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Teaching of est in indian conditions by r s sharma

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R. S. Sharma points out the drawbacks of EST in India and suggests the changes for improvisation of EST Teaching in India. This research article offers a scope to study the pitfalls and the limitations of EST in India.

Published in: Education

Teaching of est in indian conditions by r s sharma

  1. 1. Teaching of EST in Indian Conditions By R. S. Sharma (Banaras Hindu University) Paper: ELT1 Unit: 1 Teaching of English in India Smt. S. B. Gardi Department of English, Maharaja Krishnakumarsinhji Bhavnagar University
  2. 2. EST (English for Science and Technology) • Teaching of EST in India suffers from certain drawbacks: courses and methods are unrelated to the specific needs of the students; teaching materials are not based on an analysis of the scientific sub-register; and the teachers are ill- equipped. The needs analysis of students admitted to B.Sc. Or B.Tech. points two major abilities required: reading and comprehension of technical texts and writing of technical English. Spoken English is at low priority.
  3. 3. • Technical English is characterized by technical vocabulary, foreign plurals, complex noun phrase, simple present, passive construction and conditional clause; it employs impersonal style and relies on economy and conciseness. Paragraphs are constructed around topics by means of elaboration, explanation and description and exemplification; they are linked by using rope, hook and wedge links.
  4. 4. • The learner’s profile and the features of technical English taken together will enable us to outline clearly the materials and methods. The material must be a genuine piece of technical English and not adaptation and popular science writing. The teacher ought to be able to secure learner’s motivation by presenting the material in a challenging manner and by arousing the learner’s intellectual curiosity. This approach involves a new kind of orientation of the teacher.
  5. 5. • EST has a direct bearing on India’s modernization and progress. • EST learners’ Communicative Competence in English is not achieved to a considerable extent. • Learner’s chief concern will be academic for three or four years, hence the basic needs are to acquire knowledge from text-books and scientific journals. • There’s a scarcity of resources in mother tongue and regional languages.
  6. 6. • In the college or university too, apart from the formal lecture, oral communication is carried on in a mixed language compounded of English and Hindi structures with technical terminology drawn from English. • English as a subject (compulsory in many institutions) is taught in the first year.
  7. 7. • An EST learner requires two major abilities: 1. Reading and comprehension of technical texts written in English 2. Writing of technical English • Structure of Technical English and Teaching Materials should be in a systematized in manner. Technical writing is essential. • Technical English (T.E.) is based on technical vocabulary.
  8. 8. • Technical language follows the principles of economy and conciseness; it therefore avoids peripherals and rhetorical expression, lying emphasis on directness rather than figurative communication, Semantically, the language is referential and denotative without any emotive overtones. i.e. Mathematics, Physics, and Chemistry
  9. 9. • A word is needed about material for practice, exercise, and testing. This will also naturally be based on the corpus. There are four kinds of books on T.E. What they may be called the first generation books are those which did little more than putting old products into new packages. • Careful analysis of Indian learner is essential.
  10. 10. • Teachers of EST must have good command over English and some acquaintance of science is also required or should be from Science background. • T.E. is a situational variety of English. In order to handle it properly in the class, a teacher requires some knowledge of register and style. Therefore, expertise in applied linguistics is the third requirement. Contrastive linguistics and error- analysis, both of which form part of applied linguistics, will offer a great deal of advantage to the EST teacher.
  11. 11. • They will help him in turning the focus on the salient features and areas where error is mostly likely. It is well-known that the knowledge of the mother-tongue interferes with the learning of a foreign or second language. This applies to EST also and in this regard the Indian situation is quite complex because of a number of regional languages. L1 interface errors, errors made by English- medium students.
  12. 12. • The teacher of EST who can plan his work properly and shrewdly, make the right kind of remarks and ask the right kind of questions – never attempting to deliver a “lecture” will pick up a good deal of science in the course of teaching. The students don’t mind that he does not know everything of science; they don’t mind even his occasional blunders and eagerly volunteer information, turning the classroom situations into a cooperative activity marked by lively give-and-take. This is however cannot be used as an excuse for not acquiring the basic concepts and ideas of science.

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