• Name: Kailas Gohil
• Roll No:- 14
• Email id:- kailasgohil1998@gmail.com
• Paper No:- 12 (A English language Teaching-1)
• Submitted by:- Department of English, Dilip Barad sir
.
Topic:- Teaching English as a Second language in India: Focus on Objectives.
• Introduction……..
ABSTRACT; After highlighting theoretical aspects of the nation “objectives of language teaching”, we discuss the functionally-determined sub-categorization of language into First language, Second language, Foreign language and Classical Language. We then Focus on the objectives of teaching English as a second language in India.
• The Objectives of language Teaching:-
The global Objectives of language Teaching can be defined as helping children learn a language or languages to perform a variety of functions. These range from the sociable use of language for phatic communication and a network of communication uses to it’s use at the highest level of “cognition”, and “ catharsis” and “self-expression”. Underlying these functions are two fundamental functions; helping children learn how to ask question. The most important intellectual ability man has yet developed and helping children use this language cllectively in different social network.
Language in a multilingual setting from a system-network. Such language in this network has a function
Topic:- Teaching English as a Second language in India: Focus on Objectives.
determined value contrastive to the functionally-determined belies of the other language. A society or a government can assign a new value to any one of the language in the system network in terms of it’s own policy of language planning, but the society or government must realize that this assignment of a new value to a language will produce a chain reaction in the network. The values of the other language in the network are bound to undergo changes( Varma 1984:2).
The notion of “Link language” or “ Lingue Franca” has an important significance in a multilingual setting, It encouraged wider mobility, national integration, and a sense of tolerance. It enricher other language in contact acid gets enriched by them. Effective bilingualism or linguistic repertoire of individuals. These resources offered by plurality of language can be used for rapid social and economic changes and modernization programed.
Teaching is not a unidirectional process of pumping bits and pieces of unrelated and undigested gobbets of knowledge in to empty sacks. It is bidirectional, international process . Learners are not just passive recipients of socially accepted language patterns. They play an active role in this teaching-learning process. They actively strain, filter and reorganize what they are exposed to. Their initiations are not
Topic:- Teaching English as a Second language in India: Focus on Objectives.
photographic reproductions but artistic recreations. The learners are meaning- makers. The main objective at every level of teaching should be to help learners learn how to draw their latent creativity.
Every learners is born with a built – in language- Learning mechanism. This mechanism gets activated when the learners is exposed to that language. What is, therefore, essential is to create an atmosphere where Learning can take place. Children learn the language they hear around them. Exposure to a rich Varity of linguistic material is as important in first language Acquisition as in second language Learning. The teaching of English as a Second language, in particular, has often been less successful than it might have been, as a result of the restricted variety of linguistic contexts with which students are provided . Learners should ideally ne exposed to a variety of contextualized language materials. They must hear and see language in action.
The emphasis should shift from encouraging learners to memorize paradigms and grammatical rules to helping them interact with people using different registers of language and variaty of situations. In that proceeds the learners internalize not only the linguistic but also the sociolinguistic rules of the game, so that they capture the system which enabled them to
Topic:- Teaching English as a Second language in India: Focus on Objectives.
Focus on “what to say when and how”. It should also enable them to organize words in sentences and sentences in texts effectively keeping in view ' the topic of discourse “ addresser-addresser relationship”, and “ socio- cultural setting”. Learning a language is not just a Question of learning to produce sente6 and utterances which are grammatical and acceptable; they must also be appropriate.
Such of the four major skills: Reading, Writing, Speaking and understanding, is composed of a hierarchy of subskills. What is necessary is to identity the subskills that are to be strengthened and expanded in the process of teaching a first language, a Second language or Foreign language.
The objective of teaching a language or language is not simply to make the learner learn the major language skills but to enable the learners to play their communicative roles effectively and to select language/register/styles according to the roles they are playing. Every social person is a bundle of personas, a bundle of parts, each part having its lines. If you do not know your lines, your are no use in the play”(Frist 1957:184).
The object in teaching a language… is to enable the learner to behave in such a way that he can participate to some degree
Topic:- Teaching English as a Second language in India: Focus on objectives.
and for certain purposes as a member of a community what than his own. The degree to which any particular learners may wish to particular learner may wish to participate will vary. He may seek only to read teachnical Literature, or he may wish to preach the gospel in a Foreign country. These varying digress of participation require different levels of skill in language performance.
A teacher full of life and vigour, resourcefulness and innovative power, love and understanding, can turn a full class into a lively two-way interactional game. A well- qualified, energetic and inventive teacher cam be a “ living” model, and act as the best audio- visual aid.
• Functionally-determined sub- categories….
• First language (L1)....
L1 is used for performing all the essential, personal functions. These are gradually expanded to cover all types of interpersonal function. “In order to live, the young human, has to be progressively incorporated into social organization, and the main conditions of the incorporation is sharing the local magic –that is, the language ( 1957:185). L1 is an indispensable instrument of national culture the primary means for the
Topic:- Teaching English as a Second language in India: Focus on objectives.
transmission of culture crime one genre to another. “ Learning through the mother tongue is the most and comprehensive medium for the expression of the student personality”. (Government of India 1956), for it is Learning the all his or her future activates else (Abercrombie1956:23). The such commission in 1902 recommended mother tongue as the medium od instruction for all classes up to the higher secondary..
• Second language (L2):-…….
L2 may be used as an auxiliary or associate language, slot- filler, performing those functions which are not norm performed by L1. For a vast majority of educated people living in and cities, English as a Second functions primary a interstate or international link language. Some of them also use it a international language of knowledge, trade and industry. An import question here is: is L2 the main or associated medium of instruct all levels or at a particular level, or is it taught as a subject listed our “ other language”?. When an “ isoglosses” language is used by a could as its official language and / or as a medium of instruction at all level generates it’s own problems.
Topic:- Teaching English as a Second language in India: Focus on objectives.
• Foreign language:………
It is used by a select group of leaners in a very restricted select situations. The main objectives of leanering a Foreign language is to direct access to the speakers these language and their cultures enables the learners to participate in a Foreign society in certain and certain situations. A Foreign language like Russian is used in Learning for absorbing the cultural patterns of the USSR; English as a Second language is used in as an alternative way of expressing India patterns of life.
• Classical Language:-………
A Classical Language like Sanskrit provides recess to ancie culture Learning and Philosophy of life and is assumed to contributed the intellectual enrichment of it’s learners. It’s real value cannot measured in terms of wait it helps you do in everyday life but in term of confidence enrichment the modern language and offering “ insights” into a Varity of linguistic problems.
Topic:-Teaching English as a Second language in India: Focus on objectives.
• Conclusion:….
The objective have to be formulates in the light of what we perceive our needs for English to be in a multilingual setting, at both the national and individual levels. This is related to the following questions: what are the roles of Hindi, English, regional language, classical language, Foreign language, and languages of the minority group in our multilingual setting?. What are the topics and situations that will necessities the use of English?. What is the kind and amount of English that learners will need.
• Roll No:- 14
• Email id:- kailasgohil1998@gmail.com
• Paper No:- 12 (A English language Teaching-1)
• Submitted by:- Department of English, Dilip Barad sir
.
Topic:- Teaching English as a Second language in India: Focus on Objectives.
• Introduction……..
ABSTRACT; After highlighting theoretical aspects of the nation “objectives of language teaching”, we discuss the functionally-determined sub-categorization of language into First language, Second language, Foreign language and Classical Language. We then Focus on the objectives of teaching English as a second language in India.
• The Objectives of language Teaching:-
The global Objectives of language Teaching can be defined as helping children learn a language or languages to perform a variety of functions. These range from the sociable use of language for phatic communication and a network of communication uses to it’s use at the highest level of “cognition”, and “ catharsis” and “self-expression”. Underlying these functions are two fundamental functions; helping children learn how to ask question. The most important intellectual ability man has yet developed and helping children use this language cllectively in different social network.
Language in a multilingual setting from a system-network. Such language in this network has a function
Topic:- Teaching English as a Second language in India: Focus on Objectives.
determined value contrastive to the functionally-determined belies of the other language. A society or a government can assign a new value to any one of the language in the system network in terms of it’s own policy of language planning, but the society or government must realize that this assignment of a new value to a language will produce a chain reaction in the network. The values of the other language in the network are bound to undergo changes( Varma 1984:2).
The notion of “Link language” or “ Lingue Franca” has an important significance in a multilingual setting, It encouraged wider mobility, national integration, and a sense of tolerance. It enricher other language in contact acid gets enriched by them. Effective bilingualism or linguistic repertoire of individuals. These resources offered by plurality of language can be used for rapid social and economic changes and modernization programed.
Teaching is not a unidirectional process of pumping bits and pieces of unrelated and undigested gobbets of knowledge in to empty sacks. It is bidirectional, international process . Learners are not just passive recipients of socially accepted language patterns. They play an active role in this teaching-learning process. They actively strain, filter and reorganize what they are exposed to. Their initiations are not
Topic:- Teaching English as a Second language in India: Focus on Objectives.
photographic reproductions but artistic recreations. The learners are meaning- makers. The main objective at every level of teaching should be to help learners learn how to draw their latent creativity.
Every learners is born with a built – in language- Learning mechanism. This mechanism gets activated when the learners is exposed to that language. What is, therefore, essential is to create an atmosphere where Learning can take place. Children learn the language they hear around them. Exposure to a rich Varity of linguistic material is as important in first language Acquisition as in second language Learning. The teaching of English as a Second language, in particular, has often been less successful than it might have been, as a result of the restricted variety of linguistic contexts with which students are provided . Learners should ideally ne exposed to a variety of contextualized language materials. They must hear and see language in action.
The emphasis should shift from encouraging learners to memorize paradigms and grammatical rules to helping them interact with people using different registers of language and variaty of situations. In that proceeds the learners internalize not only the linguistic but also the sociolinguistic rules of the game, so that they capture the system which enabled them to
Topic:- Teaching English as a Second language in India: Focus on Objectives.
Focus on “what to say when and how”. It should also enable them to organize words in sentences and sentences in texts effectively keeping in view ' the topic of discourse “ addresser-addresser relationship”, and “ socio- cultural setting”. Learning a language is not just a Question of learning to produce sente6 and utterances which are grammatical and acceptable; they must also be appropriate.
Such of the four major skills: Reading, Writing, Speaking and understanding, is composed of a hierarchy of subskills. What is necessary is to identity the subskills that are to be strengthened and expanded in the process of teaching a first language, a Second language or Foreign language.
The objective of teaching a language or language is not simply to make the learner learn the major language skills but to enable the learners to play their communicative roles effectively and to select language/register/styles according to the roles they are playing. Every social person is a bundle of personas, a bundle of parts, each part having its lines. If you do not know your lines, your are no use in the play”(Frist 1957:184).
The object in teaching a language… is to enable the learner to behave in such a way that he can participate to some degree
Topic:- Teaching English as a Second language in India: Focus on objectives.
and for certain purposes as a member of a community what than his own. The degree to which any particular learners may wish to particular learner may wish to participate will vary. He may seek only to read teachnical Literature, or he may wish to preach the gospel in a Foreign country. These varying digress of participation require different levels of skill in language performance.
A teacher full of life and vigour, resourcefulness and innovative power, love and understanding, can turn a full class into a lively two-way interactional game. A well- qualified, energetic and inventive teacher cam be a “ living” model, and act as the best audio- visual aid.
• Functionally-determined sub- categories….
• First language (L1)....
L1 is used for performing all the essential, personal functions. These are gradually expanded to cover all types of interpersonal function. “In order to live, the young human, has to be progressively incorporated into social organization, and the main conditions of the incorporation is sharing the local magic –that is, the language ( 1957:185). L1 is an indispensable instrument of national culture the primary means for the
Topic:- Teaching English as a Second language in India: Focus on objectives.
transmission of culture crime one genre to another. “ Learning through the mother tongue is the most and comprehensive medium for the expression of the student personality”. (Government of India 1956), for it is Learning the all his or her future activates else (Abercrombie1956:23). The such commission in 1902 recommended mother tongue as the medium od instruction for all classes up to the higher secondary..
• Second language (L2):-…….
L2 may be used as an auxiliary or associate language, slot- filler, performing those functions which are not norm performed by L1. For a vast majority of educated people living in and cities, English as a Second functions primary a interstate or international link language. Some of them also use it a international language of knowledge, trade and industry. An import question here is: is L2 the main or associated medium of instruct all levels or at a particular level, or is it taught as a subject listed our “ other language”?. When an “ isoglosses” language is used by a could as its official language and / or as a medium of instruction at all level generates it’s own problems.
Topic:- Teaching English as a Second language in India: Focus on objectives.
• Foreign language:………
It is used by a select group of leaners in a very restricted select situations. The main objectives of leanering a Foreign language is to direct access to the speakers these language and their cultures enables the learners to participate in a Foreign society in certain and certain situations. A Foreign language like Russian is used in Learning for absorbing the cultural patterns of the USSR; English as a Second language is used in as an alternative way of expressing India patterns of life.
• Classical Language:-………
A Classical Language like Sanskrit provides recess to ancie culture Learning and Philosophy of life and is assumed to contributed the intellectual enrichment of it’s learners. It’s real value cannot measured in terms of wait it helps you do in everyday life but in term of confidence enrichment the modern language and offering “ insights” into a Varity of linguistic problems.
Topic:-Teaching English as a Second language in India: Focus on objectives.
• Conclusion:….
The objective have to be formulates in the light of what we perceive our needs for English to be in a multilingual setting, at both the national and individual levels. This is related to the following questions: what are the roles of Hindi, English, regional language, classical language, Foreign language, and languages of the minority group in our multilingual setting?. What are the topics and situations that will necessities the use of English?. What is the kind and amount of English that learners will need.
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