Methods of Teaching and Learning English

The Translation Method:

The Translation Method is the oldest method of teaching and learning English. Even
today it is widely used in Indian Schools. The method is often called the The Grammar
Translation Method because it a method in which Grammar and translation are greatly
emhasi!ed.
Definition, Principles & Practices:
The method of teaching in which the linguistic material is graded on a grammatical lan
is called Grammar Translation method. It is a method in which grammar and translation
redominate.
This method is based on the following " basic rinciles#
$. %oreign hraseology can be best interreted and understood when it is translated.
&. This 'ind of interretation and understanding hels assimilation of hraseology.
". The structure of a foreign language is best learned when is comared and
contrasted with the structure of the mother tongue.
(. In any large language) word is the basic unit. Therefore understanding the
meaning of words hels comrehension of sentences.
The Classroom practice of this method is as follows:
$. The rimary attemt of the teacher is to hel his uils understand the meaning of
new words) hrases and sentences.
&. The meaning of English words) hrases and sentences is taught by means of word
for word translation into the mother tongue of the uils.
". *earning of sellings) memori!ing of rules of grammar decihering the meaning
of words and translating them into mother tongue become the main activities of
the uils.
Merits & Limitations:
This method has been greatly critici!ed on various oints of merits and limitations#
Its Merits are as follows:
$. The method hels the uils in getting mastery over vocabulary. Every word that
is learnt is best understood because of its mother tongue e+uivalent.
&. This method is economical and easy to use. It does not re+uire the arahernalia
suggested by other methods.
". This method emhasi!es reading ability and the reading ability enables the uils
en,oy the rich literature of English.
(. -ccording to this method) the English Method is lanned on the grammatical
scheme. Such a scheme of lanning the course is logical.
.. This method develos reasoning ower because comarisons and contrasts are
established between English and their Mother Tongue.
This method has the following limitations:
$. In this method words and not sentences become units of teaching. /e converse in
comlete sentences. Teaching of isolated words does not develo communicative
ability.
&. There is greater emhasis on translation. This whole0sale method of translation as
a teaching method is futile because it hels only comrehension and not
e1ression.
". There is limited scoe for correct e1ression of English words into the mother
tongue. The e1act meaning of words cannot e given. E.g.# Snow or ice or the
articles.
(. This method revents the uil from thin'ing in English. 2e develos the habit of
finding e+uivalents from his mother tongue. 3ecause of this habit) so'en asect
of English *anguage remains neglected. The honetic considerations li'e
ronunciation) intonation and fluency are ignored.
.. This method fails to establish a direct bond between the uils thoughts and
e1ression because there is interferences of the mother tongue.
In this method the grammatical imlications are dominant. The sellings) rules of
grammar and translation become the chief activity. The learning rocess becomes dry and
burdensome.
Your Progress:
$. /hat is meant by the grammar translation method4
&. /hat are the basic rinciles of the grammar translation method4
". /hat are the merits and limitations of the Grammar Translation Method4
The Direct Method:
The direct method is evolved from the earlier translation. 2. E 5almer was the chief
e1onent of this grammar. It aims at imarting a erfect command of a language by
creating an ability to thin' in and sea' English with good ronunciations.
Definition, Characteristics, !"ecti#es and practice:
The method in which English is taught directly is the direct method. It is a method which
see's to establish direct association between e1erience and e1ression and between
English hraseology and it imortance.
*ouis 6e Glane and Tomson and white define 6irect Method by enumerating its
characteristics. -ccording to *ouis 6e Glane) the direct method has " following
characteristics#
$. This method establishes a direct association between e1erience and e1ression.
This is done in & ways. %irst an association is established between a word and the
ob,ect. Second the uils are encouraged to thin') understand and have ideas in
English alone.
&. This method reserves no lace for the use of the mother tongue because e1tensive
use of the mother tongue becomes a hindrance and arrests the rogress.
". In this method) sentence becomes a unit of teaching and e1ression. Therefore
sea'ing in comlete sentences becomes the chief ob,ective.
$ccording to Tomson and %hite, there are & characteristics of the Direct Method:
$. This method lays greater stress on the oral e1ression or seech. In this method)
oral teaching ta'es lace before reading and writing. This oral teaching is done on
the basis of controlled vocabulary and connected sentences.
&. /ith emhasis on oral e1ression comes maintenance of honetic standards in
seech. Therefore it rovides for ractice in good ronunciation and stress and
intonation atterns.
". In this method) grammar is taught inductively. There is no room for theoretical
teaching of grammar. Grammar is taught for ractical use i.e. a guide for correct
e1ression.
(. This method gives no lace for cramming of word meaning. The uils are taught
the ractical use of words.
-fter having enumerated the characteristics of the 6irect Method) the chief ob,ective of
the method are described as follows#
a7 Everyone has a language sense. It is highly develoed in case of the
mother tongue. This method tries to create an instinctive and unerring
language sense for learning of English.
b7 This method aims at creating an ability to thin' in English. -ll attemts to
translate English into the Mother tongue) thin' of an answer in the mother
tongue and to translate it into English are discouraged.
c7 Its main aim is to enable the uils to use the English *anguage as soon as
ossible and with the same facility as the native sea'ers dislay.
d7 This method aims at develoing communicative abilities esecially
through seech for it is believed that fluency in reading and facility in
writing follow fluency in seech.
-fter an insight into the theoretical asects of this method the teachers should consider
the ractical utility) the very rocedure to be followed.
-t first) the teacher should create a suitable English atmoshere in the class. This can be
done by wishing the uils in English) than'ing them for their wish and by giving
suitable instructions and introductions. The teacher should introduce the new words)
hrases and structures in various ways. 2e might use audio0visual aids) create different
situations rovide learning e1eriences through facial e1ressions and actions. 2e
arranges for different tyes of drills. The contents of the lesson are taught through oral
wor' in English. There are +uestions and answers. 8are is ta'en to see the uils use
correct ronunciations. In case of Grammar many e1amles are given to reinforce the
rule without giving the definitions and rules. There is more stress on the functional
grammar.
Merits and Limitations of Direct Method
Direct method en"o's the following merits
$7 This method enables the uils to thin' in English which is the best way to learn
English.
&7 There is little interference of the mother tongue. The rival seech sounds of the
mother tongue and word to word translation have no lace in this method.
"7 The direct bond between words and their meanings) amle use of audio visual
aids and controlled vocabulary ma'e the mastery of so'en English easy.
(7 This method lays the correct emhasis on the correct use of English *anguage.
.7 Grammar is taught inductively. There is no learning of rules by heart. Therefore
cramming is totally eliminated.
97 This method emhasi!es good ronunciation and better comrehension of oral
asects of the language.
Direct Method suffers from the following limitations:
$. -s : Grady has ointed out) there is not enough writing not enough
rogress in the tye of writing there is not enough reading. It ignores
abilities of reading and writing.
&. In this method) Grammar is taught inductively. There is no scoe for
formal grammar) so there is no systematic teaching of grammar.
". Eradication of the mother tongue itself becomes a roblem because not all
the asects and shades of English language can be taught directly.
(. It is an e1ensive method because it needs an amle use of audio visual
aids.
.. This method re+uires able teachers who have good command over English
to teach English directly. In fact this method failed due to lac' of caable
English Teachers.
9. This method brings large dividends only in small classes. It emhasi!es
oral wor'. So it is unsuitable for over crowded classes.
;. This method rescribes teaching of English li'e the teaching of the mother
tongue. The uils are born into a situation where it is so'en everywhere.
There are amle oortunities to listen to it and use it. English is a foreign
language and therefore there has to be some 'ind of distinction in its
teaching.
<. Synthesis between the grammar translation method and the direct
method. %or the ractical teaching of English language) it will be useful to
combine these two methods. %or this 'ind of synthesis) the teachers will
have to recogni!e the imortance of oral wor' emhasi!ed by the direct
method and that of reading and writing emhasi!ed by the grammar
translation method. The uils should achieve all these linguistic s'ills but
the rincile of the direct method vi! :ral wor' and seech before reading
and writing should be strictly followed. The uils may be e1osed to the
'nowledge of grammar but this 'nowledge should be ractical and not
theoretical. Teaching of grammar should not bore the uils to tears. In
case of vocabulary) should have a good grounding in 'nowledge and
meaning of words but they should 'now the ractical use of words.
Therefore sarring use of the mother tongue may be allowed. The use of
the mother tongue should be the last method to bring home a oint. These
ideas on synthesis of two methods can be concluded with a remar' from 5.
Gurrey. 2e says =The 6irect Method can be used in con,unction with any
other method because it is roerly a method. It is rincile.
>our rogress#
/hat is meant by the 6irect Method4
/hat are the characteristics of the 6irect Method4
/hat ob,ectives of teaching English are uheld by the 6irect Method4
/hat are the merits and limitations of the 6irect Method4
2ow can the Grammar translation method and the direct method be combined in
teaching of English4
Dr( %est)s *ew Method
6r. Michale /est was the director of Education of 3engal. *ater he was aointed as the
rofessor of English at 6acca ?niversity. 2e made a careful study of teaching of English
esecially the 6irect Method. 2e concluded that none of the methods were satisfactory.
So he carried out a research on the method of teaching English in India. 2e devised his
own method which comes as a reaction against the direct method and its limitations. 2is
method is 'nows as The @ew Method of Teaching English.
6r. /est believed that Indians needed a assive tye of 'nowledge of English. Therefore)
he attached great imortance to reading.
Definition, Principles & Characteristics:
This method which is based on the rinciles of riority of reading) searate rovision of
readers with select vocabulary and a ,udicious use of the mother tongue is called The
@ew Method.
Dr( %est !ased his method on + ps'chological principles( The' are as follows:
$. The child listens to the so'en English and understands it before he begins to
sea' and therefore oral wor' is the best rearation for reading.
&. Aeading involves some 'ind of inner seech. So reading hels sea'ing. In this
case) 6r. /est remar's =Aeading language is by far the shortest road of learning
to sea' and write itB.
This method has eculiar characteristics of its own .These characteristics emerge out of
6r. /ests convictions C research conclusions. They are as follows#
a7 This method reorgani!es the ob,ectives of teaching English. -ccording to 6r.
/est Indian uils need most to be able of read English) then to write it C lastly
to sea' it C understand it when so'en.
b7 This method stresses reading. This emhasis on reading seems logical because lg.
To read English is easy C the uil can begin early. Tg. to read is also easy C
even lower grade trs. can do it with ease. -ll the stu.s can read simultaneously C
so it is suitable for large si!e classes. Moreover acc. To 6r. /est Indian uils
have fewer oortunities to e1ress themselves in English. They can collect
information from various boo's C they have an easy access to the rich English
*iterature.
c7 Aeading is of various tyes. -cc. to 6r. /est) =Trs. of English should be mainly
concerned with the tg. of silent rdg.B %or this method silent rdg. is the real rdg.
because it develos the ower of comrehension. It rovides leasure C creates a
desire to read.
d7 This method does attach imortance to oral w'. but the oral w'. is viewed as a
rearatory ste for develoing the art of silent rdg.
e7 6r. /est believed that the uils should get ac+uainted with the vocabulary
commonly used by the writers C the ideal sea'ing vocabulary can be most
easily learned. 2e classified the words into categories. $
st
the structural word i.e.
the words that we tal' with or form words which ma'e u the structure of the
language. &
nd
the conte1t words i.e. the content words that we tal' about. Most of
the conte1t words are nouns. 6r. /est recommended a minimum sea'ing
vocabulary of $$.< words) which are ade+uate for all ordinary sub,ects of
conversation.
f7 6r. /est a rovided a series of Aeader which contained interesting rdg. material
which controlled vocabulary. These Aeaders are well0illustrated because of
ictures. %or testing the efficiency of the rdg. each Aeader contained a test in
comrehension. The series of Aeaders accomanied by 8omanions C
comosition boo's and sulementary Aeaders for uils C trs. 2and boo's.
Merits & limitations of Dr( %est)s *ew Method
Merits:
It ta'es the tyical Indian conditions into consideration. It is based on ragmatic
hilosohy of learning English. It has an utili!ation aroach to the learning of English
vi! enrichment of oneself towards reading and the best e+uiment for uils with lesser
efforts. The arrangement of alhabets) the rescrition of Aeaders and other boo's and
the teachers handboo's are uni+ue contributions to the teaching of English. This ractice
is followed even today.
-nother secial contribution of the method relates itself to vocabulary. - well graded
minimum vocabulary with its classification was the solid wor' done by 6r. /est.
/ests @ew Method has been critici!ed on DDDDDDD and the following limitations are out.
This method lays more stress on reading than on seech. It believes that reading hels
sea'ing. This belief is unsychological. The child learns to sea' a language first and
reading and writing follow. Its hierarchy of ob,ectives is unsychological.
This method attaches undue imortance to silent reading. @o doubt silent learning is
imortant for learning of a language but to ut it above everything is not roer. In fact)
loud reading is more beneficial for the beginners.
This method roved to be e1ensive because of a number of readers) comanions)
comosition boo's and sulementary readers.
It was reali!ed that the teachers would not comlete the course in time because of the
different tyes of readers.
The graded vocabulary osed another roblem. It became necessary to comlete the
whole boo' before starting a new boo'.
/riting s'ill remained badly neglected.
:ral wor' was not emhasi!ed. It was loo'ed uon as a resentation for silent reading.
Chec, 'our progress:
$. /hat is meant by 6r. /ests @ew method4
&. /hich are the two sychological rinciles of 6r. /ests new method4
". /hat are the characteristics of 6r. /ests @ew Method4
(. /hat are the merits and limitations of 6r. /ests @ew Method4
The -tructural $pproach
The Structural -roach is the outcome of the e1tensive researches made in the field of
English as a foreign language. Theses researches were made at the ?niversity of *ondon
Institute of education.
The basic rinciles and techni+ues of the structural aroach and the direct method are
more or less the same. There are many educationalists who thin' that it is the direct
method with some additions and changes incororated due to modern researches in the
field.

Definition, Principles & Characteristics:
The hase Structural -roach consists of & words vi! Structural and -roach. In the
field of education) aroach has been defined as a set of correlative assumtions dealing
with the nature of language teaching and learning. -n aroach states a oint of view) a
hilosohy and the article of faith. It describes the nature of sub,ect matter to be taught.
The second word of the hrase is Structural. The educationalists believed that Essential
English is necessary for ractical command over the language. /hat constitutes this
essential English4 -fter careful studies and e1erimental investigations the research
wor'ers concluded this essential English consists of about &;. language atterns. Theses
language atterns are called Structures. The advocates of this aroach maintain that
mastery over the structures would result in ractical command of English. Therefore the
structural aroach may be defined as an aroach to teach English through well graded
structures or language atterns.
The -tructural $pproach is !ased on the following principles:
a7 lg. - language is essentially the matter of habit information. If correct
lang. habits are created) they become second nature C the linguistic s'ills
become +uic' C automatic. In case of English) the habit of arranging
words in English standard sentence atterns or structure should be
develoed.
b7 Seech is the most im. C essential means of fi1ing all the ground in
mastery of English. Therefore) the oral wor' should become the corner
stone of all tg. lg. 5rocess.
c7 In the rocess of lang. lg.) it is the uils activity which is more im. than
trs. activity. Therefore the uiEls should be made to act) both mentally C
hysically.
.esides these principles, the structural approach follows the principle of
lang( tg( Enumerated !' /(E( Palmer, the' are as follows:0
a7 Principle of selection# 0 The structures C content words are carefully
selected. This selection is determined by the ob,ectives of the total course
i.e. ractical command of English C the age) mental caacities C average
e1eriences of the uil. Sometimes) a structure may have more than one
meaning C use. Therefore the suitable meaning C use become the matter
of selection. -s stated earlier) &;. structures are selected.
b7 Principle of gradation# 0 The structures selected for tg. C lg. :f English
should be well graded. %or this) ma1ims from concrete to abstract may
be followed.
c7 Principle of teacha!ilit'# 0-s far as ossible structure should be
demonstrated in life li'e situations. Such a demonstrations ma'es a
structure teachable. %or this situations tg. becomes a must.
d7 Principle for opportunities for use# 0 The uils should have many
oortunities) for using the structures. It hels habit formation because of
reetition C drilling wor'.
e7 The principle of proportion# 0 This rincile is alied to the number of
structures C content words to be taught in each standard as well as the
standard of attainment in each of the four *inguistic s'ills.
This approach is mar,ed !' its uni1ue characteristic features( The' are
as follows:
a2 The aroach see's to teach the four lang. s'ills) vi!. listening C
understanding) sea'ing reading C writing. It tries to maintain this order)
Therefore it is a sychologically sound aroach because it is the natural
way of lg. *ang.
!2 This aroach emhasis Ears before Eyes) Aecetion before
Aeroduction C Seech before reading and writing. The uils are
made to listen to English C reeat the new structure several times. *ater)
they are encouraged to form many sentence of their own. It is for this
reason that it is called as :ral0 -ural -roach.
c2 This aroach is often called English through lay way because the
secret of lg. a lang. is not the seech alone but the action with the seech.
It re+uires hysical activities for lg. of English.
d2 This aroach ma'es a sentence a unit of tg. 5uils learn sentences
couched in the form of structures. Therefore) they develo the ability to
communicate in comlete sentences.
e2 Through this aroach) uils are made to attain mastery over an essential
ability of "FFF content words. This vocabulary has been categori!ed into
friends) the ac+uaintances C the strangers) i.e. there are three circles of
vocabulary) %irst) the inner wor'ing circle) i.e. the friends) Second) the
words are recogni!ed but not admitted to the inner circle i.e. the
ac+uaintances. Third the words in the outer circle uils need not trouble
to meet i.e. the strangers.
f2 This aroach recommends lang. before grammar i.e. the mastery of
English lang. gets riority over the mastery of theoretical grammar. This
means) it recommends functional grammar.
g2 This aroach is a highly learner centered aroach. It ta'es the
sychology of the learner into account. It ma'es the learners activities
more imortant than the trs. activities.
Practice of Teaching through the -tructural $pproach
There are 9 rocesses involved in the study of English as a foreign language. *et us thin'
of them and see the activities conducted in the classroom.
a7 5uils learn to recogni!e and understand the so'en English word. So the teacher
has to create a meaningful situation and use the structure in his own words and
reeat it several times. This rovides ear training for the uils.
b7 5uils learn to ronounce the English structure or words by imitating. So the
teacher has to underta'e chorus and individual drilling. This develos sea'ing
ability.
c7 5uils learn to recogni!e and ronounce the written English structure and content
words. -fter sufficient) the teacher has to write the comlete structure i. e a
comlete sentence on the blac'boards and drilling is ta'en with the hel of
written symbols. This ractice develos oral reading.
d7 5uils learn to write the structure in their noteboo's. It develos writing s'ill.
e7 5uils learn to use the English structures and content word correctly. The teacher
has to rovide amle and fre+uent oortunities to use the structures in
meaningful situations. This can be done through written and oral comositions.
f7 5uils learn to understand silent reading and comrehend the material.
Merits and Limitations of -tructural $pproach
The Structural -roach has been credited with many merits which emerge from its
characteristics mentioned earlier.
a7 This aroach is the most scientific sychological and educational aroach
because it follows the rinciles of language learning) ma'es the uils the centre
of the entire rocess and tunes the rocess of teaching to learning caacity.
b7 In free India the new role has been assigned to English. This new role advocates
learning of essential English and this aroach recisely does this. Therefore this
aroach is suitable for the resent school conditions in India.
c7 The very idea of getting mastery over sentence atterns and formation of new
sentences with the hel of content words is a uni+ue contribution to English
language learning.
d7 This rocess ma'es then uils 'een and active. It has oened u their lis. It has
,ustified the truth of the famous 8hinese roverb @othing can be taught) though
everything can be learnt.
In spite of these merits the approach suffers from certain limitations( The' are as
follows:
a7 This aroach is suitable for lower classes. It is not very useful in higher classes.
b7 It has been ointed out that the te1t boo's rescribed for various classes cannot be
taught through this aroach.
c7 5oetry) comositions and theoretical grammar cannot be taught through this
aroach.
d7 This aroach is difficult to imlement in India Schools because of over crowded
classes) fi1ed syllabus and traditional e1amination systems.
e7 This aroach is e1ensive because it re+uires lenty of audio0visual aids.
f7 This aroach re+uires s'ilful and imaginative teacher. In the hands of uns'illed
and unimaginative teacher) it degenerates into a dull and mechanical rocess
Chec, 'our progress:
$". /hat is meant by The Structural -roach4
$(. 6escribe the rinciles of the structural aroach4
$.. /hat are the features of the structural aroach4
$9. 2ow can the structural aroach be used for the si1 rocesses of language learning4
$;. /hat are the merits and limitations of the Structural -roach4
The Eclectic method
a7 /hile teaching the teachers might combine different methods because they wish to
bring about balanced and roortionate develoment in English language learning.
The combination or syntheses of the best oints from different methods give rise to
the eclectic method. In this method the best ractices of each method are beautifully
interwoven for assured achievement of ob,ectives. Therefore it is matter of ractice
which re+uires teachers attitude to follow a difficult ath for the good of his uils.
The structural aroach is a new aroach to teaching learning of English. It is not a
method. The teachers of English can use one or more method within the structural
aroach. It has been very often remar'ed that within an aroach there can be many
methods. It is the hilosohy or assumtion that determines the rocedure of
resentation.
b7 *et us see now how different methods can be used together with the structural
aroach which believes in mastery of structures. -t teacher might ta'e u a
structure say This G That H is H roer H noun and translate every word of it) e1lain
why the verb is has been used and when to use this and that. %inally the entire
structure is translated into the mother tongue. This is a fateful imlementation of the
Grammar Translation method. -nother teacher might write the structure in its
comlete form on the blac'board and as' the uils to read it several times. 2e
might as' them to read it silently and understand the situation. Such a teacher follows
6r. /ests @ew Method. >et another teacher might choose to create a meaningful
situation and resent the structure directly without translating it. 2e might get the
structure grilled I finally roceed to +uestions and answers. This is the direct method
ut to use. Each of the " methods imlemented herein has a distinctive rocedure of
its own but it lies within the Structural -roach.
c7 @o teacher of English can escae the Structural -roach because it has been
acceted) te1t boo's are written according to it and has brought in good success. 3ut
in case of methods) a gainful blend or combination becomes necessary. 2ere are
some suggestions. The teacher might translate a word or two when direct teaching of
it I English becomes more difficult. 3ut such a method should be reserved as the last
method to clarify a oint. %rom 6r. /ests @ew Method) emhasis on reading can be
'et in mind but at the same time it lace in the hierarchy of ob,ectives should be
considered. Its method for reinforcement vi! sulementary readers or wor' boo's
for uils should be gainfully utili!ed. Teachers hand boo's should be reared and
used. In case of Grammar inductive method might be used. In the resent conditions
the direct method with the Structural -roach seems to be rofitable. The ability to
thin' in English) creating a direct bond between e1erience and e1ression and
teaching of good ronunciation are the good oints of the 6irect Method. In case of
the Structural -roach) meaningful situations a definite rocedure to achieve
ob,ectives and teaching of functional grammar can be gainfully imlemented.
Chec, 'our progress:
$<. /hat is meant by the Eclectic method4
$E. In what way can different methods be used within the structural aroach4
&F. In what way can the ractices of different methods be combined4
De#ices of teaching learning English
-tor' Telling:
In the lower classes) uils have natural interest in listening to stories. The teacher can
ta'e an advantage of this natural interest and use it for teaching of stories.
The stories should be carefully selected. In the lower classes the uils love animal
stories. They love to see and hear animals behaving li'e eole and tal'ing to one
another. They en,oy their tric's) intelligence and feelings. Therefore various fables li'e
the fo1 and the crow) the mon'ey and the crocodile can be selected. In higher classes)
uils en,oy stories from the biograhies of great eole. Therefore) studies li'e
/ashington and his a1e) *ord 3uddha and the mother) Aam and the moon can be
selected. The oint is the uil re+uirement should be criterion of selection.
Story telling is an art and the teacher must learn to imrove this art by constant ractice.
The teacher could have a 'nac' of owerful verbal e1ression. 2e would be able to
create the icture before his uil. 2e should be able to act every word of the story. 2e
should modulate his voice as er the situation. 2e should use the actual dialogues and
ma'e gestures. The uils love listening to the words full of sound. Therefore it is better
to say =The cloc' struc' ding dong dingB. 2e oint is that the teacher ma'es every
attemt to cativate the attention of his uils.
Story telling is not meant for its own sa'e. It should be conducive to teaching learning of
English. Therefore the teacher should ta'e some recautions. %irst) he should ma'e amle
use of structures and content words 'nown to the uils. Secondly) he should narrate the
story in simle sentences) so that the uils have no difficulties in understanding the
story. Third he should ma'e use of different ictures) while narrating a story. %inally after
telling the story) the teacher should encourage his uils to tell the same story to the class
and see how far they can describe the different situations told in the story.
Story telling is a useful device for teaching learning of English. %irst it romotes auditory
comrehension) rovides an oortunity to listen to continuous seech or narration.
Secondly it reinforces the structures and the content words. Third it rovides them with
an oortunity to sea' continuously for a longer eriod. Thus story telling develos the
linguistic s'ills. %ourth the natural interests of uils can be gainfully utili!ed. %inally
some stories conclude with a moral. Some stories resent good ideas. It hels attitude
formation among the uils and good values are inculcated. It is for all these advantages
that story telling is said to be a device ar e1cellence.
Chec, 'our Progress:
&$. /hat should be the criteria for selection of stories4
&&. /hy is story telling called an art4
&". /hat recautions should be ta'en while narrating stories in English4
&(. /hat are the advantages of Story Telling4
Dramati3ation: 0
6ramati!ation or the acting of little lays is an effective device. It is not only a change
from the routine teaching but also a method to teach English.
The teacher can select suitable e1tracts from the Aeaders for dramati!ation but there
should be an element of drama in them. They should rovide for some interesting action
and lay. Mere e1change of dialogues is not enough. Sometimes the readers do rovide
some conversational ieces. The ob,ective of dramati!ation is to reinforce structures
rovide for conversational English and to create necessary bac'ground for effective
learning. The selection of short lays also deends uon uils interests) their age grou
and revious 'nowledge.
%or dramati!ation) the teacher acts as the director. 2e should teach the actors to sea'
their dialogues roerlyI to modulate their voice) and he must give roer actions for
acting their roles. 2e can e1lain the entire lay and the mental set u of each character.
Such instructions hel them to lay their roles and to areciate the actions of the drama.
This device of dramati!ation is very useful in teaching learning of English. %irst)
it creates a suitable atmoshere for learning of English. Second) it rovides amle
oortunities for listening to collo+uial English. The uils can listen to dialogues and
understand them. It romotes auditory comrehension. Third) it enables uils to lay
different roles. %ourth) the uils can use the collo+uial language in their daily sea'ing.
%ifth) uils should be made to lay a role in the dramas. %inally) uils learn the at of
areciation.
Chec, 'our progress
&.. /hat should be the criteria for selections of English lays for uils4
&9. In what way can the teacher direct the lays4
&;. In what way is dramati!ation useful for the learning of English4