Essentials of English Language Teaching
Contents: Introduction. I. Background Perspective: 1. Nature and Role of Language. 2. Multilingualism and Language Teaching in Schools. 3. Expansion of English as a World Language. 4. Factors that Influence Second/Foreign Language Learning. 5. English in Colonial and Independent India: Constitutional Positions and Policies. 6. Western and Indian Perspectives on Second Language Acquisition. 7. Teaching English as a Second Language: Various Methods. 8. The Linguistic System. 9. Perspective on Teaching Grammar. 10. Contrastive Analysis: Structural and Generative Approaches. 11. Error Analysis. 12. Helping Learners to Enrich Their Vocabulary. 12. Helping Learners to Enrich Their Vocabulary. 13. Teaching Listening: Issues and Strategies. 14. Teaching Spoken English. 15. Exploring Reading: Processes and Strategies. 16. The Dynamics of Writing. 17. Different Creative Forms of Language. 18. Understanding Different Forms of Literature. VII. Syllabus and Textual Materials: 19. Development and Analysis of Syllabus and Textual Materials: 20. Development of Textual Material: Planning the Teaching of English. VIII. Planning Learning and Teaching: 21. Dramatization and Other Modes of Language Representation. 22. Audio-Visual Aids. 23. Language Assessment: Its Role and Importance. Glossary of Terms. References. Name Index.
This book offers a comprehensive account of various aspects of the teachings of English as a second/foreign language in India and abroad. It explains how the knowledge of English is a must in a globalized world. India needs English to communicate internally across linguistically organized states. English is essential for higher studies in science, technology and even humanities and social studies. It is imperative to recognize the centrality of English ‘in the curriculum’ and in the training of teachers- trainees.
The book gives a balanced account of various approaches – psychological, philosophical and linguistic – to make the trainees aware of teaching methods – structural and developmental (generative). It shows the subtle difference between the approaches of Noam Chomsky, Piaget and Vygotsky and prefers an eclectic approach. It explores how urgent is fundaments of four language skills—listening, speaking, reading and writing and points out how they can be fruitfully used not only while reading literature but also non-literary texts. It argues why personal and institutional needs of the trainees must be kept in view. While teaching these skills; teachers should use the most recent teaching aids—manual as well as mechanical (electronic). The teacher-trainees must be aware of the new principles of lesson planning and evaluation of the achievement of the trainers. The book includes their models to enable them to appreciate the practical steps they are supposed to have.
The book may be useful for students, teachers, teacher-educators and researchers in the subject. (jacket)
