Pedagogy of English (Primary Level) | D.El.Ed Notes in Hindi
Pedagogy of English (Primary Level) | D.El.Ed Notes in Hindi
SHORT ANSWER TYPE QUESTIONS
Q.1. What are theoretical language acquistion princples ?
Ans. All English language learners join ELL courses to upgrade
themselves for scholastic requirements, job-related reasons and for
immigration purposes. English has become the language for media,
business, entertainment and education on the global level. The objective
of ELL programs is to render training, adhere to the ELL principles and
enable students communicate without the mother-tongue influence
acquistition principles for ELL? The basic principles of language
acquisition should be on building self-confidence, introducing English
language with ease, building vocabulary and developing the learning process
by creating interest in the language itself. Stephen Krashen, an expert in
the field of linguistic, does the most notable work on language acquisition
principles of ELL. His principles are based on Acquisition-Learning
hypothesis, Monitor hypothesis, Natural Order hypothesis, Input hypothesis
and Affective Filter hypothesis.
Q.2. What is Pre-listening?
Ans. Pre-listening activities are thing learners do before a listening
activity in oder to prepare for listening. These activities have various
purposes, including pre-teaching or activating vocabulary, predicting
content, generating interest and checking understanding of task. Example
The learners are going to listen to a radio programme about sharks.
First, they work in groups to pool their knowledge of sharks and then tell
the rest of the class. In the classroom Pre-listening tasks include discussion
questions; true or false statements, vocabulary work, prediction tasks and
brainstorming the topic.
Q.3. Explain the understanding stage of listening.
Ans. In the understanding stage, we attempt to learn the meaning of
the message, which is not always easy. For one thing, if a speaker does
not enunciate clearly, it may be difficult to tell what the message was-did
your friend say, “I think see’ll be late for class,” or “my teacher delayed
the class”? “Stages of Feedback” that stages two, three and four are
represented by the brain because it is the primary tool involved with these
stages of the listening process. Even when we have understood the words
in a messag, because of the differences in our background and experiences,
we sometimes make the mistake of standing our own meanings to the
words of others. For example, say your have made plans with your friends.
to meet at a certain movie theater, but you arrive and nobody else shows
up. Eventually you find out that your friends are at a different theater all
the way across town where the same movie is playing. Everyone else
understood that the meeting place was the ‘west side’ location, but you
wrongly understood it as the ‘east side’ location and therefore missed out
on part of the fun.
The consequencies of ineffective listening in a classroom can be much
worse. When your professor advises students to get an early start’ on
your speech, he or she probably hopes that you will begin your research
right away and move on to developing a thesis statement and outlining the
search as soon as possible. However, students in your class might
misunderstand the instructor’s meaning in several ways. One student might
interpret the advice to mean that as long as she gets started, the rest of the
assignement will have time to develop itself. Another sutdent might instead.
think that to start early is to start on the Friday before the Monday due
date instead of Sunday night. So much of the way we understand others is
influenced by our own perceptions and experiences. Therefore, at the
understanding stage of listening we should be on the lookout for places
where our perceptions might differ from those of the speaker.
Q.4. What is the difference between elocution and recitation ?
Ans. Recitation is just replicating the words of others. It does nor
involve your own ideas, gestures or sentences. Elocution is your own
version of conveying things. Elocution may include points from others
but its modulation belongs to you. Recitation does not care about your
voice, gesture, tone, attraction of audience, content. It is the test for
memory. On the other hand elocution represents your whole to the
audience. It has a greater impact on audience and you may add or delete
anything when you elocute but not in recitation.
Q.5. What are the tools of assessment ?
Ans. Training and assessment paradigms for laparoscopic surgical
skills are evolving from traditional mentor-trainee tutorship towards
structured, more objective and safer programs. Accreditation of surgeons
requires reaching a consensus on metrics and tasks used to assess surgeons’
psychomotor skills. Ongoing development of tracking systems and software
solutions has allowed fro the expansion of novel traning and assessment
means in laparoscopy. The current challenge is to adapt and include these
system within training programs, and to exploit their possibilities for
evaluation purposes. This paper describes the stage of the art in research
on measuring and assessing psychomotor laparoscopic skills. It gives an
overview on tracking systems as well as on metrics and advanced statistical
and machine learning techniques employed for evaluation purposes. The
later ones have a potential to be used as an aid in deciding on the surgical
competance level, which is an important aspect when accreditation of the
surgeons in particular, and patient safety in general, are considered. The
prospective of these methods and tools make them complementary means
for surgical assessment of motor skills, especially in the early stages of
training. Successful examples such as the Fundamentals of Laparoscopic
Surgeory should help drive a paradigm change to structured curricula
based on objective parameters. These may improve the accreditation of new
surgeons, as well as optimize their already onverloaded training schedules.
Q.6. What is the meaning of whole language approach ?
Ans. Whole language approach is a method of teaching children to
read by recognising words as whole pieces of language. Instead, they
believe that language is a computer system of making meaning with words
functioning in relation to each other. The whole language approach can
also present problems for students with reading difficulties. The whole
language approach works for many students, but explicit and systematic
phonics instruction works for students of all levels and greatly decreases
and pronounciation errors.
Activity: Divide your class into small groups and ask them to talk in
their groups about what they see in the animation/picture.
Now try to answer these questions :
● What are the learners doing?
● Are the learners working individually or in pairs/groups?
● What short of books are they reading ?
● What is the teacher doing? Is the teacher teaching the children or
is he leting the children learn on their own ?
● What did your learners gather from this animation regarding doing
a project work properly?
● How did you ensure that your learners understood process of
doing a project work?
● How did you involve every learner in the discussion ?
Feedback:
● You may have notices from the animation/picture that one of the
important features of whole language approach is that the, learners
solve problems collectively-either in pair or group.
● They use the experiences of their friends as well the members of
the society. The tasks chosen are meaningful to the lives of the
students.
● Whole language learning is not so focused on rules and repetition.
It stresses the flow and meaning of the text, emphasizing reading
for meaning and using language in ways that relate to the students’
own lives and cultures.
● Whole language learning is thought to provide a better
understanding of the text, and a more interesting and creative
approach to reading. Children are expected to learn to read and
write gradually without a great deal of direct instruction.
● Learning is emphasized more than teaching. There is not division
between first learning to read’ and later ‘reading to learn’.
● Whole language approaches also tend to emphasize writing about
what the child already knows and can explain verbally. Early
‘writing’ activities, for example, might involve the child describing
his or her neighbourhood and the teacher writing what the child
says on a large piece of paper.
● However, whole language learning may come at the expense of
accuracy and correctness. A child might be awarded high marks
for ‘overall language use,’ even if he or she has misspelled/many
words.
Q.7. Write the principles of second learning/teaching.
Ans. The principles of second learning/teaching :
(i) learning through habit formation
(ii) learning through use
(iii) learning in situations
(iv) learning through activity etc.
Q.8. What are the factors affecting second language learning?
Ans. Various factors are affecting the second language learning some
are:
(i) Attitude
(ii) Motivation
(iii) Anxiety
(iv) Aptitude
(v) Personality etc.
Q.9. Write the characteristic of English Language.
Ans. Characteristics of Language: The above definitions indicate
the following characteristics of a language :
1. Language is means or vehicle for communicating ideas, thoughts,
feelings, experiences and emotions.
2. Language is a verbal communication or verbal interaction of
thoughts and ideas among the members of the society.
3. Some signs, cries, language, smile and body gestures are also
used for communicating something. It is known as non-verbal
language or body language, or non-verbal interaction. The verbal
interaction takes place with the help of a verbal language.
4. Language is the God given gift or boon for human being on
other animals and species can use a language. Man alone uses
languages for communication.
5. Language is signally system which employs vocal sounds and is
based on man’s abilities and skill to speak. The written language
is derivative and secondary aspect of a language.
6. Language is speech which in turns means the production of
meaningful sound according to a system. It is an introduction to
the study of speech.
7. Language is the system of system which includes phonemes,
morphemes, semantics and syntax.
8. Language is a powerful instrument or tool which has made human
al civilization and culture.
9. Language is a uniquely human trial, shared by the cultures so
diverse and by individuals physically and mentally so unlike one
another.
10. Language is purely human and non-instinctive method of
boote conveying or communicating, ideas, feelings, emotions, and
chane desires by means of a system of voluntarily produced symbols or
alphabets or words.
Q.10. Write the causes of Incorrect Spelling.
Ans. Causes of Wrong/Incorrect Spelling:
(i) The same letter stands for different sounds. The letters’ for
example, gives different in sounds in books, cars and sugar.
(ii) The same sound is indicated by different letters or combinations
of letters. For example, different combinations of letters in sea,
bee, key, eve given the sound of vowel /i:/.
(iii) Some letters are silent in certain words e.g. b in doubt, b in debt,
1 in talk.
(iv) Some letters have the same pronunciation but different spelling
and meaning e.g. write, rite. Such words are called homophones.
Q.11. Indicate the precautions of loud reading.
Ans. Precautions: The following precuations should be taken in
respect of oral reading :
1. Pupils should be asked to read only after the teacher has given a
model reading.
2. They should not be asked to read a passage if it is beyond their
comprehension.
3. The teacher should not insist on speed because the accuracy of
pronunciation is sacrificed.
4. He should not permit more than one pupil to read at one time. In
no case, all the students of a class should be asked to read together
at the same time.
5. He should pay prompt attention to the mistakes of pronunciation,
articulation, and intonation.
6. He should try to analyse the cause of the mistakes and pay
individual attention to his pupils.
7. He should makes use of dramatic work and recitation work because
they are of great help in reading aloud.
8. He should see that pupil stand upright, adopts the right posture
for reading and holds the book correctly.
Q.12. Indicate the precautions in silent reading.
Ans. The following precautions should be taken in silent reading:
1. When pupils know fairly well the basic structures.
2. When they can perceive and recognize words.
3. When they can pronounce words.
4. When they can understand the meaning of words.
(i) Only those passage should be read which can be understood
and appreciated by students. To begin with simple stories is
more advantageous.
(ii) The weak students should be paid more attention.
(iii) The paragraph for reading should not be long.
(iv) The teacher should be particular about giving students a task
of wide reading by gradually selecting fresh and unseen
paragraphs.
(v) Necessary instructions must be given before silent reading.
(vi) Comprehension questions must be asked after silent reading.
(vii) The duration of silent reading should differ according to the
nature of the matter and the standard of the class.
Q.13. What is difference between ‘Listening’ and ‘Hearing’?
Explain with the help of example.
Or,
How is listening different from hearing? List some of the activities
to develop listening skill of your learners.
Ans. Listening is an act of paying attention to and trying to extract
meaning from what she/he hears. In the other words we can say that
listening is a process in which we receive sounds and try to understand or
comprehend.
Hearing is also an act of paying attention but not properly.
Now think of the situation given below.
“We are watching TV at home suddenly some of your guests arrive
and we start talking to them while the T.V. is on.”
Now one question generates in our mind what are we doing with
T.V.? Listening or hearing. It is very clear from the situation that before
quests we were listening but after the arrival of the guests our attention has
diverted. So we were only hearing. We were not playing proper attention.
Listening on the other hand, is a process in which recieve sound that
reach to our eardrums and we try to interpret, evaluate react and respond
to them. It requires us to pay close attention and make sense of what we
hear. Therefore, listening is all about consciously, actively and
systematically processing the information. Listening demands the perfect
co-ordination between the ears and the brain, which results in decoding
the speakers’s message aptly. It requires regular practice and effort if we
wish to improve our listening skill.
We can say that listening is the practice of paying close attention to
the speaker with an intention to comprehend the entire speech effectively.
We as human beings hear far more than we listen, though most of the
time we pose to be in listening state to our speaker. Moreover, most of us
are impatient to speak. However, if a child is a good listener, it will
enable him to win personally as well as professionally. It is so because if
he is to a good listener, teachers would find it difficult to approach him/
her. Lack of effective listening skills steps growth in every walk of life.
A teacher has responsibility for monitoring children’s progress. And
he/she should keep record of their development. While teaching his students,
he might observe that many students felt less confident in speaking and
listening activities than in other activities. They could not pay proper
attention.
Listening is one of the important skills in teaching student an assessment
scale can be developed for our students to improve their comprehension.
This cable was developed by Michal Rost in 1990, which outlines the
method of developing listening skills in students. It depicts the commonly
used strategies by the teachers with great interaction and appropriacy.
There are following ways through that we can develop listening among
the students.
Appropriate Interaction: Able to understood and display appropriate
listener responses in a wide range of social and speciallised contexts in the
target cultural setting.
Application able to perform acceptably :
(i) Close Attention: Attention is the key to improve listening skill.
We should not let our attention divrt from the topic whatever we listen.
and pay proper attention with concentration.
(ii) Co-ordinate between the ears and the brain. It is generally seen
that when we talk to someone our brain in somewhere else and same thing
happens in the classroom so we should keep co-ordinate between the ears
and the brain.
(iii) Regular practice : No, doubt regular pratice makes a man perfect
practice does matter to improve listening in proper way. It is a slow
improvement but perfect in itself.
Q.14. What is the principles of Learning Words?
Ans. Principles of Learning words :
1. Listening: Hearing procedes speaking. The listener hears the sound
and watches the movements of the lips of the speaker. A deaf child is also
dump. Such children can’t listen, therefore, they are unable to speak also.
2. The object or the action of sight: The object or the action must
be done as the sound is made.
3. Listening to sentences: The new words must be taught in a sentence
pattern because this well make the meaning and the sense of the word
clear to the pupils.
4. Trial and Practice: The child learns the words by writing them
many times. Practice makes a man perfect. In the beginning, the child may
use the word incorrectly. But if he practises regularly in presence of a
teacher and the teacher cares and corrects it then he uses the words correctly.
5. Speaking proceeds Reading and Writing: The child first learns
to use the words in spoken language then he makes use of them in writing
Techniques/Methods of Teaching New Words.
Q.15. Write different approaches to Grammar Teaching.
Ans. Grammar is taught using three approaches. These are :
(i) Prescriptive Approach: In the Prescriptive approach the teacher
states the rules of the language and provides examples in support of these
rules. The learner is expected to learn these rules and practice them by
doing lots of activities reinforcing these rules. This is an old traditional
method of teaching grammar.
(ii) Communicative Approach: In the communicative approach
learners learn acquire the grammar of the language through activities than
involve the use of language in real life authentic contexts.
(iii) Constructivist Approach: The third and the last approach is
the constructivist approach. The teacher engages the learnes in real life
situation and facilitates them to infer the reules of the language and use
them in novel situations which they are likely to encounter at any time in
their life.
