Ayper DELEM New Syabuy 2014Syllabus Unit-l : Issues of Teaching Eng! ‘© Concept of first, second and foreign langtage- acquisition and le rencing language acquisition, importance of an acqusition-rich environment, perspectives on appropriate age for learing second language Po MEST 6 Aistorical overview of development of English language Teaching | 0 Aims and objectives of teaching English—Ot “> Personal response to the poems and stores in the text books | 0 Critical reflection on adapting the text to the individual and special needs of culture and stories/folklore to the text (© Reading beyond the text about topi diversity, education, equity etc and (0 Concept of Approach, Method and Technique—definition and di between them, importance of approaches and methods in teacher : Method, Situational Language i | Teaching&eAutiolingual method, Communicative Language Teaching, TSK Programs © Structural Approach, Grammar Translati ___@ based Language Teaching, Cooperative Language Teaching, Content and Ge Integrated Teaching in multicultural and multilingual context, method a I based subject in the elementary level with reference the objectives specified by the NCF 2005 and the West Bengal Board of Primary Education&West Bengal Board of Secondary Education il, types of writing, aims of teaching writing to learners ies l rammar through the four basic skills — principles and strategies Unit $ + Teaching Learning Material for teaching English including CALL mputer Aided Language Learning) 3 Information for learners at the elementary stage; f effective use of CALL for diverse learners in an forms of verbs, tenses, subject-verb agreement with particular reference 10 the use in the text books of class [-VIII | 9 Use of Phrasal verbs ‘© Understanding the basic elements of phonetics, stress with special reference ss and sentences used in the text books of class I-VI ok guage class v.88 trauma-fee homely eaviroament for trategics, 5 , propia — fhe English classroom atthe elementay stage ional patterns ; Group work ‘developing the four basic skills of language woea dle Unit 8 : Proficiency in Framing Instructions ‘© Understanding the importance of Justifying, cause-effect relationship etc) and writing down the objectives of | designing each such activity Unit 9: Proficiency in Communication © Undentanding different types of writing for elementary level students and (© Reflecting and speaking on topical issues like ay meals. equity, lobal warming, univesalzai “i given wall magazines, poste relied to awareness campaigns skits Ce Students’ performance in communication-both oral and written and Evaluation leamer to question, devel ww » Felating performing arts with the wy{rtla CER eo, TO. /~ Content J com 41. Issues of Teaching English in the Elementary evel in India 2 Proficiency in Content 3. Approaches Methods and Techniques of Teaching English in the Elementary level A. English as a Skill Subject 5. Teaching Learning Material for T English including Call (Computer Aided Language Learing) 6. Functional Grammar and Vocabulary Interaction in « Language Class & Proficiency in Framing Instructions 9. Proficiency in Communication 0. Planning ané Evaluation © DEED Pant Examination 2015 @ DEED Pani Exeminstion 2015 @ Bibliography ' oe (ait) = 175-202 —~ 203-284 wm 285-314 = 315-337 — 338-365 — 366-445 — 446-448 For our present di of language ied above. language teaching or, to be more precise, language planning. three terms: 1. First language (FL or Li), 2. Second wm the main use of one language to tbe main use language may refer to the language the child feels is used synonymously with native bed ay a sevond language2 Tecoma or Bo 5 scam by people Ing tee who have ane nt langage For eam ae ate essed lange migrants eh ee mehr och nth ain an Non eon what ais eet nguage’ woul describ a mative language ny Aer aon teeing here who Have ater ft ange ‘Equuh in de UK would he called the second language of immigrant my Fate Sone fin lngage Fe We oF Ich "Secnd langage at Ere 2 Free Language: ForsignInnguage mean: language which ent 9 Tirelingag acum” A foreign langue i uu sated te Smee wi foregnrs who speak the langage, eaing pe tsa te nnguae that rou for academe oer en ints Bont ps ose langage es lange whch an, soo! mec ba wich not ued ea metiom ef ron ee see «lsnguaze of communication wihin9 comity (em poe tocoe or nds). That st sy. forcanlaniage i oe whi str forthe sight it affords nt the life of note maton: Eng excita foci langunge in France, Japan, nd Chinn Inia Enhsh is sora foreign language but» second language is known as ‘Teas Noh American apie linguistics urge “forcign langage” and “second langue are ofen used to mean the same (ue nol nate lage) a ‘rs nage,bowcver a isin is oflen ade Between foreign langage | cond lnpunse SL (Eapsh as» Second Language) : The acronym ESL sans for Engh as second language A second language isa language ther than oe Jnnguge. Iti lat for vstarianreuons because ofits dec tale toe speahcror wera. ctten of his om country. When we use English as second angus we ean tat Empl sed for communication win the county 3 well ats mean of inseuion in School and elle universes, Somes the language s sed by the government of the eounty or offical enespondeee ‘Whether Engl soul be treed at» second language or orig langage spy pat is wich seed died bythe pres of ui, For insane, English s ot considered os foreign language it Conmtin I is aceted as an offical language within Inia. We cre! * langue freien langue when nus at al indy to day comical. In ober words it sed very reacted domains. Thee we my ate hia pa were Engh i ore tng. Fors nda, ngs 4 medion of ncn on auto ane language aly 9 8 language and sometimes ws» rd largang) I cmon wed fa communication na muliingua acting hme of send ha fis ang {Ly Indeed, everyone nnd, except fr val in} has «mas KB (9) ter han Engh Ti se even ofthe wh eo eal i English very well or cven of ose wo are more fs nti than tet og. Wor pple ing Anh Ao ee hr eh the merge NM Ae Bei, Yom EF ngh vs Fe Canceee) |G lngug oe whch sid for hein atone cof sere he See tnd Fo ope her eg TL inne ne teh Ei ey ane aah 2 oc, incon a3 es orn tie any a 2 Ingges cn npc shone Ir ort rel ny eed toe en nei, “hore plik fn tgs Fo ca Ch AA Mlistorical View of ESL in India: With the advent of the British, the Enis lng came Wy dan he Tih entry The British etbishe the Fat nda Company ae ene ther pomy fecise on trade. The Bish needed Engih-nowing Inns to help Been commercial activites. So they inode English edeation and Foss engage India. As colonial subjects we had no other shoe bat olor Ean The Phases of the Introduction of Emlish in nia: “Tere are thes ples of the nreducton of English nT. The it ne the risioary phase. wast by the Chan misionanes, ‘The second phasis caer by a loel demand me scholar wee of ts opinion athe spread of English was hers of the demand and eyes ofthe loa pep to er the English guage The two prominent spokane ot English wre Raj Ranmohan Rey an Rajah Han Navan. They were peeing the officials ofthe Eat Ida Company to intuce Enlsheducaton asad of ‘Arabic and Pein. eter of Raja Rarmohan Roy aeed Yo Lond Arbon ten present as an evidense of lea end for English ‘The shied phase was the Government piy. When the East Ina Company uhorty was sable, English wa subline fy the men of aon snd a langwge ase in aministation. Grady English Seame 4 waked ‘means of eommuiction Expansion of Emelish in nia in the Nineteenth Contry: ‘The fet three dscaes ofthe nnetecth entry marl he beaning of English ‘lucton in fda. bu i was 4 peru fake descent Te ay of Engh language was stented by Lord Nxly and Lon! Willa Bcotnck. Macalay ante fina “las of psn, Inds oad ol, Det Engh ve ‘in opinions moral andim tat Maca dea of anhng la etally ‘ninth He ey hh da oul ona Be ey | and cult 14, Woeal' Ropu wasp which has to sei as he Magna (Cat oF Ynglshodaton ta The nuh fool and sllege ined = eea ae Tomo o Be a ee sae uh nnn Int nt a ene sage pe a am ef es Enos israton ad he press and eediam of instruton in ities Enlist newspapers hss an influncing reading public In ana date ubgeae bas ls developed. The pose wrt fe Engi gore St Aurobindo. Makaima Gandhi Jawahar ‘Sevgpall Radialsishnan, are ample istration of ths sub-genre. They have mo, ‘Bay inbibd Westen idea and thoughts but also upheld Indian culture and Reriage sete wring. The writers lke Nissim Ezekiel, R-K. Narayan, Raja Rao, Ania Desi, Kamala Das, Jayanta Mohapatra, Mulk Raj Anand, Khuswast Singh and ‘ter ave given rise tothe notion of what is known as the “Idi English In ibe inal stage afer independence, a wave of patitic fervour swept over he county. Iwas thoopht thatthe end of the British Raj would mean the slow bu ‘But this did not happen. The nationalists dd ot sure demise of English in Ind ‘tant English o be used in offices as well a in educational institutes nIndian language shouldbe adopted asthe offical language, Hind (qualified for that, since ithad more native speakers than any other Indian languages ‘Thus, Hindi was designated by the constitution asthe language of communication thrwcen and within the states In other words, Hindi was reparded asthe languaee of wider communication (LWC) and it was to replace English within 15 years ‘There were. however, several problems with selecting Hindi as {he continvous opposition in A law was passed in 1967 al “offical purposes, Thus English is retained as an ‘Associate Oficial Indian constitution, English is given the status of a second langu curriculum and the medium of instruction in higher education. isnot the right place to dea ts jut take note ofthe important dates of the history Engl in India| ie English left India on 15th August 1987, but thee aie Inis's independence. We choose to rei ‘South India the replacement was not politically possible lowing the use of both Hindi and English for all Fh he his of English in get etl Lt snr lish (obviously as BSL) 1835 oF the ei Issn og Tear Bart m1 Euanorany uve lo #3 + Engl edocaton was orally inodaced in Tai and Engh was 4 tei of intacon cys fas ‘Mins to aims of ths move. wat “to frm ace of people who ay be imeretrs between este ions wham te pve as | ferns Idan in blood and color bt Engh in een opiis in mori nd inne colleges ani ian tere [1857 Universes wore exiled in Madras, Bombay and Cae Bs of Stam, Nebr and 1809 Lord Naie's Convocation Addrew at Madras University His speech spelt ou the objectives ofthe European edvcaton in tna: (1) to ve anew basis for rational unity. (2) to give a beter knowledge of India (3) Yo enable participation inthe genera ineleetl movements ofthe word and (4) to enable se goverment 7 Free India chose to retain English as long a i was roeded "They fl ta seemed mst Regarding Be role of English, Maulana Azad observed by Saying "The postion that English is occupying toda in ou educational and coli lfe cannot be sstined fn fare, Tei bt ese that Idan languages shouldbe given thet legitimate position” In this year the Radhakrishnan Commission—free India's fst tucation commision —was set up. It was also knova a5 the University Edication Commission (1948). The commission recommended thar English should continue to be atid ia high ‘Schools and universities 1952 LWC. Due "Madras introduced list of graded actus For aching English ia schools. The aim wa to make leasing easier for cilren. Experts identified the tase structures in English. These sentence stuctres were then graded” or arrange frm the mast easy t the ost fcuk in terms of leaning. a ein | ZS age in schoo ‘The Maras English Language Teaching (MELT) Campaign was launched, The stuctral syllabus prepared by the laste of| Education, London, was introduced ia Madras in 1982 for be MELT campaign The scheme involved the taining of 27,000 teachers atthe primary level, 95 ag |e a 157 7 English Language TeahingTasintes (ELTIO were set up. The fist © contre was founded at Alahibed “A seminar for lecturer in English rom Waning colleges was Rel at 1600 Company. [Date ‘Event bath I granied a charter of monopoly of sade with Ind * Nagpue,t recommended a sxyeae couse in English invalving the tse of 3000 words an 300 stretus 9m “The Cena Tostitte of English (CIE, er own a the CTEFL, English education was introduced inhi 1823 culture and science among the Indi nao 1) popular Earopeo masses nd (2) consolidate th tow DEL) was st “Te objectives wove totes teacher of English o produce teaching Mtriat aa to improve the standards of eaching English in india, stig position of the British ra in Indso Tesens or Ese Sie sit ina ne een SS cy therein Inga o Deco he ict 7 ee oak dtc anya i I iis fom 8 a ad a age a oie ag de a poh wa aa poe a eran ty of Eg de oe pO 2 ee es ee erent deem rd the nature of the study of English in Indi. GE en coop fr ibs fey Ta was eee aal wots eaeel by ae Ute ene Seopa ns ei oer pe wd apes “The Curicaurn Development Centre (CDC), Hyderabad, was sto focus in curriculum designing jiidice of English in Multilingual Context Ta \dtaf? English es bee pleying an mportant oe in mulingual ndia—not ony Peer tera eo Se ee ee ee ee roca ee me ae toa Sect sper oe orn mac ceca See tip leet a pemaoe e Se te a ge See Ee erp a cer ne des oo ora Sean see eS Se ei seg cn a ea eae Soe aio rem, et Seno a te a poe vr fn cs ee ler eee pee ma sa a onan = 1930) inching elu Tons Een Euray ev oek #7 language’ Hesie thee schedule languages thee as hundreds of ats, ional languages, pats ete which are mutalyunitlgible othe speakers of those varites of languages. This linguistic diversity tsa fallmart of oda. is fen Iabeed the “tower of Babel’ since wi remarked that Inia “ables ehatealy ‘in "hundreds of ales" where people fem one ptf the county do ot understand those fom another pr because they speak diferent languages, The rw pero cof a national identity i «common language and we the Indians do ot bave & fommon language. This problem compounded by inns igus chauvinism that exists inal pats ofthe county 1s o understand why sve of language ead to volatile cemtiment that ead to it.I our ial Yo ave a a conene| bout this fese hot has led © widespread acceptance of Eesh at 3 commen ik language which ie mutually iteligibl oIdans of dfret states. A Bengal can ‘omurigae witha Tamil only through English when Hing eat known them English helps in communication between the states in national level and between the nations in intemational level, At present English s changing tas India fiom a bureaucratic and elite language to one which plays an mereasing oe in the lies of Indian eitzens. The offal position of English n Tia remains that of a “anitional necessity ‘Aer independence the role of Eaglish in Indian education as wel as our rational ie came be seriously questioned. I became apparent tat English could fot continue fo occupy the piileged poston i had Been occupying under the British regime. There was a lot of controversy over the sans of English in independent India. Many leaders equated English ‘sa language fr enslavement" ff a means of colonial exploitation. They raised 2 great hue and cry to banish English altogether. However, wise counsel prevailed and Indian lenders realized the importance of English in our muliiagual sation and retained it And oom, itis realized that English has much deeper oot ia dia than in he Bish Ra “The English language has been fadanied and it has Become part of Indian cate. Infact, from the stats of “language of enlsvement” English fs now become an “inspirational language" wo the Indians. 11s important to know how the Indians view English and why it is imporant for them. English is (@) a link language (©) a library language (6) language of social moby (4) a language of liberation and iberatism, (6) a defence against Hint (9 a transactional vehicula’ tngyags (g) a language of geographical obit (0) language of the “aw Brahmi” (0) a language whi brings material wees 9) wile om the worrome of Bt Tangunge for National avd Toternational Link Gans as otanal Link Lanne India. It is the only Ih Pais tan tara chon ec ny ge we ee a Se a rar ohare = inns, eee nt wn Wh We ee Resa ae eee Se ee ene oe Fagen ream preenler georee Roederer peal een nee ee ae aes Satan or Cocaat ora Lge On tree yovon ne ee eee aera mes: reece er et taree ba a eee cae eee Oo ce ee nce ee ee ee esta asa eter ee ee a aa mee er te rose ot een soi oe a amt Ce oe yoo Fe etl mde Rs eee eli eee oe re ee in pe mae ae ee ee an acne eoeresces English at an International Link Language + ee English is the “most widely spoken language in the work. It te mol ‘tas their tongue of more than 320 million people and anther 200 milion we ‘eon language. Uni rece it wax believed that Chinese, whch 998 SURRY to be the mother-ongue of over 70D million people. had the largest nner Ios. Teac ao Erstny tev WO #9 ‘years in the word Ht i 6 Known that “Chinese” consis ofa number of rata uninelisiledalcts and Mandsrin Chinese. the fia language sad the most wiley spoken variety. an claim aa moe than at 40 ilo peer English therefore occupies the unig poston a Being the Lanse vcd by the Ingest numberof people in the word. But the more significant aspect of Engh {sits distribution. While Chinese is confined aly tothe Chinese subcontinent English is spread theaghout he ple. Apa fom being te rativeo fit language in countries as widely apart 38 the United Kingdom, the United States of Americ, “Australia, Canada, New Zealand and South Aca, Enlsh san important second Tanage smost everywhere ia the word. Even in India it snot oly popular second language but ls the mabertongue of 2 small Indian communi. the ‘Antlorndans, According tthe 1971 eenass nearly vo hundred thousand Indians {se English a ther mother tongue. Besides. quite afew Indian Sates and Union “errors, viz, Nagaland, Meptalaya, Arunachal Prades, Mizoram and Sikkim. Inve adopted English ab theofficial language. Me. M.C. Chala. when he was Chief Justice of the Bombay High Cour. once ruled tht Enlish was an dian language, andthe Supreme Court upheld this jgment. The Sahitya Academy of Inia recognizes English as one of the Indian languages: and Jabal Neha ven wanted f0 incl tin the Eighth Schedule ofthe Constitution. hs giving Fe statory recogriion a5 a Indian Language “The same station prevails in many counties in Asia and Afia whee Ealish i nt spoken at native language. Even in counties lke Rusia ard China the demand Tor laring English as an important foreign language & increasing. In aly the bith pce of most of he languages of continental Ewope. there is no ‘strong movement to make English an associate official language ofthe county. Because ofthis great popularity and worldwide distribution, English bat the lai tobe te media ofntemationl communi, In ft, Engh bas ceased to be the language of ie native speakers only-—it has aley ataned the sature fof @ world language. If» perzon knows English he is sare to be understood Srywhere inthe world. With the wemendows advance in maxer tans and munication systems the world i growing smaller and smal. Teay we ae in closer contact with the ilferet parts ofthe world than our forefathers cold fer dream of To express our views inthe assembly of naons and 0 develop trae, commerce and diplomatic relations with oer counties we acd ave a ‘common media of eomnication. A coaunon language is also a grest cementing fore, fori is tough a mutual ineligible Language tht aabons can beter tnderstand eachother. English i therefore going play an mgt ole nthe work fai and it wil be to our own aivantage Hf we contawe to Team English as an important Foreign languige,rem manor rr for ert ea hn tem cite hare dome secrete nt dtm Receiaia teats otra Cement re tt pa Seto eee Demet am ah ee eda eiereneereianel eearetecegone ene hetero ero ee reer oe ee ot Sep pees eve tee me oe Sree ot oe Se set stance eee tune tmp ia id etree me ee ga oe a a ic ne ate Tee Se a ce a coe ache so en Sa a er life, for Irving rathons must move with the times and must respond quickly to the i rae ee ao cee or mma, as Se oy ee er it et omen spat if crn Se on tment we a ee Seer cnt Se we “who does not acquire the ability 10 read with facility and ‘understanding works Of English authors” EES spine Acquisition: ad Langage Ca SE Concept ‘child ears ts mother wong rit fret language informally wih Heornt naturally 4 benefit of classroom, textbooks, or» teacher, It Iomtancously 1 the childs nevernwae ofthe fact that Wi eaming moment nso Tescvon Et roy rm Eurnrrany uve ona #1 Tht ere comes sop when te chide req eam a Ing sihth nny bea eco or he lange pro formal eat TS Fee Sar de fan bean evr pte ent id of eng Tf to's clase fester and textbooks In many aye hat [AR ston inch chi ha er lange. The cston Bow Tam me at staton he me tree thea aon stich he et Tne Ft? Itt important tree to dingo econ Inginge saison and unpate ing fencer erat eral proce al he areal feed eee sa mpenice nite leche dcon made by Krashen ho re Taran ath ncostosibi of arge. earan 28 be ‘Shc ming the ran of ern Features of Language Acquisition : “The process by which a person lame language is ometimes called seston instead A Tearing Beause some gust and psychologists (Chomsky, Krasben fe Teel) beeve thatthe development of fit language (1) ma ek # special process or example, Noam Chomsky believes that 1a) Children are born with special language Fearing abilities i) They do not have to be taught language or corrected for ther mstakes, iy They lea language by being exposed is iv) Linguistic rues develop unconsciously im chien, “Thus, according to him. children are sid 0 acquire the eles of thew motber tongue by Being expose to examples of the Language, and By using he guage for communication. Language acquisition is an important fl of study fr linguist, poycologias and aplied linguists to discover the following 1 the nae of langues i) the Language leaning process ‘There are similarities a well a ifeences Between it language asuion and seen Language learning. Sil, we could far alt about language earning ter gue Chien ae very exces by observing elem aquiing thet co ercrtheir mother tongue by the age of thse o four, They ene Ieamang fn fect no stain a all. We often claimed tht Ly that Kearny L, festvaten tbe pms surrey are essen eC, T scrum with thet ngage sr 2 ay best teaching mathads rsaptulate Ly acquit. ant shy which t, was Kart, Two basisae Tn En Sige of ition: ‘be discussed under two heads : (1) Stages cof language acuisition ca ees Seas ye ef a ah Nas ea ee a ne aa hs aa fovet nd wsona A stu mo ay De 0 Bal tht, sa ca ti ae Se ar a te monte kes wees try a ene Fri nee Sp fal sae ms ge ws ea See ee he reves cate amie Seas camera al Te ee ere tons marta nes sense ee eee pete can sarees vaateronre sense eo tec aera ot pees arene eae ia esccet raanicnermmn bars area See ene ere ee eae ara conan ere ae eee eng eee ere See caress 2 re eee Rear d ceaimenaeas Meus ere eer Ea pe toner cave wenn nnet Sa yee scene eee pes eet aiee os Sarai eae Reeay See ene ee nota et et eg e s ay eon nae ea ace ee tape ned ‘stage). Now be uses better word-order and forms sentences like “Why you laugh?” Pee hier plement pee or ca 0) Sep Ago ics aed pope rps ances eed a er et er Pen nf yee opine pp Be eapinpend be poasase Tas spony eaten ee Soc eae Soe ete ee cat emmnerarae Sens Serer oer Sess oe Tacime Ba re Eunanrany uve fe 13 normally speak the langunge with any funey or real understanding Tis stage is controversial rvong language elcrs. Ana Lamba dnagees that secon langage leares a ttl sent whl thoy are ths fin leasng se tel, Lob se tht “speach finde engage Acquistion and lepers excel i langage auton when ey a what they Tein a they em a Early Production : This stage may last about sx months, dung hich Tanguage lamer ypically acquire an understanding of upto 1.900 words “They may also leant peak some words and begin farming set phases ‘eventhough they may not be grammatially conc. Speech Emergence: By tis sage, lanes typically squire a voeabulary ‘of up 63.00 words, and lean to commancate hy puting the words a short phrases, sentences, and questions. Again. they may not be ‘ranma core, but this sa import stage during which learners {sn grester comprehension and begin reading and wong in hei second Tongue. Intermediate Fluency : At this tage, which may last fora year o¢ more afer speech emergence, learners typically havea vocabulary ofa many 8 6000 words. They wy Sequie the ability to communist in wring and speech wsing more ciple semteces. In this eral sage eae tein scully inking inter sxond Language, whch ele them ein tore proficiency in speaking it + Continued Language Development Advanced Fluency = 1 kes 3 let to years to reich this sage, and then ep t0 10 gean fo achieve fll ‘mastery ofthe second lngue inal ts competi an ances Second langue leumers need oppor to engage themes in dictions and express themselves in thei es Lnguage. in oder to maintain Qcacy ‘The key to leaming& new language and developing proce i speaking td weting that language i constency and pac. Asaeat mast covers with thers in the new Language on a reglar basin oder develop Duency an Confidence, In addition, Haynes says it important fr stale’ fo cenit ‘work witha easroom teacher on specific cootent are eae he new agua Such asst, social sis and weing Ditference between Acquisition and Learning Acquison is gral develope of bi ‘aun in cornmuniaive sitions. “earning is conscious oes of acunating ole of the oeabulry and grammar of language “Te team aequston is used fr Ly andthe te Tearing associated with {oy The dinnetion between these Go tees may be tabulated a follows i a language by using itsper — for j sence Some ict a ion seve fon ‘picked up" “Neamt? -The implication of it language acquisition for second language learning Reserbers now fel tit L, could also be aquired iPcertain insights fom th 1, comet eso inte Ly station, So now we talk of "second lngge ‘Laas’ whieh could be facilitated through the adoption of the procedures 1) Crete exposre to language so that learners have more opportunities fr commnicstion. (2) Create informal atmosphere as against the formality of an L, classroom {@) Encourage Ieamers to focus on the meaning of message not on form. (4) Adopt a tolerant aude to eros; if you strongly fel some correction is needed doit incidentally (6) Provide an stmosphere where leamers ae fe form tension. (6 Building wp pressure for genuine, real-life communication, Sigifiance of Acquisition and Learning : (0) Allien lear thee Lt successfully but many of them cannot lara L, orL, when these languages are aught informal set-up. How can this © be eplaned? The most viable explained is his the environmen‘ ambience ‘ofthe lssoom contributes significa tothe proces of language learning, The cher the environment in the elassroom, the greater isthe chance of sucess in language learaing (2) Poychologss, igus and language teaching experts think that th post coflanguae acquisition ean be dopliated inthe proces of L, of Lan leaming. In other words, there must be endeavours on the part of the teacher where L,learmers will eam a second language in the sme WY 8 they “acquire tice mother ong. Different methods strategies have to Moped in teaching Lo Ly (©) The child teams his fest language unconsciously, but all subseaven! Tanguaes have tobe ler coniciouy. It depends on person ines atte, needs ete. ofthe children (4) When we saya child has acquired o lean a fanguage we mean that ees mastered the grammar and other system ofthe language, And once He Bes Imasered the suture of his LI or MT tends to "?nerfee” nen) fuse ways (We donot yet know fully how tis process works wi he — Tenn, Enc Eero ta #15 “There necevary to ke it account what the eid ts aed leat "Thai teacher all tow the Previous or backround Ioovledge othe sets before teching anew fom Factors in Fluencing Language Acquisition avout viewed the human mind ae lank slate and considered language leaming a8 « mechanical proces of habit formation. This view was challenged by the revoltionary ideas of Noam Chomsky in 1959. He fl that behaviour simplified the leaming process apd underestimated the role of ersivity of the human mind, He aserted the femarhable capacity ofthe child to generalize hypothesize and process information in a variety of special ant complen ways. which may be largely innate, or may develop through some sor of leaning ot Through maturation ofthe nervous system. Ths shit hada tremendous impact on research in both the fret and second language learning. The lore. athe han the teacher othe materi, beeame the locus of study. The lamer began tobe viewed ts an active preipant in the process of leaming. [a tacking, more and more finphass is given to those exerises in teaching which would belp the eae to induce the language eystem and internalize the us hat gover the age lnguage. “Tis shit ftom the teacher andthe teaching materi tothe leer, hs inguisti pt hs alo led some researchers t look into the learer’s characteris in byester detail and identify those characteristics that appear to be more responsible Forsocess or false in socond Treg language leasing. Significant among the learner characteristics identified $f, include the lamers age ex inteligenee, apitade, motivation, atitude, personality and cogitve sy [AGE : Many ofthe psychologists and linguists believe ht chile are beet at lerning second languages than als. Penfield (1953) argued tat te human brain loses ite plasty afer pubery (12 years). However. several rescarchers ave shown tated are actualy beter lemers than cise. SEX : Several ties on fist / second language acqusiion have shown gis to be beter lamers thn toys In the Reld of formal foreign language laring scholars generally found gs tobe beter learners INTELLIGENCE : Inelgence is usualy conceived of as the ability to understand to lear and tisk quickly, consis of vera ability, resening ability, eoneept formation ability Toe of Intelligence : Som tests were const om intelligence and foreign language len Though some ofthe sts gave evidence foe the postive reltonship between nelignce and sucess ina freigh langwage, mast of the Muis were skepial of sh relations ; APTITUDE. Aptitude fora piu jo or hil isthe ability to tam quickly un easily and todo well What people generally calla “Ama for languages nothing but ape for Languesresco o Eu Te ave more apitude for laring sag, wre arse papal bevel on has geal een made i conectig Sento re a Sen , scr amen an nis nl wo in ee a ek ind cB Be pn, a ot Pop inks how comfortable ach cris whereas Jabs think, si ie, i re Ph a bs ha Pp es Secret cate he on ex cso ee tran aac Bo op et pes of Cognitive spe + One of the interesting ndings of research it sarin ment or cognitive processes is that individuals have certain prefered Joes of perceiving the environment, thinking and problem solving, The ‘tv difference are not differences in te level of cognitive ability, whi ‘ould make some persons more successful in learning than others. These sys sae gensiney llernatve patterns. (© Reflection vs. impulsiveness: Some popil te relatively uickin comig toa conciasion or taking a decision, when foced with an open-end! station. Otbers tend to reflect and consider various possibilities fay thoroughly before coming to & decision. Obviously both styles have sdvanages and disadvantages. Any class wil have a few popils of bth ‘ppes Pupils who ae impulsive rather than reflective will probably make Imore mistakes. But they may also learn more because they are mot (i Risktaking vs, Cautiousness : This dimension is related to how mh ‘confidence one should have in order to act decisively. Risk takers those who ae prepared to take a chance even when they ar not very Se they are going to be corec. They are not very anxious about being Woe ‘sometimes, Persons who are cadtous on the other hand, wil ots move forward unless they ae uit sure they willbe comeet or sues in doing something. They seem to be more concered about «voi failure or defeat than in gaining some success at east, Pupils of bth 9 se found in the las, (Gi) Fleldindependence vt. fld-dependence : This dimension is Hinked {he way of perceiving and responding 1 the situations which peor, to aend to. Some persons take inthe whole stimulus station (oe tnd respond to this overall impression, without paying much ates Components and deal, Such penony ae called ielddependent. 8 ‘ther hand. fielindependem persons are more likely vo analyze #8 Sinton and ee relationships among the pars. They pay less ae Issn oy Teaco Ea ru Euanrny te a 17 the overall pctre or Fld. They are likely to be more interested in the practical and technical aspects of problems tobe tackled than in working With other and making teamwerk thee poy. to imeligence and crestivty. Some prychologss have sugested that thor ignifcant diference betwen saving given problems dey Jinan expected or recommended manner and aking 8 fresh look a the ‘tire ofthe problem i Problem sling i an expected anne s fsccitd wih iteligence andthe syle called converge thing, Benue the press sums to be one of marowing down snd gradsally reaching the comet solstion. The second le nls fg out an Unexpected or asconvetona - or crestive~sltion The term divergent Sinking is used Resi he processor pening up ater han ang dove) that involved here Iti easy to see that vege thinking i what leads to new or ois Inrpetton of Inrry and other texts. On he oer band, wher te roblens are such that ls have 10 be followed rather than broken omergent aking i more appropriate. PERSONALITY DISPOSITION : Te qualities mentioned above ae linked to ways of perceiving and thinking, An individ’ personality as we usualy hk fof k has more to do with Ways of behaving and ways of relating tothe social tnvionment. Some of there mensions of personality or nature are (@ Ougoing (extrover vs. withdrawn Gintover) (i) Active and energetic vs. lethargic and slogish Gi) Poskive self concept vs. negative self-concept. ‘These dimension are not nest segois. Te nat o perscality of inviduals ‘an be more in one direction than eth ore. Various disposition, ach a these ‘ill infuence the way ppils behave or parca in cass. ole of Personality Several researchers have emptaszed the importance of pesonaliy in foreign /scond language learning. thas been noted that @ Scessful eamer was invarisbly fous to have personality ait soch as socal Conformity, extoverion, Nexbiliy and tolerance for ambiguity. 1 bas also teen found tht introverson, sobemess and self suficiency were stongly Comelated with ora components of communicative competence. Furthermore, Student with traits of imagination, plaidness and low anvety tend 10 300 higher onthe writen components of communicative competence tes. ATTITUDE : According to Alport a aire isa mental and peur state of readiness orgnized through experience, exerting adretive or dynamic in toence ‘upon the indvida's response ol objet an situations wih which is rated, 1 operational ere an ids ttle te avoing to Garner an evaluative reaction to sme referent o tite objet, inetd on the sis ofthe individual's elie or opinions abou the relerenay Ararades + The nature of atte rom the ate twa the teacher «yn, language. May also refer to me the Role em ee ht ene es A So Ey he vt gg mm COMES Eafe eae Mor ATION: The tems meevtion inthe second language ean cone 1 no Teang to Gane Peering 10 the extent 10 which the indivi Oe re tle he language because ofa desir od 4 and the satisfac chs act Hivonly when the desire to lam the second Tanguay: (Weenie eavae toward are inked with the effort or drive to achieve (hen we can a) ht the learmer ts motivated ‘Types of motivation : There are two types of motivation: Integrate matron ent mrumental motivation. Thre are people who identify postin abe expe lnpvape rosy, unentand tei culture and are able to partic (bt Ton pate of motivation is ealled integrative motivation. Instrument (novaooe » charred by wilitanan objectives such as abaining disse {es paruclar course, professional advancement, and $0 on. is found tat sacces in #foreig/second leering is likely tobe les if ‘te ending mesvational cnentatin i instrumental rater than integrative Reseactes clay ses thats student may leam a second language with a+ Imepaive motvanon or with instrumental motivation or with both oF wi seme er Ras. Importance of an Acquistion-rich Eavironment : ‘The langue learning environment may be divided in two categories: (2) Acqeistie-nct envirunments; (0) Acgeinioe-poor environments (a) Acqusison-rich environments ste language leasing environments be Desde he formal lanpuape learning inthe clasarorn, de learer Ia ace 1 Enginh (2) m te speech community of the child's home, immed peighbentent, ant sqecaly peer Broup For example,» young cd uf an educated middle clans fasnily who 1 ‘in Englstremediaa/ coven sche pacers wo peak in Fangs with hf, members at hoe: Parents md eta enanutape the chi wo we Fa in conversation. He basso appara ir viewing TY progres English), movies He haste facts of ng canter, rnc te: 1 ae alo apt of acqusion-rich env Ha tis bind of Ea the child nequiresflueney sn English, ant of Tescmen Eset oe Fswenragy ive fou #19 once crane rr xg ce neers aa a eeneer aie neenere potable pan een pec deeeefenenteapgetyep bed asad re ll og i a oer ieee t entiation eee erie rp eee ter ec eee Seana reece Sarnia areata are It rehoore fel ete Sy pene ae oho bees iat trae ite ee Peet eae Ee ig an ee et = pie padi afer ery Shee igen cinerea shee reas were eeee ial orem cata en She meray eienn Sarees ay Sri Sas tos re Sh Sse ante oaihare Soe ioe jeter yl ny cet ea eter ra tn eae na onchange pete Foca teedapeeinheiorer etd eer scultean hen steay cxvuret yh wine (We si remembersail er uca involvd i speech Whereas Wem! sain ee desancing neg, HOweves he exact sab fly understood. More researches ar, ‘to aes i a and cove seni a dl two In ey, 42 The older the beter. The former blir 1 The yume : Me ue pe ie L2 profit) see when one i young gee Be agg i amy who migra 0 ou whore langage uae iy il ae tat 216 Year 1 boy wl atin eter ae a ean hs 35 yeas old fcr. The later group ips 1a hn tpt foi angle ferent age poups know thes sa on sly to make mich les progress ins language couse ns serene than & more mate leer of 12 of 2 (or even 48) years of ae Fe beep in ind tat" rita period hypothesis’ of language acquis ‘Lh cons learig that takes place in naturalistic SLA comet rather tar {Ghateaming Ther we researchers who belive tht certain phase in mas ‘Sizes Iver appropriate lngunge input will lead to naive-likeproiemy fhny where oe sence of the ight inpot atthe ight ime ‘lots the dor fee ia most people's Ives and eny allows the stsinment of Knit (2 octyl. Wh gard to the acta ime when the door closes pace Era gets Ben mentioned between 5 and 13 (pabery) and sometimes ee tne opio 1618 For instance, Chomsky wants to inoduceL2 scaly spose bec be bleves, every human brain is pre-ied or pre-programmed (rf is InnsteesHiypthes) and language teaching canbe started a the ei Notonly hate bless child has immense capacity to process linguist ipa aad a eld can lam two or tee languages simullancusly. Ths, he is agi thos who advocate tha second language shouldbe intoduced ony aes Be raster th stress mother ong. Tere ae ters who bees tat Oe ny pit for leaingaciring a second language is Clase Vor VI (10-1136 ofage These reavely advanced stents hve achieved mastery ver the sae his Lande ean profitably use tin suing asoond language For al ‘esos, ow itis elev by tary tat any mention of peo’ napPoPHE tod te linear relainship between age of onset of language learning (oil) ‘seed wo as ag of onset of aoqulsion’ or AOA) and L2 atsiament cn BE Cope by the more peer en “age effec. Inthis content, we can hin of the ent pint of noducing English n WS Bengal With nvoduton of Fanonal-Communicalve Approach (The Lat English Series Toxbol) in 1984 teeny poi of English twas decide: © Be Clss VICI yeas. In 19, the Asche Miva Commision suggest English should begin from Cass V (10 years. Again 1998, the Pai Sh Commision recommended to introduce English rom Clan I (& eat) & © more cont rom the Second bal of Cl (7 Jean) by just develo. sss oF Tene ENZ Wn Buren eve Io ¢ 21 Teamers’ listening sil. At present on public demand, the entry point of leamaing English is Cass (6 yea) view of Development of ELEAF TSERE, “Tradionally, English was taught by wing the grammarranslaton method in India. Inthe late 19505, stray graded sla were introduced as 8 mar Innovaion in teaching English The dea as tat the teaching of language could te sptematized by planning Is inp, ft he teaching of «subject such a8 Fisory Geography, rete rpyscs cold be. The bei behind his approach {s tar laming of language means leaming is sttre. Grammar teaching emai ery important inthis approach. KingodocesIstening and orl patito Team. and master te sytres of language. The suctures wil be (ugh and reinforced by using a situation, generally casroom Situation. Fr this eason the ‘etod i own as Oral Sitatonl Strat Approach. shouldbe mestoned Feet the sructral approach was sometimes implemented ste direct metho, ‘ith an insistence on monolngal English clssooms. By the late 1770 howeve, he behavioural payebologel and philosophical foundations ofthe sacral metiod had yielded oe cognve claims of Chsky forlangoage as tonal nga" Tere was als sststaction within he Engish- teaching poesion wth he stor eho, which was seen a not giving te teunesengunge tat ws “deployable” or nal in eal sitions in spit of an thi to make conet sentences lasoom stations. The staal pprosch ‘Sprain the stor le toa fiagmenaion and viaizaton of tows by treating up Tenguage into ways no srctres, and it fnetionil, The formfocued teaching of language aggravated the gap between the lerer’s “tingune ape” and "natal age” the pin whee th mind coud 0 Tonger Be engaged “The emphasis thus sited to teaching anguage we ngage fnetion" a meaningful contests, America and Brits inguin argued tht something Bore {han ngusie competence or grammes competence was involved in aguas ‘eth em “communicative competence” was inredueed by American sociologist Dal Hye sigs ex dimension. Te tempt woachievecommuniaive Compecnes assumes the Knowledge of grammatical competence Laity Spl te grammatical ls of language node fo proce grammatically comet ‘cnc and lp the knowledge of when and where owe these senenoes and teitom, nother words communicative sila: (knowledge of gana (G)toowicdg of rules of speatng, ©) hnowledge of cp of anguge wed i ferent speech acts, (4) knowledge of appropracy. Due tothe ‘Communicative ‘Movement a a universal call on foreign language teaching inthe early 1970s! the Commune aproch was rose Tia dig 1980s, The resi nt tifa vero Th crane lice 2 a eran tna by introducing varity of tasks and lamer Inlet cen acer wre eaces a anes have conseTod tegh beter exposure Hoe intial ote an 2 ech commuicatve cone ie 50 iv cme te mao oF ofa basic or fundamcatal competence in the language, ty ee ah We Linge Tt a Teand other approaches) aim al exposure t0 the lanes te Comps rat a techfit of ngage al i co cm ne frat ange meng ened Seem Red Meth je an) rile method but wl employ any ma elo te Se tie deri te hs of Bagi Tings ii iota whe W's Reading Meio (926): West ses ht nin ne Bet eaty cabiry meguge teas Lon wcngh iy cast ae eee ngeg: aoieylal te goed posed cars Sod rag wns eiantet val Sonal L The MELT Campaign (1952) : MELT was planned by the state educatin my hte Bish Counc Mads To ect Sys Seas end 2100 wesc of Engh te pinry ve ite! to te we met. 4. The Bridge Inesive Cone 160): This was inate by te Ba Eee Mar Breen} Cal ten Englsh Sues Ofese 8 Bath Come dead an tense ene Bethe ap ster tr colege cess toc snd wha ey wee expose ty ow. Scie eee are ape wi nda stir 008 mn of Enh 4. The Bombay Projet (1977): This was te fist expsinent a ® Spence sled epoch for eaching Enh ws P= otcrbods woe ported nd hs evened sens om meno! 5. The Communicational Teaching Project or the Bangalore Project (137 1984) : Frasrated with the Suuctral Syllabus, Dr. N.S. Prabhu 20 {B0up evolved a new task oriented, Procedural Syllabus for teaching Ene! {Rene pane wa ‘sequin hough aeplomment Pa == that language was best learned when the focus was not on form but messi! The Lao sperence (1) +The Lan College, Mais x ‘this aromas shan sense eh De NS fematked, “I regard this project as being very progressive in coe ‘enlightened in its operation and rewarding in its outcome. I can think Steer eatin nh et or ss scene eo Tan te os 1 Corman Langage Teschieg ste ave ne eos Tears Enso mn Bune dev a ¢ 23 The UGC Curriculum Derelopment Cell or CDC (1987) +The CDC analyzed the current ELT scenario in various pats of the country and arived ata ‘blueprint for English curricular: General Englih, English Major, as well postpraduate courses, The goals of letning were redefined onthe basis of heeds learner-centered, interactive, skilloriented methodology was, recommended. Diferent syllabuses were miggcsed to meet the needs of Teamers with different levels of competence A. The CBSE Interact Englth Project (199%): This was the_jont efor of the British Council and Marjon’s College, Plymouth The CBSE. New Deli Selected teachers of English athe higher secondary level: they were trained in the UK and helped in the complete overhaul ofthe syllabuses of English in classes 9 Yo 10. An interactive methodology was adopted aching Enala§T Se ‘Alms of Teaching English The sof teaching ngage i 0 eb the eer of anguge 10 sects Sie owe telesnel forall sors of communication ad al ind of Sonos demanding we The sin of echng English may be bray chs in tee Base campos ‘cits aim : pying te elevour to develo in the stent ate for renga an ove tr Enh ee (0 alta a: tpn he stesso vdestand and appt Be ate Ofte people whee ngage hey ang (e) Lng png te ser sg command ove be haga Trike Egle ara 2nd ngage. We re may ened with ean atc fonction Treforest Be shel Sage. ou 4m of SSS Engin shld bee eguson of for ange ils { Untesaning Engh when spoken (Ls) Ci) Spek Engin Sea) Vesting Engl whem wien (Rest) (i) Wate Eagan (sn Onjectives of Teaching English . vrsentnc in eda fe 10 send twas whch «sel speed “i ; “The cibjectives are the steps that gradually beast ‘wowards the femal alms 0 eaching #08 cewting Engh nee ge Dring he Byrn he objcves of wsching End 3 aig th Heh onc Hanah Totton of he Knowledge of slessae taco or Bat “The genera bjeive of facing a second language in India a presen devcop'an aloud "cmmnieatve competence” with a mastery over at spew of language use, listening, speaking, reading and writing. Thee Called four “langage ski. 2 Onjectivs of Teaching English as per Kothari Commision: Acaing othe Koha Commnisson, English sould be ated as nip afte cerca wl eek we ern the Kor Commision a fa book asin 1964-46 ota Commision while olen he thes langage Formule ht ing schoo! sient ee to sy English (as nk tangage i alliage wp. Gi) brary angus... angusg for eding books on oer sje, Gi) asa goal langage, Le. langage of rernmtonl epson {i a langage thas ely ese socal tas and economic. (0) asalanungthep pce with cette and enol! Jevlopne The proposal of thee language fomula was ist given by the Ket Comision 196) ad was ace by the Gover of India a 1958 PE 1968), provides tat cle of ind! speaking states ae to be taught ie Tangusges namely Hind (2). English (,) ad one of the lc langues). {Te clr fori Sing states eto be tap he vl lnes 2) Enpish (3). aa Hind 2) “Toere 2 slight change in he tee language formula in he pinay ee ‘Accofing to Kothari Coniston te primary edtcato 1 beige he {emote ongue (MT) fe eid Se MT tbe repel aL. Where moe tongs not Hin second language shoud be nd Third angage C3) sls teeber Eaglsh or any frig ngage “The policy-makers of eecaton in Wes Bengal give due importance to Eng a a schoa sujee In ero prepare clr for igh schoo hey decile a Epis shoul be spit ome primary spe "he prevou cholic sms ad objectives are no longer in vogue. Tey replaced by new aims and objectives which treat English as a skill subject, and sen conen abject Tatil bued approach, quisition of commaicaivecompsence be the timate post The cjetves of aching English are (@ to enable learners to understand simple situational English when spoken © Gi) to enable learners to speak words, phrases, sentences, elt. [OF Sovmmntaton td inser ina it sho Ci) toemble lamers ead eter simple worth, pves en onens and amr norton om ot eter fo on wo. !BAes Ioan oy Teac Eset 1 Euramany uve fo 25 (Ws) to enable learners to write plain and simple lees, words phrases and sentences to communicate hex, hss te (©) to enable learners to understand he simple wororer and functions of the target language, se. English Objectives of Language Teaching in Genera Since mot chien ave in schol wih lL own nic systems te Acaching of lngagen mat ave very specie objcives i testo corel One ofthe major objectives of langage teaching to equip learers with he Siig wo become tert, an read and write with derstanding. Oreos 0 tna and entance the dere of bingualn and mesg areca that Eten hve. We woul ato ike cqipesmrs whch politeness steps Sd pore of psason ht ey esl tongue al commana econ ‘ei olrnce and ent ‘Although the interaction of inguicthory and appl Hingis as red avarey of teaching meds and mater he langage acing som fas emined on oft ost boring and uncalgng sts of doen, deme tmelyy te behaviours eradigns Inthe cae of languages the hen ae iu, wears any pores in the xe oa second language such 3 Engi, ow dren hy sca cven te bse rofiseey leet afer st em Jean ‘St expour: and in he case of ls or fog langage te tal prosamee ons of memoratin of some eet texts nou and ver pradigs. There Sno dear of empire stds ta open hese osetia Is tmperne that we aye and understand our specie cote ny sper eaves tn dvlp tale methods and marl coring Fora ver log tie ow, we ave een aking nes of ising Speaking Ping SRO ssa the obfetveso ngage techn ‘an nee fae sad ialling sb communes set metaaton toa voice ving. een an ely area wap. Tis eco fous co ‘Ecc ssl ty we cern, Now emis on 3 ee hols ppt on langage poclensy. Ale all when we are seating. we tre abo simutancouy Ine and wha we re wring we ae so odng ine vy of way And the ere ae any siuatons (oe crane ends todngs flay opel and ang ue pn) in wh al he ls inconfnsion wih vanity of ter copie sie ae wd Wee. Some of our objectives wou ictade The competence to understand what astadent hears ec ist be ne ze cuts mercy coming fon te spear fr Sacre fon ten sai Sb labo be sill at eng eee tn in smn fasion by mang soos nd Ain inereses (0) Algo ved ih compreenson, and not mary decode sae se nc ake eting 2 tet Rater ig a0iEences and relating. the ¥xt with his prey ‘Jevelop the confidence of reading the fey estions while reading. i ‘iain Knowledge. He mst seta eye and POST 1 He should be able to employ his com "iutons His repertoire must Rave a range of nics sl fm He rus be able to engage ina discussion in 9 lpi Cohee Tate veal. cones. and puntation as Well ac Sr e eenoe apis coherent fen using. a variety of cos ain Cs tinker and levis! repetitions Uhrough synonymy. ce TERE Eis develop the confidence to express her thoughts effect (Siiz en erganzed manner The student must be encouraged and tan ‘eho her own topic orgarize her ideas, and write with a seme Dfeae Ths e poste only i her writings are seen a a produc Sk ‘Dosis beable to oe writing fra variety of purpose and ina variety of ‘Stesions raping fom informal to very formal (0) Conrol oer diferent registers : Language is never used ina ifr feo Ir tnumersle varie, shades, and colours, which suse fe lcex dma and in diferent situations. These variations, knw 2 reser, sould form pan of a student's repertoire. Besides Freier ao yea, a student must be able 10 understand and we {Seva of lngaage being sed in her domains such as music, srs fins, parse. consruton work, cooker. et (0 Scie sady of language: i lunguge class, te teaching appro ‘Sore sod the take underaken should be such tat they lead » eet teres ui woking pots in the angus xpwsally With Tobe ee ming nba Gt WN rere tera, grew Of sane, Ks exons ‘Stamunivaive deve enn ogy ad shy ue ryt fot 6 27 Im or adequate expe ‘8 Tu recite and yo ant enact al plays SiG._— ae Tugsoe Bom oe ding od ing #1 perth he ter of he alpabc bls, nd ing, md Toate componente an oc wo, pup il a sel nt ah enon eer an ee oy fe To asocite meaning with written and printed language, jective ot Leb (Class 11, V; and) eto rove ensch envionment to relate oracy’ wi Jotul oe kere’ readiness for reading and writing 1 Toran leer” conoepualization of printed texts in terms of headings, raga sd Boizntal lines, ‘e Toesrch lenen’ vocabulary mainly through telling, retelling and reading ood of onsesoaes in English. To wee appropcte spoken and writen language in meaningfol come 1+ To give them a opportunity 10 listen to soundslsound techniques and apyresn the shyt and music of hymessounds 1 To ele them to relate words (mainly in poems) with appropriate scion su erby provide understanding of the language. To friar learners with the basi process of writing. Objectives of Teaching English as Second Language in Elementary lev! fn West Bengal : The ones of eachng Engh athe primary level ar () wremble eee to undentand simple tational English when spoken (i wo enable leases to speak words, phrases, sentences, ete: {0% ‘onmaion td inerston ina alc tation (Gi) to enable learners to read leners, simple words, phrases and sentences it ‘comets ed wancerirmaion frm tha to ee fos. ( w enbleteamen to wre pain ad vimple lets, words, pases #0 sence to cinta ses, opie (0 to eae lamer anderen he imple wor-onde and futons ‘the target language, 12. English, Views of Expert Committee-2011-12 of West. ing the objectives of Yrs irr Commi Wt egal eading he ‘Th polymers of edcatin in Wes Hengal ive due importance Enel a8 2 school subject. In order to prepare children for high school they decide Hi! Bohan nage te iin ih ey requisite for writing and relate thoy Titeracy oo ce Trace eto ote Energy Uv on 29 “The review schol ams and whjectvs are no longer in sogue Tey we replaced by new sims av objectives which net Ens abet ad ot sn conten suet “The gal of teaching second language the primary level is tenure that he students are able to spk ae write i at langige. ‘The stents Rave to have food rasp over the tecond Tangunge aswell she ft language Ths fam are fick the new curialum wil ay emphasis on became the commie ofthe pinion tat kills in wo languages are important the langue ls the eid atains in one language canbe transposed nto the other and vie versa [At the primary level, aching of Bengali (moter tne nd English (second follow an interatedapproach. This will help i the overall ince languages have to be integrated with environmental sues, matberatics. history and seogaphy. The second ngage tases wil Begin simtanous) with the it lanza clases in clase. The thilfen have to be taken from the level of secng-lisenine-ecomnicne and tnderstanding (0 the level of speaking-veading drawing and writing. Physical education games reatve work will be incorporate inthe secon langage From elise 1oelas-V, there must be emphasis on enabling the student © expres himself in both the languages. The stem should be able understand the lterated concepts and ear to think in intresting ways. In this silted approach squston of communicative competence becomes theultimate goal. Ts objectives are ) to enbl eames to understand simple stations Enaish when spoken. ) to enable learner to speak woets, prises, tenn cc fr somamunicaton fd interaction in an allen sition. (Gi) to enable learers to rea ete, simple words, phrases and semenes in nents and transfer ffoeatin from that other forms. Gu) to enable learners to write pain and simple Teter, words, phrases ant Sentences to communicate ides. howghs (©) tenable leamers to understand the simple worded an functions ofthe tare language, be. English =sg ot Se = ((b) language in which one Segemenemene Gh oe gn Bioweas iio ee *o ((b) library language © mn ee arn ne mens: ag a edn Eli wich ma sade eere Oe ed in ah 0 a oo a Eh (tke ed Ee wehingin Hiry eee ete a Temi Kerala ana Kamit Sane Inte Eo ech oe oe ey eran of =o oe oeae Qt em sue teh ngage coed te» gu se et oon oe eae osu 1 he unc of tee saps of asa? Te i ee ac umes Ta 0 eeoasionan espe ee ee Se eae aE ae ee eee taste ‘mao eb me wy tpaiin gor tsi Dee eee oacaee a (6) mother tongue (4) foreign language (@) foreign language so Teave ESc9 te Exergy tet Bo 3 Joc whieh type of motivation i good for language seq (a) insrumental (hy integrative (©) both (a) one 11, What are two cognitive styles? (a) Field-independence (© both 12, Which one Is «cognitive style? (a) cognitive confit (©) field independence (6) cognitive apprenticeship (@) extoverion 13, A cll ells on internal frame of reference in processing information, hots at the language in terms of ils parts and not very good at {interpersonal relationship. The child 1: {@) abnormal (©) slow learner (6) unsocal (@) fek-independent 14, Which one fs nt correct? G) Ags influences the rate of acquisition. (8) Research in the arca of age in language acquisition is not conclusive. {Children learn faster than ada {© Children lear pronunciation beter than adults 45, A child has acess to computer with Internet, speaks in Enaish with his ‘Peers, watehes English movies and serials, and interacts in English with Fis teachers. For learning English this child is said to have GO seauisiion-poor environment (®) aeqision-ich environment (© pntrich envionment (@) none 16, The terms lke coving, babbling, voeables te. are associated with (@ foreign language sequistion (0) second language sequistion (6) third Tangusge acquisition (W) fist language sequiition 17, Communicative method was introduced in India during + (@) 19505 (0) 1960s © 19105 (@ 19805 18, Which commission talked about three language forma (a) Radhakrishnan Commission (@) Hunter Commission (©) Ashok Mira Commision {8 Kotha Commission 18, ‘Primacy of ‘the ehildren ia education’ isan important message given (©) et dependence (@) nove by: (@) NCFTE2009 oy NCTE (©) NOF-2005 w Nit Che yon answer 1 (@) 2. (a) ORES 3.) BH Be 10.) AO) L) 9.0) 16. @)—— Very short anne “diferent fom a freien Tanguage? Sa tah cones 0 fe bay Tanguage in Inia? Why is ‘ yi Ina call x ruling county? {Define langue season. Fer iee diteencesheween language acquisition and language leaning 1 what do yw mean by “acquisition rich environment? 11 Suse two cjecves of teaching English according to NCF-2008. 12 Wh do you mean by “cild-centicity” in education? Sete oc 1 prose dence tween language acquisition and language — 2 Sw pwr agian with he erm “eg Dacoe vit we examples 3. Stare pens of teaching Engl athe elementary level, core f kates Conmine 4 Suse casi of eaching Engh atthe elementary level, acon aces 5 Menoe te saps of send language acquisition. 6: Meson te sages of fit language sequston. 7. Wha ge pope for the inroducton of second language? ee 1 Gn s be ral owen of El guage aching in indi. 2 Dace te inperace of aplh a + nana nd imersing ik language. 3. Dew ea tt fence guage nqusion. 4. De espe of lng min 5: Dac wit nampe he inporance of eovironment fr lange stim 6: Site he oetves ecg Bagh a isan and Sune he ecient aching Eph pr Kia Commision #4 ton #ich environmen’ i Reflection upon the Content of tha CF Textbooks from Class Evil ‘Atext book shoul serve a8 a meanc tam cr and not te end ulf mast rot be sted for ison cake. I must not Rave Rony it. Learere stot fect that they will ly Teaen what f hee onthe text honk In at the textbook should go Beyond the prveibeHeme and nlide ever stents tnake the laming process 38 eretive ‘A tet hook in English language teaching (ESL) plays a important ele inside the clasroom. Hcan serve differen purges forthe facher ava ore rescue, ls souree for supplementary material. ike of point fora clamor ates 18 a guide for asesing students ete t provides the imal framework which ‘Should he adapted suitably to match the neds of is tants. [6 abo Pepin ‘structuring te clstoom activities which makes the jectves of acoure sae ‘So teachers should have cleat idea about the contents of text ok and ts sccompanying activites or exercnes. In West Bengal. the primary schools 3 Series of textbook elled Purely (Clas IV) publised by West Bengal Board (Of Primary Edvcation (WBBPE), and for elementary level a series of text ook falled Blossoms (Class VIVID published by West Bengal Burt of Secondary Bvcaton is prescribe “The text book prescribe for Cas is entitled Amur Bot published by WBBPE. “This bok integrates thee basic wubject Bengal (Moter ong. Engi Sond language) and Mathematics. This bok is Basel on activity an it all Tae iMstrations for providing joyful uring, The English extn follow 4 kl aed ‘approach and the lessons are integrated in such a way thst expat al the four Bill listeing speaking sealing and wring. Emphasis in on tens and ‘speaking an phonics. The took cotaan many chymes Astin hy mes and wmple ‘amma! stactres which are grade. For testing. a gules te teachers 1 follow the Coninwuy and Comprehensive Esahatn (CCE ‘Buterfly (rr Cla i Class V) contains Message on the Boar art «Foreword! by the Chairman. Eaprt Commute, Setol Eduction Department Govt-of Wes Bengal The morage atl th forewon han the general pinsile And the piksophy ohne, ow 4 eth Dow ab woe une wf the cbyunee at ihe neuen the cw ces of English auth tem Chass VIIa ios’ ave tn ie wh he Nana Carer Fenty ugha r-Y s