UNIT 1 NATURE, NEED AND OBJECTIVES

Structure
1.1 introduction
I .2 Objectives
1.3 The Status and Nature of English Language Teaching in India
1.3.1 The Status of English within the Formal 1nstl.uction System
1.4 The Needs and Objectives of Teach~ngEnglish
1.4.1 W h y do w e Teach English?
1.4.2 How do we Teach Enplisb?
'i.5 Let Us Sum Up
I .6 Key Words
1.7 Answers to Check Your Progress
1.8 Suggested Readings

1.1 INTRODUCTION
The nature of teaching-learning of any language in the world will always remain deeply
connected to the 'need'lmotivations of the learners to acquire that language. For example.
i) A Bengali child in Hyderahad is likely to pick up Telegu because that is the language
spoken by his peers. The child's need to colllmunicate with his peers motivates him to
learn the language.
ii) A child who has Hindi as her mother tongue (MT) may learn English because it is a
con~pulsorypart of her school curriculum.
iii) A street vendor: selling handicrafts on the pavement may pick up enough English to be
able to sell his wares to foreign tourists.
In this unit we will attempt to exanline the link between the needs/motivations of learning
English in our country and its influence on the objectives and nature of English language
teaching in India in formal settings such as schools: colleges and other English la~lguage
teaching institutes.
Language is a llzeans of discovery : discovery of the self and of the world. Thc human urge to
share with others or express one's thoughts and desires drives the learning of a language.
Talking about the 'functions' of language, F. Newmeyer (1983) says :
Obviously, coinmunication is a function of language - perhaps, according to someplausible
hut still indevised scale, themost important function. But comn~unicationdoes not appear
to be the only function of language. Language is used for thought, for problem solving,
for play, for dreaming, for displays of group solidarity, for deception, for certain specialized
literary modes such as represented speech ..... and possibly to fulfill an instinctive need
for symbolic hehavio ur... .
As language teachers, it is important for us to remember the natural functions of lluiguage. In
order to let this functionality remain intact in fornlal language learning situations. opportunities
to 'conmlunicate' or 'use' the language must forin the core of any languagelearning prograrmne.
It is thus that teaching of English in India is becoming iilcreasingly 'skill' based in its attempts
to make the learner acquire the four language skills (sprgking, reading, listening and writing)
to enable the learner to become an effective and autonomous communicator.

OBJECTIVES
This unit will enable you to:
assess the status of English language both w~thinthe formal educational set up (In your
statelcity) as well as outside the classroom;
- 7
Inf(r(~.*icwt~dM;urninyinTeachirlg understand the inter-relationship between the status of English within the classroom and
of E~lglislr
thk status of English outside h e classroom;
get some insight into the role of the teacher in teaching English in learning situations
where access to the language is very limited.
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1.3 THE STATUS AND NATURE OF ENGLISH

LANGUAGE TEACHING IN'INDIA
According to the constltutlon of India, English 1s a second language. But what is it in fact?

Think ahout how English is used in your state. Does it have the status of a second language or
a foreign language?
Educators define a 'foreign' laiiguage as one which is studied for the insight it affords into the
life of another nation, and a 'second' language, as one which is studied for more utilitarian
purposes, because of its direct value to the spearker or writer as a citizen of his own country.
This is by no means an absolute distinction (Pride, 1971,22-23)
To answer the above question you should think about the purposes for which you and the
people you know use English.
1. What language is most comnlonly used in offices?
2. What percentage of people (approximately) read newspapers (a) in English and (b) in the
regional IanguageMT (Mother tongue)?
3. Which language do people generally use in restaurants, at railway booking counters, when
shopping, etc.?
4. When people meet people from other states do they use EnglishIHindilsome other
language?
5. What i s the language you find used most often in advertisements and hoardings in
(a) towns and (b) in cities?
6. . What are some of the most popular T.V. programmes? Which language(s) are they in?
Has the Cahle T.V. become popular among people? If yes, what are the most popular
channels? If people watch programmes in English, do they have any difficulty in
understanding the language?
7. To what extent does the man in the street use and understand English? For example, if
you asked an autorickshaw driver or a shopkeeper in your town a question in English
would he be able to understand it easilylwith difficultylnot at all? Would h e be able to
answer in English? Generally/occasionallyi~iotat all?
Answers to these questions will help you to huild up a picture of what the status of English is
in your state, its importance, and normally, then the extent to which its developnlent is possible.
The question of the status of English in India is important if you want to think about your
teaching situations 'e.ffectively' because your language teaching situation cannot be separated
ft'orn the language learning environ~llentoutside the classroom. We need to consider the
language environment if we are desirous of making a change in the classroom.
1.
Discussion
Be realistic ahout the general English learning envlrorlment faced by your leaniers, and then
you will find your teaching of Englisn will be much more effective. You should think of using
all your resources, and suppleinent~ngthese resources, if necessary.
For exanple, you may make effective use of newspaper clippings, magazine advertisements
official forms (rail reservation form, money order form, telegram form), billboard messages
to motivate the learners to use English in authenticlreal life situations.
The nature of English language teaching in India is an outcome of the status of English within
the formal learning curricul~~mas well as its presence in the real world outside. Though Eng1,ish
.does not have a uniform status in various parts of our country the following are some of the
8 common 'roles' or f~~nctional capacities in which 'English' is present in India:
English is the associate official language i11 our country. It is taught as a part of school curricululn Nature, Need and ObJeeUves
for 6 to 12 years. either as a suhject or both as a suhject and a-medium of instruction.
In context of a glohal society and especially since the opening of the Indian markets to
foreign investment. competence in the use of English has heco~nethe passport not only to
higher educational opportunities but also to hetter econolllic gains. As a library language
it wields considerable presence in the arena of higher education. It is thus that in school
the einphasis has shifted from learning the content of the English lessons to trying'to
acquire the language skills which will enahle the learners to 'use' the language.
*.

1.3.1 The Status of English within the Formal Instruction System

In Activity A, you examined the status of English in your state; now let us examine Une status
of English l a n e ~ a g which
e is set within a formal instruction system. However, before examining
a formal language learning situation, let us attempt to look at ail informal language learning
sitnation. A11 i~ifor~nal language learning situation is one when language is not taught or learnt
for grammar but for communication. For example, a young child learns to use language
functionally, i.e.: to get things done or to express himselfherself. This expression could be
transactional or self-expressive in nature. Through play and chat, which constitute easy,
spontaneous use of language, the child develops language skills. Thus hy using language, the
child develops language skills, i.e., helshe learns to speak, read, listen, write effectively and
independently.
The forillal instructional systenl is, however, very different. Here we arerefcrr~ngto organized
learning on a large scale. with the instructioilal system providing certification at the end ot a
learning progranune.
We must examine carefully the differences in the teaching and learning of languages in formal
and informal situations. Early language learning involves learning of the MT (mother tongue)
or L1 (first language). Learning English for most Indians is learning a second language
(12
r

Informal Language Learning Formal Language Learning

1. Language taught MT, L1 L2. L3, etc. from class I

(English medium)

2. Age From birth onwards, in infornlal From class 111, IV, V,VI
situations of language learning (vernacular language
medium)

3. Use of Language Functional More formal language

descnpt~ons,formal granlmar
learnt

4. Treatillent of errors Parents repeat, encourage Teacher nlay com~~ent,

focus
and correct on errors or sometimes
reprimand

5. Exposure Or a1 Predominantly in the wr~tten

form

However. these 'characteristics' of formal and informal language learning situations should
not he seen as exclusive to each other. Modern language learning pedagogy. in fact, attempts
to organise second language learning situations as closely as possihle to its language acquisition
s ) that the second language is learnt as 'naturally' as possible and enahles the learner to
Decome an independent user of it.
Instructiond Manning in Teaching Activity B
ol English
What is the status of English in your state in the formal language situations? Answer
some of the q~~estions
helow and see if you c'an get a picture.
a) What is the pass mark in your school/college? Is English inediunl compulsory at college?
h) Are other subjects taught in English? If not, in which class doesEnglish instruction begin?
C) What does the language exam test. competence of language skills (reading,
pea king. writing. listening) or coiltent of the language text (If so, in what
percentage)?
d) What do you teach while teaching a language. say English? Grammar or the use of language
or someth~ngelse?
e) Do you let your students make errors? How do you deal with their errors?
f) What percentage of your learners show interest in using English within/outside the
classroom?
g) 'What percentage of students in your class have access to English in the speech communities
of their home?
Disdussion
Answer these questions one hy one. These answers will give you a picture about the needs and
objeictives of teaching English within your classroom. If you gear your teaching to the actual
needs of your learners. they would be far more motivated to learn the language. A need
assessment of your learners may he undertaken hy find~ngout, where and when your learners
usel'would like to 'use' English. Questionaire I given at the end of this unit can
help you undertake this activity. This kind of assessment will not only help you utilize all
possible resources to facilitate language learning but also enable you to pitch your classro~m
activities at the appropriate level, keeping in mind the English language competence of your
learners and the role that it plays in their lives.
It hqs been very often seen that grammar teaching or even knowing grammar rules need not
lead to correct lailguage use. This is so hecause an average Indian learner does not get enough
expOsure to English to internalise its rules as a native speaker would.
In this kind of language learning environment where exposure to the target language is very
limited (Acquisition-poor environment) the language class needs to provide opportunities
to the learners to use/experiment with the language. The learners should not b e spoon-fed ,
answers to exercises at the end of each lesson. They should be allowed to struggle to express
themselves, so that they learn to use the language. They should be encouraged to speak to
each other and the teacher in English so that the sense of hesitation and anxiety that they feel
in $ i n &the language gradually disappears. Each and every error of the learner need not be
comected. The hahit of peer or self correction should he inculcated so that the learners can
moilitor and help each other correct their use of English.

Check Your Progress

Notes : a) Write your answers 111 the space given helow.

h ) Co~npart.your answers with those given at the end of the unit.
1. Does the language reacher iieed to assess the need(s) ot'the laiiguage leaarnersto learn
Ule language? G ~ v reasons
e for your answer.
 Nature, Need and Objertivn
1.4 THE NEEDS AND OBJECTIVES OF TEACHING
ENGLISH
a vast and heterogeneous society like ours. the needs of the learners for learning English
ill not he uniform.
s teachers we should be ahle to identify the requirenle~itsof various groups of students
lated to the English language precisely and try to provide for each such group the pattern of
ourses which will be relevant to the needs of the learners (Verma, 1994>98-99).

language learning in the classroom? the learner has access to English in the speech
nity of hislher home and inmediate neighbourhood especially peer group.

ition-poorenvironments are those language learning environments where exposure to

cite an exanple, for a learner enrolled in an English language progranlnle at the university,
motivation for learning English will he much higher if the course concentrates on the teaching
study skills, reading, comprehension techniques, note-making, writing term-papers: etc.,
cause these are the skills that a university graduate requires.
a country like ours where the learners differ considerably with reference to their needs for
arning English as well as their conlpetence in the language: an omnibus (i.e. broad-hased
cl~lsive)curriculum cannot be relevant. There is a need not only to develop different English

to practice adjectives the teacher may ask the learners to gather familiar ohiects around
their houses bring them to class and descrihe them.
learners may he taught how to give direction hy drawing up a map from school to their
homes and telling their peers how to get there.
fainiliar and siinple cooking recipes may he utilized to develop the skill of giving
r- Jndroctionat Pl.ummg in Teaching
nf English
1.4.1 Why do we ~~~~h~ ~ ~ l i ~ h ?
Activity C: Let us examine our teaching priorities.
1. Do we teach English so that students can pass examinations based upon the content of th
te.xtbook(s)'?
2 . Do we view English as a medium for mastering language skills'.'
Discussion
In case you say that your objective is ( I ) you are addressing only short-term goals a
therefore being unfc.ir to the learners. Though the immediate need of passing the exams
heing f~~lfilled,
the learner is ilot being trained to hecome an autonomous user of language
I Objective (2) helps the learners acquire the skills of the language and any meaningful languag
programme must prepare the learners to use the language as a nlediunl for communication
and not as a content based subject. Also, fulfilment of objective (2) automatically ensur
success at ohjective (1 ), i.e. if the learners develop language skills they are sureto succeed
the examinations.
In our country too, we can see a shift from content-based teaching to skill-based teaching i
schools where interactive learning materials are ill use. These illaterials focus on developin
various language skills in English. Howcver, these efforts need to he stepped-up. They shoul
also be extended to lower level, i.e: the elementary, and the primary.

1.4.2 How do we Teach English?

Language skills can he developed in the learners by providing them opportunities for active1
processing and using the language on their own. The focus must be on the learner -how ofte
L and how wellhelshe can useEnglish. The teacher needs to function as an organizer and a facilitate
in the classroom and provide the learners opporttu~itiesfor language use. For example :
i) For a group of mother tongue medium beginner level learners the teacher may point ou
and name in English the various objects in the environment. She nlay later ask the learner1
to name a few objects in English.
ii) The teacher may demonstrate how to greet others and introduce oneself and ask each o
the learners to do this one hy one. In this way the teacher can help the learners develo
oral skills in an authentic communicative context.
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- - -I Check YOU;- 1'1-0gl.e~~
:
I Nfbtes : :I) Write y w r :ltiswer!: :I; thc space give11 hc!ow.
h i Conlpore ):c:ur ;iiisalers wit11 thuse gi\lc~lat the cnti I :i i!i:: !iJ:~L.

2 . What is he link hc.~w~>en 11ec.J for learni~lga luignagc and its leaching objcctives,
Expiiiiu a:ith an example.
i .....................................................................................................................................

1.5 LET US SUM CTP

The nature of English language teaching in India is an outcome of the status of English
within the formal learllilig curriculum as well as its presence and role in the real worltl
outside. The following are some of the comnlon functional capacities in which English is
present in India:
- as an associate official language;
- as a librarv lancuace;
Nature, Need and Objedves
In*tlu~tiolrul
U P English
 Nature, Need and O b j d v a
'1.8 SUGGESTED READINGS
Nadkarni, M.V. (1978) : Ciiltural Pluralism as a National Resource :Strafegiesfor Language
Education, I11 Arthur 4 (ed.) Language Education 111Multilingual Societies, SEAMEO Regional
Language Centre, Singapore.
Verma, S.K. (1994): Teaching English as a Second Language in India, In R.K. Agnihotri and
A.L. Khanna (eds.) Second Language Acquisition, New Delhi.
Methods of Teaching English, Block-I (1996): (PGCTE), Central Institute of English and Foreign
Liulguages, Hyderabad.