1

ENGLISH LANGAUAGE LEARNING AND TEACHING

AT UG LEVEL IN KOPPAL DISTRICT

(HYDERABAD KARNATAKA REGION)

MINOR RESEARCH PROJECT

Final Report in Humanities (English) submitted to

University Grants Commission

XI Plan 2007-12

(MRP (H) 1806/11-12/KAKA066/UGC-SWRO)

PRINCIPAL INVESTIGATOR

MS. SUJATA PATTED

DEPT OF ENGLISH

KLES’S SHRI S K ARTS COLLEG AND H S K SCIENCE INSTITUTE

HUBLI

CO-INVESTIGATOR

DR. S. B. BIRADAR

DEPT OF ENGLISH

SVMVV’S S.V.M. ARTS, SCIENCE AND COMMERCE COLLEGE

ILKAL

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DECLARATION

We, Prof. Sujata S. Pattted, Principal Investigator, KLE’s S.K. Arts

College and H S K Science Institute, Hubli and Dr. S. B. Biradar, Co –

Investigator, SVM Society’s SVM Arts, Science and Commerce College,

Ilkal hereby declare that the research work embodied in this Minor

Research Project sponsored by University Grants Commission under XI

Plan Period entitled “English Language Learning And Teaching At UG

Level In Koppal District (Hyderabad Karnataka Region)” is undertaken

by us submitted to UGC South Western Regional Office, Bangaluru. It

has not previously formed the basis for the award of any Degree,

Diploma, Fellowship or any other similar title. This project is not

submitted to any other universities.

Prof. Sujata S. Patted Dr. S. B. Biradar

Principal Investigator Co-Investigator

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CERTIFICATE

This is to certify that the Minor Research Project entitled English

Language Learning and Teaching at UG Level in Koppal District

(Hyderabad Karnataka Region) reference number MRP (H) 1806/11-

12/KAKA066/UGC-SWRO submitted to University Grants Commission,

South Western Regional Office, Bangaluru by Prof. Sujata S. Patted,

Principal Investigator, H S K Science Institute, Hubli and Dr. S. B.

Biradar, Co–Investigator, SVM Society’s SVM Arts, Science and

Commerce College, Ilkal is a record of research work done under the XI

Plan Period of UGC Sponsored Minor Research Project Scheme.

Hubli Principal

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ACKNOWLEDGMENT

We express our sincere thanks to the Director, UGC, South

Western Regional Office, Bengaluru, for supporting financially to

undertake this Minor Research Project. We place on record timely help

rendered by the Director, CDC, Karnataka University, Dharwad. Our

sincere thanks to the Joint Director, Collegiate Education, Dharwad as

well.

Our sincere thanks are due to the Principal, S.K. Arts College and

H.S.K Science Institute, Hubballi for the co-operation and

encouragement. We are grateful for the constant advice and guidance of

our colleagues who helped to complete this project.

I also express my sincere thanks to the Principals, English Faculty

and Students of all UG Colleges of Koppal district for their support

during the field work. Special thanks are due to Prof Arunkumar of

Gavishiddeshwar College for his constant support during the journey of

field work to all the colleges of Koppal district.

I also express my sincere thanks to the Librarian of EFLU, and

Librarian of Central University of Hyderabad for permitting us to use

their Library for material collection. We also thank Dr. Patil, Librarian,

and staff, Karnatak University, Dharwad. We also thank Prof. Dasan of

Mysore University, Dr C. A. Langare of Kolhapur University, and Prof.

Nagannawar of Rani Channmma University, Belagavi.

My sincere thanks are to all my friends, well wishers and

institutions that have encouraged and helped us directly and indirectly in

completing this research work.

Prof. Sujata S Patted

Dr. S. B. Biradar

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Karnataka State in which the Project is Undertaken

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Location of Koppal District in Karnataka

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Koppal District layout

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Contents

Declaration

i

Certificate

ii

Acknowledgement

iii

Project Location Maps

v

Chapter I: Introduction

2

Chapter II: Theories of Second Language Learning

and Methods of Teaching English

21

Chapter III: Language Education at the UG Level

in India and Koppal District

33

Chapter IV: Syllabus and Its Implications

on teaching learning

52

Chapter V: Analysis and Findings

101

Chapter VI: Conclusion

114

Bibliography

120

Appendix: Questionnaires

Pictures of Field Work

123

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Executive Summary

English language education in India has been in a multi lingual

context. The language which has been one of the languages with three

language policy of the state has been introduced at different stages – in

different classes at the primary level. The language which was hitherto

introduced with 3rd/5th stage class has now got introduced as a language

for study even in class I in many of the states in the country. The

objectives of teaching English language from the time it get introduced

has been to develop what is called the ability to communicate effectively

using the language. This implies that it has become more or less the

accepted language in the national and international levels as language for

communication in the changing scenario, where globalization has been

the order of the day. Thus it has become the language of the social

market, trade, business and commerce with the advent of technology use

in all spheres of life, it has invaluable become the language of technology

and in particular communication technology. Further, English has been a

link language- a language that touches the different units of the society to

exist with a common language particularly in multilingual society like

ours. English language has been further considered as window on the

world and a library language. This is so because the language in which

literatures of different subjects such as language, technology, law,

medicine, and related ones do exist in English only. A translation of these

literatures with other languages is however in the process. Thus it got the

status of library language- the language of reference. And now it has

become the language of the internet- to be an internet literate, knowledge

of English language has become vital.

Besides, English is the world’s richest language with such

literature according to Allen (1965). As mentioned above thus the

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language has become the language of the global village where interaction

between the global citizens is possible only through English. English

language in India, in particular has been there ever since the British

colonized India. It can be considered as a legacy left behind by the

imperialists when they quit India just before independence. That is why it

was possible for us to get and acquire a wide knowledge of the world in

terms of its culture, its tradition and ways of living.

English was introduced in India as associate official language

unanimously after independence. Since then various committees and

commissions on Education appointed by the government of India have

stressed on the importance of imparting English at different levels in the

country. Almost all countries have opines the need for developing the

communicative ability in the target language (English) through the

teaching of the different skills of language that include listening,

speaking, reading and writing.

English language teaching has since then been changing in

accordance with the changing processes their objectives and content.

English language teaching and learning with changing scenario has taken

different deviations and dimensions. Needless to mention in this context

that English language has been taught as a second language in India

which is pluralistic. It was Lord Macaulay who gave its status as the

language of self- employment and empowerment for realizing the goals

and aims of the country. Macaulay’s Minutes (1835) succeeded in not

only promoting English but also uniformly a class of people Indian in

blood and color but English in morals and in intellect. English in the post

independence era has its boost by the observations of many language and

education commissions. For example Dr Radhakrisnan recommended the

three language formula- the regional language, the federal language and

English. The recommendations and observations made by the

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commissions in the post independence India point to the fact that English

and English education are well entrenched with education system of

India. English got institutionalized. The secondary education was,

however the first official body to concern itself with methods, materials

and evaluation with loyal to the study of English.

Kachru (1976) study deals with the use of English among the

students and faculty of English departments in Indian universities and it

also allocates a preference for English in utilitarian domains.

Komal K. Sachdev advocates the use of the mother tongues as

rationale or affective domains and the rule of English in the domains such

as mass media, academic and psycho social interactions and

administration and interstate communication. Whatsoever might have

been the perceived notion of the use of English, English education came

to be exemplified with the study of English literature in the departments

of English. In the Indian context for a long time what has been going in

the name of language teaching is the teaching of literature with a large

chunks of texts taken from Shakespeare, Wordsworth, Shelley and others

as content where most of the students do not have even the minimum

language skills required of them which would also enable them to cope

with the subjects taught in English.

Gilony Scott (1983) talking about overseas students mentions that

all too often emphasizes on literary knowledge disguised poor language

attainments –the maxi coat of literature hiding the mini study of language.

Rodger (1983) echoed the same view that many ESL students with

particularly low proficiency are often exposed to thoroughly

institutionalized English literature degree syllabuses. This must not

overshadow the teaching of literature, however, to our students yet, as

English serves as an instrumental for cultural colonialism as it were, it

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requires to be taught as skill. Literature teaching the will have to be

viewed with a focus on explaining the language of literature.

In the light of the changing roles of English in the ever changing

global scenario the objectives of teaching English need to be studied.

Prof Gokak observes that while designing the objectives of English one

should take into consideration the following:

The changing conditions and the need to answer the problems

created thereby. Thus, the role of English as a source language and the

place of English as a link with the outside world for the acquisition of

new knowledge. The committee defining English as a library language

focused on the development of reading as the most important skill of all

the other language skills. English being lingua franca has to be looked at

also as a language of upward mobility for it has a lot of surrender value

and above all English has to be the language of communication where

communication explosion is in abundance.

The objectives of English language teaching besides developing the

four LSRW must try to attempt an integration of language with the art

and science, of intellectually self discipline, of critical thinking and of

reasoning competently. All language teaching and learning should be

problem based aimed at the development of the students’ ability to reason

well within and across multiple domains; they should learn the art of

problem classification and analysis, strategies and techniques for problem

solving and the ability to express their ideas in an effective and

appropriate language. Thus, the objectives of teaching English at any

level will also be developing communicative competence. That is,

developing in the learner the ability to be fluent, to use language

accurately and to enable the learner to be appropriate in the use and

choice of both lexical and structural elements. In the process the learners

will be in a position to develop and manage his or her own ways of

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learning and they will get the ability to understand and to be understood

through an acquisition of the basic language skills, namely LSRW and a

mastery of vocabulary and grammar. To realize these objectives, an

understanding of the theories of language learning acquisition thus

becomes imperative, so as to help one design a class room method to

impart the learners in the classroom, this language.

Observations of the National Knowledge Commission

Sam Pitroda who earlier revolutionized the telecommunication in

India as the chairman of the National Knowledge commission (NKC),

while delivering the centenary lecture of the Indian Merchants’ chamber

in Mumbai on 16th January 2007 advocated unshackling of education

both public and private. He even welcomed foreign participation in

higher education in India. He pointed out that every year about 80,000

Indian students join foreign universities and spent about 5 billion dollars.

Sam Pitroda’s next important observation was that Indians should

give up looking at English as an intruder and usurper of the place of

mother tongue. He recommends that English should be taught from the

very beginning. He defends his recommendation by saying: “English is

the language of globalization and it does not mean anything except a tool

to learn in global village. A child can quickly learn a second language,

unlike an adult”.

His most interesting and practical observation is as follows: “We

need to look at education differently, from blackboard and chalk to talk

model to technology drives web- based education, using so much of

contents available on the net and benefitting from even the teaching of

Nobel laureates”. His concluding remarks are more realistic judging the

socio-political repercussions of his recommendations. “Without

groundswell opinion, it would be difficult to execute some of the changes

because vested interests would oppose them”.

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The establishment of the National Knowledge Commission (NKC)

is a great innovative idea, Sam Pitroda as its chairman is deeply

committed to the task undertaken with prophetic vision for the future of

our nation. Former Prime Minister Dr Manmohan Singh during the

Knowledge Commission meetings, time and again has stressed the

importance of ‘an inclusive society as the foundation for a knowledge

society’. Sam Pitroda as the chairman of the National Knowledge

Commission has made the following ground breaking recommendations

to the Prime Minister for due consideration and favorable follow up in his

letter dated 20th October 2006.

Language is significant not only as a medium of instruction or a

means or a means of communication but also as a determinant of access.

Command over English language is perhaps the most important

determinant of access to higher education, employment possibilities and

social opportunities.

School leavers who are not adequately trained in using English as a

language are always at a handicap in the world of higher education as

teaching of most subjects, books and journals are available only in

English. Those who do not know English well enough find it

exceedingly difficult to compete for place in premier institutions.

Lack of good working knowledge and fluency in English affects

the self confidence and work efficiency not only professional occupation

but also in white collar occupation. English language is a critical

determinant of access and opportunities for a better life.

The middle class or lower income households spend a large

proportion of their modest income on sending their children to relatively

expensive English medium schools in spite of lack of resource and as a

result there is exclusion and inclusion is possible only if the government

provides opportunities for all children to develop the skills in using

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English, by providing less expensive English medium schools, run by the

government.

It is an irony that though English has been a part of our educational

system for more than a century English is beyond the reach of most of our

young people and their by makes access highly unequal. Only around one

percent of our people in India use English as a second language, let alone

as first language. This results in great handicap in times of globalization.

The National Knowledge Commission is aware that the realities

cannot be changed overnight but it feels the urgent need for teaching

English as a language to our ordinary people would help us to build an

inclusive society and transform India into a knowledge society. The

process should start now.

The NKC also strongly feels that, in just twelve years schooling

and teaching of English in schools, the school leavers would be provided

with far more equal access to higher education and three to five years

thereafter, much more equal access to employment opportunities. The

NKC engaged itself in informal consultation with a wide range of people

in government, media, industry; some state Chief Ministers, Members of

Parliament, medical Doctors, Lawyers and civil society organization and

formed a working Group, which arrived at the following consensus and

recommendations.

English as a language should be introduced from class I along with

the first language. The emphasis should be on the usage of the languages

without undue emphasis on grammar and rules.

In fifteen States and Union Territories English is being taught as a

compulsory subject at different stages in Primary school but the

implementation is slow without enthusiasm. The support system for

teaching English by way of teachers, materials for teaching are neither

adequate nor appropriate. Hence NKC recommends the fundamental

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change that seeks to introduce nationwide, the teaching of English as a

language starting in class I. English should not be a stand-alone or add-on

subject but should be integrated into school curriculum.

Language learning cannot be separated from and must be

integrated with content learning, therefore some non-language content

subjects can also be taught in English from class III. The choice of the

content subject can be left to the discretion of the school, based on the

proficiency of the teachers and availability of teaching material. This

would help in creating multi-medium schools and reduce the divide

between English medium and regional language medium schools.

The pedagogy of the language learning as well as teaching should

be suitability contextualized based on real situations in daily life.

Assessment should be based on proficiency in English and should not be

based on mastery of single texts acquired through rote memory. The

competency in English should be tested through a National Testing

Service. Special consideration should be paid to the recruitment of

English language teachers in order to augment the standard of teaching

and learning of English.

The requirement of well qualified and highly proficient teachers of

English with good communication skills and formal teacher training will

be large in number. Hence proper recruitment procedure should be

followed. Further, the nearly four million school teachers all over the

country should train to increase their proficiency in English through short

term in-service training programme.

Teaching of English for teacher trainees at the D.Ed. and B.Ed.

levels should be revamped, need based and developing communicative

abilities in English should be given top priority.

Keeping in mind the diversity of English language environment in

India a multiplicity of English textbooks should be made available to

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meet the specific need of the learners. In order to ensure certain basic

standards, bench marks must be laid down and an expert group should be

set up to develop pedagogically sound English text books at every level

from class I to XII. The state council for Educational Research and

Training (SCERT) may continue as a nodal agency for the State board

Schools but the writing of the English text books should be decentralized

and only experts in the domain should be involved.

Learning of English language takes place not only through direct

instruction but also through assimilation through environment. So the

classrooms should be equipped with audio-visual and print materials.

Classroom libraries comprising of books, magazines, newspapers, audio-

visual material according to the age group should be provided. Formal

and informal opportunities for teaching and learning English language

should also be created outside the classrooms through bilingual radio and

TV channels. English knowledge clubs should be formed; adequate

financial assistance should be given for developing English language

Resources.

State Governments should become equal partners in the

implementation of these ideas with nerve and the Prime Minister should

discuss this matter with the chief Ministers at the next National

Development Council to formulate a national policy and plan for teaching

of English language starting from class I to ensure that every student is

proficient in using two languages after twelve years of schooling.

How can then English be taught in the changing circumstances to

students whose mother tongue is not English and to those students for

whom English is a second language as it is in the multilingual pluralistic

context as in India. Further as it would be discussed in the following

chapters of this dissertation, that language teaching is essentially a

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process which focuses on the development of the four main skills namely,

Listening, Speaking, Reading and Writing besides related sub skills.

It will not be out of place to refer what Braj B. Kachru observes

with regard to the teaching of English in the multi lingual context and

objectives of teaching in the changing scenario. In his pioneering book,

Indianization of English, the English language in India (1983), Braj B.

Kachru has clearly stated the need for a fresh appraisal of English in our

context. “This calls for an acceptance of the reality of Indian English,

which has been used by Indians to serve the typically Indian needs in

distinct Indian contexts for almost two hundred years”. (Kachru, 1982:2).

“This long lasting association has led to varieties of Indian English

ranging from the Standard Indian English to butler Indian English whose

users constitute 3% of the Indian population that is 17 million speakers

of Indian English. ‘Educated Indian English’ user shows characteristic of

class, area and education and also features which reveal his mother

tongue in his pronunciation. The Indian-ness of English is clearly reveled

among educated Indian English speakers.

The ‘Indian-ness’ in Indian English is the result of acculturation of

a western language in the linguistically and culturally purist context of

sub- continent. These parameters of Indian culture and languages

determine the language change and language adaptation. The

Indianization of English language is a consequence of what linguists have

traditionally termed ‘interference’ (or transfer). Indian English thus an

institutionalized example of Quirk labels in the foreword to this book and

earlier 1972: 26, an ‘interference variety’ of English.

The interference varieties are as Quirk et. al. rightly claim, “ so

widespread in the community and of such long standing that they may be

thought stable and adequate enough to be institutionalized and regarded

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as varieties of English in their own right rather than stages on their way to

more native like English”. (Kachru, 1983:1)

This implies that Kachru’s emphasis is on Indian English as a

creative medium and not as a medium of ordinary communication that

has legitimized syntactical and grammatical mistakes. Gokak on the other

hand looks at Indian English as that which represents, the evolution of

distinct standard- the body, which is correct English of usage but the soul,

is Indian in color, thought the imagery. Now and then, given in the

evolution of an Indian idiom, which is expressive of the unique quality of

the Indian mind while conforming to the correctness of English usage. It

is illustrative of a special type of language- phenomenon-a language

foreign to the people who use it but accepted by them because of politics

and Gokak also stresses the point that our English differs from British

English of American English but conforms to the correctness of English

usage. However, for us, Indian English has a special place. This is not

merely because English is a world language but because it has historical

association and has made an impact on our cultural life. For this reason,

English is not a foreign language to us; it is a second language.

Functions of English in the Indian Context

English continues to have the following functions in the Indian

context as a Second Language Setting (ESL).

Instructional: As a medium of instruction at higher level of

education.

Regulative: As a language of law and administration (associate

official language).

Interpersonal: Interpersonal communication lingua-franca in the

pan-Indian context which is multi-lingual and pluri-cultural.

Commercial: As a language of trade and commerce.

Creative: As a language for critical and creative writing in English.

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Language of competitive exams: As a language for all Indian level

competitive exams, UPSC, KPSC etc.

Language of science and technology: As a language for scientific

and technical communication.

English as Lingua-Franca: No language, ancient or modern, is

compared with English in the number of geographical distribution

of homes, shops, factories and offices in which the language is

spoken, written and read. English is functional as a Lingua-Franca

(or) common language in various spheres: business and vocational

educational and social. Spoken and written communication in

business and trade circles makes considerable use of English in the

absence of common language at the intra-national and international

levels. Even employment at the lowest levels demands knowledge

of reading, writing and speaking skills. In a consumer society,

which relies heavily on production and marketing, the jargon

specific to each area is abundant in English terms. In highly

specialized technical fields like Computers, job opportunities are

open only to those who have a fairly good command over the

language. Though these areas are accessible only to a minority of

professionals, their need for English is obligatory. Upward social

mobility in these areas in closely linked to a proficiency in English.

Even more modest areas of employment such as officials and

clerks, require a basic knowledge of reading, writing and speaking.

English generally used in these areas has a bureaucratic nature.

English as a heterogeneous language of Intra and Inter-national

Communication: It is clear that the study of English in India,

despite its image of static permanence, is in a period of upheaval

and transition. No regional language can function as a language of

Inter and Intra-national communication except English. In the

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socio-cultural context of Indian urbanization, the multi-lingual

aspect is very prominent and necessitates intermingling of various

language groups. In the cultural context also English is the vehicle

of urban elite.

English as the pan Indian language of Media: Even before the

India’s independence, English was used as powerful medium for

the pan- Indian press broadcasting. An added dimension is

introduced to this aspect through the extensive use of it over the

television. The statistical data on the use of English in the Indian

press shows that the impact of English is not only continuing but

also increasing. Kachru demonstrates through extensive tables the

higher percentage of English newspaper, weeklies and magazines

as compared to other Indian languages, except in Hindi.

Language is a means of communication: Communication can be

infinitely varied and infinitely complex just because language is a

highly structured system which allows an infinite permutation. The

structure is of many types: the organization of a fixed range of

sounds the ordering of words in phrases and sentences, the use of

inflections, the semantic and grammatical relationships between

words, the interplay of stress, rhythm, intonation, in the actual

production of speech and the dove-tailing of para-linguistic

features. This means that purpose of language is to encode and

decode communication.

To learn any language is merely not to learn set of sounds and

marks on paper for saying something; it is to learn that it is possible to

think in a slightly different way from that to which one has become used

to understand that there is more than one way of organizing our

experience and that the world is rather grater place than once thought.

This means that when we learn English, we should aim at a degree of

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language proficiency both in speech and writing. In other words, we

should be able to express ourselves in English in right way on the right

occasion.

Learning a second language is acquiring the ability to use its

structure within a general vocabulary under essential conditions of

normal communication among the acquisition of ability to use, in

speaking the units and patterns of expressions of the second language

associated, with the units and patterns of content when listening to the

second language. This further means learning the expression, the content

and their association for rapid use in the proper position within the system

of the target language.

English in Education

In spite of the stated goals of the official policy (replace English by

Hindi), continues to enjoy a pride of place in our educational setup. It

continues to be a school subject throughout the country with certain

differences in the number of years of English is taught at school.

English teaching holds an important position in University teaching

programmes in national institutions, administration, social circles,

creative writing, the mass media, both print and electronic and

publication of books.

It has acquired a complementary function in the Indian society

along with other indigenous languages. It seems that the position of

English in near future will not change and it will be used continuously for

specific purposes through the regional languages have taken over as

official language and medium of instruction.

Objectives of Teaching English in India

Any language teaching situation can be discussed in terms of the

following objectives.

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i) To develop the students' intellectual powers through foreign

language study.

ii) To increase the students’ personal culture through the study of the

great literature and philosophy to which it is the key.

iii) To increase the students understanding as to how language

functions and to bring him through the study of a foreign

language, to greater awareness of the functioning his own

language.

iv) To teach the student to a greater understanding of people across

national barriers, by giving him sympathetic insight into the

ways of life and ways of thinking of the people who speak the

language he is leaning.

v) To teach the student to read the foreign language with

comprehension so that he may keep abreast of modern writing,

research and information.

vi) To provide the student with the skills which will enable him to

communicate orally and to some degree in writing with the

speakers of another language and with people of other

nationalities who have also learned this language keeping in

view some of the reasons for the current position of English as

the world’s most important language, it is necessary to consider

how this need is acknowledge d as an educational reality.

Any language teaching of development programme would include

the following components; i) identifying or understanding the language

policy of the state/regional/country, ii) analyzing or understanding the

learner needs with context of the objectives of teaching/ learning derived

from 1 above. iii) evolving or designing a curriculum with the focus in

the realization of the objectives. iv) selecting or designing the content in

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accordance with the curriculum objectives and thus to realize the aims of

learning/teaching.

Planning different alternatives for transacting the content in a place

where opportunities both for learning and acquiring are pounded. Further

classroom processes that all facilitate language learning through

constructing knowledge. Learning a language does not only refer to

constructions of knowledge or meaning but also that it is a power that

faculties the extraction of knowledge or meaning through the

employment of different skills. For instance, construction can be alone

through speaking and writing (the protective skills) while listening and

reading can be used to facilitate extraction of meaning (the receptive

skills)

In this background this thesis attempts to evaluate the second

language (English) education at the undergraduate level in Koppal district

which is considered as part of Hyderabad Karnataka, an underdeveloped

area.

In the era of globalization English is an inevitable reality in which

the destiny of every individual to the maximum extent played and

controlled by English language. Proficiency in English language

generates rewarding fresh prospect for individuals personally as well as

business and professional activity. English is bound to expand its use

everywhere. Over one billion people speak English in India. “India is

expected to be the largest English speaking population in the world by

2010”.2 Colonization and globalization are in a way boon in disguise to

Indian subcontinent. English is the most taught language virtually in all

parts of India and across the world. The teaching of English is constantly

expanding predominates almost everywhere. To improve the quality of

education, many education reports and commissions suggested new

methods of teaching.

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Origin of Research Problem

English has been taught in India for more than 150 years. Yet

English is beyond the reach of most of our young people. India will be

the largest English speaking community in near future. Presently

globalization produces number of opportunities in communication area.

But it expects competency and sustenance in the concerned area of the

profession. ‘Anglophobia’ is found everywhere in the student community

at all levels of education from primary to higher education level.

‘Anglophobia’ is recurrent in all parts of India in spite of colonial impact.

English Language Teaching (ELT) calls for proficiency in a whole

set of relevant skills. All curriculum of English language must express the

core aims related for the four major skills of listening, speaking, reading

and writing. These are not equally ranked. Among these almost always

skills of reading and writing are focused on. Rankin in his research study

pointed out that “In course of our daily communication with people 70

percent of working day is spent in verbal communication. Of this 45

percent is spent in listening, 30 percent in speaking, 16 percent in reading

and 9 percent in writing”. The four skills must be equally ranked

according to the needs of usage.

National Knowledge Commission (NKC) Report 2006 and 2007

recommended English has to be taught to our people, ordinary people

English as a language in schools. The NKC emphasizes that the pedagogy

of language learning as well as teaching should be suitably contextualized

to lend meaning to real situations and daily lives. Moreover, assessment

should be based on proficiency rather than specifying achievement targets

that reward mastery of single texts acquired through rote learning.

The urban-rural disequilibrium is very wide. Basically rural-

community is deprived of many basic needs. In such crisis of illiteracy,

ignorance, poverty, learners enter the domain of education. Teaching and

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learning process in such context is very crucial. In such socio-cultural

background of moffusil area how English language is taught? And how

English language is learnt? become the core issues. It is in this context the

present study is undertaken. The research study will focus on the

geographical area of Hyderabad Karnataka pertaining to Koppal district.

The study makes an evaluation of the under-graduate English language

learners and teachers related to classroom transactions.

Objectives of the Present Study

i) To study the status of English Language Teaching (ELT) at the UG

level.

ii) To analyze the methods and techniques of ELT practiced at the UG

level.

iii) To know the unique ELT class-room activities adopted in the UG

colleges.

iv) To study the impact of changing trends on the approaches of ELT

in the rural colleges.

v) To study the role of English language teachers in inculcating

LSRW skills among learners at UG level.

vi) To study the role of learners in acquisition of English language.

vii) To study the reaction of students on classroom deliberations

initiated by the teachers.

Methodology

Survey method is adopted. The researcher visited many

undergraduate (UG) colleges of Koppal district. The questionnaire is

developed for the teachers’ performance and students learning problems.

The questionnaire was administered for both teachers and students. After

the administration of questionnaire, analysis is made and the conclusion

is drawn.

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In the preceding / earlier chapters, discussions on the theories of

learning and analysis of the system of education at the Under Graduate

level were made. The analysis at the end has resulted in finding that there

is mismatch between the objectives of teaching, the curriculum

objectives, the content used for developing the language competence

required are felt necessary by all the stake holders in the system. The

analysis has further revealed that held for looking for alternative possible

educational perspective. What is required in the changing scenario is the

ability to use language for serving certain social functions of the language

besides for realizing academic or related curricular objectives. This is

necessitated in the light of the existing scenario where English has

become the global language.

Further, the transactional strategies, it has been understood, require

a shift in their approach so that these strategies look at the process of

learning and not aim only at the product. The objectives, hitherto, has

been to develop literary competence in relation without giving

importance to the need for developing language competence that is a pre-

requisite for developing literary competence. The changing scenario

requires the understanding of the fact that pedagogy is the determinant of

human relationships in the educational process. It is in itself the medium

of communication between teacher and learner and that aspect which

most affects is what learning receive from their teacher. This implies that

teacher and learner will have to engage in a process of negotiation for

effective learning through a well negotiated curriculum and content for

transaction.

A structured affiliation between the teacher and the learner can be

achieved through the participatory methods. In the teaching learning

process, a teacher’s role is to enhance students’ self directed and

responsible learning and inspire students to strive for the highest possible

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learning outcomes. The two sections of teaching /learning are the product

of behaviorist theory and constructionist theory. The behaviorist focuses

their study on the individual student and his /her cognitive forms and

directs their attention to create an environment to help students progress

and gain satisfaction. Teaching language is a matter of translating new

knowledge. Simultaneously learning knowledge is to receive store and

bring it forth appropriately. Piagetean constructionists, on the other hand

argue that individual students’ cognitive ability develops his/her

interactions with reality through own experiences. New knowledge is

constructed where learners like their knowledge and experience. Each

individual is the contextualized individual his/her learning is facilitated

by his/her social interactions with others and what and how much

students learn and remember is influenced by their beliefs, goals,

expectations, affect and motivation. The theories of cognitive

development provide teachers with transactional implication and richer

insight into teaching, learners do not passively receive knowledge; rather

learning a process of learner’s active organizing constructing and

transforming.

English is a heterogeneous language with multiple norms each

coming into play at different levels of social interaction. Language being

a vehicle for communication, it is required to become aware that this

vehicle is meaning pretended and that meaning is context bound. Even a

mere knowledge of the phonological, syntactic system and the ability to

be grammatical above all not be sufficient enough focus on the materials

that practice of an undoubted of the structure (form) of the language

alone will not be sufficient. Materials that call for interpretation, that call

for negotiation in its process of comprehension and influencing the

meaning in context can alone help in the language acquisition. Meaning

conveying and extracting, this becomes the hall mark of the functions of

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language. Learning a language at the Under Graduate level is not just

skill getting but skill using too. So, to the achievement of the skill, a

curriculum that attempts to integrate the present needs at the future needs

of the learner at this level and that is the need of the hour. A curriculum

that gives a rise to materials that provide context for co-operative

negotiation, These contexts include prospective work place environment,

the present academic/classroom environment where academic needs are

to be fulfilled, and the context in society where the effective use of

language makes communication more rewarding. The curriculum item

must focus on developing language ability/use for specific purposes both

communicative and occupational purposes. Problem solving approach

can be the alternative to the existing classroom methodology. Problem

within context would refer to an issue, a task which will promote the

language use and become the cause for acquiring new elements of

language, new forms of language to convey meaning. Even the existing

context may be changed to the format of a problem and the goal to

problem solving. Or the context may be in the visual form or the learners

may be asked to respond or react to the visual which may have many

issues inbuilt in it or may have the potential to give rise to language use

and interpretation. A visual or a printed text which can be conducted as a

piece of discourse may be a supplement to the existing context. The

visual needs to be of great interest to the learner. The visual or the printed

text must convey in it a social issue preferably for in such texts will be,

there will be opportunities for extension of the language given/implied

through the text of visual or a picture of a ‘rose’ may have a limited and

narrow end. A visual must be present a problem or an issue. The learners

will have to interact with it, extract the meaning it conveys, discuss the

same with peers in groups and respond at the end either as a group or an

individual using the target language. The process will have involved the

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learners in analyzing, interpreting, evaluating, comparing and contexting,

making guesses using the language in item. Such an exercise will call for

a change in the classroom pedagogy. The role of the teacher will be not

that of an individual who transfer knowledge but that of an individual

who will be providing opportunities for constructing knowledge and thus

learning to occur. The input provided, be it usual or verbal, will then be

functioning as a trigger. Such task will promote language use. A task

passed approach to learning will be then an alternative. A task can be

either a pedagogical/learning task or real world task. The method of

teaching that can promote language learning will be ‘problem posing and

problem solving’ through collaboration such as an approach will allow

for effective and affective responses while building or constructing

language for communication or conveying meaning, critical thinking for.

The mode of discourse may be spoken to begin with. It can be extended

to writing as well. This approach what will be in focus is not just

language transfer by the teacher but the language production by the

learner. The whole exercise of language teaching, in the existing and ever

changing scenario, is one of the ways of perceiving the ‘whole language.

Problem solving approach looks at language learning not as ‘habit

formation’ but as a process of constructing meaning through interaction

or extraction. One of the assumptions will be that the learner at the level

will have the ‘basics’. Or what are called the ‘nuts and bolts’ of language.

Language accuracy can be taken care of by ‘peer editing or whole class

editing’. Such an approach will call for a change in the classroom

dynamics in relation to the role of the teacher/learner and the focus

however will be learning and processes of learning throughout.

The construction of different text types will require the application

of all the language skills including the appropriate choice of lexical and

structural elements. Such a material will also provide opportunity for

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developing critical thinking. What is implied is autonomy given to the

learner in explaining meaning, in choosing appropriate language forms

and then reducing the authoritarian attitude of the teacher(teacher

fronted) who ‘teaches’; who transfers. A teacher can promote learning

(language) through an interactive and collaborative mode of interaction

which endorses dynamic learning exchanges between the few language

structures through involving them in exercises of the type which are

found in the present textbooks. Even if the selections in the textbook

have literature orientation, classroom pedagogy or method will have to be

turned in such a way that learners get the language competence through a

comprehension of the literary texts and relate the same to effective

‘communication’ in different situations. Be it in presentation or group

discussion or expressing oneself only this language teaching will become

more meaningful and rewarding and thus making the learner become

aware of the fact that language is multi-layered in nature and

‘heteroglossia’ as Benthem (1984) would call it, is generalized by the

particular social contexts in which the language is used, different

manifestations of language also represent ideological points of view.

Further such as an approach would also enable learners become more

aware of the interrelatedness of the linguistic elements and speech genres

and hence that it is impossible to separate linguistic forms and generic

forms from each other. In short, what is advocated in the problem solving

approach to teaching and the materials that would enable the use of this

approach. Therefore there is urgent need to change the materials or

content of learning with the ultimate objective ‘to be realized’ in sight i.e.

communicative competence for the reason that it is the material or the

content of teaching that decides the methodology of teaching and testing.

The syllabus, which will focus on the processes of learning and not just

on the product. Explaining literary texts for language acquisition is, of

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course embedded in such an approach to language teaching. Thus there is

also an urgent need to orient the teachers at the undergraduate level to the

shifts and approaches to the language teaching and learning. Organizing

Teacher improvement programmes which focus on both the teacher and

teaching competency may accelerate the process.

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Pics of Field Work in Koppal District (Hyderabad Karntaka Region)

Data Collection in Gavishiddeshwar First Grade College, Koppal

Dr. S. B. Biradar, Mr Arunkumar and Students

Data Collection in Government First Grade College, Koppal

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Researcher Dr. Biradar with Principal of First Grade College,

Alawandi

Dr. Biradar (center) along with Mr. Arunkumar (left) English faculty

in Government First Grade College Koppal

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Researcher Giving Instructions to UG Students in Kustagi

First Grade College, Inchalghad

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Researcher Giving Instructions to Students