English Language Teaching-1 (E-C-304)

Name: kalani jalpa h.

Paper: English Language Teaching-1 (E-C-304)

Year: 2010-11

Semester: 3

Topic: Teaching English as a Second Language in India: Focus on Objectives

Focus on Objectives

Ø  ABSTRACT:  After reading the whole essay, I find many points like, a variety of functions, multilingual setting form, a bidirectional, interactional process, is found in this learners to memorize paradigms and grammatical rules is also there , Dell Hymes theory of communication.

Ø  The Objectives of Language Teaching: These functions are two fundamental functions, helping children learn how to ask questions, the most development intellectual ability man has yet developed, and helping children use this language effectively in different social networks. Languages in a multilingual setting form a system network. Each language in this network has a function determined values of the other languages.

Ø  For example: We speak Gujarati but it differs from man to man.

Ø  We exposed some variety of language. Every language has variety even Sanskrit also even Hindi. For example: Ramayana is written in Awadhi because it is not known by Ravan, and it is the variety of Sanskrit. Expose to your learner with variety of language. They must keep the system. You don’t spit out some sentences, but you must use target language. While giving instructions they used after a week. Give instructions in English, so they practiced to listen and learn English words and sentences used by teacher. Every language has cultural specific.

Ø   The notion of “link language” or “lingua franca” has an important significance in a multilingual setting. It encourages wider mobility, national integration, and a sense of tolerance. Effective bilingualism or trilingualism or even multilingualism is a powerful way of enriching the linguistic repertoire of individuals. These used for rapid social and economic changes and modernization programmes. Teaching is not a unidirectional process of pumping bits and pieces of unrelated and undigested gobbets of knowledge into empty sacks. It is a bidirectional, interactional process. Learners are not just passive recipients of socially accepted language patterns. They play an active role in this teaching-learning process. They actively strain, filter and reorganize what they are exposed to. Their imitations are not photographic reproductions but artistic recreations. The learners are meaning-makers. The main objective at every level of teaching should be to help learners learn how to draw out their latent creativity.

Ø  Every learner is born with a built-in language learning mechanism. This mechanism gets activated when the learner’s is exposed to that language. Children learn the language they hear around them. Exposure to a rich variety of linguistic material is as important in first language acquisition as in second language learning. Learners should ideally be exposed to a variety of contextualized language materials. They must hear and see language in action. In that process the learners internalize not only the linguistic but also the sociolinguistic rules of the game, so that they capture the system which enables them to focus on “what to say when and how”. It should also enable them to organize words in sentences and sentences in texts effectively keeping in view “the topic of discourse”, “addresser-addressee relationship”, and “socio-cultural setting”.

Ø  Each of the four major skills: reading, writing, speaking and understanding, is composed of a hierarchy of subskills. The objective of teaching a language or languages is not simply to make the learner learn the major language skills but to enable the learners to play their communicative roles effectively and select languages according to the roles they are playing. “Every social person is a bundle of personae, a bundle of parts, and each part having its lines. If you do not know you lines, you are no use in the play.

Ø  A well-qualified, energetic and inventive teacher can be a “living” model, and act as the best audio-visual aid.

Ø  Functionally-determined sub-categories:

1)   First Language: First language is used for performing all the essential, personal functions. These are gradually expanded to all types, of interpersonal functions. “In order to live, the young human, has to be progressively incorporated into social organization, and the main conditions of that incorporation is sharing the local magic- that is the language”. First language is an indispensable instrument of national culture. It is the primary means for the transmission of culture from one generation to another”.

2)   Second language: Second language may be used as an auxiliary or associate language, as a slot-filler, performing those functions which are not normally performed by first language. For a vast majority of educated people living in towns and cities, English as a second language functions primarily as an interstate or international link language. Some of them also use it as an international language of knowledge trade and industry.

3)   Foreign Language: It is used by a select group of learners in a very restricted set of situations. The main objective of learning a foreign language is to have direct access to the speakers of these language and their cultures. It enables the learners to participate in a foreign society in certain roles and certain situations. A foreign language like Russian is used in India for absorbing the cultural patterns of the USSR; English as a second language is used in India as an alternative way of expressing Indian patterns of life.

4)   Classical Language: A classical language like Sanskrit provides access to ancient culture, learning and philosophy of life and is assumed to contribute to the intellectual enrichment of its learners. Its real value cannot be measured in terms of refining your sensibility, and sharpening your tools of analysis, enriching into a variety of linguistic problems.

Ø  Objectives of teaching English as a second language in India: The objectives have to be formulated in the light of what we perceive our needs for English to be in a multilingual setting, at both the national and individual levels. At the national English must serve as our “window on the world”, as the language in which nearly all contemporary knowledge is accessible. As the language of science and technology, trade and commerce, political science, economics and international relations, English will be important for industrial and economic development. It will function as the “language of development”. Our scientists, technologists, engineers, doctors and economists must be able not only to have access to professional literature in English but also to contribute to it, and to communicate with their counterparts in other countries. The continuation of English seems important if our science and technology, trade and commerce, are to be truly international.

Ø  System is well planed structure. System has its executes it refers performer. Competent is about knowledge in language. Make ability to use your knowledge is performance. Learning language is not about learned English. English learned by not only language but in action.

Ø  For example: kaushal like his watch. So is connected with kaushal and we are talking about his watch.

Ø  So this is coherence. Logical idea behind that is cohesion. For example: a thin boy punched a fat boy but logically it’s true that he punched a fat boy so it is cohesion. Many times we don’t use an, means, but they understand so that is called discourse. And also analysis course in context is the discourse place gives the meanings and depends on the tone. You should teach conversations are different. Ask your student to learn how language of the way of functioning not only accuracy but also appropriacy is important. Language of rules changed by age by age.

Ø  For example: At that time ‘sir’ is not used for ordinary persons. And now we used ‘sir’ for the every person. ‘Sir’ is like an award at that time.

Ø  As the associate official language, an international “link language”, the language  favored by all-Indian institutions, the legal and banking systems, trade and commerce and defense. English has important functions to serve internally in addition to its role as our “window on the world”. English may continue to be the medium of instruction in several faculties at the college level. These students will need a greater proficiency in the skills of listening, writing and speaking than students being taught through other languages.