Crisis in Englsh Language Learning

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A research paper on English language in Higher Education:
Exploring Learner centred approach
‘Crisis in English language learning’
Bandhavi Kumari G Regd No 1224122
Dais Maria Regd no 1224124
Christ University
Bangalore

Abstract
“An international language belongs to its users, not to the countries whose national languages have become internationalized” (Edge1993). The position of English in the world has changed so greatly, and the number of L2 speakers has increased so rapidly that all the descriptions of the place of English world languages need to be rewritten. English language teaching and learning at higher levels need to be looked in various approaches as to whether there is a crisis or not. This research deals with crisis in English language learning at higher levels of education. The students focused for this research paper are the Undergraduate students who are respectively from Bachelor of Sciences, Bachelor of Commerce and bachelor of Business Management. These groups of students’ responses were used to study the main causes of failure in language learning. All students would not have equal ability or interest towards English learning at Undergraduate level. Especially these groups of students do less focus on the compulsory subject ‘General English’.

Mixed ability classes, incompetent syllabus, peer pressure, less motivation and mother tongue influences can be the major reasons for the crisis which these graduate students face. So the causes of the failures have been looked into and also the remedies have also been discussed for both teachers and the students. The remedies may or may not help in rectifying the issue very sooner but definitely the learning abilities will be improved in long run.

Introduction
English has been taught in our educational intuitions for quite some time now, yet our students feel handicapped in using it effectively in and outside their classrooms. The reasons are many and manifold but the most obvious and glaring is the use of faulty methods of teaching and learning the language at various levels of our education. The methods so far used have been the Grammar -Translation and the Direct M or at best an ‘Eclectic Method’ which combines some characteristics of both. These methods consider language learning /teaching a mechanical process without considering its cognitive aspects, the learner is considered a mere appendage in the learning/teaching process with no say, whatsoever, in any aspect of the curriculum.

English language teaching involves devising of teaching methods, designing of syllabuses, preparing teaching materials and other pedagogic factors that lie at the heart of a teaching program. In spite of teaching English to our students for quite some time now, we still find that they lack the ability, both to communicate and to express their ideas in English. The reason seems to be manifold. Firstly and primarily, it is the faulty syllabus and the faulty class room procedures used; secondly, it is the wrong choice of the materials used, and, thirdly, the teachers have miserably failed to respond to the changing circumstances in our country and to the recent development in the field of language teaching. English in the world today

In 2000 the British Council published a detailed study of the English language in the world. Graddol(1997) looks at a range of quantifiable data about the English Language and tries to make an informed and objective forecast of the position of English in the world’s fast –changing social and economic spheres. Whatever be the future of English, current figures show that it is way ahead of other languages when it comes to communication across continents and peoples. Implications

The implications of the use of English in the world today have an impact on our perception of what constitutes ‘good’ English and, as a corollary, the teaching of both its spoken and written forms. With so language of ‘great literature’ to a toll of...
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