Manas Ranjan Misra
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Transcript of Manas Ranjan Misra
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REVAMPING ENGLISH TEACHING IN INDIA
Mr. Manas Ranjan Misra
Lecturer in English
Gopalpur Collge, Gopalpur-on-Sea, Ganjam
The future of English teaching as a discipline at the turn of the century
especially in the Indian context, calls for institutional reform and restructuring. In
accordance with the emerging trends, it seems quite obvious for reinventing and
refashioning of the discipline. English Teaching Language and literature must be
always taught on the basis of race, milieu and moments as a nation is not a static
entity. Teaching of literature attempts to make us understand human life
independent of mechanism and technology. Mechanism always leads to cause and
effect relationship. On the basis of logical thinking it controls matter, but there is
something in man which always defies mechanism. The human spirit is always
defiant of logical applications.
One way of reacting to a particular situation by way of communicationreflects our personality. The language we use to express our ideas, feelings,
emotions, events either true or false reflect level of learning. In the present
scenario of Globalization and socio-cultural evolution, people living in the
different corners of the world prefer English as the language for communication.
Even in countries where English is not the native language, people of different
culture and group use it as the prime medium of communication. It has become the
language of modernity in the contemporary context. In fact it has proved to be a
powerful medium for acquiring knowledge. It is no more the property of its native
speakers its international function has created a different aspect, which deserves
particular attention as nearly two/third of the nationals speak and practice this
language.
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The universities and other centre of learning in spite of being confined to
the boundaries of teaching and advancing of knowledge must try to adopt the
syllabus of English teaching with a wider objective. The basic objective of English
teaching should try to interpret past perception of an individual to the maximum.Hence, these competent individuals can strive to promote all round development in
our society.
Traditionally the English teachers used to provide a conceptual perception
of the universe without application of logic. But with the growth of IT sector
particularly in India the concept of teaching English has developed a new
dimension. The gurus of the IT and management sector realized that an
individuals way of communication plays a vital role in the path of success. These
professionals argue that since the purpose of communication is to transfer
information, there is no necessity of mastering the language. They advocate for a
communicative approach of English teaching, because the better you express or
present yourself it is easier to succeed in life.
This communicative approach of English Teaching advocates use of plain
and simple English to express oneself in a straight way. This of course needs
shifting of strategies of English Teaching from structural approach to
communicative approach.
The past experience of teaching English in India reflect that students after
studying for ten years at school level are inherited with the basics of English
grammar. No doubt, it was the school teachers duty to teach the language. The
college teachers then used to initiate them into the pleasure and joys of English
literature. At school level, English was taught through the grammar and translation
method. In the 1930s Michael Wes who was working in Bengal introduced the
famous reading method. He believed that it would be more effective for Indians.
But after independence i.e. in the 1950s the structural approach was introduced in
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India. After implementation of this approach for decades it was questioned as it
was found that students passing out of school were neither fluent in writing nor in
speaking English.
As a result English language teaching rather then literature was introduced
at college level by different universities. But the Central Institute of English and
Foreign Language of Hyderabad designed courses on language through Literature.
Now with the advent of the communicative approach to language teaching, the
teachers are left in a state of confusion. But being obliged to the task of language
teaching as well the literary texts in the syllabus, they have decided to become
examination tutors, teaching the students how to arrive without travelling.
To the students who come from English medium school the syllabus
appears to be easy but the regional medium students find it difficult on their part to
cope with the syllabus. As a result the teacher is left with no option except
lecturing. Some of us try to deal with the brighter learners and ignore the weaker
ones, further, with more than 100 students sitting in a class, no sensible language
teaching is possible, as discipline becomes a problem.
Every committed teacher is naturally worried by such problems and tries to
offer his own solution. Some suggest that grammar should be taught rigorously.
But it is found that though they succeed in mastering the rules it does not get
transferred into their ability to communicate. If we are able to speak our mother
tongue fluently without knowing its grammar, why should we insist on second
language learners mastering the grammar in order to communicate in the
language?
But as a lover of literature I firmly believe that in comparison to teaching
grammar teaching of literature is more powerful to teach a language, for literature
exemplifies the best words in the best order. The only way of improving the
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competence of students in a particular language is to introduce, more and more
literary texts in the syllabus.
Of course the teachers while teaching English as a second language should
not limit it to their traditional way of teaching. They should try to incorporate
linguistic elements into their method of teaching for making it more effective. The
teacher must make the students realize the fact that they are learning a language
which is different from their mother tongue, the sentence structure, the syntax and
the sounds of English are quite different from the various Indian languages; the
influence of the mother tongue often creates a great problem in learning English.
The teacher should make the students realize this problem of mother tongue
interference and ask them to be conscious in limiting its effect in order to
overcome it. Of course, it needs a lot of practice.
In order to provide them ample scope they should be prescribed with
varieties of prose pieces, stories, essays, poems etc. so that they get familiar with
the different forms of the language. The emphasis should be laid to enhance their
listening and paraphrasing skills. Every reading text should be followed by
questions to test comprehension skill as well us exercises in language study. This
will perhaps provide the students a strong foundation in sentence structure and
usage.
Further our way of English teaching must also pay attention towards the
improvement of the spoken aspect of the students. As a competent leader we have
to train the ears of the students to differentiate the vowels and consonants that
sound somewhat similar. We have to make them familiarize with the stress and
intonation patterns of English. There has to be an oral exercise of conversation
practice, which will encourage them in acquiring confidence in speaking English
fluently.
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In recent years there have been several attempts at improving the teaching
of English in all its facets. The institutions of higher learning have adopted and
initiated a lot of measures for reform. There seems to be a lot of concern for the
needs, expectations, problems and difficulties of students. Therefore, whileteaching English now, we have to take into account the changing role of English
both at the national level and individual level as suggested by the UGC on syllabus
reform in 1977.
At the national level English must serve as our window on the world as the
language in which nearly all contemporary knowledge is accessible.
At the individual level English will serve as the language of opportunity:
any individual seeking socio economic advancement will find ability in English as
an asset.
In the light of these objectives the purpose of teaching English in India
needs a new look:
to equip the student for his present and future academic pursuits to
understand classroom lectures, read text books, do reference work,
participate in classroom discussions and write assignment and examination.
to prepare the students to act effectively in their professional, social
and day to day affairs.
Thus our focus in the classroom has to be on the learner. The present
classrooms which are generally lecture dominated must be changed. The teacher
should create the atmosphere for learning to take place. He should facilitate ratherthan give information. Our aim of teaching is to make our learners communicate
fluently then we have to provide them with the scope for interaction. Language
learning is a skill like swimming. One can learn swimming by plunging into the
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water and swimming. Sitting on the bank of a river and looking someone swim
cant make one learn how to swim.
Thus, the language classroom has to become more learner dominated and
not teacher dominated. In order to make this more effective there is necessity of
creating language laboratories equipped with all modern accessories facilitating an
ambitious future.
REFERENCES
Wilkins, DA.National syllabuses, oxford University Press, Oxford, 1996.
Widows on, H.G.. Teaching Language as Communication, OUP. London. 1 978.
Ellis. R, Understanding Second language Acquisition, OUP, London, 1991.
Howatt, A.P.R.A History of English Language Teaching, OUP, Oxford, 1984.
URLs
www.ugc.org.in
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