TECHNIQUES IN ENGLISH TEACHING AS

A SECOND LANGUAGE IN THE KUMAUN

REGION OF UTTARAKHAND:
PAST TRENDS & FUTURE DIRECTIONS

A
THESIS

Submitted to Kumaun University Nainital,

for the Degree of Doctor of Philosophy

in
ENGLISH

Supervisor: Researcher:

Dr. Vidya Shanker Sharma Ankur Upadhya

Department of English H.N.B. Govt. P.G. College
H.N.B. Govt. P.G. College Khatima, (U.S. Nagar)
Khatima, (U.S. Nagar) Uttarakhand

2012
 Techniques in
English Teaching
as a Second
Language in the
Kumaun region of
Uttarakhand: Past
Trends & Future
Directions
 Techniques in
English
Teaching as a
Second
Language in the
Kumaun region
of Uttarakhand:
Past Trends &
Future
Directions
 Certificate

This is to certify that Ankur Upadhya has completed his research work

entitled “Techniques in English Teaching as a Second Language in the Kumaun

Region of Uttarakhand: Past Trends & Future Directions” under my guidance and

supervision, and the thesis being submitted by him is his original research work.

I further certify that Ankur Upadhya has put in attendance with me in the

department for the prescribed period as per Research Ordinance of Kumaun

University, Nainital.

I am satisfied with the work and recommend that the thesis should be

accepted for evaluation for the award of Ph.D. degree in English.

(Vidya Shankar Sharma)

Supervisor
 PREFACE

The present work aims to provide a detailed account of the evolution of language

form, its origins, as an object of study, and strategies of language teaching. The Teaching

Learning process is a dynamic process and therefore it keeps changing as the civilization

demands. The teachers keep reforming and reapplying their knowledge in order to keep

abreast with the changing techniques. India is the second fastest growing economy in the

world and now India as a nation is at an advanced level in the minds of the people of other

countries, commanding great respect among other developing nations. In recent scenario,

India has made and showed its importance to other countries all over the world and day by

day its quality of importance is increasing and therefore, now it is more identifiable nation

in the world. The most important and basic thing which comes into mind for the growth of

nation is its education and effective use of English, which has become a global language

today. Globalisation is the new buzzword that has come to direct the world since the

nineties of the last century. Therefore, the need of the day is to spread English Language all

over India, as it is not only a global language but a language of opportunities. Therefore, the

training of English Teachers in ELT becomes very important.

An attempt has been made in this study to suggest ways and means to improve

teaching of English in changed conditions of today. The problems related to methods,

approaches, reading, writing, listening and speaking skills, teaching of prose, poetry and

grammar, testing and evaluation systems, policy matters, teaching- learning environment,

teaching aids, reading material, infrastructural facilities, etc. have been discussed in the

background of present situation.

 I am deeply indebted to respondents, interviewers, scholarly professors, librarians,

and Prof. V. S. Sharma, Govt. P.G. College, Khatima for their outstanding support and help.

More personally, I wish to express my gratitude to my Mother.

(Ankur Upadhya)
 Contents

Page No.

Chapter – I: Introduction 1-18

Chapter – II: Complexity of Problems of Teaching English in Kumaun:

Problems and Probable Solutions 19-32

Chapter – III: Evaluation of Approaches to Teaching English 33-62

Chapter - IV: Evaluation of the Methods of Teaching English in View

of the Objectives in a Critical Way 63-92

Chapter – V: Teaching of English Prose, Poetry and Grammar 93-118

Chapter - VI: Evaluation of Four Skills 119-148

Chapter- VII: Conclusion: Retrospect and Prospect 149-163

Chief Findings 164-207

Questionnaire 208-216

Bibliography 217-224
Chapter – I

Introduction
 1

Recently, the spread of the English language is rampant all over the world.

English language has been widely used and considered as the universal language.

English is very powerful that it has been used when negotiating with very prominent

personalities. With regards to worldwide meeting, the language of English is officially

the language being spoken. The language of English is also known as the first language

of the countries of Australia, Canada, the Commonwealth Caribbean, Ireland, New

Zealand, the United Kingdom as well as the United States of America; and the second

language of the Commonwealth countries like India, Sri Lanka, Pakistan and South

Africa as well as the other international organizations.

The modern English is quite described as global lingua franca, and it is the major

communication tool for science events, business, aviation, entertainment and diplomacy.

The Indian software engineers created the global computer and IT revolution, which has

now spread over the whole world. In doing so a happy synthesis has taken place between

the American English and English as spoken in India. The Indian English has got world-

wide acceptability in all walks of life, particularly in business, finance and in the field of

science and technology.

Global importance of English can not be underestimated. English has an access to

significant magnitude of Knowledge. No matter what you are interested in, with today‟s

technological advancements and the rise of the internet you can find access to huge

amounts of knowledge on just about any subject. We truly live in an age of information;

however, most of the knowledge available is written in English. Most of the websites on

the Web are in English, many books are written in English, most of press and news

reports are in English.

 2

Many people believe the English language to be the language of communication

worldwide. There are more than 1.5 billion people across the world who speaks the

English language and 1 billion people are working on learning the language right now.

Politicians and Diplomats use English for conferences and competitions that are held

internationally.

In India, English is not less important language for Indian speakers.

In terms of numbers of English speakers, the Indian subcontinent ranks third

in the world, after the USA and UK. An estimated 4% of the Indian population

uses English; although the number might seem small, out of the total

population that is about 35 million people. (Annika 101)

English is used in both public and personal domains and its functions "extend far

beyond those normally associated with an outside language, including the instrumental,

the regulative, the interpersonal and the innovative, self-expressive function" (Kachru 3).

English is not classified as one of the 15 national languages of India. Although

Hindi is the Official Language of the Union, provision was made in the Constitution that

English would be used in official work until 1965, after which Hindi would replace it.

Because of the opposition of the Dravidian south against Hindi, the Indian Government

decided to further extend the role of English as an additional language with Hindi to be

used for purposes of the Union and in Parliament (The Official Language Act 1967).

English is now recognized as an associate official language, with Hindi, the official

language. It is recognized as the official language in four states (Manipur, Meghalaya,

Nagaland, and Tripura) and in eight Union territories (including Delhi). Various political

and nationalistic pressures continue to push for the choice of Hindi as a national
 3

language. However, it is hard to remove English from its place as a language of wider

communication, lingua franca, especially among the educated elite, or to replace the

regional languages in mass communication by Hindi. English plays a dominant role in

the media; it has been used as a medium for inter-state communication, the pan-Indian

press and broadcasting both before and since India's independence. The impact of

English is not only continuing but increasing. Out of a total of 82,237 newspapers

registered by 31 March, 2011 in India, those in English accounted for (16385) 19.2

percent, while it was 18.4 percent in 1882. The largest number of newspapers and

periodicals registered in any Indian language was in Hindi with a figure of 32,793.

English had the second largest number of newspapers and periodicals which was 11,478.

As per the data from the Annual statements received, the highest number of newspapers

were published in Hindi (7910), followed by English (1406). (The Press Registrar RNI

presented the 55th Annual Report 'Press in India' 2010-11).

Due to deep social penetration and the extended range of functions of English in

diverse sociolinguistic contexts there are several varieties, localized registers and genres

for articulating local, social, cultural and religious identity. It is proved that South Asian

varieties of English are being nativized by acquiring new identities in new socio-cultural

contexts. South Asian English has developed to a more distinctive level than in other

countries where English is used as a second language. English in India has evolved

characteristic features at the phonological, lexical, syntactic and even at discourse level.

Initially, these innovations were rejected by purists, but they are becoming increasingly

accepted. English is not anymore treated as a foreign language; it is part of the cultural

identity of India. Indians in their use of English have always been restrained in

comparison to Americans.
 4

The variation manifested in the use of English as an international language

should be subsumed within the concept of "Standard English", and the divergent forms

should be recognised as standard practice or styles of Standard English; styles of speech

or expression to which speakers of English as an international language will be exposed,

and which will constitute their repertoire.

Position and Role of English in India

English through a foreign language has always occupied a unique position in the

educational system in India. Despite of the fact that it received a great setback after

independence, it continues to be a major language having a prestigious position in our

society. After independence, it received a hostile treatment not only at the hands of our

political leaders but also some eminent scholars. Mahatma Gandhi opposed educating the

Indians in English because it deprived them to of their national respect and resulted in

slavish behavior.

There were however, some people who advocated the urge of English for

oblivious reason. English had been the medium of instruction, the language of

administration and law; and the main vehicle of communicate with the rulers. Its

abolition, therefore, would have had an advance effect on education and governmental

administration. Maulana Azad and C. Rajagopalachari both realized that abolition of

English would be a great setback to the cause of Education in India. Pt. Nehru also

voiced these fears when he said that English acted as the major window for the Indians to

the world and its closure would spell peril for our future.

It was 1950 when the language controversy got intense. With the commencement

of our Constitution, on 26 Jan 1950, it were unanimously decided that English should
 5

continue as the official language for fifteen years. Article 343 (Clause 2) of the

constitution stated:

For a period of 15 years from the commencement of the constitution the English

language shall continue to be used for all purposes of the Union for which it was

being used before such commencement.

The specification of fifteen years was crucial for developing Hindi as a substitute

for English; it was believed that after this period both the states and center would be able

to dispense with English for good. But the imposition of Hindi on Non- Hindi states,

particularly Madras (now Chennai) and West Bengal, resulted in clashes in these states.

They argued that the removal of English would mean isolation from the main current of

the knowledge of science and technology. The official languages Commission‟s Report

stated in 1955.

English is one of the foremost languages in the world today. In international

bodies and conferences English has in the last ten years shot ahead of the

languages. English is unquestionably the foremost medium of international

communication…We in India happen to have already a considerable measure of

linguistic competence in English language developed over the period of a couple

of centuries of British rule and it would be want only foolish to throw away this

language. (18)

The commission realized the unique position that English occupied here. In the

same report, it was argued that English could be used as a second language for specific

purposes „for the appropriate personnel.‟

 6

Although Hindi became the national Language in India and efforts began to be

made for its development, doing away with English seemed an uphill task. On the one

hand, there were non-Hindi areas objecting to the imposition of Hindi, on the other hand,

there were some psychological reasons that made its adoptions a very difficult task. Dr.

Sunil Kumar Chatterji, one of the members on the official language commission, wrote

his dissenting note on selecting Hindi out of 14 main languages, as enumerated in the 8th

Schedule of the constitution. He opined that the situation has changed since passing of

the constitution and large sections of people, especially in the West Bengal and Madras,

would like to keep English as the official language of India. Another member on the

commission remarked that acceptance of Hindi in Constitution was done in haste and the

people in non-Hindi areas were being forced to adopt it, which resulted in their anxiety.

The retention of English as a medium of education in Indian colleges and

universities was considered vital in view of the dangers. The Kothari Commission (1966)

observed:

The adoption of Hindi as a common medium of education is not possible for some

years to come in non-Hindi areas. It will still have some of the disadvantages

associated with the use of a foreign medium and is likely to be resisted. (44)

It is noteworthy that neither the official language Commission of 1956 nor the

Kothari Commission could specify an exact date when English should be ultimately

replaced by Hindi, or any other regional language. The reasons were quite obvious, all

advanced knowledge and also excellent literary works of the world are available in

English or in English translation; any regional language of India cannot claim that

position.
 7

It is interesting to know that the various commissions and committees appointed

from time to time by government of India could not agree on the single formula

regarding the teaching and learning of English, Hindi or any other regional language.

The Tara Chand committee of 1948 recommended that the regional languages should

replace English as the media of instruction. The secondary education commission of

1953 suggested that the mother should be medium of instruction at the school level and

English along with Hindi also be studied. The official languages commission highlighted

the importance of Hindi as the official language. The Central Advisory Board of

Education 1956 and Chief Minister‟s conference of 1961 devised and recommended the

three language formula. However, the Kothari Commission of 1966 suggested that

English should continue as the medium of instruction but at the same time stressed to the

importance of other world languages, especially Russian. The fact of the matter is that

English continues to occupy a unique position in India not only at the school level but

also higher education.

After the formation of Uttarakhand, the state has focused toward industrial

development. The main focus of government is toward developing tourism and

hospitality as an emerging tool to penetrate the rural poverty in the state. To promote the

image of Uttarakhand state need to advertise the state on national and international

platforms which is only possible through spread of English among skilled persons of this

sector. SCERT has started to modify the books to increase the effectiveness of reading

materials. Special books have been introduced according to criteria of RTE act 2009.

With respect to NCF 2005, 49 books have been updated. The other measures taken by

SCERT, Narendra Nagar are as follows-

1. Introduction to E-classes.
 8

2. Modification of BTC module.

3. Training programmes as Rashtriya Madhyamik Shiksha Abhiyan.

4. Training through Video conferencing.

5. Training of mentor Coordinators and Mentors in the use of ICT for teaching

learning process in schools.

6. Counseling and consultation services.

7. Development of website for books analysis and providing various complementary

resources.

No doubt, Uttarakhand state has emerged as planning well to reform Teaching

English. As the state is recently constituted so it will take time to implement the

planning. Despite of various hurdles state governments have always tried to keep

emphasis over education enrichment.

Short history of English teaching in India begins with the arrival of the East India

Company instituted by British. With the coming of the British, English came to India.

English was the language of rulers and, for this reason, become the language of those

who wanted to try to be equal with masters socially and professionally. During earliest

period (1765-1813), the British rulers never thought of teaching English to Indians

because were frightened of teaching their language as they had lost colonies in America

by giving English education. However, the situation began to differ after the battle of

Plassey. As the traders decided to establish educational institutions so that they could

win over the people whom they had started to rule. They opened institutions of classical

learning, namely Calcutta, Madras (1781) and Banaras Sanskrit College (1791). Thus,

the teaching of English was begun by the English rulers.

 9

The charter of the East India Company was renewed in 1813. According to it, a

sum of about one lac of rupees was to be expended every year on the revival and

development of literature. But the clause was not given any effect. However, the Indian

leaders like Raja Ram Mohan Roy raised their voices in favour of teaching English,

opposing oriental education. Raja Ram Mohan Roy, David Hare and Radhakanta Deb

opened the Hindu College (1817) to meet this demand.

The year 1834 is regarded as the returning point in the history of English

education in India. In 1834, Macaulay was invited to preside over the General

Committee of Public Instruction. There were three types of schools at that time in India:

Vernacular Schools, Government (Company) schools teaching in English and

Vernaculars, and Missionary Schools teaching in English. These schools succeeded

tremendously in their Anglicizing policy. English should be taught was further

confirmed by Lord Bentinck and Lord Auckland who diverted all funds to the

encouragement and rise of English education. Wood‟s Despatch (1854-1881), known as

the Magna Charta of English education in India, ratified what Macaulay had

recommended, English was to be the medium of instruction.

British came as traders; hence their first and lay concentration was focused on

their business. Nevertheless, with them had come some missionaries, who established a

number of outstanding educational institutions on different parts of the country where

English was taught as one of the subjects. Thus, the teaching of English began in India.

At the end of 1841 the General Committee of Public Instruction (constituted

around 1825) was dissolved and was replaced by Council of Education on January 10,

1842. On April 29, 1843, the governor General in Council placed all educational
 10

instructions in North-Western Provinces under the Lieutenant-Governor of the province.

Education, which was a central subject so far, thus became a provincial subject, and all

local committees were asked on May 3, 1843, to correspond directly with the provincial

Government on all matters relating to education. However, in the North-Western

Provinces no council of Education was set up and the Lieutenant-Governor himself took

charge of educational policy and its administration.

Thompson decided to make education popular by giving to the people what they

themselves wanted. The majority of the people preferred vernacular rather than English

Education. The Lieutenant-Governor therefore, prepared a scheme of vernacular

education. “It is standing reproach”, he wrote, “of the British Government that whilst it

continually resumes the endowments of former sovereigns. It obtains from making any

………..” To remove the stigma he proposed a scheme of giving a jagir to the teacher for

school. But the court of Directors rejected it and asked the Lieutenant- Governor to

prepare a revised scheme.

The revised scheme created a school at each Tahsil headquarter which was a

serve as a model for the neighboring private school. In 1855 the post of a Director of

public Instruction was for the first time created and H. S. Reid the visitor General was

appointed.

The „Indian Education Commission‟ (1882) lodge a protest against the exclusive

use of English as the medium of instruction. The „Indian Universities Commission‟

(1902) expressed dissatisfaction at the neglect of vernaculars. The „Calcutta University

Commission‟ (1917) sought the adjustment of the claims of English and vernaculars by
 11

allotting them different fields of action. Even then for nearly one century, English

dominated the scene in India.

After independence Hindi was declared the official language of the union by

Indian constitution. In order to give Hindi enough time to replace English as an official

language, English was to be continued as an associate language for a period of 15 years,

that is, till 1965. English ceased to be a compulsory subject.

Soon after the fury of dethroning English was over people began to feel that

growing value cannot be overlooked any more. It was decided that for a successful

completion of the first degree course, a student should possess an adequate command of

English, be able to express himself with reasonable ease and felicity, understand lectures

in it, and avail himself of its literature. Therefore, adequate emphasis will have to be laid

on its study as a language right from the school stage. English should be the most useful

„library language‟ in higher education and our most significant window on the world. At

present it is essential to fulfill the dream of „global village‟.

The Kumauni people were litrate from ancient times. The Pandukeshwar Copper

Plates, Bageshwar Stone inscriptions and other Katyuri inscriptions already indicate that

Sanskrit was the official language during the Katyuri rule. Good care of education was

taken during the Chand period also. But education has to suffer a lot during Gurkha rule.

Probably it would not be irrelevant here to give in brief the educational policy of the

Northern-Western-Provinces during the early British rule; as Kumaun was its integral

part.

English is the state language of two states in eastern India, Meghalaya and

Nagaland. It is the main medium of instruction at the postgraduate level, and it is taught
 12

as a second language at every stage of education in Uttarakhand states of India. In the

Kumaun region of Uttarakhand, English is no more the medium of instruction except in

some public schools or convents. In higher education English is taught as optional

subject. Regarding its position in lower secondary stage, there is no constant policy. In

Higher Secondary Education, English is being taught as compulsory subject. Recently in

2010, UK Government has made a policy to teach English at primary level too as

compulsory subject.

The Kumaun region of Uttarakhand state is consisting several town established

by British. So, various institutions of national and international repute were established

here by them. These old school and colleges of Kumaun region of Uttarakhand play vital

role for teaching English environment.

Aims and Objectives

Are aims and objectives one and the same thing or are different terms? Generally

the students of Education use them for and the same thing. But that is incorrect. The fact

is that aims are ultimate goals but the objectives are immediate goals, they are immediate

concerns of the teachers and the learners. Objectives surly help in achieving the aims.

Aims are important in the teaching learning process. For teaching any subject to

the learners, aims are fixed up. The efforts are made to attain those aims. In the teaching-

learning of English, as foreign language, some aims have been fixed up by the

authorities. But the sad things, at present are that, nobody bothers about aims. Everybody

is after the examination. The students feel that passing the examination is the actual aim

of learning the language. The teachers also feel that their aim is to enable the students

pass the examination. This is all very sad on the part of the teacher‟s learners. The actual
 13

aims should be well considered and cared for. Only then something useful and satisfying

can be achieved.

Regarding aims of teaching, Thomson and Wyatt say, “It is necessary that the

Indian people should not only understand English it is spoken or written, but also that he

should himself be able to speak and write it.” The teacher of English should aim at

linguistic aims only. According to Palmor, “To aim at literature is to miss the way to

language. To aim at language is to pave the way to literature.”

Before taking up anything –say as lesson on prose, poetry, composition etc., aims

should be decided first. In teaching it is highly desirable to know exactly what one is

hoping to achieve as it is all great undertakings. If this can be clearly seen that the best

way of getting to work usually becomes evident. We ought, therefore, to consider

carefully what we are trying to do, where we are trying to do, when we are teaching a

language. Once the destination is fixed up the small efforts should be made to achieve

the fixed aims. Plans are made, means and ways are thought of end then efforts to

achieve them should be made. Ultimately assessment is made to see how far the aims

have been achieved. In case, something is lacking, what and why of it are traced out.

Then organized efforts in right direction are made so as to achieve the targets. According

to P. Gurry, “with careful thought, puzzling out precisely what he wants to achieve and

what are the immediate needs of these pupils. A teacher of language can soon become

expert of something the objective that he should strive for and once he is aware of the

advantage. He very soon forms the habit of directing the efforts and these and these of

his pupils on the selected objectives.” The special aims of teaching English in state are as

under:
 14

1. Every learner should understand English when it is spoken and written.

2. He should also be able to speak and write English.

The different aim of teaching English can also be written as:

1- Reception

2- Expression

Mainly, the language is taught to the students so that they may be able to receive

it. In reception we can include listening, silent reading and comprehension. Then the

teacher should be able to express themselves fully. In expression we can include

speaking, loud reading and writing.

Aims of learning and teaching in English

Developing competence in language is important to the pupil both as an

individual and as an active member of society. With this aim in mind, good English

courses are constructed so as to ensure that pupils engage regularly and at suitable levels

in worthwhile language activities which have four dimensions. They use, learn and

practice the skills of language, they experience and reflect on imaginative works, and

they build up knowledge of important concepts in language and literature; in so doing

they acquire attitudes of interest and concern for meaning in language. These skills,

experiences, concepts and attitudes constitute the basic objectives of learning and

teaching in English.

For practical purposes such objectives need to be set within a framework which

allows English departments to plan their work in some detail. Recently, under the

influence of the new Standard Grade arrangements, teachers at all stages have
 15

increasingly been doing their planning in terms of a balance of the four major

components of language, namely reading, writing, speaking and listening.

It is not possible or desirable to make such subdivisions into wholly separate,

watertight compartments. In teaching and learning they are very closely interdependent:

pupils will, for example, talk and read in preparation for writing; they read what others

have written; and they write about what they have heard or watched in performance. In

particular, talking and listening are so intimately linked that some English syllabuses

treat them as a unity called oral skills or, simply, talking. The texts which teachers use

need to be suited to their readers' interests and stages of maturity.

The idea that a broad overall balance of these aspects of language should be

maintained in English is proving to be a serviceable guiding principle for many teachers.

One very important consequence of this approach has been that much more time and

attention is now being devoted in Indian schools to the deliberate teaching of talking and

listening. In the past pupil‟s oral abilities have sometimes been undervalued or at best

taken for granted, and courses in English have frequently concentrated on reading and

writing. The texts which teachers use need to be suited to their readers' interests and

stages of maturity.

In the past no attempt was made to decree nationally and in detail hard-and-fast

requirements about which linguistic knowledge pupils should learn at successive stages

of the secondary school. Many English departments have, however, commendably

agreed in their syllabuses the main ground they wish to cover. Within this framework it

remains important that individual teachers should exercise their professional discretion in
 16

deciding when and how particular linguistic ideas and terms should be made explicit in

their pupils' work.

If any English course is to prosper, it needs to stimulate in its pupils constructive

attitudes to learning. These will include:

 perseverance in getting meaning right;

 openness and thoughtfulness in response to literature, in print and performance;

 love of reading;

 delight in making, creating, performing in the medium of language;

 willingness to rehearse and redraft;

 respect for genres, models, conventions;

 alertness to questions of relevance and purpose;

 consideration for the needs of audience or readers;

 attentiveness to what others say;

 confidence in speaking one's mind;

 co-operation in discussion;

 commitment to sustaining a role;

 curiosity and inventiveness regarding words and ideas;

 sensitivity to varieties of language;

 interest in the links between words and visual images;

 enterprise in research and reference;

 concern for accuracy and clarity in presentation;

 taking pride in displaying, publishing finished work;

 being critical of one's own efforts;

 care for books, materials and equipment - the tools of the trade;
 17

 discipline in observing requirements and deadlines.

The above attributes have not been set out in any hierarchy nor could they

helpfully be grouped according to age or level of attainment of pupils. However,

effective English teaching at all stages promotes and values qualities such as these.

The principles underlying English courses at all stages should provide for a

balanced study of reading, writing, talking and listening within which pupils learn to use

language skills purposefully and accurately; have experience of imaginative literature;

understand key ideas about language and literature; and develop positive attitudes to

language. A rationale of this kind has been the basis of the main national developments

in the planning and teaching of English in recent years. It is possible only when we

successfully recognize and cope with the problems of teaching English.

 18

Works Cited

 Annika Hohenthal, “ENGLISH IN INDIA: Loyalty and Attitudes”, Volume 3:5

May 2003, LANGUAGE IN INDIA.

 Kachru, Braj B. 1986a. The Alchemy of English. The Spread, Functions and

Models of Non-Native Englishes. Oxford: Pergamon Press Ltd.

 Kachru, Braj B. The Alchemy of English. The Spread, Functions and Models of

Non-Native Englishes. Oxford: Pergamon Press Ltd, 1986. print.

 Kandiah, Triru. 1991. "Variation in the society - the background and its impact."

In Cheshire: 271-287.

 Mallory, J. P (2005). In Search of the Indo-Europeans. Thames and Hudson.

ISBN 0-500-27616-1

 Memorandum of SCERT, Narendra Nagar, Tihri, Garhwal, Uttrakhand for year

2010-11 from www.uk.nic.in

 Report of the Education Commission, New Delhi: Ministry of Education, 1966,

P.15.

 Shridhar, "Variation in the society- the background and its impact." Kalidas

Triru. In Cheshire. n. p. 1991. Print.

 Simek, Rudolf (2007) translated by Angela Hall. Dictionary of Northern

Mythology. D.S. Brewer. ISBN 0859915131

 The Official Language Act of 1963, as amended in 1967.

 https://rni.nic.in (RNI‟s 55th Annual Report 'Press in India' 2010-11)

 Chapter – II
Complexity of Problems of Teaching

English in Kumaun: Problems and

Probable Solutions
 19

Teaching of English in India is a many-sided problem and in north India is a

challenging task. In the Kumaun region of Uttarakhand learning English is certainly a

deliberate attempt at developing a command and control of the different components of

the language; its phonology, its morphology and its syntax. English Language Teaching

Institutes at Hyderabad, Chennai, Lucknow and Allahabad have done a lot to improve

the teaching of English by producing text books, audio-video cassettes, flash cards,

pictures, training teachers, popularizing communicative approach etc. to the teaching

English in India. Many researches in language teaching have introduced different

techniques, methods, and ways for effective teaching. SCERT of Uttarakhand have taken

several initiatives to improve ELT here, even then we are failing to achieve our target in

teaching and learning process of English. How far the question of eligibility of educators

is in Uttarakhand, the condition is good because maximum are govt. institutions and

teachers in them are coming when they fulfill all eligibility criteria (Part-I, Table-6). At

present, the problems related to reading materials, inability to understand the true

functions of Grammar/Translation, lack of proper aim, defective system of examination

& testing, interference of mother tongue, method of teaching, declining standards, etc.

are affecting any sort of worthwhile teaching program, geographical situations,

Interrupted interaction from well-developed regions. Regarding dominant problems

generally faced by the teachers of English in Kumaun region of Uttarakhand 32%

teachers said Interference of mother tongue, 25% said Inability to understand the true

function of Grammar, 23% said Inability to understand the true function of Grammar,

11% said problems of Reading material and 9% said problems of declining standard

(Table-5). Moreover, overcrowded class, presence of multi-ability groups in class, lack

of morality, utmost selfishness, material outlook and so on are some other problems.
 20

Most of the problems can be solved easily, if the teacher as well as learners

become sincere to their respective duties, and devote time as much as the activity

requires. The remaining problems will be solved by updating learning materials, method

of teaching, availing required facilities, using local available resources, due ratio

between teacher and taught and improving evaluation system.

The problem related to reading materials is that the vocabulary, the structures,

task oriented exercises etc. should be graded according to the standards of learners. The

prescribed text books of English have many defects in them. The subject matter is hardly

related to the surrounding environment of the learners. In the schools of Kumaun region

of UK the prescribed books in the hands of average English teachers fail to deliver the

goods. The students hardly feel any attraction for the subject matter contained in the

books. The vocabulary and structures in them present difficulties to the learners. They

are not according to the mental level of the learners. The prescribed syllabi of English for

different school classes are not satisfactory. The students are able to pass the

examinations but in their real life situations, they can hardly make use of anything learnt

by them. In their schools, they learn many essays, stories, letters/applications but in real

life situations, they find it hard to write a simple application.

The students studying in the schools /colleges of Kumaun region of Uttarakhand

are lacking the practical knowledge of grammar. They are unable to understand the true

functions of grammar/ translation. The reason is that they are not taught structures

/grammars systematically, and they are not encouraged properly about use and

significance of parts of speech, conjunctions, model verbs, prepositions, adjectives,

 21

adverbs, sentence patterns by the teachers. They do not devote as much time as these

grammatical items require.

The other serious problem is the lack of proper aim in both teachers and students.

The teachers in the school teach English and the learners learn English but none of them

is fully clear about the real purpose of teaching-learning English. The 64% teachers said

„no‟ regarding whether they know different purposes of students‟ learning English

(Table-1). The different items of the syllabus are covered in the class. Every time the

teachers as well as the learners consider it as a knowledge subject and not as a skill

subject. They are not clear about the aims of teaching English. The 54% teachers said to

help students to acquire the ability to understand and carry on the conversation in

English, 27% said to enable the students to read and understand books in English and

19% said to enable them to write in English without gross errors regarding what should

be the aims of teaching English in Uttarakhand (Table-4).The teacher is like a sailor who

does not know his destination and the pupils is like a rudderless vessel which may be

drifted along anywhere ashore.

The problem of defective system of Examination and testing is equally serious.

Assessment of performance is an integral part of any process of learning and teaching.

As part of educational strategy, examination should be employed to bring about

qualitative improvement in education. Reforms in examination have been subject of

serious discussion for long. Some changes have been introduced in the system at the

initiative of NCERT in school examination and UGC in university examinations. On a

whole the impact of these reforms has not been significant. Evaluation of both process

and products of education becomes imperative not only to convince as to what business
 22

is going on in the whole educational enterprise, but also and more seriously, to know as

to what extent the goals of education have been achieved.

One of the important process involved in planning a language curriculum is

evaluation. Evaluation here is used in a much broader sense and refers not only to

assessment that is made of individual performance but also the general assessment of

whether the objectives and aims specified in the curriculum have been achieved.

However in relation to students we use other terms- examination, testing, measurement

etc- also to identify how far they have succeeded in achieving the goals that were set for

them. Generally, these terms are used interchangeably. However „evaluation‟ and

measurement is much boarder terms than „testing‟ and examination.

In education system two terms need our immediate attention: examination and

test. Examination usually refers to a formal assessment of student‟s achievements that is

made by schools or an examining body. This is usually done through21/2-3 hrs question

papers at the end of the session/term (annually and biannually). Students are assembled

in what are called generally known as „examination halls‟, each has a separate assigned

seat, and none has access to textbooks, notes or any other material. The sole purpose of

examination seems be to make an assessment of „how much‟ students have learnt during

the session and how faithfully they can reproduce that in writing. The success or failure

of students is determined on the basis of marks/grades he gets after the examiner has

assessed the answer-scripts.

Most of our educational institutions rely heavily on annual examinations as the

sole criterion for assessing the achievement of students. They have become a necessary

evil. However, it is a fact that they have become probabilistic in terms of management,
 23

administration, finances and efficiency. That is why every now and then we hear

different voices calling for revamping the system. At institution level in intermediate

colleges the project work has been introduced. Few of the subject are now evaluated on

the grading basis. In the same series Kumaun University has introduced semester system

of evaluation from academic year 2011-12.

Test and evaluation also assesses student‟s performance but not in the narrower

sense as in examination. Here we do not look for punishment to students for failing in

their grade or score. We do not pass judgment upon learner. In fact it is a way of

identifying his strengths and weaknesses, his deficiencies and gains. The findings will

help the learners to improve his learning and grow. They may be useful to the teacher

also as they would tell him whether or not he has been successful in handling the

learning. Thus, evaluation becomes an integral part of the learning process. Nothing is

final here. It is continuous comprehensive process of assessing student‟s

accomplishment.

Kinds of tests

There are four kinds of tests to be considered in terms of their purposes.

1. Aptitude test- An educational institution, or an examining body appointed for this

purpose, may want to see whether or not a student will be able to learn English at all.

The philosophy behind this test is that the learners will be involved in different code

(language) learning. We must evaluate/assess his overall ability to cope with the alien

structures of the new languages (English in our case). Such a test is called the aptitude or

prognostic test.
 24

An aptitude test as mentioned above is designed to discover a learner‟s potential

for acquiring English, or undertaking a particular course. The question being asked is,

“Can student learn English at all?” Aptitude tests are only indirectly language specific.

Aptitude test items include (a) using codes (b) generate or create message(s) on the basis

of given data or any symbols (c) memorize nonsense syllables etc.

2. Proficiency test- A proficiency test is given to assess a student‟s ability to

communicate in future actual situations. Such a text centers round questions like “Does

the students know enough English to…….. (For instance, to work as a/Secretary/Sales

executive in a company?).” The test is not based on any particular course or content but

aims to assess global ability in students.

Proficiency tests are used to place individuals in appropriate language classes or

in particular groups of learning beginners, intermediate and advanced. Selection

examinations and placement tests are proficiency tests. TOFEL (Teaching of English as

Foreign Language), and Cambridge Proficiency Examination are examples of such tests.

3. Achievement tests- An achievement test (also called „summative‟) is aimed to

determine the standard/extent that students have reached after pursuing a course of study

over a period of time (an academic session). Usually conducted at the end of the term or

end of the year, achievement tests look backward to „What has been taught?‟ and how

much of it has been learned by students? Indirectly they help to evaluate the teaching

programme as a whole. Annual examinations conducted schools and other educational

institutions at the end of their academic sessions are all achievement tests.
 25

Achievement tests are more formal in operation and economically more

demanding because they require a large number of paper setters, examiners, evaluators

and other staff. Large rooms, commonly known as „examination halls‟ are needed to

conduct such tests, especially at the levels- secondary level, for instance- where the

number of examinees runs into several thousands.

Assessment is made usually through a 3-hour question paper and generally

through essay-type questions. The former question paper contained 8-10 questions out of

which students are asked to answer 5 questions, each question carrying 15 to 20 marks.

Since 2008 question paper has started to contain three sections; Section A for long

answer, Section B for short answer, & Section C for very short answer as a result of

examination reform. 54 percent teachers said that due to an ability to express in

continuous and sustained prose and organized written examination this type of system is

prevalent in Uttarakhand.

4. Diagnostic test- A diagnostic test is given to identify or diagnose students strengths

and weaknesses during a teaching programme. It determines what errors are occurring

and what corrective measures should be needed to rectify those errors. Class-tests that a

teacher might give periodically to determine how far his students has progressed in

language learning. Such tests are usually informal and designed for quite specific

purposes. The difficulties that arise are solved by such tests.

5. Discrete item tests- Discrete item tests are based on the most traditional behaviourist

theory of language teaching and learning, an accumulation of isolated linguistic items

that the learners were supposed to repeat over a period of time till the items were

memorized, is tested (the process is called fossilization). The argument presented against
 26

such teaching and testing was that isolated items could tell us whether or not the learners

could frame a correct structure-sentence, word etc., but it did not necessarily tell us

whether he would be able to use it to achieve communication in real life situation.

Cognitivists as naturalists challenged the very basis of Behaviorism and

maintained that techniques like memorization, imitation, repetition etc. would not

account for the mental capacity that the speakers possessed, with the help of which they

are able not only to produce grammatically correct sentences but also novel ones by

applying necessary rules.

As mentioned above, the major criticism against this testing was that even if the

learner displayed the knowledge of grammar of English, it did not in itself show that he

would be able to use knowledge to achieve communicative purposes in real life

situations and context. Language is not simply the knowledge, it is skill also. We may

know a lot about swimming, but the real test of knowledge is possible only when we

really jump into the water and put our knowledge to practice similarly, our knowledge of

language rules can be of use only if we are able to perform and practice in real situations

in life.

6. Dictation Test- Dictation was a long time back a class test that teachers give

occasionally to check spelling, punctuation etc. They have never been used in our

institutions as a serious testing device because there has never been a provision for

testing spoken or listening skills in our schools.

 27

7. Cloze test- Cloze test originated in 1950s as a techniques for assessing reading

abilities of native speakers and later on it was applied to test the reading comprehension

of non-native speakers as well.

A cloze test is actually a passage in which some words have been deleted and

students are required to fill up these gaps with appropriate words. Two types of gaps are

usually given: functional, conjunctions, prepositions, article etc which have only one

correct filler and semantic gaps can be filled with any one of number of alternatives.

Cloze test are basically urge based tests that do not say such about the

communicative capacity of the learners. They are not interactive in the nature, moreover,

there is no scope on cloze test to assess whether the student could produce language

spontaneously. Like dictation, it also assesses the knowledge of the language and ignores

the ability to use language as mode for communication.

Qualities of a good test

The main qualities have been identified for any test to be good: they are

1- Validity- Validity is concerned with relevance that is, whether or not the test

actually tests what it aimed to test. Five types of validity has been emphasized.

I. Face validity- the test looks like a good one.

II. Content validity- the test accurately reflects the syllabus.

III. Predictive validity- the test accurately predicts performance in some

subsequent situation.
 28

IV. Concurrent validity- the test gives similar results to existing tests which

have already been validated.

V. Construct validity- the test reflects accurately the principles of a valid

theory of foreign language learning.

It has been argued that absolute validity is not possible except for face validity,

all other types are circular identification assumptions governing the nature of language

and language teaching will naturally lead to language tests which are valid in terms of

these assumptions.

2. Reliability- Reliability is objectivity and efficiency of the tests as a measuring

device. Every time a test is given, it must show the same results. Reliability is

reduced if (a)the questions are ambiguous, (b) the rubric is not clear, (c) the test

paper covers only a portion of the syllabus etc.

3. Practicality- Every one would agree that even when our tests are valid,

reliable, they can not achieve much success unless they are practicable decisions

relating to the conduct of the test in terms of available resources, manpower,

equipment, arrangements etc. should be taken much before the actual date of the

test.

In this direction the teachers, students, Management Body, and Government will

have to work for the betterment of English teaching.

The problem of methods of teaching English is also disturbing. The methods of

teaching English adopted in the schools are quite defective. The translation method of

teaching is used almost in all the schools and colleges. The teachers do not show any
 29

interest in acquiring knowledge about the latest methods of teaching the subject. They

simply enable the students to pass the examination. For this purpose, they use any cheap

method. Even all the aspects of learning a language are ignored. They feel that his job is

finished as soon as he has translated something of English into mother tongue. Then they

encourage the students for cramming the material. In short, the composition is dictated

by the teacher, the textbooks translated into mother tongue and the entire emphasis is on

passing the examination through that magic wand of cramming.

Many teachers of English who are teaching the subject are not competent. Very

few of them are really competent for teaching this subject. They have defective

pronunciation. They have hardly a satisfactory command over English. At the time of

selection they are taken up as a social studies master and mistresses and not as English

masters or mistresses. Moreover ,in the selection, nobody gives any weightage to the

subject teaching of English studied at B.Ed. level. They are selected on basis of their

subjects studied up to B.A. level.

In this context, the English Review Committee appointed by UGC in 1965 said,

“There is a shortage of teachers. Those available have just passed the school final

examination, having themselves studied English in a village school for 4 or 5 or 6 years.

They have little idea of correct usage, and not at all of correct pronunciation. Their

vocabulary is limited as is their reading.”

With the lapse of some more time, we find that now better qualified teachers are

available. But in basic qualifications; they are lacking all the more. Their knowledge of

English is inadequate. Prof. V K Gokak in his book, „English in Indian: its present and

future‟ has rightly said, “The foundational years for the teaching of English in school are
 30

in the hands of teachers who neither know enough English nor are familiar with the latest

and far reaching developments in the pedagogy of English.”

Another thing that hampers learning of English is the overcrowded classes. The

number of students sitting in a class may vary from 50 to 80. The case of private schools,

the number sometimes crosses the limit. In such overcrowded classes, the teacher cannot

pay individual attention to the learners. In such situations, the teacher cannot do full

justice to his duty and work.

In the schools of Kumaun region of Uttarakhand Proposed Suggestions for

Improvements

It is being widely felt in academic circles that big changes in teaching of English

in schools are needed to remedy the existing situation. The University or the college

picks up the learner where the school leaves him. Naturally, it is the school teacher who

becomes the king pin in the programme for improvement. Who can stop him from

dedicating himself to the cause and devoting more time and energy to the teaching of

English? Now is the time when we must start. He must do what lies in his power, hoping

all the time that other measures will follow.

 31

Works Cited

 Allison, D., Varghese, S. and Mei, W. S. "Local coherence and its limits: A

second look at second sentences." Journal of Second Language Writing, 8, No. 1

(1999), 77-97.

 Anderson, T. H., Armbuster, B. B., and Kantor, R. N. How Clearly Written are

Children's Textbooks? Or, of Bladderuxirts and Alfalfa. (Reading Education

Report No. 16) Urbana, IL: University of Illinois Centre for the Study of

Reading, (1980). <http://www.eric.ed.gov/ERICWebPortal/Home.po>

 Bhatia, K.K. New Techniques of Teaching English as a Foreign Language, New

Academic Publication Co., Jalandhar 1995

 Casanave, C. "Transitions: The Balancing Act of Bilingual Academics." Journal

of Second Language Writing, 7, No. 2 (1998), 175-203.

 Foster, P. and Skehan, P. "The Influence of Planning and Task Type on Second

Language Performance." Studies in Second Language Acquisition, 18 (1996),

299-323.

 Green, G. M. Pragmatics and Natural Language Understanding. Mahwah, NJ:

Erlbaum, 1996.

 Halliday M. A. K. Explorations in the Functions of Language. New York:

Elsevier-North-Holland, 1973.

 Hatch, E. Discourse and language education. Cambridge: Cambridge University

Press, 1992.

 Hyland, K. "Talking to Students: Metadiscourse in Introductory Textbooks."

English for Specific Purposes, 18 (1999), 3-26.

 32

 Lado, Robert. Language Teaching: A Scientific Approach. Bombay: Tata

Mcgraw Hill, 1983. Print.

 Misra, K.N. Teaching and Learning of English as a Second Language in India.

Varanasi, Vijay Prakashan Mandir, 1991. Print.

 Chapter – III

Evaluation of Approaches to Teaching English

 33

With the development of scientific vision in every field of life, more attention has

started to be paid to Method to be taken up to achieve an aim systematically. The method

is an overall plan for the orderly presentation of language material. The queries regarding

what should be taught and how should it be taught are related in an intimate manner, for

if better methods of teaching are implemented, it is possible to learn more. If we wish to

gain better results, we must devise and embrace better methods. In this relation the

proverb "the ways justify the end" has more truth. we must reckon those methods that

assist us in achieving the desired aims. However, methods are never ends in themselves.

No methods is good or bad in itself. We should examine and evaluate the method in view

of the objectives in critical way.

The Translation Method:-

The translation method that is known as Grammar-translation method or the

classical method of teaching English came to India with the Englishmen who wished to

originate an English knowing class of people to manage administration. Even the learned

teachers of classical language like Persian, Sakskrit, Latin, German, French, English, etc.

have also been taught by this method. In this method, the purpose is to teach the pupils

grammar, translation, meaning of new words, phrases and sentences. The teacher

explains the meaning of each new word by translating them into mother-tongue. At the

same time, he indicates the grammatical rules and forms. So it lays emphasis upon

reading. Mother tongue predominates over the teaching. It is profitable that when

English words, phrases and sentences are translated into the student's mother-tongue, his

comprehension becomes better and quicker. The working knowledge of mother-tongue

assists them in learning the grammar of a foreign language. It does not require any

material aid except textbooks. It can be employed even in over crowded classes. Students
 34

studying in Hindi medium schools find it easier to learn English through translation

method. But now English has so many variety of use, this method is not considered as

effective and workable as it was.

Problems and Probable Solutions:-

Language is a product of a particular culture that is formed by its geographical

situation, nature, climate and human beings, their manners of living, their habits and

conduct etc. In return language explains all these. Everybody knows that the two

cultures/races can never be the same. There is no perfect language which can explain all

cultures and every environment. The idioms, phrases and vocabulary, which are evolved

in the culture and surroundings of a particular country, hardly get matching equivalents

in any other language. The English words like field, drawing room, ice, etc. have no

equivalents in Hindi or other Indian languages. So, word-for-word translation is really

impossible. For instance, 'a' and 'the' in 'a book' and 'the book' can not be translated into

Hindi. Prepositions in English make a wealth of phrases for which equivalents can not be

searched in Hindi, for example 'on' in

'The tumbler is there on the table',

'Mr. Joshi is on the committee',

'On Saturday',

'On condition that',

'On the contrary',

'keep on', etc.

 35

Certain English tenses can not be translated into the simple tenses of the Indian

languages, for instance present perfect and indefinite present. The same problem go

intense when the teacher lay more attention on local language. In the interior parts of

Kumaun region of Uttarkhand it was seen sometimes student are taught without telling

them the content in English. To complete the syllabus student were taught the translation

direct in Kumauni.

Before learning a second language a child learns mother-tongue from his

surroundings directly and naturally. His parents do not teach the rules of language. They

merely present a real context and teach him language by using it properly in that context.

Likewise, his friends enlarge his vocabulary and sentence-structures in real context. The

child learns naturally the difference between masculine and feminine gender; 'Truck jata

hai' and bus 'aati hai'. But translation method does not give chance to the students to

learn by imitation that assists them in learning a language.

The translation method neglects phonetics, pronunciation and fluency in speech.

Particularly in the context of Kumaun region of Uttarkhand 91 percent teachers and

students commit mistake in articulating the sounds S-Sh (Table-26). Each of the

language is spoken first. Virtually, reading and writing should come after speech

practice. So this method is against the instinctive process of language learning.

The necessity of today is correct pronunciation. Besides, a good speaker

influences more than a good writer, this method enhances a habit of translation at the

thinking level. Students first think in the mother-tongue, then translate the conceptions

into English. It impedes the learner from thinking in English and from a direct self

expression in English. It is not easy for students to think in the mother-tongue and then

express in English. The 46 out of 85 teachers regard this factor as the failure of
 36

Translation Method (Table-13). In Uttarakhand, students generally speak and listen

Kumouni or Garwali dialect as their mother-tongue. They learn Hindi naturally later on.

Counting the shortcomings of this method H.E. Palmer and Dorothee Palmer write "It is

the one which categorically ignores all considerations of phonetics, pronunciation and

acoustic image, and bodily places language on a foundation of alphabets, spellings and

writing systems. It is the one which assumes of translation to be the main or only

procedure for the learning of vocabulary.... It is the one which assumes that word and

sentence structure is to be attained mainly or solely through the memorizing of the so -

called rules of Grammar". So most of us opine that the translation method has failed to

work now.

Despite its numerous drawbacks, the translation method is mostly employed by

teachers in Uttarakhand even today. The 38 percent teachers are adopting it in the

Kumaun region of Uttarakhand (Table-7). Possibly this may be the result of low

standards of English in U.K. The reasons of adopting it are:

I. scarcity of well trained teachers in innovative methods,

II. non-academic atmosphere of institutions,

III. judgment of of teacher's competence by the percentage of his results,

IV. poorly equipped classrooms and no teaching classroom material aid,

V. the burden of additional tasks upon his head,

VI. unmethodically written text-books,

VII. old system of examinations, and

VIII. the shirking tendency of students.

 37

Therefore, grammar and translation method may seem to be the only convenient

for them till conditions support new methods of teaching. Nevertheless, if it is employed,

it should be employed with certain reforms.

First of all, big classes should be divided into small groups. Feelings of

completion should be aroused among students and an environment of healthy rivalry

among them should be encouraged. The teacher may carry on the black-board organized

programmes in vocabulary and sense of idiomatic expression, etc. However, these

programmes should be carried on only when the teacher has a great control of the class.

We must escape word-for-word translation. It is never serviceable because the

structural composition of mother-tongue of the students and English will never be

identical. Thus, word-for-word translation produces psychological ailment in the

understanding of the patterns, grammatical compositions and word-order. The teacher

should read aloud a part of the given paragraph. He should present the meaning of

perplexing words both in English and in students, mother-tongue. Students should be

asked to read this part quietly. The teacher should ask a question to secure that they have

apprehended it. Here they may be allowed to give answers in their mother-tongue. An

extensive summary should be presented at the end of the lesson both in English and in

the mother-tongue. This exercise may also be shifted to another period of either

translation or composition.

Every question, as far as possible, should be addressed to the entire class. The

teachers should settle which student should be asked to answer it after he has had an

opportunity to see the actions of the entire class. Questions must not be asked round the

class. If it is done, the students will let their concentration roam when they feel they are

safe for a time from questioning.

 38

The teacher should ask students to do much written work. Here the problem of

checking will arise. Students may be asked to check each other's work. It is possible that

they may be magnanimous and neglect the faults of their bosom-friends. The teacher

may investigate from time to time and punish the marker and the markee for such

neglected mistakes. There is another time-saving scheme for marking errors of the

students. While checking the exercises of his students, the teacher should point out those

errors. He should keep a note, say, thirty typical mistakes which he regards to be of more

significance then the others. When he returns the work he should call individuals to pick

out of their own work certain mistakes of which they think they know the correct

version. It is, undoubtedly, psychologically healthy to offer a chance of correcting the

mistakes.

Teachers should speak with proper pronunciation, intonation and accent. They

should emphasize those points on which local environment differs from English. It was

found during visits in schools that students are so poor that they cannot understand

commonly using English words. Those who stick to a constricted rule of grammar fail to

obtain the beauty of language. For instance, the difference between 'may' and 'can' has

often passed beyond the rules of grammar. It is more concerned with the manner of

expression than a definite rule. The rules do not assist the pupils much. The tremendous

distinctions between gerund and present-participle, the long catalogues of suffixes and

prefixes, exercises in active and passive voices have no practical importance in the

present day situation. Undoubtedly, the translation method is not absolutely useless. If

the method is sagaciously employed and the learner's mother-tongue is not over-stressed,

it may turn out to be useful. Nevertheless, when its importance is over-rated, the students

become aware of merely a spiritless mode of speaking English and this habit persists

with them throughout and their speech never impresses anybody. A great deal of
 39

grammar taught in this way is a waste of energy and time. Its worth remains until

examination. The rigid rules of grammar and translation achieved with the hard labour of

cramming are never used in life. A lot of grammar may be taught while teaching the

textbook.

The Direct Method:-

The direct method (natural method) that was first introduced in France in 1901

came into practice as a reaction due to the limitations of translation method. The motives

of the method came from Germany and were made popular by the International Phonetic

Association of French teachers founded in 1886. The exponents of the natural method

presumed too much of likeness in learning the mother tongue and the foreign language.

That is to say, the maximum exposure of the learner to the target language without

interpositions from the mother-tongue in the smallest degree would empower the learner

to learn the language, we should create the atmosphere or chances more for learning the

English language in the school atmosphere than they are learning the mother-tongue in

the home atmosphere. The basic principle is that an alien word or word-group must be

united with its meaning directly without the habitual interference of the mother-tongue,

H.E. Palmer, the exponent of this method has pointed out the following features:

I. Translation in any form is banished from the classroom, including the use of

mother-tongue and of the bilingual dictionary.

II. Grammar, when it is taught, is taught inductively.

III. Oral teaching precedes any form of reading and writing.

IV. The use of disconnected sentences is replaced by the use of connected texts.

V. Pronunciation is to be taught systematically on more or less phonetic lines.

 40

VI. The meaning of words and forms are taught by means of objects, or by natural

contexts.

VII. The vocabulary and structure of the language are inculcated to a large extent by

questions asked by the teacher and answered by the pupils. (Palmer,12-13)

Direct method aims to make the learner think in English directly. It aims "to

develop in the pupil that instinctive unerring language sense which we all possess in

varying degree in the mother-tongue, and which superseding all rules, grammars and

dictionaries, resting at bottom on the direct association between experience and

expression, is the only sure guide in the use of a language"(Champion,41). The student,

has to create suitable associations between the symbols and the referent. The symbol

represents a word, phrase, structure, arrangement, tense and tone of speech. The referent

represents what is symbolized-an object, a relation in time, in space or to an

activity/state. Then associations are formed immediately, so the symbol communicates to

the mind the suitable referent and the referent communicates to the mind the suitable

symbol. Thus, the expression is associated with the experience of the students.

The Direct Method lays stress on the verbal aspects of teaching. It believes that

the language-sense, the immediate association that is our objective has its origin in the

spoken tongue. Oral work is essential for learning and teaching pronunciation.

Simultaneously it lays the foundation of writing, and helps to acquire flow in reading.

Questions and answers, orders and their executions, situational role play, discussions,

dialogues, and object lessons are some of the exercise in verbal work. The famous

private schools of Uttarakhand lay emphasis on this method to create English speaking

environment in their schools.

 41

The sentence is the unit of teaching. The teacher introduced every sentence with

the help of proper picture-aid, action or situation in the class. In this way the students are

made aware of experience and expression at the same time. Audio-visual aids are

employed to a great extent to demonstrate the customs and life depicted by the alien

language. Thus, the pupil recognizes the new symbol and comes to understand what the

symbol represents. It advances from simple living situations to complex ones, words,

idioms, phrases and sentence structures suiting to that living situation assist in its being

grasped mentally. It adheres to the principle of 'proceed from the concrete to the

abstract'. This develops in them ability to think in English. They gain skill of

corresponding immediately in English. Besides, grammar is taught inductively in this

method. Rules and regulations are not emphasized unlike the translation method.

In the direct method new words associated with real objects are introduced at

systematic intervals. They are orderly and prudently chosen for forming sentences. The

teacher employs typical tools in the classroom which are known as his techniques. He

presents new sentences, words, phrases, idioms, etc., then he helps the students to speak

them in discussion. Frequent use of 'see and speak' technique is employed for assisting

them to read. The students observe the activities and see the black-board while taking

part in the discussions. The teacher promotes the natural expression in the target

language without giving a chance to think of native language. The direct method

succeeded in replacing the translation method, because it has certain advantages. It is an

instinctive method of teaching because English is taught as mother-tongue is taught. As

it emphasizes spoken English, students get fluency of speech. They frame their thoughts

directly in English without the improper interference of the mother tongue. They become

sharp in understanding spoken English. They also possess nice pronunciation. Students

taught through this method express themselves in English with dexterity, and they have
 42

good command on both active and passive vocabularies, current pronunciation, use of

the nouns, adjectives, verbs and the prepositions, etc. By expressing the views in English

daily, whether right or wrong, their primary mistakes die away in a short time. In this

atmosphere, the students naturally reduce their primary obstacles of speech and writing

and soon are full of enthusiasm for higher studies. Moreover, this method is in congruity

with the educational principles-concrete before abstract, particular before general and

practice before theory. Thus, the method is psychologically perfect.

Problems and Probable Solutions:

Though, the several educationists consider the direct method as a perfect method

for teaching English as a second language, yet we can not ignore the difficulties related

to it. This signifies that the meaning of the new phraseology of an alien language tends to

make the student think and express in his own mother tongue. According to D.H. Scott

"The clever youngster thrives on the direct method by defeating it". Second, this method

lays emphasis on aural-oral appeal; but the spoken sounds of it may be profitable for

some pupils but not for all. There are many pupils who benefit more by visual appeal.

Visual presentation is more fruitful for them than merely vocal. This method is not

productive for such students because it ignores reading and writing work. The students

may suffer from defects in reading and writing if this problem is not cured by employing

other methods. Third, grammar that is essential is not taught in a systematic manner.

According to this method grammar should be taught inductively and indirectly, but such

text-books in which grammar and reading material are closely related are not in the

syllabus. Fourth, this method demands an environment of English and that environment

is almost impossible to create in such rural and remote schools. It is essential for

providing practice in oral work that classes should be of the little strength as well as of
 43

the same kind. This is not suitable for overcrowding classrooms. The conditions become

more serious in some schools where enough materials and devices are not furnished. The

managing system of them is very bad. So it can not be called a perfect method.

A variety of reasons can be looked on for considering the method imperfect and

unsuitable for local conditions. The most frequently mentioned reason is that there is a

shortage of teachers in Uttarakhand who are trained on these lines. This method requires

not only sharp teachers but sharp students also. But the worst situation is that most of the

English teachers in U.K. themselves possess an exceedingly faulty pronunciation of

English. Their knowledge of English is not so rich that they can manage classes through

this method.Therefore,49.41 percent of the respondents (42 out of 85) regard the

scarecity of trained teachers as a big of its failure (Table-15). Besides, generally a

teacher is not only 'English Teacher' in schools, although he may be appointed as such.

He is, normally, an assistant teacher and has to handle two or three subjects besides

English. The condition of Junior teachers is more lamentable because they are supposed

to teach almost all the subjects. In addition to teaching, teachers are expected to do

clerical job or maintaining attendance registers, collecting fees and keeping accounts etc.

Therefore, concentration and energy of the teacher is divided. It is not easy for him to

adopt such time-consuming methods.

This method has been practiced in schools for a few years but it has not

succeeded in producing the expected results as far as pupils' progress is concerned. Two

chief causes can be ascribed to this. First, textbooks are not arranged as regards grammar

and composition and the principle that grammar and composition should be taught in

association with the reading lesson has not been followed. Second, a large number of
 44

teachers do not have enough mastery of English. That is why, 68.2 percent of the

respondents (58 out of 85) regard it as imperfect method (Table-14).

Whatever may be the problems of the direct method, its value, specially at the

beginning stage, can not be ignored. However, it should be used with some far-reaching

improvements. This method should be thought of only as the close associating of words

with the objects named by them, even if that definitely is the theory in its simplest terms.

There is more in it than that, the principle may be interpreted as the associating of word

with object, of object with context and of context with expression. In the new language

context may be a thought, incident or entire situation, nevertheless the complete

application of the method should be the associating of a whole idea expressed in words

with the genuine experience that would provide the ground and incitement for the

thought.

The aim of composition exercise should be to follow up and establish in the mind

of students the work that has been performed through oral method and reading in the

classroom. Only those phrases or sentence-structures should be given in the exercise

which have been made known to the class through oral work and reading. The words and

contents of the exercise should be closely related to the vocabulary and subject-matter or

oral work. The principle of usefulness should be followed, i.e., merely those sentence-

structures and words should be presented which are worth wishing for the pupil to use. In

the beginning the exercise should be confined to the conversation kind and completion

kind of works. The teacher should not give the exercises in which the student is

instructed to compose his own material in the beginning.

The shortcomings of the direct method are numerous, nevertheless the method is

effective for the training of linguistic acquisitions of the students. The immediate
 45

association between the word and the object produces better consequences than

translation. Moreover, it attracts the attention of younger pupils because of the interest it

creates. The method should be used at least at the lower middle stages, where less

explanatory material is needed in teaching. This should be used to get better outcome, to

provide a solid background of the oral work at the beginning stage and to reduce pupils'

future problems. If used in the proper way, it works and its results are extremely

encouraging. It provides better atmosphere for speaking English which is not only

important but necessary for establishing a solid foundation for acquiring linguistic skills.

It, however, does not accomplish the objectives of students in higher classes. Therefore,

some other methods of teaching should be practiced.

The Bilingual Method:-

The bilingual method is a comparatively new method originated by Prof. C.J.

Dodson of Wales. He finds this method useful in teaching a second language as his

experiments on second language learners show good results. According to him the

objectives of this method are:

a) To make the pupil fluent and accurate in the written word.

b) To prepare the pupil in such a manner that he can achieve true bilingualism."(66)

When a child begins to learn mother-tongue, he associates the intention of words

with his own experience, since he learns the mother-tongue in a genuine situation. Thus,

he tries to seize the situation in mind. For example, a father tells his child, 'Is Gudia se

khelo'. Seeing the doll itself, the child comes to know that this particular object is called

'Gudia'. In this way, he learns that the doll is a 'Gudia' and frames the image of doll in his

mind. Now it will be a waste of time and energy to originate the situation again before
 46

the child when we are teaching him a second language, for the child has been familiar

with the situation by this time while learning his L1. Therefore, merely mother-tongue

equivalents are presented without re-arranging the situations.

This method is a special method, as it is an intermediate path between two

commonly rejected methods, namely the translation method and the direct method. It has

the positive qualities of both the translation method and the direct method. It lays stress

on conditioning situations but not completely like the direct method. Situations are

created simply, by providing the mother-tongue equivalents of English words in this

method. Sentence is the unit of teaching and a lot of practice is done in sentence

structures. It allows the use of mother-tongue, but not like the translation method. It

utilizes the mother-tongue by using it in a confined way. It is used to make the sense of

new words, phrases, idioms, sentences and grammatical rules clear. Word-for-word

translation is always avoided. The teacher is the only person who can use the mother-

tongue and not the students and it is merely used during beginning stages. It is dropped

as pupils proceed in learning English.

In this method, students are exposed to writing and reading from the beginning.

Moreover, there is integration of writing and reading skills.

The bilingual method has definite benefits which ensure its superiority over the

translation method and the direct method. The teacher escapes from the trouble of

creating situations for the sake of giving the meanings in English only. He conveys the

meanings in the mother-tongue of the students. In this way the time and energy of the

teacher is conserved which he would have wasted in maneuvering genuine life situations.

The time saved in this way may be used to give the students pattern practice. This

method does not require specially trained teachers. Just an ordinary teacher of English
 47

can teach the lesson through this method in a successful manner even without any

massive previous organization on the part of the teacher. Much audio-visual materials are

not required for this method. It demands little outfit in teaching and is appropriate to all

kinds of schools and colleges established in the urban and rural regions.

Unlike the direct method which pays no attention to the linguistic habits already

acquired by the students during the process of learning their native language, the

bilingual method utilizes them. It increases both fluency and efficiency in English.

Problems and Probable Solutions:

The bilingual method has brought in something of great significance in the sphere

of teaching English as a second language in India. A foreseeable problem of the method

is that in the hands of an insensible teacher it may degenerate into the old translation

method with all its accompanying shortcomings. However, it is not perhaps a limitation

of the method itself. As this method is an intermediate path of the direct method and the

translation method, it contains some of the limitations which these methods contain.

Virtually, the bilingual method is seeking support in Uttarakhand. It will be

improper for any one to stick to one method or the other and be dogmatic. The impact of

the mother-tongue can not be overlooked at any case. The teacher should not be blind

follower of any method, whatever be its merits. Method that may be useful in Andhra

Pradesh which is a greatly prosperous state may be worthless in Uttarakhand. The social

background and atmosphere also plays its share in language teaching and learning.

Students in rural areas who have no chance to listen to English are surely in an

unfavorable plight as compared to the urban students. Thus, we can have trust in the

bilingual method which has a social as well as economical background adapted to our
 48

conditions. Several experiments have been made to evaluate its utility and all of them

have supported the fact that this method is most effective in Uttarakhand- conditions.

The 38 respondents out of 85 (44.70 percent) regard that it has the positive qualities of

both Translation Method and Direct Method (Table-10).

Dr West's New Method:

Dr. M. I. West who was the director of education in Bengal before partition as

well as a professor in the Dacca University investigated the existing method of teaching

English at that time. He gave shape to his comprehensive experiments in this sphere, that

came to be known New Method. As the direct method was a revolt against the

conventional translation method and proposed improvement upon it; similarly Dr. West's

new method was a revolt against a direct method and proposed several improvements

upon it. He finds that the purpose of learning English is thoroughly utilitarian for Indian

pupils. He thinks that the cultural and literary objectives of English are of no significance

for them. English being an international language broadens the minds of its learners if

they can have good reading material from all over the world through English. Keeping

these factors in mind, west stresses practice of the reading skill. In his opinion, reading

and speaking are two mutually dependent skills. But they should be taught separately

because the methods and techniques involved in their teaching are unlike. He

concentrates upon reading in his new method. His views resemble with those of

Catrledge: "Of the four skills involved in language learning-listening, speaking, reading

and writing-the one which is likely to be the most useful for students of a foreign

language is reading... can go on improving their knowledge of it indefinitely."

The pupil who is given the knowledge of the right kind of reading in school,

however, early he may leave, will definitely gain advantage from durable importance of
 49

this purposeful reading. According to him the 'surrender value' of reading is extremely

significant. If a student leaves the school after passing his IX class, in this period he

learns so much vocabulary of English that is valuable to him in practical life. He can

acquire the knowledge of this vocabulary not by training in speech but by silent reading.

He had the opinion that much 'passive work' precedes the 'active work'. By the term

'active' he implies 'the productive command' of a language and expertise gained in

expressing oneself in this language. By 'passive' he denotes merely a receptive command,

that is capability of understanding written English. The passive command lays the basis

for the active command, that is ability to speak and write. He opposes the teaching of

formal grammar. Grammar teaching is good for those teachers who do not understand

the language. He thinks that grammar is not a systematic collection of rules. It is like the

conventional rules of a society, and like these rules, it is in a state of continuous

alteration.

According to Dr. West oral reading is introductory to silent reading. This reading

skill can be gained without preparatory work in speech or writing. Reading aloud is

valuable for drilling accurate pronunciation. He places words in two main groups: (i)

words that we talk with, and (ii) words that we talk about. The former group makes up

the form/pattern of language. The latter is comprised chiefly of nouns. He chooses only

those words which have the highest frequent occurrence. He reaches the conclusion that

the minimum vocabulary of 1158 words is sufficient for all general subjects of

conversation.

Dr. West argues that reading ability can be developed by reading books in a

lonely place. The assistance of teachers is not required for it. Therefore, he planned new

kinds of books known as 'readers', 'rapid readers' new method readers, etc. In these books
 50

new words and phrases are adequately distributed over the pages. The vocabulary of

non-technical subjects are given a place in the reading books, and are explained with the

help of pictures. Dr. West's new method makes an attempt to improve reading skill to

read with understanding and proper pronunciation, which is essential for mastering an

alien language. Reading makes students develop a feel for the language and thus

cultivates a taste for reading literature. The students do not suffer from the extra burden

of grammatical rules. Reading is free from improper forms of teachers' speech. The

restrained vocabulary is aimed at in this method. It follow the principles of practice and

economy. Teachers get through precise instructions. It is frugal in both time and money

matters. The boring barter of questions and answers is neglected and audio-visual aids

are not needed. It promotes the ability of independent reading with comprehension. The

material given is appropriately grasped and preserved by the students.

Problems and Probable Solutions:-

Dr. West's method has some insurmountable demerits also. This method bluntly

neglects other three skills of language learning, viz. listening, speaking and writing.

Thus, it ignores the principle of appropriate order and ratio. His distinction between

reading and speaking is not supported by many critics. Normally it is not possible to

keep up this distinction. His conclusive distinction, between the eyes on the one hand

and ears, lips and hands on the other is not practically and psychologically proper.

West's contention that the ability to read should be developed before the ability to

speak is not acceptable. Experience denotes that pupils should start reading only after

getting a command over speech and a reasonably large vocabulary. He over-estimates the

importance of passive work because that is an aid to active work. It may be accepted for

a while that much linguistic acquisition is possible with less endeavour if much reading
 51

is done. Yet, the best assimilation of the language can be effectively done by giving

distinct oral drills in the use of the language. Reading alone is not sufficient for

establishing strong phraseology.

Only reading is not interesting for a child-rather it is tedious. Reading becomes

boring and dull in the absence of other activities. Besides, West's argument that the

ability to speak is hard to gain is not confirmed by facts. We learn speaking more rapidly

and easily than reading or writing.

If we lay excessive stress on reading, the pronunciation can not be learnt, nor

improved. Pronunciation learnt by listening and speaking, not by reading. Reading does

not assist in learning idioms, phrases, composition, and poetry also. Merely reading of

short and long stories is of no use.

This is against the educational principle of proceeding from simple to complex.

Grammar and composition are ignored in the method. Use of restricted vocabulary with

too much of repetition in long stories and overstrained use of mother-tongue are the other

shortcomings of this method.

We can conclude from the above discussion that Dr. West’s new method is not a

complete method. “The method that came as a reaction against the direct method has

several limitations in itself. It pays no attention to oral work, fluency, pronunciation and

other active aspects of language, that should not be overlooked at any cost"(Richards

&Rodges125). So, this method has not come into practice any more and is not popular

with English teachers. Probably that is why, 63 out of 85 respondents (74.11percent) do

not favour this method (Table-16).

 52

The Substitution Method:

The substitution method was invented by H.E. Palmer to substitute the direct

method. A direct method gives value to oral work, neglects the importance the child’s

mother-tongue and supports the inductive method of teaching grammar. The substitution

method lays stress on some model sentences that can be multiplied indefinitely by

replacing any of its words or word-groups, and units of the identical grammatical family

within definite semantic restrictions. It is also called ‘Substitution Table Method’.

Substitution table is one of the various visual aids used as new teaching technique. H.E.

Palmer took this technique and gave it the shape of a pedagogic method. Substitution

implies to replace something with another thing. He has himself designed more than a

hundred substitution tables that can be arranged in classes according to their grammatical

and other contents.

This method can be best interpreted by it’s procedure. He realizes that the

knowledge of a word separately from its sentence does not assist us in having an accurate

linguistic foundation. So, the unit of teaching should be sentence and not the word. A

sound beginning, repetition and practice help us develop real linguistic habits. The

sentence unit teaching takes part in forming a practical method. The module sentence

should be grammatically correct. The words of model sentence are supplemented by

other words which we intend to teach. Thus supplemented words are of the same

grammatical family, of which the module sentence is. For instance, if we want to teach

the use of the adjective 'honest', we may construct many sentences based on the model

sentence:
 53

Model Sentence: Ram is an honest boy.

Sita is an honest lady.

Priya is an honest girl.

Interrogative and negative sentences can also be framed with these sentences.

The word 'honest' has been constant because the teacher wants to teach it.

However, other items or words have been replaced by other possible words. These

replacements can be fitted in a substitution table in the following way:

Substitution Table - A

1 2 3 4

Ram Boy

Sita is an honest Lady

Priya Girl

With the help of this table the teacher can indicate to students that 'is an' will

always be used, then we call Ram, Sita and Priya as an honest boy, lady and girl.

There are three substitution tables:

(i) Simple substitution table

(ii) compound substitution table

(iii) Grammatical substitution tables.

 54

In the following examples of simple substitution table the words, beard, tail and

wings are variables, and can not be exchanged with each other.

The man has a beard.

The monkey has a tail.

The bird has wings.

In compound substitution tables, the variable can be interchanged. For instances:

Rani goes to America.

Harish goes to Agra.

David goes to Nainital.

He goes to Almora.

She goes to Dehradun.

In the above sentences, 'goes to' is constant and the other words are variables. We

can say, "She goes to Nainital".

With the support of grammatical substitution tables, certain features of grammar

can be taught, namely prepositions, agreement of the subject and the verb, comparative

degree, interrogative sentences, adjectives, verbs, etc. For example, the use of helping

verbs can be taught in the following way:

Javed is eating.

We are eating.
 55

I am eating.

He is eating.

You are eating.

She will be eating.

I shall be eating. etc.

One of the most remarkable benefits of this method is that it secures the

formation of correct speech habits and reduces the opportunities of forming faulty habits.

The pupils acquire the knowledge of a multitude of sentences without cramming the

rules of grammar as the method emboldens pupils to think and form their own sentences

with the help of the model sentence. It is an instinctive manner of learning a language,

for students unconsciously frame several sentences similar to the model sentences.

The substitution tables serve as an effective design for the diagrammatic

presentation of linguistic materials. These tables are of excessive practical value for

setting out of syntactical and grammatical aspects of the language at the same time.

Moreover, the substitution table presents an original linguistic form of language in

extremely condensed form. These model sentences are fed into the linguistic memory of

the language student. Such tables can provide a large number of articulation and fluency

exercises. The exercises should be adapted to the definite requirements of the learner.

The teacher should encourage his students to articulate sequences of sounds. Thus, the

usual disagreement between practice and theory will die away. Knowledge of sounds is

extremely necessary for learning a language and equally necessary is a recognition of the
 56

possible grouping of the sound units in real speech. The substitution tables have shown

good results in this respect.

In the substitution method students find opportunities for writing the tables and in

this way writing and reading are correlated. The use of the mother-tongue is properly

done and it assists the students in perceiving what is happening in the class. Pupils find

this method interesting. Local learners often have problems with English vowel sounds,

specially when a sound comes in a cluster of different sounds in the adjoining place of

the vowel. Substitution tables can be prepared to remove this problem. Table 'B' presents

such sounds in various alterations:

Substitution Table 'B'

1 2 3

Leela Met Dravid

Bhanu Takes Ali

Geeta Set basu

Prem Gave Pavan

Jeba Ate Sumit

In this table, the two sounds (/e/) and /ei/) are scattered at various points in every

sentence. The pupils are asked to articulate these sentences. They are asked to repeat

those sounds frequently which they can not pronounce exactly in their first effort. The

sentence that the student finds difficult to read is recognized and is constantly repeated in

future study. The tables of vowels and consonantal sounds can be prepared and taught to

the pupils, like:

 57

The distinction between two sounds can be made clear through the tables:

/e/ /ǽ/ /a:/ /ɒ/ / ɔː/ /ʊ/ /u:/

Said - sad cart - Cot - caught full - Fool

Bet - bat part - Pot - port book - Boot

Bed - bad darn - don - dawn stood - Stool

Guest - gassed tart - Tot - taught foot - Food

Substitution tables may also be employed in order to provide ordered vocabulary.

Such tables furnish the material in a closely adopted form to satisfy the needs of the

students. The teacher can make use of it by taking readymade tables or by applying his

own material into it.

Problems and Probable Solution:

Despite the above mentioned advantages the substitution method has not been

found to be really effective because of certain drawbacks from which it suffers. Though

all grammar can be taught by this method, we can not explain grammatical rules which is

a necessary part of teaching and learning. There is no proper order in this method and,

thus, students learn merely separate sentences.

This method is unfit for teaching of poetry, prose and rapid reading. It only

emphasizes writing work. It is asserted that the method takes a long time to form proper

linguistic habits. Only well-trained teachers can teach skillfully through this method. The

preparation of substitution table is not very easy task. Therefore, 12 out of 85

respondents (14.11perent) have adopted this method (Table-7).

 58

Nevertheless, if this method is adopted, it should be adopted with a cautious

approach to minimize its problems. Model sentences should be taken from an appropriate

text-book. After selecting the model sentence, the teacher should read it three or four

times. He should pronounce each word clearly in a normal voice that is audible to every

student. The pupils should be instructed to speak it individually as well as collectively.

The teacher should note their intonation and pronunciation. Repetition should go on until

the sentence is articulated in the way the teacher wants them to articulate and it is spoken

at a speed similar to natural speaking speed. This is the test by which the teacher can

know whether the sentence is actually known to them. The model sentence should be

written on the black-board and the teacher should clarify its meaning. The students

should be asked to give sentences having a similar structure. If they are not correct, the

teacher should remove their faults. All the sentences should be written on the black-

board constructing a substitution table round the model sentence. The teacher should

remember that he should not give too many unknown words in making tables. These

sentences, as far as possible, should be related to the subject-matter of the lesson from

which the model sentence is chosen. It will help the teacher advance progressively and a

series of thoughts will be framed in the pupil's mind.

Substitution work should be done rapidly but in a slow manner, giving the pupils

sufficient time and practice for understanding a new structure. The teacher should

present the equivalents of sentences in the mother-tongue. Although, he should escape

word-for-word translation. In the beginning simpler sentences should be used so that

sentences in English and in mother-tongue are understood by the students and they may

be competent enough to extend their co-operation. After giving mother-tongue

equivalents of sentences, the teacher should come back immediately to English. Such

sentences should be used in conversation as soon as there is opportunity for it. The tables
 59

may be copied by the students - English on the one side and their equivalents in their

native language on the other side of their note-books.

Although this method is time consuming and needs carefully worked out

preparation by the teacher, it is serviceable because it lays a powerful foundation for the

future. It is an interesting method and can be employed partly in combination with the

other methods. This method imparts a chance to the teacher to introduce well-selected

material in a methodical and logical order. Nevertheless, it has not been found to be

useful for the students of higher classes. Therefore, it will be more sagacious if the

substitution method is employed with beginners, not with students of middle and higher

classes.

In the preceding pages, we have discussed the significant characteristics,

advantages, and problems of the principal methods commonly used in Kumoun and

Garhwal. We have also discussed what could be the possible solutions to the problems.

We have seen that the old translation method had definite limitations and then it was

realized that it would not meet our needs. As a consequence, the direct method was

devised. This method, too, brought some problems. Dr. Michael West's new method

advocated the development of reading skill only, and so had to face severe criticism. The

bilingual method has the merits as well as demerits of both the translation method and

the direct method. The substitution method is serviceable merely for beginners and is

excessively time-consuming. This leads us to believe that neither method is perfect in

itself. Hence, it will be unjust for anyone to swear by one method or the other and be

dictatorial. Our outlook in this respect should be flexible and forward looking. The

sagacious teacher can not sell his liberty and be a slave of any method whatever be its

advantages. He may take features of any method that he finds useful in given situations.
 60

The first aspect is to keep in mind the aims of teaching English. We have already

discussed that in Kumaun, teaching English should have fourfold objectives - viz. to

enable students to understand English when spoken and to speak, read and write English.

Our complete method, therefore, should be one that assists our students in acquiring

these skills. It is the goal that decides the method. We require an extensive method of

instruction that ensures a harmonious progress in these skills. Language learning means

all aspects of memory, visual, auditory and motor and only through fruitful and habitual

application of all types of images permanent success can be obtained. Therefore, we

require an integrated method. Integration implies the act of bringing the different aspects

of language together in a combined whole by the distinct and successive teaching of

every aspect. The courses in the various phases of teaching should be well co-ordinated.

Our reflective method must be practice method. Linguistic habits can be formed

by practising them. We understand how an infant has quite enough opportunities in his

native language. This applies to English also. English is taught in Kumoun and Garhwal

with a prospect in view that it can be used as a medium of communication in normal life.

In learning an alien language students need strong speech habits, the ability to perceive

the matter, read and also to express themselves, both in writing and in speaking.

We must ensure the best utilization of the students' knowledge of mother-tongue.

Our method of teaching should be different accordingly as we are teaching to 8-year old

or 13-year old or 22-year old students. An unimaginative teacher or one with ordinary

competence may not be able to make a success of the methods that suit highly capable

teachers. Methods which may serve with small groups of students may not suit bigger

classes.
 61

The methods we have been examining up to this point have their excellent

features also and thus, if their flaws prevent us from practicing them, their beneficial

features allure us to use them. Any method may be adopted if it leads us to achieve the

aims we have set for ourselves. Methods are designed for us and not we for methods.

Methods are never an end in themselves. Teachers should devise and follow those

methods which assure success. For, after all, a teacher is the principal method. Much

depends on his personality, expression, initiatives etc. Hence, teachers are free to

practice any method that ensures success. The best method is that which yields the best

results.
 62

Works Cited

 Bardovi-Harlig, K. "A Narrative Perspective on the Development of the

Tense/Aspect System in Second Language Acquisition." Studies in Second

Language Acquisition, 17, No. 2 (1995), 263-291.

 Cartledge, H.A. "Reading with Understanding" E.L.T., Vol. X No. I, 1952. Print.

 Champion, H.C. Lectures on Teaching of English In India. Delhi: O.U.P., 1957.

Print.

 Dodson, C. J. Language Teaching and Bilingual Method, OUP.1992.

 Firbas, J. "On the Dynamics of Written Communication in Light of the Theory of

Functional Sentence Perspective." Studying Writing: Linguistic Approaches. Eds.

C. Cooper and S. Greenbaum. Beverly Hills, CA: Sage, 1986, 40-71.

 Gautlett, J.O. Teaching English As Foreign Language. London: Macmillan, 1966.

Print.

 Palmer, H.E. and Dorothee Palmer. English Through Actions. London:

Longmans, 1959.Print.

 Richards, J. C. & T. S. Rodgers. Approaches and Methods in Language Teaching.

Cambridge: Cambridge University Press. Print.

 Scott, D.H. Language Teaching in The New Education. London: University of

London Press, 1946. Print.

 Chapter – IV
Evaluation of the Methods of Teaching

English in View of the Objectives in

a Critical Way
 63

There is a big controversy about terms 'approach' and 'method'. People, often, use

these terms interchangeably. While they differ from each other. Approach is a more

extensive term than method. The approach is a set of correlative assumptions dialing

with the nature of language and the nature of language teaching and learning. An

approach is axiomatic. It describes the nature of the subject-matter to be taught. It stakes

a point of view, a philosophy, an article of faith-something which one believes but can

not necessarily prove. It is often unarguable except in terms of the effectiveness of the

methods which grow out of it. Thus, an approach is merely a philosophical point of view,

a standpoint of looking at the entire problem, a matter of faith. While, method is a well

thought out plan for the presentation of the subject-matter based upon the selected

approach. So within one approach, the teacher can use various methods. Now we shall

discuss the characteristics, merits and demerits of different approaches to teaching

English, which are generally used in the state.

The Structural Approach

When the old methods and approaches were not found entirely satisfactory, an

innovative approach to the teaching of English was searched out by the educationists at

the University of London. The structural approach that is known as aural-oral approach

has taken two distinct forms on the two sides of the Atlantic Ocean. These two forms -

the vocabulary approach and oral approach are unlike in origin, value and essentials. The

first movement called vocabulary approach, germinated from inside the classroom and

was improved upon by distinguished language experts of English like Faucett, Hornby,

M.P. West, and Palmer. Amendments in teaching of the English started during the First

World War when a large number of foreigners began to learn English. Research on

sentence structures began in Japan - where in 1923 the Institute for research in English
 64

Teaching was established and H.E. Palmer, an expert in phonetics, intonation and

grammar, was appointed Director of the Institute and editor, of its Bulletin, issued ten

times in a year. Research in Languages benefited much from the progress made in

descriptive linguistics, educational psychology and the study of literature. Improvement

in English teaching began with vocabulary by searching the best words for definite

purposes. The vocabulary was regarded more significant in learning English than its

grammatical patterns. The peculiar aspect of this approach was its stress on meaning. For

the sake of imparting correct meaning of the words taught, graded and simplified

structures were presented with situations.

The second movement was a growth in linguistics because all languages were

systematic and structural. It was directed to objective studies of different languages.

Thus, it was not a pedagogic approach like the first one. It did not offer the 'why', 'how'

of teaching English. It stressed 'what to teach'. This approach was called 'oral approach'

in America. They first compared the native languages with English and then tried to find

out areas of interference in learning English. As such they prepared the teaching material

to face this problem.

In India, the structural approach is the product of imperartive need. It has been

introduced in India at a recent date. Educationists have adopted the principles of both the

oral approach and the vocabulary approach. They have popularized it as a linguistic

discovery appreciated by linguists all over the world. The two approaches have also

become methods in passing from West to East. In India, the structural approach is

generally understood as 'the direct method with a little changes and additions here and

there, plus the play-way method'. But an approach is not a method. An approach is
 65

related to 'how', therefore, it may vary from teacher to teacher and from circumstance to

circumstance. It does not alter like methods.

In India, Tamil Nadu was the first state to adopt the structural approach. Later,

during the seventies, this approach was made popular by the Central Institute of English,

Hyderabad all over the country. This approach has been adopted by a number of schools

in Uttar Pradesh under the direction of English Language Teaching Institute, Allahabad.

In the structural approach the foundation and common ground of teaching is

patterns or structures of English. It is necessary to understand what are structures or

patterns that English uses in order to communicate meaning. Structures may be defined

as the instruments of language. Just as a blacksmith, a carpenter of a goldsmith works

with his instruments much in the same manner, the learning and teaching process of a

language is works upon by its instruments. The instruments of a language are its sounds,

rhythm, stress and intonations, its vocabulary or words and structures. Using these

instruments a teacher tries to develop the fourfold skills of a language. We express our

views in sentences and not in words. Words used in sentences are the result of the social

context in which we use them. Since this context changes, so also the structure of our

sentences changes, so is the case with English. Meaningful words are used in a particular

series to convey their meanings. Thus, these structures are the essential instruments of

English. Words are much less significant than the order in which they are set with each

other. This is why the structural approach is based on the assumption that in the learning

of an alien language, command of structures is more necessary than the mastery of

vocabulary. 61 percent teachers in the Kumaun region of Uttarkhand preferred structural

approach (Table-19).

Structures can be categorized in the following four ways:

 66

(i) Sentence Structures:

There are nearly 280 basic sentence structures or language patterns that a learner

is expected to learn at the early stage. They are divided into seven parts as follows:

(a) Patterns having two parts, as : They I eat.

(b) Patterns having three parts, as : John I takes I a pen.

(c) Patterns having four parts, as : He I gives I you I a car.

(d) Patterns beginning with a question verb, as : Are you going to London?

(e) Patterns beginning with a question word, as : why are you creating problems?

(f) Patterns beginning with 'There', as : There was a king.

(g) Patterns of command or requests, as : Please shut the door. Get out etc.

(ii) Phrase Structures:

Phrase is a word or group of words that conveys an idea without its being a

clause or sentence. For example, a handful of, across the table, on the table, wish to do it

etc.

(iii) Formullae:

Formulae are those words which are employed on definite occasions, e.g. How do

you do?; Excuse me; Best of luck! etc.

(iv) Idioms:

Idioms are the product of every culture. Idioms are the group of words which

must be presented as a whole while teaching English as a second language. If the teacher
 67

fails to do so, pupils will not be able to comprehend their meanings. Idioms like 'at the

eleventh hour', 'mind one's P's and Q's, 'make no bones about' etc. come in this category.

In choosing patterns we should estimate the ability of learning of the average

pupils in average school conditions. We should also keep in mind their average age,

mental condition, the ability of teachers teaching it, time allotted for the English period

and the availability of the teaching material. It is commonly observed that several

structures have more than one meaning. This implies that a structure can be used in more

than one distinct situation. These distinct meanings should also be graded.

Dr. R. N. Bakhshi, as a key note speaker at UGC sponsored National Seminar in

2011, emphasizes that the success of a structural syllabus depends upon the gradation of

structures and, therefore, he "states which items are to be taught at each stage and goes a

step further by indicating the order in which the items should be presented". He lays

down the following criteria for the gradation of structures : "(i) area of difference :

between the learner's language and English - a factor which has to be given due weight in

determining the difficulty of various items; (ii) usefulness and teachability : the needs

and interests of the pupils at different stages and certain practical difficulties which may

be experienced in creating a proper situation in which a particular structure can be

presented; (iii) surrender value : the items can not be viewed in isolation but as parts of

an interrelated course which will ensure a certain mastery over the English language."

In the structural approach each structure is presented separately. Usually these six

steps are followed to teach a structure or item:

(i) Presentation of item in proper situations by the teacher.

(ii) Oral drill by the pupils of those situations presented in first step.
 68

(iii)Presentation of the item in some other situations.

(iv) Oral drill by the pupils of those situations that were presented in third step.

(v) Overall drill.

The exponents of this approach believe that efficiency in speech helps in

developing, reading and writing skills. Moreover, there is no language in the world that

has script but no spoken form. But there are a number of languages which endure merely

on the tongue and do not have any written script. For this reason, much oral work is

stressed in the early stage. Besides, use of the native language of the learner occupies a

place in this approach. While teaching, English structures are compared with those of the

learner's native language.

A structural syllabus is usually a list of linguistic items presented in teaching

order, and is accompanied by exemplifying sentences. Command of signalling system of

English is more useful than the detailed knowledge of the forms. This command is best

gained by drill or repetition. The motif of teaching one item at a time is literally followed

in order that the students may have full command of a presented pattern and may employ

it confidently. Every text book is accompanied by a teacher's Hand Book that gives

practical suggestions for the teaching of structures and words. The student is supposed to

learn nearly 3000 basic words and their derivations at the end of a five year course. He is

also supposed to have a mastery over nearly 280 root structures in five years.

The structural approach has some strong merits. It intensifies the learning of the

English language by giving a knowledge of its patterns. The language material, that is,

structures and vocabulary are very cautiously chosen and graded. Text-book writers set

the structures in the order, in which they come in the syllabus. Vocabulary items and

structures are repeated to help the pupil make them instinctive habits. It pays more
 69

attention to speech habits, providing more opportunities for pupils to practise the use of

English, for a language can not be separated from sound. The structural approach can be

fruitfully followed at every stage with a well-selected and well-graded programme. The

pupil spontaneously learns some word-order, use of words and grammar by learning the

pattern of sentences. In this way, he avoids general mistakes in grammar and

composition. Language learning is a process of habit formation. The students develop the

habit of speaking English through effective drills. This approach encourages the use of

everyday English. As such, it promotes the interest and activity of the learners.

Therefore, it is called 'English through play way'.

This approach can assist in teaching prose, poetry etc. as viewed by Dr. Shaifali

Bakhshi, "If we have a programme of teaching language alongwith literature just as we

have from class IX and upwards, even at the University stage where pupils offer English,

there too, structural approach can be of much help to the teachers."

The structural approach originates an appropriate atmosphere in the classroom for

teaching and learning a second language. Due to a lot of oral work, whatever is learnt in

the class remains firmly fixed in pupils' memory. It is an extensive approach and it

creates a consistent progress of the skill implied in language learning. It results in

'economy of efforts', for the task of the teacher is completely streamlined that causes a

minimum of wastage. It makes a perfect use of the learner's exprience and knowledge in

his mother-tongue that has a significant role play in learning an alien language. The

special worth of this approach lies in the fact that the aim of teaching or learning are very

clearly defined at each stage and are attainable creating a pleasing sense of command and

confidence. The approach is based on scientific principles of language teaching and is

 70

further justifed by linguistic research work. It has demonstrated its success all over the

world where English is not the native language of the learners..

Problems and Probable Solutions:

Some language experts charge some serious allegations against the structural

approach. The approach seems to contain some demerits which make people doubt its

efficacy. The selection and grading of structures does not remove the difficulties of

teaching English. It merely assists the teacher to recognize what he has taught and what

he should teach next. It neglects the lignustic habits already acquired by the pupil while

learning his mother-tongue. It has been experienced that strict sequencing of structures

amounts to the production of tedious and boring reading materials. It overlooks the fact

that the student is a learner. Similarly, it expects too much from the teacher. A great deal

of mechanical drilling is thrust upon the pupils. It makes the class dreary and

monotonous.

Text-book prescribed in courses can not be taught through the structural

approach. It needs highly planned text-book which should have a systematic frequency

of the language material used therein. Till such text-books are available, this approach

will have to be at the mercy of defective devices. With its over-concentration on speech

and oral activities, this approach has not paid enough attention to writing, reading of

each kind and vocabulary acquisition. The grading of structures seems to be very useful

in theory, but it does not work in practice. There are certain situations hen the teacher has

to alter the order of grading. It does not indicate how a new item should be presented or

drill should be done. The teacher himself has to consider these points. The structural

approach approves monolingual presentation, as a result of which students' experience

and knowledge of the mother-tongue is not satisfactorily used, though the approach
 71

claims to do so. It is very difficult for them to comprehend meanings in English the result

that most of them do not know exact meanings at all or know them incorrectly. It

requires a good deal of material assistance for the sake of presenting a real life situation.

Int his approach, the centre of interest is the material and not the learner. In this way, the

approach neglects him.

One of the causes for the non-performance of this approach is that properly

trained teachers are not available in our state. Though the text-books are produced in

accordance with the structural syllabus, yet teachers fail to understand how to introduce

structures. The reason behind this is that these teachers had no proper training in teaching

according to the structural approach. Teachers trained in traditional methods find it hard

to handle.

This approach is not fit for teaching prose, poetry, grammar, pronunciation,

rhythm, intonation etc. The approach is suitable for junior classes only. The structure-

practice drills and carmming may be of some use for students of junior classes, but

students of higher classes require a more creative and freer use of English. This approach

does not impart a suitable solution to this difficulty.

The structural approach has been facing some peculiar problems in Uttarakhand.

In this state, the approach is the child of necessity. Teachers have borrowed features

from both the approaches on the two sides of the Atlantic. In taking up the structural

syllabus they have modified it in many ways. So the structural approach is a misnomer

here. The specialists use the term to mean anything they choose it to mean. They want to

answer every problem of teaching English with the help of this innovative device. On the

other hand, the teaching of English in our state is becoming more and more perplexing.

Opportunities of learning English in the college or school atmosphere and inside the
 72

classroom have been exceedingly weakened. All the methods and devices, old and new,

are not meeting the requirement. English, though reduced to the position of second

language, has a broad range of functions. The Uttarakhand structural approach is a

troublesome adjustment. There are not deep researches involving bilingual comparison -

comparing the pupil's first language with English. Without such researches hand text-

books and syllabi can not be produced. There is no self-contained English course for

Uttarakhand pupils. However, the English language Teaching Institute, Allahabad, has

taken an initiative in this direction. Union Ministry of Education through the National

Council of Education, New Delhi must work as an agency, in co-operation with the state

governments, to co-ordinate the teaching of English all over Uttarakhand and to prepare

inexpensive text-books meeting the requirements of rural and urban schools in our

country.

If some precautions are taken, the structural approach can be more productive.

The structures should be selected, graded and presented on the basis of findings of

linguistic studies. Specialists in the field should be invited to prepare syllabi, to make

comparative study of languages, and to discover more serviceable methods and materials

for teaching through this approach. The comparison of English and the child's native

language should involve linguistic analysis from the standpoints of phonetics,

phonology, phonotactics, morphology, morphophonemics, syntax and semantics. Such

efforts will give productive outcomes of extreme importance to the teaching of English

in Uttarakhand.

Merely oral drills for weeks altogether is too such and this type of 'single root

device' seems to be arroneous as far as teaching is concerned. It will result in feeding

immoderately in one kind of nutriment. The structuralistics in place of giving inflexible

 73

directives, should tell waht this approach can not do for the sake of making the approach

more effective. The teacher also should not think that the approach is 'philosopher's

stone' changing everything into gold.

The first and legitimate place for the structural approach is behind the classroom,

in the possession of the policy makers, the text-book writers, and the syllabus degisners.

In order to escape under nutriment or over feeding the language diet should be carefully

managed. The order of preferences in providing language material and its settlement

should be based on the findings of linguistic studies. The second but equally significant

place for this approach is inside the classroom. It helps the teacher generate more life in

the classroom. He can make language teaching more interesting and energetic by

introducing his teaching items in the background of real life situations. Students will be

capable of associating new sentence structures with the field of experience pertaining to

that situation. The English teacher's task is to remain always a teacher and not to become

a structuralist. He can better utilize a situation as a teacher and not as a structuralist. We

must bear in mind that most of the problems of a teacher are pedagogic and only a few of

them are linguistic.

For teaching English through this approach a sound structural syllabus should be

designed. It would definitely be beneficial for the teacher to have before him the most

necessary structural items arranged in a rational and practicable kind of teaching order. A

structural syllabus is a graded list of language items to be presented in the classroom. A

text is also prescribed that goes with it. There should be some difference between the

syllabus for first three or four years and for senior classes. The syllabus for junior classes

should comprise the basic patterns of the language and specially designated vocabulary.

From the second year of English onwards interesting supplementary books should be
 74

offered. This approach requires a proper and solid background at the earlier stage by

reading, writing and exercises. The syllabus in English, for the last two or three years,

depending on the duration of the courses need not be arranged in terms of graded

structures. Essentials of elementary grammar should be presented in the last two years of

the English course. By the end of secondary level, about 2500 words should be in the

active and about 500 words should be in the passive vocabularies of the students. But the

existing syllabi are unyielding and need mechanical drilling of separate language items.

There is no cohesion between syllabi of junior and senior classes. The syllabi for the first

three or four years of English are generally designed on the structural patterns but those

of the later years are still conventional and have no connection with the former.

Nevertheless, the structural syllabus, in the hands of a properly trained teacher,

can turn out to be an excessively useful device for teaching English under the changed

conditions. Each and every trained teacher must be retrained in the mechanical skills of

this approach. Only properly trained teachers can employ this approach and its

techniques in a successful manner. In every way the problem is of great bulk. The

Government should support the agencies serving in this field with generous grants.

Special task forces should be formed to provide short term deep training at district

centers. Special courses should be introduced in teaching institutions. This approach calls

for imagination, initiative and resourcefulness on the part of the teacher. It makes

students active and interested in learning an alien language. It imparts pleasing

experiences to the pupils who successfully learns by doing and speaking. The pupils are

no longer passive receiptents of half cooked language meals, rather they have an active

share in the task of English learning. But there is another serious shortcoming in the

syllabi used in Uttarakhand. There is no arrangement for the teaching of correct English

pronunciation. This should be accomplished right from the initial stages. The teacher
 75

should sort out the problems of the pronunciation by comparing the sound system of the

student's native language with that of English. In every language course reasonable

emphasis must be laid on intonation, rhythm, and stress. The standard of judgment

should be British pronunciation of English sounds. Indian Television and the All India

radio can help to set a proper pattern of English pronunciation in Uttarakhand.

It will be difficult to adjust the new structural syllabus with the old examination

system. Such oral and written tests will have to be produced that can assist in evaluating

students' actual progress in English - that is, their achievement, development and more

significantly their behavioral changes because of the learning experiences.

The structural approach is still in an experimental stage even after thirty-odd

years and many institutes of English teaching are striving to reform it. The approach is,

undoubtedly, superior to old approaches to teaching. It has brought about something of

great importance in the sphere of teaching English as a second language. But its proper

employment in Uttarakhand schools and colleges seems to be well nigh impossible.

Reasons for this are not difficult to find. First of all, Uttarakhand classrooms are

overcrowded and teachers have to teach according to an inflexible curriculum. In

addition, they are not properly trained to utilize the approach efficiently. They are not

even given the material that can assist them in teaching English through this approach.

Besides, there is that traditional examination system, that evaluates the ability of a

teacher by the number of students passing in his subject. Due to these conditions, it is

expendient, though unfortunately, not to use the structural approach.

The Situational Approach:

The situational approach refers to that way of teaching English, in which English

is taught like mother-tongue referring the situations in real life. Through the aids of
 76

actions, pictures, objects, and timely happenings, the teacher teaches the meaning and

use of new words, clauses, phrases and sentences in the class room, as the family

members express mother tongue before the children at home.

The chief characteristics of this approach are:-

(i) The teacher presents new words incidentally in the classroom.

(ii) Proper materials are employed to form appropriate situations.

(iii)Several opportunities are provided for students to connect the meanings of new

words with suiting situations.

(iv) Constant repetition is emphasized.

(v) The teacher asks numerous questions regarding created situation and himself

answers them.

(vi) The teacher's chain of actions is unbroken.

(vii) A number of examples are presented in a short period.

(viii) Teacher's actions are not silent but he constantly talks about his activities, asks

questions and answers himself.

Here the procedures of teaching have been outlined to indicate how the teacher

might go forward with the approach in the class. What is discussed below should be

spread over many weeks or even months, in agreement with the number of periods given

to English each week.

The teacher should begin with actions that need affirmative, negative and

interrogative forms of speech to be explained. "What is that? It's the book. I'm pointing

to the book. What's that? It's the chair. I'm pointing to the chair." In the same way, the
 77

teacher may continue to teach the new vocabulary and syntax with other material things

in the classroom - blackboard, pen, table, door, window etc.

"Am I pointing to the door? Yes, I am. What am I pointing to now? I'm pointing

to the window now. I'm not pointing to the door." This task is to go on till the class has

bad enough opportunities of identifying the affirmative, negative and interrogative forms

of speech.

The teacher, while doing these actions in the class, will reiterate these statements

often. Then he may proceed to the imperative - "Stand up! Open the book! What's Rahul

doing" He's opening the book. Maneesha, go to the door! What's Maneesha doing now?

She's going to the door." The teacher will present enough examples, reiterating his

statements in accordance with the situation produced and action performed. The students

will hear these statements presented by the teacher several times, in afirmative, negative,

interrogative and imperative forms. Having done this the teacher may put questions to

the class. "Is Maneesha going to the door? Am I taking the pen? Are you reading the

book? etc."

When this has been adequately understood by the class, the teacher may step in

the next stage. "I'm touching the book. I'm going to shut the door. I'm shutting the door.

Is the door shut or open?" These statements and other sentences of the same sort will be

repeated with minor alterations. "What's Rahul doing now? He's moving. He's sitting on

the chair. What am I doing now? I'm writing on the blackboard. I'm going to write the

word 'paper'. Now I'm going to write the word 'pen' etc. In this way, the teacher will

display the new item and will repeat the use of this imperative again and again. "Go to

the blackboard! Write on it! Come back! Prabha, come here and take the chair! What's

Prabha going to do? She's going to take the chair, etc."

 78

In the initial stages the teacher may give all instructions in the mother-tongue of

pupils but gradually pupils will pick up a classroom vocabulary, understanding the orders

and performing actions according to them. In the next stage the teacher will dilate the

same situation as presented below:

What am I pointing to? I am pointing to the door. Now I am going to the door. I

am opening the door. Where am I standing now? , I am standing at the door. In this way

the teacher can present a good number of new words in the class. Thus he will go on

using the words from harder to hardest by adopting proper situation.

We can recognize the value of the situation approach to certain extent. It is more

suitable for lower classes.

The pedagogic standpoint is that a child of twelve begins to learn to foreign

language in a foreign language in the class-room in the way an infant acquires his

mother-tongue in the home. This standpoint is well implied in the Direct method. Prof. P.

Gurney, while explaining the principle of the Direct Method says: “The principle may be

explained s the associating of the word of thing, of thing with context, and of context

with expression in the new language, context may be idea, event or whole situation; but

the fullest application of the method is the is the associating of a complete thought

expressed in the words with the real experience that would give the occasion and impulse

for the thought.” In the teaching English by the Direct Method, we employ means

(events, actions, pictures, context and situation) which can make the pupils understand

the new linguistic material directly, instead of using the mother-tongue again and again.

The children learn to understand the same thing in their mother-tongue by employing

those means. The lesson, learnt from the observation and study of how infants acquire

the mother-tongue, if applied in the class-room, may have gratifying results.

 79

It is known to all parents that the infant learn every item of his language

knowledge in a situation. Experts have also compiled information on the growth of

child‟s vocabulary. It is also known that the infant is able to understand far more than

what he is able to express and what he understands and express, is always connected

with his life space. We can logically conclude from these observations that a learner of a

foreign language should be enabled to form links between new words and constructions

and real situations. But the problem is how to create real situation in the class-room

which offers rather artificial conditions. It is a practical problem demanding practical

solution and no theory.

The procedure adopted in the class room

Here the procedures of teaching have been outlined to show how the teacher

might proceed in the class. What is discussed below should be spread over several weeks

or even months, according to the number of periods devoted to the English, each week.

“What is that? It‟s the black-board, I‟m pointing to the table.” Similarly, with

other objects in the class-room (door, window, stool etc), the teacher may proceed to

teach the new vocabulary and the syntax.

“am I pointing out the blackboard . Yes, I am. What am I pointing to now? I am

pointing to the table. I am not pointing to the blackboard.”

This process is to be continued untill the class has had good opportunities of

recognising the affirmative, negative and interrogative forms of speech.

“Sita points to the blackboard. What is Sita doing? She is pointing out to the

blackboard.” The teacher by taking Sita‟s hand and pointing the blackboard, will help the
 80

pupils to understand the situation. The imperative will also be understood. This process

is to be repeated with other verbs (e.g., picking up, putting down, touching, cleaning and

shutting). Then the teacher will use the verb „go‟. “I‟m opening the window. I‟m shutting

the door. Look! The door is open now. I‟m going back to my table.”

The teacher while performing these actions in the class, will repeat these

statement frequently. Then he may use the imperative- “Stand up! Go to the blackboard!

What is Mohan doing? Mohan is going to the blackboard. The teacher will give

sufficient examples, repeating his statements according to the situation created and

action performed. The pupils will listen these statement scores of time, in affirmative,

negative and interrogative forms. Having done this thoroughly the teacher may put

questions to the class. “Am I going to the blackboard or the door?” “Is Sita touching the

table or the black-board?” “Are you shutting the door, or the window?” etc.

When this has been properly digested by the class, the teacher may proceed to the

next stage. “I‟m opening the window. Is the window open or shut? These statements and

similar other sentences will be repeated with minor changes. “What am I doing now? I‟m

cleaning. I am writing on the blackboard. Thus teacher will demonstrate the now item

(going to) and will repeat the use of this imperative again and again.

In the beginning the teacher will give instructions in the mother-tongue but

slowly and gradually the pupils will pick up a „class-room vocabulary‟, understanding

the commands and doing actions accordingly. In the next stage the teacher will extend

the same situation as given below.

“what am I pointing to? Yes, I am pointing to the blackboard. I‟m going to the

window. I‟m going to open it. What am I going to do now (or next) ?” thus the teacher
 81

will introduce many new words incidentally in the class, presenting them in a natural

way. The will have ample of opportunities to associate the new words with the

corresponding situations. We will proceed further to teach the use of present- perfect

with „just‟ which is an important use but difficult to learn otherwise.

“I‟m going to shut the window. I have just shut the window . I‟m opening the

window again. I‟m going to shut it. What have I done just? I have just shut the window.”

Here the use of word „just‟ fits naturally and easily into the kind of situation. The

situation is presented as a sequence of natural activities. The pupils by this time have

become familiar with these situations and activities with which they associate the use of

„just‟ and remember it for future use. It is clear from the procedure discussed so far that

there is no difficulty in finding suitable material, in creating the proper situations. But,

much repetition is always needed in this approach. A large number of examples are to be

given in a short time. A teacher has to put a scores of questions about his actions and he

also answers each questions. He then again asks questions in a slightly changed situation

and again himself answers each question.

The most important thing is constant revision. The action chain varies from

situation to situation providing full opportunity for revision. The chain of actions

continues unbroken and not a moment is wasted. It is not a silent type of activity. While

performing the action the teacher is continuously giving statements, putting questions

and producing answers. The new teacher can learn how to conduct a lesson in a way,

only through practice. The important point to bear in mind are given below-

1. All new words and constructions must be clearly presented to the class in

situations or contexts that make their meaning clear.

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2. The amount of new material in each period must be limited to what can be

assimilated without indigestion.

3. The pupils must hear, and must hear with very numerous repetitions before being

called upon to produce.

4. When pupils are called to produce they must themselves engage in the activities

about which they are speaking.

5. Action-chains long sequences are preferable to isolated actions.

6. There must be constant revision.

7. This kind of work should not occupy more than one-third of the whole period.

Variety is needed, and the other two-thirds of the period may well be devoted to

pronunciation drills, the first stage of reading, spelling and writing.

Undrelying principles and their educational implications:

(i) The principle of attention and interest- Both remembering and forgetting

of a thing depend upon the amount of attention paid to it. The teacher of

foreign language cannot afford to ignore the psychological factors of

attention and interest in teaching his subject. According to Ross, “Interest

is the latent attention and attention is interest in action.” The teacher can

rouse by this method of presentation. If no interest is roused attention is

likely to flag. Situational approach is an interesting method of presenting

the language material. In the beginning, objects found in the class-room

and activities that can be performed in the class-room are more profitable

as teaching material. It is a sound linguistic principle that in language

teaching we should begin with the familiar objects, relations, activities

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and situations as they are likely to rouse more interest than a textbook or

story-book.

(ii) The principle of action chains- Action chains are sequence of activities

inside the class-room to present the meaning of new words, content words

or action words. These action chains are the essential producers for the

formation of direct associations between the situation, the relation, the

intention, the activity and so on, and the words, phrases and constructions

needed to express them. In the beginning the class-room situation may

appear new and interesting to the pupils but soon the novelty will wear off

and learners‟ interest may diminish if the situation are not varied. So this

procedure is not to carried out in too great detail and for too long a time.

(iii) The principle of variety and Simplicity.- The action chains chosen for the

class should be practical. Their repetition is necessary but there must be

variety and simplicity. Class-room activity must be as lively and

interesting as the teacher can do. But this does not mean that class-room

should be made into a circus. It is useless to shut and open the window in

the class for twenty minutes. The extreme situation is-“I‟m walking

towards the window. I‟m getting near the window. And so on and so on.

Such a series of activities is uninteresting and harmful. Repition must be

there , but the changing situation must enable the pupils to see the

meaning of the new verb in different actions.

(iv) The principle of play- Simple action chains in the class-room can be

expanded and so designed that they become amusing games for the young

learners. The games invented by the teacher should suit the age level and

mental development of his pupils.

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(v) The principle of hearing- In this approach the language teacher must do a

good deal of talking. The principle involved is that pupil must hear, and

hear repeatedly, all the words and constructions from the lips of the

teacher before being asked to reproduce. The pupils should also do a lot

of talking about the actions performed by the teacher. When an action is

being discussed by A, B and C, it is being heard by X, Y and Z.

(vi) Using pictures as an aid to create new situations. Every picture tells a

story in an interesting way. But, pictures may be used to supply situations

which are outside the class-room. These pictures must be suitable for

intensive oral work. For this purpose the picture strip has great potential

valve in teaching a foreign language. The pictures may be designed in a

series, each showing a stage in a story or the incident which the teacher

wants to tell and use for question and answers. For example, the teacher

wants to teach the Simple Present tense. Each new presentation of simple

present tense should be contrasted with the present continuous. By means

of picture situations the learner should come to feel he difference between

the two tenses. The teacher should use continuous form of sentences to

describe activity in progress. He should use simple forms of sentences to

describe what is usual and habitual. For example- “Look at this picture.

What is the boy doing? He is eating. Are you eating now? No. you are not

eating now. You are having an English lesson. When do you eat? You eat

during the interval. Here, the teacher can use the mother tongue to explain

phrases as „during the interval.‟

Pupils at an advanced stage want to learn about the life of people whose language

they are learning. They also want adventure story and tales from history. However,
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teacher should prepare his own pictures for this type of lesson. With a little ingenuity he

can design a series of pictures, more appealing to the learners and illustrating the

situation for the purpose of class-room treatment. He should keep the following points in

his mind :

(a) The series is so designed that a variety of questions may be asked.

(b) The subject of the story should enable the teacher to deal not only with the

situation in the picture but also with the real situations in life.

The situational approach makes great demands upon the teacher. He must have

ready invention , be quick to see where there is comprehension and where there is the

need for revision .he must himself be fluent in language he is teaching .

Disadvantages of Situational approach

(1) Experts believe that situational approach is very effective method for teaching

English in lower classes. Teachers in higher classes cannot wholly rely on this

method .it fails to prepare pupils for public examination.

(2) A common allegation is that certain well selected sentence patterns only can be

taught by this method.

(3) The pupils are overloaded with the drilling of these sentences. This procedure of

teaching may become dull and monotonous after some time.

(4) The text book prescribed in Indian schools can not be taught by this method.

(5) The procedure of teaching under this approach is such that it will not suit the

teaching of prose, poetry, rapid-readers and composition.

(6) Teacher trained in the older methods will not like to follow this method. Their

contention is that the older methods (particularly Grammar–Translation

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Method) are safe and have stood the test of time .Another argument is that in

view of the heavy work-load and rigid curriculum, the situational approach will

not work.

(7) Very few teachers adequately trained in this approach, are available in India.

The Communicative Approach:

The expression „Communicative Approach‟ comprises two words

„communicative‟ and „approach‟. The word „communicative‟ relates to the

communicative competence and „approach‟ literary means coming near. This

Communication Approach in teaching of English means approaching English on the

basis of functional uses of structures. The educationists have traced communicative

ability as a target of teaching language from discourse analysis, speech act theory, and

the ethnography of communication. It is being employed in China and Japan. The basic

theory of it is to acquire the English language through use. The learners acquire

vocabulary and structures or grammar by assimilation and not by cramming. Use

implies communication. It is defined as a functional approach to the structures of the

language. In this approach the students gain more language practice. The activities are

done by making the pairs or groups of students. Most of the respondents are in favour of

this approach.

Regarding the solution of the approaches, it can be said that no single approach

can be employed in the schools & colleges of UK, the reason is that the academic

environment differs from school to school, teacher to teacher & student to student.

Communicative Approach in teaching English has been in practiced and

developed in the countries of the far east, particularly China and Japan. Today china
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boasts the largest English learning population in the world. Foreign language institute at

the Canton has been working on the project- Communicative English for the Chinese

learners, and they have developed materials for the students. In 1977 the Communicative

Teaching Society was founded in Japan to fulfill the aims of competence as „linguistic

competence plus an ability to use the language appropriately.‟

Theoretical assumptions and underlying rationale

1. The primary principle is to learn English through „use‟. Use means

communication. In class-room context, there are three conditions that must met

before any activity can be called „communicative‟.

(i) The situation must be real, and the role must be real. Just to utter a few

words and sentences is not communicative competence which involves

the ability to react mentally as well as verbally in the communication

situation. The mental reaction is the root of the verbal reaction. Keeping

the student out of real situation is like keeping the plant out of soil, and

hoping that it will grow.

(ii) There is always a need and a purpose for communication and something

to be communicated, which gives rise to communication in real life.

Asking questions like, “is this a pen?” “What is your name?” is not

communicating anything. This kind of empty talk is to divorce language

from communication. The need compels the child to invent the language.

(iii) Communication involves freedom and unpredictability. In so-called

„conversation practice”, students utter written sentences or recite a pre-

written dialogue. There is no freedom, no choice and no unpredictability.

Tradition teachers never give them a chance and deprive learners of

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freedom by giving them correct response or interpretation. They avoid all

vocabulary or structural items not prescribed. They will explain all new

ideas and concepts in advance, leaving nothing unpredictable or

undecided. Thus the learners fail to get a chance to manage himself.

2. The popular view is that a language should be learnt first, and put to use

afterwards. He should be made to learn bits of the language by mimicry and

memorization and use them afterwards. It is neither possible nor desirable to

separate „learning‟ and „using‟. Use of the language has to be achieved through

use itself, that is, by communication.

3. When a student learns a language through use he naturally comes into the contact

with a language. Which is real, authentic, appropriate and „global‟. Teaching the

language as mere form, separated from use, situation and role, is another practice

that certainly does not help to sensitize students to appropriacy. By „globalness‟

they mean language that is whole and multi-dimensional, in which all sorts of

forms may occur naturally as occasions requires. The „structuralists‟ keep a rigid

system of grading by structures by sacrificing the authenticity, appropriacy and

globalness of language. They teach, reducing communicative value of language.

4. The time honoured pedagogic principle of grading from easy to difficult is also

observed in this approach. However, difficulty to or easiness is not decided on the

basis of vocabulary and grammar. It depends upon how challenging the task is for

the learner. What are the performance requirements? They depend upon

conceptual, cultural and linguistic difficulty of the task and not on the difficulty

of the task and not on difficulty of the structures.

5. The learner must be provided with sufficient exposure to the target language.

Learning is a lesson in English does not mean memorizing every single word and
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analyzing every sentence grammatically. After doing the task in the lesson, the

learner has learnt something. He learns the skills which go to make up overall

communicative competence. Of course, they learn vocabulary and grammar by

assimilation and internalization and not by rote. Memorization is not digestion of

the lesson, sufficient exposure to the target language will also not cause

„indigestion‟ to the learner of English as a foreign language. In an English-

country child is exposed to a lot of English language without causing any

indigestion.

6. The objective is this approach is communicative competence which can be

broken down into communicative skills. The four major skills are- Listening,

speaking, reading and writing. In the learning task they are constantly combined

and integrated in use. Hence, not four separate skills, but rather composited skills,

involving one, or two, or more at a time. We simply need to find ways (learning

tasks) to treat language skills integratively within their socio-linguistic and

psycho-linguistic context.

7. This approach is student oriented and student centered. The teacher is not

occupying the central position in the class as in the traditional text-analysis

syllabus. Learning takes place in accordance to the needs of the learner. In a

communicative class there is no teacher or director. The students do what they

need to do to carry out given communication task. The teacher neither gives

lecture nor corrects the written exercise. The teacher‟s job is to provide only the

conditions. To learn the language the student has to go through the process, a

conscious and rational process which is patterned by the individual way a student

learns. The student is relieved from a passive role. They do a job full of interest,

life, creativity and possibilities.

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8. Language learning is an active development process, which demands a higher

degree of initiative from learners. Mechanically, formed habits are skindeep,

whereas communicative competence is something that involves the creative

functioning of the mind- giving sufficient credit to the learner‟s intelligence. The

traditional method claims at quantitative increase of knowledge of the target

language. In this approach the learning of a language is viewed as developmental

process which must necessarily go beond quantitative increase to qualitative

change. The language learner is a white mouse in a maze, to take a right or wrong

turn according to its innate propensity, when the opportunity arises. The learner

develops as an intelligent being. The differences in the underlying philosophies

are like this. The view that language learning is acquiring knowledge comes from

the idea that to educate is to impart knowledge. That language learning is habit

formation is based on idea that to educate is to discipline. That it is competence

development is based on the idea that education is development.

Method and Model

English is the one subject in the whole curriculum, which aims to promote the

overall development of the children. This idea had led them to adopt a „growth model‟,

rather than a „skill model‟. It means that language activities carried out in classrooms

need not necessarily be aimed at use that is „authentic‟, from the native speaker‟s point

of view. Here the communicative ability of the learner is more valuable. It contributes to

self-expression and personal growth and also for its practical usefulness in a society

where English is also frequently spoken. Thus in this approach English teaching may be

defined as a functional approach to the structure of the English. This means that the

structure based syllabus is used to set up language tasks that encourage learner to use the
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given structures in communicative situations which are meaningful to them. By

meaningful situations they mean language activities which involve learners not only

mentally but also physically and emotionally. Friendly interaction in the classroom is

most essential factor in learning communicative competence in language. The teachers

must create the environment for informal and warm-hearted interaction in the class.

Classroom Procedure

The suggested procedure of adopting communicative approach at school level is

given below.

1. Warm-up: The teacher establishes a friendly, warm and non-threatening

environment by means of interesting language activities.

2. Introduction of new grammatical items: this is done through conversation

between the teacher and the taught. The teacher can briefly use the mother-

tongue.

3. Practice: this is done by encouraging self-expression activities and by stimulating

learner‟s intellectual curiosity.

4. Reading the text: This includes silent and loud reading. The contents are

explained by listening to the tape.

5. Communicative Practice: The language acquired so far is put to creative use,

orally or in writing.
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Works Cited

 Hymes, D. "The concept of Communicative Competence Revisited." Thirty Years

of Linguistic Evolution. Ed. M. Piitz. Amsterdam: John Benjamins, 1992, 31-57.

 Mathew, Rama. “Teaching English to Young Learners: Need for introspection”

Fortell, 13, 2008.

 Mc Carthy, Michael and O‟ Dell, Felicity. English Collocations in Use.

Cambridge University, Press, 2007.

 O‟ Connor, John. The Pocket Guide to English Language. Cambridge: University

Press, 2005.

 Richards, Jack C. and Rodgers, Theodre S. Approaches and Methods

in Language Teaching II ed. Cambridge University Press, 2009.

 Seth, J and Dhamija, P.V. A Course in Phonetics and Spoken English. New

Delhi. PHI Learning Private Ltd, 2009.

 Syal, Pushpinder and Jindal, D.V. Language Grammar and Semantics. IInd ed.

New Delhi: Prentice Hall of India Private Limited, 2008.

 The first principle of successful language learning in contextualization. Every

sample must be encountered and practiced in a context of situation”- Bruce

Pattison, E.L.T. October 1964, p.3

 The teaching of English abroad, Part I, by F. G. French (O.U.P.)

 The teaching of oral English by Dr. Palmer (Longman Green)

 Chapter – V
Teaching of English Prose, Poetry

and Grammar
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Teaching of English Prose: Method, problems & probable solutions.

The objectives of teaching prose are two: (1) to promote pupils‟ knowledge of the

language, and (2) to promote their knowledge of the subject matter. They are very close

to the objectives of teaching reading. The basic purpose of prose passage is to help

learners comprehend its content and language so that they are able to answer the

questions given at the end of the passage. This is possible when we provide opportunities

to learners to read the passage on their own silent way without interruptions or

interference. In this regard the techniques of skimming, scanning and intensive reading

play vital role in making learners independent and autonomous. So the principles that we

have discussed in relation to developing reading skills will be relevant for teaching any

prose that is meant for intensive reading. Loud reading slows down reading speed and

diverts the attention of the reader. These are other reasons also for discouraging loud

reading.

 Reading aloud involves speaking (Pronunciation, intonation, pitch, accent etc)

and nothing to do with reading comprehension.

 If the teacher reads aloud and explains the „meaning‟ of the passage, it is listening

and not reading that is being taught.

 Our eyes move faster on the page when we read silently. In listening to the

passage, we are slower, for which may not get all the words correctly.(due to

noise in or outside the class or because of some hearing problem)

 Not all the students read at the same speed; some read faster than other. If the

passage is read aloud, everyone is forced to follow the text at the same pace.
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What is said above does not mean that we can not read anything aloud in the

class. Perhaps, there are some activities which can not be appreciated without reading

aloud. For instance, necessary rhymes at the elementary level can not be appreciated if

they are not read and recited aloud. A poem can be appreciated if it is read aloud. The

purpose is to help learners understand the music that a poet creates through words.

However, a prose text is best understood when it is read silently.

Teaching of prose texts for examination purposes, involves not only

comprehending their content but also the language associated with that content. Most of

English syllabuses at school and college levels in Uttarakhand will have a prescribed

textbook that, among other things, contains the different prose passage relating to

science, arts, fiction etc. If there is more than one text in the syllabus, one may be for

detailed and another for non-detailed study. Generally, such texts are meant to be read

intensively in order to understand their content, the writer‟s intentions and viewpoint,

which are mostly done through the „comprehension question‟ given at the end of each

text. These questions can involve skimming, scanning and intensive reading techniques

to answer, for this purpose, the teacher will have to help his students to practice their

skills so that they are able to write answers to the questions.

One of the difficulties that students face in answering these comprehensive

questions is that they are not tackled in the class unless the whole passage has been read.

By the time, the teacher finishes the last part of the passage; students have already

forgotten their previous portions. The result is that students rely on ready-made answers

form „guides‟ and the teachers finds no time to ask students to read passage again. Such a

difficulty can be overcome if the passage is broken into several parts, each part finished

in one class with additional questions based on that part. If the teacher has only 30
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minutes available for his English classes, it would be wrong to assume that a passage of

5000 or more words can be finished in one go. He will have to break the text in smaller

bits, giving students time to read text on their own, do the tasks and get the feedback.

This will help students not only to comprehend the whole passage but also motivate them

to read more.

Nowadays, we have text books that are based on communicative approach to

teaching/learning. The emphasis there is only developing silent reading habits in students

so that they become effective communicators in English. „Read Silently‟ is the real

reading task which students have to do independently.

Any text can be broken into small units so that teaching becomes enjoyable and

interesting. The teacher can give various activities on language, vocabulary etc. and also

get immediate feedback If the lesson is followed by some written or oral work. This

would need proper and prior planning on the part of the teacher so that the objectives that

he has set for himself and those that curriculum planners have thought of while

prescribing the text are achieved efficiently. That is why lesson planning is considered

essential in achieving success as a teacher.

A good teacher will need to know how to be professionally very competent. He

must know what language he is to teach his students and what rules govern that

language. The teacher must know that language he is to teach his students and what rules

govern that language. The teacher must also know what skills he would ask his students

to perform. Generally, all the four language skills will be worked on, but their relative

merit can be decided upon only by the teacher.

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The teacher must also know that teaching aids he would need and what aids are

available in the school. If no available what would he do to compensate for their

absence; may be he will have to use the blackboard sketches or other easily available

materials.

A good teacher will have a large repertoire to activities for his class. He will

know when to make a presentation (i.e. is lecture on a topic) and when to ask his students

to do something on their own. He would know when to introduce an individual task and

when to engage students in pair and group work. In fact, as a manager, the teacher‟s job

is very crucial for the success or otherwise of his teaching.

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Teaching of English Poetry: Method, problems & probable solutions.

A poem is a work of art and display of craftsmanship of the poet in using words

to give expression to his emotions, feelings and experiences. They offer a rich, varied

repertoire and area source of enjoyment for learners and teachers alike. The language

that poetry uses is not the same that we normally use in day to day communication. This

language does not have the same structure as the language of prose. Poetry is „recreating

language‟. The poet deliberately uses words in a way, that ordinary speakers of the

language cannot. His words carry more meaning or multiple meaning than we could

normally think of in real life communication. F.L. Billows opines:

“We can compare prose to walking, moving from one place to another on the

surface of the earth, getting the world`s daily work done; poetry may be compared then

to dancing, rising above the surface of the earth, perceiving its relation, getting its fuller

view of its reality.”(233)

The aim of teaching poetry is basically to enable learners to understand and

appreciate it as a piece of art in the same way as one appreciates a good painting/picture.

R. N. Ghosh says that”the language of the poem is at least as important as the content

which it presumably conveys…(93).” The use of Poetry in ESL classrooms enables

students to explore the linguistic and conceptual aspects of the written text without

concentrating on the mechanics of language. Especially if the poem is in dialogue form

(as most of the ballads are) it acts as a powerful tool in simulating learning while

acquiring a second language because learners become intellectually, emotionally and

physically involved in the target language within the framework of the culture.
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Poetry rich in dialogues provides students with a dramatic script. Drama places

the learners in situations that seem real. Learners use the target language for specific

purposes, language is more easily internalized and is, therefore, remembered. Nobody

can enjoy a poem unless he understands it. But comprehending a poem may not be

simple for learners. The teacher‟s job is to help the learners not only to appreciate the

poem but also understand it by drawing their attention to the different nuances of

meaning that words can get in poetry.

How a poem should be taught

Traditional practice in teaching poetry has been to give learners background

information about the poet‟s life, age, society etc. Nobody bothered to ask if the

background information was all that important. The teachers could direct learners to the

Library where he would find many books on the Poet‟s life. There seems to be no reason

why students would know the birth/death dates of poet, the titles of their works, and so

on. What is important for students (at any level) is their familiarity with some examples

of good literature that would influence their style and thought.

Another practice in the past has been(and is still going on) in many situations to

explain the poems word by word and line by line, or by paraphrasing it. If teacher does

all this student has nothing to do. A good teacher will always leave something for

students to do so that they can develop their critical faculty. He would allow sufficient

time to learners to go deep into the poem and share the experiences expressed by the

poet.
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Not all the learners understand poetry in the same manner as at the same speed.

Individual differences in learners should always be kept in mind. They must be given

sufficient time to go through a poem on their own so that they appreciate it fully.

The best way to introduce a poem is to read it aloud. It is the responsibility of the

teacher to guide the language learning process by-

 Modeling pronunciation, intonation, stress, rhythm and oral expression.

 Facilitating comprehension of vocabulary, idioms, cultural aspects and plot.

 Stimulating interest and conversation and interacting with the students.

 Creating a student- participating language learning experiences.

A good teacher should always be familiar with the rhyme, pitch and intonation

pattern of English. If possible, teacher must use pre recorded (readymade) material. But

enjoyment cannot be have without understanding. The teacher may ask simple questions

to check whether or not his students understand the poem. Visual aids like pictures,

drawings etc. can be used to help learners comprehend the poem. Many poems are rich in

graphic imagery. Simple drawing on board could enhance the interest of students and

help them to understand a poem better.

It is very important that different activities- individual, pair or group are designed

to involve the learners in a poem‟s theme. For instance before a poem is read or listened

to, it is important that a warm up activity (also called brainstorming) is given to arouse

learner‟s curiosity. A warm up activity could be a nursery rhyme, a song from English as

learner‟s mother tongue for which the learners are asked to sing for identifying

similarities/differences in the various rhymes. As the teacher can ask simple questions

like, „what do you think the poem is about?‟

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Questions like these increase learner‟s curiosity and help them in developing one

of the important sub-skills in reading, prediction/guessing/anticipating. Like prose, the

teacher should plan his poetry lessons beforehand and give importance all that he wants

to say about a poem.

The initial advantage of poems is their length: many poems can be finished in a

single class. However, longer poems might take a little longer, Depending on the size of

the poem, it could be broken into two or more parts. Care should be taken that by way of

reinforcement, the previous part is read aloud before the next class begins. The teacher

does not need to read that himself, he can ask a student to read earlier portion.

Whatever activities the teacher selects, he should encourage students both to

develop their own responses to poetry and to read and appreciate poetry in English on

their own.

Creating Drama with Poetry: Teaching English as a Second Language through

Dramatization and Improvisation

Creating Drama with poetry is an exciting language learning experience. The

technique employs a multi-sensory approach to language acquisition by involving second

language learners physically, emotionally, and cognitively in the language learning

process. The use of poetry as drama in the English as a second language (ESL)

classroom enables the students to explore the linguistic and conceptual aspects of the

written text without concentrating on the mechanics of language. Students are able to

develop a sense of awareness of self in the mainstream culture through the dramatic

interpretations of the poems.

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Second language acquisition becomes internalized as a direct result of placing the

learners in situations that seem real. The students use the target language for the specific

purpose of communication. They experiment with non-verbal communicative aspects of

language (body language, gestures, and facial expressions), as well as verbal aspects

(intonation, rhythm, stress, slang, and idiomatic expressions), while interpreting the

poems. The students begin to feel the language and gain the confidence to interact

outside the classroom using the target language.

Some poems are mini-dramas, often written in dialogue form, and are suitable for

dramatization because they are short and usually have one simple, but strong emotional

theme. Poems expressing strong emotions, attitudes, feelings, opinions, or ideas are

usually productive for learners. Students become engaged in free flowing

extemporaneous conversations as they interact with one another prior to the

dramatizations and during the improvisations. The students compare and contrast cultural

behaviors and attitudes, analyze and explore the linguistic and conceptual differences

between the written and spoken word, and interact co-operatively to orchestrate the

dramatizations and improvisations.

The role of the teacher

In this technique, students have more responsibility for their own learning.

However, this does not diminish the importance of the teacher in the instructional

process. It is the responsibility of the teacher to guide the language learning process by:

 modeling pronunciation, intonation, stress, rhythm, and oral expression;

 facilitating comprehension of vocabulary, idioms, cultural aspects, and plot;

 stimulating interest and conversation, and interacting with the students;

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 establishing an acting workshop atmosphere;

 creating a student-participatory language learning experience.

Implementing this technique in the classroom

In this approach, the teacher provides students with the background to the poem

and introduces difficult or unusual vocabulary. The teacher then reads the poem aloud to

the students. After the poem is read aloud, the class discusses it together. Students then

listen again as the teacher re-reads the poem. In the next step, the students read the poem

chorally and then take turns reading it aloud individually.

The students then prepare to dramatize the poem by selecting character roles and

discussing scenery, props, lighting, and costumes. Students rehearse the dramatization of

the poem and then do an improvisation based on the poem. After experimenting with

character interactions and dialogues, the class discusses the improvisation.

Examples of poems that have been used successfully in the ESL classroom

One dramatization of a poem that has been used successfully and is

recommended for high intermediate or advanced adult ESL learners is John Wakeman's

"Love in Brooklyn." Students portray characters in a love relationship and compare and

contrast cultural views [..."I love you, Horowitz," he said, and blew his nose. She

splashed her drink..."]. They can experiment with colloquialisms, epithets, and slang and

learn to use language appropriate for different interpersonal situations [..."The hell you

say," he said.] [..."You wanna bet?" he asked.]. Dramatization also allows students the

opportunity to interpret and practice using body language as a means of non-verbal

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communication [..."She took his hand in hers and pressed it hard. And his plump fingers

trembled in her lap."].

"Why Did the Children Put Beans in Their Ears?" by Carl Sandburg is one

poem that is recommended for beginning and low intermediate adolescent and adult ESL

learners. Students portray a husband and wife who ask two rhetorical questions about

why children do things that they are expressively told not to do ["Why did the children

put beans in their ears..."] [..."Why did the children pour molasses on the cat..."].

Through the dramatization, students can utilize intonation, rhythm, stress, body

language, facial expressions, and gestures to convey the frustrated interchange between

the disgruntled and bewildered characters [..."when the one thing we told the children

they must not do was..."].

"Woodpecker in Disguise," by Grace Taber Hallock is recommended for

advanced beginner and low intermediate level young children. Students take turns being

the narrator ["Woodpecker taps at the apple tree."] ["...says he."] ["Little bug says..."]

["Woodpecker says..."]. Students portray the woodpecker practice using body gestures

["Woodpecker taps at the door."] and asking questions ["...Who is it, sir?"].

"Read This with Gestures," by John Ciardi, is recommended for advanced

beginner and low intermediate level young children. During the dramatization, one

student speaks to one or more people ["It isn't proper, I guess you know,..."] In the

improvisation, students may co-operatively dialogue the four actions; the students read,

dramatize, and improvise the poem with gestures as indicated by the poem's title ["...dip

your hands--like this--in the snow..."] ["...make a snowball..."] ["...look for a hat..."]

["...try to knock it off--like that!"].

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Suggestions for the teacher

The ESL teacher needs to create a poetry file by carefully selecting and

categorizing a substantial variety of poems. In selecting poems, special consideration

must be given to appropriateness of the following:

 students' language level skills

 students' ages

 students' interests

Categorizing poems makes them easy to reference and integrate into other

instructional disciplines (i.e., science, health, math, and citizenship) and themes (i.e.,

holidays and seasons).

To further facilitate the communicative approach to second language acquisition,

the ESL teacher can record the dramatizations and improvisations. A great deal of

conversation will be stimulated when the students relive their experiences through tape

recordings, video recordings, and still photography.

The teacher should plan follow-up activities about the dramatizations and

improvisations that allow for individual expression of the cooperative experience. The

students can illustrate and write about the activity or poem. Future lessons can also

include the dramatization and improvisation of short stories, fables, and plays. The same

techniques and follow-up activities should be employed.

The use of poetry in the ESL classroom enables students to explore the linguistic

and conceptual aspects of the written text without concentrating on the mechanics of

language. The dramatization of poetry is a powerful tool in stimulating learning while

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acquiring a second language because the learners become intellectually, emotionally, and

physically involved in the target language within the framework of the new culture.

Poetry rich in dialogues provides students with a dramatic script. Drama places

the learners in situations that seem real. Learners use the target language for specific

purposes, language is more easily internalized and, therefore, language is remembered.

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Teaching of English Grammar: Method, Problems and probable Solutions

According to Dr. West “Grammar is not a code of rules; it is like etiquette and

table manners, a statement of convention : it summarizes what is done by cultured

people, and like etiquette, it in a state of constant changes”. There are two kinds of

grammar- prescriptive (formal) and descriptive (informal) grammar. The first is a set of

rules and the other describes the functions of the language. One can not speak English

fluently by creaming grammatical rules. While our teaching English is grammar-oriented

still now in the schools of U.K. The data presented in tables 21-22 confirm that it deals

with only a part of language because it does not deal with idioms, phrases, proverbs,

fluency, articulation, colloquial expression and power of speech, and 72 percent teachers

give their opinions that grammar should not occupy an important place in teaching and

learning English in Uttarakhand. So it is better to teach grammar through inductive

method rather than deductive method.

Meaning and Scope of Grammar— Dr. Sweet has defined grammar as "the

practical analysis of a language, its anatomy." It deals with the function of words in a

sentence. It explains the structural details of a sentence. It is concerned with the general

rules of syntax or sentence construction, i.e., the order of words, agreement of the subject

and the verb, sequence of tenses etc. These rules throw light on the language structure

and facilitate correct language learning.

In the words of Givon: "The rules of grammar are like the laws of Nature. The

laws were not made for Nature to obey, but are simply a few facts which wise men have

observed as to the way Nature acts. So the grammarian merely examines the language of
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the best speakers and writers, and deducts rules from their use of it." Thus, grammar

follows and not proceeds the language.

According to Palmar, only one-tenth of English follows any rules. The idiom of a

language knows no rules. It has to be learnt for its own sake. "Take the case of the idiom

'in black and white'. We have a preposition preceding an adjective, though the rule will

limit the use of a preposition before noun or a pronoun only. 'Out of season' has no

article before the noun, while 'out of question' has it."

Place of Grammar in the Curriculum—In the old system of teaching, grammar

occupied a very important place in the curriculum. It was believed that ability to speak

and write English was impossible without a prior mastery of grammatical rules. In other

words, it was held that the only way to achieve command of English was to learn the

rules of its grammar. It followed naturally that grammar began to be regarded as an end

in itself, as the be-all and end-all of language study. Consequently, grammar was given

an undue emphasis in the curriculum in the past.

With the introduction of the Direct Method, grammar began to lose its place of

importance in the curriculum. The reason was that the view became prevalent that

grammatical knowledge could not give the ability to speak or write English. Extreme

advocates of the Direct Method declared that a living language like English could be

learnt only by the practice of speaking and not by study of grammar. 67 percent teachers

said regarding importance of grammar that It deals with only a part of language because

it does not deal with idioms, phrases, proverbs, fluency, articulation, colloquial

expression and power of speech (Table-22). As such, it was natural that grammar began

to be regarded, not an end in itself, but a means to an end. Grammar, therefore, lost its
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importance. It began to occupy and still occupies a secondary place in the curriculum.

Formal or theoretical grammar gave place to functional or applied grammar.

Distinction between Formal and Functional Grammar

Formal Grammar—Formal grammar lays emphasis on form rather than function,

on definitions rather than their applications. It is studied theoretically. Separate periods,

independent of the reader, are allotted for teaching it. A text-book in grammar is follo-

wed. The sentences of the teacher or of the reader are not considered enough to give that

amount of practice which is necessary to absorb the fundamental aspects of grammar.

Students are asked to learn all the grammatical rules whether they have a wide

application or not. They are first taught a rule and then its application. Thus, grammar is

taught for the sake of grammar. It is an end in itself, not a means to an end.

Formal grammar finds little supports now. The old senseless routine of

nomenclature learning and the droning march of the parsing class are thought to be of no

practical value. What is more important for learning a language is sentence structure. It is

the fluency in sentence building which is most helpful in acquiring mastery over the

language.

Functional Grammar—Functional grammar does not lay down rules to be rigidly

followed in the use of a language. It does not emphasis the form but the function of the

words in a particular context. It classifies words according to their functions and asserts

that there is no fixed grammatical classification of certain words. Teaching of functional

grammar also implies that whatever pupils learn, they should use it immediately in oral

and written composition. Thus, grammar is not taught for the sake of grammar. It is not

an end in itself but a means to an end.

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Functional grammar is strongly supported because of its practical value. It is the

grammar learnt in speech or in the study of the reader, and of the formal text. A good

deal of grammar is absorbed in this way unconsciously and by imitation by the pupil. He

begins to speak correct sentences without having been told the rules of grammar.

Functional grammar is for the young pupils. They do not find any interest in

formal grammar, i.e., rules and definitions which are quite meaningless to them. They

should, therefore, study particulars; generalization will follow. The principles of teaching

of proceeding "from the particular to the general" and "from the simple to the complex"

should be followed.

As the pupils advance in studies, specially when they begin to write English

sentences without the help of the teacher or of the text, the need of a formal study of

grammar becomes obvious. In the mother-tongue which we daily speak, and hear, a great

deal of grammar is functionally absorbed ; but in a foreign language in which there is a

limited scope to speak and hear, no functional or incidental teaching of grammar will do

for long. It becomes essential to study grammar theoretically.

Place of Grammar in the Teaching of English- Its Importance and Limitations

Its Importance—

Grammar occupies an important place in the teaching of English for the

following reasons.

1. It affords an insight into the structure of the language, its beauty and intricacy.

2. In helps to learn the language correctly and efficiently.

3. It helps in systematizing the knowledge of the forms of language.

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4. It gives certain criteria whereby the correctness of language may be tested.

5. Its value is unsurpassed for the purpose of correct writing.

Its Limitations —

The limitations of grammar are summarized below-

1. It deals with only a part of language because it does not deal with idioms,

phrases, proverbs, fluency, articulation, vocabulary, colloquial expressions,

and power of speech.

2. It does not provide ideas, and language without ideas is lifeless.

3. It does not include thought and expression in its domain.

4. It does not include the formation of paragraphs, the rhythm of expression, and

the style of speaking and writing.

5. "It actually hinders the spontaneous learning of a foreign language."

—Palmer

In addition to the above, a number of other arguments can be given to prove the

importance and limitations of grammar. The advocates of grammar say : "The study of

grammar brings into relief and fixes in the pupil's mind a standard of accurate usage,

fortifies him against the influence of bad examples by making clear the wrong forms and

faulty constructions and thus renders his imitation of what is correct, more certain, rapid

and intelligent."

The critics of grammar, on the other hand, are very skeptic about the utility of

grammar. They say, "Away with lists and rules; practice what is right again and again."
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They assert that many a great writer never studied grammar. Goethe learnt Latin through

practice "without rule and without system."

Both the above views are extreme and cannot be accepted. We should neither

regard grammar as the most important part of language learning nor do away with it. We

should rather adopt a moderate and practical view. Grammar should be taught as a means

to an end, and not as an end in itself. It should follow the language and not precede it. It

should be picked up incidentally and almost unconsciously while English is being taught

as a foreign language to Indian students.

When to Begin Grammar and What to Teach

The teaching of grammar should be started in the first year of the English course

as soon as pupils acquire some measure of command over the language. But the grammar

taught to them should in no case be formal grammar which should be gradually

introduced only when they are in the third year or class VIII. The purpose of teaching

English during the first two years is to give them a command over the basic structures of

the language. Hence, in the first year the grammar they are taught should be in the form

of function of words and the way they are used. Care should be taken that they do not get

lost in the rules of grammar and definitions of grammatical terms. They should be made

familiar with the general rules of grammar through imitation, practice, and repetitions.

For example, they can be taught the agreement of subject and verb, if they are made to

imitate the teacher, practice and repeat sentences such as;— This is a pen. These are

pens. This is a book. Those are books. He is a boy. They are boys.

By the end of the first year, they should have a knowledge of the following :
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1. Subject and Predicate.

2. Use of small and capital letters.

3. Use of full-stop, comma and question-mark.

4. Agreement of subject and verb.

5. Singular and plural.

6. Simple, present, past and future tenses

7. Use of first, second and third persons.

8. Masculine, feminine, common and neuter genders.

Various Methods of Teaching Grammar

The various methods advocated or used for the teaching of grammar are:—

1. The Traditional Method

2. The Inductive-Deductive Method

3. The Incidental or Correlation Method

4. The Informal Method.

1. The Traditional Method

In this method a text-book on grammar is used. It contains definitions, rules,

examples, and exercises. The teacher tells a definition, or a rule. For example, he says,

"A Noun is the name of a person, place or thing." He gives examples of nouns. Then, he

refers to an exercise and asks the pupils to point out the nouns in it. The pupils have to

memorize the definition of noun. This very procedure is followed for teaching other parts

of speech. When they are well learnt by the pupils, the teacher introduces them to rules

regarding the change of masculine nouns into feminine nouns, transformation and
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analysis of sentences, change of voice of narration, etc. Pupils commit these rules to

memory and solve the exercises given in the text-book on grammar.

Criticism—The main procedure in this method is "from rule to example." Its

chief aim is the memorization of rules and definitions. Both these things go against the

pedagogic principles- proceed from known to unknown, simple to complex, particular to

general, example to rule. Moreover, memorization of rules and definitions is a dull task.

Students do not find any interest in them. As such, even after memorizing them they

forget them. For these reasons, the Traditional Method of teaching grammar has no

supporters.

2. The Inductive-Deductive Method

The method is most suitable because it is in accordance with the modem method

of teaching, e.g., from the known to the unknown, from simple to complex, from

concrete to abstract, from particular to general. This method comprises the following

steps:

1. Presentation of Examples and Illustrations—The teacher

presents examples and illustrations in a systematic order, so that

they may lead to a generalisation. For example, if the teacher wants

to teach how the active voice is changed into the passive voice. He

can write the following sentences on the black-board.

I rang the bell. The bell was rung by me.

You forget the book. The book was forgotten by you.

She sang a song. A song was sung by her.

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2. Analysis of Examples—The teacher helps the pupils to analyse the two types

of sentences. He asks them to point out the subject, verb and predicate. He asks

them to compare the positions of the subject and the object in both the types of

sentences. He asks them to point out the change in the verbs. In the end, he asks

them to tell all the changes that they find in the second type of sentences.

3. Generalisation—When the pupils understand the changes mentioned above,

they themselves come to certain conclusions. In other words, they come to a

generalisation, which is as follows :

 The object becomes the subject.

 The subject becomes the object and preceded by the preposition 'by'.

 The form of the verb changes. The Past Indefinife (rang, forget and sang)

changes into the Participle form.

4. The Rules—After the students have pointed out the changes,

the teacher tells them that these changes form the rules for changing

the Active into the Passive.

Note—At this stage the Inductive process comes to an end and the Deductive process

begins.

5. Verification of the Rules— The teacher presents new examples for the

verification of the above rules. In case, there are any exceptions, the teacher helps the

pupils to discover them. After that, the generalisation form the basis of the rules for

changing the voice.

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6. Practice in the Change of Voice— The teacher gives ample practice to the

pupils in the change of voice by asking them to give examples. These examples or

sentences are changed from active into passive or vice versa.

Advantages—This method has many advantages,

I. It is psychological, because it follows the well known psychological maxims of

teaching.

II. It arouses the interest of the pupils, because they remain active, make an

enquiry, and discover the rules.

III. It has no place for memorization because the rules discovered by the pupils

themselves are easily remembered by them.

IV. It stimulates their power of thinking and reasoning, assimilation and initiative.

Criticism

This method has been very strongly supported by P. C. Wren (Highschool

English Grammar book of author is being widely used for teaching English in the

Kumaun region of Uttarakhand), in his words "Teach grammar inductively, teach

English as you would, by action and practice. The rules show themselves in both and

need to be learnt first. Nor should a boy be able to define a foot-ball or cricket-bat before

he can play with one. Why should he define a noun or verb before he can use one?"

3. Incidental or Correlation Method

In this method grammar is taught incidentally. This is done during the teaching of

text book, doing translation work, or writing composition. Complex structures are

explained and the grammatical implications are taught simultaneously. But sometimes
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these things interfere with the normal course of teaching a particular topic, because

sometimes there is an unnecessary divergence. "However, this method is very suitable,

as a supplementary to the Inductive-Deductive Method. After the rules of grammar have

been taught, in the grammar period, reference at the proper occasion may be made in the

intensive reading or composition period for purposes of further drill and application."

4. The Informal Method

The Informal method connotes teaching of no grammatical rules. This method

explains correct usage informally during correction work. This method is a necessity in

the early stages when the pupils have not mastered enough of vocabulary, and are yet

baffling with speech.

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Works Cited

 Bardovi-Harlig, K. and Bofman, T. "Attainment of Syntactic and Morphological

Accuracy by Advanced Language Learners." Studies in Second Language

Acquisition, 11, No.l (1989), 17-34.

 Biber, D., Johansson, S., Leech, G., Conrad, S. and Finegan, E. The Longman

Grammar of spoken and Written English. London: Longman, 1999.

 Billows, F.L. Techniques of Teaching Language. London: Longmans, 1961.

Print.

 Chastain, K. "Characteristics of Graded and Ungraded Compositions." The

Modern Language Journal, 74 (1990), 10-14.

 Chomsky, Noam. Aspects of the Theory of Syntax. Massachussetts: M.I.T.

Press, 1965. Print.

 Flower, L. "Writer-Based Prose, A Cognitive Basis for Problems in Writing."

College English, 41 (1979), 19-37.

 Freeman, D. Techniques and Principles in Language Teaching. New Delhi:

Oxford University Press, 2007. Print.

 Ghosh, R.N., et al. Introduction to English Language Teaching. Delhi: O.U.P.,

1977. Print.

 Givon, T. English Grammar. Amsterdam : Benjamins, 1993.

 Givon, T. On Understanding Grammar. New York and London: Academic Press,

1979, and London: Academic Press.

 Halliday, M. A. K. An Introduction to Functional Grammar. 2nd ed. London:

Edward Arnold, 1994.

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 P.C. Wren, New Shorter English Grammar. New Delhi: S. Chand and

Company, 2000

 West, Michael. English Language Teaching. London: Longmans Green, 1967.

Print.

 Bowen, J. Donald, Harold Madsen, and Ann Hilferty. 1985. TESOL Techniques

and Procedures. Boston: Heinle & Heinle.

 Chapter - VI
Evaluation of Four Skills
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Teaching English to speakers of other languages can be looked at from many

different angles. One useful way is to look at the teaching process as the teaching of

various language skills. There are, in general, four language skills, each based upon the

modality of emphasis. These are the Listening, Speaking, Reading, and Writing skills.

Generally speaking, it is emphasized that we first teach listening, then speaking, then

reading and writing. However, in real life situations of language communication, these

skills are interdependent in many ways, even though they can be taught independently to

some extent.

New curriculums are being developed as to provide communicative syllabus for

the teaching and learning of The English at various levels. It has been felt that a change

is to be brought about in English teaching, particularly in the methodology of English

language teaching. For decades or more English has been taught as a content-based

subject like mathematics or science and so on. But it is not a content-based subject; it is a

skill-based subject. English is not about any particular subject but it is rather about

practicing something - listening, speaking, reading and writing. Of course, while

practicing these, students do not do these in a vacuum. Rather they speak, read or write

about something. Topics, therefore, have been included in the curriculum, but they are

not important in themselves. They have been so treated as to work as necessary vehicles

for the practice of four language skills.

To sum up, the present curriculum aims to:

1. provide communicative syllabus,

2. provide clear and comprehensive guidelines for textbook writers, teachers,

students and those who are concerned with the teaching and learning of English

at secondary leve
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3. bring about changes in syllabus content, textbooks and teaching materials, and

teaching-methodology,

4. create appropriate classroom environment, which will help learners acquire

English Comprehension skills that should be continued focusing on finding,

processing and re-expressing information with emphasis on language rather than

literature.

LISTENING

Listening skill

Listening in English is attending to and interpreting oral English. Listening is

necessary to develop the speaking skill. Listening is combination of some processes

simultaneously. The student listens to oral speech in English, then separates into

segments the stretch of utterances he hears, groups them into words, phrases, and

sentences, and, finally, he understands the message these carry. Listening prepares the

students to understand the speech of the native speakers of English as they speak

naturally in a normal speed and normal manner.

There are three approaches to listening: interactive (listening to a message and

doing something as a consequence) and one-way communication or non-interactive (just

listening and retaining the message, in activities such as conversations overheard, public

address announcements, recorded messages, etc.) and self-talk. Listening to radio and

watching TV and films, public performances, lectures, religious services, etc., generally

reflect non-interactive listening. Responding to the commands given reflects interactive

listening, which, in fact, is equally widespread in communicative situations. Self-talk is

also an important process by which internal thinking and reasoning is carried out. All
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these three modes or approaches to listening may be included in listening comprehension

training.

In the classroom, students listen in order to repeat and to understand. In listening

to repeat, students imitate and memorize linguistic items such as words, idioms, and

sentence patterns. This is an important beginning task and focus of listening exercises.

However, it is listening to understand that is real listening in its own right. Students listen

to understand as part of using English for communication purposes. In listening to

understand, students may be involved in the question-oriented response model of

learning or in the task-oriented model of learning. In the question-oriented response

model, students may be asked to listen to a sentence, a dialogue, a conversation, a

passage, or a lecture and asked to answer questions which may be presented in the form

of true/false statements, multiple choice questions, fill in blanks, or short answers. In the

task-oriented response model, students may be asked to listen to a passage and

accomplish the task described in the passage through interaction with others or by

themselves.

Remember that research indicates that most students have difficulty with

listening skills, even when listening to their native language. Among other factors,

because of the phenomenon of stress (some syllables of a word may by stressed while

others may not be), most learners of English have difficulty in mastering the correct

placement of the primary and other stresses in English. (This could lead to

misunderstanding the meaning of a word, phrase or sentence.) As a consequence,

listening proficiency in English is to be cultivated with great care.

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Goals and Techniques for Teaching Listening

Instructors want to produce students who, even if they do not have complete

control of the grammar or an extensive lexicon, can fend for themselves in

communication situations. In the case of listening, this means producing students who

can use listening strategies to maximize their comprehension of aural input, identify

relevant and non-relevant information, and tolerate less than word-by-word

comprehension.

Focus: The Listening Process

To accomplish this goal, instructors focus on the process of listening rather than on its

product.

 They develop students' awareness of the listening process and listening strategies

by asking students to think and talk about how they listen in their native

language.

 They allow students to practice the full repertoire of listening strategies by using

authentic listening tasks.

 They behave as authentic listeners by responding to student communication as a

listener rather than as a teacher.

 When working with listening tasks in class, they show students the strategies that

will work best for the listening purpose and the type of text. They explain how

and why students should use the strategies.

 They have students practice listening strategies in class and ask them to practice

outside of class in their listening assignments. They encourage students to be

conscious of what they're doing while they complete listening tape assignments.
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 They encourage students to evaluate their comprehension and their strategy use

immediately after completing an assignment. They build comprehension checks

into in-class and out-of-class listening assignments, and periodically review how

and when to use particular strategies.

 They encourage the development of listening skills and the use of listening

strategies by using the target language to conduct classroom business: making

announcements, assigning homework, describing the content and format of tests.

 They do not assume that students will transfer strategy use from one task to

another. They explicitly mention how a particular strategy can be used in a

different type of listening task or with another skill.

By raising students' awareness of listening as a skill that requires active

engagement, and by explicitly teaching listening strategies, instructors help their students

develop both the ability and the confidence to handle communication situations they

may encounter beyond the classroom. In this way they give their students the foundation

for communicative competence in the new language.

But most of the schools and colleges in Uttarakhand are not in the position to

make use of theses devices, as they have no funds at their command. This is clear from

Table- 27 that the schools in the hills are in poor condition. So the government should

maintain their standards.

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SPEAKING

The social purpose of the language and the value of speech are stressed in all

linguistic theories today. Moreover, spoken language is used much more than written

language. There are many persons who can not read or write, but can speak. So the

question is how to teach ‗Speaking English‘ effectively.

Asking and answering questions

How does the teacher get a second/foreign language learner to speak English? He

may just ask the student to speak, ask him to say something in English. The teacher can

even tell him what to say. The student may or may not understand the meaning of the

utterances he is asked to produce, but he will imitate what the teacher told him to repeat.

Asking and answering questions is an essential part of teaching, learning, and

using any language. Asking questions and eliciting answers may be used for various

purposes. First of all, asking questions enables the student to practice what he has

learned. Secondly, the teacher may ask questions to find whether the student understands

the new vocabulary and the structures, and whether he is able to use them appropriately.

Ultimately, a successful learner should be able to produce their thoughts in a way

that will make their message accessible to native speakers of English who have no

special training in linguistics or in the native language of the speaker. The goal of the

speaking skill in English is to enable the learner to communicate his or her thoughts,

ideas, and feelings via oral language to meet the needs faced by him or her.
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Imitation and Repetition

Imitation and repetition are important elementary steps in developing speaking

skill in English. Imitation and repetition are inter-related, and yet they are distinct.

Imitation helps students to pronounce and produce the English utterance they

hear from the teacher as closely as possible to the utterance produced by her. Imitation is

not restricted to mere production of the sounds, phrases, and sentences. It includes also

the capacity to produce the utterances in the contexts in which the original utterances

were produced. On the other hand, repetition refers to the acts of producing the

utterances in as close a manner as possible to the original. Repetition leads to automatic

reproduction of the utterance, and, in the process, some sort of memorization of the

sound or structure practiced takes place through repetition.

The teacher may use pictures, gestures, pantomime, translation, guessing, and

drawing on the board to make the students understand the meaning. It is important that

you use only meaningful words, phrases, and sentences for imitation and repetition. The

props you use to explain or demonstrate the meaning should enable the student to learn

the meaning with ease, along with the pronunciation.

Ask students to repeat the utterance several times. Some learning takes place

through repetition, and the student begins to see patterns at different levels. He may form

some hypotheses as to the order of occurrence of sounds in a word, words in a phrase, or

a sentence. He may begin to distinguish between statements and questions. He may

generalize from what he has been exposed to, and form even new sentences based on

what he has repeated so far. He may begin to substitute new words in place of the old in

the sentences he has repeated and form new sentences.

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In the initial phase of learning and teaching English, repetition and imitation

serve to make students familiar with the sounds and structures, get the attention and

interest of the students, and focus their effort in the learning process. However, if these

are stressed continually, or made as the main process of learning, these soon become

boring events, and do not contribute to real learning of English. Naturally, the TESL

student will commit many errors at first. His pronunciation may not be appropriate, or he

may not have reproduced all the elements or units of a word, phrase, or sentence. He will

be hampered or guided by the structure and sounds of his language. However, imitation

and repetition will help him to practice producing native-like utterances at the sound

level.

Substitution

Substitution of a word, phrase, or sentence by another is an elementary method

which helps students to produce new utterances and to develop speaking skill. Students

repeat the sentence This is a ball several times, and then are given some names of objects

such as mat, cat, rat, one after another to substitute in the proper place. In place of this,

they may be given that and the students make the substitution and produce a new

sentence that is a mat and so on. In this way, a sentence frame is practiced first, then

suitable slots in the frame are identified for substitution. When substitution is made, a

number of new sentences are produced with ease by students.

The substitution drill has been used very much by teachers of TESL in the past.

Although the substitution drill is highly useful for the production of new sentences, it is

of limited value (like imitation and repetition) and may not be used as the chief means to

develop speaking skill.

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Consider the following:

Let‘s go to the cinema. (theater)

Let‘s go to the theater (library).

Let‘s go to the library (football).

Let‘s play football (hockey).

Let‘s play hockey (pizza).

Let‘s eat pizza (milk).

Let‘s drink milk.

Likewise we may proceed to multiple word substitution in the same slot which

necessitates making some grammatical changes in the frame: This is a cat (cats): These

are cats. Substitution drills can be made more complex as students learn more structures

and words. Combining the substitution drill with processes of addition, deletion and

transposition of words/phrases makes these more complex and challenging to students.

Day-to-Day Expressions

Expressions of greeting, gratitude, small talk, introductions and making

acquaintance, leave-taking, appreciation, expressions of regret and asking to be excused,

etc., are very important communicative acts TESL students need to master. For one

thing, such expressions may take on different form and import in English than the ones

students are accustomed to in their language and culture. These expressions include,

among others, Good morning. How are you?, Fine, Thanks, Hello, How do you do?, and
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Good-bye. These are learned as they are, with some explanation as to their meaning.

Unlike other utterances, these are not analyzed into their structural components.

Simple Question-Answer Dialogues

Simple question-answer dialogues around a given context and object/objects is

another elementary method to develop speaking skill in TESL students.

There are three types of questions in English: yes/no questions, ―or‖ questions,

and WH-questions. Consider these questions which illustrate these types: Do you drink

tea? Do you prefer tea or coffee? What do you usually drink? What is this? Perhaps the

easiest question to ask is ―What is this‖? Have a number of real objects and pictures of

objects with you and ask the question What is this? while pointing to the object. Supply

the name of the object and the answer for the question. Following this model, repeat the

question and encourage the students to provide the suitable answer.

How do we teach a dialogue? There are three types of drills one could use in the

class: choral drill in which the entire class participates in one voice with the teacher

modeling the utterance; chain drill in which one student asks the question and another

answers, and in this way the entire class participates as a chain; and individual drill in

which individual students are pointed out and asked to produce the utterance modeled by

the teacher.

The question-answer dialogue may take the following format: The teacher may

write the example on the board or model the example orally. The students will repeat the

model. Then the teacher asks questions and the students give answers. The teacher then

gives some cues for additional dialogue question-answers. The students ask each other
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questions. After this has been practiced for some time, the students are encouraged to

make up their questions and answers. All these must be done within the limits of words

and structures already known to the students.

Long answers are elicited using several strategies. The teacher gives a question

and asks for a long and complete answer. What is your name? My name is Saurabh

Mehta. A question such as ―What do you do in the morning?‖ generally leads to a long

answer. Likewise, a question such as ―Tell me about your work‖ results in a long answer.

Questions on the previous lesson generally lead to long answers.

Eliciting long answers helps the student to compose his thoughts in English,

search for appropriate words and structures and use them in the appropriate order. This

brings out explicitly his grammatical knowledge (knowledge about the structure of

English). Note, however, that in normal conversations long answers are not often

expected or given.

As their knowledge of and proficiency in using words and structures increase, the

teacher can ask her students to talk about real life, about themselves, their friends, things

in the world and so on. The teacher can suggest some imaginary situations or the

students themselves may assume an imaginary situation and engage themselves in

conversation. In such free oral practice, the students may be asked to build the content of

a dialogue by giving one sentence each. There will be some initial reluctance on the part

of the students, but such reluctance should be overcome.

ELICITING

Eliciting is related to presentation of the lesson as well as asking questions.

Eliciting is an important process which teachers must employ to get the class involved in
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what is going on in the class. For speaking practice eliciting is highly essential. It helps

students to focus their attention, to think, and to use what they already know. It helps

teachers to assess what the class already knew.

SPEAKING THROUGH GUESSING

As we saw in the last chapter, guessing is important for listening comprehension.

Guessing can be used also to develop speaking skill. Through the process of guessing,

students are encouraged to see the patterns of usage and to ―invent‖ the correct words

and sentences. Students will guess words and sentences that have not yet been taught to

them. Through guessing, students work out the rules of deriving new words for

themselves.

The teacher writes a few pairs of sentences such as the following on the board

(Doff 1988):

He drives buses. - He is a bus driver.

She sells books. – She is a book seller.

Based on these examples, students would guess the correct answers for the following.

Someone who drives trucks (truck driver).

Someone who owns ships (ship owner).

Someone who robs banks (bank robber).

You can find lots of such sets of words for eliciting. Egypt-Egyptian, Brazil-

Brazilian; Russia-Russian, India-Indian; buy-bought, catch-caught, think-thought; leaf-

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leaves, loaf-loaves, knife-knives, wife-wives; interesting-more interesting, beautiful-

more beautiful; sleep-slept, meet-met, feel-felt; short-shorter, big-bigger.

Directed Dialogues

In Directed Dialogues, the teacher asks a student to make a comment to, or ask a

question of, another student. The teacher suggests the content of these remarks: Seema,

ask Sohan whether she needs some water to drink. Sohan, tell Seema that you would like

to have a soda. In such directed dialogues, students must be able to understand what the

teacher asks them to do, then identify the appropriate part of the teacher‘s utterance that

would become their response, manipulate the grammatical structure suitably, and then

produce the correct response.

“Fading involves the withdrawal of the teacher stimulus and participation in

an activity as student interest mounts and the activity no longer needs to be

sustained by teacher direction. More and more responsibility is passed on to the

students”. (Bowen, et al. 1985:110).

Show and Tell

In this activity, students are encouraged to bring a favorite toy or object of any

kind to class. Let the students bring only those objects which they can handle using the

level of competence they have. They show their classmates what they have brought.

They also tell them about it: how they got it, where it came from, what is it used for or

what it can do, etc. Other students handle the object, try it out, ask questions about it, etc.
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This provides a good opportunity for self-expression. More often than not, the

class would ask WH-questions. The student will also tend to give answers in a form that

is possible for him to frame.

Role Play

Role play is perhaps the liveliest form to get the class involved in speaking. Role

play brings situations from real life into the classroom. Students imagine and assume

roles. They create a pretend situation, and they pretend to be some different persons.

Once they assume a role the students are forced to improvise and to produce

words and sentences appropriate to the situation as well as to the roles they have

assumed. Teachers should select the roles beforehand so that the roles to be assumed are

familiar and are within the linguistic competence attained until then by the students.

Roles such as friends, brothers, sisters, parents, teachers, shopkeepers, police

officers, characters from the textbook and popular television programs could be

suggested to students. Everyday life situations such as shopping, holidays, camps, local

journeys, fables and folktales, etc., have been found very useful. Interviews are yet

another excellent situation for role play.

Use of English in Real World

While the role play gives practice in using English in situations similar to those

outside the classroom, the situations are still controlled in some sense, because of the

presence of the teacher and other prompts. On the other hand, use of English in the real

world may offer features that are not captured in the classroom pretend situations.
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For example, these assignments may involve buying a train or bus ticket, getting

information about schedules of trains or buses, transactions with the ―dry cleaners, shoe

repairs, self-service laundries, auto repair shops, employment agencies, fast food

establishments, the public library, fire stations, car wash facilities, state highway patrol,

ambulance service, self-storage facilities, airport transportation, etc.‖ However, I would

urge that you choose your contexts in such a manner that what you have chosen would

be familiar to your students and would be appropriate to their level of competence in

English. (Bowen, et al. 1985).

Language Games such as ―puzzle‖ or ―rumor‖ help students to compose their

own ideas and speak. The class is lined up and the teacher whispers a message (length

and difficulty level appropriate to the class) to the student on the end of the line, who

listens and repeats, again in a whisper, to the next student, continuing down the line.

What emerges is seldom recognized. There are other games as well teachers can

introduce for the development of the speaking skill.

Translation is another helpful device to encourage students to speak in English.

The students may be given some sentences in their own native language and asked to

translate them and use these to answer or ask questions. There are several other ways of

using translation as a tool to develop speaking skill.

Additional Strategies to Develop Speaking Skill

Oral reports, telling anecdotes, or jokes are some of the activities you should

incorporate in every class. The ability to talk about an incident, tell an anecdote, joke,

etc., is a valuable social skill. Presentation should always be followed by a question-

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answer session in which the class will raise questions and the presenter will answer.

Some assistance from the teacher may be required at this stage.

Learning rhymes, poems, songs, proverbs, sayings, etc., brings the student a little

closer to the culture. Additionally, the rhythms learned along with the poems and even

the songs are usually valid examples of the supra segmental elements in the language.

Note that this does not demand that students should be taught composing nursery

rhymes. You should expose them to popular literature, ask them to imitate and repeat

after you, and use these as interludes for fun and learning. A lot of learning does take

place when students get involved in enacting the content of the rhymes. Intonations are

easily acquired in a chorus drill.

To conclude, combine speaking practice with other skills. Let the students get

source material for an oral report through a reading or a listening assignment. What is

taught for the development of one language skill could be used for the development of

other language skills. Repetition of the familiar material in another mode will help

students in quickly mastering the related skill.

While teaching spoken English, the teacher will direct the students in

pronouncing vowel sounds & consonantal sounds, and also teach the other aspects of

spoken language- stress, accent, rhythm, intonation etc.

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READING

What is Reading?

We begin with oral reading or reading aloud when we teach young children to

read. Young children associate the letters with the sounds these letters represent. They

read aloud the letters and their combinations.

The relationship between sound and letter in a reading process is very complex

indeed. Here I have deliberately characterized the reading process in simplistic terms.

Reading is a very complex activity which is mastered by the child. Reading is closely

related to the development of writing.

Oral reading and silent reading refer to the features somewhat related to the

mechanics of reading.

Kinds of Reading

We can classify reading into three kinds: extensive reading, intensive reading,

and oral reading. Extensive reading is used ―to refer to the teaching of reading through

reading. In this approach, there is no overt focus on teaching reading. Rather, it is

assumed that the best way for students to learn to read is by reading a great deal of

comprehensible material.‖ Intensive reading is used to refer to the actual teaching of

reading skills in an instructional setting. Students are exposed to a variety of materials

and asked to perform activities such as answering comprehension questions on the

passage read. They may be trained to look for critical information in the passage they

read, and make inferences, etc. Intensive reading is instruction-based and forms the core
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of teaching reading in the TESOL classroom. Oral reading does attract much attention

from many TESOL teachers, but it is ―an integral part of the teaching of reading,

especially in EFL contexts.‖

Stages in Teaching Reading

We can look at reading for second or foreign language learners of English as an

acquisition process in three stages:

1. Beginning or Elementary Reading

The students are exposed to the association of the letters of the English alphabet

with their relevant sounds in appropriate contexts. In this process, they discover the

relationship between the alphabet and the spoken language. Students are given groups of

simple words, phrases, and sentences with focus on one or two letters and their

combinations. They are introduced to the correspondence between the individual letters

and their combinations in graded steps. They come to internalize, in an inductive

manner, the possibilities of sound values for each letter, or combination of letters.

Emphasis is thus on decoding graphic information from the words, phrases, and

sentences. Based on what they have been exposed to, students begin to read new

combinations of vocabulary and sentence-level structures. They develop an ability to

predict the sound values represented by the letters and their combinations in contexts.

2. Intermediate Reading

The intermediate reading stage fosters interest in reading, and develops the actual

reading skill practiced throughout one‘s life beyond mastering the association between

letters and sounds. Students no more read aloud. They are comfortable with predicting
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the sound values of letters and their combinations, and they begin to read for the

purposes for which they originally enrolled themselves in the TESL class. Emphasis here

is on developing additional reading skills. They begin to read advanced English

passages. Reading with purpose is the focus here.

3. Advanced Reading

Most students of TESL are quite satisfied with what they have accomplished in

the intermediate stage. However, reading is a continuing process, and they need to be

introduced to the reading of authentic materials for specific purposes. Stories re-told, and

abridged and adapted versions are the focus in intermediate level. But at the advanced

level originals are presented.

Keep the following in mind when you begin teaching reading at the beginner‘s

level.

1. The background of the beginner: a child, an illiterate, a moderately educated

person.

2. The Reading task involves decoding the system of abstract symbols to discover

its relation to the spoken language system.

3. The time taken to master this relationship varies with age, maturation, previous

experience, and other social factors.

4. With primary emphasis on mechanics one may master the mechanics of reading

in four months.

5. Some recognition problems in English: capital, small, italics, handwriting, left to

right, distinction between letters, mirror image problems.

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6. Choose the words which express familiar meanings or meanings which can be

recognized and retained in memory.

7. Choose only those words which focus on the item to be learned.

8. Do not choose those words which may have the same spelling in English as well

as in the learner‘s language, but are read (pronounced) differently.

9. Do not ignore the stress.

Reading Readiness

Reading readiness exercises help students to recognize and read the letters and

words. Reading readiness exercises may or may not use linguistic materials, but

whatever materials are used, these should be easy to handle and are familiar to the

students. The goal of reading readiness exercises is to help foster a congenial atmosphere

for learning reading and to develop some favorable attitude toward reading.

Visual Discrimination, Auditory Discrimination, and Memory Training are some of the

reading readiness exercises that can be done by the students.

Methods for Teaching the Mechanics of Reading

Essentially there are two kinds of methods which take care of the mechanics of

reading: the whole word method, and the linguistic method. Students are given the whole

word to read in the first method, whereas they are first introduced to the elements which

constitute the word in the second method, and then asked to combine them. Signs such as

Exit, Entrance, Gentlemen, Ladies, No Entrance, Cafeteria, Open, Closed, etc., will be

given without any analysis of the constituent elements. Students will associate the entire

sound(s) with the entire written form.

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In the linguistic method, students are introduced to the sound-symbol

correspondences first in the word, and then they are enabled to combine the sounds to

produce the word. ―There is no conclusive evidence that either the Whole Word or the

Linguistic Method for introducing reading texts works best with all students. Nor is there

any assurance that when reading, a student will practice only one or the other

exclusively.‖ Proverbs in English, metaphors, and similes will be introduced as part of

the reading material towards the end of the beginner‘s level or in the beginning of the

intermediate level of reading. A variety of reading materials such as commercial texts,

teacher-written recombination‘s of materials covered in class, student-written materials,

using the Language Experience Approach, narrative games such as strip stories, and

group-written stories are some other materials recommended for the teaching of reading.

Remember that reading is now exploited not only to learn more meanings and

forms (words and affixes) in English, but also to gain a knowledge of the structures of

English. From mechanics to structures, and then from structures to content is the way the

reading exercises proceed. There is a mix of all the three in every exercise.

The Reading Lesson

There are four steps followed in a reading lesson:

1. Introduction. The teacher explains the purpose for reading the target passage,

gives the students a setting for the text to be read, presents a background of

appropriate information for the text to be read, and selects and introduces the new

vocabulary necessary to comprehend the main ideas in the text.

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2. The reading. This is generally an oral exercise for the beginners, usually

consisting of listening to the passage read aloud, or listening and following along.

Later on reading is silent.

3. Comprehension tasks.

4. Review and related exercises.

Kitao (1993) lists the following phrases as marking transitions in the information

contained in the reading material. Acquaintance with these phrases helps students

anticipate and predict the turns in the material.

 Additional information: and, furthermore, moreover, in addition, also

 Expected information: of course, naturally, surely

 Unexpected information: surprisingly, amazingly

 Intensified information: in fact, as a matter of fact

 Restatement: as I mentioned before, in short, in other words, i.e., that is

 Example: for example, for instance, to illustrate, such as

 Consequence: so, therefore, as a result, consequently

 Cause/effect: because, due to, thanks to, on account of, as a result of, in view of

 Contrasting information: however, but, although, even though, nevertheless

 Order: first, second, then, next

 Conclusion: in short, therefore, in conclusion, in summary, on the whole

Brown (1993) suggests asking the students to do the following ten things before

reading begins.
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1. Look at the title and the headings for each section. What do you think this

passage is going to be about?

2. Look at the pictures. What do you think this passage is going to be about?

3. Read the first and last paragraphs and the first sentence of each paragraph. What

do you think this passage is going to be about?

4. Read the title. Now quickly scan the passage and circle all the words that have a

connection to the title.

5. Scan the passage and cross out all the words you don‘t know. After you read the

passage again carefully, look up the words in a dictionary.

6. After looking at the title, pictures, and so on, brainstorm the specific words you

expect to see in the passage.

7. After looking at the title and pictures, make up some questions you think this

passage might answer.

8. What kind of passage is this? (fiction/nonfiction—what kind?) Why would

somebody read this? For information? Pleasure?

9. Choose words from the passage and write them on the board. Ask students to

scan the passage and circle them.

10. Tell a story about the background of the reading passage.

We can always make innovations and improvisations to meet the reading needs

of our students.

Extensive Reading

To help foster extensive reading, students should be given materials that are

interesting to the students. Commercial graded readers for ESL serve the purpose well.

Give them new materials to read aloud.

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The most important intermediate reading skills can be summarized as:

 Reading with incomplete information (Reading a passage with a sizable number

of unfamiliar vocabulary items).

 Organizing for careful reading (skimming and scanning).

 Organizing information (specific time to preview).

 Reading critically.

 Developing effective personal reading strategies.

 Setting effective reading speeds for different kinds of reading.

Reading is gateway to culture and literature. If the material is relevant, and thus

meets the learner‘s needs, it will help instigate an interest in reading in the learner.

At the intermediate level the focus is also on developing appropriate reading

speed.

Advanced Reading

English for Special Purposes (ESP) is the chief focus of the advanced level of

reading. For individualized self-learning, there is no better method than encouraging the

students to read on their own whatever that interests them. Through reading, diction,

grammar, and communicative efficiency improve. Through reading, students develop

empathy not only for the language but also for the content of the text they read, as well

as the best traditions of the culture the language comes to represent in their

understanding. Through reading what is noble in English thought is appropriated.

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A college without a good library is a body without soul. Not to speak of students,

even teachers too are reading the books of the fourth rate or question series for teaching.

The corrupt system of the state is ruining every thing.

WRITING

Writing - An Individual Effort but More Rule-Bound

Writing is an individual effort. Individuals compose their thoughts often in

privacy and then reduce their thoughts to writing, using the strict conventions followed

in the language. Writing is an individual effort or work, but it must follow the rules laid

down. The development of writing even in native English speaking children is conscious

and is thus non-spontaneous. The written language differs from oral language in structure

and mode of functioning. The acquisition of oral speech by itself is the acquisition of

signs (symbols). The acquisition of writing is a step further and the learner must now

transfer the symbolization he/she acquired in the process of speech acquisition to written

language.

Everyone will agree with that “writing is more rule-bound than speaking.

Considering the control of the orthographic system, the careful organization, and the

linguistic conservatism required, writing is the most demanding of the language

skills.”(Bowen et al 1985:253)

Raimes classifies approaches to teaching writing into five types: controlled to

free, free writing, paragraph pattern, grammar-syntax-organization, communicative, and

process approaches. In the controlled to free approach, “students are first given sentence

exercises, then paragraphs to copy or manipulate grammatically by, for instance,

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changing questions to statements, present to past, or plural to singular. They might also

change words or clauses or combine sentences” (Raimes 1983:6).

Beginning Writing: Emphasis on Mechanics

At the beginning level the focus is on learning the alphabet, the left-to-right

direction of English writing, printing, cursive writing, upper and lower case letters,

alphabetizing, basic spelling patterns of English, rules for capitalization, and word and

sentence punctuation.

The basic skills include writing letters, numbers, words, phrases, and sentences

correctly. All these should be accomplished by providing writing exercises which use

real words (and phrases and sentences). Students may begin with copying what is given

to them, but soon they should begin to write from memory, be these items words,

phrases, or sentences. In such ―free writing‖ they may be given non-linguistic visual prop

in the form of pictures of objects or objects themselves. They will see the pictures or

objects, recollect from their memory the words for such pictures or objects, and write

these words. In other words, right from the beginning some form of free writing is

encouraged, even as they go on mastering the mechanics of writing.

Correction

Most textbooks written by well-known authors often de-emphasize the need to

correct the writings of second language learners, and place an emphasis on meaning and

free writing, or fluency in writing. However, I personally feel that if the teachers do not

correct the students‘ writings in the Third World countries, a sense of self-sufficiency

sets in and the students will not recognize the errors they have committed.
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As Bowen et al. (1985) suggest, “Look for problems such as reversed letters,

transposed letters or words, incorrect uppercase or lowercase letters, lack of paragraph

indentation, lack of familiarity with the basic spelling patterns, and illegible

handwriting.”

The students should begin to write for an audience and seek feedback. This will

encourage more free writing. But, let such demands be within the current level of the

grammatical ability of the second language learner. Most of the exercises suggested

above, although controlled, lead on to simple form of free writing.

INTEGRATION OF THE FOUR SKILLS

Although all four skills are mentioned separately, the integration of these skills lie on the

following observations:

 (Giving and understanding of) instructions are included in all skills.

 In both comprehension skills (i.e., listening and reading skills) the following are

included:

(a) comprehension of instructions ( written or spoken)

(b) narrative and descriptive texts/discourses

(c) simple poems

(d) recognition of intonation patterns (in listening)/ punctuation marks (in

reading)

 in both productive skills (i.e., speaking and writing) students should be able to

give instructions and express intelligibly.

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 in both motor skills (reading and writing) students recognise and use different

punctuation marks; recognise the significant of (reading) and use (writing) such

cohesive devices as linking words and reference words appropriately, understand

(reading) and write (writing) narrative, descriptive and argumentative texts,

formal and informal letters and reports.

In fact, while practising speaking, students involve listening and the vice versa.

Listening and speaking, thus, go hand in hand in conversation practice, in giving and

understanding instructions and commands, in recitation of poems etc.

A good array of different sub-skills has been mentioned in this syllabus in order

that learners can develop all four skills. Extensive reading (e.g., using supplementary

readers), intelligible speaking and planning and organising suitable speaking and writing

tasks have been recommended for every class.

However, as the four skills are of different modes - two (listening and speaking)

skills are auditory-vocal and the two others (reading and writing) are visual, the activities

used for carrying out teaching and learning of these skills vary considerably in some

instances. Despite, all activities are so designed as to facilitate learning language skills.

It is found that in the schools and colleges, written actives have come to an

end.The teachers have so much workload that it is not possible for them to check the

notebooks .The classes are overcrowded, and the students do not attend the classes

regularly.
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Communication. 6 (1989), 11-30.

 Bell, J. "The Relationship Between LI and L2 Literacy: Some Complicating

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 Bowen, J. Donald, Harold Madsen, and Ann Hilferty. 1985. TESOL Techniques

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Language Reading Classrooms." Interactive Approaches to Second Language

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 Cooper, T. C. "Sentence Combining: An Experiment in Teaching Writing." The

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 Elbow, P. Writing With Power. Techniques for Mastering the Writing Process.

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 Englert, C. S. and Hiebert, E. H. "Children's Developing Awareness of Text

Structure in Expository Materials." Journal of Educational Psychology, 76, No. 1

(1984), 65-74.

 Harklau, L. "The Role of Writing in Classroom Second Language acquisition."

Journal of Second Language Writing, 11, No. 4 (2002), 329-350.

 Kitao, S. Kathleen. 1993. Teaching Transitions. In New Ways in Teach ing

Reading. Ed. Richard R. Day. Alexandria, Virginia: Teachers of English to

Speakers of Other Languages, Inc.

 Misra, K.N. Teaching and Learning of English as a Second Language in India.

Varanasi: Vijay Prakashan Mandir, 1991

 Raimes Ann, ―Techniques in Teaching Writing‖, Oxford University Press, 1983,

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 Siddhanta, N.K. 1961. English studies today. Central Institute of English

Bulletin-1.
 Chapter- VII
Conclusion: Retrospect and Prospect
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In the information rich and technology intensive society, teaching of English has

to be relevant in term of learner’s needs. The socio-economic needs of the learners are

changing day after day under the influences of globalization. Each of us begins to realize

that the traditional system of teaching English as a second language is inadequate in

several respects for meeting the changing needs of the learners. In most of non-

metropolitan colleges/schools, the students are still being taught through the traditional

way of teaching English. So teaching of English in Indian classrooms along with its

curriculum, written materials, teaching system, etc. do not help the students to meet the

new requirements of today. It is clear that more than 80% schools/ Colleges/ universities

have the traditional departments of English.

The chief objective of teaching English is to enable the student to use the

English effectively. But it is noticeable how many students are achieving this goal. In the

colleges/ schools of small cities, the students remain crazily exam-centric, and for them

learning equals memorization. For this deplorable situation, the reason is that they do not

have much chances of listening the teacher and reading of good books.

One of the perplexing problems which we had to face soon after independence

was the position of English in the country. Before independence English occupied a

privileged place in India. It was the language of administration, a compulsory subject at

schools and colleges, and a medium of instruction for some subjects at the school and for

all subjects at the university level. It opened the door of employment, and a person who

did not know English was not considered educated in the true sense of the word. A

knowledge of English was a must to climb the social ladder. Speaking English became a

craze. But after independence there was rethinking about English. A time came when

people thought to do away with English forever. This cry for the abolition of English
 150

from the educational system had its roots in bitterness stemming from the long period of

domination by England. But a majority of people continued to believe that by abolishing

the teaching of English the standard of education would deteriorate and that English was

one of the major vehicles of the culture of the modern world. However, the muddle at the

political level has also created a muddle at the educational level. This muddle has

resulted in shifting our policies regarding teaching English as a second language from

one to so many that the teachers in general can not lead their young students on to a

definite path.

The conditions under which English is taught in Uttarakhand differ from state to

state and from one type of school or college to another. And the conditions under which

English is taught in the Kumaun region of Uttarakhand is even differ from the rest part of

state. The geographical pattern of state is asymmetrical from one type of school or

college to another. For instance, English is taught under immensely favorable

circumstances in public and convent schools whereas the conditions under which it is

taught in a majority of other schools and colleges leave much to be desired.

The objectives of the teaching of English have been narrowed down. It is

considered enough to teach the pupils proper understanding, reading, writing and

speaking of the language. In Uttarakhand it is not possible to fulfill even these limited

objectives. Students, after leaving the schools, are not able to read English properly, what

to talk of writing and speaking. Their vocabulary is also poor. It is not possible for them

to explain the passage of the text-books. They do not know the proper use of the words.

For this state of affairs not only the students, but the teachers also are to be blamed.

The frequent changes in governmental policy towards the teaching and learning

of English, the indecisiveness of the State Education Departments as regards policies and
 151

programmes, non-availability of facilities and resources for reform and reorganization,

and ill-equipped institutions are some of other factors that are responsible for our failure

in the successful implementation of any worthwhile English teaching programme. It is

well known that student, teacher and teaching material are three essential component of

teaching learning process. Where students are very less to be predictable but the other

components vary in their performance and style of teaching. What to talk of quality and

result it was found that in interior hills some schools do not have subject teachers since

long time. Some of the schools are so typical to approach that teachers and students both

feel difficult to have any kind of other resources for developing their own teaching

learning. It is no exaggeration to say that no effective teaching is being done at present in

schools and colleges situated in the interior hills. The major deficiency is in these

interiors only. Perhaps the situation is different in the urban areas (Nainital, Almora,

Dehradun, Haridwar, Mussoorie) because here there are well-established English-

medium schools to which are sent the children of the upper-class and middle-class urban

elite.

Approaches, methodologies and techniques continue to be the same old ones. The

teachers are not motivated for up gradation of teaching. Whatever they learned at the

time of learning even that is not being practised properly due to lack of self-initiation.

For example, the traditional translation method that is most wasteful is still followed in a

majority of schools and even in colleges. Oral work that is the soul of any good teaching

is neglected. Though it is countable that in some of the books various skill based lesson

or exercises are given even then there is no oral practice on the part of students as a

result of which they can not construct a few sentences of English of their own accord.

Besides, our schools and colleges are not equipped with adequate material facilities

which can help in language learning. The library and laboratory are only to fulfill certain
 152

government norms. No one cares for their benefits and maintaining. Even English

readers and text-books are sub-standard. In their writing no attention is paid to the

selection and gradation of structures. Although vocabulary is graded from year to year,

yet the authors of these books do not take pains to see if it is properly used in a manner

to facilitate its grasp by the students. In our text-books we lay more emphasis on the

subject-matter rather than on the teaching of the language. There are no practice

exercises to teach the language to the students, rather there are testing exercises.

Since the type of examination influences the methods and other aspects of

teaching to a large extent, examination in English is to be blamed for a number of defects

which have crept in. Under the present system, a student can get through the examination

if he cares to cram answers to certain stock questions. He need not read even the

prescribed text-books. The result is that though a student succeeds in the examination,

yet he has no practical command of the language. He can neither speak correct English,

nor write. The standard of spoken English in schools and colleges is deplorably low and

one of the reasons for this is that there are no oral tests. The essay type tests do not take

into account all the linguistic aspects that are to be tested; they determine at best only

achievement of students for purpose of rating them on the basis of their marks; they

mean luck or pluck for students etc. But the most frequently mentioned reason is that the

subjectivity of the examiner is involved in them. The same answer when marked by

different examiners yield different results. Even the same answer, when marked by the

same examiner at different times gives different results.

There has been an ever-increasing rush for education during the last twenty five

years or so and on account of this the classes have become overcrowded. It is good to

mention that government has always tried to open more new colleges but always failing
 153

them to develop and maintain. The urge for education has been growing among the

masses bringing more pressure on schools and colleges that have shortage of funds,

buildings and competent teachers. The increasing number in classroom is bound to affect

teaching English adversely. Language learning is a skill to be drilled. It is not mere

information to be given to the students.

The attitudes of teachers in general are yet another factor that stands in the way of

effective English language teaching in the Kumaun region of Uttarakhand. These

attitudes are a legacy of the past and have become part of traditional thinking and

practice. The teachers do not exactly understand the main aim of teaching English. They

feel fully satisfied if the pupils are kept busy during the whole period. In addition there is

a shortage of well-trained, fully qualified teachers of English in schools and colleges.

The direct method and the bilingual method have been introduced and the structural

approach and the communicative approach have been adopted, yet no progress seems to

have been achieved. The reason is shortage of trained staff. The handful of available

trained teachers have been unhelpful; they have been hesitant in giving demonstration

lessons to their untrained colleagues and in thus popularising effective teaching methods.

The handful of available trained teachers of the kumaun region of Uttarakhand have not

granted proper facilities to inculcate their skills among student.

As is clear from the preceding discussions, the standard of English in schools and

colleges has considerably declined. This realisation calls for many-sided reforms in the

teaching of English. First of all, our policy regarding the place of English in the

curriculum must be very clearly defined. It should not be vacillating. Likewise, we must

define very clearly our objectives of teaching English at various stage of education

separately, and try to realize them.

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Since the teacher occupies a pivotal position in education, it is essential that we

have the right type of English teacher. The teacher should be fully equipped to do justice

to the subject. Besides a rich background of English language and literature, he should be

acquainted with the latest techniques of teaching the language and should also have a

knowledge of phonetics. He should be painstaking and patient, because an impatient

teacher can not teach English efficiently. Facilities for reorienting in service teachers to

new techniques of teaching the language should be expanded and follow-up work should

be undertaken. If we desire to obtain the best results in the teaching of English, we

should plan our teaching in a systematic manner. The aim of teaching is to enable the

students to acquire an ability to use English effectively by the time they leave the school

after passing their examination. This ability to use English effectively can not be

achieved in a day or in a year. Generally, the teaching of English begins as soon as the

pupils complete their primary education course. It enjoys the status of a second language

and is a compulsory subject that the students have to offer along with others. The

purpose of using language needs further elaboration. This requires acquiring four

linguistic skills that are to be developed equally. The main emphasis, therefore, should

be on the linguistic aspect of English. English should cease to be taught as literature up

to the secondary education stage. It is not good that we want to teach language through

the teaching of Dickens, Shakespeare, etc. This shift in attitude is essential due to the fact

that its study as literature has produced unhappy results as the pupils have to study things

of which they have no experience at all. Hence, we must re-model our courses in English

at the secondary stage and recognize that the learning of English is not an end in itself

but only the acquisition of an instrument for adding to our knowledge. The stress must,

therefore, shift from literature to the simple language of every day. This does not mean

that our teaching of English as a language should lose human interest. Some literary
 155

pieces within the range and experience of our pupils may be included. One thing is

certain that now English should be learned, not as a vehicle of culture, but for its utility.

Henceforth, the emphasis must be on the language learning aspect rather than its

literature.

However, at the university stage the study of English should be aimed at, both as

languaure. English possesses an imaginative literature that has few equals in the world.

In the field of fiction, poetry, drama and belles-letters, English has immense wealth of

achievement. To the serious student of English such study will open out a new world and

serve as a source of inspiration that may empower him to produce works of beauty in his

own language, and in English as well. Maximum teachers of English teaching in the

Kumaun region of Uttarakhand admits that literature may guide a few more gifted

students towards their own creativity by example derived from their reading of

successful writers. There is already fascinating evidence of a second-language literature

in English from several countries across the world, especially India and Nigeria. I

Though teaching English as a second language should take into account creation of

interest in literature in students, yet the language course should not at any rate be turned

into a literature course. Learning to read literature must be carefully distinguished from

studying it. We will have to devote more attention on the formation of sound linguistic

habits.

In order to develop sound linguistic habits, in order to carry out an effective

programme of English teaching, in order to prepare a background for the study of

literature, we will have to make out an effective plan. Having the end in view and the

needs of students and their society, their physical and mental age and health, we must

formulate such a comprehensive and well organised plan of work, that our students may
 156

proceed step by step and form each linguistic habits and each habit becomes their second

nature. That is, the habits of speech, reading and writing become natural with them.

Effective planning will ensure success at both ends - at the teacher's end it will always

present a picture before him - 'how much he has done and how much remains to be done'

- that is, it will discipline his efforts of teaching and economise his labour and at the

students' end, it will encourage them to march on step by step, without feeling bored and

tired, without letting them fritter away their energies in the absence of planned work. A

well chalked-out plan will enable them to co-operate with their teacher. The teacher will

be able to co-ordinate his work. This co-ordination of work and co-operation with his

efforts will naturally produce happy results.

But planning and execution alone will not work. It is essential to effectively

execute it. One will never know our best plans that are in our imagination only. We will

not be benefited by such plans till we execute them. Putting our plan into practical use is

extremely necessary. We must put our plan into practice as soon as we have drawn it.

This will be beneficial for us. In the first place, practical situations will guide us about

the effectiveness of our planning. Secondly, we will know about the strong and weak

points of our planning. If we feel that our planning requires revision, we can do it

instantly. Appraising leads to assess the value of our efforts and also what our students

have gained from our efforts. We also appraise the situation at schools or colleges in

which we work. In this way planning, executing and appraising will lead us to our goal.

The most important thing regarding standards of teaching English is that the teacher

should know what he is about and how he is going to achieve it. In this regard much

remains to be done in the teachers' training colleges, the weakest link in our educational

system.
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However, much we may desire, it may not be possible for us to change some of

the unfavorable circumstances in which English is taught today. It is not possible, for

instance, to restrict the number of students in a class because of the ever-growing

expansion in the school population. Nor is it possible to devote more time to the teaching

of English because there has to be a proper distribution of time among the various

subjects in the curriculum. This necessitates the need for new approaches and

methodologies that are effective and economical. New approaches and methodologies

with stress on the four language skills will have to be introduced both in schools and in

colleges. They must depend on techniques that will motivate pupils to learn English and

to enjoy learning it.

When we talk of new approaches to teaching English, we will have to take into

account certain innovative components of ELT such as 'distance education, remedial

teaching, programmed teaching, diagnostic teaching' etc. In fact, teaching of English has

to be relevant in terms of learners' needs; it has to take into account their socio-economic

needs; it has to develop in the learners new skills and communicative competence. Now,

this is a real challenge we are faced with. Obviously, it is a challenge that the

conventional system of education is not equipped to meet. The traditional system of

education is inadequate in several respects for meeting the changing needs of the

learners.

Newly formed Uttarakhand craves for 'universalization of education' and 'equal

opportunities for all'. These are two basic principles of the educational policy of this state

Uttarakhand. Hence we have to feel concerned for the under-privileged students -

underprivileged because they belong to the weaker section of society and have failed to

enjoy the privilege of attending good schools. Even otherwise they have little or no
 158

exposure to English. Is the traditional university department of English capable of

meeting this challenges? Obviously not. The kind of situation desired can be made

possible only by an innovative system of education that the information - rich and

technology-intensive society of today has made possible. The needs of the new student

can not be met by the conventional system of education. Distance Education is capable

of doing so. We will have to move away from a total dependence on the formal

educational system towards distance education that is a whole new way of learning. It is

pleasing to note that distance education that is a whole new way of learning. It is

pleasing to note that distance education has received a good response from the teachers

concerned with the conventional system of education. Regarding scope and effectiveness

of distance education in Kumaun region of Uttarakhand 59% teachers said that teachers

are responsible for making distance education more viable in the Kumaun region of

Uttarakhand (Table-31).

Distance education is not another name of correspondence education. The

correspondence education is the name given to that kind of education which makes use

of print materials primarily. These print materials are more or less like the text-books

prescribed for the students of the traditional face to face system and hence are called

lessons rather than self-instructional materials. On the other hand, distance education has

a reference to non-traditional innovative type of education. Distance education employs

almost all means of communication. It makes use of the advanced strategies and

technologies of communication; i.e. print materials, radio, television, telephones, audio-

video cassettes, video disc, computer etc. Distance education has the potential to meet

the challenge of catering to the vast variety of learners' needs. In fact, the emphasis today

is not on teaching but on learning. Distance education has tremendous potential to meet
 159

the challenge of population explosion on the one hand and of providing for equal

opportunities of learning English on the other hand.

Similarly, in the field of methods of teaching foreign language, programmed

teaching is considered a special method of teaching. Programmed teaching is based on

principle of controlling the student's cognitive movement. It brings the student to the

system of short and logically related steps in a manner so that he makes the least possible

number of mistakes. The aim of programmed teaching is to optimise the pace of

acquisition process of communication habits and skills. This teaching is based on the

psychological concept; the theory of stage formation of mental actions and also the

theory of communicational movement. According to this theory, teaching develops from

stage to stage in the form of consecutive learning by the learners. At present programmed

teaching is developing in three directions: creation of programmed text-books and tests,

work on models of teaching and development of supplementary means of programmed

teaching (exercises for tape-recorders, television, computer etc.). In the field of

electronic machine, 'Examiner' is used to control the knowledge in the initial stage of

learning. 'Signal 65' is used for training in exercises in which the tasks are given to open

the brackets, fill the necessary word, fill the missing structure of the sentences and also

for training in translation. "KISI-8' permits the use of linear and non-linear programming

with a large degree of adaptation to the needs of the learner. This machine controls as

well as teaches.

It has been proved by an experiment with the second language learners that the

process of learning has intensified 1.5 times when machines were used and drills could

be done seven times more than in the conventional method. One of the specialties of

programmed teaching is that the acquisition and imparting of skills primarily depends
 160

upon the speech activity rather than logical activities. These days most of the

methodologists prefer the employment of programmed teaching in combination with the

traditional methods so as to have optimal results. A few areas to use programmed

teaching in combination with the traditional methods are the areas of exercises and drills.

An attempt should be made to relate pedagogy, cybernatics and psychology in teaching

English as a second language. But the big question is how many teachers are there in

Uttarakhand who are trained in programmed teaching or even know about this innovative

device. Perhaps they are not many. Most of us admit that they know nothing about

Programmed Teaching. In face, this indicates stagnation and inefficiency of teachers'

training colleges and of the education system itself and calls for a drastic intervention in

order to change the context of English learning.

Another component of English language teaching which has attracted the

attention of educationists recently is Remedial Teaching. Remediation is a process of

correcting some of the drawbacks of the learner. It involves teaching, reading, testing

and reteaching. Remedial English implies improvement in the standard of English. It

goes without saying that the pupils who learn English as a second language are

considerably poor in the subject. The new Remedial Teaching has received a stimulus

from the testing movement, however, and has been given a name borrowed from the

medical profession. It has for its objectives the development of effective techniques for

the correction of mistakes in all sorts of learning. Remediation consists of: (i) correction

of mistakes and (ii) repair of all kinds of breakdown and failure in the learning system. It

is essentially a process of reteaching, thus it compensates the lack of proper learning and

eliminates undesired learning. It involves a blend of habit formation and concept

formation with a lot of stress on the latter. It becomes essential, for students generally

form bad language habits. It is also significant to remediate or compensate the

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insufficient formation of good language habits, insufficient formation of desired concepts

and insights. However, most of the teachers do not seem to have realised the value of

remedial teaching or they do not have the knowledge of this new technique, because they

often speak that they have never used Remedial Teaching. These observations are not

very encouraging.

Diagnostic teaching is a term somewhat related to remedial teaching in its theory

but slightly different in function. Diagnosis is the art of discovering and knowing the

pupil's difficulties in learning from the symptoms that are apparent in any form in the

class-work. The symptoms are normally known from observation. But sometimes, they

can not be discovered till very careful measurements are made for the purpose of

diagnosis. In whatever way the symptoms are known, they indicate the source of

difficulty. There are two objectives of diagnostic teaching. First, it should show the

specific difficulties that the subject-matter presents to the pupil. Second, it should reveal

the specific difficulties he faces in mastering those difficulties. The modern standpoint

holds that the teacher should be diagnostician of learning problems and should be able to

cure them. If the practice of diagnosis is carried on specifically, it will do much towards

saving the pupil from effects of protracted wrong reactions and the development of

habits that may deter progress.

Well, what is most needed is a positive change in our attitudes towards the

teaching of English. The main and simple aim of teaching English is to enable the

students to acquire an ability to use English effectively. In order to achieve this aim we

will have to introduce change in our syllabi, methodologies of language teaching,

materials (including audio and video materials), training programmes, attitude to

students and system of evaluation. We may need to change the school/college - its
 162

physical structure, its atmosphere, its functions, its facilities, its roles and

responsibilities.

So teaching English in the Kumaun region of Uttarakhand is not a set of easy

steps that can be programmed in a quick do-it-yourself kit. So we think that the teachers

of English must always be conscious of the way of their teaching and try to find out the

most efficient and proper methods in their own teaching practice. The teaching of

English in school/college classroom in the Kumaun region of Uttarakhand has become

complex due to multiple ability groups in the class. So no single method or approach can

be applicable to the whole class. I advise the teacher to follow the three steps: first, know

the ways in which the students want to learn by asking question to them, secondly

understand the different purposes of their learning English, thirdly watch the presence of

the different learners in the class.

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Works Cited

 Singh, Dr. Satnam, Modern Methods of Teaching English, 2007

 Venkateswarm, S.S. Principles of Teaching English, Vikas, Delhi, 2003

 Pandey, K.P.Teaching of English in India, Viswvidyalaya Prakashan,2007

 Freeman D. (2007) Techniques and Principles in Language Teaching, Oxford

University Press, New Delhi

 164

CHIEF FINDINGS

After survey, we have some major findings. 28 teachers of Degree College, 32

teachers of Inter College, 13 Junior High school teachers and 12 Primary school teachers

have responded to the Questionnaire. This is the survey of schools and Colleges situated in

the Kumaun region of Uttarakhand, their environments, problems of the teaching English

and their probable solutions. Though it is not intended to generalize on the basis of the

findings of this study related to 85 teachers and to draw conclusions about teaching of

English in general, yet findings are too much helpful to have a picture of current English

teaching scenario.
 165

Part I– General Background

Table-1

Distribution of Respondents by teaching institutions

Institution No. of Respondents Percentage

Degree College 28 32.94%

Inter College 32 37.64%

Junior High School 13 15.29%

Primary School 12 14.11%

Total 85 100.00%
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Table-2

Distribution of Respondents by age group

Institution 20-30 31-40 41-50 Above 50 Total

Degree College 6 10 7 5 28(33%)

Inter College 12 8 6 6 32(38%)

Junior High School 5 3 3 2 13(15%)

Primary School 4 5 2 1 12(14%)

Total 21(26%) 26(33%) 18(23%) 14(18%) 85(100%)

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Table-3

Distribution of Respondents by medium of instruction of the teaching Institutions

Institution Hindi English Total

Degree College 20 8 28(33%)

Inter College 22 10 32(38%)

Junior High School 7 6 13(15%)

Primary School 5 7 12(14%)

Total 46(60%) 31(40%) 85(100%)

Distribution of Respondents by medium of instruction of the teaching Institutions

168
 169

Table- 4

Distribution of Respondents by location of teaching Institutions

Institution Interior Hilly Area Hilly Town Areas/Urban Tarai Area Total

Degree College 5 12 11 28(33%)

Inter College 7 13 12 32(38%)

Junior High School 5 6 2 13(15%)

Primary School 4 5 3 12(14%)

Total 21(25%) 36(42%) 28(33%) 85(100%)

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Table- 5

Respondents by medium of instruction they received at school

Institution Hindi English Total

Degree College 20 8 28(33%)

Inter College 27 5 32(38%)

Junior High School 11 2 13(15%)

Primary School 10 2 12(14%)

Total 68(80%) 17(20%) 85(100%)

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Table- 6

Respondents by the level of education

Institution UG PG M. Phil Ph. D./ NET Total

Degree College - - 21 22 43

Inter College - 30 1 1 32

Junior High School 2 11 - - 13

Primary School 4 8 - - 12

Total 6 49 22 23 100
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Table- 7

Respondents by the language you use most of the time with students

Institution English Mother-Tongue Total

Degree College 8 20 28(33%)

Inter College 2 30 32(38%)

Junior High School 2 11 13(15%)

Primary School 4 8 12(14%)

Total 16(19%) 69(81%) 85(100%)

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Part-II
Table-1

Do you try to know the different purposes of your students’ learning English?

Institution Yes No Total

Degree College 8 20 28(33%)

Inter College 14 18 32(38%)

Junior High School 5 8 13(15%)

Primary School 4 8 12(14%)

Total 31(36%) 54(64%) 85(100%)

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Table-2

What do you think about necessity of English teaching in Uttarakhand?

Institution Necessary Not Necessary Total

Degree College 20 8 28(33%)

Inter College 30 2 32(38%)

Junior High School 10 3 13(15%)

Primary School 8 4 12(14%)

Total 68(80%) 17(20%) 85(100%)

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Table-3

If you think that English teaching must be necessary in Uttarakhand, tick the reason?

Institution English is helpful It is the Lingua It is easier Any Total

to get a job. franca of the world. than Hindi. other

Degree College 18 5 3 2 28(33%)

Inter College 16 8 6 2 32(38%)

Junior High School 5 3 3 2 13(15%)

Primary School 4 3 4 1 12(14%)

Total 43(51%) 19(22%) 16(19%) 7(8%) 85(100%)

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Table-4

Respondents on what should be the aims of teaching English in Uttarakhand?

Institution To enable the To enable To help them to acquire Total

students to read them to write the ability to
and understand in English understand and carry
books in without gross on the conversation in
English. errors. English.

Degree College 7 4 17 28(33%)

Inter College 6 7 19 32(38%)

Junior High School 3 3 7 13(15%)

Primary School 7 2 3 12(14%)

Total 23(27%) 16(19%) 46(54%) 85(100%)

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Table-5

Respondents on what are the dominant problems generally faced by the teachers of
English in Kumaun Region?

The The Inability to The

Lack Interfere
problems of problems understand problems
of nce of
Institution teaching of the true of Total
Proper mother
method and Reading function of declining
aim tongue.
approach Material Grammar. standard.
Degree
- 7 3 6 8 4 28(33%)
College
Inter
- 8 4 8 9 3 32(38%)
College

Junior High
- 2 1 4 6 - 13(15%)
School

Primary
- 3 1 3 4 1 12(14%)
School
Total - 20(23%) 9(11%) 21(25%) 27(32%) 8(9%) 85(100%)
 178

Table-6

Respondents’ views on the probable solutions regarding the problem of teaching

English in Uttarakhand?

The ever The teacher

Special
increasing The reading should know
units for
number of material what he is
Institution teaching Any Other Total
students should be about and how
should be
should be rearranged. he is going to
opened.
checked. achieve.

Degree
4 8 7 9 - 28(33%)
College
Inter
5 9 6 11 1 32(38%)
College
Junior High
1 6 2 3 1 13(15%)
School
Primary
1 5 1 4 1 12(14%)
School
Total 11(13%) 28(33%) 16(19%) 27(32%) 3(3%) 85(100%)
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Table-7

Distribution of Respondents’ views on the basis of methods adopted?

Translation Direct Bilingual West’s new Substitution

Institution Total
method method method method method

Degree
10 6 8 - 4 28(33%)
College

Inter
12 7 9 - 4 32(38%)
College

Junior High
5 2 4 - 2 13(15%)
School

Primary
5 2 3 - 2 12(14%)
School

Total 32(38%) 17(20%) 24(28%) - 12(14%) 85(100%)

 180

Table-8

Respondents by the reason for adopting translation method?

The aim of
It does Pupils of Hindi
advantage of It is
not need medium schools find
the method is economical Any
Institution any it easier to learn Total
in the sphere because it other
material English through this
of vocabulary saves time.
aid. method.
getting.
Degree
8 6 10 3 1 28(33%)
College

Inter
7 6 12 5 2 32(38%)
College

Junior High
5 2 6 - - 13(15%)
School

Primary
4 2 5 1 - 12(14%)
School
Total 24(28%) 16(19%) 33(39%) 9(11%) 3(3%) 85(100%)
 181

Table- 9

Respondents by reason for adopting direct method.

The direct method enables

This Method It is strictly in
pupils to express their Cramming of
is interesting conformity
thoughts directly by means of words and Any
Institution because it is with the Total
English without the their meaning other
full of educational
intervention of his Mother is discouraged.
activity. principles.
tongue.

Degree
8 5 6 7 2 28(33%)
College

Inter College 10 6 7 8 1 32(38%)

Junior High
7 1 2 3 - 13(15%)
School

Primary
5 - 3 4 - 12(14%)
School

Total 30(35%) 12(14%) 18(21%) 22(26%) 3(4%) 85(100%)

NOTE- Most of the respondents gave more than one responds.

 182

Table-10

Respondents by the reason for adopting bilingual method.

It makes use This method It has the positive

of mother promotes both qualities of the
Institution tongue in fluency and translation method Any other Total
restricted accuracy in and the direct
manner. English. method.

Degree College 7 6 11 4 28(33%)

Inter College 8 7 14 3 32(38%)

Junior High
4 2 6 1 13(15%)
School

Primary School 3 1 7 1 12(14%)

Total 22(26%) 16(19%) 38(45%) 9(10%) 85(100%)

 183

Table-11

Respondents by the reason for adopting Substitution method.

It is useful device
It suggests It enables learner to
for teaching new
a natural learn a large number
words which are Any Total
Institution way to of sentences without
learnt in other
learn a memorizing the rules
sentences and not
language. of grammar.
in isolation.

Degree College 8 3 16 1 28(33%)

Inter College 6 4 20 2 32(38%)

Junior High
3 2 7 1 13(15%)
School

Primary School 2 1 9 - 12(14%)

Total 19(22%) 10(12%) 52(61%) 4(5%) 85(100%)

 184

Table-12

Respondents on the Question whether the translation method has failed to work now.

Institution Yes No Total

Degree College 19 9 28(33%)

Inter College 22 10 32(38%)

Junior High School 8 5 13(15%)

Primary School 8 4 12(14%)

Total 57(67%) 28(33%) 85(100%)

 185

Table-13

Respondents on the cause for the failure of the translation method.

It fails to capture It does not It tries

It prevents the
the delicate emphasize on these to
student from
shades of aspects- speaking, teach
thinking and Any Total
Institution meaning, local correct English
expressing other
colour and articulation, by rule
directly in
secondary intonation and not by
English.
meaning. pronunciation. use.
Degree
14 4 8 2 - 28(33%)
College
Inter
22 4 4 2 - 32(38%)
College
Junior
High 5 2 4 1 1 13(15%)
School
Primary
5 2 3 2 - 12(14%)
School
Total 46(54%) 12(14%) 19(23%) 7(8%) 1(1%) 85(100%)
 186

Table-14

Respondents’ opinion about the question whether the Direct Method is a perfect
method.

Institution Yes No Total

Degree College 11 17 28(33%)

Inter College 9 23 32(38%)

Junior High School 4 9 13(15%)

Primary School 3 9 12(14%)

Total 27(32%) 58(68%) 85(100%)

 187

Table-15

Respondents on the problems with the direct method.

It is In
Gram Only the This
expensive Uttarakhand
mar is clever method is
because a there is
Institutio not genius can inconvenien Any
lot of scarcity of Total
n taught profit by t for other
audio- teachers who
system this overcrowde
visual aid are trained
atically method. d class.
is needed. on this line.

Degree
8 3 1 13 3 - 28(33%)
College
Inter
7 2 2 15 6 - 32(38%)
College
Junior
High 3 - 1 8 1 - 13(15%)
School
Primary
2 1 1 6 2 - 12(14%)
School
20(24
Total 6(7%) 5(6%) 42(49%) 12(14%) - 85(100%)
%)
 188

Table-16

Respondents on the question whether only reading can be considered sufficient for
Uttarakhand students’ learning English as a second language as suggested by Dr. M.P.
West in his new method?

Institution Yes No Total

Degree College 7 21 28(33%)

Inter College 9 23 32(38%)

Junior High School 4 9 13(15%)

Primary School 2 10 12(14%)

Total 22(26%) 63(74%) 85(100%)

 189

Table-17

Respondents by reasons for not be considering only reading sufficient for Uttarakhand
students.

Children
A good reader is he/she, In practical
learn
who can understand the life, reading Any
Institution speaking Total
language and speak and alone is not other
more quickly
write it. sufficient.
than reading.

Degree College 20 3 4 1 28(33%)

Inter College 23 2 5 2 32(38%)

Junior High School 6 3 3 1 13(15%)

Primary School 8 1 3 1 12(14%)

Total 57(67%) 9(10%) 15(18%) 4(5%) 85(100%)

 190

Table-18

Respondents’ over all suggestions regarding the method of teaching English in

Uttarakhand.

The methods of The teacher The teacher should

The teacher
teaching should be should follow be prepared to
should
different for his own method incorporate into his
follow
Institution different situations, because the teaching techniques Total
faithfully a
classes, schools and teacher is a and useful concepts
definite
students of principle from other
method.
different groups. method. methods.
Degree
1 13 10 4 28(33%)
College
Inter
1 21 9 1 32(38%)
College
Junior High
- 5 4 4 13(15%)
School
Primary
1 6 3 2 12(14%)
School
Total 3(3%) 45(53%) 26(31%) 11(13%) 85(100%)
 191

Table-19

Respondents on the approach preferred.

Structural Communicative Situational None of

Institution Total
approach approach approach these

Degree College 19 6 1 2 28(33%)

Inter College 19 8 4 1 32(38%)

Junior High
8 3 2 - 13(15%)
School

Primary School 6 3 3 - 12(14%)

Total 52(61%) 20(24%) 10(12%) 3(3%) 85(100%)

 192

Table- 20

Respondents on the question whether the method of teaching prose and poetry should
defer from each other.

Institution Yes No Total

Degree College 16 12 28(33%)

Inter College 26 6 32(38%)

Junior High School 8 5 13(15%)

Primary School 8 4 12(14%)

Total 58(68%) 27(32%) 85(100%)

 193

Table-21

Respondents on what should be the place of grammar in teaching and learning English
in Uttarakhand.

It should occupy an It should not occupy

Institution Total
important place. an important place.

Degree College 11 17 28(33%)

Inter College 6 26 32(38%)

Junior High School 4 9 13(15%)

Primary School 3 9 12(14%)

Total 24(28%) 61(72%) 85(100%)

 194

Table-22

Respondents by reasons for denying an important place for grammar.

The knowledge It deals with only a part of

It exalts the
of grammar is language because it does not
importance of
not a condition deal with idioms, phrases,
cramming the Any
Institution for the learners proverbs, fluency, Total
rules which other
to use language articulation, colloquial
does no good
and respond to expression and power of
to students.
it. speech.
Degree
6 3 19 - 28(33%)
College
Inter College 8 3 20 1 32(38%)
Junior High
3 2 8 - 13(15%)
School
Primary
1 1 10 - 12(14%)
School
Total 18(21%) 9(11%) 57(67%) 1(1%) 85(100%)
 195

Table-23

Respondents’ suggestions to improve the teaching of English grammar in Uttarakhand.

It should It should be It should be picked up

It should
always taught as a incidentally and almost
only describe
follow the means to unconsciously, while Any
Institution the language, Total
language an end, not English is being taught other
never should
not precede as an end in as a second language to
prescribe it.
it. itself. the students.
Degree
5 1 3 19 - 28(33%)
College
Inter
6 2 2 22 - 32(38%)
College
Junior High
2 1 1 9 - 13(15%)
School
Primary
3 - 2 7 - 12(14%)
School

Total 16(19%) 4(5%) 8(9%) 57(67%) - 85(100%)

 196

Table-24

Respondents on which one is the most important language skill.

Institution Listening Speaking Reading Writing Total

Degree College 4 20 2 2 28(33%)

Inter College 3 27 1 1 32(38%)

Junior High School 2 7 3 1 13(15%)

Primary School 3 6 2 1 12(14%)

Total 12(14%) 60(71%) 8(9%) 5(6%) 85(100%)

 197

Table-25

Respondents on the question whether they have a knowledge of Phonetics.

Institution Yes No Total

Degree College 25 3 28(33%)

Inter College 30 2 32(38%)

Junior High School 10 3 13(15%)

Primary School 8 4 12(14%)

Total 73(86%) 12(14%) 85(100%)

 198

Table-26

Do you agree to the point that both teachers and students usually commit mistake in
articulating the sounds S-Sh in the Kumaun region of Uttarakhand ?

Institution Yes No Total

Degree College 28 - 28(33%)

Inter College 30 2 32(38%)

Junior High School 11 2 13(15%)

Primary School 8 4 12(14%)

Total 77(91%) 8(9%) 85(100%)

 199

Table-27

Respondents’ opinion about the question whether the application of modern audio-
visual aids are useful to make teaching more fruitful

Institution Yes No Total

Degree College 26 2 28(33%)

Inter College 31 1 32(38%)

Junior High School 11 2 13(15%)

Primary School 12 - 12(14%)

Total 80(94%) 5(6%) 85(100%)

 200

Table-28

Areawise distribution of the teaching institutions that provide respondents with

modern audio-visual aids.

Hilly District Hilly town

Institution Tarai Interior Hills Total
Head quarter Area

Degree College 17 5 4 2 28(33%)

Inter College 21 6 3 2 32(38%)

Junior High School 5 4 3 1 13(15%)

Primary School 8 1 2 1 12(14%)

Total 51(60%) 16(19%) 12(14%) 6(7%) 85(100%)

 201

Table-29

Respondent on what are the main cause of the retardation in the formation of good
speech habits.

Lack of Lack of Mother Defective Lack of

Defective Any
speaking phonetic tongue examinati exposure
Institution teaching othe Total
opportunit knowled speech on to
system. r
ies. ge. habits. system. English.

Degree
7 4 6 2 7 2 - 28(33%)
College
Inter
13 3 5 1 8 2 - 32(38%)
College
Junior
High 4 2 3 1 2 1 - 13(15%)
School
Primary
5 2 2 1 1 1 - 12(14%)
School
Total 29(34%) 11(13%) 16(19%) 5(6%) 18(21%) 6(7%) - 85(100%)
 202

Table-30

Respondents on how to overcome speaking problems.

Change
Much Teachers
Audio- should be
practice of should
visual aids made in the Any
Institution speaking improve Total
should be present other
should be their own
used. examination
emphasized. speaking.
system.
Degree
15 3 4 4 2 28(33%)
College

Inter College 19 2 6 4 1 32(38%)

Junior High
8 1 3 1 - 13(15%)
School

Primary
7 1 3 - 1 12(14%)
School

Total 49(58%) 7(8%) 16(19%) 9(10%) 4(5%) 85(100%)

 203

Table-31

Problems that make respondents doubt distance education is efficacy.

Unwillingl The personal Lack of

Insufficien
y, ill- contact programs continuous and Any
Institution t course Total
motivated have become just a fair evaluation other
material.
teachers. Insufficientritual.
course material. system.
Degree
17 6 3 1 1 28(33%)
College
Inter
19 8 4 1 - 32(38%)
College
Junior High
6 3 2 2 - 13(15%)
School
Primary
8 2 1 - 1 12(14%)
School
Total 50(59%) 19(22%) 10(12%) 4(5%) 2(2%) 85(100%)
 204

Table- 32

Respondents on the question whether they how ever used Remedial teaching to set
some of the drawbacks of the learners’ right? .

Institution Yes No Total

Degree College 12 16 28(33%)

Inter College 9 23 32(38%)

Junior High School 3 10 13(15%)

Primary School 3 9 12(14%)

Total 27(32%) 58(68%) 85(100%)

 205

Table- 33

Respondents on reasons for using Remedial Teaching.

It is a moral It aims to It compensates the

building and an correct the lack of proper
interest errors of the learning and Any
Institution Total
building past and then eliminates other
enterprise for prevents future undesired
the students. errors. learning.

Degree College 5 3 20 - 28(33%)

Inter College 3 2 27 - 32(38%)

Junior High School 2 1 10 - 13(15%)

Primary School 1 2 9 - 12(14%)

Total 11(13%) 8(9%) 66(78%) - 85(100%)

 206

Table- 34

Respondents on the question whether it will be well right possible to introduce

programmed teaching in Uttarakhand, particularly in rural areas of hills.

Institution Yes No Total

Degree College 7 21 28(33%)

Inter College 4 28 32(38%)

Junior High School 5 8 13(15%)

Primary School 3 9 12(14%)

Total 19(22%) 66(78%) 85(100%)

 207

Table- 35

Respondents on reasons for considering essay type tests satisfactory.

They are They are significant in

We have
important in evaluating the
been
judging the development of an ability
using Any
Institution power of to express in continuous Total
them for other
reasoning, and sustained prose and
quite a
originality and organized written
long time.
imagination. examination.

Degree College 6 17 1 4 28(33%)

Inter College 10 15 3 4 32(38%)

Junior High
4 8 1 - 13(15%)
School

Primary School 4 6 1 1 12(14%)

Total 24(28%) 46(54%) 6(7%) 9(11%) 85(100%)

 208

To,

………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………..…

Subject – Please give your views on teaching of English for its effective teaching.

Respected Sir/Madam,

I am carrying research project work on teaching of English as a second language. You are
humbly requested to respond the questions in the questionnaire regarding techniques, methods,
skills and approaches of teaching English. So that teaching of English may be made effective in
the classroom. Kindly respond it back within a week.

Questionnaire
Part- I (General Background)
1. Name of respondent: ……………………………………..………………
2. Name of school : ………………………………………………...………..
3. The age of teacher: ……………………………………………….………
4. Please tick, whether the Institution is:
Inter college Junior high school
Primary school Degree College
5. What is the medium of Instruction of your Institution? English Hindi
6. The location of Institution:
Tarai region Interior hilly area
District Headquarter of hills/ planes Hilly town area
7. The status of teacher’s father:
His birth place…………………………………..
His employment…………………………………
His education……………………………………
8. The status of teacher’s mother:
9. Her birth place…………………………….……..
Her working position….…………………………
Her education……………………………………
10. Place where you were brought up: ……………..………………………………………….
11. Please tick the medium of instruction through which, you have got your education:
Hindi English
12. What is the level of your education? Graduate
Post Graduate M. Phil./Ph.D.
Any other……….…………..… NET/B.Ed./BTC
13. Which language do you use most of the time with:
Your parents………………..………...…………
Your friends…………………………...……………..
Your students…………………........…………… Others ………….…………….
14. Please write your teaching experience (in years): ……………….…………………………
15. Are you satisfied with your teaching job: Yes No
16. If not, tick the reasons:
The students do not behave respectfully.
 209

There is no glamour in teaching.

The colleague teachers discourage you for teaching.
The governing authority does not do justice with you.
The other reasons…………………………………………………………............

Part-II (Views on teaching English)

1. Do you try to know your students in general by asking the questions of their interests in
classroom? Yes No
2. Do you try to know the different purposes of your students’ learning English? Some
students may be learning to be a proficient speaker in general situations, some may be
learning English in order to be an interpreter and some few may be learning English for
passing a test. Yes No
3. Do you try to know the presence of different learners in the classroom? Some students
may be teacher directed learners. While others may be independent learners.
Yes No
4. Do you pay attention very well on the different learning models of second language like-
Repetition, Practice, Doing Exercises, Revision, etc.
Yes No
5. What do you think about necessity of English teaching in Uttarakhand?
The teaching of English is necessary.
The teaching of English is not necessary.
The English should be taught uniformly.
The English should not be taught uniformly.
6. If you think that English teaching must be necessary in Uttarakhand, tick the reason?
The knowledge of English is helpful in changed environment of today.
Without English, the students cannot progress in the fields of trade, commerce,
sciences and technology.
In the follow up of global society and universal culture, each of the students
should learn English as a second language.
English is the only language that can remove the barriers of regionalism, narrow
outlook, rural urban divide etc.
English has become the lingua franca of the world.
It is socially more prestigious.
By English the students can get job in multinational companies.
Any other………………………………………………………………………….
7. What should be the aims of teaching English in Uttarakhand/ Kumaun Region?
To enable the students to read and write correctly in English.
To enable the students to understand a conversation in English accurately.
To enable them to speak English fluently.
To enable them in the work of documentation, in English.
To enable them to translate the regional literature into English.
To enable them in spoken English so that, they could guide the tourists.
Any other…………………………………………………………………………...
8. What do you think about the problems generally faced by the teachers of English in
Kumaun Region?
Lack of proper aim.
The problem of teaching method.
 210

The problem of reading material.

The problem of syllabi.
Inability to understand the true function of Grammar.
Interference of mother tongue.
The problem of declining standards.
The problems related to students.
The problems related to training program.
The problems related to working load.
Any other………………………………………………………………………….
9. What is your view on the probable solution regarding the problem of teaching English in
Kumaun Region?
Special units for teaching English should be opened in school/colleges and
universities.
The ever-increasing number of colleges should be checked.
Teacher training program should be intensified.
The aim of teaching should be fixed. Research on different aspects and
problems of teaching English in Uttarakhand should be encouraged.
The reading material should be recast and rearranged.
The teaching of English should start from very beginning in the schools.
The audio-visual aids should be available in the ratio of the students.
Any other……………………………………………………………………………
10. Have you made any extra effort to improve your English teaching? Write it.
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
11. Do you feel there is a lack of teachers’ initiatives in teaching English?
Yes No
12. What teaching method is adopted by you in teaching English?
Translation method Direct method
Bilingual method Dr. West’s new method
Substitution method Reflective method
Any other……………………………...……………………………………………
13. If you adopt translation method, tick the reasons for preferring this method?
The chief advantage of translation method is in the sphere of vocabulary getting.
Its judicious use of mother tongue helps children in vocabulary getting.
It is economical because it saves time.
It does not need material aid.
Students reading in Hindi medium schools find it easier to learn English through
this method.
You prefer this method simply because you have also got your education through
translation method.
It is suitable for overcrowded classes.
Any other……………………………………………………………………………
14. If you adopt direct method, tick the reasons for preferring this method?
The Direct method enables the students to express their thoughts and feelings
directly in English without the intervention of mother tongue.
It is interesting because it is full of activities.
Cramming of words and their meanings is discouraged.
 211

It is strictly in conformity with the educational principles.

You have also got education through this method.
It develops the habits of speaking English.
Any other. ………………….……………………………………………………….
15. If you adopt bilingual method, tick the reasons for preferring this method?
It makes use of mother tongue in restricted manner.
You are free from the bother of manoeuvering situations in order to convey the
meaning in English only.
This method promotes both fluency and accuracy in English.
It has the positive qualities of the translation method and the direct method.
Any other.………………….………………………………………………………..
16. If you adopt the new method, tick the reasons for preferring this method?
By silent reading the students in hills can have the required knowledge of English.
The students have more chances of hearing incorrect English in Kumaun region.
Learning to read a language is by far the shortest road to learning to speak and
write it. The reading of standard text books can equip the student with correct use of
idioms, words and phrases, sentence formation, syntactical structures and the like.
Any other. …………………………………………………………………………
17. If you adopt the substitution method, what is its advantage?
It is useful device for teaching new words which are learnt in sentences and not in
isolation.
It suggests a natural way to learn a large number of sentences without memorizing
the rules of grammar.
Through this method students’ interest in learning English can be increased.
It adopts the principle of ‘simple to hard’.
Any other.………………………….………………………………………………..
18. If you agree to point that the translation method has failed to work now, tick the causes of
its failure.
It prevents the student from thinking and expressing directly in English.
It fails to capture the delicate shades of meaning, local colour and secondary
meaning.
The structure of English language is different from those of Kumauni and Hindi
language.
It does not emphases on these aspects- speaking, correct articulation, intonation
and pronunciation.
It tries to teach English by rule not by use.
Any other. ………………………………….………………………………………
19. If you say that the direct method is not perfect, tick the reasons for its imperfections.
It is based on the principle that the foreign words and its idea should be linked
together. It does not seem suitable method for students of Kumaun Region.
It ignores the reading and writing skills of language learning.
Only the clever genius can profit by this method.
Grammar is not taught systematically.
It is expensive because a lot of audio-visual aid is needed.
In this region, there is scarcity of teachers who are trained on this line.
For an overcrowded class this method is inconvenient.
Any other ………………………………..………………………………………….
 212

20. What is your opinion about the use of mother tongue in the bilingual method?
Only the teacher should use mother tongue.
Only students should use mother tongue.
The teacher as well as students should use mother tongue.
Any other. …………………………………………………………………………
21. Can only reading be considered sufficient for students’ learning English as a second
language as suggested by Dr. M.P. West in his new method?
Yes No
22. If your answer is no, tick the reasons.
Children learn speaking more easily and quickly than reading.
A good reader is he/she, who can understand the language and speak and write it.
In practical life, reading alone is not sufficient.
In the absence of activities, reading becomes monotonous and dull.
Any other.………….………………………………………………………………..
23. What are your overall suggestions regarding the method of teaching English in Kumaun
Region?
The teacher should follow faithfully a definite method.
The methods of teaching should be different for different situations, classes,
schools and students of different groups.
The teacher should follow his own method because the teacher is a principle
method.
The teacher should be prepared to incorporate into his teaching techniques and
useful concepts from other methods.
Any other. …………………………………………………………………………
24. Which of the approaches would you like to apply in teaching English as a second
language? The Structural approach
The Communicative approach The Situational approach
The Reflective approach None of these
25. Should the method of teaching prose and poetry defer from each other?
Yes No
26. If your answer is yes, tick the reasons.
Prose is more difficult than poetry.
Poetry is more difficult than prose.
Writers and poets have nothing common in them.
Prose and poetry widely differ from each other.
Teaching of the prose makes the student learn vocabulary, sentence, structures etc.
Teaching of the poetry intensifies the emotions and imaginations of the students.
Any other. ………………………………………….………………………………
27. What do you think about grammar?
(A) Grammar should occupy an important place in the teaching and learning
English in Kumaun Region.
(b) Grammar should not occupy an important place in the teaching and learning
English in Kumaun Region.
28. If your answer is a, tick the reasons.
It helps to learn the language correctly and efficiently.
It gives the students confidence in the active use of the structural patterns of the
language.
 213

Its value is unsurpassed for the purpose of correct writing.

Any other.……….…………………………………………………………………..
29. If your answer is b, tick the reasons.
The knowledge of grammar is not a condition for the learners to use language and
respond to it.
It exalts the importance of cramming the rules which does no good to students.
It deals with only a part of language because it does not deal with idioms, phrases,
proverbs, fluency, articulation, colloquial expression and power of speech.
It hinders the spontaneous learning of a foreign language.
Any other. …………………………………………………………………………..
30. What are your suggestions to improve the teaching of English grammar in Uttarakhand?
It should always follow the language not precede it.
It should be taught as a means to an end, not as an end in itself.
It should be picked up incidentally and almost unconsciously, while English is
being taught as a second language to the students.
It should only describe the language, never should prescribe it.
Any other…...……………………………………………………………………….
31. Please write the language skills- listening, speaking, writing, and reading on your priority
basis.
1-………….…....…………...…. 2-……..….…….…..….……..….
3-………….…….…..…………. 4-……….……..……..………….
32. Do you have a knowledge of Phonetics? Yes No
33. The knowledge of Phonetics is necessary for teachers and students-
Yes No
34. Has your institution have audio-visual aids? Yes No
35. Do you favour the use of modern audio-visual aids to make teaching more effective?
Yes No
36. Do you agree to the point that both teachers and students do not phonetically differentiate
the sounds of homophones i.e. and-end, raise-rage, write-right?
Yes No
37. Do you agree to the point that both teachers and students do not pay attention on the
articulation of vowel sounds i.e. Bat-Bet, Cot-Caught?
Yes No
38. It is seen that students of English medium schools are fluent in spoken English but they
also commit major mistakes in written English. Do you agree?
Yes No
39. Do you agree to the point that both teachers and students usually commit mistake in
articulating the sounds S-Sh in the Kumaun region of Uttarakhand ?
Yes No
40. It has been seen that even the students of M.A. Final (English) hesitate to speak even a few
sentences in English. If they speak, they commit the mistakes of pronunciation, and major
grammatical rules. What are the causes of retardation in the formation of good speech
habits?
Lack of speaking opportunities. Lack of phonetic knowledge.
Mother tongue speech habits. Defective teaching system.
Defective examination system. Lack of exposure to English.
Any other. …………………………………………………………………………..
 214

41. Can you suggest some probable solutions to overcome speaking problems?
Much practice of speaking should be emphasized.
Change should be made in the present examination system. It should be made
more orally oriented.
Annual examination system should be replaced by semester system, in which we
have more chances to test the learning of the students.
The teachers do not take initiatives in this direction.
Teachers should improve their own speaking.
Audio-visual aids should be used.
Any other. …………………………………………………………………………..
42. There are education systems like traditional education system, correspondence education
system, the distance education system and virtual education system. Which one of them is
most suitable system for the students of this area?
……………………………………………………………………….………………………
..…………………………………………………………………………………………….
43. The cotemporary system of education is failing to fulfil the needs of the new learners,
think about the probable problems of it?
Willingly, ill motivated distance teachers.
Insufficient course material.
The personal contact programs have become just a ritual.
Lack of continuous and fair evaluation system.
Suggest if any other. ………………………………………………………………..
44. What would you suggest to improve distance education system?
DT’s would not only be trained in ELT but in DE also.
The learners should understand the importance of all possible means of
communication and transfer their inclination from print materials only.
The teaching should have a well organized continuous system of evaluation.
DE department should be given more financial help by government.
Any other. ………….……………………………………………………………..
45. Have you ever used Remedial teaching to set some of the drawbacks of the learner right?
Yes No
46. If your answer is yes, tick the reasons.
It aims to correct the errors of the past and then prevents future errors.
It compensates the lack of proper learning and eliminates undesired learning.
It is a moral duty.
Any other. ………….……………………………………………………………..
47. What is the response of your students towards remedial teaching?
They appreciate it. They don’t appreciate it.
They remain indifferent. Never tried to know their views.
48. What do you think about programmed teaching? Do you think that the programmed
teaching can be introduced in the schools of interior hills, keeping in view the poor
economic condition of the state? Yes No
49. Do you think that the traditional examination system is satisfactory?
Yes No
50. If your answer is yes, tick the reasons.
We have been using it for quite a long time.
Long essay type answers are important in judging the power of reasoning,
originality and imagination.
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Traditional essay type tests are significant in evaluating the development of an

ability to express in continuous and sustain prose, and organize written expression.
Any other. …………………………………………………………………………..
51. If your answer is no, tick the reasons.
Traditional essay type tests do not take into account all the linguistic aspects that
are to be tested.
They determine at best only achievement of students for purpose of rating them on
the basis of their marks.
The subjectivity of examiner is involved in them.
They mean luck or pluck for students.
Any other. …………………………………………………………………………..
52. What can be probable solution to improve the existing evaluation system:
objectivity is highly desirable in both examination and tests.
Multiple choice questions are particularly valuable for testing the receptive skills.
We should take into consideration the student’s mother tongue while preparing
our tests.
Special attention should be paid to periodic tests.
The teacher of English should have training and practice in designing both
objective and non-objective tests.
Any other……………………………………………………………………………
53. Do you think that Diagnostic test in the place of formal test can be included in the list of
probable solutions? Yes No
54. If your answer is yes, tick the reasons.
It is scientific.
It makes pupil conscious of their weaknesses.
It serves pupils for the effects of protected wrong reaction and the development of
habits, which may defer progress.
Any other. …………………………………………………………………………..
55. What do you think of the following suggestion? Give your opinions?
Teach the language not about the language.
Teach the language not its literature.
Teach the language not written system at start.
Use mother tongue as a tool not a medium.
Teach the language as it is not as anyone thinks to be.
Teach the language as it is now, not in terms of its History.
Teach the language as skill not as an intellectual task.
Teach the language in varied, interesting situation
Give maximum exposure.
Give vocabulary its due place.
56. Do you think that teacher’s subjectivity is a hurdle in effective teaching of English?
Yes No
57. What do you think about the decision that the students cannot talk in other language than
English in school time? Please tell.
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………..
 216

58. What are your final suggestions that can bring a complete positive change in English
language teaching? Write them in detail.
……………………………………………………………………………………………….
...……………………………………………………………………………………………
………………………………………………………………………….……………………
………………………………………………………………………………………………

Under Supervision of Researcher

Dr. V. S. Sharma Ankur Upadhya
H.N.B. Govt. P.G. College H.N.B. Govt. P.G. College Signature of respondent
Khatima, U.S. Nagar (262308) Khatima, U.S. Nagar (262308)
 217

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