Audio-Visual Aids

Language Acquisition and Learning

Language acquisition refers to the process of natural assimilation involving intuition and subconscious learning.
One’s first language acquired spontaneously as part of the maturational process whereas a second language is
learned in an institutional environment. Krashen points out that language acquisition and learning are separate
processes Acquisition refers to the subconscious process identical in all importa ways to the process children utilize
in acquiring their first language, and learning refers to the “conscious process that results in knowing about a
language. In other words, acquisition is the result of natural interaction with the language and learning is the result
of classroom experience, in which the learner is made to learn the linguistic rules and forms of the target language

Language acquisition

It refers to the process of natural assimilation, involving intuition and subconscious learning. It is the product of real
interactions between people in environments of the target language and culture, where the learner is an active
player. It is similar to the way children learn the native tongue, a process that produces functional skill in the spoken
language without theoretical knowledge. It develops familiarity with the phonetic characteristics of the language as
well as its structure and vocabulary, and is responsible for oral understanding, the capability for creative
communication and for the identification of cultural values.

In acquisition-inspired methodology, teaching and learning are viewed as activities that happen on a personal and
psychological level. The acquisition approach praises the communicative act and develops self-confidence in the
learner.

Language learning

Language learning, as opposed to language acquisition, is the learning of a language in a more formal setting, usually
with direct instruction.

Learning requires a conscious and deliberate effort from the part of the child/student and the educator uses formal
teaching methodologies to teach that language and facilitate the understanding of its rules.

Learning a language involves more explanation of grammar rules and less natural communication than language
acquisition.

Language learning is often used to talk about the learning of a second or subsequent language, so the learner is often
older.

Language Lab

Language Lab is a great innovation in the teaching of English. It is one of the most prominent technological aids in
Language teaching. The language lab is a well equipped room which consists of various equipments such as tape
recorder, headphone, control-board, master tape- recorder, ear phones, micro-phones and separate booths for
students. The learners develop correct pronunciation and intonation and accent through proper practice in the
Language Lah. It was first developed in U.S.A, and later came to be used all over the world. The behaviorist view of
learning that language can be conditioned was the influencing factor for programmed-learning and self instructional
materials, which were implemented through language labs, It consists of a console and a number of cabins for the
learners to interact with the teachers and practice by themselves. The teacher who sits at the console plays the
master tape and the students with earphones listens to the sounds and repeats the sounds The teacher can be
connected to the individual booth or the whole learnen The students can do repeated practice and the teacher can
correct them if the pronunciation is defective. They can also record their sounds and play them back. Thus it
provides an opportunity to drill sentences and words. The lack of good instructional programmes and technical skill
are often the drawbacks in the proper use of language labs. The students learn and practice at their own pace while
the teacher acts as a guide, to monitor and evaluate the performance of each and every learner.

Instruction to students: If a question on Language Lab is asked in the exam, mention/write about CALL and CALT.)
It is felt that traditional English class doesn’t have the required scope for learning English at a desired level. So, it is
imperative to offer language instruction in multiple settings as it promotes the use of language skills in authentic
situations with the help of various techniques using technology.

In the present era of globalization, multinational companies demand a wide variety of soft skills and life skills along
with technical skills. Now English Language Resource Centres have been set up in various universities.

Computer Assisted Language Learning (CALL) serves as the motivating factor to increase students’ interest in
language learning. Students can overcome their inhibitions in such language labs participating with unlimited
enthusiasm.

CALL helps to introduce English speech sounds, accent, stress, rhythm and intonation to neutralize the influence of
the mother tongue.

CALL provides advantages to the students to record their responses, listen to them, check the correctness, and
identify the errors. Such learning allows weak learners to learn language at their own pace with minimum assistance.

Advantages of Technology Enabled Language Learning

• Learning has become integrated with audio-video support systems in the past few years.

• With internet, a new platform of CALL systems has evolved.

• The main advantage of such technological packages is that they enable reading, writing, speaking and listening to
be combined in a single activity, with the learner exercising a high degree of control over the path that he/she
follows through the learning materials.

• Technology promotes the acquisition of autonomous learning developing the learner’s critical faculties. It allows a
sufficient level of stimulation (both cognitively and affectively) dealing with multiple modalities (to support various
learning styles and strategies). There is a high level of interaction (human-machine and human-human) formed since
teacher too is available in such Labs as a facilitator.

• Listening skills are precisely acquired with technology in English class.

• As English is a non-phonetic language, learning the pronunciation of English words is very difficult. With
technology, the students are exposed to very authentic and reliable speech pattern.

• Technology helps teaching and learning of speaking and reading to great extent that makes the learning to use
English in a balanced way in their life situation.

There is no field in the world which doesn’t use the utility of the computer. So, it will not be an exaggeration to say
that computer makes teaching and learning process, quite a meaningful way. Use of computer technology in
classrooms motivates both students and teachers. It increases productivity and facilitates instruction for better
understanding. Integration of technology in education is practised as a supplement to human capabilities.

Computer Assisted Language Teaching (CALT) is a system of educational instruction done almost entirely by
computer, CALT is a type of educational program designed to serve as a teaching tool. It has facilities for both
teaching and testing. It enables the students to do the works at their own pace.

Language Laboratory can do wonder in giving the learners the perfect language acquisition. It develops
communicative skills in the students. Whatever the language that the students acquire is error free. They are
exposed to the very best text to listen and to practise. So, there are many benefits we get from computer Assisted
Instruction. The teacher has the facility to have more interactivity, it is quite economical (may be expensive at the
time of set up) and drills are possible which is every essential for language learning.

MICRO TEACHING

a. Meaning of Micro-teaching

Micro-teaching technique, first adopted at Stanford University, USA in 1961 by Dwight W. Allen and his co-workers,
is now allowed in many countries with modified and improved techniques. It is a training procedure for teacher
preparation all t samplifying the enmplexities of the regular teaching process. Micro (eaching colest dim sumple of
teaching in which a tener teaches a small unit to a small group of 5 to 10 pupils for a small period of 5 10 minutes.
Such a situation offers a helpful setting for a teacher to acquire new teaching skills and to refine old anes Micro-
teaching is a new design for tencher training, which provides trainees with feedback about their performance
immediately after completion of lessons.

b. Definition of Micro-teaching

After the advent of Micro-teaching in 1961, it has been found that there are many specific teaching skills that can be
inculcated by micro-teaching techniques. Micro teaching in defined an “a sealed down teaching encounter in a class
stie and class time (Allen). It is also defined as “a teacher training procedure which reduces the teaching attuation to
simpler and more controlled encounter achieved by limiting the practice teaching to a specific skill and reducing
teaching time and classe Micro-teaching is essentially a training technique. Its called “Micro for several rea sous. First
of all the teacher teaches or gives practice to a small group 15-16 students) for a short duration (5-10 minutes).
Moreover it awolves only a very small pine af content and concentrates at a time on a single sah skill of the major
skill. The micro-teaching attempts to reduce the complex teaching into manage

e. Objectives of Micro-teaching

1. To enable teacher trainees to learn and assimilate new teaching skills under controlled conditions.
2. Tenable teacher-tminees to gain confidence in teaching, and to master a number of all by dealing with a
small group of pupils,
3. It is less complex than regular teaching
4. Fewer number of students, sually 5 to 10
5. 5 to 10 minutes

Micro teaching is a training procedure in which a teacher trainee has to teach a small group for a short period of 5-
10mins to practice and enhance a particular teaching skill. The important skills include questioning, stimulus
variation, reinforcement, explaining, introduction, illustration, black board writing, and achieving closure. The
teacher trainee gets feedbacks from supervisors and peers. It helps teachers prepare themselves well in advance and
get themselves ready to face a real classroom. Micro-teaching techniques play a critical role in developing
knowledge and attitude in teachers, but most importantly, it equips teachers with certain essential skills.

Why Are Micro-Teaching Skills Important?

The different types of micro-teaching skills play a significant role in the professional development of teachers. Here
are a few points why micro-teaching skills are essential:

• Trainee teachers get feedback from video records, supervisors or peers directly, which helps them improve
and develop their skills.

• Microteaching helps teachers prepare themselves well in advance and get themselves ready to face a real
classroom. Through micro-teaching skills training, teachers learn to become more confident and efficient before they
venture into the real world of teaching.

Micro-teaching techniques play a critical role in developing knowledge and attitude in teachers, but most
importantly, it equips teachers with certain essential skills. These skills are essential for the modern classroom.

What Are The Skills In Micro-Teaching?

Different types of micro-teaching skills are essential for a trainee to become a teacher. Some of the microlearning
skills are as follows:

1. The Skill Of Questioning

The questioning skill is a technique that helps put meaningful, relevant, specific, clear and precise questions to
students.
Questioning is a skill used to test the understanding and knowledge of students. By using the skill of questioning,
teachers can judge students’ knowledge and get a better understanding of whether students have understood a
particular topic.

It also helps teachers try out different ways of teaching to make students understand topics faster.

After questioning, if a teacher realizes that students haven’t understood a topic well, they can try to explain things
easier for a better grasp.

2. The Skill Of Stimulus Variation

Teaching skills in microteaching are essential to succeed as a teacher. The skill of stimulus variation is a teaching
technique used to keep students engaged in a topic or lesson by changing the teaching behavior.

It’s used to capture a student’s attention by using different stimuli in the class for maximum response.

A stimulus is something that evokes a functional reaction in tissues. It has a touching effect on the learner. What to
change, when to change and how to change requires skill on the part of the teacher for securing and sustaining
attention at a high level. Such a skill is named as the skill of stimulus variation.

The main elements of stimulus variation skills are

• Movement

• Gesture

• Change In Speech Pattern

• Focusing

• Change In Interaction Style

• Oral-Visual Switching

• Pausing

• Students’ Active Participation

3. The Skill Of Reinforcement

The skill of reinforcement is another important component of microlearning skills. Teachers use this skill to
encourage responses from their students using non-verbal actions, such as nods and smiles, or verbal praises. It’s a
response technique based on the concept of feedback. The reinforcement skill helps to reinforce student behavior
using positive reinforcers rather than negative ones for maximum participation.

4. The Skill Of Explaining

The skill of explanation is an intellectual activity that teachers must possess when it comes to micro-teaching skills.

Ideas, phenomena and concepts must be communicated well to students to help them understand a topic well.

Teachers should give examples by highlighting relationships among different events and ideas.

Teachers must be able to relate facts with other sets of facts to help promote better understanding. Teachers need
to learn microlearning skills like explaining to make students understand concepts and ideas properly. A teacher who
can explain well is able to make a topic or lesson effective.

5. The Skill Of Introduction

First on the list of the kinds of micro-teaching skills is the skill of introduction. Teachers must possess the skill of
giving students a great introduction before they begin teaching a lesson or topic.

It’s an art that helps engage students and tell them exactly what they can expect from a lesson.
Teachers must provide their students with a framework that they can work upon. It’s a great way to ensure that
students understand what a topic or lesson is about.

Through the introduction skill, teachers can use interesting or engaging words to get their students hooked on and
interested in a topic from the very beginning.

Without a good introduction, teachers won’t be able to capture their students’ attention.

Micro-teaching skills of introduction involve using previous student knowledge and the right device while trying to
introduce a lesson. Teachers must avoid any irrelevant statements or discontinuity.

The major elements of micro-teaching skills of introduction are:

• Maximum Use Of Students’ Previous Knowledge

• Using The Appropriate Device

• Maintaining Continuity

• Relevant Statements

6. The Skill Of Illustration

It’s used when the skill of explanation doesn’t work. When a teacher fails to make their students understand a
concept with the skill of explanation, they must use the skill of illustration. Through illustration, they can motivate
and stimulate their students to help them grasp the ideas and concepts being taught. A teacher may also use specific
and personal examples to illustrate a topic for better understanding.

7. The Skill Of Blackboard Writing

Blackboard writing is another essential skill of micro-teaching. It’s used to shift focus, grab attention and highlight
vital terms and concepts. Teachers can use the skill of blackboard writing to draw attention. It’s a good technique
that teachers can use to bring about clearness in concepts and perceptions. It also helps add variety to a lesson.

8. The Skill Of Achieving Closure

Just like the skill of introduction, the skill of achieving closure is also essential. Introducing a topic or lesson is easy,
but giving a good closure to a topic can sometimes be tricky. Teachers should ensure they’re closing a topic
systematically and clearly. They must give enough assignments to their students to help them remember the topic or
lesson well without overburdening them.

Principles of Language Teaching

To teach a language effectively, the teacher should bear in mind the following important principles of language
learning.

1. Importance of Habit formation and intensive practice

A learner needs sufficient practice and drill to learn a language well. It should become a habit.

Real language ability is at the habit level. It does not just mean knowing about the language. Make language patterns
as habit through intensive pattern practice in variety of situations. The students must be taught to use language
patterns and sentence constructions with appropriate vocabulary at normal speed for communication. In fact, the
habitual use of the most frequently used patterns and items of language, should take precedence over the mere
accumulation of words.

2. Oral Approach to Language learning

Experts believe that the oral way is the surest way to language learning. Learning to speak a language is always the
shortest road to learning to read and write it. Learning to speak a language is always by far the shortest road to
learning to reading and writing.

3. Teaching basic sentences and graded patterns

4. Situational approach to language Teaching

A foreign language should be taught in situations which is the natural way in which the child learns its mother
tongue. Items of vocabulary and structures should be taught in appropriate situations. The teacher should show the
various objects either by presenting them actually before the class or by bringing pictures or by drawing on the
blackboard. He should be fully conscious of his surroundings and make full use of them.

5. Selection and grading of language material

It is a fundamental principle of teaching that we should proceed from simple to complex and from more useful to
less useful. Accordingly, a proper selection and gradation should be made of the language material, i.e. vocabulary
and structures.

6. Natural Order of learning

The natural order of learning a language is listening, speaking, reading and writing. This is how the child learns his
mother tongue. Likewise in teaching a foreign language, sufficient practice should be provided in listening and
speaking the language before teaching the pupils how to read it.

7. Maintenance of Interest

The teacher of the language should create interest among pupils to learn the language. This can be done by making
the lessons lively and purposeful. Some of the ways of creating interest are adequate use of audio-visual aids like
flash cards, pictures, charts, gramophone records, tape records, TV, Projector etc, blackboard drawing, involvement
of pupils in teaching and variety in instructional work.

8. Principle of Imitation

Imitation is an important principle of language learning. Good speech is the result of imitating good models. The
model should be intelligible. Imitation followed by intensive practice helps in the mastery of the language system.

Teaching/Learning Distinction

The Learning is acquiring or receiving knowledge of the wet or the developing of skills by instruction or experience.
Learning can bring a change in the behavior or change in the learning habits.

Teaching is imparting knowledge) or giving instruction, pain showing or helping the learners to acquire the basic
skills that are required For learning the subject.

Instruction: You can supply contextual examples. We have discussed some already in the class. Please note that this
is English Language Teaching/Learning, and not teaching/learning in general.

What is ELT?

English Language Teaching, or ELT, refers to the activity of teaching English to non-native speakers. The scope of ELT
includes theory and practice in English language teaching and learning, teaching English as a second language and
English language teacher’s training and education. Recognising the role of English in today’s world and responding to
the increasing demands in our society, serious efforts have been made to improve the teaching and learning of Englis
in schools and colleges.ELT methods are on constant flux. They are changing and advancing. There are different
methods through which English language can be taught to students whose first language is not English. Some of the
methods and approaches include structural approach, oral approach, situational approach, communicative
approach, eclectic approach,grammar translation method, bilingual method, direct method, silent way etc.

Importance of English language

English is a global language today.It is a link language - A significant utility of English as a language is in its service
between different state languages. It serves the regional needs as we deal in inter-state matters. Thus, the
importance of English of English in a multilingual country like India cannot be ignored. It is a powerful unifying factor
in such countries. .En a window to the modern world – English is a globally spoken and
recognized language.

• English as a language of trade, commerce and industry.