Paper 12; Module 23; E Text
I. (A) Personal Details
Role Name Affiliation
Principal Investigator Prof. Tutun Mukherjee
University of Hyderabad
Paper Coordinator Dr. Neeru Tandon VSSD College, CSJM University, Kanpur
Content Writer/Author (CW)
Dr. Reshu Shukla Axis Institute of Technology and Management
Content Reviewer (CR) Dr. Neeru Tandon VSSD College, CSJM University, Kanpur
Language Editor (LE) Dr. Neeru Tandon VSSD College, CSJM University, Kanpur
(B) Description of Module
Item Description of module
Subject Name English
Paper name English Language Teaching
Module title Second Language Instructions in India
Module ID MODULE 23
Second Language Instructions in India
Module Structure:
23.0 Learning outcomes 23.1 Introduction
23.2 Concept of Language 23.3 Basic functions of Language
23.4 Difference between the First and Second Language 23.5 Role of First Language in Second Language Acquisition 23.6 Theories of Second Language Acquisition
23.7 Methods of Second Language Instruction 23.8 Key Principles for Second language Instructions 23.9 Stages of Second Language Learning
23.10 Instructions According to Each Acquisition Stage 23.11 Content Based Instruction
23.12 Factors Involved in Second Language Instruction 23.13 Role of Instructor in Second language Instruction 23.14 Ten Points to Enhance Effectiveness of Teaching 23.15 Let us sum up
23.0 LEARNING OUTCOMES:
By the end of the lesson, students should be able to understand:
1) Need, Importance & functions of Language for a human being 2) Difference between the Native Language & Second Language 3) Role of First Language in Second Language Acquisition 4) Theories of Second language Acquisition
5) Process of Second Language Acquisition 6) Stages of Language Learning
7) Instructions According to Each Acquisition Stage 8) Content Based Instruction
9) Factors Affecting Second Language Learning Process 10) Principles of Second language Instructions
11) Methods of Second Language Instructions 12) Role of a Second Language Instructor.
23.1 INTRODUCTION
“Language is the armory of the human mind, and at once contains the trophies of its past and the weapons of its future conquests.”
----Samuel Taylor Coleridge
These words have given a perfect definition of language, its need and importance in the life of a human being.
Ever since the beginning of social life, language has been the most convenient medium for sharing our ideas, feelings, experiences and knowledge. Initially, people used symbols, signals, signs, posture & gesture to communicate their feelings of security, satisfaction, joy, fear, love, like, dislike etc. However, the verbal use of language is a result of a search for an appropriate medium of expression followed by a need for social form of living. Hence, the process of language development is the second name of socialization. It has invested a great contribution in almost every field of human experience i.e. educational, cultural, psychological, ethical, professional, technological etc. Consequently, the role and utility of language has increased remarkably for the growth of society and individual.
In present scenario, we live in a global village. It has introduced the culture of a world family, where we all are interconnected to each other. This dynamically changing social outlook has given birth to multilingualism. The term ensures the use of two or more languages as per the demand of an individual’s surroundings.
DO YOU KNOW?
Around 5,000 to 7,000 languages are being spoken in the world today.
This has carved a niche for a comprehensive study on second language learning/teaching process to fulfill the need of rapidly expanding social boundaries and professional advancement. This module will, particularly, focus on the essentials of Second Language Instruction in India.
23.2 CONCEPT OF LANGUAGE
Language is a combination of signs, symbols, alphabets, words, vocabulary & grammar to construct a meaningful message. It is a logical arrangement of written and oral words in an extendible and modifiable structure of grammar. This scientific implication of language is known as linguistics. In order to learn any language one has to understand the development process of language.
The language is a process of transforming human experiences, perceptions, aspirations and all mental activities through a verbal and non-verbal mode of expression.
23.3 FUNCTIONS OF LANGUAGE
Language, as we know, plays a crucial role in our life. As a part of family and society, we are always involved in some or the other kind of activities which demand for the use of language at many levels. For example:
To express the needs
(e.g. I want a glass of water)
Observation of environment
Analysis of experience
Formationof thoughts Conversion of
thoughts into Language Using language
as medium of expression
To share experiences, feelings, opinion etc.
(e.g. I have studied hard to get first position in the class) (e.g. My mother feels proud on me)
(e.g. I believe everybody should do hard work)
To gain knowledge
(e.g. What causes rainbow?)
To convey facts and information (e.g. Akbar was a great Kind ) (e.g. Earth moves around the sun)
To form the relationship
(e.g Mom you are the most special person for me)
23.4 DIFFERENCE BETWEEN THE FIRST AND SECOND LANGUAGE
Often people use more than one language to speak their mind in various occasions at personal and professional front. In this respect, language can be basically divided into two types-
Native Language (L1)
Second Language (L2)
The native language is also known as the first language. This is the one, which a person receives as a medium of expression as soon as he starts understanding and speaking the language. It is also the language that a person uses in his close surroundings i.e. family, relatives and society.
However, the second language is the one that is used in the locale of the person or in a broader perspective of social and professional life.
For example in North India we have our native language Hindi (along with many other regional languages) and we use English as a Second language in broader scenario.
As for as the learning of the first language is concerned, it does not need any practice. It is the natural process of learning. This is known as acquisition, a natural process of acquiring language understanding. A person learns this language while responding to his/her close environment. It does not demand for a systematic pattern for learning. In fact the learning takes place effortlessly in the course of life. In contrast to the first language, the second language needs a systematic acquiring process with consistence practice. This process is known as learning. It is a purposive activity. Therefore, it follows certain patterns, guidelines and a well- designed methodology to get hold of it.
23.5 ROLE OF FIRST LANGUAGE IN SECOND LANGUAGE ACQUISITION
The first language plays a significant role in acquisition as well as increasing proficiency in L2.
This contribution can be noted down in various stages of L2 learning.
In a class of L1 speakers, the concepts of L2 can be explained more precisely and comprehensively than in any other form of expression.
Before starting a conversation in L2, a discussion in native language helps a lot in holding interest of learners.
L1 helps in understanding the meaning of new words and terminology that strengthens a grip on L2.
L1 translation always proves a better approach in terms of conceptualisation and formation of ideas in L2
Explaining the topics in L1 includes the vocabulary of L2 most often; this creates a parallel learning of L2.
L1 works as a source for cognitive understanding of a new knowledge that can be comprehend easily.
23.6 THEORIES OF SECOND LANGUAGE ACQUISITION Second Language Acquisition Theory by Stephen Krashen
Krashen’s theory of L2 contains five hypotheses-
The Acquisition-Learning hypothesis
The Monitor hypothesis
The Input hypothesis
The Natural Order hypothesis
The Affective Filter hypothesis
The Acquisition-Learning hypothesis
The Linguist Stephen Krashen classifies, “there are two independent system of second language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act. The "learned system" or "learning" is the product of formal instruction and it comprises a conscious process which results in conscious knowledge
'about' the language, for example knowledge of grammar rules. Krashen believes 'learning' is less important than 'acquisition'.”
Implementation of Theory in Instruction
The maximum opportunities to speak in the target language should be given.
Complex rules should be avoided to be taught at initial stage to create L1 like comfort zone.
Teaching task should be structured keeping in mind student’s active involvement.
Speaking and writing should be encouraged at later stage to avoid second language learning fear
An active use of two-way process communication in oral form should be ensured.
The Monitor hypothesis
The Monitor hypothesis focuses on the acquisition and learning correlation. It stresses on the impact of acquisition on learning. According to Krashen, “the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule.”
In this regard, the term ‘monitor’ or the ‘editor’ includes grammatical structures for learning. On the other hand, the acquisition, as natural process, needs partial conscious learning or minimum use of grammar.
According to Krashen, “the role of the monitor is - or should be - minor, being used only to correct deviations from 'normal' speech and to give speech a more 'polished' appearance.”
Implementation of Theory in Instruction
Learner’s existing knowledge should be used for further teaching.
Teaching of second language should be initiated in native language to comprehend the understanding of L2.
Social/familial background of learner should be taken care to overcome the learning hurdles
The Input hypothesis
The Input hypothesis explains the process of acquiring a second language. In fact, it reflects the beginning of L2 acquisitions, where a learner starts understanding the language at initial stage.
The learner moves a step further from his existing level of language proficiency to understand the meanings of words, signs, symbols and sentences of a second language. However, at this stage the learner cannot produce verbal form of language, yet can understands well. This progress to the next level of understanding is termed as the ‘comprehensive input’.
Implementation of Theory in Instruction
The instructor should create a day-to-day conversational environment in order to lay the foundation of a new language.
Learning should be based on various activities, such as-
Poem recitation, picture observation, small plays, and dialogic presentation
The demonstration method helps in understanding the concept.
The Natural Order hypothesis
The natural order promotes the use of grammar in acquisition of L2. According to Krashen, it is important to understand language pattern and norms to learn any language correctly. However, he has refused to sequence the grammatical rules in language acquisition.
Implementation of Theory in Instruction
Grammar and translation method should be opted to explain the basic structure of a new language
Easy rules should be explained first to create interest
Inductive order of teaching rules and pattern should be opted at early stage
(In inductive order rules are explained by the instructor and students are encouraged follow the norms in their exercise)
Contextual learning should be introduced at later stage using deductive order (Students draw their own conclusion regarding rules during exercise.)
The Affective Filter hypothesis
The Affective Filter hypothesis suggests some 'affective variables'. These variables, termed as motivation, self-confidence and anxiety, stimulate progressive assistance in second language acquisition.
According to Krashen, a state of high motivation, self-confidence, and a decreased level of anxiety ensures an outstanding result of success. On the contrary, lack of motivation, gravitating self-confidence, and restless attitude will 'raise' the affective filter and create a 'mental block' that
distorts the process of acquisition and mar the performance. We can say affective variables, if present in right proportion, play a positive role in learning and draw favourable results.
Implementation of Theory in Instruction
Students should be encouraged to include the target language in their routine conversation to lessen the anxiety of public speaking.
Use of small phrases, quotes and adjectives should be suggested to increase confidence level.
The instructor can take help of parents to ensure maximum opportunities of speaking practice at home.
Corrections should not be done publically; rather teacher should repeat the corrected version to maintain spontaneity and avoid confusion.
Basic interpersonal communications skills (BICS) and cognitive academic language proficiency (CALP) by Jim Cummins
Context-embedded communication
The Instruction takes place in communicative form with certain objects, signs, symbols kinesics and paralinguistic cues.
Implications
Use of nonverbal form of language (gestures, facial expressions, eye actions)
Include different audio-visual cues
Monitoring behavioral changes and responses of others
Using paralinguistic features (tone, accent, pitch, intonation etc)
Observing objects, pictures, diagram and other relevant learning aids.
Context-reduced communication
The Instruction takes place without communicative clues. A comprehensive verbal form of language is replaced by the non-verbal form of learning.
Implications
Use text books, story books and other form of verbal communication for oral and written practices.
Lecture based learning should be adopted.
Active involvement of students in classroom exercise, home assignments and problem solving should be ensured for achieving advance level of language proficiency and literacy
Encourage for socio-cultural linguistic knowledge to attain competency.
Cognitively undemanding communication
The Instruction takes place without or minimum use of theoretical or critical thinking. For example:
A learner speaks his/her first language from childhood without using any set grammatical structure.
Cognitively demanding communication
The Instruction supports analytical thinking approach to produce information swiftly.
Watch this video: https://www.youtube.com/watch?v=NiTsduRreug
The Second Language acquisition Theory by Jean Piaget
Behaviourism
The learning is based on practice or habit formation. It is believed, the more are opportunities for practice of language the better are chances of learning.
Watch this video: https://www.youtube.com/watch?v=VvOIbDI2fro
Cognitivism
This theory stresses on the innate capacity and readiness of learner to learn something new. It takes adaptability and intelligence as prerequisites for learning.
“When the child is ready to learn then he can be taught”. Jean Piaget Watch this video: https://www.youtube.com/watch?v=Jt3-PIC2nCs
23.7 METHODS OF INSTRUCTION
Grammar Translation Method
This method of teaching is based on grammar rules, vocabulary and a set pattern of sentence structure and word formation. The instruction is followed by an exercise based on the topic taught. It is deductive method of teaching and the instruction is done in mother tongue to ease the understanding level of students.
Advantage: This method enables students getting comprehensive knowledge of language and its basic structure.
Disadvantage: It is a teacher centered approach where learners only follow the instructions to finish the task. Sometimes they do rote learning of rules. This results in temporary memory storage of rules.
Direct method
In contrast to grammar translation method, this method follows direct learning of second language without a much focus on grammar rules. It follows inductive method of teaching. The use of native language is restricted in this method. The emphasis is laid on paralinguistic features i.e. pronunciation, intonation, stress, voice modulation, pitch, articulation etc.
Advantage: It is a student centered approach. An instruction is done in the form of demonstration, question answer, sentence formation, topic presentation etc. This method ensures the active participation of students in learning process.
Disadvantage: The absence of a systematic grammar study sometimes lays weak foundation of language knowledge and concept understanding.
Audio-lingual
This method follows the principle of behavoural theory. Drills are used to teach the subject.
Similar to direct method it does not lay emphasis on grammar rather a specific attention is given to phonetics. The exercise is done in dialogue form where students are asked to pay attention towards the spoken words and sentences and keep on practicing to achieve proficiency.
However, the written form takes place at the end of the process.
Advantage: It strengthens all modes of learning skills maintaining a sequential order of listening, speaking, reading and writing in progressive manner.
Disadvantage: It limits the creativity and generalization skills of learners because of its repetitive nature of learning.
Total Physical Response (TPR)
This method has been defined by James J. Ashera’s physical responses of learners towards the command received. In this method learner’s concentrated listening and his level of understanding is measured. It takes place in certain steps-
Step1. The teacher gives command and demonstrates the response/ action Step2. The teacher gives command and teacher and students both give response
Step3. The teacher gives command and students respond through its implementation into action Step4.Now the teacher encourage a student to repeat command
Step5. Student gives command to teacher (the role exchanges)
Step6. Now it becomes a two-way process (Teacher and students both are involved)
Step7.The pattern of command is used now for generalisation of the subject by students
Advantage: Aural proficiency increases. Listening skills are improved Disadvantage: Dependency on teacher increases.
Communicative Language Teaching (CLT)
This method pays attention towards variety of communication activities. The focus is on day to day expression of ideas in form of functions i.e. inviting, suggesting, requesting complaining, appreciating, introducing, etc.
Advantage: Fluency is achieved through practice Disadvantage: lack of grammar learning opportunities
Silent Way
This method has been originated by Caleb Gattegno. He suggests a symbolic pattern of learning where teacher conveys message using various verbal and nonverbal techniques. This method promotes students to draw their conclusion out of the information given. A proper attention is paid to body language, paralinguistic features i.e. expression, gesture, posture, tone, pitch, stress, pronunciation etc.
Advantage: Strengthens conceptual understanding of learners
Disadvantage: symbols may create confusions. An accurate assessment of progress is difficult.
Community Language Learning
This method is also known as counseling method. The teacher establishes the relationship with learners in order to understand their background, learning approach, aim, weak areas, hesitation and complexities. The learning takes place in form of translation of sentences from mother tongue to second language.
Advantage: Encourages supportive environment of learning.
Disadvantage: Time consuming process. Difficult to implement in classroom learning
23.8 PRINCIPLES OF SECOND LANGUAGE INSTRUCTION
Consideration of Student’s Background
A language Instructor should consider the complete background of his students (social psychological & economical) and their performance in other learning activities. This will help in knowing the learning pattern and comfort zone of the learner.
Case: If a student performs well in the written test but fails to answer oral question in the classroom.
Solution: The Instructor should provide maximum opportunities of classroom discussion in spite of forcing him/her to answer the question.
Language learning as creative activity
A language class should be governed by creativity where all students can perform according to their innate capacity. This will enhance their confidence level. Students should be given group activity, role play, and individual presentation, group presentation, concept writing, picture
writing and opportunities to listen audio recordings followed by a performance based assessment.
Case: If a student takes active part in group discussion but struggles in stage presentation.
Solution: The Instructor should not mention it as his/her weakness. The best way is to make such students overcome their stage fears by providing role play opportunities in group discussion sessions.
Learning by Doing
As we know, “Practice makes one perfect”. This concept very well suits to the learning of second language. It is purely an effort based learning process. In this respect, the classroom instruction should be followed by a proper set of class work and homework practice.
Case: If a student performs brilliantly in oral activities but commits spelling and grammatical errors in written assignments
Solution: The Instructor should ask him to make a presentation of his choice using particular tense or grammatical structure. This will enhance student’s grammar understanding and also improve his/her drafting skill.
Student centered learning Environment
A language learning class should be the ‘students centered’. This system promotes a two-way communication process where students are not passive listeners rather they are active participants from the beginning to the end of the session.
Case: If students do not ask questions and sit silently throughout the session
Solution: A teacher should not ignore it. Their silence is not the proof of their understanding. It may be due to other reasons i.e. fear of punishment, strict image of instructor, embarrassment anxiety etc. So the consistence use of question answer technique is advisable in such condition.
Combination of All Four Skills
A learning programme should incorporate all areas of human learning, listening-Speaking- Reading –Writing. The inefficiency in any of the area may distort overall development process.
All these skills while put together form the very mechanics of leaning.
Case: If a student suffers from a listening deficiency or distracted attention. This will lead to a poor understanding of the concept followed by a degraded performance in speaking, reading and writing too.
Solution: A Teacher should try to synchronise all these skills one after another and to make students realize the value of each. The topic to be taught should confirm the usage of its all forms.
Structuring the Learning Task
A learning task should be a combination of theory and practical. Theory alone will make learning monotonous. On the other hand, practical exercises in absence of theoretical rules will never complete the learning process.
Case: If students struggle in understanding the complex rule of grammar
Solution: The instructor should conduct grammar class in the form of activities. While teaching perfect tense to the students, a task based on past incidence should be given to describe in their
own words. This will help in using rules according to different sentences. For example to ask a question:
How did you spend your last Sunday?
From Known to Unknown
The learning should take place from known facts to unknown facts. When known things are discussed first, the students do not feel difficulty in responding to new and unknown facts. In fact, the process becomes easy because of the increased level of interest and ease.
Case: Every student has his/her own level of knowledge about the topic.
Solution: The instructor should initiate with the understanding level of students to teach new things to them. He may ask random questions at the beginning to assess their knowledge level and accordingly adopt a teaching approach from abstract to concrete or vice a versa.
From Inductive to Deductive
In Inductive process a piece of knowledge or some information is shared with students. Now, the students are asked to draw a general conclusion out of it. It is a student centered approach, which moves from particular idea or information to general view or conclusion.
Example: the story of tortoise and rabbit is told to reach to the general notion that continuous practice wins the success.
On the contrary, a deductive process moves from general idea to particular information. This method describes general idea first and promotes learner to generate relevant information. It is a teacher centered approach, which moves from general to particular.
Example: Rules of grammar are taught first and students are instructed to solve the exercise following the rules.
Case: If students struggle with the correct use of grammar in different situations
Solution: They should be assigned a group project that requires different contextual information on grammar rules and its practical usage.
Follow One Thing at a Time Principle
Every topic should be taught independently. While teaching vocabulary grammar instructions should be avoided and the same should be done with the teaching of grammar.
Case: If a student gets confused with the usage like- Intelligent/Intelligence, Beauty/Beautiful, Important/Importance and Deer/Dear, Principal/principle etc.
Solution: The instructor should teach the meaning of vocabulary in one session and its grammatical formation, part of speech/ homophones, in different session.
Formation of Correct Learning Habits
Correct learning habits prepare a strong base for subject knowledge. An appropriate focus on vocabulary, spelling and grammar usage should be taught in segments.
Case: Sometimes students, unconsciously, develop a habit of taking wrong impressions of the subject taught at first occurrence, and improve it when asked to revise the same.
Solution: Students should be encouraged to pay attention to the conceptual understanding of topic, and persistent practice approach to make learning effective.
Consider Error as the Part of Learning
Error correction should not be done in harsh and frequent manner. This should be handled with positive approach taking errors as a part of learning. A recurrent process of correction may create more confusion and complicate the learning process.
Case: If a student, in spite of having good command over written language, is committing grammatical mistakes while speaking
Solution: The corrections should be done at the end of performance. If it is done in the middle of the process, the chances of mistakes due to confusion are increased.
Teach in Spiral Fashion
Learning should be in spiral form. This will enhance contextual usage of rules. It will also help in understanding the examples and their correct implementation.
Case: In teaching particular form of tense
Solution: Its different usages should be mentioned at the same time for spiral learning i.e.
I will go to the market toady
We will go to the temple tomorrow
Understanding of Individual Differences
Every individual has different learning capacity and level. In this respect, a class is a good example of different kinds of talent and creativity. This mix should be handled skillfully giving
every individual an equal importance. This will keep all students engaged in active learning process.
Case: If a class is a mix of bright, average and slow learners
Solution: The task should be given according to the level of students. If the task is easy, the bright students will finish it much earlier in comparison to average and slow learner. On the other hand, if it is difficult, the average and slow learners will fail to solve it. So the assignment should include a variety of questions to maintain the interest level of every student.
Teaching with Examples
As we all know “examples are better than percept”. Examples provide a visual effect in understanding of any topic. Mere description of rules will not help students forming permanency of knowledge.
Case: If we need to teach physical barriers occurring in the communication process
Solution: The examples such as noise, disturbance, echo, unwanted sound made by devices like mic, fan etc should me quoted appropriately.
Dynamic Environment of Learning
Instruction should be done involving variety of activities to reduce the chances of monotony and keep the environment alive. This will also ensure the regular presence of students in the class.
Case: To conduct oral communication session
Solution: The instructor should employ different techniques i.e. group discussion, topic presentation, viva, individual performance, debate etc.
Use of Audio Visual Aids
This is the most popular feature of 21st century classroom. A variety of audio and visual devices according to the need of the subject will help in understanding the concept thoroughly without any confusion.
Case: To improve pronunciation of learners, mere theory and rules will not fulfill the purpose
Solution: Instructor should use projector, audio and video tapes, PPT slides to teach syllables, accent, stress etc. effectively.
Systematic and Planned Assessment System
Learning is incomplete without proper assessment of a taught subject. It should be done in certain intervals to get the feedback of learning.
Case: If assessment reflects weak performance of a student in a particular topic
Solution: The Instructor may conduct group or individual remedial classes according to the need.
Follow the link: http http://www.slideshare.net/Mervikvik/the-principles
23.9 STAGES OF SECOND LANGUAGE LEARNING
Acquisition
This stage marks the beginning of language learning. It can be further divided into two parts:
Preproduction Learning Stage
This is also known as silent or receptive stage, where student silently observes the activities and responses of Instructor.
Early Production Learning Stage
The learner, at this stage, starts speaking one or two syllable words. He/she can understand frequently used sentences and phrases.
Speech Emergence
Now the learner can understand the questions and give answers in simple sentences. A better understanding of language can be seen at this stage.
Fluency/Proficiency
This stage reflects increase hold on learnt language. It takes place in two parts:
i. Intermediate Fluency
Now, the learner can independently use learnt language at various events with comfort. However, occasional errors may be seen.
ii. Advance Fluency
This stage can be marked with the spontaneous use of a second language.
Maintenance
This stage demands for learner’s ability to maintain learned knowledge after the completion of learning session.
Generalisation
At this stage the learner is expected to use learned language in different occasion and environment without any help.
23.10 INSTRUCTIONS ACCORDING TO EACH ACQUISITION STAGE
Preproduction Stage
At this stage the learner has a minimum or no knowledge of target language.
Instructor’s Implication
The instructor should ask the questions that can be answered in yes/no or using one/two words.
He should include activities that invite responses through various gestures, symbols, signs etc.
For examples:
Show me your fingers (Using gestures)
Open your book (Demonstrating the action)
Circle the red colour (Showing colour chart)
Early Production Stage
The understanding of language starts taking place at this level. This stage also marks the beginning of verbal responses.
Instructor’s Implication
The Instructor can frame questions that require better understating of words with their correct meanings. The learner should be motivated to answer the questions like-
Who are you?
I am a boy.
What is your name?
My name is Ram.
How many pencils do you have?
I have two pencils.
Speech Emergence
Learner, at this stage, is ready to understand words and sentences with their meanings taught.
Frequent errors in terms of pronunciation and grammatical formation can be marked.
Instructor’s Implication
The Instructor should give assignment that requires more information to answer the question.
Such as-
Why do we study?
(Encouraging reason skills)
How can we get good marks in exams?
(Assessing Analytical thinking)
Explain good performance.
(Scaling comprehensive understating)
Intermediate Fluency
A good command over the language is achieved at this stage.
Instructor’s Implication
The questions should be such that need answers more than one or two lines. For example
Why do you think that Ram is a hero and Ravan a villain?
(Ability to compare contradictory examples)
What is the role of education in our life?
(Assessment of significance and priorities)
What would happen if pollution increases day by day?
(Comprehensive analysis)
Advance Fluency
A native like proficiency is achieved at this level.
Instructor’s Implication
The advance stage, as the name suggests, is a performance stage. At this level a learner finds no distinction between his/her native language and L2. The instructor should organize activities to enhance his expressive skill in various ways, such as:
Discussions on burning issues
Debate sessions
Presentation on given topics
Group or individual projects or content writing assignments
Maintenance Stage & Instructor’s Implication
Instructor should conduct interactive sessions to help them achieve native like comfort in the second language that only comes with thorough practice. Learners should be encouraged to:
Read preferred text (newspaper, novels, journals, magazines etc.)
Watch videos
Listen to speeches & recordings
Generalisation
This is also known as post advance stage, where focus is on obtaining universality in learning.
Instructor’s Implication
Different opportunities should be created to use the learnt skill at various occasions by-
Collection of Informations
Analysis of facts
Application of methods and norms
Synthesis of ideas & perceptions
Evaluation of understanding.
23.11 CONTENT BASED INSTRUCTION
In order to understand the concept of content based instruction (CBI) we should know first - What is content?
Content is the subject matter that is designed to meet the very purpose of learning. In other words, it is a structured curriculum adopted to share information through communication process.
Concept of CBI
Content based teaching approach pays attention not only to patters of language learning but also to subject matter of language. The knowledge that is to be imparted is scheduled in segments scientifically. Learner’s total profile (age, social, psychological and educational background) is considered thoroughly to provide required, suitable information stage by stage.
Significance of CBI
This kind of learning provides a systematic understanding of subject taught.
Complete required information can be covered as the structure is predesigned.
Diversified education can be imparted updating every area of learning.
Synchronizes all skills of learning, such as- listening, speaking, reading, and writing
Provides integrated learning program
Incorporates a scope for future leaning
Implementation of CBI in Classroom
Assimilate efforts to achieve desired output and required feedback
Assess received knowledge at certain intervals
Plan sequential use of skills (listening, speaking, reading and writing)
Promote task based learning through individual assignments, group projects, topic presentation etc.
Revise teaching strategies according to need of particular subject and topic
Use teaching aids as per demand and need
Encourage cognitive approach to learning
23.12 FACTORS INVOLVED IN SECOND LANGUAGE INSTRUCTION
Effect of Age
Age plays a big role in acquisition and learning of a language. A person starts speaking his native language from his childhood. This early age adaptation of language creates hold of it without a deep understanding of grammatical structure. However, in case of second language, learning takes place quite late depending upon the contextual need of the person and his/her environment.
It demands for a consistent and systematic learning pattern to get expertise in it.
In this context the linguist Eric Lenneberg defines second language “a language consciously acquired or used by its speaker after puberty”.
Effect of Environment
Environment is one of the significant contributors in second language learning. The learning becomes progressive if the environment at home and society is supportive to class room instruction. On the contrary it becomes a complex process and some time a complete failure in absence of favourable surroundings for consistent practice.
Difference between Native and Second Language Structure
The difference between the structure of L1 and L2 also makes impact on it. The learning styles, patterns and rules of second language are different from native language. To learn a new language, with a new set of rules and their varying implementation, demands for a comprehensive understanding of subject. This makes the process a complex exercise for a language instructor.
Mother Tongue Influence
The impact of native language can be clearly seen on second language. The way we pronounce words, understand the concept of grammar, frame meaning pattern, and use syntax in native language it influence the learning of second language.
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23.13 THE ROLE OF INSTRUCTOR OR INSTRUCTOR PREREQUISITES An Instructor should have-
A good command over the language
The proper training in second language education
Understanding of social and cultural background of students
Understanding of student’s individual needs
Encouraging use of second language outside the classroom
An eagerness to connect with communities
A friendly relationship with students
A progressive approach towards new ideas and techniques of learning
Knowledge of correct use of audio visual aids as per the need of process
Innovative approach towards learning
Introducing changes and updates
Motivational & counseling efficiencies
23.14 TEN POINTS TO ENHANCE EFFECTIVENESS OF TEACHING
1) Introduce the topic with familiar phrase, quotations, event and story to create interest.
2) Pronounce the words clearly maintaining the audible pitch.
3) Combine instruction with appropriate gestures and suitable audio-visual aids.
4) Use images, drawings and sound clips to maximise the understanding.
5) Give relevant reference of places, people and past happenings to contextualize learning.
6) Practice clear and simple handwriting. Avoid cursive writing at beginning.
7) Prepare and follow lecture plan and time table to promote disciplinary approach to learning.
8) Repeat the topic and explain again if needed.
9) Demonstrate with examples to help better understanding.
10) Give assignment or organise test to assess the level of understanding after the completion of topic.
23.15 LET US SUM UP
The Second language Instruction is a consistent, committed and Comprehensive learning programme. It involves receptive and productive both faculties to learn a new language. One should employ all skills sequence as:
Reading: Instruction approach of a second language should involve sufficient reading material such as- stories, newspapers, and novels in second language to increase knowledge of vocabulary, sentence structure, syntaxes etc.
Speak: A second language instruction should focus on maximum opportunities of speaking. A persistence practice helps in improving performance. An Instructor should prepare activities
based on every day conversation and design task encouraging presentations, debate, discussions, question answer etc.
Listen: Listening plays a crucial role in understanding the paralinguistic features of L2. In India, while we use English as L2 it becomes significant to understand phonetic sounds in order to speak correctly. An instructor should conduct a language class with the help of audio visual aids i.e. videos, recorded presentations, audio recordings to teach pronunciation, stress, pitch variation, intonation etc. It encourages ear sensibility towards phonetic sounds.
Write: An active writing habit stimulates our thought process. It helps in converting our thoughts into language in coherent manner. A profundity of expression is also achieved by a regular practice of writing skill. The Instructor should conduct such writing session where learners are inspired to frame ideas in communicative ways. This will inculcate a habit of giving written expression to one’s views, experiences, and feelings by writing articles, journals, stories etc.
