Dr. Karthik Deepa

What are the aims and objectives of teaching English? Nowadays English has a special and predominant role in the communicative sphere of the world. It has also a special identity in the field of education. A language is a medium of communication and interacting verbally in our day-to day life situation in family and society. But in India English is a foreign language. It is different from mother tongue. The teaching of English is highly desirable for a English teacher. Before starting his teaching, it requires for the teacher to fix up his aims and objectives. It makes him efficient. Objectives Teaching English: (A) The objective of teaching English has two main aspects: (i) Language aspect: Words, sentences, pronunciation, spelling and grammar. (ii) Literature aspect: Words, sentences, expressing ideas, feelings and experiences. (B) The English language teaching has four objectives to develop four skills: (i) Reading, (ii) Writing, (iii) Speaking and (iv) Listeni

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Eclectic approach  is a method of  language education  that combines various approaches and methodologies to teach language depending on the aims of the lesson and the abilities of the learners. [1]  Different teaching methods are borrowed and adapted to suit the requirement of the learners. It breaks the monotony of the class. In addition, It is a conceptual approach that does not merely include one paradigm or a set of assumptions. Instead, eclecticism adheres to or is constituted from several theories, styles, and ideas in order to gain a thorough insight about the subject, and draws upon different theories in different cases. [2]  ‘Eclecticism’ is common in many fields of study such as psychology, martial arts, philosophy, religion and drama  [3] There are varied approaches and methods used for language teaching. In eclectic approach, the teacher can choose from these different methods and approaches: Grammar-translation Method :  It is a method of teaching languages by which

http://www.mjal.org/removedprofiles/2013/teaching_english_as_a_second_language_in_India_-_a_Review.pdf

  The 21 st  century has proved to the world that English literature is no longer the sole province of the imperial England. Although English literature started and flourished in England, it has gone on to sow the seeds of creativity in English in other parts of the world. Interestingly, the English people themselves paved the way for the unexpected developments that we witness today. When the English colonizers went to America, they began to write their own literature of the Americas. Similarly, those English men and women who went to Australia began the process of a new literature called Australian literature. And so is the case with Canada, India, and Africa. With colonization in some parts of the world, especially, Africa and Asia, there emerged a new literature which later came to be known as the Commonwealth literature, New Literature in English, postcolonial literature and so on. Not to be left out, even those countries which were not colonized by the English like Bhutan, Chin

http://shodhganga.inflibnet.ac.in/bitstream/10603/9578/9/09_chapter%201.pdf http://shodhganga.inflibnet.ac.in/bitstream/10603/36596/10/10_chapter1.pdf

3.5 Textbooks All this implies much more teacher and learner control over the texts used in class, including textbooks. Curricular freedom cannot exist in the presence of a single prescribed text. Earlier practices of choosing from a range of available texts can be revived; some states like Orissa have come up with innovative textbooks with short units that can be “covered” within a single class (Sunwani 2005), incorporating the idea of a reading card. Language should be seen as a “dynamic” text, i.e. exposure should be to new occurrences of comparable language samples everyday, rather than repeatedly to a single text that is mastered (Amritavalli (1999) makes an analogy with the learning of a raga in Indian classical music). This will prepare the child for tests of “unseen” comprehension passages. Teachers and learners need to evolve for themselves a balance in the use of predictable and unpredictable texts that suits their individual levels of comfort.  3.5.1 Learner-chosen texts P

2. GOALS FOR A LANGUAGE CURRICULUM  A national curriculum can aim for • a cohesive curricular policy based on guiding principles for language teaching and acquisition, which allows for a variety of implementations suitable to local needs and resources, and which provides illustrative models for use. A consideration of earlier efforts at curriculum renewal endowed some of our discussion with an uneasy sense of déjà vu. However, we hope that current insights from linguistics, psychology, and associated disciplines have provided a principled basis for some workable suggestions to inform and rejuvenate curricular practices. English does not stand alone. It needs to find its place 1. along with other Indian languages    i. in regional-medium schools: how can children’s other languages strengthen English teaching/learning?    ii. in English-medium schools: how can other Indian languages be valorised, reducing the perceived hegemony of English? 2.  in relation to other subjects: A langu

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/english.pdf

Summary of Principles in Language Teaching Provided by Dr. Bill Flick, Director of ESL at Auburn Grammar- Translation Direct Method Audio-Lingual Method Silent Way Suggestopedia 1. Goals Read literature in L2. Develop mind. Learn grammar, vocabulary, and culture. Communication. Think in L2. Direct association in L2 without translation. Communication. Automaticity by learning new habits. Self-expression of Ss; independence from T. Everyday Comm. Tap Ss mental powers by desuggesting barriers to learning. 2. Role of the teacher/student Traditional. T is the authority. Ss learn from the T. T-centered. T directs. T-centered. T provides model of L2 for imitation. T as facilitator, resource, provides what Ss need. S must trust and respect T as authority. Ss adopt childlike roles once they feel secure. 3. Teaching/ Learning     Process? Translation. Deductive study of grammar. Memorize vocabulary. Associate L2 and meaning directly in real c