ELT-2: Online communication

Online communication

Kalani jalpa h

M.A.-2, sem-4

Roll no: 11

Paper: (E-C-402) ELT-2

Year: 2011-12

What is Online Communication?

There are numerous ways people communicate with each other over the Internet, including e-mail, instant messaging (IM), feedback on blogs, contact forms on Web sites, industry forums, chat rooms and social networking sites. See e-ail, instant messaging, blog, contact form, forum, chat room and social networking site.

The first major question is to explore what online communication is. Online communication can be a variety of things. Facebook, myspace, e-mail, blogging, chat rooms, discussion groups, or even video teloconfrencing are all methods we now use to communicate in the online environment. Although sites such as Myspace and Facebook often appeal more greatly to the younger generation, many older individuals and even seniors now benefit form these instantaneous communication methods. Facebook is a social utility that connects people with friends and others who work around them. People can use facebook to keep up with friends, display unlimited photos share videos and links, and learn more about different people you meet (Facebook). Facebook can be used by anyone with proper access. Myspace is used in much of the same way as facebook and you can communicate with any use you like.

This is a general facebook profile. It displays the friends that we have, a picture and a little information about the person. Facebook is a great tool for communication.

Although these sites are growing in popularity, conventional e-mail is still the most widely used online communication method. "E-mail is a system for sending messages from one individual to another via telecommunications links between computers or terminals (Dictionary). Anyone with an e-mail address can participate in e-mail. Video teleconferencing has made it possible for groups to attend meetings in different cities and states without leaving their own offices.  It consists of a live video stream that can be sent between two sites. Blogging can also be used when one is trying to communicate. Blogging is an online diary or personal chronological log of thoughts published on a page (Dictionary).

This is an example of a blog to show us that anything can be written in a blog.
Online communication can be done in any or all of these fashions and have opened many new opportunities to us all.

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Introduction:

The term "online communication" refers to reading, writing, and communication via networked computers. It encompasses synchronous computer-mediated communication (whereby people communicate in real time via chat or discussion software, with all participants at their computers at the same time); asynchronous computer-mediated communication (whereby people communicate in a delayed fashion by computer, using programs such as e-mail); and the reading and writing of online documents via the World Wide Web. Second language researchers are interested in two overlapping issues related to online communication: (1) how do the processes which occur in online communication assist language learning in a general sense (i.e., online communication for language learning); and (2) what kinds of language learning need to occur so that people can communicate effectively in the online realm (i.e., language learning for online communication).

Background:

Online communication dates back to late 1960s, when U.S. researchers first developed protocols that allowed the sending and receiving of messages via computer (Hafner & Lyon, 1996). The ARPANET, launched in 1969 by a handful of research scientists, eventually evolved into the Internet, bringing together some 200 million people around the world at the turn of the millennium.

Online communication first became possible in educational realms in the 1980s, following the development and spread of personal computers. The background on online communication in language teaching and research can be divided into two distinct periods, marked by the introduction of computer-mediated communication in education in the mid-1980s and the emergence of the World Wide Web in the mid-1990s.

Computer-Mediated Communication:

In the first period, dating from the mid-1980s, language educators began to discover the potential of computer-mediated communication for language teaching (Cummins, 1986). The integration of computer-mediated communication in the classroom itself divided into two paths: on the one hand, some educators began to use e-mail to set up long-distance exchanges, and, on the other hand, other educators began to use synchronous software programs (in particular, Daedalus Interchange (Daedalus Inc., 1989) to allow computer-assisted conversation in a single classroom.

Long-distance exchanges and computer-assisted conversation had overlapping, but distinctive, justifications. Both types of activities were seen to shift the focus from language form to language use in meaningful context (e.g., Kelm, 1992; Meskill & Krassimira, 2000) and thereby increase student motivation (e.g., Meunier, 1998; Warschauer, 1996b). In addition, long-distance exchanges were viewed as brining about increased cultural knowledge from communication with native-speaking informants (e.g., Kern, 1995a; Soh & Soon, 1991), and making reading and writing more authentic and collaborative (e.g., Tella, 1992b). Those implementing computer-assisted conversation emphasized the linguistic benefits which could be achieved from rapid written interaction, such as better opportunities to process and try out new lexical or syntactic patterns as compared to oral interaction (e.g., Ortega, 1997; Warschauer, 1999).

The World Wide Web:

The World Wide Web is an international online database that allows the sharing of linked multimedia documents. These documents can be authored in a non-linear, layered and linked format, which is referred to as hypertext or hypermedia. The development and spread of the World Wide Web in the 1990s marked a second period in the use of online communication in language teaching. One the one hand, the Web allows additional modes of computer-mediated communication through Web-based chat rooms, bulletin boards, and discussion forums, thus making even more popular the kind of long-distance exchanges and computer-assisted conversation activities described above. In addition, the World Wide Web adds a new dimension to online communication and learning by allowing students to find and read online documents on a variety of topics from throughout the world and to author and publish similar documents to share with others.

Some researchers have viewed the Web as an extension of an L2 culture or society; by engaging in Web-based activities, students can gradually become members of the community of English language speakers, in the same way that they might through other forms of immersion in a culture (Zhao, 1996). Others view the Web as an extension of a CD-ROM, in other words, a good environment to create multimedia language learning materials with the added advantage of allowing student interactivity (Chun & Plass, 2000). Others view the Web as an extension of (and alternative to) print, that is, a major new medium of literacy that needs to be mastered on its own terms for success in 21st century life (Shetzer & Warschauer, 2000; Warschauer, 1999). Since the Web is a vast and diverse environment, encompassing a huge variety of online documents and an array of evolving communications tools, it is perhaps overreaching to seek a single unitary framework to motivate its integration in the classroom.

Research:

Research on online communication and second language learning has focused on three general topic areas: (1) interaction, (2) reading and writing, and (3) affect.

Interaction:

Computer-mediated communication, which allows the recording of all messages for post hoc analysis, provides a wealth of easily accessible data for language researchers studying interaction. Studies of L2 computer-mediated interaction have thus far looked at the linguistic characteristics of computer-mediated messages, the types of negotiation and linguistic modification that occur, and the patterns of participation that emerge.

Linguistic characteristics. An important question facing both L1 and L2 researchers is whether computer-mediated communication has its own distinctive linguistic features. L2 research has found that computer-assisted conversation is syntactically more complex and lexically more dense than face-to-face conversation (Warschauer, 1996a). In a comparative study of two modes of student-teacher dialogue, it has also been shown that L2 students' writing via e-mail is more informal and conversational than their writings via pencil-and-paper (Wang, 1993). These studies support prior claims that computer-mediated communication tends to fall in the middle of the continuum of more formal communication (as often featured in writing) and informal communication (as often featured in speech). The studies suggest that computer-mediated communication can help serve as a useful bridge between speaking and writing by facilitating L2 interaction that is linguistically complex yet informal and communicative.

Negotiation and Modification. One of the most important domains of second language research is that of negotiation and modification that is how second language learners modify their communication in negotiation and interaction with others (see Pica, 1994). Several studies have shown extensive incorporation of new syntactical patterns or lexical chunks during computer-mediated interaction and have concluded that the online medium facilitates such incorporation by allowing greater opportunity to study incoming messages and to carefully plan responses (e.g., Pelletieri, 2000; St. John & Cash, 1995). Research has also indicated that the types of tasks and topics chosen have an important affect on the nature of computer-mediated negotiation, with substantial benefits found from conversational tasks which are goal-oriented and which encourage learners to reflect on their own use of language (Lamy & Goodfellow, 1999; Pelletieri, 2000).

Participation. L1 research has shown that computer-mediated communication tends to feature more balanced participation than face-to-face conversation, with less dominance by outspoken individuals (see summary of research in Sproull & Kiesler, 1991). Studies of L2 classroom discourse have validated this finding. First, it has been shown that student participation vis-�-vis teacher participation increases dramatically in computer-mediated communication (e.g., Kern, 1995b; Warschauer, 1999). Second, it has been found that students themselves participate more equally in computer-mediated communication, and it is precisely those students who participate least in face-to-face conversation who increase their participation most when changing to a computer medium (Warschauer, 1996a). Third, it has been found that in mixed L2-L1 classrooms, L2 students are more likely to participate in computer-mediated than in face-to-face conversation (Warschauer, 1999). These findings suggest that computer-mediated communication can be a useful tool for encouraging greater participation of quite or shy students and for creating alternatives to the traditional "IRF" (teacher initiation, student response, and teacher follow-up) discourse pattern which dominates most classrooms.

Reading and Writing:

A second line of research has investigated the types of reading and writing processes that occur in online environments. Qualitative studies in several online classrooms have described how students' reading and writing processes became more collaborative and purposeful as students engage in project-oriented research and writing for a real audience (Barson, Frommer, & Schwartz, 1993; Meskill & Krassimira, 2000; Tella, 1992b; Warschauer, 1999). These benefits occur both during e-mail exchanges (e.g., Kern, 1996) and, especially, when students publish their work on the World Wide Web, as the act of public display encourages them to make their writing more "reader-centered" (i.e., written with the audience in mind; see discussion in Warschauer, 1999). These changes in reading and writing processes have been reported only in those classrooms where the Internet was integrated by teachers into collaborative, content-focused project work, and not in situations characterized by a high amount of teacher control and a focus on the mechanics of writing (see Warschauer, 1998).

Affect:

A third area of research has been on the affective impact of online learning, and, in particular, whether opportunities for online communication increase students' motivation. Research to date suggests that online learning activities are generally quite motivating for language learners, in part because learners feel they are gaining technical skills which will prove beneficial in the future (Warschauer, 1996b). Learners are also motivated by the opportunity to publish their own work, communicate with distant partners, work collaboratively in groups, and create their own projects that reflect their own interests (Barson, et al., 1993; Tella, 1992a; Warschauer, 1999). Learners lose motivation, though, if they don't understand or agree with the purpose of technology-based activities and feel that such activities are interfering with their language-learning goals (Pinto, 1996; Warschauer, 1998).

In summary, research on the role of online communication in language teaching is still in its infancy, and the important research issues are still being defined. Research to date, though, indicates that online activities can support a number of important language learning objectives if the activities are implemented in a well-planned and purposeful manner. Planning should include the establishment of topics, tasks, projects, and organization that exploit the value of the Internet for goal-oriented communication, research, and publication.

Practice:

The Internet is by its nature a dynamic and interactive medium that requires a high degree of flexibility and interaction. Research has indicated that online communication activities which are too highly restrictive, which focus on form to the exclusion of content, which insist on a high degree of teacher control, or which fail to allow students to pursue their own initiatives or interests will likely cause frustration and demotivation (Warschauer, 1998). At the same time, the highly decentralized and diverse nature of the Internet can make it a confusing and even chaotic medium for learners of English, especially those at the beginning level. Simply leaving learners to their own resources on the Internet is unlikely to bring satisfying results, as beginning learners drop out in frustration and more advanced learners stagnate at the level of conversational chatting or superficial "net-surfing."

Best online teaching practices take the contradictory nature of the Internet into account. Internet-based activities should be complex enough to allow for the kinds of interaction, collaboration, and autonomous decision-making that are well-supported by the medium. The activities should also be sufficiently structured to allow learners to achieve objectives without floundering or getting lost. These two points, taken together, mean that Internet-based projects and activities will likely be most successful when they reflect in-depth planning and integration.

Online communication thus fits especially well with a structured, project-based approach which allows learners to engage in increasingly complex tasks throughout a course, in collaboration with partners in the same class or in other locations, and with appropriate scaffolding from the teacher or from other sources (including online resources). The types of projects which can be organized are varied, and may incorporate the following elements:

Interviews and surveys: Students work in teams to design, conduct, and interpret surveys or interviews of distant partners on social, cultural, or other issues (see, for example, Ady, 1995; Kendall, 1995)

Online research: Students learn to conduct research online to answer questions selected by the teacher or of to investigate matters of their own choosing (see, for example, Lixl-Purcell, 1995)

Comparative investigations: Students work in teams to investigate social, cultural, or economic conditions in their locality and to compare the results online (see, for example Livesy & Tudoreanu, 1995)

Simulations: Students work in teams on projects such as a model United Nations, business simulations, or contests to find the best solution to a real-world problem

Such long-term projects can provide a meaningful and motivating context to frame learning activities throughout the semester. Within the context of the project, specific language-focused activities can be included, including those related to reading, writing, research, vocabulary, grammar, and other skill areas. Classroom discussions, planning meetings, and oral presentations can help students develop aural-oral skills to complement the reading and writing skills which may be the focus of their online work.

Current and future trends and directions:

Beginning in the late 1990s, there has been a gradual shift from seeing online communication as a tool to promote language learning toward seeing the mastery of online communication as a valuable end in it. This reflects the increased prominence of online communication in society, with e-mail surpassing telephone conversation and even face-to-face conversation as a frequent tool of communication among some occupational groups (American Management Association International, 1998) and the World Wide Web rapidly expanding its presence and impact in fields ranging from academia to entertainment to marketing. Thus an important new future direction in both research and practice focuses on integrating the teaching of language skills and new electronic literacies (Warschauer, 1999).

Shetzer and Warschauer (2000) have categorized electronic literacies in three areas: communication, construction, and research. Communication involves Internet-based activities which allow people to converse with individuals and groups, and involves mastering the pragmatics of various forms of synchronous and asynchronous communication, both in one-to-one interaction and "many-to-many" electronic discussion forums. Construction involves the ability to work individually or collaboratively to write and publish information on the Internet, and includes mastery of hypermedia authoring (i.e., making a point effectively while combining texts with graphics or other media, all packaged in a non-linear, linked "hyper textual" format). Research encompasses a range of navigation, reading, and interpretation skills, including how to effectively search the Internet, how to evaluate information that you find, and how to critically consider multimedia information.

In summary, electronic literacies incorporate both information processing skills (e.g., navigation of the Internet) and rhetorical skills (e.g., writing a persuasive e-mail message). Taken together, these new literacies will be important in many languages, but in none more so than English as an estimated 85% of the electronically-stored information in the world is in the English language (Crystal, 1997). Several approaches for the development of electronic literacies are emerging. These include the fuller integration of electronic literacy skills in the "traditional" ESL classroom as well as the establishment of special content-based courses that are specifically based on combining a focus on language and technology.

Conclusion:

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Post-Colonial Literature (E-C-305-C)

Name: kalani jalpa h.

Paper: Post-Colonial Literature (E-C-305-C)

Year: 2010-11

Semester: 3

Topic: Orientalism -By Edward Said

Orientalism- by Edward Said

ü  Orientalism is a book published in 1978 by Edward Said that has been highly influential and controversial in postcolonial studies and other fields. In the book, Said effectively redefined the term "Orientalism" to mean a constellation of false assumptions underlying Western attitudes toward the Middle East. This body of scholarship is marked by a "subtle and persistent Eurocentric prejudice against Arabo-Islamic peoples and their culture."^[1] He argued that a long tradition of romanticized images of Asia and the Middle East in Western culture had served as an implicit justification for European and the American colonial and imperial ambitions. Just as fiercely, he denounced the practice of Arab elites who internalized the US and British orientalists' ideas of Arabic culture.

ü  So far as the United States seems to be concerned, it is only a slight overstatement to say that Muslims and Arabs are essentially seen as either oil suppliers or potential terrorists. Very little of the detail, the human density, the passion of Arab-Moslem life has entered the awareness of even those people whose profession it is to report the Arab world. What we have instead is a series of crude, essentialized caricatures of the Islamic world presented in such a way as to make that world vulnerable to military aggression.

ü  Orientalism was written to show European American power over the orient and the mystification of “the other.” Argument put forth by said is contained in the analytical method he puts forth for the reader. Namely the classic bias oriental view is the result of an academic bias necessitated by western colonial and post-colonial politics. The oriental is portrayed as a static “other.” Creating a culture that is an object looking humanism. The western goal was to justify colonial politics, economics and hegemony over the centuries. Michel Foucault’s ideas- power of knowledge is important. British are able to rule acquire so much knowledge. Institutionalized study, Orientalism is common anthology and is also stereotype knowledge that is “true” is not political; rather it is based on one’s experience. Knowledge is something that must be gained. Said is a Palestinian Exile. Said writes a professor of English and comparative literature of Columbia University. He is a western oriental. His grasp of history is broad and impressive in its scope as it relates it his analysis. Orientalism is designed to challenge the bias imbedded in the western conscious. The orient was for centuries, based upon on intellectual construct that reinforced conditions of inequality. Said successfully argues the nature of cross cultural discourse needs to be reexamined. The orient that Said places in front of the reader is of “cultures, traditions, and societies” polarized by a western power agenda. Cultural growth is denied the orient with progress claimed and administrated by the Occident.

ü  Said summarized his work in these terms:

"My contention is that Orientalism is fundamentally a political doctrine willed over the Orient because the Orient was weaker than the West, which elided the Orient’s difference with its weakness. . . . As a cultural apparatus Orientalism is all aggression, activity, judgment, will-to-truth, and knowledge"

ü  Said also wrote:"My whole point about this system is not that it is a misrepresentation of some Oriental essence — in which I do not for a moment believe — but that it operates as representations usually do, for a purpose, according to a tendency, in a specific historical, intellectual, and even economic setting"

ü  Principally a study of 19th-century literary discourse and strongly influenced by the work of thinkers like Chomsky, Foucault and Gramsci, Said's work also engages contemporary realities and has clear political implications as well. Orientalism is often classed with postmodernist and post-colonial works that share various degrees of skepticism about representation itself.

ü  A central idea of Orientalism is that Western knowledge about the East is not generated from facts or reality, but from preconceived archetypes that envision all "Eastern" societies as fundamentally similar to one another, and fundamentally dissimilar to "Western" societies. This discourse establishes "the East" as antithetical to "the West". Such Eastern knowledge is constructed with literary texts and historical records that often are of limited understanding of the facts of life in the Middle East.

ü  Following the ideas of Michel Foucault, Said emphasized the relationship between power and knowledge in scholarly and popular thinking, in particular regarding European views of the Islamic Arab world. Said argued that Orient and Occident worked as oppositional terms, so that the "Orient" was constructed as a negative inversion of Western culture. The work of another thinker, Antonio Gramsci, was also important in shaping Edward Said's analysis in this area. In particular, Said can be seen to have been influenced by Gramsci's notion of hegemony in understanding the pervasiveness of Orientalist constructs and representations in Western scholarship and reporting, and their relation to the exercise of power over the "Orient.”

ü  Many scholars now use Said's work to attempt to overturn long-held, often taken-for-granted Western ideological biases regarding non-Westerners in scholarly thought. Some post-colonial scholars would even say that the West's idea of itself was constructed largely by saying what others were not. If "Europe" evolved out of "Christendom" as the "not-Byzantium," early modern Europe in the late 16th century (see Battle of Lepanto (1571)) defined itself as the "not-Turkey."

ü  Said puts forward several definitions of "Orientalism" in the introduction to Orientalism. Some of these have been more widely quoted and influential than others:

1)     "A way of coming to terms with the Orient that is based on the Orient's special place in European Western experience."

2)     "a style of thought based upon an ontological and epistemological distinction made between the Orient' and (most of the time) 'the Occident'."

3)     "A Western style for dominating, restructuring, and having authority over the Orient."

4)     "...particularly valuable as a sign of European-Atlantic power over the Orient than it is as a verdict discourse about the Orient."

5)     "A distribution of geopolitical awareness into aesthetic, scholarly, economic, sociological, historical, and philological texts."

ü  In his Preface to the 2003 edition of Orientalism, Said also warned against the "falsely unifying rubrics that invent collective identities," citing such terms as "America," "The West," and "Islam," which were leading to what he felt was a manufactured "clash of civilizations."

ü  The orient was almost a European invention, and had been since antiquity a place of romance, exotic beings, haunting memories and landscapes, remarkable experiences. Now it was disappearing; in a sense it had happened, its time was over. Perhaps it seemed irrelevant that Orientals themselves had something at stake in the process, that even in the time of Chateaubriand and Nerval Orientals had lived there, and that now it was they who were suffering; the main thing for the European visitor was a European representation of the orient and its contemporary fate, both of which had a privileged communal significance for the journalist and his French readers.

ü  The orient is an integral part of European material civilization and culture. Anyone who teaches, writes about, or researches the orient- and this applies whether the person is an anthropologist, sociologist, historian, or philologist- either in its specific or its general aspects, is an Orientalist, and what he or she does is Orientalism. Compared with Oriental studies or area studies, it is true that the term Orientalism I less preferred by specialists today, both because it is too vague and general and because it connotes the high-handed executive attitude of nineteenth-century and early-twentieth-century European colonialism. Nevertheless books are written and congresses held with “the Orient” as their main focus, with the Orientalist in his new or old guise as their main authority. Orientalism is a style of thought based upon an ontological and epistemological distinction made between “the orient” and “the Occident.” I have found it useful here to employ Michel Foucault’s notion of a discourse, as described by him in The Archaeology of knowledge and in Discipline and punish, to identify Orientalism. From the beginning of the nineteenth century until the end of World War 2 France and Britain dominated the Orient and Orientalism; since World War 2 America has dominated the orient, and approaches it as France and Britain once enormously productive even if it always demonstrates the comparatively greater strength of the Occident, comes the large body of texts I call Orientalist. I have begun with the assumption that the orient is not an inert fact of nature. It is not merely there, just as the Occident itself is not just there either.

ü  Having said that, one must go on to state a number of reasonable qualifications. In the first place, it would be wrong to conclude that the Orient was essentially an idea, or a creation with no corresponding reality. A second qualification is that ideas, cultures, and histories cannot seriously be understood or studied configurations of power, also being studied. To believe that the orient was created-or, as I call it, “Orientalized”- and to believe that such thing happen simply as a necessity of the imaginations, is to be disingenuous. The relationship between Occident and Orient is a relationship of power, of dominations, of varying degrees of a complex hegemony, and is quite accurately indicated in the title of K. M. Panikkar’s classic Asia and Western Dominance.” The Orient was Orientalized not only because it was discovered to be “Oriental” in all those ways considered common west exercised power.

ü  This brings us to third qualification. One ought never to assume that the structure of Orientalism is nothing more than a structure of lies or of myths which, were the truth about them to be told would simply blow away. I myself believe that Orientalism is more particularly valuable as a sign of European-Atlantic power over the orient than it is as a verdic discourse about the Orient.   

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.