I.
Language and its importance in human
life:
Language
is God’s special gift to man. It is one single feather that sustained and made
human civilization possible. It is essential to human perception, thinking and
awareness. It is a universal form of communication adopted by human beings in
which a system of symbols or round patterns conveys readily interpreted
standardized
Meanings
to others.
The
accuracy of language depends on the knowledge of grammar, correct
pronunciation, correct spellings, correct reading and listening; Spoken
language is a product of a person’s environment and is acquired during
prolonged interaction with others who can already converse. Language is
something which differentiates the human beings from the animals. It is the
unique percussion of man.
According
to Palmer “Language learning is essentially a habit formation process during
which we acquire new habits”. The acquisition of language is automatic in any
child. That is the child has the innate capacity to the system of rules. The
domain of performance is the domain of behavior. There should be meaningful
learning and practice without understanding the underlying principle is
useless. So learning a language is an activity and it has to be learnt through
practice. The judicious use of the first language can help the learning of a
second language. It is possible to attain by constant practice learning the
language in a natural way giving prominence to speech followed by writing. It
is known as the principle of speech before reading and writing.
II.
Native
of Language:
It
is very different to explain the nature of the language. But there certain
points that make the nature of language clear.
a. Language
is a complex whole
b. Language
is clearly a kind of control
c. Language
involves oral-aural communication
d. Language
is essentially a speech
e. Language
is always relational
f. Language
is an arrangement of oral and written sign, symbols and words.
g. Language
is a unity. It is an organic entity and not a compartment piece. It can’t be
conceived piecemeal.
h. Language
is evolutionary in nature
i.
Language is a means to communicate one’s
thoughts, feelings and experiences.
j.
It is through language that human beings
preserve, develop and prosper their knowledge.
k. The
nature of language is relative to its social and geographical basis.
l.
Language involves the process of
thinking.
m. Language
generally adopts two main forms –oral and written
III.
Language
Functions:
1. Micro
functions
2. Macro
functions
1.
Micro
functions:
a) Physiological
function. (releasing physical and nervous energy)
b) Phatic
function(for sociability)
c) Recording
function
d) Identifying
function
e) Reasoning
function (instrument of thought)
f) Communicating
function
g) Pleasure
function
2.
Macro
Functions:
a) Ideational
function
b) Interpersonal
function
c) Poetic
function
d) Textual
function
IV.
English:
The
earliest Germanic settles in Britain, who called themselves Angelcynn, used the
word English [English] for their language. When they first wrote it around too
AD. the old English up to about Modern English. Over the centuries this
language of theirs has, of course, changed and developed beyond recognition,
absorbing all kinds of material from outside, and it is spoken today in many
varieties around the world. Those few thousand Angelcynn and their English
[English] gave rise to language that is today heard all over the globe.
V.
English
Education:
English
plays an important role in the field of education. It is the medium of
instruction both at the school level and at college level. Most of the world
literature is available in English language. Moreover mush of the scientific,
educational, technical, research – oriented and medical works are available in
English language. In this competitive world one has to get all the specific
knowledge of the world, concerned with that filed, in which one is
specializing, this is only possible if that person has an access to English.
All the findings and observations of various committees and commissions are
given in English. Students in particular learn English to face examinations and
have qualifications to equip themselves for employment. English is one of the
subjects in the educational area and also in the examinations conducted by
various recruiting boards.
VI.
The
position and role of English in India:
The
introduction of English to the Indian linguistic landscape opened with the dawn
of the British colonial era, English began to develop roots in Indian
education. A blueprint for India’s educational policy was laid down in Lord
Macaulay’s Minute (Feb 2, 1835). Macaulay stated that the mission for the
British Raj to create “a class of persons, Indian in blood and color, but
English in taste, in opinions, in morals and intellect”. More than one and a
half centuries later, English has overcome its status as merely the language of
the colonial power ad has become an integral part of the Indian linguistic
mosaic. English has not only continued to flourish in the educational and
official network of India but has also become one of the official languages of
the nation and thus continues to enjoy the patronage of the Indian elite.
According
to census nearly two thousand Indians use English as their mother tongue.
Besides quite a few Indian status and territories have adopted English as the
official language. One hundred and fifty years of contract had made English an
integral part of educational system. neglect of English would be a heavy loss
to the Indians as English had become one of the major languages of the world
and a cementing force in India. The parliament Act of 1965 declared that
English would continue to be used as an associated language of the union.
English
serves as a common language of Indians and thus it brings closer the people
residing in different parts of India. It helps Indian, further in destroying
the boundary of provincialism. Its study gives an opportunity to Indian to get
employment not only in India but also in other countries.
In
India English has a special place. This not merely because English is a world
language it has historical life. For this reason English is not a foreign
language tons; it is a second language. It is unlike French or German to us.
So, in the teaching of English we should treat it as a second language and not
as a foreign language.
Albert
H Marckwardt (2007; 6) has made a distinction between “English as a Foreign
language” and “English as a second language”. According to him, when English
is, “taught as a school subject or an adult level solely for the purpose of
giving the student a foreign –language competence which he may use in one of
several ways”, then it is taught as a Foreign language. But English becomes a
second language when it a language of instruction in schools and colleges and
is used as “a lingua franca between speakers of widely diverse languages, as in
India”.
VII. The
objective of Teaching English as second language at secondary level:
An
India English should not be taught as a first language but a second language. It
should be taught as a living language and not as literature. It is important
for an English teacher to know what he wants to achieve by teaching English.
The main aim of teaching English should be linguistic and practical and not
literary or aesthetic, So as to help students acquire practical command of
English which means that the students should be able to undertreated spoken
English, speak English, read English and write English.
According to Thomas and wytt there are four specific aims of teaching English at the school stage:
1)
To understand spoken English
2) To
speak English correctly
3) To
understand written English
4) To
write English correctly
1.
To
understand spoken English:
Language
learning begins with ear. Therefore, the teacher should help her. Students in
understanding spoke English because language is first received and then
expressed. At school level, the student should be enabled to understand spoken
English, required in ordinary conversation, exchange of greetings, receiving
order \s or directions and listening to lectures, talks, running commentary of
matches and news bulletins etc.
To
achieve this aim, students should be given maximum opportunities to listen to
spoken English. Gramophone and lape recorder can be used for this purpose. The
aim should enable the students to understand spoken English. They should
respond to English sounds.
2.
To
speak English correctly:
After
understanding spoken English, the students should learn to speak English.
Speaking English is easier than reading and writing. At the same time speaking
is more difficult than reading as it requires the ability to produce sounds and
to speak with proper stress and intonation. Speech occupies unique place in
learning a language It is the base for all language learning. This aim of teaching
is being neglected in our schools because it is not important from the
examination point of view. Teachers do not speak English while teaching they
use mother tongue.
At
the end of five or six years of learning English. We expect the students to
talk fluently in English. For this speech and pronunciation training is
necessary. It requires imitation and practice. Their speech should be fairly
intelligible to others. For this purpose tape-recorder can be used. The ability
to speak English is required in big arties for interaction. People speaking
different languages generally communicate with one another in English. This
ability is also required while talking to a person belonging to another state
and communicating with foreigners, To encourage speaking, proper exercise must
form a part of curriculum.
3.
To
understand written English:
The
third stage is to understand written English. Training in reading is very
important for students. It enables than to have an access to latest information
in their subjects of study. It is expected from a school leaver in India to be
able to read with comprehension the books, magazines and newspaper in English.
He should be able to adopt English as the medium of instruction in his higher
studies.
Reading
with comprehension the written material in English is an important aim. It
should begin with lond reading followed by silent reading. The teacher should
street upon correct pronunciation, stress, intonation and comprehension. At
present students reading comprehension in English is very poor. They are not
able to comprehend the material printed in English. In fact, the main emphasis
of teaching English should be on reading comprehension Loud reading prepares
ground for silent reading in higher classes and adult life. Passive vocabulary
of the students should be increased to enable them to read English with
comprehension. They should patterns and establish relationship between
pronunciation of words and their spellings.
4.
To
write English correctly.
Writing
correct English is the most difficult aspect of learning. English writing is
unless important than listening, speaking and reading. One of the aims of
teaching English should be to enable the school-learners to write in English
simple letters, applications, description and accounts of events. The ability
to write in English is required in many spheres of life. English continues to
be the official language of administration. It is also the language of
communication between the centre and the states and between one state and the
other. It is also needed in higher students for talking notes from the lectures
delivered in English, students should be able to write English correctly and
legibly with proper punctuation.
All
the above mentioned four aims of teaching English are equally important.
Thorson and wytt suggested the following for coordinating these aspects.
1) Proactive
in hearing should precede and provide matter for practice in speaking.
2) Speaking
should precede and provide matter for practice in reading.
3) Reading
should precede and provide matter for writing.
4) Reading
should precede and provide matter for elucidating rules and setting exercises
in grammar.
VIII.
Aims
of teaching English at the senior levels:
i.
To enable the students to speak English
fluently and accurately. Fluency implies flow of a reasonable standard in
pronunciation and intonation.
ii.
To enable them to talk in English and to
express their ideas in English in classroom at home and in society.
iii.
To develop the ability to understand the
native speakers and also be able to respond to them.
iv.
To enable them to compose their ideas
independently and present them in speech and writing.
v.
To enable them to read books with
understanding. They should be able to read newspapers and periodicals.
vi.
To enable them to acquire a vocabulary
of about 2500 words which should include commonly used phrases and idioms.
vii.
To enable them to use reference
material, Viz, dictionaries encyclopedia, reference books etc. Wherever needed.
viii.
Interpret materials presented in the
form of tables, pictures and charts etc.
ix.
Objective
of Teaching English at senior level:
i.
Development of a taste for English
literature by reading prose, poetry, story etc.
ii.
Drawing aesthetic pleasure from reading
English literature.
iii.
Understanding critical views.
iv.
Development of transplanting ability and
v.
Developing interest in English
literature.
X.
Communication:
The
word “Communication” has been derived from lation word “Communis” meaning
common. Hence communication is having common experiences with people. The
following are some of the widely accepted definitions communication.
“Communication
means sharing of ideas and feelings in a mood of mutuality”.
“Effective
communication is a two-way process, including feedback and interaction”.
XI.
The
communication process is based on the following principles.
i.
Conueyiong the meassage for
understanding.
ii. Exchange
of ideas and feelings
iii. Providing
the true experiences
iv. Language
skills are the means of communication
v. Sharing
experences of ideas and feedback for interaction process.
vi. Sharing
experiences of ideas and fealings
vii. Praovidingencourangement
and feedback for interaction precess.
viii.Communication
is verbal as well as non-verbal for sharing experiences.
ix. It
is based on two –way process intiation and response activities.
x. The
communication channels are the means for classroom interaction
xi. Communication
is for the development of both the components.
xii. Types
of communication channels:
1)
Speaking – Listening:
In this type of communication, interaction is face
to face as in the case of listening to a lecture. There are occasions when the
listener can share the fealings of the source in the same way as in the case of
eye to eye contact. An example of this type of communication is listening to the
co with audio alone and readio programmes.
2)
Visualising and observing
The
observer is physically separated from its producer and yet is able to feel the
impact of the ideas conveyed as in motion film or television. Communication can
also take place more effectively by face to face contact with the source as in
the case of dramatization where facial expression and gestures produe a grater
impact than in the earlier case.
3)
Writing and reading:
In this type, the “decoder” is physically separated
from the “encoder” all the time and yet the decoder is able to enjoy and
appreciate the feelings of the author.
The
there types of communication, indicate that communication is interaction a
sharing and circular or cynic process.
Mass communication media include written or printed
media with or without visual like magazines, newspapers, journals etc. and the
more effective media of larger audience coverage like films, radio and TV.
XIII.
Communication in the classroom
Good
teaching is more than mere communication. It is not enough if the child merely
repeats the same word as conveyed to it. The teacher’s concern is that the
child should recognize the word, understand the meaning and use it
appropriately with correct spelling on future occasions. True learning has
occurred only when the act of communication has succeeded in making permanent
and meaningful addition to the student’s communication skills. Classroom
communication is not mere one side presentation of facts; it requires
intercommunication between student and teacher. There must be reaction and
interaction with constant reciprocal feedback.
Classrooms
are set up for the purpose of communicating and not for dictating teacher’s
ideas on the young growing minds. Developing communication skills in children
is the basic concern of the school and hence teachers must provide ways and
means f developing and improving the skills. Teachers must realize the constant
influence of several communication media outside the classroom upon the
student. The words that the children seem to possess before entering school
were all learned through various media. Teachers must capitalize on the
students conditioning to these media
and must relate them to the school activities. Communication can occur only
when the teacher and his pupils share common meaning and experiences.
Pupils
with widely different backgrounds different abilities and interests attend
school today. Further the teacher has to manage with the vast explosion in
knowledge. Students have too few opportunities and too little time to explore
the vast subject matter included in the curriculum in death. To meet these
challenges, the teacher has to make use of new and improved communication
devices in the classrooms; Modern technology has provided films filmstrips,
radio, Television, magnetic tapes, stereoscopic pictures, LCD projector,
computer and myriads of communication devices.
XIV.
Multimedia:
The
term multimedia indicates that more than two media of communication are
involved in learning package or instructional procedure. Multimedia projects
created on the computer bring together graphics, video, audio and text,
providing students engagement in authentic, real world learning, resulting in
greater retention in the development of higher order thinking skills.
Technology
based projects allow English as a second language students to draw on their
cultural strengths and background experiences which may otherwise go unnoticed.
By constructing knowledge, students become active learners, researchers and
produces take pride in their end results. It gives students to express themselves,
providing an enjoyable and interactive way to achieve language learning goals.
XV.
Computer and Internet:
Computer
has many capabilities for enchaining language learning. When this is combined
with other technologic such as audio, video, modems, phone lines and satellite
dishes, the possibilities are even greater for the second language learners.
English language educators are in a unique position of being able to bring the
world to their classrooms via the computer. It provides authentic materials and
experiences to improve the students knowledge and language skills.
The
internet is an interconnected network of networks in other words a web of webs.
The World Wide Web is the “victual” web linking these networks. Each machine on
a network has a unique “address” from which it can request and receive
information. A web “Broussard” is ancient program that request information from
other computers which temporarily function as “serves” that send the
information upon request. There are EFL (English as Foreign Language) sites
which offer plenty of guidance as well as a number of useful “links”. There are
many important websites that provide resources for teaching and learning of
English. Access to large amounts of information from a variety of secures, making it possible for students to learn from
multiple sources. Each website gives a number of topics related to the subject
of our search. The material collected can be stored in hard disk, floppy or CD
ROM.
Interesting
resource sites include:
The stories from websites offer guidance’s for both
children and teachers. The internet helps children with everyday school work.
Children can also hone their language skills by reading stories and magazines
on the web.
XVI.
Significance of this study:
The
broad aim of this research is to investigate the extent to which the multimedia
can contribute to student’s development of listening and speaking skills in
English language. A particular goal is to expose technology use in a teachers
guided ESL (English Second Language) programme in schools. The study aims to
investigate how students current English listening and speaking skills can be
enhanced by using multimedia technology and how media can further assist
students English communication development.
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