2 Marks Questions

1. Two Aims of Language Teaching

o To develop learners' communicative competence.

o To enhance reading, writing, speaking, and listening skills in the target

language.

2. Two Objectives of Language Teaching

o To enable learners to express ideas clearly and fluently.

o To develop learners’ understanding of grammar and vocabulary.

3. Relationship between Language and Dialect

A dialect is a regional or social variation of a language. While all dialects are forms of
a language, not all languages are dialects. Languages may have several dialects that
differ in pronunciation, vocabulary, and grammar but are mutually intelligible.

4. Full Forms

o CELTA – Certificate in English Language Teaching to Adults

o DELTA – Diploma in English Language Teaching to Adults

o ELT – English Language Teaching

o ESOL – English for Speakers of Other Languages

5. What is TPR?
Total Physical Response (TPR) is a language teaching method that combines language
learning with physical movement to reinforce meaning and improve memory.

6. Disguised Prepositions
These are prepositions merged with verbs or adjectives, where their function isn’t
immediately obvious. Example: "looking after" – 'after' acts as a disguised
preposition.

7. Zero Plural
Nouns that do not change form in the plural.
Example: sheep, deer, fish – “I saw ten sheep.”

8. Split Infinitive
A construction in which an adverb comes between "to" and the verb.
Example: to boldly go instead of to go boldly.

9. Two Methods of Spelling Correction

o Dictation and correction practice

 o Visual memory exercises like word puzzles or flashcards

10. What is Learning Design?

Learning design refers to the systematic planning and structuring of educational
experiences, integrating objectives, materials, methods, and assessments.

11. Writers and Works

• Beloved – Toni Morrison

• The Bluest Eye – Toni Morrison

• The Color Purple – Alice Walker

• Decolonizing the Mind – Ngũgĩ wa Thiong’o

• The Living Mountain – Nan Shepherd

• The Empire Writes Back – Bill Ashcroft, Gareth Griffiths, and Helen Tiffin

5 Marks Questions

1. Significance of Mother Tongue in Language Teaching

• Acts as a bridge for learning a second language.

• Helps in concept clarity and comprehension.

• Encourages learner confidence and participation.

• Aids in better retention of new vocabulary.

• Supports cognitive and emotional development.

2. Behaviourist Theory in Language Teaching

• Proposed by B.F. Skinner.

• Views language learning as habit formation.

• Emphasizes stimulus-response-reinforcement.

• Repetition and drills are key methods.

• Ignores the role of understanding and internal processes.

3. Historical Background and Present Status of Language Teaching in India

• Colonial period introduced English through Macaulay’s Minute (1835).

• Post-independence: three-language formula adopted.

• Present: English taught from early stages in many schools.

• Focus now on communicative competence.

• Use of digital aids and learner-centered approaches is increasing.

4. Different Approaches to ELT

• Grammar-Translation Method

• Direct Method

• Audio-Lingual Method

• Communicative Language Teaching (CLT)

• Task-Based Language Teaching (TBLT)

5. Elements and Aspects of Language Teaching

• Elements: Phonology, Morphology, Syntax, Semantics, Pragmatics

• Aspects: Listening, Speaking, Reading, Writing, Vocabulary, Grammar

6. Qualities of Good Learning Design

• Clear learning objectives.

• Learner-centered content.

• Logical sequencing of lessons.

• Inclusion of assessment methods.

• Use of appropriate teaching aids.

7. Language in Secondary School Curriculum

• English is a compulsory subject.

• Builds communication and academic language skills.

• Prepares students for higher education and global participation.

• Encourages analytical and creative thinking through literature.

 8. Aims and Objectives of Language Teaching

• Aims:

o Develop overall language proficiency.

o Foster appreciation of language and literature.

• Objectives:

o Improve speaking, reading, and writing skills.

o Understand and use grammar correctly.

9. Principles for Constructing Language Teaching

• Focus on learners’ needs and contexts.

• Balance between accuracy and fluency.

• Emphasis on all four language skills.

• Use of authentic and relevant materials.

• Encourage interaction and active participation.

10. Methods and Approaches of Language Teaching

• Grammar-Translation Method

• Direct Method

• Bilingual Method

• Audio-Lingual Method

• Communicative Approach

• Emphasis now is on meaningful communication and learner engagement.

1. Importance of English Language Teaching in Secondary School Curriculum

English has emerged as a global language of communication, commerce, technology, and

education. In the Indian context, English occupies a significant place in the secondary school
curriculum due to the following reasons:

1. Global Communication: English connects students to the global community.

Proficiency in English helps learners participate in international discourse and access
global knowledge resources.

2. Academic Importance: Many higher education subjects, especially in science and

technology, are taught in English. Early exposure through secondary education
ensures readiness for future academic demands.

3. Career Opportunities: English language skills are essential for competitive exams,
interviews, and employment in both government and private sectors.

4. Digital Literacy: A large portion of online content, software, and digital tools is
available in English. Teaching English equips students to navigate the digital world.

5. Cultural Exposure: Learning English gives students access to world literature, cinema,
and cultural materials, broadening their worldview and cultural sensitivity.

6. Skill Development: It enhances the four major language skills – listening, speaking,
reading, and writing (LSRW), promoting overall communication proficiency.

7. National Integration: In a multilingual country like India, English serves as a link

language for students from different linguistic backgrounds.

8. Policy Support: NEP 2020 emphasizes multilingualism with importance on English as

a functional tool. Thus, its presence in the curriculum is policy-driven as well.

Conclusion: English language teaching at the secondary level is not merely academic but
also functional and practical. It builds competencies that are essential in the modern,
interconnected world.

2. Importance of Learning Design in Language Teaching

Learning design refers to the systematic planning and arrangement of learning experiences,
goals, materials, activities, and assessments in a way that maximizes educational outcomes.
In the context of language teaching, learning design plays a crucial role due to the following
reasons:

1. Goal-Oriented Instruction: It helps in defining clear and achievable language learning

goals that align with curriculum standards and learner needs.
 2. Balanced Skill Development: A well-designed learning framework ensures equal
emphasis on all four language skills (LSRW), grammar, and vocabulary.

3. Learner-Centered Approach: Good design takes into account learner differences,

backgrounds, levels, and learning styles, making language learning more effective.

4. Content Sequencing: Effective learning design provides a logical and progressive

sequence of lessons, starting from simple to complex tasks, ensuring scaffolding of
concepts.

5. Integration of Activities: It includes communicative tasks, role plays, group work,

digital activities, and real-life simulations, making learning engaging and meaningful.

6. Assessment and Feedback: A strong learning design integrates both formative and
summative assessments and offers regular feedback to monitor progress.

7. Technology Integration: Incorporating digital tools and multimedia enhances

language learning through videos, podcasts, and interactive quizzes.

8. Inclusivity and Flexibility: It allows modifications to cater to learners with special

needs, linguistic diversity, and classroom variability.

Conclusion: Learning design is the backbone of effective language teaching. Without it,
language instruction may become fragmented and inefficient. A good learning design
enhances learner motivation, retention, and communicative competence.

3. Theories of Language Teaching (All Theories)

Several theories contribute to understanding how language is taught and learned. These
theories offer different perspectives on the nature of language learning:

1. Behaviourist Theory (B.F. Skinner):

o Language is learned through stimulus-response mechanisms.

o Repetition, drills, and reinforcement are key.

o Criticized for ignoring mental processes.

2. Cognitive Theory (Jean Piaget, Noam Chomsky):

o Emphasizes mental processes and innate abilities.

o Chomsky proposed the concept of LAD (Language Acquisition Device).

o Language is a generative process, not just habit formation.

3. Constructivist Theory (Vygotsky, Bruner):

 o Learners actively construct knowledge.

o Emphasizes social interaction and scaffolding.

o Zone of Proximal Development (ZPD) is crucial.

4. Communicative Approach:

o Focus on meaning and fluency over accuracy.

o Language is used as a tool for communication in real-life contexts.

o Encourages learner autonomy and interaction.

5. Humanistic Approach (Carl Rogers, Maslow):

o Focus on the whole learner – emotions, motivation, self-esteem.

o Encourages positive classroom environment and student-teacher relationship.

Conclusion: Each theory contributes uniquely to language teaching. Modern pedagogy often
integrates multiple theories to address various learner needs and contexts effectively.

4. Qualities of Good Learning Design

An effective learning design enhances teaching outcomes and improves the learning
experience. The essential qualities include:

1. Clear Objectives: Well-defined learning goals provide direction and purpose.

2. Learner-Centered: Focuses on learners’ interests, needs, and abilities.

3. Interactive Content: Encourages participation through group activities, tasks, and

collaborative learning.

4. Flexibility: Adapts to different learning paces, styles, and levels.

5. Logical Structure: Organizes content in a coherent, progressive manner.

6. Assessment-Oriented: Includes both formative and summative evaluations.

7. Feedback Mechanisms: Provides timely and constructive feedback to guide learners.

8. Integration of Technology: Uses audio-visual and digital tools to enrich the learning
environment.

9. Inclusivity: Ensures access and equity for all learners, including those with diverse
needs.

10. Engagement: Promotes curiosity, motivation, and sustained interest.

Conclusion: A good learning design is dynamic and inclusive. It ensures that teaching is
systematic and learners reach their fullest potential.

5. Causes and Methods of Correction in Spelling Mistakes

Causes of Spelling Mistakes:

1. Phonetic Confusion: Learners write based on how a word sounds (e.g., nite instead
of night).

2. Influence of Mother Tongue: Incorrect transfer of native language rules.

3. Poor Visual Memory: Inability to recall the correct visual form of words.

4. Lack of Reading Habits: Exposure to correct spellings is limited.

5. Neglect of Rules: Ignorance of spelling rules like doubling consonants, silent letters,
etc.

Methods of Correction:

1. Dictation Exercises: Improve auditory and writing coordination.

2. Spelling Games: Engage learners through fun activities like crossword puzzles.

3. Word Banks and Flashcards: Visual tools that enhance memory.

4. Peer Correction: Encourages collaborative learning and reduces stress.

5. Teaching Phonics and Word Families: Builds foundational spelling skills.

Conclusion: Addressing spelling errors requires consistent practice and targeted strategies. A
mix of visual, auditory, and kinesthetic methods proves effective in long-term retention and
correction.