B.Ed.

STUDY MATERIAL (FIRST YEAR)

(Strictly According to the Latest B.Ed. Syllabus of Kurukshetra University, Kurukshetra)

Comprehensive B.Ed. Notes: KU, Univ.

PAPER: PEDAGOGY OF ENGLISH

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 LAST YEAR PAPER
PEDAGOGY OF ENGLISH
Paper–Couse-6&7
Time Allowed: 3 Hours] [Maximum Marks: 80

Note: Attempt five questions in all, selecting one question from each Unit. Question No. 1 is
compulsory. All questions carry equal marks.

Compulsory Question
1. Write short notes on the following: 4×4=16

(a) Objectives of Teaching English.

(b) Deductive and Inductive Approach.
(c) Advantages of Language Approach.
(d) Difference between Measurement and Evaluation.
UNIT–I
2. Discuss the Social history and importance of English Language Teaching in India in detail. 16
3. Discuss Pedagogical analysis based on Unit analysis with its need and importance by giving
suitable example from Prose. 16
UNIT–II
4. What are the different methods of teaching-reading to the beginners of English? Describe in detail
the method you would like to follow. 16
5. What are the underlying principles, advantages and disadvantages of the Direct method of
Teaching English? 16
UNIT–III
6. Describe the importance of quiz, debate and group discussion in the English classroom. 16
7. Explain the significance and use of Instructional material of the following :
(a) Charts and Pictures
(b) Real objects. 8×2=16
UNIT–IV
8. Define Comprehensive and Continuous Evaluation. Describe the significance of Evaluation in
English with the help of examples. 16
9. What are the characteristics of a good Test items? Explain Essay type and Short answer type
questions with the help of examples. 16

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1. Q: DISCUSS THE SOCIAL HISTORY AND IMPORTANCE OF ENGLISH LANGUAGE
TEACHING IN INDIA IN DETAIL. 16
Answer:
English Language Teaching and learning has become very complex in India. This is mainly
because of the issues, debates and discussions about the position of English language in India.
The purpose of introducing English language in India has been served because it was very
intricately and beautifully woven into the lives of Indians. The language is accepted on the
surface level but resisted at the cultural and psychological levels. Challenges like ideological
and political opposition to English language, encouragement of Mother tongue based
education, poor infrastructure, non-availability of qualified teachers have made English
language teaching (ELT) in India a difficult and strenuous task.

Language which has been considered human being most remarkable achievement, is so
much a part of their lives, like the air they breathe, that very often they take it for granted
and as often are not aware of its characteristic features. Language is a system. English has a
status of associate language, but in fact it is the most important language of India. After Hindi
it is the most commonly spoken language in India and probably the most read and written
language in India. English in India is used not only for communicating with the outside world,
but also for inter-state and intrastate communication. English symbolizes in Indians‟ minds,
better education, better culture and higher intellect, etc. Indians who know English often
mingle it with Indian languages in their conversation. It is also usual among Indians to shortly
move to speak fluent English in the middle of their conversations and also helps as the
communicator among Indians who speak different languages. English is very important in
some systems – legal, financial, educational and business in India. Teaching of English as a
second language in India has confident an important place. Now, English is one of the most
widely used National &International language and also spoken language today. It has often
been referred to as ―global language‖, the lingua franca of the modern era and currently the
language most often taught as a second language around the world. The English Teacher in
India should understand that English,

 It is a global language;
 It is a lingua franca for both domestic and international communication;
 It is a language of trade, industry and information;
 It Discusses confidence, imagination and power to invent and create;
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 It is a symbol of better life in India. Therefore, teaching of English should be given lot of
importance and strengthened by improved methods, approaches and techniques.

STATUS AND IMPORTANCE OF ENGLISH IN INDIA TODAY

Language is one of the unique possessions of man who is regarded as the best creation
of God in this world. It is language that distinguishes a man from other animals.
Language is a means through which man can express his thoughts, feelings, emotions,
joys and sorrows. Different people in different countries of the world make use of
different languages. It goes without saying that language plays a vital role in the
mental, emotional, social and cultural development of an individual. Though English is a
foreign language yet it occupies a distinctive position in our country. It is one of the major
vehicles of the culture of the modern world too. By ignoring this language, no nation of
the East or the West can flourish and develop.
The significance of English language spread widely in the present scientific and
technological world. All the research, computer and updated knowledge is in English
language. If Indians want to pursue higher education and become leaders of the world has to
be proficient in English language. If they are proficient in English language, communication
with people of other countries would become easy. Therefore, the Government has been
encouraging either directly or indirectly for the teaching and learning of English. The
Secondary Education Commission (1964-66) has therefore, exclaimed English as a ‗Library
Language‗, ‗Link Language‗ and a ‗Window on the World‗. Ever since, there was a constant
efforts to improve the language skills of learners.
In order to fully understand the importance of English language, we shall have to
study the history and status of this language in our country.

It can be studied under three main headings:

1. Status of English before Independence: English came to India with the coming of
the East India Company and the English men in 1600 A.D. Initially its role was to
promote the trade and commerce of the country, but gradually it came to occupy a
very important place in the political, social and educational life of the country. The
story of 'English in India' goes back to 1835 when Lord Macaulay came to India as
law member of the council of Governor General and stayed back as the president of
the Board of Education. He wrote his celebrated Minutes in favour of English
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Education, as he desired to produce, "a class of persons Indians in blood and colour but
English in tastes, in opinions, in morals and in intellect." Macaulay wanted to enrich
Indian language by English so that the Indians could become vehicles for European
scientific, historical and literary expression. It was rather a snooty and offensive
approach but an understandable mindset for an Englishman of that era. Macaulay
wanted Indians to learn English not for its own sake but for transmitting knowledge
gained through English to fellow Indians in their mother tongue.

Macaulay commented once that "I have travelled across the length and breadth of India
and I have not seen one person who is a beggar, who is a thief. Such wealth I have seen
in this country, such high moral values, people of such caliber, that I do not think we
would ever conquer this country unless we break the very backbone of this nation, which
is her spiritual and cultural heritage and there I propose that we replace her 'old and
ancient' education system, her culture if the Indians think that all that is foreign and
English is greater than their own, they will lose their self- esteem, their native
culture and they become what we want them, a truly dominated nation". But just see our
good luck, in the last two decades, we have not just regained our self-esteem but the best
part is that we have used the very language inflicted on us to compete with those who
imposed on us. Thus, the Minutes which received a seal approval from Lord William
Bentick (1839) made a cornerstone of the implementation of a language policy in India.

English enjoyed the top most position during the pre-independence period. It was the
first language in the whole country. it was the lingua franca of the educated sections of
the society. In every walk of life, it was the vehicle of thought and activity. English
was regarded as the symbol of cultured social Life. The study of English was
introduced on the very first day a child joined the school. The Anglo- vernacular schools
were opened by the Englishmen which were locked upon as
epitomes of good education. English was the medium of instruction not only in these
schools but also in various other institutes of higher education as well as professional
colleges and universities. English was taught mostly by the English men. Not only
English language but other subjects like history, geography, and civics were also
taught by the English men. Everybody preferred to study different subjects through this
language because the study of this language was considered as a passport for
employment. 3
2. Status of English after Independence: After the attainment of independence,
Indians wanted to dethrone English from its position as it reminded them of British
rule. However, the luminaries of that time argued the case for the retention or
rejection of the language.
Mahatma Gandhi was never in favour of English and he was of the opinion that "Of
all the superstitions that India has, none is so great as that the knowledge of the
English language is necessary for imbibing ideas of liberty and developing accuracy of
thought."
Maulana Azad and C. Rajgopalachari spoke in its favour. Rajagopalachari said, "We
in our anger and the hatred against the British people should not throw away the
baby (English) with the bath water (English people)."
Thus in 1950 the Constitution of India continued English as the official language of
Indian Union for 15 years, that is up to 1965, after which it was decided that Hindi
would replace it.
In 1952-53 the Secondary Education Commission observed that, "Much of the national
unity in political and other spheres of activity has been brought about through the study
of English language and literature."
In 1956 the Central Advisory Board of Education gave its famous three language
formula in which English was given a suitable place along with Hindi and regional
languages.
In 1964 the Indian Education Commission was appointed to look into the problems
in the field of education. Looking into the matter the commission recommended the
continuity of English to the extent that they made it mandatory for all the students
qualifying for a degree.
In 1968 the National Policy on Education laid down that, "Special emphasis need to be
laid on the study of English and other international languages. World knowledge is
growing at a tremendous pace, especially in science and technology. India must not
only keep up with this growth, but also make her significant contribution to it. For this
purpose, study of English deserves to be specially strengthened."

Controversies kept on hovering over English and this controversial issue has not been
resolved till date. Some opinion is for and some against it. But this always remained a
fact that English remained a graceful accompaniment of those who move about the
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world. In the light of the foregoing discussion, there has also been reaction against the
study of English as a compulsory subject because the argument was that instead of
frittering away their intellectual energy for mastering a difficult foreign language like
English the students should learn their mother tongue and Hindi thoroughly which
accordingly was considered a gainful activity. A number of states have introduced the
regional language as the medium of instruction. However, English still continues to
remain one of the major languages of the world and India.
3. Status of English now: India is a big and multilingual country. Many states of the
this country were even named after their regional languages like Punjab, Haryana,
Himachal Pradesh, Tamil Naidu, Bihar etc. These regional languages have come of
age with the passage of time and are being used as the medium of instruction in these
states respectively. The government has also been making efforts to make Hindi the link
language in India. But, unfortunately, all these efforts have failed as the southern
states of our county have opposed the imposition of Hindi. Thus, English and the
regional language remain the media of communication. Under such circumstances,
English continues to remain the unifying link between different states of the country.
Education being the joint responsibility of the state as well centre in India,
educationists belonging to the different states decide the issues related to the status of
English and regional language in their own way. That is why English is
introduced differently in the different states of India. In Punjab, the study of English is
introduced in the 3rd class since 2002 when Captain Amrinder Singh of congress party
was the chief Minister of the state. Before 2002, it was introduced in the sixth class. In
the year 2007, congress government was replaced by Shiromani Akali Dal and it
continued to rule for next 10 years. No doubt during their regime, they tried their
level best to promote Punjabi language but people of the state continued sending
their wards in the public and convent schools where the medium of instruction was
English instead of Punjabi. Keeping in view the educational importance at international
level, every citizen of India wants to educate their children in English medium school.
On 16 februrary, 2017 again captain Amrinder Singh became the chief Minister of
Punjab and showed his inclination to introduce English from the first class which is
yet to be decided. Thus, English is being taught as an optional subject right from the
first standard to senior secondary level in Punjab.
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The study of English, in my opinion, should be introduced as soon as the child has
acquired proficiency over his mother tongue. It depends upon the capability of the child
as some children may attain mastery over the mother tongue in four years and some
may take six years. Generally, a normal child is able to accomplish expertise over his
mother tongue in four or five years of school education which includes Nursery,
LKG, UKG, First and Second. So, it will be better if the study of English is introduced
in the third or fourth class.
English language is used as a means of communication in various contexts such as government,

the judiciary, the media and the educational system. The business correspondence and the

international trade among different countries in the world is carried out in English. According

to Mauranen (2003) ―nearly 85% of all the scientific and technological information is written in

English‖. Inorder to make the people to be international citizens it is very important to teach

English at every level of learning.

The following is the importance of teaching English in India.

 English has today become one of the major languages of the world.

 It has rich literature, scientific and technical nature.

 English is the only language which can prevent isolation from the world.

 It provides opportunities to Indians to get employment anywhere in the world.

 It is a language of trade and industry in India.

 It can keep the country united.

 It works as a powerful language of communication.

Teaching English in India Today

If language teachers teach as they taught earlier, then one may not achieve the required goals of
teaching English in the present global scenario. This paper deals with on a brief study on
English language teaching to fulfil the ever growing demands of English. The techniques and
styles adopted or followed by teachers in the past to teach English language, the omissions in
their language teaching which is the second language for both teacher and students is
discussed. Challenges before teachers in present day ELT are taken up in this study. The way
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in which students can put their learning into practice in day-to-day use to fulfil their practical
demands through effective communication skills apart from gaining command over English
language is highlighted.

Conclusion
English Language Teaching has become very complex in India. This is mainly because of the
origin, background and discussions about the position of English language teaching in India.
The purpose of introducing English language in India has been served because it was very
complicatedly and beautifully merged into the lives of Indians. The language is accepted on
the superficial level but attacked at the cultural and psychological levels. Challenges like
ideological and political opposition to English language, encouragement of mother tongue
based education, poor infrastructure, non-availability of qualified teachers have made English
language teaching (ELT) in India a difficult and active task. There is no single most excellent
way of teaching English languages. Most English language teachers and more significantly
most teacher trainers adhere to communicative methodology today. The teachers of the ELT
are aware of the best practices in teaching English and how they can be made beneficial to
the students. It is possible for every child to learn English in the most enjoyable manner.

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2. Q: What are the underlying principles, advantages and disadvantages of the Direct method of
Teaching English?
Answer: Good method makes teaching good. So a teacher has to be very choosy as far as methods
are concerned. There is a bunch of methods. Some of them are Grammar Translation
Method, Bilingual , Eclectic , Direct Method etc.

Direct method of teaching English means teaching English directly using target language. Here the
target language is English. A teacher doesn‘t use the mother tongue in the class. Nor are the students
allowed to use it. This method is totally in contrast of Translation Method.

The direct method of teaching, which is sometimes called the natural method, and is often (but not
exclusively) used in teaching foreign languages, refrains from using the learners' native language and
uses only the target language. It was established in England around 1900 and contrasts with
the grammar–translation method and other traditional approaches

The method Direct is named “direct” because meaning should be connected directly with the
target language without translation in to the native language. Procedure Only English used A lot of
teacher-students dialogues, later systematic teaching of grammar and vocabulary Mainly speaking,
both communication and stressed a grammatical syllabus. The Direct teaching method is a method of
foreign and second language teaching which consist that only the target language should be used in
class and meaning should be communicated ―directly‖ by associating speech forms with action,
objects, mime, gesture and situations. The direct method has one very basic rule: no translation is
allowed. In fact, the direct method receives its name from the fact that meaning is to be connected
directly with the English language, without going through the process of translating in to the
students‘ native language.

The direct method of teaching English is one the most widely known methods. It enjoyed immense
popularity because it overcame the two major defects of the Grammar-Translation method. It
substituted ―Language contact‖ for ―Grammar recitation‖ and ―Language use‖ for translation.

The direct method aims at establishing a direct bond between experience and expression.
According to the direct method, the students should think directly in English. There should be no
intervention of the mother tongue in the translation method the student comes across a sentence in
the English language. He immediately thinks of its native language equivalent, and then he thinks of
the idea or the concept underlying that sentence.

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The Direct Method is also called the Natural Method that is very popular which enables the
students to do a particular thing which give the opportunity to the students to communicate with
someone you share or exchange information with them in foreign language which consist of a set of
sounds or written symbols. The Natural Method that is used every day of communication also focus
the answer question session that focus the language of teaching.

The basic purpose of this method is concerned the meaning of word, expression gestures and
language achievement which directly related the picture something in your mind you think of it and
have such a clear memory or idea of it that you seem to be able to see it.
.
UNDERLYING PRINCIPLES/ASSUMPTIONS OF DIRECT METHOD
1. Direct relation between thought and words – Using this method, a learner things and speaks
using the same medium.
2. Oral (Speaking) Practice – This method emphasizes on oral practice for everyone.

3. Functional Grammar – This method doesn‘t put emphasis on theoretical grammar. The main stress
is on functional grammar.

4. No use of Mother Tongue – There is the complete prohibition on the use of mother tongue.
Therefore, learners‘ main focus is on learning the Foreign language.

5. Limited Vocabulary – This method advocates the use of limited vocabulary, daily-use words. The
words must be from requirement or needs of the learners.

6. Sentence as the unit of speech – Here, the unit of speech is a sentence. There is the emphasis on
speaking the complete sentences.

ADVANTAGES OF DIRECT METHOD

1. The understanding of English becomes easier. ―The pupil‘s mind goes straight from meaning
(object, idea, experience, and situation) to the English word and from the English word to its
meaning, he understands directly what he hears and reads.‖ The real progress is made when we
think in a language, i.e., when we directly associate the English word and its meaning in our mind.

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2. This method is very helpful in the development of good pronunciation, fluency, and power of
expressions. In this method students get a chance to communicate with their teacher. They can
easily tell their problems to their teacher.

3. The learners who are taught English through this method express themselves adequately in
spoken English because they listen to L2 more than L1 during the whole course. This can leave the
learners with a sense of motivation when they need to practice, they can understand what people say
and do not struggle to express themselves at the basic level.

4. As there is direct relation between thought and expression, it helps the learners in having good
fluency. Using direct method, a teacher helps students having good command over English.

5. In the direct method the order of teaching is observing, listening, speaking, reading and writing.
This is the natural order of learning a language. The method makes use of demonstration and
conversation.

6. It makes the teaching English easier and more pleasant. A teacher uses various images/ pictures
to illustrates his/her point.

7. This method creates the suitable environment for learning English Language.

8. It bridges the gap between the active and the passive knowledge.

9. The method is psychologically sound. It follows the main principles of education, viz., ―Proceed
from particular to general, proceed from concrete to the abstract and practice must precede theory.‖
Also, the unit of teaching is not a word but a sentence – not the part but the whole.

10. As the unit of speech in Direct Method is a sentence, students learn to speak complete sentences
without any hesitation. So they get confidence with command over good English.

The Direct Method, A good start to teach Oral language. The Direct Method help the students to
understand language that help with ease of language. Language that depend upon the use of
sentences how to communicate with each other not for the words that help the students to learn
the earlier speech. Direct Method influences the target language as best instruction for teaching skills
or detailed information and classroom communication language. Through the activities of Direct
Method which always give the enthusiastic and interesting that attracts its attention for the
knowledge of foreign language. Students can understand easily if teachers use direct method
because this method enhances communication skills of the students.

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To sum up, ―the application of the principles of the Direct Method means a complete reconstruction
of the principles of the traditional conception of language study; it means that in English, as well as
in the mother-tongue, the power to use language is not the ‗outcome‘ but the condition of all fruitful
observation and classification of its phenomenon- We should concentrate on training our pupils to
understand and know the grammar of English; rather we should aim at giving pupils the command
of language ―as a means of expression.‖ The keynote, the guiding principle, of the English course
must be self-expression with all the forms of training that implies- composition in its widest sense,
both oral and written.‖

DISADVANTAGES OF DIRECT METHOD

1. This method advances from concrete to abstract and many abstract ideas cannot be explained in a
foreign language without the help of the mother tongue, much energy and time are consumed in the
interpretation of ideas. So, it is not a time-saving method but a time-consuming method.

2. Owing to over-emphasis on oral practice, the other skills namely reading and writing are ignored
to a great extent.

3. Average and below average students, especially from rural background, find difficulty to grasp
the things taught via this method.

4. This method aims to promote the oral aspect of language learning. It ―undermines the significance
of written work and reading.‖ ―The tendency is to give insufficient attention to reading and not to
teach written work systematically.‖

5. This is an expensive method as the teacher is to use some aids for teaching.

6. For this method, competent teachers must be there. But there is the dearth of good English
teachers in the country. Incompetent teachers can‘t use this method successfully.

7. In the early stage of learning, this method is completely unsuccessful.

8. The background at home must also be foreign language friendly for this method. The students
whose parents can speak English well get more benefit from this method.

Despite its shortcomings, this method is good. But the teacher must be able to modify it for the
benefit of the whole class.

Conclusion
Teachers always give the value for talk of student. Acquisition of a skill or a particular type 11
of a
knowledge is the process of learning of developing is the best and most important role in the process
of foreign language. To create a environment of a best communication that help the students to
engaged one particular activity is doing that thing in target language and also to improve its value,
quality and attractiveness. The teachers which teach the students they should know the use of Direct
method than there is positive response to effect the students language. Direct Method is effective to
use English language by teacher to implement in the class.

6. Q: Describe the importance of quiz, debate and group discussion in the English classroom. 16
Answer:
See Answer in Guide (155-160)

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7. (A) EXPLAIN THE SIGNIFICANCE AND USE OF INSTRUCTIONAL MATERIAL OF THE
FOLLOWING:
(a) Charts and Pictures
(b) Real objects. 8×2=16
OR
Q: WHAT DO YOU UNDERSTAND BY AUDIO-VISUAL AIDS? EXPLAIN ANY THREE AIDS THAT
MAY PROFITABLY BE USED BY THE TEACHER.
Answer:
AUDIO-VISUAL AIDS / INSTRUCTIONAL AIDS
Audio-Visual aids are also called Instructional aids. Instructional Aids/Teaching
learning materials are those concrete objects or things readily available in the
classroom which helps in learning, revising and fixing the subject matter in the
minds of the students e.g. chalk, pen, notebook, pencil etc. These are called teaching
learning material because they help the teacher in teaching and the learner in
learning the language.

A teaching aid is a tool used by teacher to:

(i) Help learners to improve reading, understanding and skills
(ii) Illustrate or reinforce a skill, fact or idea
(iii) Relieve anxiety, fear or boredom.

Our sensory organs bring sensory experiences which form the foundation for an
intellectual activity. This gateway of knowledge can be transacted in the classroom
using a number of teaching aids. These teaching aids reinforce the spoken or written
words with concrete image which forms a base for learning. They really supplement
the teacher's effort in teaching.

 Kinder. S. James says that audio-visual aids are those devices which make
learning experiences more concrete, more realistic and more dynamic.
 Carter, V. Good has called those aids which help completing the triangular
process of learning i.e., motivation, classification and stimulation as audio-visual
aids.
 The Indian Education Commission way back in 1964-66 said, "The supply of teaching aids
to every school is essential for the improvement of the quality of teaching. It should
indeed bring about an educational revolution in the country."

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EDUCATIONAL SIGNIFICANCE/IMPORTANCE OF TEACHING-AIDS
The teaching-aids have wide significance in the teaching-learning process. These are:
(i) Use of all sense organs: The teacher has to find a gate- way of knowledge which can
facilitate the maximum learning on the part of the students and there is no better thing
than the utilization of organs.
(ii) Helpful in drawing attention: Teaching-learning process is not possible without
concentration and attentiveness of the students. Teaching-aids enable the teacher
to capture the attention making the atmosphere conducive for teaching.
(iii) Based on maxims of teaching: The knowledge gathered should not just be
accumulated but should multiply and by following the maxims of simple to complex
known to unknown, learning by doing etc. it is possible
to improve teaching-learning process.
(iv) Helps in fixing up new learning: Learning is incomplete if it is not fixed in the
mind of the students. Studies if based on numerous activities and stimuli is always
better, teaching-aids help in gaining more knowledge.
(v) Solve the problem of inattentiveness: Teaching-aids prvide a incentive for utilizing
the creative energy of students, thus they make them more interested in learning.
(vi) Active participation of students: Students become passive because of verbalism and
verbosity on the part of the teachers. By using these aids, attractive opportunities are
created.
(vii) Retention becomes easy: Teaching-aids help in enhancing the comprehension
and retention because of permanent images formed by the usage of teaching-aids.
(viii) Development of intellectual abilities: Teaching-aids call for originality and creativity
which stirs imagination, thinking process and reasoning power of the students, leading to
development of intellectual abilities.
(ix) Substitutes direct experience: Learning becomes meaningful and realistic if first-
hand real experiences are given to students in any situation.
(x) Encourages positive transfer of learning: If learning is utilized to solve real life
problems then it becomes concrete and meaningful. The energy of the students is
channelised in active participation and classroom interaction."

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TYPES OF INSTRUCTIONAL AIDS
The teaching aids are classified on the use of two major organs: eyes and ears. So it canbe
classified as (1) Audio Aids, (2) Visual Aids (3) Audio Visual Aids.
(1) Audio Aids: The students gain knowledge using the sense of hearing i.e. by only
hearing. These aids are used for developing the correct speech habits of the pupils thus
improving their spoken English. They add variety and stimulus in individual effort.
(2) Visual Aids: The students gain knowledge using the sense of sight i.e. by only seeing.
(3) Audio-Visual Aids: The students gain knowledge using both the sense
of hearing and seeing. McKown and Roberts view that "Audio-visual aids wisely
selected and intelligently used, arouse and develop intense and beneficial interest
and so motivate the pupils learning."

ANY THREE AIDS THAT MAY PROFITABLY BE USED BY THE TEACHER OF COMMERCE:
1. Chalkboard
Even in this modern era of television and computer the chalkboard is the most
extensively used, most trusted and powerful companion of the teacher. Initially the
chalkboards were black in colour but present day chalkboards are made of different.
materials and different colours. F.G French has given the following rules for its use.
(i) Keep it neat and clean; everything put upon it must be written or drawn with care.
(ii) Not too much, not too little.
(iii) See that it is at the right place; walk a round the class to make sure that
the sunlight is not shining upon it and hiding what is written upon it.
(iv) Know what you are going to put on it before you begin.
(v) Draw pictures, diagrams, tables.
(vi) Use coloured chalk, but not too often for they are expensive.
(vii) Let your pupils use the boards as often as you see it yourself.
(viii) Let them write and draw on it, sometimes for the class, sometimes for you.

The advantages are:

(i) It is a permanent asset, easily available and inexpensive.
(ii) It helps in highlighting the important points and to attract the attention of
the students.
(iii) It provides a variety to classroom teaching and breaks the monotony. It makes the
lesson more clear.
(iv) Spellings of the words when written on the chalkboard simplify things.
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(v) Quick revision of the lessons can be done easily by writing the outline of the lesson on
the chalkboard.
(vi) Sentence patterns and structures can be taught through the substitution tables made
on the chalkboard.
(vii) It is a very flexible aid. If the teacher is an expert in chalkboard work he It can be
used or testing too. Spelling tests, grammar tests, match the following and fill
ups can be tested effectively with the help of chalkboard. It becomes a game for the
student and the teacher tests, what he has in mind.
Thus, we can say that it is heart and soul of teaching English.

2. Charts
Charts are the combination of graphic and pictorial media for the orderly and logical
visualisation of important facts, ideas and concepts. They present comparisons of quantity,
distribution, trends and summaries etc. Charts are to be made in accordance to the
need, ability, interest, aptitude and above all the age of the pupil.
Stencils, coloured pencils and sketch pens can be used for preparing charts. Coloured
pictures may be drawn or from the newspapers and magazines may be fixed with the help
of glue.

Charts/Diagrams have following advantages:

(i) Figures drawn on the chart once covered will be shown to the students
after uncovering them one by one in a systematic way so as teach the
proper use of degrees of adjective. Similarly, pictures can be shown to
the students for developing a story.
(ii) Fill ups can be given to the students and they are asked to fill it by using
suitable word.
(iii) Noun, adverbs, adjectives, prepositions, interjection, verb, conjunction their
definition and types can be written on the chart and can be shown to the
whole class.
(iv) Matching type sentences, change of voice, change of narration, translation
type exercises can be given to students.
(v) Unpunctuated sentences can be written in the chart and the students are
asked to punctuate it.
(vi) It shows the relationship by means of facts and figures. (vii) Abstract idea gets a
16
 visual form.
(viii) Teaching-learning process gets continuity.

3. MODERN ICTS : AUDIO-VISUAL AID

The modern ICTs are not single technologies like the traditional technologies. They are a
combination of hardware and software, media and delivery systems.
In addition, they have gone digital. Some of these may be named as below:
• Digital video camera.
• Multimedia personal computer (PC), laptop and notebook.
• Application softwares such as word processing spreadsheets, power-point simulation and
speed recognition.
• Multimedia projector (LCD or DLP) to communicate to large group.
• Local area network (LAN), metropolitan area network (MAN) and wide area network
(WAN).
• Multimedia PC/LAPTOP with video card and web camera or digital video camera.
• Computer database and data processing mechanism, CD ROM and DVD.
• Digital libraries.
• E-mail, Internet and World Wide Web (WWW)
• Hypermedia and Hypertext resources.
• Computer mediated conferencing video and audio conferencing.
• Hypermedia and hyper text resources.
• Computer mediated conferencing video and audio conferencing.
• Video text, tele-text, interactive video text, interactive video disk (IVD) and interactive
remote instruction (IRI).
• Idea of virtual classroom and virtual reality.

17
7. (B) Q. WHAT ARE THE VARIOUS VISUAL AIDS THAT ARE HELPFUL IN
CLASSROOM DURING TEACHING ?

Ans. Visual aids are those which appeal to sense of sight or which affect through eyes. They
include Black board, pictures, models, charts, maps, diagrams, flash cards, film strips,
flannel-board, epidiascope etc.

I. The Black Board: It is a basic, most widely used and versatile tool of instruction.
Even in the modern age of television and teaching machines, it remains as the most
trusted and powerful companion of a teacher. The black board can be of different
types—wall, standing, revolving or reversible and rolling. It can be used for the
following purposes:
(i) In the early stages of language teaching, the black board can be the centre of
pupil's activity in speech and free expression. For instance, the teacher can ask the
pupils to make simple drawing of objects they have seen outside the class room.
(ii) In the teaching of reading, the black board can be used in different ways. In the
preparatory stage the experience chart, can be built up on the black board with the
active co-operation of the class. The experience chart is built up on a simple experience,
such as a visit to a place of interest in the locality. As the pupils describe their experiences
in simple statements, the teacher selects suitable sentences and writes them on the black
board one below the other.
(iii) Useful sentence patterns and structures can also be taught through simple black
board illustrations. and plural, the various tenses, active and passive voice etc.
(v) For teaching writing, it can be used very effectively. The teacher can
demonstrate the formation of letters through it. He can help the pupils in improving
their handwriting.
(vi) The rules of spelling can also be illustrated with the help of the black board.
(vii) It can be used for testing. For example, the teacher relates a story and the
students are asked to illustrate it. Students may go in groups or one by one and
illustrate the story on the black board.

18
Rules for use of Black board:
(i) Keep it neat and clean; everything put upon it must be written or drawn
with care.
(ii) Not too much, not too little.
(iii) See that it is in the right place; walk round the class to make sure that
sunlight is not shinning upon it and hiding what is written upon it from
some pupils.
(iv) Know what you are going to put on it before you begin.
(v) Draw pictures, diagrams, tables.
(vi) Use coloured chalks, but not too many, for they are expensive.
(vii) Let your pupils use the board as often as you see it yourself. Let them
write and draw on it, sometimes for the class, sometimes for you.

We can add to it the following:

(i) It should be washed every month.
(ii) It should be rubbed off only with a duster.
(iii) Letters and diagrams written on the black board should be distinct and
clear.
(iv) While writing on the black board the teacher should try to stand on its
left side and write as long as his hand can go without coming in front of it.
(v) Soft pieces of chalk are to be used. These must not scratch.
(vi) It should be fixed firmly on the wall. If it is made of cement, it will be
more useful but it must be polished properly.

2. Pictures: "A room without pictures is like a house without windows." (Ruskin)
"In the matter of language learning, pictures have been used extensively for several
centuries, especially in the field of vocabulary building
(a) Kinds of Pictures: Pictures can be had in a great variety. These can be of different
kinds such a :
(i) Picture-postcards.
(ii) Snap-shots.
(iii) Photographs.
(iv) Cut-outs from newspapers and periodicals.
(v) Wall-pictures.
For junior classes we are to use wall pictures and large pictures. Picture post-cards
19
and cut-outs from magazines etc. are useful for the senior classes.
(b) Qualities of Good Pictures
I. The pictures should be bright and colourful.
2. There should be a fore-ground, a middle distance and a distance in the pictures.
3. Details in pictures should have a proper selection and gradation.
4. For junior classes, there should not be too many details but for the senior classes we can
have these.
5. There should be clear contrast of light, colour and outline.
6. There should be plenty of life and movement in the scenes.

(c) Uses of Pictures: Pictures can be used for teaching the following:
(i) Vocabulary: New words and phrases can be explained with the help of pictures. Names
of those objects which cannot be brought into the class can be explained through the
pictures. Some actions which cannot be performed in the class room can be shown through
pictures_
(ii) Structures: In order to teach new structures the teacher can take the help of wall
pictures. Even the structures can be drilled with their help.

(iii) Composition: Through pictures we can develop oral and written compositions.
In the junior classes the composition may be oral. It should be developed by putting
questions to the pupils and getting answers from them. In the senior classes, these pictures
can help to develop picture composition by describing a picture. For example, A Scene
at the Railway Platform, The Fox and the Crow etc. can be developed with the help of
pictures. They also provide training in imagination.
(iv) Dramatization: Some help can be taken from these pictures for dramatizing the
various parts of the persons shown in the pictures.
(d) Principles for the effective use of pictures
(i) Pictures should be used for specific purposes.
(ii) They should be hung at a place from which the pupils can see them easily. (iii) They
should be integrated in the lesson.
(iv) They should approach the problem from the students point of view.
(v) There should be neither too much nor too little use of them.
(vi) The teacher should encourage the pupils to draw simple pictures by
themselves.
20
3. Charts and Diagrams: Some teachers are expert in drawing diagrams on the black
board. These are neither costly nor time consuming. But all the teachers do not have
this skill. At the same time many details cannot be shown through diagrams. At that
time the charts are to be used. Charts can be used for various purposes. They
supplement the work of pictures. Many specific details cannot be shown through
pictures and pictures for all the purposes are not available. For these purposes, charts
should be made use of. All the points mentioned in the use of pictures can also prove
helpful in the case of charts. Charts should be prepared in accordance with the age,
ability, interest and aptitude of the pupils.

4. Models: In order to give the illusion of reality, models can be used. These are an
improvement upon pictures and charts. These can be made of clay, soap, plasticine,
paper and cardboard etc. They create much interest among the pupils. But we should be
careful of the fact that the pupils should not take them for the real object. For example,
in order to give the other dimensions of The Taj', wall pictures may be used. RC French
says that we can use the models for telling stories, for conversation and for making the
abstract language real.

5. Flash Cards: Flash cards are very useful for teaching a foreign language. These
are cards cut out of thick paper etc. which are about 15 in. long and 2 or 3 in. wide.
These can be prepared by the pupil-teachers and can also be had from the market.

We can use them for preparatory reading. We discussed it in the chapter on reading.
Single words and sentences can be written on these cards and then these are shown
(flashed) to the students. These can also be used for word-building, for mastering
correct-word order and for developing correct speech nabits etc.

In the same way we can use match cards, displayed on flannel board. Students are
asked to watch them carefully and match them rightly. Flash cards may carry words or
expressions which mean same sort of order. Chalk board can also be very useful being
a cheapest and most useful teaching aid. Teacher can draw some pictures and can
make the lesson more interesting. In the same way Bulletin board can be used. It is
used for pasting papers, pictures or painting. It displays announcements, records,
news items, newspaper cuttings, illustrations etc. It is useful not only for teaching
purposes but also brightens the look of the school. Apart from these, opaque projector
21
and overhead projector are also very helpful and influence a lot the teaching learning
process.

6. The Flannel-Board: This is another useful aid which can be prepared and used by the
teacher of English. A piece of flannel should be pasted on a piece of plywood and the
flannel board is ready for use. The piece of plywood may be about 60cm x 90cm. It
can be used for teaching reading-readiness, colour-recognition, story telling and word
and sentence-recognition. In order to teach various items mentioned above, the students
cut out words and sentences and then paste it on the board. These exercises can be
made full of activity if the teacher takes interest in them.

7. The Epidiascope: "The epidiascope is an easily operated visual aid that can be used
for several types of language lesson. Pictures from the class text, magazines,
newspapers and even solid objects can be projected on a blank-wall or screen with little
effort."

Similarly, the teacher can use the epidiascope for showing photographs or hand-drawn
sketches of important items connected with various language topics. This will save
teacher's efforts and time for making these pictures on sheets of drawing papers.

"With advanced students, it is possible to convert an epidiascope lesson into a sound

projection lesson by making the students supply the necessary comments and back-
ground music to the pictures."

8. PowerPoint (PPT)
PowerPoint as a visual material In the modern teaching system, another essential aid for the teachers
is PowerPoint slides. PowerPoint slides have become popular among the teachers from all the
disciplines. This tool has made teaching more dynamic with attractive presentations and audio-
visualized equipment. Many researchers conducted a relevant study where they found that students
learn better if materials are presented through some visual tools. Teachers also believed that
PowerPoint makes the content more appealing which draw the attention of the students easily.
On the other hand, some people think that PowerPoint slides are not always helpful for teaching.
It may draw a border between the presenter and the audience as the presenter concentrates more on
the slides than the audiences. PowerPoint makes it harder to have an open exchange between
presenter and audience, to convey ideas that do not neatly fit into outline format.
22
PowerPoint to facilitate presentation skill
Presentation skill is one of the important skills in the recent time as the purpose of learning
English is to maintain effective communication. However, speaking the target language in front of
others is not that much easy. It is always a difficult task for every person to give presentation. But if
the speakers have some aids in front of them, it becomes easier for them to deliver the speech. Use of
PowerPoint in presentation has become popular in the recent time. Availability of multimedia
projectors and computers has made the task easier for the teachers of using PowerPoint slides in their
lecture.

Using PowerPoint slides, the presenter can keep the mail points in bullet point that he/she wants
to deliver. It gives the presenter confidence and he/she can recover his/her nervousness. It helps the
presenters to organize the speech in better ways and make the presentation lively by using different
colorful visuals and examples. It also helps the audience to pay attention in the presentation as they
have something visuals in front of them. Moreover, PowerPoint presentation has become popular
among the language teachers as well. This has made them organized presenters with a lot of
variation and visualization. Teachers can present the teaching materials visually in the class using
PowerPoint presentation. Besides, they can give some example with colorful image or video using
the PowerPoint slides. As a result, the class becomes interesting to the learners and they are
motivated and highly engaged in the class activities.

9. ICT
ICT includes computers, internet, telephone, radio, and other audio-visual equipment. In recent
years, it has been observed that ICT teaching aids are not merely another medium for the
transmission of knowledge but have changed the relationship between teacher or trainer and learner.
ICT helps teachers to interact with students. It helps them in preparation their teaching, provide
feedback. ICT also helps teachers to access with institutions and Universities, NCERT, NAAC NCTE
and UGC etc. It also helps in effective use of ICT software and hardware for teaching – learning
process.
With the help of ICT enabled English Language classes, the faculties would find it more easy to
conduct classes. It has been proved to be an excellent method of enhancing the teaching and learning
process. This is the technology era, and these days even a toddler is familiar with the use of
computers and laptops. This is major reason as to why technology has come up with the idea of ICT
enabled learning methodology, which could help the children of today's generation in a better way
and enhance their skills. It has been explained that ICT enabled language learning can help one to
23
ameliorate the efficieny and effectiveness of their learning process. It is a very flexible, interactive and
rich platform that would provide the users a whole new different experience.
We are in the Digital era today, and this is the age of technological learners. These technological
learners know well how to use technological tools without any formal instruction as such. Even if
they require instruction, they would be able to grasp and implement it very quickly. These learners
interact and communicate with others mostly with the help of electronic mediums like mails, internet
etc. They obtain most of the information from electronic devices, which has made such tools, a very
essential component of their daily life.
Using ICT in a classroom as a tool for language learning has a lot more benefit. It gives stimulus to
undertake the tasks that the students may otherwise avoid. In an ICT enabled language learning
class, the students would conduct the activities on the computer software platform and they will not
have any sorts of hesitations or inhibitions. It would make repetitive tasks more interesting and
would have content which could be in multimedia formats. The use of multimedia while learning
English could help in creating a long lasting impact on the learners. The role of Teacher will change
from an Instructor's role to that of a Coordinator. Self-paced independent learning methodology is
what is being propagated with the help ICT enabled English Language Teaching.

24
8. Q: Define Comprehensive and Continuous Evaluation. Describe the significance of Evaluation
in English with the help of examples. 16
Answer: CCE (Continuous Comprehensive Evaluation)
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of
students that covers all features of students‟ development. It is a developmental process of
assessment that stresses two-fold objectives i.e. continuousness in evaluation and assessment of
broad-based learning and behavioral outcomes on the other. According to this scheme, the term
'continuous' is meant to accentuate that the evaluation of identified aspects of students‘ growth and
development is a continuous process rather than an incident, built into the total teaching-learning
process and spread over the whole duration of the academic session.
The second term `comprehensive‘ means that the scheme tries to cover both the scholastic and the
co-scholastic aspects of students‘ growth and development.
The scheme of Continuous and Comprehensive Evaluation (CCE) for classes IX and X is to be
followed in all schools affiliated with the Board (Secondary and Senior Secondary) for academic
session 2011-13. Under the CCE, a candidate has to undergo assessments in Scholastic as well as Co-
Scholastic Areas.

SALIENT FEATURES OF THE SCHEME ARE:

 Each academic year has been divided into two terms :
 Term I - April to September (Jan to June for winter closing schools)
 Term II - October to March (July to December for winter closing schools)
 All the students shall be required to undergo various School based assessments in Co-Scholastic
Areas in Classes IX and X.
 All the students shall also be required to undergo following assessments in Scholastic Areas.
 The syllabi for semester assessments viz SA1 and SA2 shall be based on Term-I and Term-II
syllabus respectively for each class.
 The syllabus for SA2 in Class X will be based on Term-II syllabus only. Both the schemes will
have same type of Question Papers in terms of design, blue print and difficulty level as per
Board's Sample Questions to be made available later on.
 There shall be equivalence between both the schemes.
 At the end of Class X, all candidates (irrespective of the type of scheme) shall be issued the same
'Grade Sheet Cum Certificate of Performance' prepared, printed and signed by the Board.
 The Board will collect Marks/ Grades from all the schools for classes IX and X for assessments of
all Scholastic as well as Co-Scholastic Areas for which arrangements are being made.

25
Nature of Continuous and Comprehensive Evaluation
The nature of CCE is so comprehensive that it includes almost all aspects of student‘s development.
It integrates assessment with the teaching and learning process; emphasizing assessment of learner
abilities in scholastic areas along with the co-scholastic areas.
 CCE encourages and motivates students to be positive in their attitudes.
 It emphasizes that teacher‘s judgment should be made through an honest and objective
appraisal without bias.
 It is a process of continuous attempts to assess whether desirable changes are taking place in
students along the lines of educational objectives.

Purposes of Continuous and Comprehensive Evaluation

CCE attempts to minimize fear and anxiety among our learners about examination and evaluation.
CCE helps learners, parents, and teachers in the following ways:
 It reduces the dropout rate as there will be less fear and anxiety among learners related to their
performance.
 In CCE, greater focus is given on learning rather than on conducting tests and examinations.
 It contributes to the holistic development of learners.
 CCE is used as an instrument of preparing learners for future life by making them physically fit,
mentally alert, emotionally balanced, and socially adjusted.
 Learners get more time to develop their interests, hobbies, and personalities through CCE.
 It promotes a learner-friendly environment, thereby optimizes student learning.
 It equips students with life skills, especially creative and critical thinking skills, social skills, and
coping skills which will help them to face a highly competitive environment later on.

Need of Continuous Comprehensive Evaluation

Indian Education Commission has rightly stressed the importance of continuous
comprehensive evaluation in the following words, "Evaluation is a continuous process, it forms
an integral part of total system of education and is intimately related to total educational
objectives." Through continuous comprehensive evaluation the goals of education are
achieved. The; three domains for all round development of the learner can be evaluated
through this type of evaluation. These domains are: Cognitive Domain, Affective
Domain and Psychomotor (Conative) Domain. Testing should also be comprehensive; it
should test or evaluate the scholastic and non-scholastic areas of the personality of the
child.

26
How to Make Evaluation Programme a Success
In order to make the programme of continuous comprehensive evaluation a success, the
following points should be kept in mind:
1. Head of the institution and members of the teaching staff should be given training for this
type of evaluation.
2. The programme of training may be entrusted to DIETS set up in different districts. The
DIETS should work in collaboration with the colleges of education, SCERT and N.C.E.R.T,
3. In every institution a committee should be formed for the work of evaluation.
Head of the institution should be the chairperson of this committee.
4. For assessing the different items of the pupils, there should be different criteria. In this
way, all the items will be evaluated properly,
5. Tuition work by the teachers should be completely banned.
6. In short, in order to make the programme of evaluation a success the ead of the
institution should be very vigilant. If he/she finds that there is some defaulter, strict action
should be taken against him/her. In this way, the programme of comprehensive continuous
evaluation wall becomes successful.

Merits of Continuous Comprehensive-Evaluation

The programme of continuous comprehensive evaluation has many merits. A few of them
are given below:
I. Modem psychology lays stress on the point that the teacher must know his pupils.
Therefore, it is said that modem teacher knows well about his students. He/she can judge
the performance of his/her students in a thorough manner. Therefore, assessment
made by the teacher will be correct.
2. This type of evaluation will make the students regular and punctual.
3. The students will study the syllabus in a thorough manner.
4. Problems of copying in the examinations will be solved because the traditional type of
tests or examinations is not given.
5. The students will become more disciplined.
6. Continuous evaluation will create good academic environment. Hence, the teacher will be
in a position to imbibe good qualities in pupils.
7. It will also help the teacher to teach the students good values of life. In this way,
education will become value based.
8. The job of the head of the institution will became more respectable and alluring. At
27
present this job is considered to be a bed of thorns.
9. Continuous comprehensive evaluation will encourage the students to develop all the
aspects of their personality. This all round development of personality will create good
citizens of future.

Demerits of Continuous Comprehensive Evaluation

This system of evaluation has a few demerits also:
• Corruption in the field of education may increase due to the powers given to the teachers.
• Bribery and other unfair means will be used for getting good score in evaluation.
• The shirkers of work who are in the teaching profession may create a few difficulties in
the way of proper evaluation.

While concluding it can be said that there are always two sides of a coin. It is a fact that the
system of comprehensive and continuous evaluation has come to know their deficiency
with regard to different things and thud they can recommend the same by taking proper
guidance and making more efforts. Continuous comprehensive internal evaluation is different
from internal assessment. In case of internal assessment, external examination and its
fear hang like a sword in the minds of the learners as well as the teachers. The internal
assessment is a part of external examination. Some people say that in internal assessment
our educational institutions have no good experience and that way, internal evaluation may
not prove a farce. It is high time to make evaluation an integral part of total teaching learning
process. In that way testing will become comprehensive as it will cover all the three domains
for all round development of the learners in academic and non-academic fields. The current
system of giving divisions in the examination and thus classifying the learner into classes
should be removed. It should give due place to the unit tests which should be administered
regularly to judge all round personality of the student in the light of the objectives framed.

Conclusion
The CCE or Continuous and Comprehensive Evaluation scheme refers to a school-based evaluation
of students that covers all the aspects of a student‘s development. Continuous means regular
assessments, frequency of unit testing, analysis of learning gaps, applying corrective measures,
retesting and giving feedback to teachers and students for their self-evaluation, etc. Comprehensive
on the other hand attempts to cover both the scholastic and the co-scholastic aspects of a student‘s
growth and development — with both these aspects of the evaluation process being assessed through
Formative and Summative Assessments.

28
 ADDITIONAL QUESTIONS [LONG]
1. Q: Discuss the Role and Importance of English in a Developing Country like India
keeping in view the International Scenario.
Answer: Language is one of the unique possessions of man who is regarded as the best
creation of God in this world. It is language that distinguishes a man from other
animals. Language is a means through which man can express his thoughts, feelings,
emotions, joys and sorrows. Different people in different countries of the world
make use of different languages. It goes without saying that language plays a vital
role in the mental, emotional, social and cultural development of an individual. Though
English is a foreign language yet it occupies a distinctive position in our country. It is one
of the major vehicles of the culture of the modern world too. By ignoring this language,
no nation of the East or the West can flourish and develop.

The significance of English language spread widely in the present scientific and
technological world. All the research, computer and updated knowledge is in English
language. If Indians want to pursue higher education and become leaders of the world has to
be proficient in English language. If they are proficient in English language, communication
with people of other countries would become easy. Therefore, the Government has been
encouraging either directly or indirectly for the teaching and learning of English. The
Secondary Education Commission (1964-66) has therefore, exclaimed English as a ‗Library
Language‗, ‗Link Language‗ and a ‗Window on the World‗. Ever since, there was a constant
efforts to improve the language skills of learners.

The story of English in India goes back to Macaulay's minute of 1835. But after
independence there were some natural reactions against English. It
considered as the language of the rulers who had ruled India for a long period. a
part of reactions, Indian constitution declared Hindi as the official language of state.
But English would continue as the official language of the union for 15 years upto
1965. But Hindi could not replace English due to two reasons. One was slow progress
of Hindi as the official language and the second a strong opposition m the south to
accept Hindi as an official language. And till now English has n the official
language of India. It is not the medium of instruction at the school le though it
remains a medium of instruction at post graduate level and in the Id of science,
medicine and technology.

29
There has also been a reaction against the study of English as a compulsory
subject. At one time or the other, some states have also experimented with
the abolition of the English as a compulsory subject at the school and college levels. But they
could not do it for long. They had to revert to the old pattern very soon. Many states
have shifted to the regional languages for their administration. But English still continues
to be an important part of life in India. Pt. Nehru rightly declared, "English is our major
window on the modern world."

English is the only language through which we can voice our opinion in the affairs
of the world. English is no longer the language of the English alone, it is an
international language. Its richness, its flexibility, its elegance and its dignity have
made it universally popular. Today English is in the progress curve of our country.
It plays an important role in India's national life and educational system. There are
so many reasons which explain the importance of English in India.
English plays and importance role in India's national life and educational system. English is
not only a national language of English man. It is an international language it may be called
the language of world civilization.

English is the only language through which we can voice our opinion in the affairs of the
world. English is no longer the language of the English alone, it is an international
language. Its richness, its flexibility, its elegance and its dignity have made it universally
popular. Today English is in the progress curve of our country. It plays an important role in
India's national life and educational system.

There are so many reasons which explain the role and importance of English in India.
I. A library language: English is the only language which helps in accessing the libraries of the
world. In India all the regional languages have switched over to English as medium of
education. It has become a must for all the graduates and research scholars to acquire a
reasonable proficiency in English to access library and maintain standards of education. It is
because millions of original papers published are in English. And to think of getting the latest
information by translating the latest books in English is next to impossible. English serves
as a key to the store house of knowledge.
2. A link language: English is the language which is known all over the country and all
over the world. It provides links at different levels:

30
(i) Inter-State link
(ii) Link between centre and states (iii) Link with the outside world
Pt. Nehru said, "The language link is a greater link between us and English speaking
people than any political link or common wealth link or anything else. It is so because we
can see how their thoughts are functioning, much more than in other European language."
Thus the use of English language has been a unifying factor.
3. A window to the world: In the words of F.G French, "Anyone who can read
English can keep in touch with the whole world without leaving his own house." This
statement is right as it means that English is the only language with the help of which we can
keep ourselves familiar with the latest developments taking place in political, social,
economic, scientific, technological, commercial fields all over the world. Through
the study of English we can have a peep into the changes occurring in the modern
world.
4. An International Language: English is the most widely spoken language of the
world. It enjoys world-wide popularity and is the official language of the U.N.O.
and its various agencies. English language also helps in establishing trade among
different countries of the world at international level. Mahatma Gandhi had rightly
said, "English is a language of international commerce. It is the language of
diplomacy and it contains many a rich treasure; it gives us an introduction to
western thought and culture."
5. Language of court: English is the language of the court as judges write their
decisions in English. It is the language in which all the records of the courts are
maintained. It has been declared the official language of the country for an indefinite
period. All the administrative works in centre as well as states are done in English.
So English dominates the country at different levels of administration.
6. Language of trade and industry: It plays an important role in trade, industry and
commerce at international level. In trade and industry, efficiency and success
depend on adequate knowledge of English because development of industry and
establishment requires English. Maintenance of accounts, correspondence and other
aspects are connected to English.
7. Importance in Education: English continues to be the medium of instruction in
schools and colleges since independence. Good books in all subjects are available in
31
English. Higher studies in medicine, Science, engineering and technology is not
possible without English.
8. A key to modern technology: In today's world of computer and internet, one can
easily have knowledge of the world while sitting at home but computer and internet
are of no use without the knowledge of English language. One must know English
if one wants to benefit from the modern technology.

9. Importance in Social Life: English plays an important part in our social life. English
is used by majority of people for correspondence. In our daily life, we use a large
number of English words. People feel convenient to talk in English. Invitations for
social gatherings are also printed in English.
10. Cultural importance: English is the medium to keep different cultural groups
united. It helps in making new traditions. It helps in preserving and transmitting culture. It
is the language of modern culture in scientific age.
11. Enrichment of literature: All the great works in literature are written in
English and even many good works in English are translated in Hindi or other
regional languages. English literature has washed away the dust of ignorance and
superstitions from the minds of people. It leads to the progress and enrichment of
literature in the world.
12. Helpful in getting employment: English language serves as a passport for
getting good employment. Today one wants a good job and the knowledge of
English helps in getting employment any-where in the world. Even most of the
companies prefer persons having good knowledge of English.

While concluding it can be said that English language is important in every field
of life. It is the lingua franca of the world through which we can peep into the
progress and knowledge of outer world and become a part of that progress. If we
give up the study of English we cannot keep pace with scientific progress of the
world. It is not possible to disagree with Pt. Nehru's assertion that "English has
become one of the major languages of the world, and Indians can neglect its study
at their own risk."

32
2. Q: Examine the Importance of English as an International Language. OR

"English has acquired the Status of an International Language." Discuss in detail.

Answer:
English is considered an important medium for communication across the world. It has
evolved from centuries and has found a place in every country. All the countries are
working with each other via business relations, and here the most important thing is
communication. This is why one should learn English to explore global opportunities.
English has become an international language because it is widely used by people all over
the world. The people who are able to speak two languages equally are called bilingual.
Multilingual means using or speaking several languages. Monolingual means using or
speaking only one language. There are bilingual and multilingual users of English. It has
led to a bewildering variety of English. The number of English speaking people is
increasing because it has become a global language. In the context of globalization,
language is needed significantly for communication.

English as an International Language

The language which is used all over the world for smooth communication is called an
international language. Language is important because it‗s one of the main ways to
communicate and interact with other people around us. English is an international
language. For centuries English has been being used for international communication in
many countries. It is most widely used in communicating around the world. Now it has
created its appeal all over the world and become a must for multilateral communication. So
English is called an International Language.
English is playing a major role in many sections like education, medicine, engineering, and
business. In order to keep pace with the present world, we should have a good command
over English. For maintaining communication with foreign countries and international
organizations we should learn English. There are many reasons that make English is the
most important language in the world. Then, in order to have access to the latest
knowledge, research in the world we need to learn English. Besides, for the sake of higher
education, we should learn it.
An international language is one that is used in more than one place or country. Apart
from this, we should learn English because it can ensure our future career. English
colonization of most of the world is responsible for the spread of English far and wide.
33
However, learning English is an easy task. In the case of learning English, one should learn
the grammatical rules very carefully. Without learning grammar, it is not possible to
have a good command over English. Our present English textbook which is based on
communicative purposes is very helpful for learning English. In addition to its status as a
mother tongue in many countries, the global use of English is growing for communication
among speakers of other languages in places where English is not the majority language. It
introduces us to the communicative functions of English and helps us use it in practical
situations. As a result, people having a good command over English are highly valued in
the job market. Most of the job exams give priority to the English section. There are many
reasons why English has become so popular. One of them is that English has become the
language of business.
English is a vibrant and international language with twenty percent of the world‗s
population speaking English like a native, second or foreign language. However, if I have
good knowledge of English I can easily manage a job.

Role of English as International Language

Various roles of English as an international language are as follows:
1. A Unifying Force: English has proved to be a unified link with various countries.
It has broad people in closer contact with one another. Therefore it is unifying force
for the Indians. Emails can be sent to our friends and relations in fall of country
using English language.
2. Language of International Trade: It is the language of International trade,
commerce and Industry. English facilitates the communication process. It is the
language of modern time technological inventions like mobiles, computers,
promoting trade commerce and industry. Knowledge of English helps in
creating new trading links with one country and the other.
3. Employment and Opportunities: Knowledge of English has offer employment
opportunities to Indians in foreign countries. Thus English play an important
role not only as a language but as a medium of satisfy our needs.
4. Better Understanding and Sympathy: It promote better understanding and
sympathy among different nations of the world. it has provided inside the lifestyle
and culture of other countries. English plays an important role in International
conferences and deliration. English language has proved helpful in the exchange
34
programs in the different countries of the world.
5. A Key to the Scientific and Technological Knowledge: Advanced knowledge in
scientific and technical knowledge is available in English language. Thus English
plays an important role in scientific purpose also.

6. Media: If we look at the media we find that over 50% of world newspaper, over 50%
of world scientific and technical periodicals and more than 60% of world's radio station
chooses English as medium of communication.
7. Medical Field and Research: As we know that technology is increasing day by day.
Thus English also play a vital role in medical field and research. As English has
widely used in projects, science studies etc.
8. Language of the Court: English also plays an important role in court purpose. As
we know English was the language of the court. Judges and magistrates wrote and
announced their decisions in English. Lawyers and barristers placed their case in
English. This was the language in which all the records of all the courts were kept.
9. Language of Communication: English was the language of
communication. To speak in English was considered a mark of greatness. Thus
with the help of this language we can travel in any country and communicate with
any person all over the world. This was the main role played by English.
10. Library Language: The main role played by English as an international
language was source of knowledge i.e. Library. English is the key to the treasure house
of knowledge, most of the books of higher learning and knowledge in different
disciplines
i.e. Science, Technology, Medicine, Agriculture, Maths, Literature etc are writers in
English Language.
11. International Contacts: English plays an important role in creating and
establishing new relation and contacts with the help of this language we are now
able to understand and communicate our ideas and thoughts to other.
12. Knowledge: Another important role played by English as an international language
was knowledge. As we know "knowledge is the key for success." Thus with the
help of this language we are able to learn vocabulary, make sentences and get
more and more knowledge.
13. Politics: English has played an important role in bringing the national leaders
35
from all over the country and they help each other in nation's struggle for freedom.
The great personalities like Krishna Menon and Pt. Nehru etc. have always used
English as their medium of expression. Hence in the field of Politics, English plays
an important part.

14. Cultural Life: The different cultural groups in our country are united for inter-

cultural understanding and for their international understanding through

the medium of English. English language helps in bringing people of different cultures
close to each other.

15. Skill Subject: Learning English is a skill subject with the help of practice one can read,
write, listen and speak English in a flow. Thus English plays an important role for the
development of skills of students.
16. Develop Intelligence: English plays an important role for the
development of intelligence. With the help of this language one will able to feel
confident and communicate with any person all over the world.
17. Medium of Instruction at different levels: As the child grow his mental
development also take place. AT different medium he is able to learn different level
of English. Firstly he learns alphabets then he will able to make sentences, phrases
and then write essay etc. Thus English plays an important role for the language
development of a child.
18. Wider Role in day to day Schooling: Today the role of English is clearly
seen in schools. Various English medium and international schools have open up.
Due to this mostly parents want to give their children English Education so that the
capabilities and abilities of children draw out and learn better English.
19. Major Window of the World: The study of English all over the world serves the
purpose of window over the world. With the help of this window, we can peep
through and see what is happening all round us. In this way, by the study of
English language we can come to know the progress made by different people
of different nations of the world in the different areas of life.
20. Queen of Language: As English plays an important role as international
language. So English was the "Queen of Language". It was the language of
administration and law courts. It was regarded as a source for employment. In fact
all work in every field of public interest was carried out in English.
36
Hence English is the most widely distributed of all the languages of the world. It is spoken
by more than 300 million people. This language had its beginnings 1500 years ago. English
is an international language spoken in many countries, both as a mother tongue and a second
language. It is a living and vibrant language, spoken by over three hundred million people
as their native language.

English is considered as the lingua franca. It means most of the people around the world are
using English as their mother language or a second language. So people should learn
English to communicate with people from different countries. English language is also
dominating in various fields like global politics, global business, diplomacy, entertainment,
radio, and so on. English language is now compulsory for non – native speakers of English
because most of the information on the computer and web are in English. Most of the
international organizations use English language to communicate. Multinational companies use
English to communicate between offices situated in different countries. They expect a good
working knowledge of English from their employees.

37
3. Q: Define language and write its meaning. Explain the nature of language. How will
it help you as a teacher?
Answer:
The word language has been derived from the Latin word 'lingua' which
implies 'tongue'. So the derivative meaning of language is what is uttered with the help
of tongue or mouth. But language is a simple stream of sound that flows from the mouth of
the speaker. Language is a kind of conventional arrangement, a common usage
and mutually intelligible pairs of words which help the group to communicate.
Language is a living and dynamic phenomenon, and people have always found ways of
expressing their thoughts, feelings even in the most tightly controlled and oppressive
societies. In fact language is continuously creating new words in order to define a new
concept.
Language is called a social phenomenon, because it has relevance only in a social setting.
Language undergoes a continuous, though unnoticed, process of growth and change. It
becomes sharp, crisp, refined and versatile with the passage of time. Pick up the historical
background of any language; you will be astonished to notice the major changes in
spellings, meaning, pronunciation and its connotation and denotation. Hence, language is a
living phenomenon.
In its broadest and most general sense, "language may be said to be any means of
expression or mental concepts by any living beings whatsoever and of communicating
them to, or receiving them from, other living beings."
Language is a very complex human phenomenon; all attempts in define it have proved
inadequate. In common parlence it may be said that language is an organised noise used
in actual social situations. Thai is why it is defined as contextualised systematic sounds.
Patanjali defined it as that human expression which is uttered out by speech Organs.
Encyclopaedia Britannica defines language as "a system of conventional, spoken or written
symbols by means of which human beings, as members of a social group and participants
in its culture, communicate".
Language is one of the most important characteristics of human behaviour. It is a means of
verbal medium for expression or communicating ideas, feeling, experiences and
realizations. It consists of words, idioms and sentence.
Sweet has defined 'language' as "the expression of ideas by means of which speech sounds
38
are combined into words, words are combined into sentences, and combination of
sentences gives answering to ideas and thoughts."

Infact, language is an arbitrary system of vocal symbols by means of which human

beings, as a member of a group and participants in culture, interact and communicate.
It is through language that we learn to think, feel and express ourselves. In this way,
language has great importance for us.
Language like any other concept has several definitions. This is, of course, due to
the fact that people view things from different perspectives. However, most
definitions of language seem to have some similarities. Language is understood as
a system of signs that people use in communicating their ideas, thoughts and
aspirations.
Language is also defined as the cognitive facility that enables humans to learn
and use systems of complex communication. In this meaning, language is
connected to the mental process of understanding. This can be easily seen when
one looks at how language is acquired, especially, in children. However, it goes
beyond how we learn a language, communication is only possible because of
the mental process of encoding and decoding information. Of course, this is
quite complex. The complexity could be seen in our inability to decode
information in a language whose system we have not acquired. However, our
mental ability would, at the same time, be open to learning the symbols of any
language should one decide to learn it.
NATURE OF LANGUAGE
A language consists of words, idioms and syntax. It is through language that we think,
feel, judge and express. Hence language is one of the most important and characteristic
form of human behaviour we use words and idioms as tool to perform and share experience
among a people possible.
1. Language is Learnt: Learning of language is not an automatic process. Of course, it
is a behaviour but it is not a type of behaviour like walking and crawling, that comes to
child in natural way. Language is learnt by imitation and practice. Language is not possible
without efforts.
2. Language is speech - Language is speech and is distinct from the signs, gestures and
sounds produced by animals or pets to convey a particular feeling or emotion. It is distinct
39
from the sign language even amongst the humans at any point of social and biological
evolution. It restricts itself to recognised expression and communication to or from human
beings by means of speech and hearing. This communication, therefore, has to be from man
to man, from a person to another person by means of speech, and hearing. Speech,
therefore, is language.

3. Living Language - As seen earlier, a language undergoes a continuous and unnoticed

change for its refinement and depth. It responds to the demands and requirements of the
group that it represents. As the human utterances became complex and varied, a language
to be living must move with the group, must grow with the group, should be alive to their
needs and aspirations. In this process of change and growth, language acquires new shape,
new approach, new significance and new application.
3. Language is Learnt: Learning of language is not an automatic process. Of course, it
is a behaviour but it is not a type of behaviour like walking and crawling, that comes to
child in natural way. Language is learnt by imitation and practice. Language is not possible
without efforts.
4. Language is Species Uniformed: All human children are capable of acquiring any
language natively, if they are provided the right kind of environment. Hence,
language is species uniformed.
5. Language and Society - "Language is one of the most important and characteristic forms
of human behaviour". With widening range and horizon of human thought and action, the
language has to keep in step with its social calling. As "language is activity, a purposeful
activity", it must help man to express himself in a variety of new and different kinds of
situations. It is the society, that in its turn, bestows meaning towards and idioms by
conventionalising them to mean what they mean today to a group or a community, in a
variety of complex contexts.
6. Operation of Language - As language has relevance only in social context, it is necessary
for its operation, that a social necessity or scenario exists. There should be a corresponding
situation for the language to operate upon. It is a conventional arrangement between the
speaker and the listener.
7. Sounds and Signals - Sounds produced by human beings differ from the 'signal-like'
sounds and actions of the animals. A lot of research is going on to establish if the animals
also have similar conventionalised arrangement in their expression. According to
40
Bloomfield, "In human speech, different sounds have different meanings. To study this
coordination of certain sounds with certain meanings is to study language". In other words,
a study of a language consists in giving meaning to a meaning. The meaning already exists,
we have to give it a meaning to be intelligible to us as a language.

8. Language is a System: Language is a system. It is an organised way of behaviour

which can be described in an orderly way, just as various systems of our body (eg.
Heart, Lungs etc.). Though different, yet work in co-ordination, similarly the system of
language functions through sounds, words and structure. These are integrated to form
the language. Each system of language is unique.
9. Language is a System of Systems: Each language is a system of systems. These are
phonological and grammatical systems in all languages. There are several sub-systems
within a language. It involves sounds (Phonology), word patterns (morphology),
sentence patterns (syntax), meaning-patterns (semantics). Each of these functions in a
manner unique to language. Just as human body has a blood circulation system, nervous
system, a skeletal system, so the language has its three main systems of sounds, structures,
vocabulary. If any one of these systems fails, the language breaks down. So all the systems
work together to make language work properly and effectively.
10. Language is System of Symbols: Symbols of a language are its words. For better
functioning of a language, it is essential that both speaker and listener know the words.
Each word has a definite sound and a definite meaning. For communication of ideas, it is
essential to attach a meaning to its sound.
11. Language is Related to the Culture of Society: Every language is related to the
culture of society in which it belongs. The culture of the people naturally influences
the language. Every language is the product of society. We cannot separate
language from the culture in which that language exists. It has meaning only in
relation to that society and culture. For example, the way of greeting people and
saying goodbye is different in different cultures. Dr. C.C. Fries rightly says, "The
only basis for correctness in a language is the usage of its native speakers."
For
example, the word 'dada' in Hindi means grandfather but in Bengali culture, it
is used for elder brother.
12. Language is a Skill Subject: Learning of a language is a skill subject. We can
41
learn them by swimming and cycling. By studying rules, we cannot learn these
skills. We can learn them by practice. In the same way, we can learn a
language by constant practice of that language. So, a lot of repetition for major
linguistic skills like listening, speaking, reading and writing is required.

HOW WILL IT HELP YOU AS A TEACHER

1. Communicating with Students: Communication skills are most vital for interactions with
students, because the act of teaching itself requires them. In your role, you are responsible for
comprehending and breaking down complex information, conveying this information clearly to
your students (both verbally and in written resources), presenting in a manner that
sustains their attention, and listening to and resolving their questions or problems and language
helps in this progression.
2. Language for the existence of society: Language is the means of communication for
the man in society. It is language which makes it possible for man to live in society and
to progress. So language is important for the existence of society as it is not
possible to think of lite without language.
3. As a means of connecting the world: Language is the means to connect the world.
It is the only means which brings human beings closer to each other. It helps one to
understand others and also brings feeling of oneness amongst them.
4. For delimiting social groups: Language delimits the social groups. Certain words
are spoken in a particular community which are understood by the members of that
community only. Thus it delimits a particular group or community
5. For self-expression: Language helps in the expression of one's ideas, thoughts and
feelings. Without language it is very difficult for man to express himself. So it is the most
important means of self-expression.
6. Teacher as Communicator: Teachers need to be excellent communicators and know how to
speak to a variety of different people in order to do their job effectively. They need to be able to
communicate with students, as well as with parents. In order to be a great teacher,
educators need to know how to talk with people and language helps in this process.
7. For preservation and transmission of ideas: In society everyday new ideas are formed.
All the new ideas are preserved with the help of language and are subsequently
transmitted to the next generation. Thus language helps in preservation of ideas.
8. For studying other disciplines: Any discipline, however important it maybe, cannot be
42
studied without language. For example, in philosophy we can understand the ideas of
different philosophers only when we know the language in which they are written.
Without language no discipline can be studied.

43
 ADDITIONAL QUESTIONS [SHORT]
1. Q:: What is grammar? What methods would you use to teach grammar to high school
students? Explain with examples.
Answer:
In the teaching-learning of a language, grammar occupies an important place. It helps the teacher
to teach the language well. It is also of great help to the learners. At the initial stages of learning
the language, it is not of great help. Its utility is seen the case of seniors. Here it is very important
to know what grammar is. Grammar means different things to different persons. An ordinary
person feels that grammar tells us about right and wrong language. It is the sum total rules and
regulation of the language.
(i) According to Gordon, Grammar is 'A body of empirical rules which explain and regulate the
structures of the sentence."
(ii) Dr. Sweet defines it as, "The practical analysis of a language, its anatomy."
(iii) Ballard says, "Etymologically it means the study of letters. It is the science that lies behind the
heart of literature and composition."
(iv) Thompson and Wyatt, 'It presents the facts of language under certain categories and deals
only with those which can be brought under general laws, and stated in the form of general
rules."
The different definitions of grammar show that it is nothing but a sum total of rules and
regulations of the language.
Present Position of Grammar in the Schools
All these definitions of grammar show clearly that grammar is nothing but a sum total of rules
and regulations of the language. It is a decided opinion of the experts of English that the entire
language cannot come under rules. According of Palmer, "Only one tenth of English follows any
rules."
Prof. Billows says: "The teacher must have a clear idea of the grammar of the language, its
structure and usage. Everything he teaches must be based on it. He should always be conscious of
introducing or practicing some point of grammar." In the words of A.W. Frisby, "Grammar must
always follow. It must be behind reading and writings."

METHODS OF TEACHING GRAMMAR

1. Inductive method
One way of teaching grammar is that examples are given to the students. Out of the examples, the
rules are induced. This approach is called inductive. For example, the teacher tells sentences like- I

44
go to Delhi. We go to Delhi. You go to Delhi. They go to Delhi. He goes to Delhi. She goes to
Delhi. The students also frame sentences of similar type. Mohan writes a letter. I write a letter.
You sing a song. Then they are able to induce rules i.e. in such sentences first from of verb is used
with I, we, you, they and -s or -es is used with the verb in case of he, she etc.
P.C. Wren Says: "Teach grammar inductively. Teach English as you would by actions and
practice. The rules show themselves in both and need not be learnt first. Nor need a boy be able to
define a foot ball or a cricket bat before he can use one?"
Objectives of the inductive Approach
 To weld thought with expression
 To create derived linguistic skills in the pupils i.e. reading, writing, speaking and
understanding.
 To provide ample opportunity for pattern practice.
Advantages
 It breaks the monotony in the class rooms by making teachings more interesting through
situational teaching and performing actions.
 It lays emphasis on the teaching of functional grammar.
 There is enough pattern practice which ultimately leads to incidental learning.
Limitations of the Approach
 It requires competence on the part of the teacher teaching English by using this
approach.
 it consumes a little more to teach particular grammatical concepts as compared to
teaching through grammar translation method.
2. Deductive method
There is another way of teaching grammar which is called Deductive Method. The teacher tells
the rules to the students and they apply those rules while learning sentences. For example, the
teacher will tell that verb "is" used with singulars and verb "are" is used with plurals. The learners
will apply these rules to the different exercises.
Principles of Deductive Approach
 Those who teach English grammar by this approach do not realize the necessity of
associating thought with express.
 Here stress is laid on the teaching of formal grammar.
Advantages
 This approach saves a good deal of time of the teacher.

45
  It makes the teaching an easy going job.
Limitations
 It ignores 'oral aspect' of the language.
 It does not help in giving enough pattern practice.
 It does not provide any synthesis between thought and expression.
 It is uninteresting and creates a monotonous situation in the class room.

3 Inductive Deductive Method

Through this method student they formulate rules with the help of examples. Some steps of this
method are as follows.
 Students are given some examples of similar type.
 Students try to find out similarities by analyzing or observing these examples.
 Students are asked to draw some conclusions.
 Then the teacher will give the rules and give new examples and ask her pupils to verify the
rules.
This method of teaching grammar proves very successful and advantageous as it becomes
practical, real and scientific. It follows all the maxims of teaching and pupils are not forced to
cram the rules. This method also stimulates the power of thinking and reasoning.
Some shortcomings of this method are that it can be applied only to young learners. Moreover,
this method is not complete in itself because sometimes students are unable to correlate examples
with the topic.
4. Incidental Method: This method is also known as correlation or reference method of
teaching. This method helps students to correlate grammar with other related logical structures.
Students gain a practical knowledge of grammatical rules.
Some disadvantages of this method are that it interferes with normal teaching Productive
learning is less and sometimes creating or forming an incident related to a topic may be difficult
for the teacher.

Which Method Is Better?

Inductive method is good or deductive method is good depends upon the situation and the type
of students who are learning by that method. If the students are beginners, inductive method is
very useful. But if the students are mature and they have been learning grammar by deductive
approach, for that type of students, inductive method may not prove to be more useful. But
generally speaking, inductive method is better and it should be made use of in teaching grammar.

46
2. Q: APPROACHES OF TEACHING ENGLISH
(Structural, Situational and Communicative)

Answer:
APPROACHES OF TEACHING ENGLISH LANGUAGE:
1. The Structural Approach
2. The Situational Approach
3. Communicative Approach

1. STRUCTURAL APPROACH
Structural approach means teaching English on the basis of selected structures. Each language has its
own pattern of structure or sentence pattern. English can be taught through structural approach way.
Structural-approach is the product of natural evolution of the working of the different methods of teaching
English. It is based on sound principle of language learning. The structural approach means the
arrangement of words in such a way as to form a suitable pattern.

According to Menon and Patel, “The structural approach is based on the belief that in the learning of a
foreign language, mastery of structure is more important than the acquisition of vocabulary”. The
structural approach to English is teaching the learner certain selected structures in a certain order. The
different arrangement or patterns of words are called structures. In the structural approach there are four
kinds of structures namely:
(i) Sentence Pattern: Sentence pattern belong to the identical category of sentence formation which
can be divided into Assertive, Interrogative and Imperative sentence.
For example:
The boys played hockey.
What are you reading?
Obey your elders.

(ii) Phrase Pattern: Phrase pattern is a group of words which express an idea and has an
independent meaning. It is different from a sentence as it does not make a complete sense. For
example: in the house, on the table, into the tub etc.
(iii) Formulas: Formulas are those words which are used on certain occasions.
For example: How are you, Good morning, Thank you etc.
(iv) Idioms: Idioms are group of words which must be taught as a whole and not by parts. For
example: Idioms like 'Rome was not built in a day', 'Bone of contention‟, etc.

By teaching above different structures, the aim of structural approach is to develop certain skills:

 Ability to understand the spoken language

 Speak the language
 Read the language

47
  Write the language

Thus, in structural approach, the emphasis is laid on the mastery of structures or the acquisition of
different skills.

Meaning of Structures
The structures or sentence patterns are different from the sentences. A sentence is a group of words
arranged in a systematic and grammatical way to give a certain meaning. On the other hand structure
may or may not have a grammatical background at all. Thus in a structure or sentence pattern only the
arrangement of words in a certain order is important without use of a grammatical rule.

Objectives of Structural Approach:

According to Menon and Patel the following are the objectives of the new Structural Approach:

 To lay the foundation of English by establishing through drill and repetition about 275
graded structures.

 To enable the children to attain mastery over an essential vocabulary of about 3,000 root
words for active use.

 To correlate the teaching of grammar and composition with the reading lessons.

 To teach the four fundamental skills, namely understanding, speaking, reading and writing
in the order named.

 To lay proper emphasis on the aural-oral approach, active methods and the condemnation
of formal grammar for its own sake.

Principles of Structural Approach:

Structural approach is based on three main principles:
(i) Importance of pupil‟s activity:
The importance of the pupil‘s activities rather than the activity of the teacher.
(ii) Importance of speech
Speech as more important than reading and writing. Speech is the necessary means of fixing firmly all
ground work.
(iii) Forming language habits
Importance is given in developing correct language habits among the students, particularly the habits
of arranging words in English in order to replace the sentence patterns of the pupil's mother tongue.

Advantages of Structural Approach:

 In this approach of teaching English, the students remain active throughout the process of
teaching-learning.
48
  It helps the learners to have good pronunciation. Wherever a student mispronounces a
word, there is immediate check by the teacher.

 It emphasis on the four fundamental skills, such as, listening, speaking, reading and
writing.

 It helps the students to acquire fluency in their spoken English.

 It facilitates the learning of English by imparting knowledge of its structures.

 It promotes everyday English and can be adopted at all stages of education.

 It is based on constant drill work. As a result of it, the difficulties of students are removed on the
spot.
 When students learn the structure of the language, they automatically learn grammar, words
order, use of the word and sentence pattern.
 This approach enables student speak first which is very important and then read and write.
 All the skills of learning a language are equally emphasized in structural approach.
 With the help of structural approach students can gain mastery over structures as this approach
makes the child get mastery over 250 fundamental structures or sentence-patterns which
constitute the frame of the language.

Disadvantages of Structural Approach:

 This approach is very time-consuming.
 It requires talented and skilful teachers which are very difficult to find.
 Continuous teaching of structures and their repetition make the atmosphere dull.
 This approach does not advise the teacher that how he should present the structure of the
language or teaching material.
 Drilling makes the atmosphere of the class dull and boring.
 Only well selected sentence pattern can be taught.
 More teaching aids are needed.
 If the structure syllabus is followed strictly, it is difficult to complete the syllabus.
 This is not suitable for teaching of higher classes. As a repetition and drilling is more
suitable for lower classes.
 Reading and writing ability of the students are neglected.

 In structural approach, the focus is on material not the child, thus this approach ignores the
learners. The teacher fails to create the proper situations for better learning of the students.

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2. SITUATIONAL APPROACH
It is an approach developed by British linguists in 1930. Situational approach in English means teaching
English by creating situations in the classroom by the teacher. A situation may be created in the classroom
by the use of maps, pictures, various objects, actions or by drawing on the black-board by the teacher. It
can thus be realized that to create a relevant situation is practical problem.

According to this approach the English as a second language should be taught by forming links between
the new words and the situations encountered (meet) by the child while learning their mother tongue. All
the items are learnt by a child in real situations. The situation in which the child learns his mother-tongue
are repeated again and again and whatever the child understands or expresses about his experiences of his
own life are then in same way connected with the terminology of the English Language. The structure or
a word conveys its meaning to the child only when it is used in particular situations. This particular
situation helps the teacher to familiarize the pupils with the structure. Conversation is another way to
create real situations in the classrooms. The teacher may ask questions also. They may have discussion or
extempore etc.

For example :– If the teacher wants to teach the parts of a flower. He can show various pictures to the
students depicting different parts of a flower. He may also write the names of the parts of the flower on
these pictures. First of all he will explain orally only and then the teacher may take the help of the pictures
to make his teaching more effective and interesting

Principles of Situational Approach

 Language learning is habit-formation
 Mistakes are bad and should be avoided, as they make bad habits
 Presented orally first, then in written form.
 Analogy is a better foundation for language learning than analysis
 The meanings of words can be learned only in a linguistic and cultural context
Advantages of Situational Approach:
 It makes the teaching learning process interesting as the real life situations are presented
before the students in the class with the help of aids.

 The students can retain the taught material for longer time as more than two senses are
involved while learning.

 This approach lays equal stress on listening and speaking skills of the language.

 It keeps the teacher as well as students busy throughout the class.

 It also develops creativity among the teachers for creating different type of situations.

 This approach is good for teaching English to the lower classes and to average and below
average students.

Disadvantages of Situational Approach:

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  It is very difficult to teach abstract words.
 Only a few words and structures can be taught by this approach in the classroom.

 Competent and hard working teachers are required but there is dearth of such teachers in
the country.

3. COMMUNICATIVE APPROACH (CLT)

The Communicative Approach is also known as Communicative Language Teaching (CLT).
CLT is an approach to teach English which emphasizes on communicative competence. It is
based on the theory that the primary function of language use is communication. Its primary goal
is for learners to develop communicative competence.

It also emphasizes on interaction as a means to teach language. Communicative Language Teaching

replaced the Situation Language Teaching which had been used to teach English as a second or foreign
language. It had been considered as the major British approach. The goal of communicative language
teaching is to develop as „communicative competence‟ or „communicative ability‟.

Characteristics/Advantages of Communicative Approach:

 It aims to make learners to attain communicative competence so the learners can use language
accurately and appropriately.
 It lays emphasis on language use rather than language as structure.
 Communicative approach is much more child-cantered, because it is based on child‘ needs and
interests.
 It is based on the concept of how language is used and what is functional utility of language.
 The major focus while using CLT approach is on the learners. The teacher is just the facilitator.
 It provides the communicative opportunities where the students may be able to communicate their
ideas through dialogues, discussions etc.
 It is psychological sound approach and follows the maxims of simple to complex and concrete to
abstract.
 It is an integrated approach which takes care of the four objectives of language learning.

Principles of Communicative Approach:

 In CLT approach, meaning is given prime importance.
 The main focus of the approach is to make the learners able to understand the intention and
expression of the writers and speakers.
 In this approach, it is believed that communicative functions are more important rather than
linguistic structures.
 While using CLT approach in teaching language, the target language is used in the classroom.
 Language should be taught by integrating all language skills and not by only one skill.

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  Language cannot be learnt through rote memorization. It cannot be learnt in isolation. It should be
learnt through social interaction.
 While using this approach, the major focus is to make the learner able to communicate in the target
language.
 CLT approach provides the opportunities to the learners not only about what to say and but also
about how to say.
 The teacher should create situations which help to promote communication.

Disadvantages of Communicative Approach:

 It pays insufficient attention to the context in which teaching and learning takes place.
 Another disadvantage is that the CLT approach focuses on fluency but not accuracy.
 There is not enough emphasis on the correction of pronunciation and grammar error.

 The CLT approach is great for intermediate student and advanced students, but for Beginners some
controlled practice is needed.

Conclusion
Communicative language teaching is one of the latest humanistic approaches to teaching approaches
which gives emphasis to the language use and provides more opportunity to learner to practice the target
language in spite of its limitation. It provides opportunity to the learners to communicate in the target
language. Since language is a means of communication and CLT may enable the learners to effectively
communicate in real life situation, it is inferred that CLT may fulfil the actual goal of teaching a language
which is to improve learners‟ communicative competence. The activities which are used in CLT approach
such as dramas, role plays and games make learning enjoyable.

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3. Q: METHODS OF TEACHING ENGLISH
(Grammar Translation, Direct, Bilingual)
Answer:
Method
A method is a way of presenting the subject matter to the students. It tells the teacher how the subject-
matter should be taught. It is a tool in the hands of the teacher for making the teaching effective. Selection
of the right method ensures the success of the teaching-learning process.

Methods of Teaching English:

1. Grammar Translation Method / Translation Method
2. Direct Method
3. Bilingual Method

1. GRAMMAR TRANSLATION METHOD (GTM)

Grammar Translation Method is basically a method of teaching and learning second and foreign
languages. It is also called the classical method of teaching English. It is still used in some countries
today.
The Grammar Translation Method means teaching the target language by translating into mother-tongue
may be Hindi or Punjabi. Here each phrase or sentence of English is taught by translating it into mother
tongue. The philosophy behind this method is that the foreign language can be best taught and learnt
through translation. It emphasizes on reading rather than the ability to communicate in a language.

Goals and Objectives of the GTM:

• To be able to read, understand and appreciate written target literature.

• Translating from L1 to L2 and from L2 to L1. (L1=native language / L2= target language)
• To develop reading and writing skills.
• To improve students‟ mental capacities with grammar exercises.

Note: Native Language means mother- language/mother-tongue & Target language means the language to be learnt.

Principles of the GTM:

• Grammar rules are presented and studies explicitly (Clearly).
• The primary skills to be developed are reading and writing.
• The mother tongue is used as the medium of instruction.
• Interprets the words and phrases of the foreign languages in the best possible manner.
• Main purpose for the students is able to translate the text of one language to another.
• The teacher has an important authority in the classroom and is very important for students to be
able to answer questions appropriately.

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Advantages/Features of GTM:
 It is an easy method, child learns through mother-tongue. He already knows his mother tongue
and now he learns the English equivalents.
 This method is very successful in the present day class rooms, where there are a large number of
students in each section.
 This Translation Method is very useful for the average and below-average students.
 Through this method, students can understand well the meaning of abstract words and
complicated sentences.
 Translation method helps the learner to learn many items of English by comparison with
mother-tongue. That makes learning more clear and firm.
 It takes care of maxim proceed from known to unknown. Here the teacher draws the attention of
the learners to the known things first and then he takes them to the unknown.
 This method saves teacher‟s time. He has not to think of the ways and means to explain new
words. It doesn‘t require the teacher to make use of audio-visual aids.
 Teachers who are not fluent in speaking English can teach English through this method.
 Grammar of the foreign language is easily taught by comparing it with the grammar of the
mother tongue.
 The memorization of grammar rules and vocabulary of the target language provides the students
with good mental exercise which helps to develop their mind.
 The emphasis on accuracy enables the students to learn the correct grammar of the target
language.

 In this method, a strong bond between foreign phraseology and mother-tongue is established.

 Concepts of teaching can be made fully clear to the learners by using this method.

Disadvantages of GTM:
 It is not a natural method. The natural order of learning a language is listening, speaking,
reading and writing. Translation method doesn‘t follow this order.
 It is a teacher centered approach, because there is little interaction between students and teacher.
The role of student is passive.
 The children loss free expression in English. They first think in mother-tongue and then translate
their ideas into English.
 Translation method ignores habit formation. The child never acquires the habit to think in
English. Instead first he thinks in his mother tongue and translates his thoughts into English.
 It is impossible to translate exactly from one language to another.
 The Grammar-Translation puts too much emphasis on reading and writing and neglects listening
and speaking.
 This method neither approaches nor encourages the students‘ communicative competence.
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  The students often fail to speak in real life situations since they are familiarized with the target
language culture through reading passages rather than by direct interaction with the target
language elements
 Translation method is dull and mechanical. It is bookish. No aids are used to make lessons
interesting.
Techniques Used in Grammar Translation Method:
1. In this method learners generally translate a reading passage from the target language (i.e the
language to be learnt) into their mother tongue.
2. Learners are asked to memorise the grammatical rules and words. They are asked to use words in
sentences of their own.
3. Learners answer comprehensive questions to test their understanding of the given passage.
4. Exercises are given (like fill in the blanks with prepositions, articles or verbs with different tenses)
to apply the rules.
5. Learners are given one set of words and asked to find synonyms/antonyms in the reading passage.

Conclusion

Although the Grammar Translation Method is greatly devoid of any reference to the present day
language usage, still today it is used in foreign language teaching. Anyone with good reading and writing
skills can teach language as per the Grammar Translation Method, no fluency in the target language is
required. Therefore, it is obvious that this method will always occupy its place in the
field of foreign language teaching to some extent.

2. THE DIRECT METHOD

The Direct Method is also known as Natural method, Phonetical method and Reform method. It
appeared as an answer to the Grammar Translation Method. Because the language teachers had already
found Grammar Translation Method inadequate and ineffective in developing “Communicative ability”
in learners.

The Direct method is named “direct” because meaning should be connected directly with the target
language (i.e. language to be learnt) without translation into native language (mother-tongue). This
method does not allow the use of translation. It argues that foreign languages can be taught without
translation. The Direct method is based on the direct involvement of the student when speaking and
listening to the foreign language in common everyday situations. The focus of the lessons is on good
pronunciation.

Principle of Direct Method:

 Learner thinks and speaks using same medium.
 Emphasizes on oral practice for everyone.
 Main stress is on functional grammar & does not put emphasis on theoretical grammar.
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  Complete prohibition on the use of mother-tongue.
 Vocabulary is taught through known words, demonstration, pictures, objects etc. Everyday
vocabulary and sentences are taught.
 Both speech and listening comprehensions are taught.
 Self-correction facilitates language learning.
 Grammar is taught inductively.

Advantages/Features of Direct Method:

• It is a natural method which teaches language in the same way the mother- tongue is acquired.
• It makes the learning of English interesting and lively by establishing direct bond between a word
and its meaning.
• It is an activity method facilitating alertness and participation of the pupils.
• The focus is on Oral Practice. Therefore, the pronunciation improves.
• It makes the teaching English easier and more pleasant. A teacher uses various images/ pictures to
illustrate his/her point.
• According to Macnee, “It is the quickest way of getting started”. In a few months over 500 of the
commonest English words can be learnt and used in sentences. This serves as a strong foundation of
further learning.
• Due to the application of the Direct Method, students are able to understand what they learn, think
about it and then express their own ideas in correct English about what they have read and learnt.
• Psychologically, it is a sound method as the teacher proceeds from particular to general and from
concrete to abstract.
• It is believed that since the student acquires an ear for the language in direct method, it facilities the
study of literature.
• This method creates the suitable environment for learning English Language.
• This method can be usefully employed from the lowest to the highest class.
• Its emphasis on speech made it more attractive for those who have needs of real communication in the
target language.
• Through this method, fluency of speech, good pronunciation and power of expression are properly
developed.

Disadvantages of Direct Method:

 It puts much emphasis on speech and ignores other skills i.e. reading, writing, hearing, etc.
 Average and below average students, especially from rural background, find difficulty to grasp the
things taught via this method.

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 Our schools cannot provide sufficient equipment and other facilities that are essential to follow
this method.
 Small classes are needed for the direct method so that the teacher can pay individual attention. But
in a majority of schools the classes are very large.
 Direct Method Ignores Human Nature and Pupil‟s Nature.
 This method is hard for public schools to integrate it. As according to Brown, ”The Direct Method did
not take well in public education where the constraints of budget, classroom size, time, and teacher
background made such a method difficult to use.”
 A student of our country cannot learn English ignoring the mother-tongue altogether. We have
tried this method but we failed achieve the desirable goal.
 For this method, competent teachers must be there. But there is the dearth of good English teachers in
the country. Incompetent teachers can‟t use this method successfully.
 In the early stage of learning, this method is completely ineffective.

Techniques in the Direct Method: (By the Teacher)

 Reading aloud
 Question-answer exercise
 Student‘s self-correction
 Conversation practice
 Fill in the blank exercise
 Dictation
 Paragraph writing
Conclusion:

Though the Direct Method is still widely talked about, it is hardly practiced anywhere in its original
and pristine (pure or perfect) form except in a few private language schools of Europe and It has
failed to function in public secondary schools, by and large. However, some of its principles have since
been adopted by the relatively new approaches and are being adhered to with necessary modification
and adjustment. After a short popularity in the beginning of the 20th century, it soon began to lose its
appeal because of these above constraints. Despite its shortcomings, this method is good. But the teacher
must be able to modify it for the benefit of the whole class.

3. BILINGUAL METHOD
Bilingual Method is one of many teaching methods of English language. This method of teaching foreign
language was developed by C.J Dodson in 1967. To overcome the problems of accuracy and fluency and
to speed-up the inter-communication between the teacher and the student, C.J. Dodson developed the
bilingual method of foreign language teaching. Bilingual method is the combination of the Direct method
and Grammar translation method.
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The Bilingual Method means a method in which two languages ie., language to be learnt (target
language) and the mother tongue are used. In this method, the mother tongue is used to achieve
the target language.

The bilingual method makes use of the traditional three P‘s: Presentation, Practice, Production. Dodson
says that the three P‟s are the three main stages of any language lesson. First, you present material. Then
you all practice together and students are expected to produce something with their new knowledge.

Principles of the Bilingual Method:

 Mother tongue is used when it is necessary to explain the difficult area of language.

 No need to create artificial situations for explaining the meaning of words and sentences of
the target language.

 Bilingual method is the improvement and combination of translation method and direct method.

 To prepare the learners in such a manner that he may be able to achieve through
bilingualism.

Advantages of Bilingual Method:

 The Bilingual Method promotes both fluency and accuracy. The association between thought and
expression increases fluency and meaning of words, phrases and expressions are conveyed in the
mother-tongue which helps the students in understanding the meaning of words more accurately
and clearly.
 Bilingual Method also helps in giving proper training for different skills namely listening,
speaking, reading and writing.
 The use of mother tongue saves a lot time and makes learning easier. Complex things can be easily
explained in the mother tongue.
 Even an average teacher of English can teach through this method without any elaborate
preparation.
 The teacher is able to teach English to the entire satisfaction of the students and most suitable in
Indian classrooms where strength of the class is large.
 Right use of mother tongue by the teacher does not spoil the environment of teaching English. It
just helps in teaching English better.
 It is less costly and suited to all types of schools either in rural or urban.
 This method is also good for teaching English at the early stages as the teacher can use the mother-
tongue liberally in asking questions and in giving class-room instructions.
 Researchers have proven that bilingual people can have skills in certain areas. Acquiring
additional language can even prevent mental decline in later years.

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Disadvantages of Bilingual Method:
 The teacher must be proficient (fluent) in both languages (L1 and L2).
 It is not so useful in teaching secondary and senior secondary classes.
 The use of mother tongue while teaching English language may spoil the continuity and fluency of
the language.
 Students become dependent on their mother tongue.
 A bilingual person can make mistakes in both languages and confuse grammatical structure of
the two languages.
 A bilingual person might try to apply knowledge from one language to another but in most of the
cases it does not work.
 Translation from one language to another is often difficult because sometimes there is a lexical
gap.
 It reduces student‟s exposure to the target language & ignores the fundamental aims of English
language teaching.

Conclusion:
C.J. Dodson, the developer of this method aimed at fluency and accuracy in spoken words and in written
words as well. He believed that if the method was administered properly in the class the children will
become true bilinguals.

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