Creative Writing

SYMPATHY

Is sympathy a feeling of pity

Or a sense of compassion?

A virtue in olden times

An act of holiness

Pious deed indeed.

Today a tool for exhibition

A work to gain attention

Can seen in selfies

An act of crookedness

Mean deed indeed.

Sympathy is NONSENSE.

ASSIGNMENT

ASSIGNMENT

CONTENTS

1.   Objectives of Teaching English

·     Characteristics of good objectives

·     Main objective of teaching English

·     Four-fold objectives of teaching English

·     Abilities to be developed by four-fold objectives

2.   Utilitarian Aim of Teaching English

3.   Socio- Cultural Aim of English Language

OBJECTIVES OF TEACHING ENGISH

                Effective tangible changes in pupil’s behavior at the end of schooling is known as objective. According to the dictionary of education , objective is “ the end towards which a school sponsored activity is directed”.

                According to Dr. B S Bloom, educational objectives are “ the desired goal or outcome at which instruction is aimed.”

CHARCHTERISTICS OF GOOD OBJECTIVES

1.       These should be specific and precise.

2.       These should be attainable.

3.       These should be based on psychological principles.

4.       These should be for the development of students

5.       These should be helpful in acquiring democratic aims.

6.       These should be for changing or modifying student’s behavior

7.       These should be tangible in ordinary circumstances

8.       These should be useful

9.       These should be in terms of change expected in the pupil and not as duties of teacher.

10.   Each statement should have only one objective in it.

                  Thomson and Wyatt said that it is necessary that the Indian pupil should not only understand English when it is spoken or written, but also, he should himself be able to speak and write it. L.A.C. Strong proclaimed, “for as who speak English, English is everything… English not a subject. English is our life.” In most Indian school, English, has been studied as a second language. It is teaching and learning in schools is inspired by the utilitarian aim. This aim can be achieved by acquiring practical command over English. A teacher should be a good planner and he should use innovative techniques and methods for teaching.

MAIN OBLECTIVES OF TEACHING ENGLISH

        These are two main objectives of teaching English. They are:

1.       Language development, and

2.       Literacy development.

These two objectives is differs from each other as far as the class and age of students is concerned.

FOUR-FOLD OBJECTIVES OF TEACHING ENGLISH

1.       Semantic – It is related to understanding

2.       Phonetic- It deals with sound spelling and pronunciation

3.       Graphic – It is related to writing

4.       Phonetic cum Graphics – It deals with reading.

ABILITIES TO BE DEVELOPED BY FOUR-FOLD OBJECTIVES

1.       To understand spoken English

It includes recognition of English sound without committing any errors, ability to draw meaning from what is heard, ability respond in action as reaction to hearing.

2.       Ability to read English

It includes to ability to read simple prose, poetry, story, articles with comprehension, ability to read simple sentences with understanding, ability to read aloud without losing the chain of thought.

3.       Ability to speak English

It includes the ability to pronouns with right intention and stress, ability to respond in speech as reaction to hearing.

4.       Ability to write English

It includes the ability to form letters, ability spell words, ability to select words and ability to construct sentences.

                Some Indian people think the students in our country have only passive knowledge of English. Without proper aim and objectives, we cannot make our efforts fruitful in English language teaching. Correct and proper objectives would not taught by any teacher without knowing aims and objectives of teaching English. Hence aims and objectives play an important role in teaching English language.

UTILITARIAN AIM OF ENGLISH LANGUAGE

                A language is a systematic means of communication by the use of sound or conventional symbols. A set of linguists who based their assumptions of language on psychology made claims that language is nothing but ‘habit formation’. According to them, language is learned through use, through practice. In their view ‘the more one id=s exposed to the use of language, the better one learns’.

                The latest and most advanced discoveries and inventions in science and technology are being made in the universities located in the united states of America where English language is means of scientific discourse.

                The historic circumstances of India have given the Indians an easy access to mastering English language, an innumerable opportunity for the advancement in the field of science and technology. Ove the years, English language has become one of our principle assets in getting a global leadership in many fields.

                English language comes to our aid in our commercial transaction throughout the globe. English is the language of latest business management in the world and Indian proficiency in English are brought laurels to many Indian business managers. English is a means not only for international commerce; it has becomes increasingly essential for interstate commerce and communications.

In India people going from north to south for education or business mostly in English, which has become a link language. The parliament has also recognized English as an official language in addition to Hindi. All the fact of history and development in present day India underlined the continued importance of learning English in addition to vernaculars. English has thus become an effective means of promoting Indian view of life, and strengthening our cultural identity in the world.

               

SOCIO-CULTURAL AIM OF ENGLISH LANGUAGE

                                The relationship between language and culture is deeply rooted. Different ideas stem from differing language use within one’s culture and the whole intertwining of these relationships start at one’s birth. From birth, the child’s life, opinions, and language are shaped by what it comes in contact with. Physically and mentally everyone is the same, while the interaction between the two persons or groups vary widely from place to place. It is from these differences that one’s view of the world is formed. Therefore, everyone’s view are dependent on the culture which has influenced them, as well as being described using the language which has been shaped by that culture.

                                The implications of language being completely entwined in culture, in regards for language teaching is far reaching. Language teachers must instruct their students on the cultural background of language usage, choose culturally appropriate teaching styles, and explore culturally based linguistic differences to promote understanding instead of misconceptions or prejudices.

                                Teachers must instruct their students on the cultural background of language usage. If one teaches language without teaching about the culture which it operates, the students are learning empty or meaningless symbols or they may attach the incorrect meaning to what is being taught.

                               

                                Language and Culture are inter-wined to such an extent whereas one cannot survive without the other. It is impossible for one to teach language without culture. As a teacher of language, one must be culturally aware, considerate of students’ culture, and inform students of cultural differences thus promoting understanding.

REFERENCE

·         Contemporary English Teaching-  

Dr. Ram Nath Sharma

·         English Language Education

Dr. K. Sivarajan

T.V. Ramakrishnan

K. Mridula

·         Wikipedia, the free Encyclopedia

PPT

M-LEARNING

M-learning or mobile learning is defined as "learning across multiple contexts, through social and content interactions, using personal electronic devices.” A form of distance education, m-learners use mobile device educational technology at their time convenience. M-learning technologies include handheld computers, MP3 players, notebooks, mobile phones and tablets. Using mobile tools for creating learning aids and materials becomes an important part of informal learning.

E-Learning has provided the ability for traditional learning to break out of the classroom setting and for students to learn at home. Mobile learning has enhanced upon e-learning by taking it a step further and allowing students to learn virtually anywhere a mobile signal is available.

Approaches

1. Classroom

Classroom applications combine the use of handheld computers, PDAs, and smartphones. Mobile devices (such as a Pocket PC) in the classroom can be used to enhance group collaboration among students through communication applications, interactive displays, and video features. Mobile Device features with WIFI capabilities allow for on-demand access to information. This information provides a continuum for learning inside and outside the classroom. It facilitates online interaction between instructor and student, and student to student.

2. At work

M-learning in a workplace can be very different from a school's context. Although employees do occasionally attend face to face training events, the majority of work-based learning happens on the job, often at the moment of need. Mobile is seen as an effective way to reach a large number of employees easier and more effectively.

3. Lifelong learning and self-learning

Mobile technologies and approaches, i.e. Mobile Assisted Language Learning (MALL), are also used to assist in language learning. For instance handheld computers, cell phones, and podcasting have been used to help people acquire and develop language skills.

4. Other

Mobile learning can improve levels of literacy, numeracy, and participation in education amongst young adults. It can use to develop workforce skills and readiness among youth and young adults.

Benefits of M-learning

Easy access : Mobile learning provides easy access to the learning at any place and any time, which is more convenient to the learners. Learners have an advantage of spending their free time during travelling, in between meetings or during weekends to focus on subject they want to learn.

Collaborative Learning : M-learning encourages collaborative learning allowing the learners at different locations to get in touch with their peers or others teams to discuss and learn.

Learner engagement : Mobile learning is another platform to be engaged in training. Training at the work place consists of mostly verbal and desktop communication, but adapting mobile learning can bring several opportunities to engage the learner on a digital and social level outside of the work.

Self-Pace Learning : No two learners are the same. Each one has their own way of understanding the content or strategies to learn. With mobile learning, learners are now able to learn in their own style at their own pace.

Limitations of M-learning

Connectivity : There may be some connectivity problems while uploading and downloading of data and because of poor mobile network signals.

Screen size : As the screen size is too small, it can strain the eyes of the learners if they use it for long period of time. Also only less information or just the gist of content can be provided due to size constraints.

Device : Learners must possess the mobile device that is supporting the courseware and this device may be expensive. As technology keeps changing at a rapid rate, these devices should be upgraded frequently. In addition to the cost of these devices, there are monthly data charges from mobile network providers; so downloading large content not only takes time but also costs a lot.

Distraction : While accessing the course through mobiles, if the learner gets a call or SMS or social media updates, then they are bound to get distracted.

The popularity of mobile technologies among students is increasing dramatically. Although students still rate laptops as the most important devices to their academic success, the importance of mobile devices such as tablets, smartphones and e-book readers is noticeably on the rise. Students are more engaged and motivated to learn when they use mobile devices, and research shows that academic performances can improve. At Shanghai Jiaotong University, researchers and developers actively seek technologic interventions that can greatly increase interactivity in large blended classes. They developed a cutting-edge mobile learning system that can deliver live broadcasts of real-time classroom teaching to students with mobile devices. Their system allows students to customize means of content-reception based on when and where they tune into the broadcast. The system also supports short text messaging and instant polls. Through these venues, students can ask questions and make suggestions in real time, and the instructor can address them immediately. We as educators need to take note of this, and look for safe, productive ways to integrate mobile learning devices into our curriculums.

            Over the past ten years mobile learning has grown from a minor research interest to a set of significant projects in schools, workplaces, museums, cities and rural areas around the world. Possible future applications for mobile learning include location based learning, augmented reality, wearable learning, learning implants, and ambient intelligence. Advancements in mobile learning will require a change from traditional classroom pedagogical approaches to a digital pedagogical approach that will suit mobile learners.