IJELL-International Journal of English Language and ...

The English Research Express

ISSN: 2321-1164 (Online); 2347-2642 (Print)

IJELL-International Journal of English Language and Literature

Peer Reviewed (Refereed) International Journal run by Dr. JK Research Foundation, Chennai, India

Volume: 4th & Issue: 13th (January –March’2016) PP: 64-72 Date: 25-03-2016

THE NEED OF THE HOUR TO CHANGE THE METHOD OF ELT: A DESCRIPTIVE ANALYSIS OF THE STUDENTS’ LANGUAGE ACQUISITION By: Ms. S. Sreelekha* and Dr. G. Mohana Charyulu** Authors’ Particulars: Ms. S. Sreelekha*, Research Scholar, Department of English, K L University, Guntur - 522 502, Andhra Pradesh, India. & SGT, Atkinson Senior Secondary School, Tarapet, Vijayawada - 520001, Andhra Pradesh, India. E-Mail: [email protected] Mobile: 0091 9293458758 Dr. G. Mohana Charyulu**, Associate Professor, Department of English, K L University, Guntur - 522 502, Andhra Pradesh, India.

Available in on line at www.issnjournals.com Copyright @ 2016 Dr. JK Research Foundation, Chennai, India. All rights reserved. Title of the Paper: THE NEED OF THE HOUR TO CHANGE THE METHOD OF ELT: A DESCRIPTIVE ANALYSIS OF THE STUDENTS’ LANGUAGE ACQUISITION Authors: Ms. S. Sreelekha* and Dr. G. Mohana Charyulu**/ Pages: 64-72 / Date of Publication: 25/03/2016

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Authors’ Introduction: Ms. S. Sreelekha* is presently a research scholar from the department of English at K.L University, Guntur, Andhra Pradesh in India. She has equipped herself with B. Ed. from Montessori College, Vijayawada and M. A. English from Acharya Nagarjuna University. Right now she placed herself in Atkinson Senior Secondary School in Vijayawada as a S G T (Secondary Grade Teacher). So far she has 9 years of experience in teaching field which gave her a boosting to take part in ELT sector, where as a part of her research, she has given 2

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E-Mail: [email protected] Mobile: 0091 9440354879





paper presentations, one in 2nd National Conference on Translation, Language and Literature in 2015 and the other one in International Conference on Advances in English Studies and Women Empowerment 2015. She has also added an important certificate from Central Board of Secondary Education on Capacity Building Programme and another certificate from Central Library of KL University in two day national workshop on Intellectual Property Rights and Scholarly Publishing Tools for Qualitative Research. From summing up all these, now she puts forward herself for her first publication in this esteemed publication. Dr. G. Mohana Charyulu**, is the Chairman, Research Progress Assessment Committee & Associate professor in the Dept. of English at K L University, Vijayawada A.P. in India. He is a well Known Trilingual Scholar who is awarded with Doctor of Philosophy for his thesis A study of Concepts: New Criticism in the light of Indian Poetics. So far he has presented 23 research papers on ELT, Comparative Literature, IWE, British and American Literature in International and National Conferences. There are 36 publications to his credit published in various journals and newspapers along with two minor projects with the University and one major project with ICSSR, New Delhi. He is very much interested in Comparative Study of Languages, Translation, and Literary Criticism in addition to Linguistics and Literature. Best Teacher Awards are to his credit from Govt. of AP, District Level and some Voluntary Organizations. He has been extending his services in teaching for the last 22 years at graduate, post graduate and research levels.

in ones teaching and assigning home works to the students. It also paves a way for the professionals to design the curriculum, keeping students preferences in mind and to have curriculum of their choice. Keywords: traditional teaching, student centred education, assigning tasks, students preferences, improvement of language skills.

A

systematic preparation of imparting English language is always a confrontation for the

present day generation teachers. . The

65

T

he present paper focuses on the techniques followed by the ELT experts to meet the needs of the students to acquire English Language proficiency. It is the major issue for the present day students to overcome the barriers of English Language Learning. The paper titled: “The Need of the Hour to change the method of ELT: A Descriptive analysis of the students’ language acquisition” studies the curriculum framed from the student’s point of view. It also examines the acquisition of the LSRW skills by the students when they are limited to classroom situations and also to home atmosphere. An observation is also made on how the students finish of their home work and which capacities are involved in the successful completion. This paper aims to throw light on the changes in the transmission of tasks assigned to the students and how the educational system is modifying from a traditional method of teacher centred approach to student centred learning in order to suit the present educational scenario. The paper describes the preferences of students in learning English language and their assessment about their English language acquisition. Finally the paper concludes with the suggestions which could be incorporated

existing teachers and those covet teachers

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Abstract:

to become successful are always the pioneers in the field of making language






study an easy task to all the categories of

student’s acquisition of language keeps on

the students. They strive to find out the

changing depending upon the stream they

various techniques to be followed in

have chosen. For example students who

making the concepts more familiar to the

are appearing to the IELT exams or IEO or

students to reach their goal. Present

TOEL at primary levels viz ELT, GATE,

situation

TOFEL exams

urge

to

attain

at secondary education

command over the English language

levels need a lot of command over the

because it is modifying its tentacles into

vocabulary as well as on LSRW skills.

English for specific purposes (ESP),

The students from Engineering or the

English

purposes

Business Communication need to stress so

(ECP) and English as a second language

much on their levels of vocabulary. It is

(ESL).

structural

related with public entrepreneurship. But

approach, communicative approach or

students who aspire to become a soft skills

presently the elective method, their main

trainee or an orator or a better placement

aim is to reach the students understanding

in

and their reciprocation effectively.

communicative

for

Either

communicative

they follow

In order to meet the means learning,

the

pedagogy should

of be

assigned to plan each lesson in a unique manner by using the various methods of teaching like story telling method ,pictorial representations, ,floppy charts, role plays, group discussions, ,student participation in teaching the context, cartoons , stick diagrams, questionnaires etc. It gives the teachers a kind of refinement in teaching even in their succeeding years. (See Model Lesson Plan – 1) Lessons planned in different style will enable the students to remember their topics for a longer time. ( See Model Lesson Plan – 2) However the pedagogy aims at the comprehension and recollection of the language but the

MNC”s

needs

training

development

in

courses.

Their language needs special training to meet

the

higher

competency

levels

(cognitive levels). They also work a lot to focus on their vocabulary and structures of sentences. Therefore the aims and targets of English language Acquisition changes from one stream to another according to the age group also. Language acquisition at initial levels should focus on the memory of the child. At higher levels of competency, tasks should be planned for their understanding and at the end in the final stage students aspire their Language learning only for the sake of real life implications. At this state, students will have an intro in the issues of barriers of learning language and other skills. Hence


66

the

Page

shows





the work assigned to the students should

Interesting thing is they wanted to know

be planned according to their age and

what would be done to make their

stream what they belong to.

assignment look excellent rather than

observation

made,

the

students are asked to complete the assignment in the classroom which they did it with utmost care and interest. It may be due to the confidence for they have placed themselves in a group or may be due to the presence of the teacher. But when they are subjected to do the similar tasks to complete at home, naturally they exhibited reluctance. Students who have completed their tasks at home expected a feedback from the teachers immediately.

allowing a correction of their work. . The students showed interest to the home works planned in smaller units and which is useful for their examination purpose. They are likely to spare a very little time in doing their homework may be a maximum of 2 hours per day hardly. The reason for the long time homework resulted them in boredom

and

reluctance.

Anyways

homework planned on full context may be difficult for the teacher to find out the gap where they lapse in their performance.

As a teacher of handful experience

are not ready to face this experience in the

with students’ psychology, I believe that

class room and bear this type of feed back

the teacher gives immediate results by

from the teachers. In one of the surveys

valuating the scripts submitted by them. It

conducted students showed much interest

will take place in the class room in

to know their performance levels and

presence of all the students. Suggestions,

marks awarded for their work. They are

modifications, elevating the mistakes and

ready to make any modifications needed

resorting to correct them in various

when compared to the work assigned to do

manners give distaste to the students. They

at home. One more captivating matter is


67

an

Page

In





when the tasks are assigned related to real

Likewise the students complete 3-4 tasks

life implications they did it with great

related to the same context. Care should

interest. Some of them even tried to

be taken in the final stages to assemble the

exhibit their creativity in completing their

tasks which may sometimes lead to be

job. A notion of higher order thinking

shown as a great project work. For

(cognitive level) is observed to be on

example a teacher in a classroom situation

ascending mode because they really felt

may ask the students to create some

that the project what they made would be

pictures related to the prepositions to attain

useful for them in their later career. For

dexterity over the grammar topic. For this

this the tasks assigned should be planned

the teacher lists each preposition and asks

in a systematic manner so that the student

them to draw a picture relatively. She

should know why she/he is acquiring that

observes 2-3 tasks of the same manner in

particular subject knowledge over the

order to give them deftness over the topic.

topic. Tasks should be planned in smaller

Later, all the tasks will be assembled in

units to attain command over the themes.

one sheet which shows the project is

Once the students attain the mastery over

completed. This can be explained as multi-

that particular subject then he/she should

tasking.

Page

68

be assigned with next step of task.






Tasks can be stressed not only on

in their previous assignments. For

artistic works but can be formulated on

this multi-tasking should be taught

various aspects such as role plays of

right from early stages.

regular interactions such as handling a market situation./ conversation between friends ,

poster preparations on a

commodity

or for the upraise of a

company; a conversation between an interviewer and an interviewee; or a presentation

related

to

their

desired

targets/aspirations.

A perfect devise by the pedagogy essential

to

complete

the

assignment which gives rise to complete a project at the end.





stating that language studied in the initial stages is only for the memory sake as it lays foundation on the basic concepts. In understanding of the subject. In the final the real life implication. My request to curriculum experts and syllabus designers while preparing a curriculum for various courses should keep in mind all these three levels

of

mentioned

understanding.

Assignments should be given with

Properly planned tasks with appropriate

a combination or conglamation of

parameters should be given to the students

real life implications.

in order to achieve the desired projects as

For this the assignments should be

per the age and stream they chose. A

also given with proper parameters

composition

in order to make the assignment

assignments will definitely give rise to a

more clearly for the student about

full-fledged project which is explained as

where they have to lay more focus

multi-tasking. When multi tasking is done

on the topics.

it is easy to segregate the students of

of

all

these

smaller

and

similar ideas, skills and calibres. Thus it is

evaluations should be marked by

the need of the hour to change the teaching

the teacher so that the students

methodology

English

69



the stream they choose. I explained it by

ponder over the topics and analyse

Language for the smooth and effective

Page



according to the age of the students and

level, their aim is to receive education for

through this research paper:

is

need of acquisition of language changes

the higher levels the student aims at the

Following findings are brought



Therefore my survey found that the

where they are finding a gap.

learning by the learners.

Immediate

feedbacks

while

teaching

The final project assigned should be an assembling of the key points Available in on line at www.issnjournals.com

Copyright @ 2016 Dr. JK Research Foundation, Chennai, India. All rights reserved. Title of the Paper: THE NEED OF THE HOUR TO CHANGE THE METHOD OF ELT: A DESCRIPTIVE ANALYSIS OF THE STUDENTS’ LANGUAGE ACQUISITION Authors: Ms. S. Sreelekha* and Dr. G. Mohana Charyulu**/ Pages: 64-72 / Date of Publication: 25/03/2016





References: 

Appendix:

Fundamental concepts of Language Teaching,

1. A Model Lesson Plan -1: Prepared

Stern,

briefly on the basis of text book

H.H.1983,Oxford,Oxford

class VII 2013-14 Xseed English

University Press. 

Language

Reader Grade 7; iDiscoveri

Learning

Communicative

Through

Education.

Practice-ELT

Documents

2. A Model Lesson Plan -2: Prepared

76(3)-Allwright,

briefly on the basis of text book

R,1977,London, British Council 

class V The

techniques

of

Language http://rsgr.in/pearls-app

Teaching, Billows, F.L.,University of East Africa, Longmans, London and Harlow 

Principles of Language Teaching, Brown,H.D.1980

Englewood

Cliffs, N.J., Prentice Hall.

Model Lesson Plan 1: Class : VIII Name of the Lesson: “Kabuliwallah”

Motivation/Teacher’s Activity

Content

Recapitulation

Home Assignment

To enable the students to acquire LSRW Skills 

Who has written our The Lesson: Whom did Read the text/ National Anthem? The story of Kabuliwallah How would Who started Kabuliwallah in compare Mini you react if Shanitniketan School at brief to? you were Calcutta Kabuliwallah? Generally most of the teachers follow the lesson plan as mentioned above. My request is to prepare an identical lesson plan based on the level and age of the students of the particular class. Available in on line at www.issnjournals.com Copyright @ 2016 Dr. JK Research Foundation, Chennai, India. All rights reserved. Title of the Paper: THE NEED OF THE HOUR TO CHANGE THE METHOD OF ELT: A DESCRIPTIVE ANALYSIS OF THE STUDENTS’ LANGUAGE ACQUISITION Authors: Ms. S. Sreelekha* and Dr. G. Mohana Charyulu**/ Pages: 64-72 / Date of Publication: 25/03/2016

70

Objective

Rabindranath Tagore

Page

Name of the Writer:





Model Lesson Plan 2: Class V: Name of the Lesson: “An Earth Day Carol” by Paula Thomas could be explained by setting up a role play. Name of the Lesson: “Keep a poem in your pocket” by Beatrice Schenk De Regniers in the form of student participation method.(asking them write a poetry by giving certain parameters) Name of the Grammar Point: VOICE (Changing sentences from Active to Passive) Method of Teaching: Explanation through a floppy chart as shown below.( for primary students whose syllabus is only related till past and present tenses); you may extend the chart according to your syllabus.

Identify the verb

Past tense (was/were)

(((fffffpppp Change the verb into v3 form

Present tense (is/are)

object takes the subjects position

Place “by” in front of the subject.


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71

subject comes to the object position





3. Samples of Questionnaire: Questionnaire Name of the Student: Name of the School:

Class: Native:

1. Which type of prose lesson do you prefer? a) Story type b) comic

c) adventurous

2. Do you like poetry with a) Rhyme b) meaning

c) beauty

3. Do you feel whether Grammar should be taught by a) Rules b) practise c) communication 4. Would you like to represent answers a) On own b) bookish

c) given by teachers

5. What do you feel Speaking English can be learnt from a) Teachers b) books c) newspapers and articles 6. Which accent do you like a) News readers b) British

c) American

7. In your opinion, A good teacher should posses ....... a) Vocabulary b) grammar c) accent 8. Is Home work easy in a....? a) Group b) individually

c) practise

9. When do you remember topics thoroughly .... a) Participation b) imposition c) drilling 10. Do you feel a successful one when you read better a) Than Your Friends b) by understanding

c) through by-heart

11. How much time do you like to spend on Home Work at Home.... a) Don’t like Homework b) two hours c) Four hours 12. If you like Home work, should it be planned a) Smaller units b) full content c) exam purpose

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13. Do you like to read text books prescribed for you a) Yes b) No c) Neutral

15. While learning Grammar, you are interested to go through answers a. Immediately b. After a day c. Till the explanation

of

Page

14. Do you attend classes regularly because a. You like classes b. Fear of punishment c) it is compulsory to attend

teacher
