ELTWeekly Vol. 4 Issue#40 | October 1, 2012 | ISSN 0975-3036
This paper is submitted by Vinod Kumar Bairwa, Lecturer in English, SRP Govt. College Bandikui.
Abstract
English taught in the most of the institutions threw grammar translation method, which makes them good in grammar and to some extant in writing. Speaking is at all emphasized because the teacher teaching English is himself is no well conversant with the language. As a result of he chooses most convenient method, the grammar translation method. The need of the porn is to enhancement in communication skills is which can be done threw communicative language teaching. This is only possible when the teacher is trend expensively to use it and mentally prepared to implement. Communicative (teaching grammatical reading, writing and accuracy) while spoken is no fluency. This paper will examine the strategies are used by speakers of English as a second language in Jhunjhunu district’s U.G. colleges. This study will be undertaken because many students in this district under-perform in their English Language final examinations at graduation level. Although some students use facilitation strategies such as speaking and listening in English, using newly learned structures in real life situations, figuring out the meaning of something they do not understand and correcting their own mistakes, there are equally many students with shortcomings in the strategies they use for learning English, such as transferring structures from their first language to the second, giving up trying in the face of difficulties and being lowly motivated. To remedy the situation, it is suggested that teachers should frequently speak to individual student in order to establish the strategies they use for tackling different learning tasks, with a view to advising them on the use of appropriate strategies for various language skills. It will also suggest that the teaching approach and the English language syllabus be reviewed in order to meet the language needs of students in a technologically changing world.
In order to understand the students’ strategies for learning English as a second language (ESL), it is necessary to give first a brief account of the context of English language learning and teaching in Jhunjhunu, the role and status of the language, and the aims and objectives of teaching the language. These aspects influence the way in which students learn English at graduate level in the district.
Today, after sixty two years of independence, English remains prestigious and is the medium of instruction from the second grade onward At present, it is a compulsory subject in B.A. level and all teaching is conducted in the language, except when students are learning either in Hindi or in Shekhawati, the native language of the majority of the learners. To enhance the student’s proficiency, many colleges in the district encourage students to communicate in English, despite the fact that the majority of the learners and the larger society do not use it in routine situations.
At the moment, the communicative approach is in vogue in spite of the criticism that some teachers have found in it an ‘escape route’ for not teaching ‘grammar’. Kroes (1997) thinks that a re-evaluation of the approach is overdue because of the growing concern that functional literacy in many countries, after students have spent ten or more years learning in the mother tongue and in the second language, has dropped for communicative purposes in the work environment and for further study at tertiary level.
India today equates itself with many developed countries of the world in so far as the use of English is concerned. Though a language brought and popularized in India after the advent of the British, Indians’ felicity of its use has enabled even the native users to look at us in awe and admiration. A study rightly says that India is the third largest English speaking nation after U.S and U.K. The growth and familiarity of English in various forms can be accounted to the proliferation of English medium schools and paying capability of Indian parents. But the picture is not so rosy in every nook and corner of India. There is no denying the fact that English has established itself as a language of trade and commerce. The spurt of technical revolution too conforms to the accessibility of English. English empowers both the young and the adults and its application seems an unavoidable reality right from the kitchen’s oven to military sirens. Moreover, effective English Communication skills provide better job opportunities. With the speedy wings of technology, the scenario in the job market has become more lucrative. There is no exaggeration to say that English Communication skills are passports to placement.
English is used all over the world not out of any imposition but because of the realization that it has certain advantages. A very important reason for regarding English as a world language is that the world’s knowledge is enshrined in English. It is a progressive language. It is dynamic and flexible. Over and above English is universally renowned for its power of expression and its rich literature.
The use of English in polishing our life-styles and also in imitating decencies in terms of human behaviour is a fact not to be forgotten. It has become a language of communication and does not seem to be a liability in our everyday life. But to say that it has attained a hundred percent familiarity is not true. There are still many districts in India where despite the procreation of modern amenities of life, English seems to be revered as a very prestigious language and its users a facilitated lot. The reasons for the slow pace of its spread are varied. A major chunk of population has started realizing the need of subtle nuances of using English more as a skill than merely as a subject.
The present study is based on Jhunjhnu, the major district of Rajasthan. This is historically very important of Shekhawati region and attracts a very good number of tourists every year. But the number of tourists pouring in other parts of Rajasthan as compared to this district is incredibly high. One of the reasons for this low revenue generation may be because of the lack of exposure to English communication skills. This district may prove to be an encouraging case study because of their awareness to certain realizations. The literacy rate in this district is above 70 percent and it is also not very far from the capital town, which invites a huge rush of tourists every year. Both the districts are adjoining and of late there has been a plausible awareness among people about education and revenue generation. And many prestigious personalities of Shekhawati are dominating the trade and business of India. The big icons are Birla, Modi, Bangar, Todi, and Poddar whose business spread all over India. These people donate a lot to public welfare i.e. schools, colleges, hospitals and dharamsala’s. The number of employees in these institutions of Shekhawati’s is more than 60%, but the people of Shekhawati couldn’t get such exposure as they deserve on their honesty and working capacity due to the lack of communication in English skilfully. Many prestigious schools, colleges and professional institutes have made this district proceeding towards becoming educational hub despite the lack of certain basic amenities. Students and teachers crowding this district, of course, will play a very dominant role in ameliorating the life styles of its denizens and generating serious awareness.
John Bath (1979-1982) has made a systematic study in this field and has analysed the following models:-
· Skinner’s:- Behaviour control model.
· Roth Kopf’s:- Model for written instruction.
· Ausubel’s:- Advance organisation model
· Eagan’s:– :- Structural communication model.
· Burner’s:- Discovery learning model.
· Roger’s:– model for facilitation of learning.
· Gagne’s:- Very general teaching model.
The students of rural colleges face a number of problems. English is their L2 & learning a second language means acquiring a system of rules, but just as a very little is known about these rules, even less is known about how such rule systems are acquired. Students find themselves unable to express in English. They have no idea of proper sentence structure. They do not know proper pronunciation, spellings and grammatical rules. The sole objective of the teacher and the learner remain to pass the exams. The students never realize the value of learning English as a language. In the past, in rural areas, English was introduced to students in the sixth class. If we compare a graduate of present time with a graduate of the past, the result is shockingly amazing. The emphasis on passing the exams lies so heavy on the students that they opt for the cramming method. Such an approach helps unscrupulous elements to flourish. They help the students in achieving their goals of passing the exams. The inter-disciplinary relation of teaching and learning process brings home the fact that the problems of the teachers can be solved if we concentrate on the causes of the problem of the students.
Students of the rural areas do not realize the importance of English as a language of communication whereas this is the most important aspect of this global language. They lack the confidence to speak in English; expression in the language is weak. First reason is that they have been taught English through Grammar-Translation Method. This method makes them dependent on their mother tongue. Whatever they read, they translate it into their own vernacular. During the time of exams, they cram the expected questions because they cannot write one original sentence of their own. Because of GT Method, they have no vocabulary of English words. While writing, they depend on the cheap material from the help books.
To solve all the problems, a systematic approach should be followed. The teachers should aim at teaching primarily, not knowledge but skill, the different skills required for good Listening-Speaking-Reading-Writing. Teachers should find some way of helping pupils to enjoy their language activities, and of building their confidence. A teacher who tries to help his pupils in this way has rightly rejected the image of the teacher who acts as the arbitrary dispenser of all knowledge.
To tackle with the problem of lack of vocabulary in the students, Productive and receptive Use of words should be kept in mind. The students should be made to learn simple words. This will help in inculcating a habit of learning new words in them. Their newly learnt words will become a part of their own vocabulary and they will be in a position to use those words. This is the natural process of movement at need from receptive to productive use of the words. This enhancement of vocabulary will result into better expression. The common errors made by the students in the different usages of the same word can be cured by this technique. Normally, the students can not differentiate between Noun and Verb, adjective or adverb. They should be clearly guided about the difference between the parts of speech by practice
In rural areas, the students tend to choose the literal way of translating the sentences from Hindi or Punjabi into English. Some examples need consideration here. Students make errors while translation of the following sentences:
1. He is my underwear friend.
2. Oh mother Ganga, send me telegram!
3. He killed my ten rupees.
Such problems arise because of translating each word of English into Hindi or Punjabi and vice versa. Whereas the students should be made aware of the fact that it is impossible to find an exact equivalent for every English word. English should be taught as a language, not as a subject. The course material should be designed in such a manner that emphasis on language should be there.
Conclusion
If we take into consideration the role of teacher and learner in acquiring the knowledge of a language; the problems can be solved effectively. Only then the students will realize the practical use of English language. English will be used by them as a medium of expression. They will be able to use English as a language of communication. Fluency in the speech, proper knowledge of sentence structure, confidence of speaking in the public will make them able to keep their pace with the developing world. It will also help in raising the standards of English as a language at the college level in Jhunjhunu district of Rajasthan. On the basis of suggestions given above, the critical situations in the teaching of English can be checked from further deteriorations. Decidedly one or two persons can’t do anything solid. Let everyone concerned with it take the responsibility. Only then we can create a congenial environmental & we can be able to achieve better results in the teaching and learning of English.
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