?> ELTWeekly » ELT Research Articles http://eltweekly.com/more India's First Weekly ELT eNewsletter Sun, 30 May 2010 08:07:15 +0000 http://wordpress.org/?v=2.8 en hourly 1 #51, Article: ‘Task Oriented Meta-cognitive Approach In English Language Teaching And Learning’ by Mansa R. Maity http://eltweekly.com/more/2010/02/51-article-task-oriented-meta-cognitive-approach-in-english-language-teaching-and-learning-by-mansa-r-maity/ http://eltweekly.com/more/2010/02/51-article-task-oriented-meta-cognitive-approach-in-english-language-teaching-and-learning-by-mansa-r-maity/#comments Sat, 20 Feb 2010 04:07:20 +0000 Tarun Patel http://eltweekly.com/more/?p=948 Task Oriented Meta-cognitive Approach In English Language Teaching And Learning

by Mansa R. Maity, RGUKT-APIIIT, Basar.

Introduction:

English language is one of the richest languages in the world, in respect of literature and culture. English literature contains some of the finest utterances of life and conduct. In it we have the “Authorized Version of Bible”, the perfection of the English language. It is the language with which Milton tried to assert eternal providence, “And justify the way of God to Men”, the language through which Darwin expounded his “theory of evolution”, “struggle for existence” and “survival of the fittest”.The English language has given expression to great social ideas and great political ideas.
The first requirement for any author to produce any form of literature is to have an effective language.

The century that has gone by witnessed far-fetching changes in Linguistics, Anthropology, Literature and Philosophy leading to change the approach of education. With the explosion of information technology, with the ever-increasing interaction between languages and culture bridging the yawning hiatus between them, and with inter-dependence of literature in different regions, the crucial role of English Language Teaching and Learning is striking new grounds for readers and researchers.

Whatever a remote future may have in store, one need not be a great prophet to predict that in the near future the number of English speaking people will increase considerably. It must be a source of gratification to mankind that the tongue spoken by two of the greatest powers of the world is so noble, so rich, so plaint, so expressive, and so interesting as the language, whose easy acquisition has to be researched on.

With the rapid development of the information technology, the application of Internet in education becomes more and more popular. It provides rich resources for English learning, embodying the teaching ideas of learning-by-doing, inquiry based learning and co-operative learning, and making e-learning way of English teaching come true. The analysis explodes the effects of combining task-based language learning and acquisition in an online environment focused to be facilitated in a cognitive approach, that is to say, ‘learning to learn’ and ‘learning to think’. It is something similar to the sayings of the famous Chinese philosopher named Confuscious: “I read, and I forget. I saw, and I believed. I did, and I understand.”

Hypothesis:

Criticism may arise stating the impossibility to design a task oriented course to ensure adequate coverage of the target language. But, in fact, there is substantial evidence to suggest that it is possible to design tasks that are predictive of language use.

It is further true that a Task oriented language learning may be devoid of grammar syllabus. But it seems to be advantageous, in a way, that teaching discrete points of grammar stands problematic as learners’ inter-language does not develop incrementally.

However, again we can allow for a grammar syllabus which can be either as a separate module in the whole course or as a checklist to guide the selection of grammatical features for focused tasks. In fact, it is an approach which allows for attention to grammar through focus on form at same stage in task-oriented lesson. In task oriented meta-cognitive approach of English language learning and teaching, the focus should be on remedial grammar.

Dating back to the early 80s, the language learner strategies on self-directed language learning documents an ongoing recognition of the need to help language learners reflect upon and refine their beliefs and knowledge about learning, ie. their meta-cognitive knowledge. To date, however, this literature has not been explicit about the function of this knowledge in language learning. This study aims at the meta-cognition approach to address this lack. It critical study tries to prove that insights provided by the review can enhance our understanding of those approaches to second language acquisition which assign an active role to the learner, and concludes with a consideration of practical implications on language instruction.

Defining and Classifying ‘tasks’:

A Task is goal directed involving a primary focus on meaning, where the participant is left to his own discretion and autonomy to choose the linguistic resources needed to complete the task. A task has to have a clearly defined outcome.

Task can be designed to develop any of the four language skills – Listening, Speaking, Reading and Writing.

Task can be further categorized into – (i)Pre-task (e.g. opportunity for pre-task planning), (ii)Main-task (reactive focus on form), and (iii) Post-task (e.g. language practice activities).

Types of Task:

(i)Unfocused tasks :- a)Pedagogic & b)Real world – practical oriented.

(ii)Focused tasks :-

a) Structure based production tasks.

b) Structure based comprehension tasks.

c) Consciousness raising tasks.

Aims of Task:

The task should cover the motivational aspects, which largely depends on the designing of the task, thereby, keeping in mind the task adaptation problems that the students may face. That is to say the cognitive mind set and capacity of the students.

The following points can be considered as the aims of the ‘tasks’:

1. Does the task relate to an overall text type with a clear functional organization? (e.g. narrative, descriptive etc.).
2. Does the task focus on product? (i.e. how a text is organized or how a text is organized or how other component parts are put together?)
3. Does the task focus on process?(i.e. Encourage students in effective and appropriate strategies for writing.)
4. Does the methodology of the task motivate (problem solving or bridging an information)?
5. Has the context of the writing been made clear.
6. Are the instructions clear and concise?
7. What is the degree of support and guidance provided?
a)In the context, whether, information, ideas etc. are provided?
b)In the language, whether, vocabulary, structure etc. are maintained?

Defining ‘Task-Oriented Language Teaching’:

The task oriented language teaching is an approach to teach a foreign language that seeks to engage learners in interactively authentic language use by having them perform a series of tasks. It aims to both enable learners – (i) to acquire new linguistic knowledge and (ii) to proceduralize their existing knowledge.

The Meta-Cognitive Approach of Language Acquisition:

Meta-cognition can be defined simply as thinking about thinking. Learners who are meta-cognitively aware know what to do when they don’t know what to do; that is, they have strategies for finding out or figuring out what they need to do. The use of meta-cognitive strategies ignites one’s thinking and can lead to more profound learning and improved performance, especially among learners who are struggling. Understanding and controlling cognitive processes may be one of the most essential skills that classroom teachers can help second language learners develop. It is important that they teach their students meta-cognitive skills in addition to cognitive skills.
Meta-cognitive Strategies for Language Learning:

Meta-cognition combines various attended thinking and reflective processes. It can be divided into five primary components:

(1) preparing and planning for learning,

(2) selecting and using learning strategies,

(3) monitoring strategy use,

(4) orchestrating various strategies, and

(5) evaluating strategy use and learning.

Second language learners are actively involved in meta-cognition when they attempt to evaluate whether what they are doing is effective. Teachers can help students evaluate their strategy use by asking them to respond thoughtfully to the following questions:

(1) What am I trying to accomplish?

(2) What strategies am I using?

(3) How well am I using them?

(4) What else could I do? Responding to these four questions integrates all of the previous aspects of meta-cognition, allowing the second language learner to reflect through the cycle of learning. Preparing and planning relates to identifying what is to be accomplished, while selecting and using particular strategies relates to the question of which strategies are being used. The third question corresponds to monitoring strategy use, while the fourth relates to the orchestration of strategies. The whole cycle is evaluated during this stage of meta-cognition.

Purpose:

There is a need to provide students with a repertoire of strategies to enable them to know what to use when and for what learning task. What they need to do is acquisition and use of the most important of skills; learning how to learn skills. The present study aims at investigating the effects of a suggested training program in some Meta-cognitive Language Learning Strategies (MLLS) on developing listening and reading comprehension

Intervention:

The study is supposed to adopt a pre and post experimental and control groups. The experimental group is supposed to be instructed in some meta-cognitive language learning strategies embodied in listening and reading comprehension tasks, while the control group has to complete the task without any meta-cognitive approach.

Research Design:

Experimental Approach – Control or Comparison Condition: Subjects to be divided into two equal groups: one as experimental (Let us suppose forty students) and the other as control (again the same number, that is, forty students).

Data Collection and Analysis:

A listening comprehension test, a reading comprehension test and an English Proficiency Examination can be conducted to measure the effects of the program. The data of the conducted tests can be analyzed in the following way :- We can analyze the of data of the conducted test that will reveal which experimental group surpassed the control group in post-measurement of the listening comprehension test, the reading comprehension test and the English Proficiency Examination.

Conclusion:

By this we can conclude the effectiveness of the Task-orientation in meta-cognitive approach of language learning strategy. Its effectiveness will help develop EFL learners’ listening and reading skills and raise their language proficiency levels in the easiest way. This approach offers the opportunity for natural learning inside the classroom. It is intrinsically motivating and at the same time compatible with a learner-centered educational philosophy. It will supposedly cater to the strong development of communicative fluency. Further, juxtaposed with the teaching of meta-cognitive skills help learners reflect upon their learning strategies, they become better prepared to make conscious decisions about what they can do to improve their learning. Strong meta-cognitive skills empower second language learners acquire the language in a short span of time. Discussions of the above stated experimentations, findings, recommendations and suggestions is the supposition of this research.

References:

Ridley, D.S., Schutz, P.A., Glanz, R.S. & Weinstein, C.E. (1992). Self-regulated learning: the interactive influence of meta cognitive awareness and goal-setting. Journal of Experimental Education 60 (4), 293-306.

Winn, W. & Snyder D. (1996). Cognitive perspectives in psychology. In D.H. Jonassen, ed. Handbook of research for educational communications and technology, 112-142. New York: Simon & Schuster Macmillan

Graham, S. (1997). Effective language learning. Clevedon, England: Multilingual Matters.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury.

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]]> http://eltweekly.com/more/2010/02/51-article-task-oriented-meta-cognitive-approach-in-english-language-teaching-and-learning-by-mansa-r-maity/feed/ 1 #49, Research Article: ‘Grammar in Second and Foreign Language Pedagogy’ by Anindya Syam Choudhury http://eltweekly.com/more/2010/02/49-research-article-grammar-in-second-and-foreign-language-pedagogy-by-anindya-syam-choudhury/ http://eltweekly.com/more/2010/02/49-research-article-grammar-in-second-and-foreign-language-pedagogy-by-anindya-syam-choudhury/#comments Fri, 05 Feb 2010 07:24:04 +0000 Tarun Patel http://eltweekly.com/more/?p=882 The issue of “grammar instruction” in Second/Foreign Language Learning Teaching is among the most hotly debated ones. Of course, there is no gainsaying that grammatical competence alone cannot account for what is involved in the mastery of a language. However, the reaction against grammar teaching which resulted due to the communicative approach revolution has certain inherent weaknesses. This article evaluates the role of grammar in Second/Foreign language pedagogy and subsequently goes on to show how grammar is, in fact, so important that it cannot be ignored. Hence the issue now is no longer whether grammar is to be taught or not but rather how grammar items are to be taught most effectively. With this end in view, the article looks into a model of task-based grammar teaching, which blends grammar instruction with communicative tasks so that accuracy is not sacrificed at the altar of fluency.

Grammar teaching in English as Second Language/ English as a Foreign Language (ESL/EFL) pedagogy has always been a contentious issue. In fact, there has been a pendulum swing regarding whether grammar should be taught or not. Before the advent of Communicative Language Teaching (CLT) in the 1970’s, for instance, grammar was in a position of domination in language education, with curricula being organized around it. However, the supremacy of grammar was questioned when developments in the field of Sociolinguistics in the seventies challenged the traditional notions about the nature of language and learning. One of the primary reasons for the rejection of a narrow focus on grammatical forms and structures in language learning was the blurring of the notion of ‘correctness’ of language thanks to the investigation of language varieties. Also, sociolinguists like the American Dell Hymes went on to put forward a broader concept of ‘communicative competence’, which drew attention to language use in social context. This had a tremendous impact on language teaching, encouraging a more critical look at language and sharpening an awareness of the need to make language relevant to students’ needs and to provide opportunities for language use in the classroom.

However, these developments led some theorists, methodologists, teachers and syllabus designers to go overboard so much so that many of them started advocating a ‘no grammar’ approach in second and foreign language teaching and learning as in their opinion grammar teaching didn’t produce proficient second language users. But should grammar be blamed for such a predicament? The failure actually stems from the inadequacy of the methodologies that have traditionally been used to teach grammar, the methodologies which have failed to recognise the crucial distinction between teaching about language and teaching the use of language which in turn has led to a sort of an unbridgeable chasm between the true goal of language teaching and the means employed to achieve the goal. The true goal of all second language teaching is to produce students who can communicate well in the second language, comprehend and create at will novel utterances that conform to the grammatical system of the language (whether in speech or writing). What this entails is that we, as the teachers of English, should facilitate “free and unfettered language use, by providing our students with the linguistic means to create novel utterances through a carefully designed and presented program they can digest and enjoy.” (Rivers: 1983, p.33). But traditionally the language teacher has been focusing primarily on the “means” only, failing to recognise the need to encourage students to use these means to express meanings they themselves wish to communicate. For instance, the language teacher traditionally has been teaching discrete points of grammar in separate lessons, focusing mainly on the formal features of the language at the expense of encouraging students to use the language. This sort of an approach, perhaps, has its germ in the belief that the purpose of all teaching is to simplify learning and one way of doing that is to break down the contents into smaller parts and then present them in a sequential and graded manner.

However, research has shown that learners do not learn one thing perfectly one at a time, but learn numerous things simultaneously (and imperfectly). Hence traditional language teaching has been found to be defective on at least two counts: first, for treating language learning as a system of accumulating structural entities, and second, for neglecting language use. This inconsistency between the goal of second language teaching on the one hand, and the views regarding second language learning and the instructional actions of the teachers teaching the second language on the other, has led to a great dissatisfaction in the pedagogical circles because the methodologies adopted have not been able to yield the hoped-for results. This dissatisfaction, perhaps, was at the root of the reaction against grammar teaching, and this was occasioned also by the rise of CLT? the ‘strong’ version of which shunned grammar teaching altogether, believing that grammar would somehow take care of itself when the learners engaged themselves in communicative activities. This non-interventionist position with regard to grammar teaching was also given weight by a belief that what is ‘necessary’ and ‘sufficient’ for second language acquisition is comprehensible input in the target language, thereby implying that grammar instruction is not required.

However, numerous studies have proved it beyond doubt now that grammar-focused teaching is indeed required for increasing the proficiency of second and foreign language learners. For instance, a study conducted by Lightbown (cited in Devaki Reddy, 2006) points to the significance of grammar-focused instruction. Lightbown conducted an experiment with two groups of English as a Second Language (ESL) learners ¾ one group received comprehensible input through listening and reading without any teacher intervention, and the other group had the guidance of a teacher and were also given ample opportunities for language production. It was found that the group which had the guidance of a teacher, who made the students aware of the various grammatical structures in meaningful contexts, performed better than the other group. This study and many other similar ones resolve one of the great dilemmas of language pedagogy: whether or not grammar teaching is required. Surely grammar-focused instruction is a necessity, but does it mean that one is justified in using the traditional grammatically structured syllabuses (which are still ubiquitous in many parts of India!)? The answer is a loud ‘No’ because these kinds of syllabus and the teaching which accompanies them do not produce communicative competence. These are good enough only for presenting explicit rules and paradigms, providing as they do little or no scope for language learning activities in which communication among learners can occur. So between the two extremes ¾ traditional grammar teaching in which grammar rules are presented as models to learners in a linear fashion on the one hand, and the ‘strong’ version of CLT which neglects grammar teaching altogether on the other¾is there a middle-ground position possible, a position where learners could be involved in communicative tasks with a focus on meaning while at the same time there would be an ample opportunity to focus on form as well? One interesting option is the flexible model for task-based learning, proposed by Jane Willis (1998), which consists of a ‘pre-task’ phase, a ‘task-cycle’ phase and a ‘language focus’ phase. In this model, tasks are, of course, the central component but grammar is not forgotten altogether as in the last phase there are both analysis of the language used and practice of new structures. In the first phase, the ‘pre-task’ phase, the teacher or rather the ‘facilitator’ introduces the topic to the learners and gives instructions for the task that the learners have to perform.  In the next phase, the ‘task-cycle’ phase the learners begin by carrying out the communicative task with the liberty to use any language structure they want. This allows them the freedom to focus on the meaning of their message thereby making it akin to real-life communication. In the final phase, the ‘language focus’ phase, the teacher initiates an analysis of the language used in which the learners should be encouraged to participate actively as well. However, much of the technical grammatical jargon associated with traditional grammar teaching may best be avoided while at the same time, learners should be made aware of which structures are ungrammatical or inappropriate by providing them with grammatical or appropriate counterparts.

In the ultimate analysis, it could be said that this model of grammar teaching is an attractive one as it liberates people from the drudgery of traditional ‘transmission’ approach to grammar teaching and learning in which the learners, rather passively, acquire knowledge from the teacher? Moreover, it’s great fun to do and, therefore, motivating as well.

References:

Devaki Reddy, S. “To Teach or not to Teach Grammar.” Contemporary Themes and Issues in Language Pedagogy. Ed. V. Narang.   New Delhi: Books Plus, 2006.

Rivers, W. M. Communicating Naturally in a Second Language. Cambridge: Cambridge UP, 1983.

Willis, J. 1998. “Task-Based Learning: What Kind of Adventure?” The Languag Teacher.12October2007.‹http://www.jaltpublications.org/tlt/files/98/jul/willis.html.

About Author:

Anindya Syam Choudhury has an MA in English and a PGCTE and a PGDTE from EFL University, Hyderabad. He has also completed the Trinity College Certificate in TESOL at London recently. Presently, he is with the Department of English, Assam University, Silchar, as an Assistant Professor. His areas of interest include Grammar Pedagogy, Task-based Language Teaching and Learner Autonomy.

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]]> http://eltweekly.com/more/2010/02/49-research-article-grammar-in-second-and-foreign-language-pedagogy-by-anindya-syam-choudhury/feed/ 2 #38, Research Article: The Role of Technology in Pervading English in Non-Anglophonic Regions by Aadhi. Ramesh Babu & A.Komuraiah http://eltweekly.com/more/2009/10/38-research-article-the-role-of-technology-in-pervading-english-in-non-anglophonic-regions/ http://eltweekly.com/more/2009/10/38-research-article-the-role-of-technology-in-pervading-english-in-non-anglophonic-regions/#comments Sun, 25 Oct 2009 07:52:17 +0000 Tarun Patel http://eltweekly.com/more/?p=598 The Role of Technology in Pervading English in Non-Anglophonic Regions

By Aadhi. Ramesh Babu & A.Komuraiah

 The main purpose of language is communication and we know that there are various scientific and technical inventions have been introduced for communicative purposes English language classroom.This paper gives some methodological frameworks which will make sure success for inexperienced teachers in using various communication technologies, i.e., radio and video programmers in English. We know that English is an international and global language. Sometimes for non-native speakers like India or Africa, it is a foreign or second language. When teacher teaches English for them using the devices like T.V. or computers or radio, he must be very careful. In this way Dave Willis says “several such devices, while making positive contributions to learning, are potentially dangerous if they are overused or misused by a thoughtless programme planner or teacher who harnesses their potential for effective student control rather than effective teaching.”

Why should we use video, TV and radio in English language teaching? Can’t we teach effectively without using these? We would like to give some points about all the technological devices. Firstly, about the T.V. programme, it is a highly effective teaching medium. Video is a valuable and possibly underused classroom tool. There is always the temptation to simply put a video on at the end of term and let our students watch a film without even challenging them to be actively involved. In some listening exercises the teachers must concentrate on specific dialogue to enable the students to learn. It is necessary to challenge them to listen when dealing with features of pronunciation. Movies provide a good source of authentic listening material for the practice of pronunciation. It enables them to speak in good pronunciation.

The advantages of T.V. progammes are:

1. The programme can be played as many times as the learner wants. We very rarely hear a disembodied voice in real life but as teachers we constantly ask our students to work with recorded conversations of people they never see. This is often necessary in the limited confines of the language school and sometimes justifiable, for example, when we give students to practice situational dialogue, we have to add a whole new dimension to aural practice in the classroom by using video. The setting, action, emotions, gestures, _ etc, that our students can observe in a video clip; provide an important visual stimulus for language production and practice.

2. A short sequence from the programme can be selected for intensive study and worked on by the teacher in the classroom. If the students need it, they can watch it again and again.

3. The learners can concentrate on the language in detail and can interpret what has been said, repeat it, predict the reply.

4. Video can aid meaning by showing relevant information in close-up. It is very useful to the students.

5. The students can learn the culture of the target language in action.

6. The students can easily remember what they have seen on the T.V.

T.V. in English Language Teaching:

T.V. is used in teaching English language for several reasons. It offers visual and audio clues to meaning. The learners try to pay attention to the language and also see the context in which it is used. T.V. brings the outside world into the classroom and it provides the learners and teachers to speak something in the classroom. It can motivate the students to speak the sentences. The students can enact by looking others speeches on the T.V. They find it an attractive way of learning since it introduces a change from the teacher and the textbook.

Planning and teaching lessons based on video:

Video is not a method but it is an aid to the teacher. Teachers must plan lessons around a video or plan lessons using video as one of the aids. We know that a basic lesson plan is a platform to a successful teaching and so we have to prepare plan using video. For a successful class, a lot preparation is needed and the teacher should be ready to deal with all kinds of language problems and it is not too difficult to prepare a lesson plan for teaching with video. A few points in preparation for lesson using video are. The first is that select of video extract of about two minutes, the second is that select of language to be taught and the last one is prepare a lesson plan including worksheet for comprehension. We divide three stages of a lesson using video. They are comprehension (set up the situation, and active task) language study and transfer exercises using role play, acting out, etc…It is the framework of a basic lesson plan for teaching with video. During the first stage, the students will know the comprehension questions. During the second stage, the video is studied intensively and the language is selected and practiced and it is used in various situations. 
 
Techniques and communicative activities based on video sequences:

The students watch the video without disturbance and build up sense of situation based on dress, environment, expression, gesture and actions. It encourages the students to expect certain kinds of language.

The T.V. set is covered with a news paper or with something, the students do not watch it but they pay their attention to the sound. This will help them in improving the listening skills. The students compare their performances when the teacher plays the video sequence finally with sound and vision.

Prediction is one of the important activities with video. The students can use voice,    scene, expression and gesture as a clue to what will happen next. At the end of the session, one or two students will explain or tell the story of that day’s video in their own words. This will enable their listening and speaking skills.

The teacher will play situation dialogues video to the students. They listen and practice it.

The more conventional and traditional activity which helps students focus on the language in the video. The teacher would provide a script of the sequence under study and the students have to fill in the gaps.

By showing the pictures in the video, the teacher will ask a few questions regarding to it and to elucidate it.

Why we use computers in English Language Teaching:

Computers play a vital role in English Language Teaching. Computers are most popular among students either because they are associated with fun and games or because they are considered to be fashionable. Student motivation is therefore increased, especially whenever a variety of activities are offered, which make them feel more independent. We know that computers are impacting on the two things: one is subject matter and the English language. Computers have now become much more than a tool or a tutor for developing language skills. It is now less a question of the role of computers in the language classroom and more a question of the role of the language classroom in an information technology society.

We use the computers for the student’s improvement in English. Students can use the computer to develop and practice their English. A second perspective was in the use of computers for assisting and understanding of what constitutes the English language and how it works. This statistical analysis of language, initially analysis of written language, but more recently spoken language, has allowed us to examine the frequency of words and this has informed the profession from several perspectives. It has given us insights into the most useful vocabulary to teach and facilitated the emergence of the lexical syllabus. It has also allowed us to look at form-based words and this has given us insights into the grammar that we teach. By using computer, shy or inhibited students can be greatly benefited by individualized, student-centered collaborative learning. High fliers can also realize their full potential without preventing their peers from working at their own pace.

There are many changes in English teaching by using computers and the technological innovations. We are using internet for English teaching in this modern age. By sending E-mail and joining newsgroups, EFL students can communicate with people they have never met. They can also interact with their own classmates. Furthermore, some Internet activities give students positive and negative feedback by automatically correcting their on-line exercises. A foreign language is studied in a cultural context. In a world where the use of the Internet becomes more and more widespread, an English Language teacher’s duty is to facilitate students’ access to the web and make them feel citizens of a global classroom, practicing communication on a global level. Of course using of Internet is sometimes a contradictory matter in English teaching. Jarvis and Atsilarat suggest “the Internet may be a contributory factor in shifting away from a communicative towards a context-based approach to language teaching pedagogy”2

The Advantages of Computer in Organizing English Teaching and Learning:

The computer has certain strengths of handling the English teaching and learning. There are many advantages of the computer can be recognized:

1. Its capacity to control presentation.

Unlike a book, it can present fragments which add up to a whole; it can do so with any built-in time delay chosen by the students or selected for him. It can combine visual or graphic information with text; it can highlight features of text using color and movement. Potentially this is a great advantage over the linear fixed presentation of a book

2. Its novelty and creativity

Yes, oddly enough the computer is creative. Unlike any other classroom aid, it can vary the exercise each time. It is done and adapted its language to what the students produce, within certain limits.

3. Feedback

The computer is capable of analyzing what the student does and taking account of this in what it does next. One way of using this capability is through error correction; the student’s mistakes can be characterized and the appropriate advice given to him; or the computer may best its next move on an analysis of what the student types, whether in terms of increasing difficulty of the exercise, or of an answer in an exercise, or of altering the screen display.

4. Its adaptability

The first three advantages of the computer applied to the student, the last applies to the teacher. Unlike books or tapes, which are produced in a single uniform from publisher, computer programs can be adapted by the teachers to suit the needs of their students. A sophisticated way of doing this is for the teacher to master sufficient programming expertise to adapt the vocabulary, the level, the scoring scheme, or whatever of a program to his or her students.

Why we use radio in English Language Teaching:

In India, we have the large classes and most of the schools and colleges do not have T.V. and videos.  Radio becomes the means of communication of a foreign language across large areas of the world. These are more available in cars or buses and certain parts in home like kitchen. The most important thing is that radio can take listeners ears and it keeps them on concentration and that we do not find in the case of T.V. or video. Radio gives more examples in language learning. Asif Shuja says “Although radio programme is less successful in the presentation of a foreign language in context and in communicating meaning, it is more successful at giving examples of that language”3  

When the listener listen T.V. or video news or programmes, they may not keep you on the track of language learning but radio is an excellent way of developing listening ability. English Language teaching suggests that the learners should listen to radio news that enable them understanding English though they are non-native speakers. Listening to the radio helps to train the ear of the learner and also it improves fluency. It makes the learners as native speakers that are why most of the learners all over the world listen to the BBC World Service news for British English. The teacher needs to grade the activities used in the news, starting with the structure of the news, then dealing with headlines. News will improve the students all the study skills like listening, speaking, reading and writing. Radio lessons also help the learners in learning English, so for these reasons the teachers must encourage the students to listen the radio news.

Does new technology replace the teachers?

Without the teacher also, the students can attend the programmes and develop their skills by video. Then why the teachers are? The most important thing is that the students are motivated by the teachers only. Video, computers or radio will teach but they do not attract in such a way that teacher does. Expensive equipments are used for the English communication laboratory. We think they will help in many ways but mayn’t give the answers to the students’ questions in an easy way. In this point, Herschbach argues firmly “the new technologies probably will not replace the teachers, but will supplement their efforts, as has been the pattern with other technologies. The technologies will not decrease educational costs or increase teacher productivity as currently used.”4     

In this competitive world, students should need to learn how to deal with large amounts of information across the world. At the same time, the role of the teacher has changed as well. We, as teachers, are not the only source of information any more, so we should act as facilitators so that students can actively interpret and organize the information they are given, fitting it into prior knowledge. When we do like that, students will have become active participants in learning and are encouraged to be explorers and creators of language rather than passive recipients of it. 

Notes:

Dave Willies “The Potential and Limitations of Video” Video Applications in English Language Teaching. Pergamon Institute of English: Oxford (1983): 17-28.
Jarvis, H. and Atsilarat, S. Shifting Paradigms: From a Communicative to a Context-based Approach. Asian EFL Journal 6:4 (2004)
Asif Shuja “The Use of Communication in the Teaching of English Language in     India” English Studies in India (ed) G.R.  Malik. and Mohammad Amin, University of Kashmir: Srinagar 9 (2001) 90.
Herschbach, D. “Addressing Vocational Training and Retaining Through      Educational Technology: Policy Alternatives” Information Series No. 276. Columbus, OH: The National Center for Research in Vocational Education. (1994)

9. Klein.W.  Second Language Acquisition. Cambridge: Cambridge UP (1996): 167.

Aadhi Ramesh BabuAadhi Ramesh Babu, Assistant Professor of English in Kamala Institute of Technology and Sciences, Huzurabad, Karimnagar, Andra Predesh, has been teaching English to undergraduate students for the last 10 years. Besides being a seasoned teacher, he conducts spoken English classes for rural students. He did M.A. English and M.Phil from Kakatiya University, Warangal, Andra predesh. He has also done P.G.C.T.E. and P.G.D.T.E. from CIEFL. He has presented many research papers at National Conferences. Currently he is pursuing Ph.D in English.

A.Komuraiah is Senior  Lecturer in A.K.V.R. Co-operative Colleges, Mulkanur, Karimnagar, A.P.

**ELTWeekly Team would like to thank Aadhi Ramesh Babu & A.Komuraiah for contributing this article.

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]]> http://eltweekly.com/more/2009/10/38-research-article-the-role-of-technology-in-pervading-english-in-non-anglophonic-regions/feed/ 0 #36, Research Article: ‘The Use of L1 in Teaching English’ by Ms Daisy http://eltweekly.com/more/2009/10/36-research-article-the-use-of-l1-in-teaching-english-by-daisy-n/ http://eltweekly.com/more/2009/10/36-research-article-the-use-of-l1-in-teaching-english-by-daisy-n/#comments Fri, 02 Oct 2009 04:49:36 +0000 Tarun Patel http://eltweekly.com/more/?p=498 The Use of L1 in Teaching English

by Ms Daisy

The issue of using L1 (mother tongue) in teaching English has become debatable, in fact there are no clear guidelines on it. Most of the teachers feel that use of L1 should be minimized and feel guilty if they use it frequently. But if asked why they feel so, it is difficult for them to answer.

The general assumption is that English should be learnt through English, like one learns mother tongue and not by using L1. But the idea that learner should learn English like a native speaker does, or try to think in English is an inappropriate and unachievable aim. English is a world lingua franca and what we should be aiming for today is to make our learners speakers of English. Moreover a dangerous side- effect of banishing L1 from the English classroom is the implication that somehow the learners’ mother tongue is inferior, or does not count, thus discriminating against the learners’ linguistic identity.

The only valid argument in my opinion, in favor of minimizing (not banishing) L1 use is that over-use of L1 lessens the time available for English use in the classroom. Obviously we want our students to have maximum exposure to English in our lessons. But this is possible only by limiting L1 use, not banishing it altogether. Insisting on using English even when students does not understand what is being said may lead to the message it does not matter if you do not understand’ or the morale-lowering assumption by learners, ‘I don’t understand English’.

This leads to the belief that use English as long as the students understand it well enough to get the message, and insist on their using it as long as they can get their message across. Otherwise, allow L1 use. Some purposes of L1 use might be: for explaining difficult grammar, for giving instructions which might not be understood in English, for checking comprehension for saving time which can then be used for communicative work in English.

Now the question is how to decide when to use English and when to use L1? It is essentially a question of professional judgment. Many times during a lesson we need to ask ourselves: should I insist on English here, or should I use mother tongue? It is necessarily a split second decision. The answer will depend essentially on how easy or difficult the message will be to convey and understand in English.

Another possibility which emerges out of this whole debate is of using L2 and then L1. The solution of saying things in English and then translating into L1 incidentally is not a solution at all. Students learn very quickly that they do not need to listen to the English ad the mother tongue version is coming up, and this strategy simply gets them used to ignoring the English. The decision as to which language to use in any specific case has to be made, you can not ignore it. These dosses not mean that there is no place for translation.

In fact the issue of L1 in L2 teaching is connected to some more pertinent issues. A few of such issues are:

1. Can mother tongue(s) be used in a multi-lingual classroom?
2. What is the place of L1 in explaining vocabulary?
3. Is it useful to compare/contrast L1 and English?
4. Can L1 help error correction?
5. Can translation be useful in the English classroom
6. Can/should L1 be used in classroom management?

One of the opinions on the issue is that L1 must be used only when a teacher or a speaker in a conversation is at a loss for words and when the conversation is stuck in a rut. Certainly, natural acquisition through immersion in the home, may be through TV Channels etc but its success depends on two main factors: (a) a lot of opportunities for exposure, (b) sheer time, and ready availability of TV and other means and a lot of motivation. For a lot of teachers, teaching large heterogeneous classes of unmotivated learners, neither of these conditions exists. In such a situation mother tongue can substantially assist learning.

Most of us would agree that extensive use of L1 does not help any one, including the teachers themselves. However I do believe that it can be useful in limited doses in the classroom and especially for lower levels. Apart from the purely technical aspects of language acquisition, there are other factors at work in the classroom. Among the most important is the development of a good rapport between students and teacher. This is made easier if the student can express themselves, at least during the first stage of learning a language, in their own tongue. Otherwise students may feel unwilling to express any queries they have or avoid contributing to the lesson at all.

Another interesting situation is, when the teacher does not know the L1, or learners speak different languages. In such a situation a teacher can make use of another language that they both know, in order to facilitate understanding. The use of a stronger language to facilitate a weaker language. Moreover learners can help each other by translating things when the teacher can not do. About explaining grammar, there are various opinions; whether to explain it in L1, whether to explain it at all, how much detail to use. The only succinct reply to that is to use L1 occasionally to clarify certain grammatical rules.

Teaching L2 the same way, learners learned their L1, this idea is not justifiable because in a school learning situation,we can not give learners the kind of exposure, motivation and number of factors which a child has when learning mother tongue. You should have clear rules in the mind, when L1 is not allowed and stick to your drawn boundaries. Although there are some valid reasons for using L1 in the classroom, it is often resorted to when teachers worry that their learners won’t understand. I think we must trust our learners more and give them the chance to experiment. Of course our attitude to errors matter a lot in this regard.

The most important thing a teacher can do in the classroom is to create the condition in which the learner feels that he/she belongs. We must understand that in learning a foreign/second language we are doing more than simply absorbing a body of knowledge, in fact we are dealing with students’ sense of identity, especially in case of adult learners, whose sense of self has fully developed. It is useful to use L1 in the classroom, by sandwiching some expressions or words in L2 with L1 and it works wonderfully.

There is no need to feel guilty when using L1. It is a point of professional judgment and this is especially so when the teacher is not able to convey ideas in the L2. The question of using L1 or not has not been answered satisfactorily to date. However two trends appear; (a) the idea of translating to the L1 difficult words and parts of any text teachers are working with where spending time on them would be a waste of effort and confusing, (b) the teachers using the L1 to give instructions or explanations of the procedures of the lesson and its rationale, so that aims and objectives of the lesson are clear and achievable. How about incorporating texts written in L1 into the L2 lessons? It could bring out differences between the two languages and as such help overcome kinds of fossilization that can occur because of other kinds of teaching where the differences are so great that the differences do not lead itself to learners making the kinds of mental adjustment that are required.

Conclusion: There is no rule that you should never use L1 in English lessons, nor on the other hand is there any excuse for using L1 most of the time. Like many other teaching strategies, the use of L1 involves rapid on-your-feet decision making: is it worth switching to L1 at this point? Or would it be better to stay with English? We should finally free ourselves from the misconceptions and try to appreciate the existing alliance between the L1 and L2. Our ultimate aim should be to have students who are proficient L2 users rather than deficient L1 speakers.

About Daisy

Daisy Nehra ELTDaisy, a poet by nature is an Assistant Professor of English in BPS Women University, Khanpur Kalan (Sonipat) Haryana. She has been teaching undergraduate students for the last 15 years. Besides being a seasoned teacher, she is also engaged in training school teachers in effective teaching of english. Also, she has jointly been awarded a Major Research Project by UGC on teaching of English in Haryana. She has presented many research papers at National Conferences and has published three text books. She is pursuing Ph.D in English.

**ELTWeekly would likt thank Ms Daisy for contributing this article.

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]]> http://eltweekly.com/more/2009/10/36-research-article-the-use-of-l1-in-teaching-english-by-daisy-n/feed/ 0 ELTWeekly Issue#34, Research Paper: Anxiety in Language Learning http://eltweekly.com/more/2009/09/eltweekly-issue34-research-paper-anxiety-in-language-learning/ http://eltweekly.com/more/2009/09/eltweekly-issue34-research-paper-anxiety-in-language-learning/#comments Fri, 18 Sep 2009 07:15:57 +0000 Tarun Patel http://eltweekly.com/more/?p=438 Anxiety in Language Learning

by Melahat Amir Jahansouz Shahi, Iran

Abstract

Anxiety is one of the most challenging obstacles to overcome in learning a new foreign language. Learners are afraid of making mistakes, of looking and sounding foolish, of being vulnerable. They like feeling smart, worthy of admiration, respected for their skills and knowledge, knowing their true personality is coming through. That can be hard to do in a foreign language, especially in the beginning. Moreover, as it is statistically demonstrated, anxiety can be a determining factor in test performance of students. Due to the apparent importance of this factor in language learning, it seems relevant to focus on this element more. This article is an attempt to provide some of the underlying points in this regard, discussing its effects on different facets of language learning, and offer some important tips for the learners to overcome the problems arising from it.

Introduction

It has been observed that some students in English classrooms experience anxiety. This psychological state-anxiety has been investigated by many linguists and psychologists in recent years. Anxiety has been regarded as one of the most important affective factors that influence language learning.

Much research (e.g./Aida, 1994; Bailey, 1983; Crookal and Oxford, 1991; Ely, 1986; Horwitz, Horwitz, & Cope, 1986; Horwitz & Young, 1991; Ganschow & Sparks, 1996;  Krashen, l985b;  MacIntyre, 1995; MacIntyre & Gardner, 1988, 1989, 1991; 1994; Muchnick & Wolfe, 1982; Price, 1988, 1991; Schlesinger, 1995; Trylong, 1987; von Wörde, 1998; Young, 1990, 1991, l992)  has consistently revealed that anxiety can impede foreign language production and achievement. Language anxiety is experienced by learners of both foreign and second language and poses potential problems “because it can interfere with the acquisition, retention and production of the new language” (MacIntyre & Gardner, 1991, p. 86)

The issue of anxiety in L2 learning has been widely recognized for its significant impact on the L2 learners. This is especially so in the various socio-cultural contexts in which they are required to express themselves in a language of which they have little command (Horwitz, Horwitz, & Cope, 1986; MacIntyre, 1999; Young, 1991). Although language anxiety is sometimes viewed as a helpful “energizer” for approach such complex tasks as L2 learning, the potentially harmful effects of anxiety, often called “debilitating anxiety” (Brown, 1994), cannot be easily dismissed in the context of L2 teaching.

The primary goal of this research was to identify those factors, as perceived by students that may contribute to anxiety, and those factors that may reduce anxiety in an attempt to understand more fully the role that anxiety may play in learning a foreign or second language.

Definition of Anxiety

As we all know, anxiety is a negative way to present human feelings. When we are anxious, we feel nervous, worried, and fearful.  We struggle, shake, perspire, and our hearts beat quickly.  When we are learning a foreign language, most of people have language anxiety. Anxiety is a kind of troubled feeling in the mind. It is a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system (Horwitz, 1986)..Consideration of psychological aspects of learning is important in the study of anxiety, as can be seen in Scovel’s reference to an emotional state of “apprehension, a vague fear that is only indirectly associated with an object” (1978), and in Horwitz et al’s (1986) “subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system.” Such psychological definitions most commonly refer to a “transitory emotional state or condition characterised by feelings of tension and apprehension and heightened autonomic nervous system activity” (Spielberger 1983), a state which can have both negative and positive effects, and which motivates and facilitates as well as disrupting and inhibiting cognitive actions such as learning.

Language Anxiety

Language anxiety, a type of anxiety specifically associated with L2 learning contexts, can arise from many kinds of sources, according to the learners’ individually unique frame of reference (Skehan, 1989; Young, 1991). The language classroom setting, for instance, naturally presents itself as an anxiety-provoking situation to some learners, as it often involves constant evaluations from others as well as from the learner him/herself. In such an environment, chances of being evaluated might serve as a reminder of the learner’s current L2 competence in comparison to others’ or idealized images of him/herself as a successful language learner (Eharman, 1996). As Horwitz et al. (1986) clearly note, “any performance in the L2 is likely to challenge an individual’s self-concept as a competent communicator and lead to reticence, self-consciousness, fear, or even panic” (p. 128).

According to Horwitz et al. (1986), language anxiety, a distinct phenomenon particular to language learning, comprises three componential sources, especially in relation to various kinds of L2 activities that the learners perform in the classroom:

1) communication apprehension, 2) test anxiety, and 3) fear of negative evaluation. Communication apprehension, which generally refers to a type of anxiety experienced in interpersonal communicative settings (McCroskey, 1987), is relevant to second/foreign language learning contexts. Especially in the language classroom where the learners have little control of the communicative situation and their performance is constantly monitored by both their teacher and peers (Horwitz et al., 1986), communication apprehension seems to be augmented in relation to the learner’s negative self-perceptions caused by the inability to understand others and make oneself understood (MacIntyre & Gardner, 1989, 1991c).

Such feelings of apprehension that second/foreign language communicative contexts induce often accompany fear of negative evaluation from others. Watson and Friend (1969) characterize it as “apprehension about others’ evaluations, avoidance of evaluative situations, and the expectations that others would evaluate oneself negatively”(p. 448). As Gardner and MacIntyre (1993) also note, such feelings of apprehension can be characterized by “derogatory self-related cognition, feelings of apprehension, and physiological responses such as increased heart rate”. Even in small group discussions, for instance, some learners might feel anxious for fear of negative evaluation from their peers, possibly resulting in being quiet and reticent, contrary to their initial intention to participate. Such psychological dilemmas of L2 learners between willingness to speak up in the classroom and fear of losing their self-esteem in front of others seems to be a ubiquitous phenomenon in second/foreign language classroom settings (Bailey, 1983; Cohen & Norst, 1989).

Another conflict within L2 learners, which may attribute to their unrealistic expectations or beliefs on language learning and achievement, can often be instantiated as frustration or anger toward their own poor performance on language tests. Although many students are afraid of tests in general, those who are required to take them in a foreign/second language might feel more pressure, challenged by the fact that they need to recall and coordinate many grammar points at the same time during the limited test period. As a result, they may put down the wrong answer or simply “freeze up” due to nervousness, even if they know the correct answer (Price, 1991; MacIntyre & Gardner, 1994).

According to Tobias (1979, 1980, 1986), anxiety may work as a mental block to cognitive performance at all three cognitive stages: Input, Processing, and Output. In other words, anxiety arousal, which is typically associated with self-deprecating thoughts, fear of failure, or worry over performance procedures, may compete for cognitive resources that normal cognitive processing will demand. Because the capacity for information processing is limited, when combined with anxiety related self-thoughts, the mental processing is naturally overloaded to the extent that language performance is impaired (Eysenck, 1979). Moreover, even superior students who are excessively concerned about their performance may become so anxious that they attempt to compensate by studying even harder (e.g., in the form of “over-studying,” as stated by Horwitz et al., 1986) because their compulsive efforts do not lead to their intended performance.

Test Anxiety

Many students experience some level of anxiety before, during or after an exam. When anxiety affects exam performance it has become a problem and it can be a powerful motivator. However, some student experience test-related anxiety to such a degree that it can lead to poor performance and interfere with their learning. These students suffer from test anxiety also called examination anxiety.

Anxiety is described as an uncomfortable emotional state in which one perceives danger, feels powerless and experiences tension in preparation for an expected danger. It is generally classified into three types: Trait, state and situation-specific anxiety.

  • Trait anxiety, a more permanent disposition to be anxious, is viewed as an aspect of personality.
  • State anxiety is an apprehension that is experienced at a particular moment in time as a response to a definite situation.
  • Lastly, situation-specific anxiety is related to apprehension aroused at specific situations and events (Ellis, 1994).

Language anxiety is an effective factor that affects achievement in L2 (Gardner, 1985). It is a distinct complex of self-perceptions, beliefs, feelings and behaviors related to classroom language learning arising from the uniqueness of language learning process (Horwitz et al., 1986). Depending on the synthesis of research context on L2 anxiety, Gardner and MacIntyre (1993) describes it as the apprehension experienced when a situation requires the use of L2 with which the individual is not fully proficient. Thus, L2 anxiety is described as a situation-specific anxiety. It has three varieties: Communicative apprehension, fear of negative evaluation, and test anxiety.

  • Communicative apprehension occurs when learners have immature communication skills although they have mature ideas and thoughts. It is a fear about real communication with others.
  • Fear of negative evaluation occurs when L2 learners feel that they are not able to make the proper social impression. It is an apprehension about others’ evaluation, avoidance of evaluative situations, and the expectation.
  • Test anxiety is an apprehension over academic evaluation. It is a fear of failing in test situations and an unpleasant experience held consciously or unconsciously by learners in many situations. It is a type of anxiety concerning apprehension over academic evaluation which comes from a fear of failure (Horwitz and Young, 1991).

There are some factors that have an influence on students’ reactions to language tests. These are perceptions of test validity, time limit, test techniques, test format, length, testing environment and clarity of test instructions (Young, 1999). Test validity is one of significant factors that provoke test anxiety. Young (1991) found that students experience anxiety if the test involves content that was not taught in class. Similarly, Horwitz and Young (1991) noted that tests in the lack of face validity led to higher anxiety and a negative attitude toward instruction. Furthermore, Madsen (in Young, 1999) investigated the effects of anxiety on ESL tests and found that high anxiety producing tests were also perceived by students as less valid.

Time limit is another factor that increases test anxiety and decreases performance. In a study conducted by Ohata (2005), learners sometimes felt pressured to think that they had to organize their ideas in a short period of time. Using an inappropriate test technique is one of the reasons that cause test anxiety. As Young (1991) reported, students felt anxious when they had studied hours for a test and then they found that question types with which they had no experience. In the study, it found that learners experienced anxiety with a particular test format. In addition to the anxiety provoking factors mentioned above, learners’ capacity, task difficulty, the fear of getting bad grades, and lack of preparation for a test are the other factors that make learners worried.

Potential Sources of Language Anxiety

In relation to the performance anxieties mentioned above, Young (1991) also offers an extensive list of the potential sources of language anxiety. She discusses the six potential sources of language anxiety, some of which are associated with the learner, some with the teacher, and others with the instructional practice. She argues that language anxiety can arise from:

  1. personal and interpersonal anxieties;
  2. learner beliefs about language learning;
  3. instructor beliefs about language teaching;
  4. instructor-learner actions;
  5. classroom procedures; and
  6. language testing.

Although there are overlaps with the three performance anxieties, some of these six categories are worth examining here, because they are addressing still other critical issues that may underlie or affect the formation of student anxiety:

  1. socio-psychological issues of language anxiety,
  2. learner/instructor beliefs on language learning and teaching, and
  3. Instructor-learner interactions/ classroom procedures.

What are the causes of test anxiety?

Test anxiety can develop for a number of reasons:

  1. There may be some prior negative experience with test taking that serves as the activating event.
  2. Students who have experienced, or have a fear of, blanking out on tests or the inability to perform in testing situations can develop anticipatory anxiety. Worrying about how anxiety may affect oneself can be as debilitating as the anxiety itself. This kind of anxiety can build as the testing situation approaches, and can interfere with a student’s ability to prepare adequately.
  3. Lack of preparation can contribute to test anxiety. Poor time management, poor study habits, and lack of organization can lead to a student feeling overwhelmed. Students who are forced to cram at the last minute tend to feel less confident about the material covered than those who have been able to follow a structured plan for studying. Being able to anticipate what the exam will cover, and knowing all the information has been covered during the study sessions, can help students to enter the testing situation with a more positive attitude.
  4. Test anxiety may also have a genetic component.
  5. Lack of confidence, fear of failure, and other negative thought processes may also contribute to test anxiety. The pressure to perform well on exams is a great motivator unless it is so extreme that it becomes irrational.
  6. Perfectionism, low self-esteem, and feelings of unworthiness provide unreasonable goals to achieve through testing situations. When a student’s self-esteem is too closely tied to the outcome of any one academic task, the results can be devastating. In these situations, students may actually spend more time worrying about the test than actually studying for it.

What can be done to alleviate the effects of anxiety?

A. In the Classroom:

Is the classroom a safe and secure place for learning or is the teacher’s approach to teaching the language causing us to feel anxious?

In humanistic psychology, the role of individual differences in creating personal meaning is emphasized. Thus, emotions, attitudes, motivations, interest, needs, and beliefs of learners are considered as influential factors in language learning. In doing so, the teacher is responsible for creating a feeling of security and trust among the learners, and he/she is always there to create a supportive environment in which learners can discover their own problems and gradually remove them.

Teachers therefore play a significant role in the amount of anxiety students experience. If your teacher is making you unduly nervous, excuse yourself from his or her class and study with a tutor. If you are easily anxious, you need teachers who are more like friends helping you to learn and less like authority figures goading you to perform.

This avoids ‘defensive learning’ where the student, in order to avoid humiliation and embarrassment, hides behind defense mechanisms for protection of their self-esteem. So, the ‘natural child’ in us – creative, spontaneous, curious, free of fear – is therefore allowed to emerge freely and openly, not being under the parental gaze of the critical teacher. Instead, it rests in an accepting warmth and understanding where defensive learning is unnecessary.

B. In the Community

In order to try to alleviate the effects of anxiety, we can:

1.  Avoid embarrassing situations and try to have a contact with local people.

2. Try to go outside to find people with whom we can practice the language.

3. Find safe and secure places for practicing language where it is okay to make mistake, where we won’t be humiliated or embarrassed.

Anxious language learners have a great fear of public embarrassment – making a fool of themselves in front of other people. So they need to find the right persons, some friendly native speakers with a gentle, empathetic personality where, in a safe and secure environment, they can do what so desperately want to do to improve their language. We also need to adjust our expectations as to how soon we ought to be mastering the language. We are all going to make mistakes, and we need to see that errors are a useful source of information about the language. So try not to feel so bad when you don’t get it right the first time.

One of the ways to decrease the level of anxiety is to build confidence. Here are some tips that may help:

  • Developing good study habits and strategies;
  • Managing time (dealing with procrastination, distractions, laziness);
  • Organizing material to be studied and learned (Take a step by step approach to build a strategy and not get overwhelmed);
  • Outside pressures: success/failure consequences (grades, graduation), peer pressure, competitiveness, etc.
  • Reviewing your past performance on tests to improve and learn from experience.

Test preparation to reduce anxiety:

  • Approach the exam with confidence;
  • Use whatever strategies you can to personalize success:  visualization, logic, talking to your self, practice, team work, journaling, etc. View the exam as an opportunity to show how much you’ve studied and to receive a reward for the studying you’ve done.
  • Be prepared!
    Learn your material thoroughly and organize what materials you will need for the test.  Use a checklist.
  • Choose a comfortable location for taking the test with good lighting and minimal distractions.
  • Allow yourself plenty of time, especially to do things you need to do before the test and still get there a little early.
  • Avoid thinking; you need to cram just before.
  • Strive for a relaxed state of concentration;
    Avoid speaking with any fellow students who have not prepared, who express negativity, who will distract your preparation
  • A program of exercise is said to sharpen the mind
  • Get a good night’s sleep the night before the exam
  • Don’t go to the exam with an empty stomach;
    Fresh fruits and vegetables are often recommended to reduce stress.
    Stressful foods can include processed foods, artificial sweeteners, carbonated soft drinks, chocolate, eggs, fried foods, junk foods, pork, red meat, sugar, white flour products, chips and similar snack foods, foods containing preservatives or heavy spices.
  • Take a small snack, or some other nourishment to help take your mind off of your anxiety. Avoid high sugar content (candy) which may aggravate your condition.
  • Do tell yourself that you will do your best on the test, and that will be enough.

During the test:

  • Read the directions carefully;
  • Budget your test taking time;
  • Change positions to help you relax;
  • If you go blank, skip the question and go on;
  • If you’re taking an essay test and you go blank on the whole test, pick a question and start writing. It may trigger the answer in your mind;
  • Don’t panic when students start handing in their papers. There’s no reward for being the first done.

If you find yourself tensing and getting anxious during the test:

  • Relax; you are in control. Take slow, deep breaths;
  • Don’t think about the fear; Pause:  think about the next step and keep on task, step by step;
  • Use positive reinforcement for yourself: Acknowledge that you have done, and are doing, your best;
  • Expect some anxiety; it’s a reminder that you want to do your best and can provide energy; just keep it manageable.
  • Realize that anxiety can be a “habit” and that it takes practice to use it as a tool to succeed.

After the test, review how you did:

  • List what worked, and hold onto these strategies; It does not matter how small the items are:  they are building blocks to success.
  • List what did not work for improvement.
  • Celebrate that you are on the road to overcoming this obstacle.

General Tips

Before you Begin:

1.      Preview the test before you answer anything. This gets you thinking about the material. Make sure to note the point value of each question. This will give you some ideas on budgeting your time.

2.      Quickly calculate how much time you should allow for each section according to the point value.

3.      Do a mind dump. Using what you saw in the preview, make notes of anything you think you might forget. Write down things that you used in learning the material that might help you remember. Outline your answers to discussion questions.

Taking a Test:

1.      Read the directions. (Can more than one answer be correct? Are you penalized for guessing? …). Never assume that you know what the directions say.

2.      Answer the easy questions first. This will give you the confidence and momentum to get through the rest of the test. You are sure these answers are correct. Try not to spend too much time on one question.

3.      Go back to the difficult questions. While looking over the test and doing the easy questions, your subconscious mind will have been working on the answers to the hardest ones. Also, later items on the test might give you useful or needed information for earlier items.

4.      Answer all questions (unless you are penalized for wrong answers).

5.      Ask the instructor to explain any items that are not clear. Do not ask for the answer, but phrase your question in a way that shows the instructor that you have the information but are not sure what the question is asking for.

6.      Try to answer the questions from the instructor’s point of view. Try to remember what the instructor emphasized and felt was important.

7.      Use the margin to help you figure out if the question does not seem clear or if the answer seems ambiguous.

8.      Circle key words in difficult questions. This will force you to focus on the central point.

9.      Express difficult questions in your own words. Rephrasing can make it clear to you, but be sure you don’t change the meaning of the question.

10.  Use all of the time allotted for the test. If you have extra time, cover up your answers and actually rework the question.

Conclusion

This study corroborates that anxiety can negatively affect the language learning and reducing anxiety seems to increase language acquisition, retention, and learner motivation. Therefore, it is suggested that awareness of language anxiety be heightened and taken seriously by teachers and students alike. Language teachers should acknowledge students’ fears and find ways to evaluate students without inducing high levels of anxiety. Good communication and feedback before and after tests is beneficial to decrease test anxiety of learners. Good communication between teachers and learners allows learners to express their feelings and comments. Teachers have to find ways such as assignments, group works, and projects to confirm and compare their students’ performance, knowledge and skills. As a result, L2 teachers who are in the center of test anxiety provoking issues also have the key role to decrease the level of test anxiety of L2 learners.

References

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Crookall, D., & Oxford, R. (1991). Dealing with anxiety: Some practical activities for language learners and teacher trainees. In E. K. Horwitz & D. J. Young (Eds.),

Language anxiety: From theory and research to classroom implications (pp.141- 150). Englewood Cliffs, NJ: Prentice-Hall.

Eharman, M. (1996). Understanding second language learning difficulties. Thousand Oaks, CA: Sage.

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Gardner, R. C., & MacIntyre, P. D. (1993). A student’s contribution to second language learning: Part Ö , Affective Factors. Language Teaching, 26, 1-11.

Horwitz, E. K., Horwitz, M. B., & Cope  J. (1986). Foreign language classroom anxiety.

The Modern Language Journal, 70, 125-132.

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]]> http://eltweekly.com/more/2009/09/eltweekly-issue34-research-paper-anxiety-in-language-learning/feed/ 5 ELTWeekly Issue#31, Research Paper: How to teach English Pronunciation to Non-native Speakers of English: Some Useful Techniques http://eltweekly.com/more/2009/08/eltweekly-issue31-research-paper-how-to-teach-english-pronunciation-to-non-native-speakers-of-english-some-useful-techniques/ http://eltweekly.com/more/2009/08/eltweekly-issue31-research-paper-how-to-teach-english-pronunciation-to-non-native-speakers-of-english-some-useful-techniques/#comments Tue, 25 Aug 2009 10:08:44 +0000 Tarun Patel http://eltweekly.com/more/?p=404 How to teach English Pronunciation to Non-native Speakers of English: Some Useful Techniques

by A. RAMESH BABU (Assistant Professor in English in Kamala Institute of Technology and Sciences, Huzurabad, Karimnagar. A.P. – India)

I would like to think about a few relevant questions to discuss some useful techniques of teaching English pronunciation. First, is it necessary to teach English pronunciation to non-native speakers of English, properly in countries where English is taught as a second or a foreign language like India or Africa? I think the answer is undoubtedly ‘yes’. Whatever language we speak, we should pay special attention to the sound system of that particular language. Every language has its own peculiar features different from others providing it language-specific uniqueness. In India, when we speak English, we should, as far as, like the English and not like the speakers of Hindi/Telugu/Bengali/Kashmir/Marathi or any other language.

My second question is that in which English do we speak? Should we aim at speaking R.P. (i.e. Received Pronunciation of English) or any other variety of English?  I would suggest that we should aim at speaking R.P. as long as we do not have standard General Indian English or other English and our goal should be to speak an internationally intelligible and acceptable standard of English. In a county like India, we have as many varieties of English, Urdu English, Kashmiri English, Telugu English and Tamil English etc. It is therefore necessary to speak English which is free from regional influences and which is intelligible and acceptable at the national and international levels. That is, I think, England Pronunciation.

My third question is that who should teach English pronunciation? A teacher who is systematically trained in phonetics in a reputed institute like EFLU is an ideal teacher for the purpose. Those who are interested in English literature and have a sound knowledge of the sound system of English can also teach English pronunciation effectively. We can not say that the teachers who have many certificates and many years of experiences in teaching field can teach very well but it is depend on the teacher’s hard work. But those who have no interest in English language teaching of the sound system of English, they can’t teach English pronunciation effectively.

Teaching of English pronunciation lies outside the scope of English language or literature programmers or schedules in many universities in India. It is quite ironical in the sense that the moment a non-native English teacher utters a word of a sentence in the class; she/he teaches the pronunciation of that word or sentence without even knowing it. Most of the English teachers in India pronounce in General Indian English and this

insensible and unintentional teaching of English leads to the teaching of wrong pronunciation which is profusely injurious. Here are some myths about the English language:

1.      English words are not pronounced as they written.

2.      There are no rules to English pronunciation.

3.      Good readers don’t “sound out” words.

4.      Sounding out is incompatible with understanding.

5.      People who learning to sound out don’t learn a “slight” vocabulary.

If a teacher teaches in R.P, the students may not understand the words because students are habituated to pronounce in Indian English. Teachers’ mispronunciation of words or sentences is thus reflected in the speech of their students. Most of the times, English teachers are the only models to imitate for many students in the class. How can students of literature appreciate the music of Shelley’s poems when they are not consciously aware of the stress, rhythm and intonation patterns of English? Knowledge of the sound system of English not only promotes better English pronunciation but also helps in understanding and explanation of a literary text. I think it is necessary to teach English pronunciation consciously and effectively. The fact is that Spoken English has inevitably a vital role to play in the teaching of English literature. Spoken English must be taught as a part of academic discipline in our colleges and universities. If it is not, the students do not try to pronounce in R.P. We know that the teaching of English pronunciation should not be neglected, whatever be the aim of our teaching English-language or literature. We cannot avoid teaching or learning English in our universities, colleges and schools because English is a library language, link language in our multilingual country. When we introduce new grammar or vocabulary, it is important to teach our students how to pronounce the word or grammatical structure. Not only does it help them become intelligible speakers of English, it also improves their own understanding of the language.

Now our main alarm is: How to teach English in the present scheme of the things in India? To answer this important question, following are a few suggestions:

There are several theories on how to teach English pronunciation.

Most of them involve rote memorization of the pronunciation of vocabulary words and drilling. These methods can work well for some students, particularly those with mother tongues similar to English, but may leave a large portion of other classes.

The correct method for teaching English pronunciation

To teach pronunciation, start at the beginning, and break the words down into their smallest components. These are called phonemes. Phonemes are the distinct sounds that

help us differentiate words; the /p/ in pat and pan versus the /c/ in cat and can. Begin by letting students listen to these differing sounds until they can identify the various ones in class exercises. Then they can start trying to articulate on a basic level.

It is like a child learning to speak, though at an accelerated speed; phonemes are combined into words, words are strung into sentences. The process is fine tuned over time, by hearing and vocalizing the varying sounds, and intonation and syllable stress will follow. You can find diagrams of the proper way to hold the lips and tongue to properly form more difficult sounds like ‘g’ and ‘r’. These can help reduce frustration among the students when you teach sounds that are articulated inside the mouth, and watching videos of English speakers will help them to start developing proper facial expressions.

A diagnostic test, in order to detect the pronunciation problems of the students, should be conducted before teaching pronunciation. This would help in pinpointing their areas of difficulty and concentration on specific remedial measures to eradicate those problems.

Students should be taught to articulate English sounds clearly. Hence the phonetic      symbols of these sounds should be introduced to the students without going into the details of phonetic terminologies and descriptions in order to avoid confusion. This would help students consult English pronouncing dictionaries for difficult words, and avoid spelling pronunciation.

Word stress should be taught while teaching vocabulary. A change in word stress leads to a change or even loss in meaning of the word. Students should therefore be given practice, rather rigorous practice, in word stress. Since in English is both fixed and free, it is difficult for non-native speakers to decide which syllable to stress.

If you have a mixed ethnic class, have the students take turns teaching each other words and phrases from their varying languages; this will foster understanding and patience as they hear different languages spoken with foreign accents. Remember, Japanese spoken with an English or American accent will sound just as different to them as accented English does to a native English speaker. This will also help them improve their pronunciation          skills.

Get tapes of English speakers from around the world. Have the class listen to them, then to you as you repeat the dialogue. They can impersonates you and the speakers on the tapes, and see the differences as well as the similarities. These can all be fun group activities to include in your daily curriculum.

Pronouncing every word correctly leads to poor pronunciation! Good pronunciation       comes from stressing the right words – this is because English is a time-stressed language.

Here’s How:

English is considered a stressed language while many other languages are considered  syllabic. In other languages, such as French or Italian, each syllable receives equal importance (there is stress, but each syllable has its own length). English pronunciation focuses on specific stressed words while quickly gliding over the other, non-stressed, words. Stressed words are considered content words:

Nouns e.g. kitchen, Peter

principal verbs e.g. visit, construct

Adjectives e.g. beautiful, interesting

Adverbs e.g. often, carefully.

Non-stressed words are considered function words:

Determiners e.g. a, an, the

Auxiliary verbs e.g. am, is, are, was, were

Prepositions e.g. before, of, in, on

Conjunctions e.g. but, and, though

Pronouns e.g. they, she

Tips:

1. Remember that non-stressed words and syllables are often ’swallowed’ in English.

2. Always focus on pronouncing stressed words well, non-stressed words can be glided over.

3. Don’t focus on pronouncing each word. Focus on the stressed words in each sentence.

English word stress is fixed in the sense that the primary stress always falls on a particular syllable (with a few exceptions which are determined by the rhythmic pattern of the sentence in which the words occur),e.g.

?money   ,           ?father  ,            a?cross                  a?bout ,

a?head              a?go,                 ,millio?naire,        ci?garatte,         syste?matic,

In English, word stress is free in the sense that it is not associated with a particular syllable of a word since sometimes primary stress falls on the first syllable, e.g.

?danger,                  ?valid,             ?normal,             ?politics,            ?photo,  etc.

Sometimes on the second syllable, e.g.

restri’ction,                par?ticular,        a?way, etc.

Sometimes on the third syllable, e.g.

nume’ration,            poli?tician,         culti’vation

mecha’nician,           distri’bution..etc.

Sometimes on the fourth syllable, e.g.

Assim’ilation,          asso’ciation,    intelli’gentsia, etc

Sometimes on the fifth syllable, e.g.

Intelligi’bility,          systemati’zition,      and so on.

Sometimes words of the same root have different stress patterns, e.g.

‘Photograph,             pho´tographer,      photo´graphic    phot´ogenic,

´politics,               pol´litical,            ´politician,

´normal,                ab´normal,            abno´rmality.

Sometimes words of the same root have the same stress patterns e.g.

Pro´fession,                      pro´fessional,          pro´fessionalism,

o´rigin,                               o´riginal,

re´vive,                       re´vival,            re´vivalism,

revo´lution,                        revo´lutionary,       revo´lutionize.

Sometimes a change in the stress changes the grammatical function of the same word e.g.

´object(noun)     ob´ject(verb)    ´record(noun)      re´cord(verb)

Similarly in compound words, sometimes primary stress falls on the first element as in

´backboard,        ´grandfather, etc.

Sometimes on the second element e.g.

how´ever,             after´noon.

While teaching grammar, sentence stress and rhythm can be taught effectively. English has a stress-timed rhythm. In an English sentence, the stressed syllables occur at regular intervals of time irrespective of the number of unstressed syllables between any two stressed syllables, and the time taken between the two stressed syllables is roughly the same. Faulty stress patterns and broken rhythm normally disturb the characteristic English rhythm and distort the meaning of those sentences. This is an area which is most important as well as difficult for foreign learners of English. Hence sentence stress and rhythm should be taught carefully with sufficient practice in the articulation of contracted and weak forms in the class room; they should be trained to stress all content words (meaning bearing elements) and to leave all functional or grammatical words (non-meaning elements) unstressed in a sentence. The teacher should show the stress by making a decisive downward gesture with a closed fist to indicate the stressed syllables.

Intonation can also be taught along with the teaching of grammar. There are rising tones and falling tones in English. Rising tones can be effectively taught while teaching Yes/No questions and falling tones can be taught while teaching statements. Like phonetics, intonation is also practicable. Unless we practice intonation, we can not use the correct tones in sentences. Grammatical functions of intonation should be taught effectively and rigorously using gestures and hand movements. Foreign learners of English are normally misunderstood because of the use of faulty intonation patterns. Sufficient practice is therefore needed while teaching intonation. Same words spoken with rising tune can be polite request and with a falling tune can be an order or a command and may lead to confusion and serious misunderstanding. A sentence can be spoken definitely, hesitantly, angrily or kindly: it can also be uttered with or without interest. These distinctions are generally highlighted by the tunes one uses while speaking. These tunes add something to the words(even though the words remain the same in the meaning without any change) and what is added is the speaker’s feelings at a particular moment. This way of using tunes can be defined as intonation. Intonation can be shown by upward or downward movements of the hands. Teachers should not explain intonation: they should demonstrate it. Facial expressions can also be exploited while teaching various attitudinal functions of intonation. Such techniques although simple, are more effective and more fun for students than complex system of written transcription.

Students should also be provided with a certain amount of training in listening and understanding different varieties of Standard English so that they are able to follow these forms of English, particularly R.P. For this purpose, listening hours could be arranged periodically with proper organization and preparatory work outside the class hours when gramophone records/audio/video cassettes of R.P. speakers re easily available all over India.

These are some techniques of teaching pronunciation in the English classrooms. There could be many more suggestions in this direction. If the proposed techniques are used effectively with that our students will speak English more clearly and efficiently with an intelligible and acceptable accent at the national and international levels. Students are normally attracted towards good pronunciation. We, as teachers, have to make the students to speak in R.P. English so that they even try to speak in the accurate English. It is a general observation that they find it an interesting activity and love devoting time and energy to learning English pronunciation. This shows an earnest desire to improve their English pronunciation. Teachers of English should not disappoint them. In fact they should exploit the students’ enthusiasm for their own success as effective teachers and to produce better English speakers. Teaching pronunciation can be a rewarding experience for yourself as well as your students, and devoting just a fraction of the class time each day will yield great results.

** ELTWeekly team would like to thank A. RAMESH BABU for contributing this research paper.

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]]> http://eltweekly.com/more/2009/08/eltweekly-issue31-research-paper-how-to-teach-english-pronunciation-to-non-native-speakers-of-english-some-useful-techniques/feed/ 0 ELTWeekly Issue#30, Article: Passionate Writing Assignments That Motivate Language Learners http://eltweekly.com/more/2009/08/eltweekly-issue30-article-passionate-writing-assignments-that-motivate-language-learners/ http://eltweekly.com/more/2009/08/eltweekly-issue30-article-passionate-writing-assignments-that-motivate-language-learners/#comments Sat, 22 Aug 2009 16:48:31 +0000 Tarun Patel http://eltweekly.com/more/?p=401 More Passionate Writing Assignments That Motivate Language Learners

By Larry M. Lynch

Even Ernest Hemingway Had to Learn to Write

We said in the first article of this series that there are no native writers of English or any other foreign language for that matter. Each of us, no matter what our first language is, must learn to write in a clear, logical manner that promotes easier reading. Even the legendary Ernest Hemingway had to “learn” to write. And so it is with our foreign language learners. So here in the second article of this series, we’ll continue with some passionate writing assignments which will motivate our English as a Foreign Language (EFL) learners to strut their stuff on paper or the keyboard and screen without undue concern for “correctness” that might inhibit the free flow of words and ideas.

1. Compiling of Specialized Lists

How about writing a list, and then of course, expounding in detail on its content? It can be a list of anything (almost) that motivates your learners. From the “Ten Best” discos, restaurants, boutiques, bars, movies, sports cars, game web sites, video games or videos, hot entertainers or whatever else, you can derive a writing assignment piece which allows you to really “strut your stuff”, so to speak. Doing so thereby produces a worthwhile piece of writing far and above the usual “dreck” that passes for essays and compositions these days. The language learners need only to choose their topic, draft their “list”, then detail the elements of each list item to the best of their knowledge and abilities. And finally “Voila!”, a paper you can read without your soul filling with tears – or worse.

2. Help and Advice or Answers to Peer Topic Questions

How about inviting your language learners to write an “answer” to a common or at least plausible situation question? You know, kind of a “Dear Abbey” type of question and detailed answer response to the question, situation or problem. Producers turn this kind of drabble into soap operas that make millions.

“You see, there’s this really cute guy in my English class who I like but he’s kinda seeing this other girl who I can’t stand – but my best friend told me that he said he was going to quit that girl, so I’m thinking, what should I do to…?” (Remember to break for a commercial right before all the “juicy” parts)

3. Relevant Link Lists

Are your language learners internet or video game addicts? Well then, it’s highly likely they can easily come up with a list of links or websites useful to them and their “passion”. So let them! Allow them to create a list, then detail each item on it. They could compare the links, contrast them or illustrate any variety of relationships between the links they’ve chosen to write about. How did they find them? How often do they use or visit? Why? Ask for and expect details – and the unexpected. As long as it’s not a list of best porno sites of whatever, you should get some good really interesting results for this writing assignment. Just remember to set some “ground rules” for the writing and topics. If your language learners are anything at all like mine are, you’ll be glad you did!

Passionate Writing Assignment Ideas That Are Coming Up

Okay, so we’ll wrap it up for this second article of the series now. In the next installment of “Motivate Your Language Learners with These Passionate Writing Assignment Ideas“, we continue once again with some Task-Based-Learning writing ideas to keep the words and ideas flowing from the pens, pencils or computer (or even typewriter) keyboards of your English as a Foreign Language learners. If your language learners like watching videos, playing video games or enjoy one or more of a score of other performing arts, then you’ll be “in the clover” when using our upcoming writing assignment ideas. See you then.

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]]> http://eltweekly.com/more/2009/08/eltweekly-issue30-article-passionate-writing-assignments-that-motivate-language-learners/feed/ 1 ELTWeekly Issue#30, Research Paper: English Language Teaching in Rural Area http://eltweekly.com/more/2009/08/eltweekly-issue30-research-paper-english-language-teaching-in-rural-area/ http://eltweekly.com/more/2009/08/eltweekly-issue30-research-paper-english-language-teaching-in-rural-area/#comments Wed, 19 Aug 2009 10:19:12 +0000 Tarun Patel http://eltweekly.com/more/?p=393 English Language Teaching in Rural Area

by Nutan Yadav, Lecturer Govt. College, Nalwa(Hisar) Haryana

Teaching of English over ages

Even after 40 to 50 years of teaching of English, learners in India lack competence in this language. The teaching of English in India at all three levels i.e. primary, secondary &tertiary level is still fraught with a multitude of difficulties &obstacles. Realizing the demand &importance of English, in almost all the states of India, English is taught as a compulsory language &from the very first standard, even then the outcome is unsatisfactory. Here I am not questioning on the intelligibility of our learners, they are intelligent enough as showing good result in other subjects, but feel uncomfortable with English language &those who show excellent result, is totally based on cramming &rote learning.

Reasons are many. I am channeling some to portrait a picture how English is being taught in India basically in Haryana where I belong to. When a child enters in school at primary level, he is taught English language as a subject not a language. Stress remains on formation of alphabets not on speaking or listening. To enhance vocabulary they are forced to crème a long list of words. When these learners enters at secondary level they are competent enough in writing & understanding English language but this is cramming based not on creativity  At tertiary level situation becomes more pathetic

Apart from a lack of instructional resources-a general problem in a numbers of developing countries -many more has often been the bane of the Indian education system. Class size is most often very large comprising with a wide range of initial proficiency &learning needs. Over centralization of educational policies, academic inflexibility of the system not only stifle innovative &pragmatic deviation but also create a flow with the current, pacifistic resignation among resourceful &well motivated educator. Teachers have very little to say in designing the curriculum, choosing the materials &textbooks or developing assessment technique. The only assessment that matters is the year end examination &students typically study forint by cramming answers to likely questions. Such questions &answers can be readily found in guidebooks or crib schools for which there has been a flourishing market, or the answers are abstracted from notes dictated by teachers in classes. Some students especially the ones from vernacular medium schools, insists that they find the study guides more useful on tests &exams than the class room instructions or studying their text books.

The English was introduced in colonies like India basically for the study of the literature and culture, the market value for literally study has gone down steeply in the present day world. English for professional purposes like facing interviews, writing resumes, writing reports, conduction campaigns, writing letters, participation in meetings, seminars, conferences and discussions is demanded; English for communication is the mantra everywhere. English literature which was once centering of the cultural enterprise of the empire has lost its hold on English as a technology-oriented communicative tool. But unfortunately the university system of India is not sensitive to the changing needs of the society outside. Departments in English in Universities and colleges have not cashed in on the changes that are taking place in the world. When the outside world is using English for international and intercultural communication and technology purpose, universities and college in India still follow the Macaulayan syllabus and teach texts like The Spanish Tragedy (16th Century) Everyman in His Humour (1596) The Alchemist (1610) or some ancient texts that neither the teachers nor the students understand or are interested in. What shall we say? Is a tragical or comical?

Overall English teaching situation is not much different from what it was 40 years ago. A very few teachers can fully understand or mentally related to what they teach or even wax eloquent about. A cursory examination of the literary college students reveals that they are still studying many of the same authors popular in post colonial time : Oscar Wilde, H. G. Wells , Somerset Maugham, O’ Henry, A G. Gardner, Milton, Shakespeare, Shelley and so on. The randomly chosen questions from some of the recent university examination demonstrate how English syllabi are still dominated by selections from literary classics universally taught in the days of yore.

1. What is Shelley’s message in his Ode to the West Wind?

2. How does Emily Dickenson present death?

3. Justify the title Great Expectations?

Both Ramanathan (1999) and Lukmani (1992) comments that

” … the content of the literature based text books is often unrelated to the lives and experiences of the students studying them , resulting in ‘ students ‘ feeling of cultural dissonance between themselves and the topics portrait in the literature  [and ] feelings of alienation from text with overly western theme”.

( Ramanathan page 225 )

The lake of any significant changes in the English language curricula, teaching methodology, examination system, persistence of the Herculean task of teaching English in very large classes is truly saddening. The overall picture in the post modern India of today seems hardly any different from the post colonial yesterday. There seems to be three strands of student in higher education sector.

1. A majority of students graduate regional – language – medium school with some books or rote knowledge, but little communicative ability in English. They then enter English medium institution of higher education and struggle with varying degrees of success to cope with the English language requirement of higher education.. Most managed to develop English largely formulaic and cliché – ridden, to meet the English related demands of their education and of the career they have been forced to choose.

2. A small segment, having graduated from English medium school (in Indian jargon “convent schools or expansive public schools ” ) enter in colleges with a glib fluency in English and enjoy an initial advantage as well as some social power over their peer group. Most of these students have acquired their English proficiency at the cost of alienation from their native language and culture &to dissociate themselves from their native language is even a matter of perverse pleasure &social self importance for some of them.

3. As for the much large group of students from regional language schools who enroll in colleges where all subjects are taught in the regional language &where English is only one of the subjects, they  can &often do, go through college with very little use of English &  end up pursuing career which requires only a minimal use of the language.

Teaching in rural area

Rural students are very much affected by this diseased ELT system. There is great mismatch between urban &rural students. Urban students somehow manage to learn &use English quite well in the context in which the language is used in India in spite of this deconstructing English language teaching. They are third generation learner having spot &co-operation from parents, environment &atmosphere. But rural students are first generation learner who takes English as foster language &through out life not able to cope with it in spite of their best efforts. However they might be able to write as per requirement but speaking remains out of their range. They learn without knowing what they are learning. Linguistic research says this is why a feeling of backwardness itself embosses among these learners. Most students find it difficult to understand the substance of the prescribed literary selection. The typical method of teaching consists of the teachers reading of the text in the small portion, explaining its meaning &allusions &figure of speech in simplified English or in regional language &an occasional discussion of grammar points with a question or throw in.  The teaching is rarely student centered &most students have neither the chance nor the motivation to actively participate. English is taught as an academic subject ¬ as a medium or mode of active, constructive communicational intellectualization.

Many other factors make the learning of ELT more diverse in rural area

  • Rural students are deprived of technology as enjoyed by urban or university students. Lack of technology, books &other things become an obstacle in their learning process. In urban colleges there are language labs, computers, LCD projector, CD players’ tape recorders, microphones &many more instruments that create an atmosphere of learning but in rural areas they lake even classrooms for proper teaching &the proper supply of electricity. . If somehow some colleges manage to get, they do not have regular staff for maintenance. More over teachers are not so competent to handle these instruments as they don’t have any such training.
  • At the name of audio visual they have only chalk &blackboard, centuries old method of teaching. No doubt a teacher can teach more effectively &creatively with chalk &duster as research says but with such a big class of hundred to one fifty students she/he feels him/her self handicap.
  • Haryana Government has started EDUSET with Soft Skill program to provide an atmosphere of learning English &communication skills but all these effort are fruitless until &unless something innovative should be done in class room teaching.
  • Rural students do not get the opportunity to interact with other renowned personality or peer groups The other reason is that other subjects are taught in Hindi or in vernacular languages. So like other subjects, students take English as a subject not a language. They don’t put their effort to learn it as a language. The problem is not with tertiary level but from the primary &secondary level. The fact is that the roots are rotten. That’s way so many policies are made but all are failure. A teacher has to use mother tongue to make them understand. A language teacher is well aware that their students bring to the language classroom a variety of attitude, experiences &strategies as well as variety of beliefs &he/she has to handle them. But he/she feels him/her self helpless without teaching aids. He ultimately has to adopt translation method to handle this unwilling crowd.

Mother tongue influence can also be seen in the students with rural area background because they were not given proper pronunciation drill from the primary level. So what ever they speak, vernacular effect can be observed very easily. For e.g.  School-/sku:l/     Book /bu:k/       Student /setu:dent/  etc. At tertiary level it’s impossible to correct these learners

In ELT we wish to train our students

1.  To hear & understand English

2.  To speak in the language & be understood

3. To read in the language& understand what they read

4. To write in the language &to understand.

The four aims of teaching English correspond to four language skills or language ability. These are Listing, Reading, Speaking &writing

The purpose of all language teaching is communication in the language being taught whether receptive oral (Listening), productive oral (speech) receptive written (reading) &productive written (writing). These four skills are the foundation on which language learning is built. If this foundation is strong, then the structure erected on this will be safe &useful. These language skills are to be developed in sequential order. These are interdependent in the sense that failure to acquire one will lead to a general failure in learning the language.

But the curriculum at tertiary level in Indian does not develop these skills. More over the method by which this syllabus is being taught, don’t develop these skills in students in sequential order. In our classroom teaching stress remains on writing as our evaluation system is writing based. Whatever students write in their annual exam is the assessment of their whole year learning. Our classroom teaching only enhance our students listening ability as the maximum time is spent in teacher’s lectures and students participation remain almost zero. Maximum teachers adopt translation method so students do not have the drill of listening, speaking, writing and reading as teachers use vernacular language considering the level of learner.

One can not fail to notice that the advantages &the power inherent in English literacy are enjoyed primarily by the urban middle &upper class& remain inaccessible to those who are educationally disadvantaged because of their economic situation.

Atkinson 1999, who  has also studied this situation in India ,observed that students from rural area are typically excluded from the kind of access to enjoyed by their urban  social-middle class counterpart; consequently, they are in effect, denied important benefits of English known students. These students who are not sufficiently literate in English are essentially unable to participate in a number of domains such as global business. English proficiency &access to English may also be a strong factor in the polarization between urban &rural communities. It’s not that students from rural area don’t realize the importance of knowing English. As Krishnaswami and Sriraman(1994) point out

“Indian students’ have figured out that knowing English opens up opportunities not only for pan-Indian mobility, but also for more lucrative &satisfying careers overseas.”

College students when interviewed were well aware that knowledge of English can help them gain access to educational opportunities &careers abroad in English speaking countries.

No doubt urban students also have same syllabus, methods of teaching and evaluation system but they manage somehow by parental support, extra classes and with their peer group but rural students are not able to cop with them and that’s why they remain backward. This curriculum, pedagogy and evaluation system have negative effect on students and that’s why they don’t attract towards this language as they are not able to grasp with it.

Suggestions

No doubt there’re lots of drawbacks in our present education system. It is not in tune with current scenario Even then we cannot be stand still. System of teaching can not change overnight. Hard work is the requirement of time. Teacher’s positive attitude & their use of innovative method of teaching can provide a reliable bridge to the process of learning English in rural area. Taking in consideration the learning background of the learner, if a teacher designs his/her method & she may get in implemented more successfully.

Ø  Modern requirement seems to get satisfied by following the learner centered approach which view language learning acquisition as a process of acquiring skills rather than a body of knowledge.

Here teacher is a facilitator -a person who manages the environment &material which will help the students becomes autonomous learner.

A learner centered approach facilitates learning through techniques involving in activities. A learner has to be given some mind engaging task. This allow greater peer interaction, which is more effective in acquiring features of information use in language; which are often not available in a formal teacher centered class. This generates the ability to manipulate language in social context which is an important feature of communicative competence. .

English teachers can not confine themselves with centuries old translation methods or text books they themselves have to be very creative to save the degrading standard of ELT in India. This we can do by adopting situational method of teaching. In the way learner get involve &they do not feel bore. For example

Ø  To improve student’s vocabulary we can ask them same sounding words as Mat, Rat, Cat, Pat, Bat, and Hat etc.

Reward, Award, Sword etc.

Hut, Cut, But, Nut, etc

Ø  With in groups we can ask them to tell the words related to classroom, hospital, Post office, Bank, Kitchen, etc.

Ø  Fill the blanks as

N o_ o _ n

N o _ u_ n

Ø  Certain games as

Marks

Group A         Group B

3                                         4

4                                         3

5                                         1

2                          2

C U P
L A U G H
E T P

There are many more ways.

Ø  Same sounding words but different meaning as

Allusion , illusion, accepted, excepted, Our Hour, very, vary etc

Ø  In spite of telling word to word meaning to the literary part prescribed in the text book teacher can involve learners in certain activities related to it. As dividing the class in four groups’ one group may be asked to collect information about writer, other to about the period when it was written, third to write summary &the last one to compile the matter of all three groups & prepare a presentation.

Ø  While teaching stories a can write difficult words on the blackboard &describe them when they come in the context .Later on teacher can ask learners to narrator same story in past time or in future later on teacher may highlight nouns, pronoun adjective ,adverbs etc. in the same  story.

Ø  Time to time a teacher may give small tests to the students based on all four drills as speaking, listening, reading, writing, as project works ,reciting competition, spelling competition. For e.g. Rat, Telephone, Enough, House, Examination, Nation, Number etc.

Ø  English language can be divided in different sections as poetry, prose, communication English, grammar phonetics etc. each teacher may be asked for about his/her interest before giving him the section to teach. A teacher can do justices if he is interested in the matter &more over if have mastery in it because teaching English is skill based not knowledge based.  Here purpose is to hone four skills of the language not providing the learner knowledge about the language.

Ø  Again an English language teacher has to be innovative &be receptive to adopt new technology or method to make the teaching process effective. It is clear that computer can not be the supplant of the language teacher but the role of language teacher has been changed &they have to transform themselves to meet the challenges at global level. They can not confine themselves with centuries old translation methods or text books they themselves have to be very creative to save the degrading standard of ELT in India &particularly in Haryana.

Conclusion

In order to bring revaluation in English language teaching, reoriented program &updated knowledge is the requirement of time. More &more technology should be used while teaching language to create the interest of students. Teaching of English has to be views as mastering of language skills ¬ as a portion to be covered.

Works Cited

Dash, Neena. Teaching English as an additional language : Atlantic Publication

Sheorey Ravi. Learning and teaching English in India : Saga Publication, New Delhi.

Krishnaswamy, D., Krishnaswamy, Lalitha. The story of English in India : Foundation Books

Ellis, Rad. Understanding Second Language Acquisition : Oxford University Press.

Gupta, R. S. English in India , Issues and Problem : Academic Foundation

Stern, H. H. Fundamental Concept of Language Teaching : Oxford University Press.

P. G. Certificate Course Material from the English and the Foreign Language University, Hyderabad.

Stevick. W. Earl, Teaching and Learning Language : Cambridge Publication

Gatenby : English Language as a Foreign Language : London Publication.

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]]> http://eltweekly.com/more/2009/08/eltweekly-issue30-research-paper-english-language-teaching-in-rural-area/feed/ 7 ELTWeekly Issue#30, Research Paper: An Exploratory Outlook in the Use of Vocabulary Notebook http://eltweekly.com/more/2009/08/eltweekly-issue30-research-paper-an-exploratory-outlook-in-the-use-of-vocabulary-notebook/ http://eltweekly.com/more/2009/08/eltweekly-issue30-research-paper-an-exploratory-outlook-in-the-use-of-vocabulary-notebook/#comments Wed, 19 Aug 2009 10:16:20 +0000 Tarun Patel http://eltweekly.com/more/?p=392 An Exploratory Outlook in the Use of Vocabulary Notebook

by P.Dasharatham, V.Sudhakar Rao, Dr.V.Srinivas and K.Yugandhar

Teaching learning vocabulary is a major concern in ESL class. Role of learners and their involvement is the crux in acquiring the word power in English language. Vocabulary notebooks play a vital role in promoting vocabulary acquisition besides learner autonomy. After the use of language laboratory for teaching learning language skills, several studies showed evidence for the effectiveness of vocabulary instruction on computers. Prominent scholars like Lyman-Hager, Davis , Burnett, & Chennault computerized reading and non-computerized reading. Computerized readers consult printed glosses drawn directly from the computer program. The results showed that the students who worked with the multimedia program were able to obtain significantly better scores than the non-computerized readers. Both readers need several resources for learning vocabulary such as concordance, dictionary, cloze-builder, hypertext, and a database with interactive self-quizzing feature, to facilitate learners’ deep processing. The participants are encouraged to insert vocabulary information (e.g., example sentences, parts of speech, and definitions) on a collaborative on-line word bank by themselves, and the gain of their vocabulary knowledge is examined in a posttest. What ever may be the mode of learning vocabulary the learners need to follow his / her own learning style to improve the usage of  words. observed vocabulary acquisition under two conditions:

Vocabulary notebooks play a major role in feedback functions, automatic scoring, through multiple-choice items, fill-in-the-blank items, and cloze passages to check learners’ progresses of vocabulary knowledge. These activities are effectively used by learners to compensate for the limited contact time in class and to enhance individual vocabulary learning. From cognitive psychology, the principles of ease of perception (information must be easy to receive), differences (difference and changes attract and maintain attention), and position of information (position of information affects our attention to and perception of it) are employed to vocabulary learning (Alessi & Trollip, 2001). All of the three principles indicate that the presentations of important instructional points should be noticeable so that learners are able to gain information in an effective way. In the field of Second Language Acquisition, these principles are closely related to the Noticing Hypothesis proposed by Schmidt. This hypothesis places emphasis on learners’ selective attention on input during instruction, and it is claimed that learners must consciously notice forms as well as meaning in the input in order for the acquisition to take place. The input during learning teaching are documented in the notebook for memory and ready reference later. The matter arranged in the book is also arranged in the minds of the learners and can be used for their communicative needs.

Organization of Learning Materials in Vocabulary Notebook

Organization of  the material in vocabulary notebook is done in three stages. In the first stage, the basic aspects of vocabulary knowledge, such as a target word, word segments, pronunciations, word class, and synonyms and antonyms, example sentences with translations, are organizeded by the learners. The content of the first stage were presented in two sections, which became a place for learners to familiarize themselves with the target word and to obtain detailed vocabulary knowledge. The second stage is a place to practise and to try out the vocabulary knowledge obtained in the previous stage, which is created based on the active learning principle from cognitive psychology. In order to facilitate learners’ active learning and deep cognitive processing, two types of activities are incorporated in the second section: (a) spelling practice and (b) practice questions with feedback. In the second activity (practice questions), three types of questions are further integrated: (a) question of meaning, (b) question of grammar, and (c) question of spelling. The information that the learners provided in the second stage are stored in log files as process data. The first two stages are consecutively presented to learners, based on the belief that all the aspects of a word should be learned at once. After understanding the content of a word in the first stage and practising and testing the newly obtained vocabulary knowledge in the second stage, the learners are directed to the final conformation pages for main meanings of the word in the third stage. The main purpose of this stage is to reconfirm the newly learned word before proceeding to the next new word.

Incidental and Systematic Vocabulary Learning

In the first stage, basic aspects of vocabulary knowledge, such as a target word, word segments, pronunciations, word class, and synonyms and antonyms, example sentences with translations, are provided to the participants. However, the method of presenting the content differed in the two materials. The acquisition of vocabulary for native speakers able to acquire lexical items “incidentally” as they encounter them in speech or writing of other people. Here “incidental” means that people are able to learn vocabulary in a natural manner through reading or listening without being told to focus on the vocabulary in the input.

The incidental vocabulary learning is the dominant way of acquiring vocabulary knowledge for native speakers. On the other hand, the process of incidental vocabulary learning has been found to be weaker for language learners in several research studies. Hulstjin & Laufer conducted a study to investigate the vocabulary retention rates in the order of three different tasks. They found that vocabulary retention was highest in a composition task, lower in a reading fill-in task, and lowest in a reading task. Laufer also tested incidental vocabulary learning in reading with Jewish, Arabic, and Russian learners of English, and concluded that the vocabulary retention of the reading group was significantly worse than those of the composition group and the sentence writing group. Moreover, Paribakht & Wesche investigated learners’ reading process using introspective and retrospective think-aloud methods, and found that learners tended to ignore a large portion of the unknown words appeared in reading texts. These three studies clearly suggest the difficulty of incidental vocabulary learning for language learners. Regarding a possible reason for this phenomenon, Ghadirian and Kitajima stated the difficulty of guessing or inferring word meanings from reading texts, and argued that contextual information does not necessarily guarantee vocabulary learning for second language learners. Vocabulary notebook provides opportunities to remember the incidents related to the newly acquired words. This helps learners to convert passive vocabulary into active vocabulary.

Contrary to these three studies that showed ineffectiveness of reading tasks for vocabulary learning, there are several L2 studies that reported significant results on incidental vocabulary learning. However, the retention rates of incidental vocabulary learning is obtained through the effective use of vocabulary notebook.

Various Learning Styles during Vocabulary Acquisition

Over the last few decades, more than twenty learning styles have been identified and there seem to be three main categories: (a) cognitive, (b) physical (sensory), and (c) affective. While keeping vocabulary notebooks, the following features or elements are preferred in these learning styles:

Analytic vs. global. The first pair of cognitive learning styles is the global and analytic learning style dichotomy. Analytical learners focus more on details, logical analysis and contrasts, while global learners focus on the key points without being anxious about detailed concepts, enjoy guessing meanings, and communicating. In addition, analytic learners are distinct to obtain information more effectively individually, prefer setting their own goals, respond to a step-by-step presentation of materials, while global learners were distinct to learn more effectively through concrete experience and by interaction with other people.

Regarding global learners, Felder (1993) and Felder and Henriques (1995) also mentioned that they take in information in unconnected (non-linear) fragments, achieve understanding in large holistic leaps, and grasp the total picture before understanding. In the field of educational psychology, more detailed explanation of these learning styles have been described. In an empirical study that investigated the influence of gender and age on learning styles, Le Cornu (1999) argued that analytic learners are the people who take a step-by-step approach by moving to the next topic when the first is mastered, who utilize a critical reasoning which involves analyses and questioning, who look for logic and use structure information, and who seek to identify contrast features by forming and using specific hypotheses. Global learners, on the other hand, are defined as the people who quickly seek to establish a frame of reference, who have a wide focus of attention, and who seek to understand the topic as a whole, aiming to build the overall picture from the start.

Field dependence vs. field independence. The next dichotomy in the cognitive learning styles is field independence and field dependence (FI/FD), which are defined as the degree of ability to separate insignificant details from significant details. In general

learners classified as FI have ability to overcome the embedding context of a field and to perceive certain parts of the field as discrete from the surroundings. Learners classified as FD are, on the other hand, influenced by the field elements and complexity of surrounding area, and are not able to isolate key factors in the field easily. In addition, Oxford and Skehan mentioned that FI learners select analytic-based and logic-based learning strategies, and that FD learners are sensitive to the social context and prefer auditory learning that involves social interaction. Brown also noted that FI learners are generally more independent, competitive, and self-confident, while FD learners tend to be

more socialized and more empathic, and be perceptive of feelings and thoughts of other people. Reid also described both FI and FD learners in a similar manner.

Reid defined FI learners as the people who learn effectively step by step, or sequentially, beginning with analyzing facts and proceeding to ideas, and described FD learners as the people who learn more effectively in contexts, holistically, intuitively, and who are especially sensitive to human relationships and interactions. Regarding the use of visual effects and field dependency, Chapelle argued that FI learners have the ability to disembed or restructure visual stimuli. Worley and Moore also stated that FI learners adapt to all types of visual presentation better than FD learners. In an empirical study that investigated the effect of color-coding (black-and white and color materials), Dwyer and Moore found that FI learners outperformed FD learners in receiving color-coded structures, and concluded that color-coding illustrations apparently provided an insufficient structures for FD learners.

Reflective vs. impulsive. The last cognitive learning style dichotomy is reflective and impulsive, which are also described as systematic and intuitive, or concrete-sequential and intuitive-random. Reid described reflective learners as the people who learn more effectively when they have time to consider options before responding, and impulsive learners as the people who respond immediately and take risks. Jamieson, in an empirical study that investigated the relationship between cognitive styles and ESL success, also described these learning styles, and mentioned that reflective learners are more concerned with accuracy when responding and take more time to reach a decision, while impulsive learners tend to reach decisions and report them immediately with little concern for accuracy. Brown explained that reflective learners tend to make all the considerations in problem solving with extensive reflection, while impulsive

learners make a number of different gambles on the basis of their hunches. In addition, Carrell and Monroe described reflective learners as the people who pay close attention to step-by-step task requirements, and impulsive learners as the people who focus on futuristic possibilities, general concepts, abstract thinking.

Visual vs. auditory. The next learning style dichotomy, visual and auditory learning styles, belongs to sensory learning styles. There are, however, three other main sensory learning styles that have been identified in the literature: (a) kinesthetic, (b) tactile, and (c) haptic. Aa kinesthetic person is defined as a learner who learns more effectively though touch (hands-on), a tactile person as a learner who learns more effectively through body experience, and a haptic learners as a person who has both kinesthetic and tactile modalities. Learners with these learning styles use the notebooks with their ways of learning. However, every learner cannot restrict to only one / particular  style of learning and all ways are interrelated and interdependent.

According to Reid, visual learners in general learn more effectively though the eyes (seeing), and auditory learners learn more effectively though the ears (hearing). More specifically, Reid added some characteristics of the two learning styles. For visual learners, reading, studying charts, seeing words, instead of listening to them, taking notes, and learning alone, were identified. For auditory learners, hearing words, reading aloud, listening to oral explanation, hearing audio tapes, lectures, and class discussion, and conversing with others were listed. In a similar manner, Brown argued that visual learners prefer reading and studying charts, drawings, and other graphic information, and that auditory learners prefer listening to lectures and audiotapes. Felder and Henriques also pointed out learning methods through visual means (books, video, movies, lists, diagrams, and manuals) for visual learners, and learning methods though discussions, spoken presentation, debates, audio tapes, role plays, lectures, and meeting for auditory learners. In addition to these features, Ehrman and Oxford mentioned that visual learners prefer a quiet place and like to work alone, and Kinsella added social and collaborative characteristics for auditory learners. Both the learners find comfort in improving their vocabulary with the effective use of the notebooks.

Thus, vocabulary notebooks enable the learners feel the responsibility for their own learning. The notebooks also are the reflections of the teacher’s guidance in improving the learners’ vocabulary. No two notebooks at the end of the academic year are the same, as they reflect the variations in acquisition of vocabulary by different learners.

References

J. Hulstijn and B. Laufer. “Some empirical evidence for the involvement load hypothesis in vocabulary acquisition.”  Language Learning 51 (2001): 539 – 58.

J. M. Reid. “The learning style preferences of ESL students.”  TESOL Quarterly, 21 (1987): 87-111.

L. C. Jones and J. L. Plass. “Supporting listening comprehension and vocabulary acquisition with multimedia annotations.”  The Modern Language Journal 86 (2002):  546 – 61.

P. Bogaards. “Lexical units and the learning of foreign language vocabulary.” Studies in Second Language Acquisition 23 (2001): 321 – 43.

P. L. Carrell and L. B. Monroe. “Learning styles and composition.” The Modern Language Journal 77  (1993):  148 – 62.

S. Knight. “Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities.” The Modern Language Journal  78 (1994):  285 – 99.

S. M. Alessi, and S. R. Trollip.  “Multimedia for learning: Methods and development.” Boston , MA : Allyn & Bacon, 2001.

T. Cobb. “Breadth and depth of lexical acquisition with hands-on concordancing.”

Computer-Assisted Language Learning 12 (1999):  345 – 60.

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]]> http://eltweekly.com/more/2009/08/eltweekly-issue30-research-paper-an-exploratory-outlook-in-the-use-of-vocabulary-notebook/feed/ 2 ELTWeekly Issue#29, Research Paper: Bridging the gap: Vernacular medium to English medium http://eltweekly.com/more/2009/08/eltweekly-issue29-research-paper-bridging-the-gap-vernacular-medium-to-english-medium/ http://eltweekly.com/more/2009/08/eltweekly-issue29-research-paper-bridging-the-gap-vernacular-medium-to-english-medium/#comments Wed, 12 Aug 2009 17:45:07 +0000 Tarun Patel http://eltweekly.com/more/?p=384 Bridging the gap:  Vernacular medium to English medium

Sunil Shah & Surendra Gohil, Lecturers, H.M. Patel Institute of English Training and Research, Vallabh Vidyanagar, Dist: Anand , Gujarat – INDIA

Abstract:

“CAN A CHILD STUDY IN A HINDI/VERNACULAR MEDIUM SCHOOL TILL CLASS 4 OR 5 AND THEN BE SHIFTED TO A GOOD ENGLISH MEDIUM ONE?” is a question asked by a parent in the ‘Sawal’ section of the website http://www.ibibo.com. This is also a concern of many other parents in India.  This paper seeks to answer this question with the help of a study, wherein the researcher has prepared and tryout  some material based on Functional English to develop oral competence of the students of class IV and V who are at zero level  or near to zero level competence. In such a task it is obvious that  structural approach may not prove to be fruitful, hence  the researchers  prepared and tried out  some materials based on Functional English for initial level of language instruction.

The  significant questions which the paper deals with  are as follows:

  • Can the students at zero level be taught through Functional English?
  • Is there significant improvement in students’ oral skills through the material prepared?
  • What are the difficulties for compiling and preparing material for the zero level language

instruction level students?

  • What should one keep in mind while preparing materials at the initial level of language instruction ?

Introduction:

The medium of instruction is very important at every level of education and more so during the elementary education, as that is the time when a child is exposed to the vast world of knowledge. It is a long held debate in India whether the medium of education should be the  universally recognized English language or the regional language. There are pros and cons of both the options. While English is important when one grows up and goes into a professional life, regional language has an advantage of being easily understood, thus helping the students grab the right information and understand better. Educationists around the world have debated this issue but to no concrete result. In India, with its  multilingual background, there cannot be one accepted  medium of instruction. Though Hindi has been accorded the status of the  national language, it is yet to gain a whole-hearted acceptance in  many parts of India like South and East India. Thus, many state-run schools follow the language of their region to impart education. However, in urban India, English is the preferred medium of education for obvious reasons. Even people from economically weaker backgrounds and those who do not speak English themselves prefer to send their children to English-medium schools.

The prime reasons are preference of English as a medium of instruction in higher education and its worldwide acceptability. There are no good professional courses available in regional languages. Thus, it is believed those who study through regional languages tend to lag behind to those who have studied in the English language. Studies have been conducted worldwide to find out a better medium. Purists reckon that language is not just a means of communication but also a cultural window which introduces one to the social and intellectual surroundings. Language development leads to educational development, which in turn leads to national development. Till a long time, the medium of instruction in India was the dominant regional language from primary to the high school level. English was only introduced as a subject after the primary level. English as a medium of instruction throughout schooling was only found in a few schools. This trend worked in the favor of many but gave inferiority complex to a lot others. People who could not speak or understand English started feeling that they were no good. The point is highly debatable.

However, when it comes to higher education and especially the professional courses  English medium is a must. It would not be proper to think that streams like Engineering, Medical, MBA or any technical course can be imparted in a regional language.  When we talk about professional courses in vernacular medium the problems which we come across are acceptability and terminology. There are not enough terms in the regional languages that can define the concepts in these fields. Also, even if one were to get this education in the regional language, he/she cannot use it professionally as the whole world does no understand the same language and they end up becoming misfits.

This discussion leads us to   further discussion about whether a child studying in Gujarati or Vernacular medium  be shifted  English Medium from  class IV or Class V .

“CAN A CHILD STUDY IN A HINDI/VERNACULAR MEDIUM SCHOOL TILL CLASS 4 OR 5 AND THEN BE SHIFTED TO A GOOD ENGLISH MEDIUM ONE?” is a question asked by a parent in the ‘Sawal’ section of the website http://www.ibibo.com. This is also a concern of many other parents in India.  This paper seeks to answer this question with the help of a study, wherein the researchers  prepared and tried out some material based on Functional English to develop the oral competence of the students of class IV and V who had had no exposure to English language or were  at zero level or near to zero level of English language competence. In such a task it is obvious that   structural approach may not prove to be fruitful, hence the researchers  prepared and tried out some materials based on Functional English for initial level of language instruction.

The  significant questions which the paper deals with  are as follows:

  • Can the students at zero level be taught through Functional English?
  • Is there significant improvement in students’ oral skills through the material prepared?
  • What are the difficulties for compiling and preparing material for the zero level language

instruction level students?

  • What should one keep in mind while preparing materials at the initial level of language

instruction ?

The research was taken up  at Swaminarayan Vidyapith[English Medium  Girls School CBSE], Karamsad. The school also encourages admissions to students from vernacular medium (Gujarati) in class IV and class V English medium.  The English language competence of these students is at zero or near to zero level. These students are admitted on the basis of their aptitude towards learning.

It is also misleading to think that such children will only learn simple language, such as colours and numbers, nursery rhymes and songs, and talking about themselves at the initial stage. Of course, if that is all they are taught, that will be all that they can learn. But children can always do more than we think they can; they have huge learning potential, and the foreign language classroom does them a disservice if we do not exploit that potential(Cameron,2001). Hence it is extremely necessary to prepare and try out materials to help such learners in bridging the gap of 6 years. The researchers prepared some materials which they got validated from experts, which would help such students to develop the required communicative competence.

Objectives of the study:

The researchers undertook the project with the following objectives.

1.      To prepare material based on functional English, which will be helpful at the zero level of language instruction.

2.      Try out of the material prepared for the initial levels of language instruction.

3.      To find out the effectiveness of material based on Functional English at the initial level.

Variables:

In the present study, the Material prepared by the investigator is manipulated as  the independent variable to verify its effect in the development of the  oral skills the sample group is assumed to be dependent variable.

Limitations of the study:

The present study includes preparation and tryout of   some material based on Functional English. These prepared materials covers only limited topics and techniques. The researchers  focused  only on developing oral skills and not other skills related to general competence of English. The study is limited to a few samples only, namely a group of 25 students admitted to  class IV and V with zero or near to zero level of competence in English. The study  only covers the geographical area under Swaminarayan Vidyapith , Girls School. The duration of the experimental teaching was that of thirty hours including the input session.

Research methodology:

The present study is experimental in nature. The researchers followed the One group pretest-posttest design.

Materials for teaching the beginners:

Teaching absolute beginners requires the teacher to pay special attention to the order in which new language is introduced. The teacher lesson plan plays an essential role in making sure that new language is introduced slowly and incrementally. This 20 point program provides a syllabus to take students from speaking no English at all, to being able to fulfill basic communication needs including; giving personal information, and describing their daily routines and the world around them.

Obviously, there is a lot more to speaking English confidently than these twenty points. This 20 point program has been designed to provide a strong base on which to build while, at the same time, providing learners with the most important language skills they will need to get going.

When teaching absolute beginners, it is very important to proceed methodically building on what has been introduced. These exercises will appear very simple.  But we should remember that the students are taking very little steps to quickly establish a base on which to build. To  begin teaching absolute beginners it is important to use gestures, pointing and what is often called “modeling”.

Some of the teaching points included in the course are as follows:

- Introducing oneself/ others

- Identifying items or people in the classroom and the school

- Introducing  and asking for identification.

- Seeking information

- Basic Greetings

- Personal Information

- Telling the Time

- Talking about their Daily Routines

Methods of data collection:

  • The investigator followed the following method for data collection
  • Internal pretest (prepared by the investigator)
  • Internal posttest (prepared by the investigator)

The researchers  prepared the questions  to check the oral skills at the initial level, the researchers took the pretest in the form of audio-recording of the  responses. The marks were allotted as per the marks allotted to questions asked by the researchers at the time of actual  audio -recording. Following the treatment of the material produced by the investigators posttest was taken in the same manner as the pre-test.

Analysis and interpretation of data:

The data were analyzed on the basis of the scores obtained by the sample group  in pretest and posttest. Several types of statistical parameters were used to verify the validity of the findings of the experiment. They were-

i.                  Measures of Central Tendency or averages- the mean, the median and the mode;

ii.                  Measures of spread or dispersion- S.D.;

iii.                  Measures of relationship- correlation, C.V.;

The data was analysed on the basis of the scores obtained by the students in the pretest and posttest. Simple statically methods were used to interpret the data.

Highlights of the analysis :

  • The mean scores made by the students in the pretest are 3.6 and post experimental test 11.6.
  • There is a difference of 8 marks between the pretest score and posttest score which is positive.
  • Mode of the score showed positive increase of +7, where as Median showed positive increase of +7. ( Mode pretest=5, posttest=12, Median pretest =+5 and posttest=12)
  • There is a high standard deviation ( 3.588 ) in posttest score compared with low standard deviation ( 2.638 ) in pretest score. The standard deviation is seen high in the posttest as some of the students who did not do well in the pretest have done extremely well in the post test.
  • The correlation of coefficient between scores of pre and post experimental test was positive and worked out at + 0.364.
  • Coefficient of variation is also low ( 30.93 ) in post test score compared with coefficient of variation in pretest score ( 73.277 ).
  • All the students of the sample group have improvement in their score in post test. However there is difference in level of improvement in all the students.

Observation by the investigator:

Although the learners were new to the language they actively participated in the different activities conducted during the tryout of the materials for the initial level of language instruction. Initially the students were not comfortable with the new language they were learning but different games and activities motivated them. However, it was the brighter students who took initiative in answering the question and participation in class. But gradually all the 25 students started taking active interest in these classes.

The results show that all the 25 students have shown improvement .However, there were a few students who were not able to cope with the  level of the class. The reason behind this could be lack of effort on the side of the learner.  One of the students confessed that they were listening to the language for the first time. It was observed that the students were gradually gaining confidence to use the new language.

They were more involved and seemed motivated in learning English Language. Add the end of day 7 of   they were able to use language more confidently and fluently than they have thought of.   It was observed that the learners made a conscious attempt to talk in English language with their  peers. They were able to comprehend each others language. Other qualities as cooperation, negotiation, consensus making and leadership developed as they worked together. Communication was not only with the students but also with the teacher.

At the end of the treatment it was observed that the  students were able to communicate in a purposeful manner appropriate to the context. They were found more enthusiastic to use the language with these teachers of other subjects and their seniors. Their stage fright   decreased as some of them were able to perform well in the school assembly. They also appeared to listen to each other more carefully.

Suggestions for further research:

Materials for the Initial level of language instruction should be prepared in consultation with the needs of other faculty teachers also. Through such a coordinated effort materials will become more relevant for the learners. These materials will teach language items but students should feel that they are learning something relevant to their studies. More materials should be prepared which will take care of other language skill i.e. listening , reading and writing. These materials which are for the initial level of language instruction will be liked by the students if it is related to their subjects and needs. Such material should be prepared and tried out as it will helps the students to bridge the gap between them and  English language as they have not got the exposure to the language in vernacular (Gujarati) medium schools.

Conclusion:

This study was undertaken with the aim of   preparation and tryout of some materials based on Functional English at the initial level of language instruction. The researcher did face some bottlenecks while carrying out the experiment.  Based on the observations, taken during the tryout of materials the researchers drew some suggestions.

During the research the researchers faced few problems. The difference in their level of understanding was a barrier as the researchers had to make some changes in the procedure of tryout of materials. These difficulties helped that the researchers how to prepare such materials, which steps to follow and how to teach students at the initial level of language instruction in a better way.

The study proved  to be useful for both the investigator and the students. These materials were useful  to develop the oral skills of the students. These  materials provided the learners the confidence which is required to learn a new language. This study will be useful for not only practicing teachers but also for future researcherss and material producers.

References:

Brumfit, C. Communicative Methodology in Language Teaching.  Cambridge University Press, Cambridge. 1984.

Cameron, Lynne. Teaching Languages to Young Learners. Cambridge University Press, 2001.

Finocchiaro, M. and Brumfit, C.J. The Functional-Notional Approach from Theory to Practice.  Oxford University Press, Oxford. 1983.

Johnson, K. and K. Morrow. (eds).1981. Communication in the Classroom. Longman  Group Ltd, London.

Das, Anirban. ” How important is the medium of education.” 03 July 2008.

< http://find-read-discover.com/articledetail//How_important_is_the_medium_of_education>

About.com. March 2005. The New York Times Company. September, 2007 <http://esl.about.com/od/absolutebeginners/Teaching_Absolute_Beginners.htm>

Nunan. “Challenges in Teaching Young Learners”.April 2005.

<http://www.nunan.info/presentations/challenges_teach_young_learners.pdf>

*** ELTWeekly Team would like to thank Sunil Shah & Surendra Gohil for contributing this research paper.

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