Group V - Book Review on English Language Teaching and Learning

 

Kavitha K - 2113312005023

Methodology of Teaching English - Dr. D. Vasundhara and Dr. Katyayani R.K. 

        Methodology of Teaching English is a textbook authored by Dr. D. Vasundhara and Dr. Katyayani R.K. which is highly regarded for its thorough examination of various language teaching techniques. The book provides a detailed understanding of the methods and approaches used in language teaching, making it an essential resource for educators.

        The distinguishing feature of this book is its comprehensive and meticulous examination of every aspect of teaching English, ranging from the historical origins of each method to its evolution over time, all the way to its current state. The book discusses the features, advantages and disadvantages of the teaching methods of English. It also deals with the principles involved in the teaching and learning process. The authors attempted to examine how teachers practise the methods of teaching English in particular countries, especially countries like India where English has been taught as a second language. This book also elaborates on the syllabus, Role of a teacher, Role of the learner, Role play. At the end, the book discusses the types of teaching and learning activities.

        Here is a thorough and brief understanding of methods of teaching English, Principles involved in English teaching and learning process discussed by the authors Dr. D. Vasundhara and Dr. Katyayani R.K.

1.   Structural approach:

        During World War II, the American government needed people who could speak English as well as German or French. They created special language training programs and worked with many universities to train as many people as possible. Linguists and applied linguists worked on the teaching of English as a foreign language under the directorship of Charles Fries, a structural linguist. In the 1950s, the Structural Approach to language teaching was developed. The Structural Approach to teaching language starts with grammar and structure. It emphasizes pronunciation and repetition through oral drills of basic patterns.

        The Structural Approach to language teaching selects and grades grammar and vocabulary items based on frequency, usefulness, and teachability. These items are presented orally and practiced in meaningful situations. Practice is important because language learning is seen as a process of forming habits.

1.1  Features:

The main characteristics of the approach are:

●    Language learning begins with the spoken form. Therefore material is taught orally before is presented in the written form

●     New language stems are introduced and practised situationally

●     Items of grammar and vocabulary are graded following certain principles

●     Mastery of the structures is best acquired by repetition of the

1.2  Structural Approach - its dominance in India:

        The Structural Approach to language teaching became popular in India after it was introduced in Madras State. At a seminar in Srinagar organized by CIE, Hyderabad, teachers and educationists discussed English language syllabuses, textbooks, and evaluation procedures. The approach was well-received and considered effective if appropriately trained teachers made local adaptations to the syllabus.

        Adapting the Structural Approach to local needs doesn't mean changing it completely. Teachers should receive proper guidance to avoid confusing lexical items with structures. A teacher's kit with various resources could help, especially in rural areas. Evaluation and testing techniques should also be modified. With appropriate changes, the Structural Approach can be useful in India.

1.3  Advantages of the Structural Approach:

●     The language is presented systematically, as the structures and vocabulary are selected and graded according to the levels of learning

●     Difficult areas of the language are identified and dealt with accordingly

●     The oral presentation and practice of the structures and vocabulary enable the learner to gain mastery

●     The initial drilling minimizes the mistakes of the students

●     Since right habits of the language are formed, the students retain the expressions of the language

 

1.4  Limitations of the Structural Approach:

●    Teachers needed a lot of guidance to teach structures. It is difficult for an average teacher to cope with the teaching

●     There is a greater emphasis on oral language than the written form

●     Situational learning of vocabulary results in a very slow rate of vocabulary building

●    As the material concentrates on only a few structures, learning becomes dull and uninteresting

2.   Oral Approach and the Situational Language Teaching:

        The Oral Approach and Situational Language Teaching were developed by British linguists in the 1930s-60s, based on habit formation theory. Harold Palmer and A.S.Hornby are the two most important advocates of this approach. These linguists developed an oral approach to language with systematic principles for selection, gradation, and presentation. The key feature the approach is to introduce and practise the new language items situationally and contextually. Structures are seen as crucial to speaking ability, and oral practice of controlled sentence patterns is emphasized in classroom activities. The approach emphasizes the relationship between language structure and its use in context and situations.

        Like the Direct Method, the Situational Language Teaching adopts an inductive approach to the teaching of grammar.  Correct pronunciation and grammar are important, and errors are to be avoided. Thus this approach prepares students to use the language in real-life situations. The Oral-Situational Language Teaching with its strong emphasis on oral practice, grammar and sentence patterns still continues to be widely used in many parts of the world, though it was questioned in 1960s.

3.   Audio-Lingual Approach:

The Audio-Lingual Approach originated in America during World War II and aims to teach students the necessary communication skills for daily life. It focuses on listening and speaking skills, but also includes reading and writing. The primary method of teaching is through dialogues, which allows students to practice and memorize language. In this approach, dialogues are used extensively to present language items, and the language laboratory is used to help students memorize language patterns. Like the Direct Method, the use of the native language is avoided, and pattern drills are used as a significant technique for language teaching and learning. The approach's emphasis on speaking and the use of structured practice has made it popular in classrooms worldwide.

4.   Communicative Approach:

By the mid 1960s, British linguists started to question the Situational Language Teaching approach and realized the importance of focusing on communicative skills rather than just mastering language structures. Chomsky criticized that the structural theories of language were incapable of accounting for the fundamental characteristic of the language the creativity and uniqueness of the individual sentences. British language experts too realized that it was important to teach people how to communicate effectively in English, not just how to follow grammar rules. This changed how English was taught.

The goal of language teaching is to develop what Hymes (1972), a socio-linguist, referred to as 'communicative competence'. Hymes coined this term  in contrast to Chomsky's theory of competence and is based on the characteristics of a communicative view of language. They are:

●     language is a system for expression of the meaning

●     the primary function of language is and interaction communication

●     the structure of a language reflects its functional and communicative uses

●     the primary units of language are categories of functional and communicative meaning as compiled in discourse but not its grammatical and structural features

 

5.    Principles involved in English teaching and learning process:

●     Language as used in real context is practised in the classroom. The goal is to have one's students become communicatively competent.

●     In communicative language teaching, the teacher leads and supervises classroom activities to help students learn a foreign language effectively and feel motivated.

●     Communicative language teaching utilises authentic materials that encourage communication in the classroom.

●     Teachers do not solely rely on textbooks, but instead create materials as the course progresses.

●     The learning process involves group work, pair work, games, role-plays, and problem-solving tasks.

6.   Syllabus:

Communicative Language Teaching introduced a new approach to syllabus design called the Notional Syllabus. This approach focuses on what students communicate through language and incorporates semantico-grammatical categories, as well as time, quantity, space, relational meaning, and deixis. It also blends various disciplines and addresses basic communication needs. This approach is considered superior because it sustains motivation and incorporates all language functions.

7.   Role of a teacher:

In Communicative Language Teaching, the teacher takes on a different role from traditional teaching methods. Instead of being an instructor, the teacher is a discussion leader, promotes participation, reduces psychological distance, and guides student activities.

8.   Role of the learner:

In Communicative Language Teaching, students work collaboratively to complete tasks and present their ideas. They revise their work and learn to communicate clearly and politely with listeners. They also develop effective writing and speaking skills.

9.   Role play:

Role play is a technique that encourages maximum student-talking, adding interest and humour to discussions. Students feel free to express themselves without fear of ridicule and can adopt attitudes they might not express in real-life conversations. Role play offers a range of language behaviours and can be introduced in a group, then extended to individual roles, to keep students engaged and talking throughout the activity.

 

10. Types of teaching and learning activities:

Communicative Language Teaching utilises a variety of exercises and activities to focus on completing tasks, information sharing, and language functions. These exercises include games, role plays, and simulations, and are designed with principles of information gap, information transfer, communicative drills, and correction for content. Students practise language functions to bridge information gaps, transfer information from one form to another, and engage in communicative drills before practising dialogues in pairs. Content is corrected first, followed by grammar and pronunciation. 

         

Kaviya R - 2113312005024   

English Language Discourse - Michelle Maxon

"English Language Discourse" by Michelle Maxon is a comprehensive guide to the study of English language discourse. The book covers a broad range of topics related to discourse analysis, including the definition of discourse, the different types of discourse, and the various approaches to studying discourse.

Maxon begins by defining discourse as "a way of using language that creates meaning beyond the level of individual sentences." She goes on to explain that discourse is not just about individual words and sentences, but also about the context in which they are used. Maxon highlights the importance of studying discourse in understanding how language is used in various contexts, such as in political speeches, media texts, and everyday conversations.

The book then explores the different types of discourse, including written and spoken discourse, monologue and dialogue, and public and private discourse. Maxon explains how these different types of discourse are used in various contexts and how they differ in terms of their structure, content, and function.

One of the strengths of Maxon's book is her discussion of the different approaches to studying discourse. She explains how different scholars have approached discourse analysis from different theoretical perspectives, including structuralist, functionalist, and critical discourse analysis. Maxon provides examples of how each approach can be used to analyze different types of discourse, and she highlights the strengths and weaknesses of each approach.

Maxon also covers a range of topics related to the study of discourse, including discourse markers, discourse coherence, and discourse genre. She explains how discourse markers such as "um" and "ah" are used in spoken discourse to signal hesitation, and how discourse coherence refers to the way that different parts of a discourse are connected and make sense together. Maxon also discusses the concept of discourse genre, which refers to the different types of discourse that are used in different contexts.

One of the most interesting aspects of Maxon's book is her discussion of the role of power in discourse. She explains how discourse is not neutral, but rather is shaped by power relations between different groups. Maxon highlights how language is used to construct and reinforce social hierarchies, and how different groups use language in different ways to achieve their goals.

Maxon also discusses the relationship between language and ideology, and how language is used to shape and reinforce dominant ideologies. She explains how language is used to construct and reinforce social norms and values, and how different groups use language to challenge or resist dominant ideologies.

Overall, "English Language Discourse" by Michelle Maxon is an excellent introduction to the study of discourse analysis. Maxon's clear and concise writing style makes the book accessible to students and scholars alike, while her comprehensive coverage of the different approaches and topics related to discourse analysis makes it a valuable resource for anyone interested in studying language use in context.

One of the strengths of the book is the way Maxon draws on a wide range of examples from different contexts, including political speeches, media texts, and everyday conversations. This helps to illustrate the different concepts and approaches to discourse analysis in a way that is both engaging and informative.

Another strength of the book is Maxon's discussion of the role of power in discourse. This is an important and often overlooked aspect of language use, and Maxon does an excellent job of highlighting how language is used to construct and reinforce social hierarchies and dominant ideologies.

One potential weakness of the book is that it is quite dense and academic in style, which may make it challenging for some readers to engage with. However, Maxon's clear and concise writing style and her use of engaging examples help to make the book more accessible.

In conclusion, "English Language Discourse" by Michelle Maxon is an excellent introduction to the study of discourse analysis. Maxon's comprehensive coverage of the different approaches and topics related to discourse analysis, combined with her use of engaging examples and her

 

Meenakshi S -  2113312005025

English as a Global Language - David Crystal 

Book Link - http://culturaldiplomacy.org/academy/pdf/research/books/nation_branding/English_As_A_Global_Language_-_David_Crystal.pdf

David Crystal offers a history of English as an establishing and far-reaching language in our world in English as a Global Language. He effectively describes the English language's extending domination without wandering too far from the domain of facts into the no-man's land of views. English as a Global Language is a practical and illuminating examination of English as a global language.

Crystal is perpetually factual (or as unbiased as any human is capable of being) throughout English as a Global Language, which I find impressive. Too often, self-appointed experts waste time and energy either praising English for its obvious authority and resulting rank as an emerging global language, or criticising English - and, by extension, those who speak and thus promote it - for its imperialistic overtaking of other languages. Crystal doesn't do either of them. In this book, he presents his educated thoughts regarding English as a language that continues to develop and change as a global language, which are backed by solid data.

"Why a Global Language?" the opening chapter asks. When native English speakers believe their language's relative importance in the world, Crystal observes that they "may feel pride [...] but [their] pride may be tinged with concern, when [they] realize that people in other countries may not want to use the language in the same way that [the native speakers] do, and are changing it themselves." (2). This statement interests me because, as true as it is, observing the fact laid out so plainly in text reminds me of how silly it sometimes appears to be to be proud and defensive of something that happened arbitrarily (a native English speaker happened to be raised in an area where English was the main language) and that

Crystal goes into great detail on how English has expanded in its comparatively brief history. Crystal demonstrates in fascinating detail how technology, notably contemporary communication and affordable air transportation, has permitted and encouraged the spread of the English language over the world.

His recounting of the first English-language radio transmission of communications signals piques curiosity in particular. This makes perfect sense because English-speaking Britons and Americans invented the technology. As Crystal points out, it was impossible to have predicted the consequences and final result of this—that within twenty - five years public radio programming would be produced in English and would finally result in the establishment (though unofficial) of English as a lingua franca in world politics. Nevertheless, looking back, it looks like the most rational and significant outcome imaginable.

Crystal's explanations of when, why, and by and to whom English has spread are thorough. I like how he provides clarification on historical events that are important to his points throughout English as a Global Language. Furthermore, Crystal appears to have gone to great lengths to provide tables to support his claims. Crystal appears to be a truly dedicated scholar who is both fascinated in his field of study and enthusiastic about conducting thorough research to increase the credibility of his book.

Crystal is a skilled writer whose style precludes English as a Global Language from being boring and textbook-ish but rather tends to make it an entertaining print for anyone interested in the history, present, and potential future of English around the world. Crystal has crafted a book that is as interesting as it is educational by using a straightforward and matter-of-fact tone and reinforcing his assertions with research. 

Nevetha R - 2113312005026

BETTER PRONOUNCITAION OF ENGLISH - J.D.O’ CONNOR

Book Link :  

https://www.pdfdrive.com/better-english-pronunciation-by-oconner-j-d-cup-e28918536.html 

 

 1.LEND ME YOUR EARS

In this section of the book, the author relates the concepts of linguistics that deals with the origin of speech, thus makes an emphasis on hearing. While he supports that reading does indeed improve one’s vocabulary to properly emulate and speak one must concentrate on hearing. He proves this by the example of a baby learning how to speak only after it hears, processes and reciprocates and learns how to speak. The author promotes the use of tapes recorders to listen more and to pre program the brain to speak better.

 

2. WHICH ENGLISH

In this part of the book the author writer talks about the various accents and vocabulary of English that switches with the different geographic areas. He promotes the idea of using localized English in the case of places like India to maintain the authenticity of the local language. He stresses on the use of vowels, that often differentiates the dialects of English from one another.

 

3. LETTERS AND SOUNDS

The distinction between letters and their corresponding sounds are almost always different in English.This is could be proved when one attempts to transcribe the words into phonetic symbols. Therefore, one must be aware of the proper distinction between the words and their pronunciation that differs in the spelt than in writing.

 

4. HOW THE SPEECH ORGANS WORK

The organs of the speech that aid in the production of sounds and the organs that articulate the air passage to make unique distinctions in the sound patterns should be known and studied, for they help in the understanding of each of the organs involved in the production of sounds, and to properly utilize them to speak clearly thereafter.

 

5. STRESS

Stress also comes along the group of criteria that decides one’s speech patterns and eventually accents. The words can be divided into different syllables and each of which demands different degree of stress or intonation i.e. emphasis on the enunciation of specific syllables and not stressing on pronouncing the others which create a constant ebb and flow that creates the beauty of the English language.

 

OVERALL REVIEW OF THE BOOK
O’Conner’s book offers the important emphasis on the different accents, intonations, stress and
dialects of the various types of English and helps one go first to identify the niche of one’s language and then gradually progress through various tips that he offers that improves all dimensions of one’s language. O’ Conner’s book definitely helps the clueless beginners where to start with their progress and lay a solid foundation that is indispensable to the progress of fluency and mastery of the English language.

 

Pavithra B - 2113312005027

Techniques & Principles in Language Teaching by Diane Larsen - Freeman and Marti Anderson

Book Link :  https://acasearch.files.wordpress.com/2015/03/techniques-in-language-teaching.pdf

 

 "Techniques and Principles in Language Teaching" by Diane Larsen-Freeman and Marti Anderson is a widely respected textbook that offers a comprehensive overview of language teaching principles and techniques.

The authors begin by discussing the principles of language teaching, emphasizing the importance of learner-centeredness and communicative competence. They explain how language acquisition occurs through interaction, and describe the role of input, output, and feedback in the language learning process.

The book then goes on to discuss specific techniques for language teaching, including task-based learning, content-based instruction, and the use of technology in the classroom. Each technique is described in detail, with examples of how it can be used to promote language learning.

One of the strengths of the book is the focus on practicality. The authors provide numerous examples of how the techniques can be implemented in real-life teaching situations, and offer suggestions for adapting them to different contexts and learner needs.

Another strength is the attention given to the diversity of learners and the importance of considering individual learner characteristics when designing language teaching programs. The authors discuss strategies for addressing differences in learning styles, motivation, and language proficiency levels.

A brief description on each chapter : 

Chapter 1: Overview

This chapter provides an overview of the book, explaining its purpose and structure. It also introduces the concept of language teaching methodology and discusses the importance of understanding the principles that underlie effective language teaching.

Chapter 2: Understanding Language

This chapter explores the nature of language and its components, including grammar, vocabulary, and pronunciation. It also discusses the different ways in which language is acquired and the implications of these processes for language teaching.

Chapter 3: Understanding Learning

This chapter examines the process of learning a second language, including the factors that affect language acquisition and the different types of language learners. It also discusses the role of motivation, attitudes, and anxiety in language learning.

Chapter 4: Approaches to Language Teaching

This chapter provides an overview of the different approaches to language teaching, including the Grammar-Translation, Audio-Lingual, Communicative, and Task-Based approaches. It discusses the strengths and weaknesses of each approach and their relevance to different teaching contexts.

Chapter 5: Designing and Planning Lessons

This chapter discusses the principles of lesson planning, including setting objectives, selecting and sequencing activities, and evaluating learning outcomes. It also provides practical tips for creating effective lesson plans.

Chapter 6: Teaching Grammar

This chapter focuses on the teaching of grammar, discussing the different approaches to grammar instruction and the principles of effective grammar teaching. It also provides examples of activities and exercises for teaching different grammatical structures.

Chapter 7: Teaching Vocabulary

This chapter explores the teaching of vocabulary, discussing the different types of vocabulary and the principles of effective vocabulary instruction. It also provides examples of activities and exercises for teaching vocabulary.

Chapter 8: Teaching Pronunciation

This chapter examines the teaching of pronunciation, discussing the different aspects of pronunciation and the principles of effective pronunciation instruction. It also provides examples of activities and exercises for teaching pronunciation.

Chapter 9: Teaching Listening, Speaking, and Writing

This chapter discusses the teaching of productive language skills: listening, speaking, and writing. It explores the principles of effective instruction for each skill and provides examples of activities and exercises for teaching them.

Chapter 10: Classroom Management and Assessment

This chapter focuses on classroom management and assessment. It discusses the principles of effective classroom management and the different types of assessment, including formative and summative assessment. It also provides practical tips for managing classrooms and assessing learning outcomes.

Overall, "Techniques and Principles in Language Teaching" is a valuable resource for both new and experienced language teachers. It covers a wide range of topics related to language teaching and provides practical advice and examples of effective teaching practices.The principles and techniques presented in the book are well-supported by research and can be applied in a wide range of teaching contexts. The book is accessible and well-organized, making it easy to navigate and use as a reference.

 

Thank You !