ELT

There are various groupings that the teacher can make while teaching English to students
who have English as their second subject.

Phonetic grouping- words containing the same vowel sound in the middle and different
consonant sound at the beginning and end, such as cat, bat, fat, mat.
Lexical grouping- contextual words such as school, teacher, headmaster, teaching,
learning
Semantic grouping- words having similar meaning such as field, ground, meadow.
Grammatical grouping- sentences with similar structures such as This is a book, This is
a house, This is a car

There is a difference between language acquisition and language learning. Only the native
language which enters in an unconscious process is acquired. The second language is
learnt consciously. The mother tongue which is acquired can be easily used in
communication.

There are various methods of teaching English.

Structural method
Functional method
Interactive method
Competency based approach
Task based teaching-learning approach
Project based teaching-learning approach

Structural method- teaching sentences through selected words and their arrangement
Functional method- exploring meaning in text through classroom discussion on language.
It teaches learners how to express their thoughts in English
Interactive method- Interaction between student and teacher in English

Teaching in Autocracy
The teacher resides in an autocratic position. The student receives from the teacher. The
student is inactive

Teaching in Democracy
The place of the learner is primary and the place of the teacher is secondary. Both the
teacher and the learner are mutually influenced.

Teaching in Laissez-Faire
There exists a close and friendly relationship between the teacher and the learner. During
the time of teaching the learner is more active than the teacher. The teacher provides
hurdles, leave gaps which the students try to overcome.

Teaching is concerned with the development of cognitive, affective and psychomotor

aspects of the learner while instruction helps in the development of only the cognitive
aspect in the learner. Learning is the acquisition of knowledge and experience through
activities.Language is a skill, it is not a knowledge.

There are five grammatical units ranked from highest to lowest; sentence, clauses,
phrase, word, and morpheme.

Morphology is the study of the forms of words. Morpheme is the smallest meaningful unit
of award. The words which can be used independently are called free morphemes and the
words which cannot stand independently are called bound morphemes. ‘Power’ is a free
morphine, whereas in the word ‘empowerment,’ ‘em’ and ‘ment’ are bound morphemes.

Man, tree, book, good, love, go are all free morphemes. Words of free morphemes are
called content words and their meaning is known as lexical meaning. Man is a free
morphine and a content word, whereas ‘manly’ is a form word. A form word consists of a
free morphine and one or more bound morphemes.

Affixation is the process of attaching a bound morpheme to free morpheme. Affixation can
be done in three ways. Prefix, infix and suffix. Infix by is quite rare in English. It happens
when a word is entered in between a word.

Words are categorised into classes. Word classes are the categories of words that
determine how words are used in grammar. It is also known as parts of speech. Word
classes are divided into form and function. Noun, verb, adjective and adverb are form
words or lexical words. Auxiliaries, prepositions, pronouns, determiners, conjunctions,
and interjections are called function words or structure words.

interjection pronoun auxiliary adverb verb preposition determiner adjective noun

Wow, he has quickly grown into a beautiful cat!

pronoun auxiliary verb adverb conjunction verb determiner adjective noun

We will leave early and visit that new museum.

Auxiliaries

Also known as helper verbs or helping verbs, auxiliary verbs are a type of verb that assists
the sentence’s main verb. In the sentence “they have arrived,” the main verb is arrived, but
the auxiliary verb have is necessary to make the present perfect tense. Examples- will,
could, might, would, must.

Prepositions indicate relationships between other words. When used to describe a verb,
prepositions can explain when or where an action happened. When used with a noun, it is
known as the preposition’s object. Examples- in, at, behind, to, from.

Pronouns are substitutes for other nouns.

Determiners are words that come before a noun to explain which noun we are referring
to, the noun’s quantity, or whether the noun is general or specific. Examples are given in
the list
Conjunctions connect other words. Example- and, but, or, because, if.

Interjections show a sudden emotion. They attempt to mimic speech in writing and are
often used together with exclamation marks. Examples- aah!, hey, ouch, wow.
​

Clause
A clause can often—but not always—function as an independent sentence.
A sentence can have just one clause or it can have multiple clauses.
A clause must contain a subject and a verb. A clause conveys information about what that
subject is or is the subject doing.

There are two types of clauses- dependant and independent clauses.

An independent clause is a clause that can stand on its own as a distinct sentence.
Examples:

​ I love eating cookies.

​ My dog barks a lot.

​ The kids ate lunch.

​ His truck is green.

A dependent clause is not a complete sentence. Dependent clauses are sometimes known
as subordinate clauses. As their name implies, these clauses depend on independent
clauses to clearly express ideas. Examples:

​ When I grow up

​ Although he sings well

​ The mouse that was hiding

Clauses can operate as adverbs, adjectives, or nouns.

As nouns

She understood everything he said

Everything he said is a clause. It contains the verb said. We can change the clause with a
one word noun and the meaning will still be the same.

She understood his explanation.

As adverb

Adverbs are words that describe verbs.

She broke the brick without facing any difficulty.

She broke the brick easily

As adjective

Adjective defines nouns.

He caught a fish, which was gigantic

He caught a gigantic fish.

Parenthetic Clause

A clause having a subject and a verb which is inserted in the middle of the sentence as an
extra is called a parenthetic clause.

The lady, I believe, is a famous dancer.

I believe is a parenthetical clause

Phrase
A phrase is a group of words that act as a single word. A phrase cannot function as a
complete sentence.
A phrase is a group of words that do bot have a subject and a verb.

● meal (word)
● after the meal (phrase)
● that mom prepared (clause)
● After the meal that mom prepared I felt full. (sentence)

Examples

● after the meal (prepositional phrase)

● the nice neighbour (noun phrase)
● were waiting for the movie (verb phrase)
● in silence (adverb phrase)
● running through the woods (gerund phrase)
● to run out of food (infinitive phrase)
● The tree, a tall redwood, was beautiful.(appositive or parenthetic phrase)
● The girls giggling and playing in the park never seemed to tire (participle phrase)

A preposition is a word that shows direction, location, or time, or that introduces an

object. To, at, by, after are prepositions. Adverb defines a verb. Any verb ending in “-ing”
and used as a noun is a gerund.Infinitives are a special form of verbs that can be used
as a noun, adjective, or adverb. They are usually made by adding the word ‘to’ before the
base verb. Example- To err is human. Phrases with ‘ing’ or ‘-ed’ are called participles.

Sentences
Sentences are classified according to function and structure.

Based on function

Declarative sentences- Sentences that make a statement or provides explanation.

I forgot to bring a pen.

Interrogative sentence- Sentences that end with a question mark. They begin with a
pronoun or auxiliary verb.
May I stand up?

Exclamatory sentence- Sentences that end with an exclamation mark.

Stop, danger ahead!
Imperative sentences- sentence that gives the reader advice, instructions, a command or
makes a request. The subject is generally omitted because the reader understands they’re
the one being addressed.
Always pack an extra pair of socks.

Conditional sentences- Sentences that have a conditional clause or if clause. Such

sentences follow if-then structure.
When you walk in rain, you catch cold
If you eat too much then you will be fat

Based on structure

Simple sentence- It contains one single independent clause. A clause has a subject and
a verb.
We found the boy

Complex sentence- It contains one independent clause and one dependent clause.
Dependent clauses appear after a conjunction or words like whenever, although, when,
since, while, and before.
We must not swim where the seals are
(Independent clause) (Dependent clause)

When the cake is brown, remove it from the oven

(dependent clause) (independent clause)
Compound Sentence- It contains two or more independent clauses. They are separated
by a comma, a colon, a semicolon or a coordinating conjunction. Conjunction list is given
later.
I was thirsty, so I drank water.
I have a dog but he has a cat

Compound-complex sentence or a multiple sentence- It contains three or more

clauses, two or more independent clauses and at least one or more than one dependent
clauses.
I needed a new computer, so I got a laptop because they’re portable.
Age differences between learners

A lot of people believe that young children learn languages more easily than older ones,
but there are different things related to it. The idea that young children naturally and
quickly acquire language up to a certain age and lose their ability. Letter is known as
critical period hypothesis. It is also also fact that CPH is focused on the acquisition of first
language, but our business here is with the second language.
In immigrant situations, young children learn better because learning the language is a
matter of survival for them. They also have a huge number of hours of exposure to the
target language in the new school. The one to one communication with their friends also
happens with the target language. In such an environment, the child launch the language
easily.

However, research shows that older students in school learn a second language better
than younger students. Those who started late learn English better than those who had
started early. Therefore, in a school based lesson, younger learners do not learn
languages better.

It is observed in schools that the one student who is good at English is also good at other
subjects. This happens because of the cognitive ability that enables the students to learn
all sorts of subjects successfully. The abilities increase with age to adolescence. So the
more intelligent, the child, the more likely he or she is able to learn English well in school.

Young children learn the second language differently from adolescence and adults. Here
are the ways how they do it differently:

Implicit and explicit learning

Young students learn implicitly while older ones learn explicitly. Implicit learning involves
imitation, memorising and acquiring initiative through repeated exposure. This kind of
learning, though effective in the long term, takes a lot of time. Older students use an
explicit mode of learning which includes accessing and applying explanations, deliberate
learning of vocabulary list and focused practice. These are time saving strategies. As a
result, the adolescent and adult learners are able to learn quickly, given the same hours of
school teaching course

Discipline and cooperation

Adult students are more disciplined, whereas younger students are impatient. Younger
students hate tedious works without any immediate reward, but older students know about
self improvement and the value of self restraint.

concentration span
If the lesson is not interesting to younger students, then they will not retain their
concentration on it, but for older students, this is not the case. They will cooperate and
concentrate on their studies and learn more in less time as compared to younger students.
The attention span or concentration span is more in adult as compared to kids.

Motivation
Adults are usually learning voluntarily, have chosen the course themselves and therefore
feel motivated and committed to their studies. Most young learners and adolescents have
English lessons imposed on them. The younger ones have little awareness of the reasons
for learning and neither young nor adolescent students have much choice as to how, or by
whom they are taught. The younger ones feel less motivated.

Cultural Differences

It is said that to learn a language is to learn a culture. Language is the carrier of culture
and reflects cultural features of a community in which the language is spoken. There are
various methods of improving English cultural background knowledge which are as
follows:

Addressing others while communicating

Different countries have different customs for addressing others correctly. In American
culture, everyone calls each other by their name people who are inferior in position
address him or her by Mr or Mrs. In Asian language languages, we often attach ‘Shri’
before a name to mark respect. In formal relationships, we often call others through a
relation such as uncle or aunt or brother. There is a difference in English cultures when
compared to Asian or non-English cultures.

Non-verbal communication signals

In English speaking countries, to nod the head shows agreement while shaking the head
shows disagreement. To raise eyebrows signify surprise while to shrug the shoulders
means that the person knows nothing. The waving of hand means to say hello or goodbye
while shaking hands mean a sort of greeting. Different cultures have different body
languages for communication. It is important for the English learning student to know the
body languages of English culture.

Teaching of literature in a foreign language

Teaching English literature can help students, learning English as their second language,
know about the lives and customs of English speaking people. English is an international
language which should be taught as a tool for international communication. Therefore, if
the student is aware of the English culture through literature, then it will be a great help for
him or her.

What are the social contexts that can affect a learner’s ability to learn English as the second
language?

Various social factors can influence a learner’s ability to learn English. The factors range
from the cultural background of the learner to attitude and motivation of the learner
towards his/her studies. Factors such as ethnicity, race, gender, and socioeconomic status
can impact how learners perceive themselves in relation to the English-speaking
community. The amount and quality of exposure to English in social environments, such as
family, peers, community, and media, play a crucial role in language learning. Learners
who have regular opportunities to use English in real-life contexts tend to develop better
language skills.
A major role behind the learner’s ability to learn is played by his or her parents. The
educational qualification of the parents and the social and the cultural background of the
parents influence the learner in learning the language. Young learners learn from their
parents and imitate them.

A lot of research reveals that the learner’s gender can have an impact upon his/her
learning. It is noticed that girls learn languages faster as compared to boys.

For learners who migrate to English-speaking countries, the process of

acculturation—adapting to the language, customs, and social norms of the new
environment—can impact their language learning experience. Social integration and
exposure to English-speaking communities facilitate language acquisition.

Learners may face social stigma or discrimination based on their proficiency in English,
accent, or linguistic background. Negative experiences, such as being mocked or excluded
because of language skills, can affect learners' confidence and motivation.

Understanding and addressing these social contexts is essential for creating inclusive and
effective English language learning environments that cater to the diverse needs and
experiences of learners.
Why is knowing the linguistic background of the learner important for teaching
English language? (2023, 4 marks)

Knowing the linguistic background of English language learners is crucial for several
reasons. Some of the reasons are listed as follows:

A .Influence of native language: Learners often transfer language patterns, structures, and
sounds from their native language to the target language. Knowing the learner's native
language allows the teacher to anticipate potential challenges and misunderstandings that
may arise due to such transfer.

B. Cultural Sensitivity: Language is deeply intertwined with culture. Understanding a

learner's linguistic background provides insights into their cultural norms, values, and
communication styles. This awareness helps teachers create culturally sensitive and
relevant learning materials and activities.

C. Targeted Instruction: Different languages have different grammatical structures,

phonetic systems, and writing conventions. Knowing the learner's linguistic background
enables teachers to modify teaching plan according to the needs of the learners.

D. Language Interference: Language interference occurs when features of one language

affect the production or comprehension of another language. By knowing the learner's
native language, teachers can identify potential areas of interference and provide targeted
instruction to minimise its impact.

E. Effective Communication: Awareness of a learner's linguistic background facilitates

effective communication between teachers and students. Teachers can use familiar
language structures, examples, and references to make concepts more accessible and
comprehensible to learners.

In essence, knowing the linguistic background of English language learners enables

teachers to provide more personalised, culturally sensitive, and effective instruction,
ultimately enhancing the learning experience and outcomes for their students.

Describe the role of listening skill among ELL

Listening skill plays a critical role among English Language Learners (ELL) as it is
essential for effective communication and language acquisition. The importance of
listening skill are listed below:

a. Comprehension: Listening is the primary means through which language learners

initially comprehend and understand spoken English. Through listening, learners are
exposed to various accents, vocabulary, and grammatical structures which are essential
for building comprehension skills.

b. Input for Language Learning: Listening provides input for language learning, serving as
a foundation for developing other language skills such as speaking, reading, and writing.

c. Communication Skills: Proficient listening skills are crucial for effective communication in
real-life situations. ELLs who can understand spoken English accurately are better
equipped to engage in conversations.

d. Pronunciation and Intonation: Listening helps ELLs improve their pronunciation and
intonation by exposing them to the natural rhythm, stress patterns, and intonation of
English speech.

e. Cultural Understanding: Listening to authentic materials exposes learners to different

cultural contexts, social norms, and perspectives embedded in the English language.

f. Language Learning Strategies: Developing listening skills also involves the use of
various language learning strategies such as predicting, inferring, summarising, and
clarifying. These strategies help learners actively engage with spoken language, monitor
their understanding, and overcome comprehension challenges.

Listening skill is important for English Language Learners as it serves as a foundation for
language acquisition and facilitates effective communication. Teachers play a crucial role
in developing and fostering these skills through engaging listening activities.

Explain some advantages of group learning

Group learning offers several advantages for English Language Learners (ELL) that can
significantly enhance their language acquisition. Some of the benefits of group learning
are listed below:

a. Increased Language Exposure: Group learning environments provide ELLs with

increased exposure to spoken English. Through interactions with peers and the teacher,
learners have more opportunities to listen to and engage in authentic conversations, which
reinforces language acquisition.

b. Language Practice: Group activities encourage ELLs to actively practise speaking and
listening skills in a supportive and collaborative setting. Learners can engage in
discussions, role-plays, debates, and other interactive tasks.
c. Peer Support and Collaboration: Group learning encourage peer support and
collaboration among ELLs. Learners can help and learn from each other, share language
and learning strategies.

d. Cultural Exchange: Group learning environments often bring together learners from
diverse cultural and linguistic backgrounds. This diversity provides opportunities for
cultural exchange, cross-cultural understanding, and appreciation of different perspectives.

e. Increased Motivation: Group activities and collaborative tasks can increase motivation
among ELLs. The social aspect of learning in a group setting, combined with the
opportunity to interact with peers and participate in engaging activities, can make the
learning process more enjoyable and rewarding.

f. Real-life Language Use: Group learning allows ELLs to engage in real-life language use
scenarios similar to those they may encounter outside the classroom. By participating in
group discussions, debates, problem-solving activities, and role-plays, learners practise
using English in meaningful contexts.

By harnessing the benefits of group learning, teachers can create dynamic and inclusive
learning environments that support the language development and academic success of
English language learners.

Unit III

What is Grammar Translation method? What are its features?

Grammar Translation method is a way of learning a language through a detailed study of

its grammar. The learner then applies the rules of grammar in translating sentences and
parts of texts from the mother tongue into the target language and vice versa. The
grammar-translation method had its origin in Germany and was popular from the 1840s to
the 1940s.

The first language is maintained as the reference system in the acquisition of the second
language.

The following is a list of the features of the method:

• Grammar is taught prescriptively-through the presentation and study of rules.

• Practice is provided through translation exercises from the mother tongue to the target
language and vice versa.
• A distinctive feature of this method is its focus on translating the sentence.

• Accuracy is given great importance. The learner is required to attain high standards in
translation.

• Vocabulary is taught through bilingual word lists, reference dictionaries, and

memorisation of words and their meanings.

• The method focuses primarily on the skills of reading and writing, with little emphasis on
listening or speaking.

• The mother tongue of the learner is used to explain new items and make comparisons
with their equivalents in the target language.

What are the advantages and disadvantages of Grammar translation method?

The translation method has some advantages in the teaching and learning of English but
its disadvantages outnumber them. Though this method of teaching English has gained
universal popularity and become the choice of English teachers, it is charged with the
deterioration of standard English. It is wise to avoid this method in the classrooms. Its use
in the classrooms needs to be determined by the necessity of the situation.

The advantages of translation method cannot be rejected in all situations. These are
mentioned below:

• As the classrooms of schools are overcrowded, this method of teaching is found to be

very successful in the process of teaching the English language,

• This method allows the teacher to use the help of the mother tongue to explain the
meanings of and those of sentences in the mother tongue, thus helping the learners
understand the teaching of language items. This method is less time consuming.

• This method is very reliable for developing the practice of reading with understanding,

• In this method, the teacher as well as the learners are able to facilitate the teaching
learning process,

• Teaching English by using this method does not require a lot of labour on the part of the
teacher.
• By using this method, the comprehension of the pupils can be tested very easily,

• The learners are able to learn many items of the English language by comparison with the
first language (mother tongue) and thus this method makes learning more clear and firm.

• Translation method makes it easy for a language teacher to teach those language items
which are hard to learn for a learner if taught directly in the target language. Then it
becomes easy for the teacher to teach and for the learner to understand if the mother
tongue is used.

Disadvantages of Translation Method

Translation method ignores the practice of oral work to the peoples, which is the most
important aspect in the teaching of any subject

In translation method, reading comes first and speaking afterwards, this is very unnatural

This method waste a lot of time because everything has to be translated compulsorily

The translation work is always approximate and hence the learner is not able to learn
things accurately

Through translation, the real spirit of meanings contained in the sentences is often
missing

This method does not always provide opportunity for silent reading

These method places more emphasis on rules of grammar, which is not found in teaching
learning experience

This method makes the students think in their mother tongue and then translate the same
into English. In many cases, it may lead to funny expressions.

This is a dull and mechanical method as the student remains passive

This method does not help the peoples to learn correct pronunciation of English

This method does not help the students learn the language in its true sense and usability.