This document discusses approaches to English language teaching (ELT) in India. It outlines three main approaches: English for Academic Purposes (EAP), which teaches English basics for primary and secondary education; English for Occupational Purposes (EOP), which teaches English for specific professions; and English for Specific Purposes (ESP), which designs courses for different student needs. The document also highlights contributions from Indian researchers to ELT, including contrastive studies of languages and English and research on teaching English as a second language. It concludes that approaches like EAP, EOP and ESP could help address weaknesses in English learning in the Indian education system.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Estimados usuarios.
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The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
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KEYWORDS: The challenges of fluency in spoken English among the EFL students.
Facing Problems & Changing Strategies in Teaching of English at Elementary Sc...paperpublications3
Abstract: The present Research paper focuses on problems before the English Language teachers in India are enormous and apparent. They should be able to cater to the practical needs of learners, to make them competent enough to interact with one another and also to retrieve information all over the world. English has a base in several countries and is considered as the most suitable and convenient tool for International Communication. The ultimate aim of Education is to impart knowledge to the learners, to prepare them for their future life. Teaching school students through chalk and talk approach has been in practice for long India. Various strategies for achieving the present goal of school education were discussed and some are put into practice. The present paper endeavors to unravel the positive and negative points concerning teaching of English in schools. The prospectus, methodology, teachers and methods of teaching English is also conferred in inherent way.
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Academic Writing performance and Spelling errors of English as A Foreign Language Students at Tabuk University: A case of The Introductory Year Students 2015
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This article aims at exposing a design of project based content language integrated learning (CLIL) at a higher education insitution in Indonesia. Th design is proposed based on a mixture of the principle of language integrated learning (CLIL) and the principle of project based learning. The design was implemented for the teaching of English as a compulsory subject at three departments of the university of Lampung. Quantitative data was obtained from the value of students’ English proficiency before and after CLIL model application. While the qualitative data was obtained from the output of language produced by students during the learning process took place. The results showed that project based CLIL English language course at the faculty of teaching and education, the University of Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.
There are two types of English teachers in a higher education, English teachers who have English Language Teaching (ELT) background and those who do not have it. It brings about some problems in the teaching instruction and the achievement of the students, as well. This is a theoretical view used as a preliminary study to develop the model to improve English teachers’ competences in a higher education. A modular model proposed by Kumaravadivelu, with his KARDS model seems appropriate to be applied for the English teachers who are assigned to teach higher education students. This model is at first intended for the prospective teachers of L2 (TESOL), but with some modifications, it can be used to improve the competences of in-service English teachers.
This study aims at explaining the confusion that led by the misuse of English grammatical structures when conveying meanings in written English texts. Indicating how committing certain errors in written English structures constrains Sudanese English learners’ performance. Investigating English grammatical structures experienced by Sudanese learners who are preparing to graduate with B.A. in English. Therefore, the roles that grammatical structures play in models of communicative competence are discussed in this paper. Additionally, the study explains the role of mastering these structures in communicative purposes. The obtained results revealed that Sudanese students are incompetent in using grammar well enough for some real-communicational purpose. Grammatical structures play a role in language communicative competence for the learners of English language. Learners’ mastery of the language communicative ability is affected when language learners are unable to successfully communicate in L2 without cultural knowledge of what is considered appropriate according to a particular context in the target language.
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Literature review: According to the submitted references
Statement of purpose: According to research questions/ (This is should be written by the writer)
Description of the methods: The most important thing is that, the methodology should be based on building 30 questions (questionnaire) / The rest should be written by the writer.
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Research in english language teaching
1. Research in English Language Teaching
INTRODUCTION
English Language is a lot more than just an official
Language in most of the countries. It has been the language of
diplomacy, higher administration, higher education, superior
judiciary and information technology. Besides, English is a language
of opportunities and success for life. As was noted by the Education
Commission of India in 1966, “when a degree holder goes to any of
the developed countries he is not treated at par with a degree
holder of that country” (3). This shows the poor pattern of Indian
Educational System which has no great implication on the matter of
English language. Moreover, most of our system of curriculum
doesn’t make the learning of English mandatory. Hence the
reluctance about learning or teaching of English language is seen as
an inherent quality of Indian Educational System. To eliminate this
obstacle of academic growth, our ELT pattern has to be evaluated
so as its outcome on curriculum. In this following analysis, we could
know about how the Indian ELT has been across the nation and
howthe ELT has been across the nation and how its impacted the
quality of education.
Approaches of English Language Teaching in India
Indian practise on ELT has been a multi-purpose teaching approach.
It differs on the basis of various purposes to learn English language.
In that way, there has been three fundamental pattern/approaches
of ELT in India, namely
2. *ƒ English for Academic Purpose(EAP)
* English for Occupational purpose(EOP)
*ƒ English for Specific Purpose(ESP)
Firstly, EAP refers to the teaching of English language in primary,
secondary and common graduate level educational institutions.
This approach aims to built-up the students to be aware of basics of
English, and encourages the students to have general thought
about the basic grammar, pronunciation and the use of English for
common purpose. Secondly, EOP refers to the teaching of English
language for professional purpose which in practical requires a
basic insight about the concerned profession and its relevance with
use of English. The approach of ELT has been a great task for the
tutors to educate the beneficiaries as it requires specialised
knowledge about the particular occupational jargons.
Thirdly, ESP refers to the teaching of English language for specific
need in which the intention of the learners is restricted within the
particular use. ESP advocates the designing of special courses
instead of one multi-purpose course, to suit the needs of different
of students. The concept of ESP is said to be particularly adequate
for teaching English to students of science and technology EST).
Moreover, English at the undergraduate level of engineering differs
from English in other undergraduate courses because it has a
specific purpose unlike a general purpose in other colleges.It differs
from other courses in the three aspects, such as relevance, register
and style (10). These three aspects gain supremacy in material
designing because the course must engage the students for both
academic and professional purposes. Their academic functions
include oral and written communication, comprehension of
lectures and books, note-making, note-taking, paper presentations,
3. participation in regional, national and international seminars and
taking interviews.
Contributions by Indian Researchers for ELT
To the promotion of ELT approaches in India, our researchers have
done incredible contribution to ELT field of study and in this paper I
brought them close look . However, as this research deals with
English language teaching in India, the substantial research works
done by Indian researchers in relation with English learning are
studied. Most of the works were unique analysis in nature with
particular reference to the mistakes made by vernacular user of
Various Indian languages while learning English as a second
language. The following mentions are the sum of those important
people, Ganapathy (1968) has done a contrastive study on speech
pattern in Kannada and English. Agrawal (1970) has studied the
English tense equivalents of Rhyme of the Hindi tenses. Pramanik
(1988) has done a study of some affective variables related to
learning English as a second language at the post-secondary stage
in Orissa Ravi (1998) has done research work in the study of the
motivational problems with reference to teaching –learning English
as a second language. Lalitha Raja, R. (2007) has done research
work in the syntactic development of Tamil mother tongue children
in learning English. Indira (2003) has done research on the
suitability of course book in engineering colleges for developing
communication skills. Ramamoorthy (2004) has made a study in
multilingualism and second language acquisition and learning in
Pondicherry. Balasubramanian (2005) has studied attitudinal
difference and second language learning with reference to Tamil
and Malayalam. Meenakshi Raman (2006) has done a study on
4. developing task based language tests for assessing oral skills in
English. Sankary (2007) has studied the rural-urban divide in English
as second language learning. Pushpa Nagini Sripada (2007) has
studied in the area of second language vocabulary teaching. Jahitha
Begum (2007) has done research on met cognition and mediated
learning experience as language learning strategies. Sandeep(2007)
has done research on teaching English as a second language to
meet the needs of the learners from rural areas. R.Narayanan et al.
(2009) attempted in the of field English language teaching, which is
growing day by day in India because of good and dedicated
researchers have contributed something to English language
teaching and moreover number of linguists have made footprint in
the field of applied linguistics.
CONCLUSION
Ultimately, in this paper various approaches of ELT has been
exhaustively analysed. Rectify the reluctance of learning or
teaching of English language Indian Educational System,
approaches like EAP, EOP, ESP would be valuable measures. To
eliminate the obstacles of academic growth, new ELT patterns
might be handy to the Indian Educational Curriculum. In the above
analysis, we could come to the conclusion that how the Indian ELT
has been across the nation and how it should be for the betterment
of the quality of education. Besides, it will be worth mention here
that the new patterns mentioned in this paper would also been a
good experiment to the upcoming linguistic researchers of India.
REFERENCES
[1] Aggrawal, K.S., 1983. Language Planning: Socio- Economic
factors and Learners’ Attitudes to English. Unpublished M.Litt
5. dissertation in English. Hyderabad: Central Institute of English and
Foreign Languages.
[2] Agrawal, B.R.D., 1970. English Tense Equivalents of Rhyme of
the Hindi Tenses. Hyderabad: Central Institute of English and
Foreign Languages.
[3] Ahmed, S.S. (1970). Urdu – English Reported Speech: A study in
Contrastive Analysis. Hyderabad: Central Institute of English and
Foreign Languages.
[4] Bhor, S.D., 1970. ‘Present’ Tenses in Marathi and English.
Hyderabad: Central Institute of English and Foreign Languages.
[5] Ganapathy, T., 1968. Sentence Patterns in Kannada and English:
A Contrastive study on speaking adult level.
Unpublished PhD dissertation. Hyderabad: Central Institute of
English and Foreign languages.
