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English Grammar TET AND DSC PAPER 2
1. ASPECTS OF ENGLISH
(A) English Language-History, Nature, Importance and Principles of English as a Second Language:
English is a West Germanic language. In Renaissance period it borrowed language from German, Dutch, Latin, Ancient Greek, Norman, and French to enrich its vocabulary. English history can be divided into 3 stages. (450-1150 AD Old English, 1150-1500 AD Middle English, &1500 AD onwards Modern English)
There are three functions of language:
1. Informative: to communicate information
2. Expressive : to express feelings, emotions or attitudes
3. Directive: to cause or prevent actions.
English is an important language because it is an international language, a window on the world, a library language and a link language.
On 2nd February, 1835 Macaulay's minutes proclaimed the language policy of British Govt. Wood's Dispatch of 1854, Lord Curzon's University Commission (1902), Sadler Commission (1917) recommended English teaching in India.
After the Independence all the states have accepted the three-language formula with necessary modifications to meet local requirements. English is considered as a second language (L2) in the Indian context. It is the language of the mass-media, news papers, radio and television. English is also the language of official institutions like law courts, government institutions and of education. English is necessary for reading, understanding the content for communication, for pursuing higher education and improving job opportunities.
2. OBJECTIVES OF
TEACHING ENGLISH
There are four aims of teaching English at the school stage. They are…
To enable the pupil to under stand English when spoken
To enable him to speak English
To enable him to read English
To enable him to write English
They may be classified as those of "Reception and Expression". Reception involves understanding spoken and written English. Expression involves speaking and writing English. To achieve these aims SWAP (State Wide Academic Programme) suggested following objectives in 1973.
The students understand spoken English. They read out at normal conversational speed.
The students speak simple and correct English.
The students read with compre_ hension.
The students write simple and correct English.
Reproductions of subject matter.
The students develop interest in English.
3. DEVELOPMENT OF LANGUAGE SKILLS
A. (LSRW)
Listening:
Practice in listening comprehension should precede speaking practice. Listening to spoken English helps students to acquire the language that is picking up structure and vocabulary. There are two kinds of listening; casual listening and focused listening. Most of the listening in class room is focused listening. Listening to the news/radio/T.V/ is casual listening.
Speaking:
Speech is the fundamental thing in language learning. The two aspects in speaking are phonological accuracy and fluency in spoken communication. Creating situations to speak inside and out side the class room is the main activity under this skill. Narrations, Role-plays, speeches help students in this skill.
Reading:
Reading means to understand the meaning of printed words, that is, written symbols. It implies reading with comprehension. Reading aloud and silent reading are two main ways of reading. Individual and collaborative reading also helps the pupil to reach the goals.
Methods of Reading:
Alphabetic and phonic methods are called Letter methods. Here we go on letter wise or sound wise. Word method, phrase method, sentence method, and story method are called non letter methods.
Writing:
The language of today has come to stay for a major part of its function, as written language. There are 3 advantages of writing
1. Writing reinforces oral and reading work.
2. Writing provides change of activity and thus helps in reducing monotony
3. It enables pupil to do some home work
B. COMMUNICATION SKILLS, IMPARTING VALUES THROUGH COMMUNICATION
Communication is commonly defined as "imparting or interchange of thoughts, feelings, opinions or information by speech, writing or signs". Now-a-days communication is a powerful weapon. There are 4 types of communications.
1. Intra personal communication: communication with in a person. Ex: The person has to talk with in self before he speaks out his ideas, thinking, and working out a problem.
2. Inter personal communication: communication between two or more people (one to one).
Ex: face to face, cell phone, interactions etc.
3. Group communication: a person to a group.
Ex: group discussion.
4. Mass communication: a person communicates to a large number of people.
Ex: conferences, TV, radios, magazines.
Principles of good communications: knowing the audience, knowing the purpose, knowing the topic, focusing the aim, presenting an over all view and using multiple communication techniques.
Imparting Values Through Communication:
One of the aims of teaching language is imparting values & sensitivity. This comes through literature only. We teach poems, stories, novels, dramas, and biographies etc. to children. These things not only sensitize the child but also make a complete man. We know a drama Satyaharishandra inspired Gandhiji to follow truth. Language literate is a good source to imbibe moral values.
4. APPROACHES, METHODS, TECHNIQUES OF TEACHING ENGLISH
A. Introduction, Definition & types of approaches methods & techniques of teaching English.
According to W.F.Mackey "A method determines what and how much is taught (selection), the order in which it is taught (gradation), how the meaning and form are conveyed (presentation) and what is done to make the use of the language unconscious (repetition)." Thus a method deals with four things namely, selection, gradation, presentation and repetition.
1. The Grammar Translation Method: The oldest method of teaching English in India. The mother tongue is maintained as the reference system in learning the target language.
2. The Direct Method: Webster's Dictionary says "Direct Method is a method of teaching a foreign language, especially a modern language, through conversation, discussion and reading in the language it self, without use of the pupils language, without translation, and without the study of formal grammar.
3. The Structural Approach: Teaching the pupil certain selected structures in a certain order is the structural approach. It has been found that there are 275 structures in English and the learner must master them.
4. The Bilingual Method: This was introduced by Dr. C.J.Dodson. He said 3 aims of this method.
To make the pupil fluent and accurate in the spoken word,
To make the pupil fluent and accurate in the written word,
To prepare the pupil in such a manner that he can achieve true bilingualism.
5. The Communicative Approach: It is based on the belief that acquiring a language means to communicate confidently and fluently in the language.
6. Micro-Teaching: This was first introduced at Stanford University in 1960 by Allen and others. It is called Micro because the teacher practices a simple concept, concentrates as a single skill in a small class.
B. REMEDIAL TEACHING:
In the words of F.L.Billows "Remedial Teaching is a morale building and interest building enterprise for the students". It is meant for the improvement of standards in English language. As the students learn English as a foreign language, they are not always up to the expectations or at times they may be poor in the language. For this, there should be remedial teaching, Teacher has to identify the slow learners, diagnose the problems of the child and plan the remedial work.
Principles of language learning and teaching:
Importance of habit formation and intensive practice.
Teaching basic sentences and graded patterns
Situational approach to language teaching
Selection and grading of language material
Natural order of learning(L,S,R,W)
Correct language standards
Attitude towards target culture.
Problems of Teaching-Learning
in English:
There are many reasons attributed to the deplorable standards of English taught in most of the schools in India.
Lack of clear cut policy
Lack of competent teachers
Lack of understanding of aims
Lack of supervision
Lack of exposure to the language
Lack of suitable teaching aids and materials
Lack of motivation
Large classes
Faulty examination system
Reduction in number of periods.
