. To enable students to understand spoken orwritten language.

2. To enable students to speak simple Englishcorrect language.

3. To enable the student to write the languageproperly.

4. To enable the students to read the language with

ease.Specific objectives of Teaching English :

Specific objectives are short term goals. Specificobjectives state what to achieve at the end of the unit.


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4. Answer the, questions.

5. Speak without any reversion.

6. Speak without using any meaningless andunnecessary words.

7. Put ideas in proper sequence.

8. Speak with confidence.

9. Acquiring skill of effective communication.

10. Acquire active vocabulary.

• To enable the student to write the languageproperly

To enable the students to ....

l .

2.

3.

4.

5.6.

7.

8.9.

10.

•

Write the letter correctly.

Shape the letter correctly.

Write words with proper spacing betweenletters.

Write sentence with proper spacing betweenwords.

Use capital letters in writing.

Use appropriate words, phrase and sentencepattern.

Use punctuation correctly.

Spell the word correctly.

Write different types of compositions.

Write answer keeping in mind the format ofquestions.

To enable the students to read the languagewith ease

To enable the students to ..........

1. Recognise words of English.


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56

2.


Follow the meaning of words, phrases andstructure in their context.

3. Recognise different shades and meaning ofwords.

4. Note and keep in view the punctuation markwhile reading.

5. Associate ideas of reading material with apicture or a chart.

6. Read with the correct pronunciation and clearexpression.

7. Find out appropriate answer to question basedon reading material.

8. Locate key word, phrases and sentence.

9. Give the list of content material read.

10. Locate the sequence of ideas and facts.

11. Read with ease and appropriate speed.

+++++


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3

INSTRUCTIONAL MATERIAL AND TEXTBOOK

----------------------

(1) Use and selection of Instructional Material andTeaching Aids

Introduction :We know that teaching and learning is process.

Teacher teaches and students learn from teacher. In processof teaching learning process teacher uses some thing tomake his teaching learning process effective. The materialand aids which are used by teacher to make his teachingvery effective is called teaching aids and instructionalmaterial. The language teaching is not a static process butit is a dynamic process.

We know the general objectives and specific objectivesof teaching English. Teacher should select teaching materialand instructional according the objectives decided byteachers so that skill of reading, understanding, writingand speaking and sub skills of skills could be developed instudents.

We know that English is second or foreign language.So the teaching material and instructional material play


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58

Slide Proj e d u

O.H.P.

Instructional Material and Text Book

TEACHING AIDS

CompWir &sisud

~ LemUr g (C.ALL)

v.c.P.

- - a._dW_--..." V. C. D.

ITdeWion

I HIm Pr(lj edflr


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Instructional Material and Text Book 59

important role in teaching learning process. Thus we cansay that use and selection of teaching aids must be verycarefully.

Types of Teaching and Instructional Material :

• Visual aids :1. Boards: Blackboard, Flannel boards, soft

boards.2. Charts, Maps, Pictures, Drawings.

3. Static and Working Modal4. Film strip, Slide Projector, OHP,

Transparencies and Episcope.

• Audio aids :1. Audio Cassette Player

2'. Radio

• Audio Visual aids :

1. Video Cassette player

2. Video Compact Disc Player

3. Television

4. Film Projector

• Language Laboratory• Computer Assisted Learning

Visual Aids :

1. Boards: Blackboard Flannel boards softboards: These boards are used to display different typesof display material. There are kinds of display boards usedto display charts, maps, tables etc.

2. Charts, Maps, Pictures and Drawings: Theseteaching aids play main role in teaching learning process.


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60 Instructional Material and Text Book

They interest in students. They prepare students mentallyand motivate for further preparation. Teachers can preparethese aids himself of readymade. But he should himself bea creative person so that student could follow him. Chartsmay be written or drawn on thick coloured papers andcan be hanged or displayed by using any of the boards.Pictures can also be displayed by using any of the boards.Maps can be either hanged or displayed by using any ofthe display boards. The teacher can draw picture or anysketch ar,y item also to be displayed with the help of display

board.

3. Static and Working Modal : Models playimportant role in teaching learning process. Teacher canuse models to make his teaching very effective. For example,teacher wants to teach the topic elephant. He can use boththe static and working model. Working model of elephantcreates primary interest in students. Static modal can be

used if working model is not available. If models are notavailable he can use charts, pictures or drawing.

4. Film strip Slide Projector OHPTransparencies and Episcope : The teacher can use filmstrip and slide projector to make his teaching too effective.These aids make students to draw their attention verycarefully toward teaching. Slides are available in the market

and teacher can use them according to need of content.Over Head Projector :

OHP is the hardware used to project thetransparencies. The transparency is plastic sheet which onwhich teacher can develop his own material to bepresented. Use of OHP by teacher is good practical thathelp him to make his teaching very interested and effective.

Episcope:

Episcope is also known as Epidiascope. The materialon opaque sheet is projected with the help of this hardware.


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The teacher can project any material developed on simple

plain paper sheet. Small size of picture can be projectedthrough this instructional materiaL

Audio Aids:

1. Audio Cassette Player: We all are introducedof tape recorder or audio cassette player. We use it in ourhouses and shop to listen song. I t is also used in teachinglearning process by teacher. I t makes teaching very scientificand effective. In this process the subject matter is recordedas audio cassette and played on this machine. The studentsrepeat that subject matter and learn. The learners have anaccess to native language and they better drill the patternin its required form. The teaching activities become moreand more effective and alive.

2. Radio: The radio was very famous medium ofmass media before three decades. I t was first attempt toteach English with the help of radio. In this source theteacher has no criteria to select the learning materialbecause whatever aired is the source.

Radio must appeal to every type and level of taste.But there is room on the air for instrumental and vocal

music, both classical and popular, addresses, forums,debates, sports events, mysteries, religious broadcasts, quizprogrammes, variety programmes. I t should be possible forthe listener to make a free selection from among many ofthese kinds of programmes both during the day and in theevening.

The first of the objectives of the study of radio insecondary schools arises from the nature of the control ofthe industry. In a democracy the best defence againstmonopoly in the field of communication is an enlightenedpublic; and the schools have a major responsibility forproviding enlightenment.


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The second important objective of the schools in the

area of radio study is the elevation of the listener's taste.The third and perhaps the most important objective forthe radio study in secondary schools is the development ofthe ability to evaluate news reports and communication asthe air. The method of improving young people's tastes inradio is not the method of coercion. William Levensondeclares:

Enduring standards and tastescannot be imposed from without, butmust be developed from within. Agenuine continuous growth beginsfirst with an understanding of thelevels at which tastes exist.Consequently, as applied to radio,

before the teacher attempts anabstract discussion of comparativestandards, it is well to know to whatprogrammes the children arelistening. What programmes areavailable in the community? Whendo they listen? Such a simple surveyof the listening habits of the class is agood preliminary step in guidance.I t will not only provide the teacherwith the information she seeks, butif parents' reactions are solicited also,the enterprise can serve to promotefurther interest in parental guidanceat home. ( Teaching Through Radio,New York, Rinehart & Company,Inc., 1945:474)

Audio Visual Aids :

In the twentieth century technology was advancedat the highest pace. In the beginning of the year there were


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limited resources available but in the end of the options aremany. I t is believed that audio visual aids may create interestand motivation at the highest degree because through thisteaching aid learners' both eye and ear become active sothey are widely used in teaching of language. Audio andvisual both media have high impact on the mind oflearners.

1. Video Cassette Player: We have seen many

films on video. How we see this film on video. Throughwhich tool we take enjoy of film? That is video cassettewhich enable us to take enjoy of film. This material isrecorded in the video cassette and we look film. Thus inteaching learning process teacher uses this VCP to makehis teaching effective and alive. Teaching materialsavailable on the video tape are played by this machine VCP.

2. Video Compact Disc Player: Now we can takethe help of VCD to make teaching effective so to view thematerial the VCD is played on this machine. I t is the latestaudio visual aid. The programmes record on the videoc s s e ~ t ecan be transferred into compact disk.

3. Television: We all know about televisionbecause rather it is available at every house in India. Ontelevision we take enjoy of film, serials, and otherprogrammes. Television is instrument through which onecan view educational programme. The educationalprogrammes are also aired from respective TV programmesproduction centre. They are as good as radio programmeswhich teacher can not select.

Film Projector :Before the introduction of TV and other media

resources, the film was very famous media. Theprogrammes which are recorded on film are projected withthe help of film projectors.


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Instructional Material and Text Book

CRITERIAL OF GOOD TEXT BOOK

The book should be accorclingthe individual cUfference ofstudents

The book should be accorclingthe objectives of teaching English

The subject matter should he well graded

Exercise work and practical work should be given at the end ofthe chapter

I t must develop moral qualities in the students.

There should he no printing mistake

It must not he very costly

The paper should he qualitative

The cover should he attractive and qualitative

65


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his content then students take more interest in that

teaching. They mentally prepare for further teaching. Theyare motivated to work more and effectively. Motivation, inother words, is the preparatory. phase for all acts oflearning. Audio visual aids are helpful in establishingmotivation.

Prevent Indiscipline and Monotony :

Teacher uses teaching aids to make his teachingeffective and alive. Use of aids prevents monotony andindiscipline of student because it creates interest in studentto know something. Thus it is helpful to make teachingvery interesting.

Make Learning Permanent :

AudioVisual

aids involve more than one sensoryorgans of the 1earner which improve retentiveness andmake learning permanent. In audio visual aids, seeing andhearing go together which play extraordinary roles inlearning. The aids appeals to those senses that can respondadequately.

Save Time and Energy :

When teacher clear his content verbally or withoutany teaching aid, i t takes more time for students tounderstand that content. But when it is cleared by usingaudio visual aids, it takes lees time and makes students tounderstand very easily. It saves more time of and energy ofteacher and students.

Provide direct Experience :There are aids that provide direct learning experience

to students. Under this category, educational tours, visit tozoo, and museums, taking the students into thecommunity- resources etc. are some of the sources that


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provide first hand knowledge and serve as important aids

for learning.

(3) Requisite and Evaluation of Good Text Book

Text book is the area in which the language materialis presented prescribed for teaching and learning English.The textbook boards of respective state develop the materialrequired. In Gujarat, the Gujarat state textbook board ispublishing books for teaching and learning English.

Criteria of the Selection of Good Text book:

Keeping in view the significance of text book oneshould keep in his mind while selecting a text book thosebelow mentioned points:

1. According the age, interest and individualdifferences should be kept in mind of selector.He should select on the base of this criteria.Selector should keep himself away from theinfluence of out ward agencies and use his owndirectional only.

2. The subject t t e rshould be well graded in textbook and lit should be directly related to theinterest and life of the interest.

3. Text book should cover the objectives of theEnglish teaching.

4. Exercise work and practical work should begiven to the students at the end the chapter.

S. The teacher should select those books which helpto produce moral qualities in students.

6. There should be no any printing mistake and itshould be attractive and illustrative.

7. Language should be according the age andinterest of the students in the textbook.


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8. The book should be not very costly so that everystudent could purchase that could develop his

qualities.9. The paper which is used in text book should be

white and durable.

10. The cover should be attractive and qualitative.

Characteristics of Good text books :

A good text books not only teaches but it also tests. Afew essential characteristics of good text books are givenbelow:

1. The words and structure are carefully graded.

2. No difficult words and new words are given ingood text book.

3. The words and structure already learnt arerepeated in the coming pages so that the studentscould revise them making them stable in theirmemory.

4. The size of text book should be handy for thestudents.

5. The binding should be proper and strong.

6. The subject matter should be printed on goodquality paper.

7. Heading and subheading should be printed ontitle page in bold form.

8. Illustration should be attractive. For every youngpupil, the picture should, be well drawn and

realistically coloured and not in black and white.9. Clear and unambiguous instruction should be

given along side the test and practice andexercise.


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10. There should be both practice and text exerciseat the end of the chapter.

11. The subject matter of text book should providenew information so that students could get newknowledge.

12. The practice should be low which the majorityof students could solve them easily.

13. The introduction at the beginning and

conclusion at the end of the chapter should begiven in the text book.

14. A list of related books should be given at theend of the lesson for the further study.

15. Textbook should cover whole syllabus.

16. Textbook must contain the lesson of nationalintegration, world peace, love and co-operationamong people without the distinction of caste,sex and race


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4•••••

METHODS

----------------------Introduction :

In India English is taught in each and every state'sschool. English teaching is very complicate task in India.The way of teaching English is very different in differentpart of India. We know that English is taught as a secondlanguage in our country. We know that when any languageis taught as second language, i t becomes very necessary toknow for teacher "How and what to teach to students"because it is very difficult for teacher to use suitable method.Indian classes have their own problem and one of them isteaching methodology. There is no single method that is tobe considered effective and accepted by all.

Methodology is systematic and scientific way ofteaching any subject. I t guides teacher "How to teach" and"How his teaching may be effective". I t is very necessaryfor teacher to know various types of methods and

techniques of teaching English. Method may also be definedas: "The process of planning, selection and gradinglanguage materials and items, techniques of teaching, etc."Anthony (1963) defines the term 'Method' as: ' ' I t is aparticular trick, strategy or contrivance used to accomplish


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72 Methods

TYPES OF TEACHING METHODS

1l 1 1

TheG.T.

I IDirect I

I

Bili.ng1W

I

ReadingMethod method Method Method

Situa:lional IethodEnglish or

Emphasis In . . dD:ng ofEmphasi on:mather S.L ma.diJlc.- ... "and. t o ~ n maybe w r ym o " ' r la:ncuaP teadane; usefult o ~ n is taudkt ... "and. u.ordinc;toteuhinc: wi . . . . . la:ncuaP Dr. Michel. . . . and. ...... of liJte Endish P e u _ . _la:ncuaP cesium, la:ncuaP. leam.S.LbyJi1e utillJl.and ThUis readine;English shDwinc: irnpmved d i f i o _ tla:ncuaP objeds. .... r a - o f boo . , Nowh,

A. v. aids. Drama andrnm>yo" ' rboo • •

In . . . . me"ihod " ' m s dimct band. between speech ande"llm..u.n. TIledifio_tsu-.u,iums am pJl llll nled inmeaninc:fu1situaiion. u.ameu am toknow . . . s i i u a u - i n which di1Ii mnt riru.ctuII am ...... d for tmmmitdnc;

mao . . . ore"llmainc: de ...


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Methods 73

an immediate objective. It must be consistent with a methodand harmony with an approach as well." According to

W.E Mackey:A Method must include four thingsviz., Selection of Linguistic Material,and Gradation of Linguistic Material,Techniques of presentation, andPractice by people.

Types of Methods :1. The Grammar Translation Method

2. The Direct Method

3. The Bilingual Method

4. The Reading Method

5. The Situation Method

1. The Grammar-Translation Method:

The Grammar-Translation Method is the oldestmethod of teaching English. This method is also known asthe Classical Method. The Grammar-Translation Methoddominated European and foreign language teaching fromthe 1840s to the 1940s. I t modified form it continues to bewidely used in some parts of the world today.

The Grammar-Translation Method was used for theteaching of English in the beginning, under the influenceof classical languages like Latin, Greek and Sanskrit. InThe Grammar-Translation Method the students first studythe parts of speech and syntax in detail. The seni:ences in

English and the mother tongue were compared andcontrasted side by side. The Grammar-Translation Methodwas

english language teching

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