Importance of English Language and its educational objectives in teaching

NotesbyR.R.Borse, Eng.Dept.,B.P.Arts,S.M.A.Sci. &K.K.C.Com.College,Chalisgaon
1
Q. Bring out the importance of English as an international language.
OR Explain why Indian learners need English.
Ans.- The Beginning- English though a foreign language, has always occupied a unique
position in the educational system in India. Despite the fact that it received a great setback after
Independence, it continues to be a major language having a prestigious position in our society.
After Independence,it received a hostile treatment not only at the hands of our political leaders
but also some eminent scholars. There were,however,some people who advocated the use of
English for certain reasons. English had been the medium of instruction, the language of
administration and law; and the main vehicle to communicate with the rulers. Its abolition would
have had an adverse effect on education and governmental administration. Maulana Azad and C.
Rajagopalchari both realized that the abolition of English would be a great setback to the cause of
education in India. Nehru also voiced these fears when he said that English acted as the major
window for the Indians to the outside world.
It was in 1950 that the language controversy got intense. With the commencement of our
Constitution on 26 January 1950, it was unanimously decided that English should continue as the
official language for fifteen years. Article 343(Clause 2) of the Constitution stated:
“For a period of 15 years from the commencement of the Constitution, the English
language shall continue to be used for all purposes of the Union for which it was being used
before such commencement”.
The specification of fifteen years was crucial for developing Hindi as a substitute for English; it
was expected that after this period the Central and the State governments would be able to give
up English forever. But the imposition of Hindi on non-Hindi states like Madras and West Bengal
resulted in clashes in these states. They commented that the removal of English would mean
isolation from the main current of the knowledge of science and technology.
Why We Need English- Pandit JawaharlalNehru, the first Prime Minister of our country has
said that “English is the window on the modern world.” This opinion makes it clear that English
is a very important language at the international level. English is spoken wodely in many parts of
the world. The major countries like America, Great Britain, Canada and Australia use English as
their mother-tongue. In addition to this many Indians, Frenchmen, Africans and Russians have a
good working knowledge of English.
The “Report of the Education Commission”, New Delhi,1966 has emphasized that a
student must possess an adequate command of English. He must be able to express himself with
ease and understand lectures in English.English should be the most useful ‘library language’ in
higher education and out most significant window on the world. We see that English is the
medium of instruction and language of administration in many States of our country.
English is the world language. The knowledge of the world can be found through
English. There have been a number of discoveries in science and technology. These things can be
known only through English. The developing countries like India, Korea,Kenya, Sri Lanka have
benefitted only because of English language. Many Indians have made their mark at the world
level through English. Among them are Mahatma Gandhi, Raja Ram Mohan Roy, panditNeharu,
Raj Gopalchari, Radhakrishnan, etc. There are world famous writers in English in our country.
These writers are like M.R.Anand, R.K.Narayan,Raja Rao,Anita desai, Arundhati Roy, Vikaram
Seth, Zumpa Lahiri and many others.

2
We need English today for various reasons,One is that English helps us to link with
people in other parts of the country. India is a multilingual country. People speak different
regional languages in different parts. If such people are to be united, we need a ‘lingua-franca’
(link language). English plays that role as a lingua-franca. It is through English that people from
different states communicate with one another.
For getting job in India or abroad, the knowledge of English is essential. One with good
knowledge of English is preferred for jobs in all Government departments. The knowledge of
English is a passport for getting job. To run a business at national or international level, the
knowledge of English is an asset.
Dr. Radhakrishnan, the second President of India, said in 1951 “English has become so
much a part of our national life that a plunge into a different system seems attended with unusual
risks”. This also pints out the need and significance of English in India. What he said in 1951 is
relevant today.
Role of English in India and in Education-
*Role of English in India-
In India, English language came with the coming of the English people. It totally
dominated the educational scene for quite some time. As a result of the policy of the British
ruling class, English language assumed a priviledged position. In fact,English occupied a place
of pride in the schools and colleges curriculum. English was the language of the ruling class.
Before independence, English was the Queen of languages. At that time, this language enjoyed a
royal place, a place of importance because-
1. It was the official language of courts and administration.
2. It was the medium of instruction in Education and Examination.
3. It was a compulsory subject.
Thus, for almost two centuries now, English has been playing an important role in our
educational system as well as in our national life. English language was introduced to produce
what Lord Mecaulay called, “a class of people, Indian in blood and colour, but English in taste,in
opinions, in morals and in intellect.”
Lord Mecaulay stoutly supported the Anglicists because he could see the benefits that
would accure from the learning of English language.
English language helped the growth of nationalism which ultimately freed the country
from the British rule. Our national leaders drew their inspiration from the writings of the great
thinkers like Ruskin, Carlyle, Abraham Lincoln and others who wrote in English. English also
served as a great unifying force in our struggle for independence. It is through this language that
the leaders from the four corners of our vast country could communicate and chalk out their
common plans of action.
Study of English has enriched the Indian languages and literature. All the Indian
languages have freely borrowed words from English and have coined words and phrases on
English models to enrich their vocabulary. The influence of worlds literature on the vernacular
literature of India is also directly attributable to the popularity of English literature in India.
English has also greatly contributed to the growth of knowledge in India, particularly in
the field of science and technology. It has brought home to us the different developments in the
international scene and helped us in properly understanding the world situations.

3
With the attainment of independence, the role of English in our education as well as in
our national life came to be seriously questioned. It became apparent that English could not
continue to occupy the privileged position it had been occupying under the British. There was a
lot of controversy over the status of English in the changed context and the dust raised by the
controversy has not settled down yet. Many of our leaders equated English with an instrument of
colonial exploitation and saw it as a shameful badge of our slavery. However,wise counsel
prevailed and continued use of English.
Still in India, English continues to be the medium of instruction in colleges and
universities and is also the language of the administration. Emphasizing the role of English, one
of the Education Commission has emphatically asserted,“For a successfulcompletion of the first
degree course,a student should possess an adequate command of English, be able to express
himself with reasonable ease and felicity, understand lectures in it and avail himself of its
literature. Therefore,adequate emphasis will have to be laid on its study as a language right from
the school stage. English should be most useful ‘Library language in higher education and our
most significant window on the world”.
For over a century and a half Indian intellectuals have been studying English and now it
has entered the fabric of India’s culture. It plays an important role in various fields.
1. English is an official language of administration; the status of Associate official language of the
Union for an indefinite period has been granted by an act of Parliament in 1963.
2. English is the court language.
3. English is the link language of international trade and industry.
4. Important role in social life; the highly educated and sophisticated sections of our society find it
more convenient to talk in English.
5. English is considered to be a window on the modern world.
6. English is a national link language. It is the only language which is understood in all Indian
States. In addition to being a unifying force in our country, it also links us with other countries of
the world.
7. It is a library language.
Thus, English plays an important role in our national life. English was of great importance in the
British India. It is more important today than it used to be in British period of India. We can not
think of taking India into 21st
century without capitalizing on English.
**************
*Importance of English-
We shall examine the importance of the study of English in India under the following
heads-
1. English as an international language- English is spoken and understood all over the globe.
Thus, it has got international importance, It is the first language in the UK,USA, Canada and
Australia and the second language in India, Africa,Russia, France,Pakistan, etc. It is English and
no other language which can serve the purpose of linking together people of different nations of
the world. Chinese language is limited to that country only whereas English is popular with
people living in different countries of the world. Naturally its popularity on the basis of its utility
all over the globe determines its strength. It helps every nation to study the culture and
civilization of the other nation. It is through English that we can establish political, cultural,
intellectual and economic relations with the rest of the world.
The following points indicate very clearly the international importance of English language-
1. It helps in international trade and industry. It is the means of international communication.

4
2. It leads to better understanding between the different nations of the world. It helps establishing
healthy international relations.
3. The latest and up to date information in the field of science and technology is available in English
only.
4. A person knowing English gets opportunities of employment almost in every country.
5. It helps in bringing people of different nations in closer contacts.
6. English language has proved a great incentive behind the international exchange of teachers and
students in different countries of the world.
7. Much of the cultural give and take among different nations of the world takes place due to
English language.
2.English as our major window on the world-Pandit JawaharlalNehru was certainly right when
he said “English is our major window on the modern world.” This means English language gives
us glimpses of 20th
century thought and culture. It is only through this language that we have
modern knowledge in all fields of human activity.
3.English as a library language-Kotharicommission has said that no student be considered to
have qualified for a degree unless he has acquired a reasonable proficiency in English. According
to this, the implications of this (English as a library language) are two-fold-
1. All teachers in higher education should be essentially bilingual. They should be able to
teach in the regional language as well as in English.
2.All students, particularly post-graduate students, should be able to follow lectures and
use reading materials in the regional language as well as in English.
The fact of the matter is that it is very difficult for a person to be a specialist in any line
unless he is proficient in English. Thus a knowledge of English is indispensable.
It should be noted that the phrase ‘English as a library language’ does not imply that
students would not be taught the skills of speaking and writing, it only implies that the skill of
reading would be paid much more attention than the others.
English is the key to the storehouse of knowledge. Most of this knowledge is not as yet
available in Indian languages. It is in this context that the role of English as a library language
becomes important in India.
We shall have to retain English as library language if we want to keep abreast with the
latest knowledge in various fields such as science, law, medicines, technology, space,etc.
4.English as a link language- English is a link language in India. It is the only language
which is understood by the educated people all over the country. So, having inter-state links on
the following matters, we need the knowledge of English-
 Trade and correspondence
 Administration and Management
 Social Affairs and
 Cultural and Educational Exchanges.
The correspondence between Central Govt. and the State Govt. is mostly in English. India is a
multilingual country. English thus is a unifying factor and helps national integration.
Role of English in Education-
While recognizing the importance of learning English, we have to admit that it cannot occupy the
same place in the school curriculum as it did in the past. Nor can we afford to continue its
teaching with the same objectives, or lack of objectives, under the changed conditions for almost

5
200 years English dominated the school curriculum. It was the medium of instructions not only at
the university level but also at the school level until the early thirties of this century.
Although it is a foreign language, it still occupies this position of associate official
language. It is used widely as a link language in offices and among the educated people. In the
interest of wider communication with the outside world, learning of foreign languages is being
encouraged. The Indian languages with their rich treasures did not in the past get a proper chance
to be used for inter-state communication. In recent years,the Hindi language has been used
widely to occupy the position of a link language in addition to its use as the official language. So
long as Hindi develops itself along with other state languages to be the all purpose language,
English will continue to be used in the land. Moreover, for quite a large percentage of school
going children in Indian states,English is the language of science and technology. English is also
in a great many places the medium of instruction at the colleges and universities.
In such a background English occupies a very important place as a second language in
the school curriculum and for higher education. Without exception, every secondary school child
has to learn English as a subject usually for six years but in some cases for three years only.
The place of English in the scheme of languages as envisaged in the Indian Education
Commissions (1964-66) (Dr.Kothari’s Report) is as follows-
1. Lower primary level – Class I to IV mother tongue should be used as a medium of instruction.
2. Higher primary stage - Class V to VII two languages
a)Mother tongue or the Regional language
b)Hindi or English
3. Lower secondary stage - Class VIII to X three languages
a) Mother tongue/ Regional languages
b) English
c) National language (Hindi)
The report also stated that a working knowledge of English will be a valuable asset for all
students and a reasonable proficiency in the language will be necessary for those who proceed to
the university. English will also be used as a library language.
Indian Education Commission recommended the three language formula (L 3) which
gives rise to two types of English language at the school stage. First type is meant for those
students who are interested to learn English, they can learn it from Class V and the second type is
that from VIII students who learn it as a compulsory subject.
These days English is taught in India as a second language as well as a foreign language.
But there is little uniformity regarding this language in school curriculum from state to state and
in the duration and intensity of the programme of instructions. In some States the teaching of
English begins at Class III i.e. when the learner is 8-9 years old.
In Maharashtra,teaching of English begins at the class V. It is as a third language
compulsory subject upto X. For XI and XII English language is also compulsory subject.
The National Policy on Education, 1986 has reiterated in respect of languages the policy
elaborated in the National Policy on Education, 1968. Briefly, the policy emphasizes the adoption
of regional languages as the media of instruction at the university stage; vigorous effort at
implementation of three language formula; improvement in the linguistic competencies of
students at different stages of education; provision of facilities for the study of English and other
foreign languages, development of Hindi as the link language as provided for in the Article 351
of the constitution; teaching of Sanskrit at the university stage as part of certain courses like
Indology, Indian History, Archaeology etc. serious effort at translation books from one language
to the other; and the preparation of bilingual and multilingual dictionaries.

6
Objectives ofTeaching and learning English at primary, secondary and higher secondary
stage-
A thinker L.A.C. Strong once said “For us who speak English, English is everything…
English is not a subject, English is our life.” But this is not true for English in India, because here
it is a foreign language. It is taught as a second or a third language in schools. Its teaching and
learning in schools is inspired by one aim – the utilitarian aim. This aim can be achieved by
acquiring practical command of English. Yet,clear cut objectives should be stated,so that good
planning can be done and right type of methods and techniques of teaching can be done and right
type of methodsand techniques of teaching can be adopted.
The two main objectives of English teaching are –
1) Language development &
2) Literary development
With the advancement of class and age of students, these two objectives will differ.
The aim of Education is to make learning occur. Learning is the modification or change
in behavior of students. To make learning occur,the teacher teaches. For a good teaching, the
teacher must go through three phases – planning, execution and evaluation. Planning means to
decide beforehand what to teach and how to teach. Execution is the practical aspect of planning,
when the teacher takes the plan to the class and teaches students in realclassroom situation.
Evaluation is to see whether learning has occurred. The same is true with English teaching. If a
certain behavioural change (learning) is a prerequisite of English teaching, the teacher should
plan his lesson beforehand. A good planning can only happen if it is based on sound objectives,
e.g. if the teacher wants to teach about a composition on ‘horse’ to class VII, he must know on
what activities the plan should be based. In this way, a proper direction is given to planning, the
execution of which brings about the desired behavioural changes in students. This whole process
can be explained as follows –
First Part : Determining the objectives
Second Part : Planning
Third Part : Execution
Fourth Part : Evaluation
Thus, objectives are the foundation stones of good teaching and learning.
Definition-
Dr. B.S. Bloom has defined education objectives as, “The desired goal or outcome at
which instruction is aimed.” Suppose a teacher wants his pupils to improve handwriting. Here the
outcome desired or goal aimed at is improvement of hand-writing. The teacher will teach students
in such a way that it will help in improving handwriting. So, the goal or the desired outcome of
improving hand-writing would be the objective of teaching.
Characteristics of Good Objectives-
1. Objectives should be based on psychological principles.
They should fulfill the needs and interests of students.
2. They should be for the development of students.
3. They should be helpful in acquiring democratic aims.
4. They should be for changing or modifying students’ behavior.
5. They should be tangible in ordinary circumstances.

7
6. They should be useful.
7. They should be in terms of changes expected in the pupil and not as duties of the teacher.
8. Each statement should have only one objective in it.
Primary Stage – Maharashtra State Council of Educational Research and Training (MSCERT)
has published the book of curriculum for the Classes VI to VIII. This is primary stage of learning
English. In Maharashtra English is introduced in the fifth standard as a third language. Objectives
are mentioned in the book of curriculum.
1. The Ability to Understand English when it is Spoken-(Listening Skill)
The learner
 Understands simple statements,questions, commands.
 Follows directions given orally
 Follows simple narrations or descriptions.
 Maintains his/her listening attention for a reasonable length of time.
 Listens to English programs on radio and watches programs on television.
2. The Ability to Speak Intelligibly (Speaking Skill) –
 Speaks, intelligible while making statements,asking questions, giving instructions, reporting
events.
 Narrates simple experiences and series of events within the range of his/her linguistic ability.
 Converses in familiar social situations.
 Uses polite expressions in appropriate contexts.
3. The Ability to Read English Intelligently and Imaginatively (skill of Reading aloud and silent)-
 Develops correct reading habits.
 Grasps meaning of words and sentences from the context.
 Understands notices and written instructions.
 Follows sequence of ideas and facts etc.
 Forms the habit of reading for pleasure and information.
4. The Ability to Write Correct (Writing skill) –
 Writes neatly and legibly with correct spelling and reasonable speed.
 Uses appropriate vocabulary and constructs sentences correctly.
 Writes paragraphs,letters, simple narrative pieces.
 Writes accurate descriptions of people, places and things.
To get these objectives, situational approach is suggested. That is language is primarily used to
communicate thoughts, ideas, feelings, etc. The teachers are advised not to teach structural items
in isolation but to use them in the situation which would appeal to the learner and inspire him to
use the language in his own context whenever required. The communicative aspect of the
language should never be ignored.
Each structural item used in a particular situation should be presented orally first on each
occasion so that the learner gets opportunities to develop the ability of listening. Optimum efforts
must be made to involve the learner in speech and conversation. In the early stage, emphasis is
being laid on developing the oral skills, as they facilitate learning the skills of reading and
writing. It does not desirable to ignore reading and writing at the same time. So, balance in the
development of all the four skills has to be maintained.
Secondary Stage- Maharashtra State Board of Secondary and Higher Secondary Education has
published syllabi for secondary standards according the recommendations of the National Policy
on Education 1986. In the State of Maharashtra,English is being taught as a third language from

8
Standard V. As a corollary, therefore, by the time the pupil completes the Senior Primary Stage
(VI to VIII Stds.) and enters Standard IX, he/she should have adequate grounding in English.
Besides these considerations, the syllabus in English (Third Language) for IX and X
Standards will have to cater for the varying needs of pupils, who broadly speaking, will fall into
two groups-
1.Those who may terminate their studies after SSC level
2.Those who may pursue higher studies in different faculties.
Pupils belonging to the first category need a working knowledge of English, which would enable
them to understand written and/or spoken English depending on the vocation they select. It also
implied that this ability will be limited to the range of their socio-economic set up and their day to
day needs.
In the case of second category, pupils would require a relatively greater degree of
proficiency in both spoken as well as written English.
In secondary schools, our attempt should, therefore,be lay a sound foundation of
linguistic skills in English which would enable the pupils to develop additional and advanced
linguistic skills so that they may be able to cope with the socio-economic and cultural life of the
nation.
The syllabus basically aims at providing learning experience and exposure to language so
that he/she may develop gradually in the course of two years a broad based conceptual
understanding of the idiom of English with the help of a knowledge of functional vocabulary,
grammatical items, basic sentence patterns and usage.
The syllabus for Standards IX and X is designed to be a graded one. It is based on the
syllabus already prescribed for the Standard V to VIII so that it may be a natural continuation of
what has been taught in the previous classes. Adequate care has been taken to cater for the rural
as well as the urban learners with different competencies.
The main thrust of the new syllabus is on equipping the learner with communicative
skills. With a view to promoting this, a list of communicative skills to be developed is provided in
the syllabus. These skills are-
1.Describing states (existing position or condition of something) and processes.
2.Narrating events in sequence.
3.Reporting speech and events.
4.Asking for and giving information(factual)
5.Expressing cause/result
6.Comparing and Contrasting
7.Conveying ability/inability
8.Asking for and giving permission.
9.Conveying notions of quantity, number, size, distance, weights, and measures.
10.Classifying and defining
11.Making requests.
12.Conveying notions of possibility, necessity, obligation
13.Reference skills- dictionary work
14.Skimming and reading for specific information.
These skills are to be developed through the use of the various linguistic items prescribed
for the classes concerned and where necessary,with the help of others.
Objectives-
While framing the syllabus with due emphasis on the structural approach accepted as a
policy by the Maharashtra State,the four skills of listening, speaking, reading and writing

9
essential for the learning and teaching of any language have also been kept in view. The main
thrust is communicative skills.
The language abilities should enable pupils-
1.to understand spoken English within the structures and vocabulary prescribed.
2.to speak freely using the vocabulary and sentence patterns with correct pronunciation.
3.to comprehend written texts in English within the prescribed vocabulary including those which
they have learnt in the previous classes.
4.to write in simple and correct English answers to questions on the prescribed text or on topics
within the range of their experience.
5.to acquire the necessary communicative skills required for their day to day social interaction.
The abilities should range from the elementary to the higher or refined studies in
accordance with the attainments expected at different stages.
Grammatical and lexical items used for developing language abilities may vary from
class to class.
The structural items (linguistic items) have been arranged in such a way that the earlier
structure facilitate the learning of the later ones.
In order to make learning meaningful, situational, aural oral and multi-skill approaches
are recommended and a balanced development of all the four skills is envisaged.
Due emphasis should be given to writing practice. Pupils should also be able to write
compositions based on given outlines pertaining to different topics within the range of their
experience.
The skills of reproduction, summarizing and answering questions on the prescribed
textbooks as well as on unseen passages within the restricted vocabulary and structures should be
developed.
In the teaching learning process the realization of goals of education contributing to
socio-cultural equality, national unity, human values and scientific and rational outlook will be
taken care of. The text books will help this by including suitable lessons and poems in it.
Higher Secondary Stage-
In the State of Maharashtra,the syllabus in the subject of English at the higher secondary
level has been restructured with a view to realizing the goals and aspirations envisaged in the
National Policy of Education 1986. The policy document underscores the need for making the
educational system learner-centered. The role of the teacher will be that of the facilitator of
learning.
The syllabus endeavors to meet the linguistic needs of the vocational as well as the
academic stream. It aims at preparing the learner linguistically to undertake different professional
courses like Medicine, Engineering and to pursue different types of undergraduate courses in
various streams such as Science, Humanities, Commerce,Agriculture etc. It also aims at helping
the learner to face the wider world of work.
In pursuance of existing policy of the Maharashtra State Govt., a common course in the
subject of English has been designed for the learners from the English medium and the Non-
English medium schools. The course offers opportunities for remediation, consolidation and
extension of the language already learned.

10
Objectives-
To enable the student-
1.to avail himself of opportunities for remediation and consolidation of language
elements learnt and their extension through application.
2.to develop his language skills to a fair degree of proficiency.
3.to acquire communication skills in English useful in reallife situations
(home,school,bank,office,railwaystation,etc.)
4.to enrich his vocabulary.
5.to develop reference skills and inculcate self-study habits.
6.to use English language not only as a library language but also as means of life long
education.
7.to cultivate a broad human and cultural outlook.
With a view to realizing the objectives defined, the following activities are
recommended. The ultimate aim is to involve the learner in the process of acquisition of
communication skills. The teacher should supervise and monitor the language activities so that
the learner gets acclimatized to the idiom of English and his expressions characterized by
correctness and coherence.
Language activities-
o Use of newspaper clippings
o Writing for college magazines and wall papers
o Dramatiazation and role playing
o Simulating real life situations including interviews.
o Listening with understanding lectures, talks, conversations, news-bulletins and interviews.
o Participating in debates,discussions and elocution
o Narrating stories, incidents
o Reading extracts from prose and poetry for pleasure and information’
o Reading aloud short prose passages,dialogues and poems with proper pronunciation and stress
o Writing longer pieces of composition like expanding an idea, report writing
o Using dictionaries and other reference materials
o Note making and note taking
o Interpreting non verbal presentation like tables, diagrams, maps, charts,etc
o Participating in language games such as quiz, cross-word puzzle, word-building,spelling contest
etc.
*************************************************************************

11
Grammar-Translation Method-
The translation method is better known as Grammar-Translation Method. It is also called
the classical method of teaching English. In the teaching of English as a foreign language, it has
enjoyed a great reputation in the past. At present also many teachers prefer to teach English by
this method. In the past Greek, Latin, French, German etc. were taught by using this method. This
method was popularized and enriched by Franz Ahn and Ollendorf, the Germans.
This method envisages a two-pronged treatment of the language, namely grammatical
explanation and translation of a language pattern. For example, if the teacher has to take up the
language pattern “one-the other” through the example “I have two apples:one is big, the other is
small”, he will translate it and explain the rule by which the basic pattern works in the way it has
been illustrated in this sentence.
The philosophical base behind this method are those that the foreign language can be best
taught or learnt through translation and grammar is the soul of language. The learners,however,
have to make use of the set rules and principles of grammar.
Procedure of Teaching- In this method, the textbook occupies an important place. The textbook
has :
a) All reading material
b) Specific graded vocabulary
c) Rules of grammar and
d) Each lesson with some new words.
The following are the rules of this method-
1.The teacher reads the paragraphs sentence by sentence and translates the words, phrases and
sentences into the learner’s mother tongue.
2.The meaning of a few important English words in the mother tongue are written on the
balckboard. The students copy these words in their exercise books.
3.The students are asked to learn the meanings of a few selected words. They are also asked to
translate a few sentences into their mother tongue.
4.The pupils are required to recite the rules of English grammar. They are also asked to define the
parts of speech and memorize conjunctions.
Principles ofGTM –
 Teaching of a foreign language (English) through translation is easy,quick and economical.
Translation can best interpret English words and phrases and sentences.
 The structural patterns of the two languages are compared and the comparison makes learning
more clear and firm.
 The fundamental principle of proceeding from known to unknown is followed throughout.
 The knowledge of rules helps the learners to avoid any type of mistakes.
 GTM is economical because it saves. Time. It saves the teachers time as well as the pupils. The
child easily learns foreign words and structures.
 It is an easy method. The child learns the language through his mother tongue; the language he
knows.
 The teacher’s work is made easy and light. His only work is to give word for meaning of English
into the child’s mother tongue.
 It is a practical method for teaching high classes and in minimum time.
 It does not require the use of many teaching aids.

12
 English grammar can be compared with the grammar of the mother tongue which the
child/learner already knows. Thus it becomes easy to understand English grammar.
 Whatever language material the pupils memories, can be easily applied by them.
 The teacher can test the pupil’s grasp of English quickly and easily.
 Abstract words and phrases can be explained in simple mother tongue.
 It is very reliable for giving the students practice of reading with understanding.
 By using this method, the comprehension of the students can be tested very easily. There is no
chances of vagueness because the meanings are explained with the help of mother tongue.
 It can be easily used even in over crowded classes.
 It helps in building vocabulary. It helps in the rapid expansion of vocabulary of the students as it
avoids difficult definitions or lengthy explanations. The vocabulary is economically and
effectively acquired. Students get the exact meaning of words.
Limitations/ Disadvantages/ Demerits ofGTM –
 It is an unnatural method. In this method the teacher starts teaching English to the students by
teaching them reading first. But while learning his mother tongue the child learns first to
understand spoken English and then speaking. The natural order of learning a language is
listening, speaking, reading and writing. This method does not follow this procedure.
 It neglects habit formation. Because of its neglect of speech and pattern practice it ignores habit
formation. The child never acquires the habit to think in English. Instead he first thinks in his
mother tongue and translated his thoughts into English. A person cannot be said to have learnt a
language unless he has formed the habit of thinking in it.
 It neglects speech. Not much attention is paid to oral work or drill work in this method. Besides
this, there is little ear-training as the teacher speaks the mother-tongue most of the time. The
method does nothing to enhance a student’s communicative ability in the language.
 Exact translation is not possible. Languages are the result of history, traditions, culture, and the
life of the people speaking them. That is why they cannot be translated exactly from one language
to another. There are subtle and colorful elements that defy all attempt to put them in another
idiom. For example, the word ‘pizza’ cannot be translated into an Indian languages exactly.
 It neglects pattern practice. There is no pattern practice in this method. The result is that students
are not able to speak English correctly.
 It is uninteresting. It is dull and mechanical. It is bookish. No aids are used to make lessons
interesting. It reduces the learning of a living language to that of a dead language.
 It makes the student a passive listener. In this method the student is not an active participant in
the teaching learning process. He is a passive listener. It is the teacher who is active most of the
time in the class. There is little activity on the part of the student. No interaction in the class is
possible.
 It teaches English by rules. It tries to teach English by rules rather than by use. It is not possible
for a person to learn a language by rules. As “to speak any language, whether native or foreign
language by rule, is quite impossible.”.
 Idiomatic expressions are difficult to translate exactly. The learner is likely to translate literally
and absurdly. For example- ‘all my efforts ended in smoke’.
 It does not teach correct articulation, intonation and pronunciation.
 This method neglects silent reading, model reading and rapid reading.
 Learning by this method lasts only up to examinations because students learn the rules of the
language by memorization.

13
Direct Method-
This method started in the 19th
century. In 1880, Francois Gouin wrote a book ‘Art of
Teaching and Learning of Languages’. According to this book, a foreign language could be
taught using a series of simple events. The teacher described each event in the foreign language
and set reading and writing tasks on these lessons. The teacher used full sentences in the foreign
language as input rather than words and phrases; no translation was used.
In the 19th
century to the early of 20th
century, Henry Sweet (1845-1912) set about
modifying and improving the direct method. The aim of the direct method was to get the learner
to think in the target language.
The Direct Method came to be used as a reaction against the grammar translation method.
For teaching English, it was introduced in India in the early 20th
century. The Direct Method of
teaching English means teaching English directly through English medium. In this method,
mother tongue is not used at all. It is also called the natural method of teaching. The main
philosophy behind this method is that the learner learns a foreign language in the same way as he
learns his mother tongue. The mother tongue is learnt in a natural environment where the learner
experiences what he learns. Dr. A.R.Bisht defined the direct method : “If we teach English by
making associations between word and experience of the learner without the help of the mother
tongue, that is called Direct or Natural Method. For example, the teacher wants to teach the
meaning of ‘I am sitting’. He should not tell the students its meaning in the mother tongue, but by
sitting himself or asking the students to sit, the meaning should be clarified.”
According to Webster “Direct Method is a method of teaching a foreign language,
especially a modern language through conversation, discussion and reading in the language itself
without use of the pupil’s language, without translation and without the study of formal grammar.
The first words are taught by pointing to objects or pictures or by performing actions.”
Features ofDirect Method –
1. Translation is every shape or form is banished from the classroom, including the use of mother
tongue and of the bilingual dictionary.
2. Grammar, when it is taught, is taught inductively/directly without the help of the mother tongue.
3. Oral teaching precedes any form of reading and writing.
4. The use of disconnected sentences is replaced by the use of connected texts.
5. Pronunciation is to be taught systematically on more or less phonetic basis. The meanings of new
words and forms are taught by means of direct objects, actions or in natural contexts.
6. The vocabulary and structures of the language are inculcated to a large extent by questions asked
by the teacher and answered by the pupils.
7. The aim is to minimize the use of the mother tongue.
The direct method emphasizes language learning by direct contact with the foreign language is
meaningful situations. The principle underlying this method is to establish a direct bond between
English word, phrase or idiom and its meaning. There should be no intervention of the mother
tongue.
For the successfulworking of the direct method, the following means are used –
Oral Training-
Speech is very important. The direct method lays stress on the oral aspect of English. The
child should first listen and then speak. This will develop a language sense among the children.
Oral teaching will also form the basis of reading and writing.

14
Inhibition of the Mother tongue-
Make as little use of the mother tongue as possible. The sounds of the mother tongue
should not interfere with English sounds. This will ensure the direct bond between experience and
expression, between word and meaning.
Some scholars think that when it becomes very essential, only then mother tongue should
be used.
The sentence is the Unit ofSpeech-
In the direct method emphasis is on speaking full sentences as the sentence is the unit of
speech and not the individual word. It is sentences that the child learns to talk.
Inductive teaching ofGrammar-
In this method, grammar is taught inductively means indirectly. Rules of grammar are
neither taught nor stressed. It is assumed that learners will themselves infer the grammatical rules.
In the direct method, learning precedes grammar.
Progressive Teaching ofNewVocabulary-
The direct method stresses the need of using only limited words and phrases. The words
and phrases are taught at definite stages through spoken language. Thus teaching of vocabulary is
progressive.
Merits/ Advantages/ Gains-
1. Pupils acquire good speech skills, including the use of proper pronunciation, stress and
intonation.
2. Pupils acquire a reasonable mastery over correct spoken language.
3. Good command over spoken language prepares a ground to lay the foundation for the
development of the skills of reading and writing.
4. The elimination of the incessant interference of the mother tongue results in a quick and
economical learning process,free from the duality of languages.
5. The grammar of the language is learnt without the help of the rules. It is practiced through
repetitions of various patterns.
6. The frequent give and take of the language affords opportunity for the location and the correction
of the errors on the spot forestalling thereby the confirmation of a wrong concept.
7. The greatest intellectual training derived through the method lies in the fact that the pupils who
try to learn the language with accuracy and order, learn at the same time, to think with accuracy
and order.
8. The most important moral virtue that the pupils develop in this way is the development of the
attitude of struggling with the language in order to learn it well and master it through a direct
plunge into its current.
9. There is an ample scope for the use of audio-visual aids. These aids make the teaching more easy,
interesting and more concrete. There is a good scope for activity. The teaching work becomes
interesting. It helps in bringing the words of passive vocabulary into active vocabulary.
In short, this method provides for sense perception, interest and enjoyment. The experience that
the pupils get is real and the language that is learnt with it, is an essential part of it, not just
looked on artificially. The meaning of the new word or pattern is imprinted on mind and memory
indelibly. The new language is learnt through a complex of action, feeling and language. The new
language is woven into the children’s mental life and linguistic habits by the shuttle of interest,
curiosity and imaginative understanding.

15
Limitations/Disadvantages/ Demerits-
 There is need of really competent, efficient and resourcefulteachers for teaching English by using
this method. But we don’t have such teachers enough. Sometimes, the teachers fail to make the
students understand the meaning of a particular word because the use of mother tongue is not
allowed. In India, there is a lack of teachers who are trained on this line.
 In this method, there is over emphasis on oral work. Reading and writing process of the language
get less attention.
 This method cannot be used successfully for the average and the below average students. Much
time is used in creating reallife situations.
 It is an expensive method because the teacher has to use some aids for teaching.
 This method does not lay emphasis on the selection and gradation of language material which is
very important.
 At the early stages,sometimes this method may fail miserable. The students may not be able to
learn any thing.
 For an overcrowded class, this method is not suitable.
 Some scholars like Thompson and Wyatt think that this method does not initiate thinking in
English. Means pupils think in their own mother tongue, although they try to speak in English.
 Some times, it becomes very difficult to bring word meaning and child’s experience together.
 It may be possible that the teacher wants to convey some meaning and students assimilate a quite
different meaning.
According to the thinkers Menon and Patelthe direct method was tried in India for a
number of years but if failed to get the expected results in terms of the children’s progress.
It has been found that this method is more suitable for students of early stage but not at higher
stage. According to A.K. Gokak direct method is superior to Translation method. Direct
association between the word and the thing meant gives better results than translation.
Structural approach-
The Structural approach is the outcome of the extensive researches made in the
field of teaching of English as foreign language. It is also known as New Approach or Aural-Oral
Approach. Structural approach is not a method of teaching. An approach tells us ‘what to
teach’ and a method tells ‘howto teach’. Structural approach tells us ‘what to teach’ and
not ‘how to teach’.
The concept ‘structural approach’ has to words- ‘structural’ and ‘approach’. The
word structural relates to the structures and approach literally means coming near. The
structural approach in teaching of English means approaching English on the basis of structures.
For this purpose, the structures, are well selected and graded. On the basis of these structures,
efforts are made to teach English. This is called structural approach. According to Menon
and Patel, the structural approach is based on the belief that in the learning of a foreign language,
mastery of structures is more important than the acquisition of vocabulary.
What is a Structure-
Languages have their own structures. English has also its own structures.The
different arrangements ofwords are called structures.They may be complete utterances or
they may form a part of a large pattern. Thus we may have ‘subject+veb+object(Raju is a
doctor.) arrangements of words or verb+subject+object (Is Raju a doctor?) arrangement. These

16
are called structures. The structures are the tools of a language. In short, in structures, meaningful
words are used in a particular order to convey(express) their meanings.
Types ofStructures-
The structures can be divided into four different categories-
a) Sentence patterns- The patterns of sentences may be many. For example, It is a book. It is a cat.
That is not my bag. Etc. Taking the first model sentence,we can make many sentences.
b) Phrase Patterns- Phrase is a word or group of words which express an idea without its being a
sentence or clause. For example, in the room, on the table, listening to.
c) Formulas- Formula means a group of words used regularly on certain occasions. For example,
Good morning, Good night, Excuse me, Parden please, May God bless you.
d) Idioms- An idiom means a group of words that must be taught as a whole and not as separate
words. For example, a snake in the grass, born with a silver spoon, a white elephant.
Structural approach involves the teaching of structures to the learners. A sentence pattern
is therefore a model for sentences which will be of the same shape and construction although
made up of different words. Consider the sentence patterns : The boys played cricket. This
sentence pattern consists of subject, verb, object (SVO). There is no end to the number of
sentences that can be framed using this pattern.
Selection ofStructures-
While making a selection of structures,those structures which have following
characteristics be selected.
*Useful- Those structures which frequently occur in both written and spoken language are useful.
*Simple- for beginners only simple structures be selected. For example, I am working, You are
sleeping, etc.
*Teachable- The teachable structures should be taught, in the beginning. For example, ‘I am
standing’ can be taught easily as compared to teach ‘I am thinking’.
Structures should be upto the level of the learner’s age.
Structures should be upto the level of learner’s capacity to learn.
Gradation of Structures- The gradation of structures can be done as follows-
 Structures which identify things and persons.
 Structures which locate them in space.
 Structures which fix them in time.
Procedure ofTeaching-
In structural approach every structure is taught separately. Generally the following five
steps are involved-
1.Presentation of item in appropriate situation by the teacher
2.Oral drill by the students of the situations created in step (a)
3.Presentation of item in some new situation.
4.Oral drill by students of situations created in step (c)
5.Over all drill.

17
Principles/Features ofStructural Approach-
1.Importance ofSpeech- Structuralapproach recognizes the importance of speech in learning a
language. So the structures are first taught in the spoken form and later on in reading and writing.
2.Importance ofhabit formation- Structural approach lays emphasis on habit formation. These
habits are formed through speech and drill work.
3.Importance of pupil’s activity- Structuralapproach stresses the importance of the pupil’s
activity rather than activity of the teacher.
4.Mastery ofStructures- Structuralapproach lays emphasis on the mastery of structures as
compared to the acquisition of vocabulary.
5.Meaningful Teaching- Structures are taught in meaningful situations. Structural approach may
also be described as the situational approach.
6.Teaching one item at a time- In structural approach one item is taught at a time.
Merits ofthe Structural approach-
1. It lays emphasis on speech and oral work. The students practice the structure through a number of
oral drills. If students are taught properly, they acquire good pronunciation and fluency through
speech.
2. It can be adopted for all stages of education.
3. It creates appropriate environment for learning the language.
4. It stresses habit formation; through intensive drills, the students cultivate the habit of speaking the
English language.
5. It can be used to teach prose, poetry etc. In the opinion of R.K. Jain, if we have a programme of
teaching language alongwith literature just as we have from class 9 and upwards, even at the
university stage where pupils offer English, there too, structural approach can be of much help to
the teachers.
6. Due to much oral drilling, whatever is learnt in the class remains stable in the mind of the
students.
7. It provides enough opportunities to the students to express their ideas and feelings.
8. It is based on scientific principles.
9. In it the students are provided with carefully selected and graded language material. After 6-7
years of language learning, students have command over about 275 basic structures and about
3000 words.
10. At the time of learning structures, the child inductively learns some grammar.
11. This approach establishes a system in teaching English. It systematizes the work of syllabus
maker, textbook writer and teacher.
12. It makes both the teacher and student active which is psychologically sound.
13. It stresses habit formation. As speech is stressed and a lot of drill work is provided in structural
approach, the pupils form the habit of speaking the language.
Demerits ofthe approach-
a) Like direct method, structural approach is most suitable only for lower classes.
b) It overlooks the linguistic habits already formed while learning the mother tongue.
c) It is possible to teach only well-selected sentences patterns with the help of this approach.
d) Textbooks prescribed in courses be taught through this approach. According to Trivedi, a thinker,
this approach requires nicely planned textbooks which should have a regular frequency of the
language material used therein. Till such textbooks are produced, the structural approach will
have to be at the mercy of deficient tools.
e) Too-much mechanical drilling is emphasized. It makes the class dull and uninteresting.

18
f) This approach is not for teaching prose,poetry,grammar and pronunciation.
g) It does not tell teachers how a new item shouldbe presented or drill should be conducted. The
teacher himself has to think over.
h) This approach demands too much material aid in order to create a reallife situation.
i) The approach is rarely successfulin overcrowded classes.
j) Teacher’s center of interest becomes the material aid and he ignores the children.
k) If the structural syllabus is followed strictly, it can not be taught within the time.
Bilingual Method (BM)-
What is Bilingual Method- The B.M. developed as an improvement over the traditional
methods-grammar-cum-translation method and the direct method of teaching English. In fact,
BM us a mid-way approach between the translation grammar method and the direct method.
C.J.Dodson ofUniversity College ofWales (UK) initiated this method. The word ‘bilingual’
means two languages. Thus in BM, two languages are used in the teaching of English or any
foreign language. One language may be English and the other language is the learner’s mother
tongue or the regional language.
In Direct Method, English is taught through English. Learner’s mother tongue is
not at all used in the teaching-learning process. This creates difficulty for teachers to teach and
for learners to learn English with proficiency.
In translation method each word, phrase or sentence in English is translated into
learners mother tongue. The teacher adopts word to word translation. Children have no
opportunity to speak in English.
In BM, the teacher teaches English by giving mother tongue equivalents of
English words or sentences wherever required. Thus, in BM, use of mother tongue is allowed to
give direction, elicit an answer or explain some difficult and new words. But speech is not
neglected. Thus, it is rightly said that BM is an improvement over the old translation method and
the direct method of teaching English or any foreign language.
Objectives ofBM-
1. The learner will be able to speak fluently in the target language that is in English.
2. The learner will be able to write fluently and accurately in the target language.
3. The learner will be able to understand new words, idioms and phrases in the target language.
4. The learner will be able to achieve true bilingualism.
Features ofBM-
1.In this method, mother tongue is used to express the meaning of new words, phrases,
idioms, sentences and grammatical points and rules.
2.Word for word translation is not followed in this method.
3.Mother tongue is used only at the initial stage of the lesson. As students make progress
in learning, use of mother tongue is avoided.
4.In this method, mother tongue is used only by the teacher but not by the students.
5.The use of mother tongue saves a lot of time for the teacher. The teacher need not take
more time to create situations to explain new words, phrases,idioms and sentences in English.
6.The time saved by the teacher is utilized for intensive drill and practice by students.
7.This method gives equal emphasis on all language skills such as listening, speaking,
reading, writing and comprehensions of facts.
8.This method encourages fluency during the initial stage of learning English. Accuracy
comes gradually.

19
Advantages ofBM-
1.BM of teaching English ensures fluency in speaking. In this method, students get
enough practice in speaking English. So they acquire the ability to speak English fluently as
compared to students who are taught through translation method or direct method. In translation
method, students have no opportunity to speak in English. In direct method, meanings of English
words, phrases and idioms do not become clear to the students. Hence,they are not able to speak
in English fluently.
2.BM ensures fluency in writing. Once the ability to speak in English fluently is
developed, students are able to write English fluently.
3.BM ensures accuracy. In this method meaning of English words and sentences become
clear to the students because the teacher gives mother tongue equivalents of new words. This
helps in developing their fluency in speaking and writing. Once fluency is achieved accuracy in
speaking and writing develops gradually and in a natural way.
4.This method is most suitable for majority of Indian teachers and students. Majority of
teachers teaching English in schools are not confident in speaking English fluently and therefore
teaching English through the direct method. For them bilingual method is most suitable.
5.This method is the most economical method of teaching English as a second language.
Since the teacher gives the mother tongue equivalents of English words he does not require
pictures, charts,specimens, realobjects and other teaching aids. This saves a lot of expenditure
on these aids. In terms of time also this is an economical method.
6.The experiment conducted by the CIEFL(Central Institute of English and Foreign
Languages), Hyderabad,shows that students taught through bilingual method score higher marks
in English than students taught through other methods.
Limitation ofBM-
In spite of the advantages of BM, there are the following limitations-
1.BM allows teachers to give mother tongue equivalents of new English words, idioms,
phrases,etc. What happens in practice is that once teachers are allowed to use the mother tongue
they tend to make excess use of mother tongue. In that case BM is converted into translated
method.
2.This method is suitable for average teachers. Competent teachers do not prefer to use
this method. Teachers who use bilingual method are rated as incompetent teachers.
3.There is a difficulty in finding mother tongue equivalents of each word, idiom, phrase
or even sentence in English. Even if teachers try to use mother tongue equivalents teaching and
learning of English become artificial.
Audio-lingual Method-
The most important version of the Structural Approach was called the Audio-lingual
Method and it was perhaps at the height of its popularity during the period 1958-1964. This
approach is based on the following principles-
1.Language is speech and not writing.
2.A language is what its native speakers speak,not what someone thinks they ought to
speak.
3.Languages are different, they have similarities and differences which can be
systematically studied.
4.Language is behavior and behavior is a matter of habit. Language learning is a
mechanical skill and no intellectual process is involved in it; since language learning is

20
mechanical, linguistic behavior can be conditioned. So, in the teaching of a language, the teacher
should follow the stimulus-response-reinforcement pattern and, language teaching should be
controlled, spaced and repetitive.
Features ofA-L Method-
1.Language teaching begins with the spoken language, the material is taught orally before
it is presented in the written form.
2.The target language (English) is the only language of the classroom, the mother tongue
of learners is not to be used.
3.New language items are introduced and practiced situationally, through contextualized
dialogues.
4.Vocabulary selection is based on an essential service vocabulary.
5.Items of grammar are called structures and graded following the principle that simple
forms are taught before complex ones. Grammar is induced from examples given and no explicit
grammar rules are to be provided.
6.Reading and writing are introduced once a sufficient lexical and grammatical basis is
established.
7.The teacher is the role-model for imitation, student-to-student interaction takes place in
chain drills or when students take different roles in dialogues.
Important Techniques in Audio-lingual Method-
1.Dialogue memorization- Short pieces of conversation between two people are used;
students memorise the dialogue through mimicry. Certain sentence patterns and grammar points
are included within the dialogue.
2.Repetition drill- Students are asked to repeat the teacher’s model as accurately as
possible.
3.Chain drill- The teacher begins the chain of asking and answering, the student responds,
then turns to the next student, greets and asks,the chain continues.
4.Substitution drill- The teacher says a line, usually from the dialogue leaving out
something and gives a word or a phrase as the cue. The student fills in the slot, fitting the cue
where it belongs. The number of slots may be increased progressively.
5.Question-and-answer drill, transformation drill- Students are asked to give answers to
questions or transform sentences.
6.Grammar games designed to practice a grammar point within a context are played.
Limitations-
The oral/aural skills are emphasized and the students are encouraged to master the sound
system and grammatical patterns of the target language. Reading, writing and vocabulary
expansion are not given importance, the reading material used is structurally graded and
uninteresting and unnatural, the writing work is dull and artificially fabricated. The techniques
used are mechanical(means mimicry, memorization and pattern practice) and lack human interest.
The resources of the mother tongue are left unused. In short, the method does not prepare learners
for spontaneous communication.
********************************END***************************************
Note – Try to create self-notes. It is not necessary that the questions in the university
examination would be available in the given notes. Read the related books or other
notes material along with the given notes.

21

Importance of English Language and its educational objectives in teaching

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

Similaire à Importance of English Language and its educational objectives in teaching

Similaire à Importance of English Language and its educational objectives in teaching (16)

Plus de Prof.Ravindra Borse

Plus de Prof.Ravindra Borse (20)

Dernier

Dernier (20)

Importance of English Language and its educational objectives in teaching