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SASMITA BHARATI Research Scholar SOA UNIVERSITY TOPIC: ENGLISH AS A SECOND LANGUAGE WRITING PROBLEM AT THE SECONDARY LEVEL

IN RURAL ODISHA: A SURVEY ABSTRACT: In India English is introduced as a second language and has been assigned the status of second language. Though English has been a part of our education system but yet it is beyond the reach of most of our young learners of rural area. This paper attempts to bring in the issues related to English language education situation in rural schools in odisha. This study was designed to make a survey of the difficulties faced by the secondary level learners in writing, with an objective to explore the factors leading to various difficulties. The level of introduction of English now become a matter state policy but the learner remain very poor at English still. My paper deals with rural odisha learners; who were born and bred-up in adverse condition. This paper will report on a study carried out the language learning strategies, preferred learning, examine learning difficulties, styles and motivation of rural odisha students in learning English. I will focus on the secondary level because Secondary education is an important sub-sector of the entire education system. On the one hand, it provides middle level work, based on the quality of education. This level of education, therefore, needs to be organized in such a way that it prepares young men and women for the pursuit of higher education as well as prepares them to adjust to their practical lives meaningfully and productively. Key-words:-Rural, Secondary, School, ELT INRODUCTION Teaching and learning English is the fast growing in a mission all over our country. English is learned everywhere because people have found out that knowledge of English is a passport for better career, better pay, and advance knowledge and for communication with entire world. But our country is facing a kind of divide English have and have not. Rural student feel that they are under privileged because of lack of English. There is irony in the situation that English has been a part of our education system for more than a century. Yet it is beyond the research of most of our young learner of rural area. Most of the students complete their schooling in their mother tongue or any regional language of their area. Though they have scored well in the examination in core subject, they remain very poor at English still. The students have an unknown fear and fever over English all these year. Now let us examine some of the various factors which leave English as a hard and tough subject for rural student. Language teaching in these schools is bilingual or translation method. The teachers simply translate everything into their mother tongue and explain them on the name bilingual or translation method. Though this method offers them sound knowledge in the content, it prevents them in acquiring communication ability when

they go to the University or higher level. The teacher here plays more as a translator than a genuine English teacher. Definitely these teachers make English as a right more for students. Thus English appeared or is rather made as a dreadful demon for a long year in rural area. STATEMENT OF THE PROBLEMS At the secondary and higher secondary levels we find that while the majority of students are in government school (55 percent) a large proportion are in private schools aided by government ( 35 percent) with unaided private school the remaining ten percent of places (world bank 2003). There are broadly four stages of school education in Odisha; namely primary, upper primary, secondary and higher secondary, Eight seven percent of school in Odisha are accounting for in the countrys villages. The English teachers at these schools are untrained and moreover they are unaware of the current trends and techniques of ELT. Most of them are ignorant of useful organizations and websites on the Internet which offer them really good down-to-earth discussions of ideas and techniques. As school teaching is not the problem of college teaching. Similarly the problem faced by rural learners is not same as the problem faced by an urban learner. In rural Odisha the teacher might be the only source to teach English at the secondary level as there is no other source like urban areas. There is little scope and less exposure for rural learners and their learning chiefly depends on the surrounding. As Odisha is a poor state, the classrooms are not well equipped with modern teaching equipments. Due to large number of student, the teacher fails to do group work effectively. The teacher follows the lecture method of teaching. The methodology of ELT in these schools is bilingual or translation method. The teachers simply translate everything into their mother tongue and explain them on the name shortage of funds the teachers often log behind in adopting new materials. As there is of bilingual or translation method. The students play a passive roll and prefer note learning. The final examination does on their memory and the examinations are not language-oriented. The English teachers at these schools are untrained and moreover they are unaware of the current trends and techniques of ELT. Most of them are ignorant of useful organizations and websites on the Internet which offer them really good down to-earth discussions of ideas and techniques. Rural students do not get the opportunity to interact with other peer groups. The other reason is that other subjects are taught in Hindi or vernacular language. So like other subjects, students take English as a subject not a language. They dont put their effort to learn it as a language. The problem is not at the tertiary level but from the primary and secondary level. The fact is that the roots are rotten. Thats 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 and 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. I find the following features as typical of a rural ELT context 1. A rural teaching especially ELT context marked by shortage of research.

2. Both teacher and students in rural area do not get as much exposure to the teaching English. 3. There is an overall disinterest apathy towards English in spite of many incentive and support schemes of the Government.

OBJECTIVE OF THE STUDY: 1. To identify the problems in writing skills of the rural learners at the secondary level. 2. To identify and obtain information from learners regarding their writing process, methods and materials in academic and non-academic settings. 3. To know whether teachers and learners are aware of these problems or match between the perception of teachers and learners.

Scope:
The problem of school teaching is not the problem of the college teaching. Similarly the problem faced by a rural learner is not the same as the problem faced by an urban student. The scope of our study is therefore to investigate the problems of writing English at the Secondary level in the rural Odisha. METHODOLOGY: The aim of the study was to investigate the writing problems at the secondary level learners of English. To collect data relevant to this issue, I surveyed the vices of teacher ad learners of class IX who have received minimum seven years exposure to English. The survey took the form of a questionnaire which was considered a suitable means of obtaining information from a wide range of respondents a questionnaire was prepare for 35 learners in order to investigate their response about writing English and an interview was conducted with the teacher of different school. QUESTIONNAIRES: Students responses were analyzed. As the sample size is small, a simple average method of analysis was adopted. The method of research become descriptive ad analytical. The detail analysis of the error in learners writing in given in the graph below:

7 2 5

4 28

Spelling Singular / Plural Word order

17 6 11 20

Verb Tense Vocabulary Punctuation Irrevalent Information Meaning is not clear Word Missing

INTERVIEW DATA: The group interview with 8 teachers aimed to elicit their view on the problems of learners faced in writing English. The two problems which the teacher agreed were most common were grammar and vocabulary,. Spelling and punctuation problems were also mentioned by some teachers but these did not emerge here as issues the teaches felt caused them great difficulty in writing. DISCUSSION : Both teachers and learners agreed that writing in English present many challenges for the learners and both groups identified several common areas of difficulty , which appear in the dimension of writing identified by Raimes (1983).We can notice from the chat that errors occur in the students , writing, which are observed either through peer correction or teachers evaluations. Their can possibly be reduced after some practice and re-writing

process. It would seem that greater awareness among teachers of the different strategies which can be used in responding to learners writing might enhance the level of satisfaction. When teachers and learner will work together in a writing class learners writing will definitely improve. LIMITATION : This paper has examined teachers and learners views about writing difficulties. It analyze samples of learners writing in order to identify the kinds of errors which actually occur. Although teachers and learners view are insightful, analysis of written work provided an additional dimension to this work and should be clear part for any future research. FUTURE PLAN OF WORK: In the light of above survey and analysis regarding teaching and learning of English as a second language in the rural back drop, it is found that the method are should be flexible and should be kept on changing by the teacher. We need to pull our learners of these vicious circle and put them into virtuous circle as such a great number of secondary school learners can improve their English learning skill. We should ensure whatever is possible in our context to help learning English as meaningful and relevant with better career opportunities. Our study is a small step to shutout this problem. References: 1. Nunan, David.Language Teaching Methodology: A Text Book for Teacher.London: Prentice Hall 2008. 2. Raimes, Ann.Exploring Writing: A Process approach to ESL composition.Newyork:St.Martins Press. 3. Heyland, Ken.Second Language Writing: Cambridge: CUP, 2003. 4. Singh, S.K.Teaching English in Rural Area.2nd VOL.ISRJ, 2012. 5. Monis, Marku.A study of the Problem in Written Communication among the Engineering Student: an analysis of students Evolution.Vol.1.ISRJ, 2012.