Teaching English as a second Language in India: Focus on Objectives Shivendra K. Verma

RESPECTED SIR,

Teaching English as a second Language in India: Focus on Objectives

Shivendra K. Verma

ABSTRACT:-

After highlighting certain the theoretical aspects of notion “Objectives  

oflanguag teaching”, We discus the functionally-determined 

sub-categorization of languages into First Language, Second Language, Third 

Language, Foreign Language, and Classical language. We then focus on the 

objectives of teaching English as a Second Language in India.

 The objective of language Teaching 

This range from the sociable use of phatic communion and a 

network of communicative uses to its use at the highest level of 

“cognition”, “catharsis”, and “self-expression”. Underlying 

these functions are two fundamental: helping children learn 

how ask questions, the most important 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 v

value contrastive to the function-determined values of the oher 

languages

Functionally-determined sub-categories:-

The objectives of teaching English as Second Language in India: -

1.) The ability to read easily, and with understanding books in English written within a prescribed range of vocabulary and sentence structure.

2.)The readiness to proceed, to a more advanced reading, that of reading unsimplified exts, articularly those bound up with personal studies and interest.

3.)The ability to understand a talk in English,on a subject of general experience and interest.

4.)The ability to write comprehensible in English,and without gross errors, on a familiar topic which leads itself to expression within the range of vocabulary and sentence structure that has been taught.

5.)The ability to carry on comprehensibly a conversation in English on a topic fully within the range both of their experience and interests and the range of active command postulated by the syllabus.

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Socio-cultural Dimensions of English as a Second Language - REKHA ASLAM

RESPECTED SIR,

 

Socio-cultural Dimensions of English as a Second Language

 - REKHA ASLAM

ABSTRACT: -

The researcher has attempted to explore the creative dimension of English, second language in India. There is a link the social structure and cultural concept of Indian culture. This paper shows how English is made to attain the role of a second language. This concept is shown with examples in this paper.

The researcher has attempted to consider the original dimension of English, second language in India. We use English but our requirements are behind English. There are so many factors which are related to English and social and cultural dimensions are among them. Nowadays we need English because our higher education is not in our mother tongue (Gujarati) but it is in English. India has two official languages Hindi and English at the national level. In state we have three official languages Guajarati, English, and Hindi. If we talk about the states like Nagaland, Uttaranchal Pradesh, Arunachal Pradesh, and Manipur English is their medium but for us English is not our medium for learning.

• In India there are so many languages spoken by the people, so we can say that India is multi language country. Every state has its own culture and society and these things can not be translated in English. When language is contract or interest at that time they suffer a lot. Indian people have neglected the Gujarati language and we want to learn English as a second language. If someone does not know the difference between English and mother tongue, He or she can not learn language. If we know any language then we can learn easily other language. We do not love English that is why we can not learn English language. We have to put interest in learning any language.

• Our belief system is different. It is always our mythology. We can not translate our ethos, mythology and our cultural ideas in English. We can see that our belief system is totally different from English. Every state has its own culture and society and these things can not be translated in English. Society and language are related with each other. We can see the real situation of any particular society with the help of society. Every society has its words and concept of the language.

Conclusion: -

Here I have tried to explore the creative dimension of English, second language in India. There are still a lot of dimensions that need detailed work. This paper helps you to see how the socio-cultural reality displayed at many levels of language organization.

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TEACHING OF EST IN INDIA CONDITION. BY R.S.SHARMA

       

RESPECTED SIR,

      TEACHING OF EST IN INDIA CONDITION.

                                  

                         BY R.S.SHARMA

What is EST?

EST :- ENGLISH FOR SCIENCE AND TECHNOLOGY

          As learner and features of technical English taken tougher will enable us to outline clearly the materials and methods use in science and technical students. Teaching of EST in India suffers from some serious drawbacks. The course & methods are unrelated to the specific academic and professional needs of the science student. In 1977, it was realized that the problems of English for special purposes were largely unrecognized this country. Wherever necessary in IIT's, engineering or agriculture students in role, processes and context of major subject matter of which area course and teaching English methods.

What is need of EST?

          The learner’s profile would suggest that the student, who has been admitted to the FY of B.Sc. or B.Tech course thought an admission text, possesses intelligence & attainment above the average. General English, communicative competence in English, medical work, language-games and mechanical learning have learn with understanding. Therefore, here basic need is an ability to gather scientific knowledge found in text-books and scientific journals & research of English language. It is also to be noted that English is a second languages for the learner and mother tongue is one of the regional languages which is the medium of communication in nearly all situations except class room & laboratory.

• Reading and comprehension of technical texts written in English.
• Writing of technical English.
• Since most of the teaching material in the form of video & computer software is being produced in English as standard spoken English can’t be totally neglected.

Different course in teaching of English.

•Natural science

• Formal science

• Social and behavioral science

• Applied science

• psychology

Structure of technical English and teaching materials.

                      Speaking, technical language is a situational verity employed for communication, in a systematical manner of a particular branch of knowledge pertaining to nature and conditions of life. Technical writing is thus relevant as much to the law or philosophy as to electronics or biology. The most obvious characteristic feature of technical English is vocabulary, which function as productive factors for word formation. Herbert has pointed out create much difficulty because they used in both technical and non technical meaning. We find that the noun phrase in T.E. is not often a complex one characterized by a conglomerate of per-head noun modifiers and post-head prepositional or participial phrases or relatives clause. Technical language follows the principles of economy & conscienceless therefore avoids periphrasis and rhetorical expression laying emphasis on different rather than figurative circumlocution.

Conclusion:-

                         EST is English foe academic purpose thus its chief aim is to complete the requirements and needs of the students as well as organization, and for that need analysis is necessary and the analysis should be kept in mind, materials and methods of teaching should be according to need analysis. And for that a professor V. Chandra Sekhar Rao suggested that Learner centered approach is of worth. 

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“Task – based Language Learning” By – Dave Willis and Jane Willis.

 RESPECTED SIR,

          

            “Task – based Language Learning”

 

        By – Dave Willis and Jane Willis.

 

What is TBL :-

It is an approach based on the use of task as the core 

unit of planning and instruction in language teaching.

 

                Definition of TBL

“A task is an activity where the target language is 

used by the learner for a communicative purpose in 

order to achieve an out come .

                                                                    BY – JANE WILLIS.

Main point of TBL :-

1). Process.

2). Communicative and meaning.

3). Purposeful activities and tasks.

 

             

                    Background : -

Two early applications of a task based learning 

within a communicative frame work for language 

teaching were the malaysian communicational 

Syllabus 1975 and the Bangalore project Prabhu 

1987.

Classification of task as a pedagogic tool : -

Series of topics draw.

Identify number of oprations listing, ordering, 

sequencing English films.

Task built around a aritten text predict development 

of a story.

Recording fluent speakers, rich, interaction.

The need to facus on natural, in out and forms 

within classroom methodology.

Group tasks, pair work higher accuracy.

 

Natural Language use : -

Public and private use than in 1987, 1996 (Willis and 

willis)

1). pre task phase.

2). Task planning report cycle pair discussion to 

      public report.

 3). planning language focus.

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“BILINGUALISM” BY AGNES LAM

RESPECTED SIR,

            “BILINGUALISM” BY AGNES LAM

What is Bilingualism?

Definitions of bilingualism range from a minimal 

proficiency in two languages, to an advanced level of 

proficiency which allows the speaker to function and 

appear as a native-like speaker of two languages. A 

person may describe themselves as bilingual but 

may mean only the ability to converse and 

communicate orally.

Bilingual Individuals:

Bilingual individual is someone who has the ability to 


communicate two languages alternatively, even when one 


language is being used in a monolingual context. 


(Bialystok, 2007, 2010)


Such an ability or psychological state of an individual has 
been referred to as 'bilinguality'. (Hamers and Blanc 2000)

Bilingual individuals don't find it difficult to communicate in 
two languages and switch between two languages 
alternatively.



                      Bilingual Society:

A bilingual society is one in which two languages are used in 

communication. In bilingual society it is possible to have large 

number of monolinguals provided that they are enough 

bilinguals to perform the functions requiring bilingual 

competence in that society.

        Individual Bilingualism

Individual psychological state of mind who uses two 
 languages for communication purpose.

       Societal Bilingualism

In societal bilingualism community and that number of 

individual can use two languages.

Monoliguals :-

Those who Speaks only one of the tow language used in society.

Several Question Have been asked :-

 

Monolingual or Communicative norms :

Do we measure the competencies of bilingual persons 

against the respective competencies of monolingual persons 

?

If so we end up with labeling some bilinguals as perfect 

bilinguals and other as imperfect bilinguals. Another 

approach is not to apply monolingual norms in measuring 

bilingual abilities but just to evaluate the communicative 

competence of the bilingual as a Whole ( Grosjean 1992

 

Relative Competencies in two languages :

 

Is the bilingual better at one language than the other ?

If so the person has dominant bilinguality . If he or she is 

equally good at both language then the term balanced 

bilingual is used .

Domains :

can someone be considered a bilingual if he or she can only 

function in one language in a few domains (e.g. home ) ?

 

Essentially the person only has the registers or varieties of 

language associated with particular mains for different 

languages . his or her communicative abilities in one 

language complement those of the other. I would call this 

complementary bilinguality.

 

Components:

Can linguistic competence be subdivided into smaller 

components ?
 

for e.g can someone be considered a bilingual if he or she 

can comprehend both two languages but speak and write 

only one of them ? 

In such circumstances, the person can be described as a 

receptive bilingual having the ability to understand both 

languages . Otherwise .the ability to produce both languages 

in some manner is usually assumed when a person is 

identified as a bilingual.

 

Bidialectal and Bircriptural abilities are also important for individuals .

                         Approaches:

 

Linguistic Approach: Linguists differ in the importance they 

accord to bilingualism. They study the structure and 

development of the two languages.

Socio linguistics: It is a study as a whole. It looks at how 

cultures and social groups affect language performance.

Language Choice


 Language Planning

                                       Conclusion

The multifaceted nature of the phenomenon of 

bilingualism needs to be fully appreciated for any 

pedagogical programme designed to foster bilingual 

development to succeed. And the study interaction 

between linguistics, psycholinguistics, 

sociolinguistics, pedagogy and the real world of 

language politics and policy.

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“ENGLISH FOR ACADEMIC PURPOSES” BY – LIZ HAMP – LYONS.

RESPECTED SIR,

       “ENGLISH FOR ACADEMIC PURPOSES”

                 

                         BY – LIZ HAMP – LYONS.

                                                

                           ESP

English for Academic Purposes is not only a teaching 

approach.

It is also a branch of applied linguistics consisting of 

a significant body of research in to effective teaching 

and assessment approaches, methods of analysis of 

the academic language needs of students, analysis of 

the linguistic and discoursal structures of academic 

texts, and analysis of the textual practices of 

academics.

An EAP program focuses instruction on skills 

required to perform in an English speaking academic 

context across core subject areas generally 

encountered in a university setting.

 

                             E.A.P

 

       Background – Research – Practice

                       Background : -

  

The term EAP first come in to general use through 

the British organization Selmous which was formed 

in 1972.

The field of EAP was first characterized within a 

largerperspective by Strevens (1977). Strevens saw 

EAP as a branch of the larger field of English for 

Specific purposes or ESP.

                          

                      Strevens Subscribed

1). A move away from an emphasis on the literature 

and culture of English speakers and toward teaching 

for practical command of the language.

2). A move toward a view that the teaching of the 

language should be matched to the needs and 

purposes of the language.

                        Needs Analysis -

Is fundamental to an EAP approach to course design 

and teaching.

                                           

                     Register : -

Lexical and grammatical structural features

                                    

                      Discourse : -

 

The effect of communicative context the relationship 

between the text discourse and its speakers writers 

hearers readers.

                                              

                         Genre : -

 

How language is used in a particular setting, such 

research papers, dissertations, formal lectures.

                                            

                      Research :-

As is the case in ESP, much of the EAP materials 

development described in the practice section below 

is underpinned by work in needs analysis. Jordan 

sees four dimensions of needs :-

A). Those of the target situation.

B). Of the employer or sponsor

C). Of the student

D). And of the course designer and / or teacher.

E). Research into EAP falls within one or more of 

these areas.

 

                           Practice :-

EAP courses also typically focus attention on the 

language skills separately the rules and strategies of 

academic skills are not like those of the general 

language skills, and his is acknowledged in books 

such as

- Study Listening ( Lynch 1983)

- Study Writing .

 

                       Conclusion :-

EAP is a thriving and important aspect of TESOL 

that has so far received less attention from 

researchers than it deserves.

It is also more complex and potentially problematic 

than most English language teachers recognize at 

the beginning of their EAP teaching.

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“ENGLISH FOR SPECIFIC PURPOSE BY TONY DUDLY – EVANS”

RESPECTED SIR,

“ENGLISH FOR SPECIFIC PURPOSE BY TONY DUDLY – EVANS”

 

                               INTRODUCTION

 

It has developed it's own approach, materials and methodology and is generally seen as a very active, even 'feisty' movement that has had considerable influence over the more general activities of TESOL and applied linguistics. Text analysis and materials production.

                            Definition of ESP :-

 

It's teaching and materials are founded on the results of need analysis. Needs analysis is a important of ESP.

 

ESP, 1980 suggested that limited duration and adult learners. The ESP teacher needs to bear in mind and exploit of possible this specific subject knowledge leads to classroom interaction and teaching methodology.

                                Characteristic of ESP

* ESP is designed to meet the specific needs of the learner.

* ESP is use methodology and discipline.

* Skill, discourse and genres appropriate to these activities.

* ESP related to designed for specific disciplines.

* ESP used specific teaching situation , mathodology, from general English.

                     

                            TONY DUDLEY EVANS SAYS :-

 

It is usually two categories,

1). English for academic purposes.

2). English for occupational purposes.

* EAP speaks for itself.

* EOP is a more coplicated because it related to professional 

purposes.

 

                                  “ SHORT TERMS”

* EGAP :- English for genaral accademic purposes.

* EGBP :- English for genaral bussness purposes.

* ESBP :- English for specific bussness purposes.

* CBI :- Content based intruction.

* EVP :- English for vocational purposes.

                                  ESP STAP :-

1). Initial Analysis.

2). Detailed Analysis.

- Learners

- Level in English

- Weaknesses in language

- Skill needed

- Learner's perception of their needs.

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