Semester III
Course: Elective I
Course Title: English Language Teaching Paper I- B
Course Title: English Language Teaching
Preamble: The status of English as the global language has been underlined in recent past with its use in varied activities with varied strategic modes. At present teaching of English has gained vital importance all over the globe. For this purpose, the aspirant teachers of English need to be made aware of the theoretical foundation to teach English effectively. This foundation can further arouse interest in them to understand the relevance of the prescribed course content and to adopt the appropriate teaching strategies, teaching material and reliable evaluation models. With this view, the paper entitled “English Language Teaching” is being introduced under the elective courses.
Objectives:
1.To acquaint students with the theoretical foundation of teaching of English language
2.To develop amongst them the critical judgement regarding known methods of teaching English
3.To enable students to adopt appropriate methods of teaching English
4.To motivate students to think of innovative practices in teaching of English
5.To enable students to use reliable evaluation modes
6.To cultivate among students liking and taste for teaching of English
Unit 1: Relevance, History and Development
History and development of English language teaching in India
Theories of language learning- Behaviourism, Innateness Hypothesis and Language
Acquisition Device (LAD), Theory of Social Interaction
First language (L1) acquisition and Second language (L2) acquisition/learning,
Competence and performance, language proficiency: general language proficiency and Specific language proficiency
Unit 2: Methods and Techniques of Teaching Methods:
The Grammar-translation/classical method, the direct method, the audio-lingual method, the structural approach, the total physical response method and the communicative method
Techniques: use of ICT, language laboratory, language through literature, innovative practices
Teaching of four skills- Listening-Speaking-Reading- Writing (LSRW)
Teaching of vocabulary and grammar, Micro-teaching and lesson planning
Unit 3: Syllabus Designing
1)Curriculum and Syllabus, factors in syllabus designing, types of syllabus e.g. structural, situational, notional-functional, communicative.
2) English for General Purposes (EGP) course, English for Academic Purposes (EAP) course and English for Specific Purposes (ESP) course
3) Error analysis and remedial English courses
Unit 4: Testing and Evaluation
Evaluation, assessment and test
Criteria for good test: Validity, Reliability and Practicality
Types of tests: Proficiency, Achievement, Diagnostic
Test formats: open-ended, cloze, multiple choice, transformation etc.
Washback effect in language testing
References:
1.Agnihotri, R. K. &A. L. Khanna. Second Language Acquisition: Socio-cultural and Linguistic Aspects of English in India. New Delhi: Sage, 1994.
2.Allen, H. B. & R. N. Campbell. Readings in Teaching English as a Second Language. McCaw, 1994.
3.Aslam, Mohammad. Trends in English Language Teaching in India. New Delhi: Prakash Book
4.Bachman, Lyle F. Fundamental Considerations in Language Testing. OUP,1990.
5.Brumfit, C. J. & R. A. Carter. Literature and Language Teaching. 1985.
6.Carter,R. &D. Nunan. The Canbridge Guide to Teaching English to Speakers of Other Languages. CUP,2001
7.Celce-Murcia, Marianne, and Sharon Hilles. Techniques and resources in teaching grammar. Oxford University Press, USA, 1988.
8.Cheng, Liying, and Yoshinori Watanabe, eds. Washback in language testing: Research contexts and methods. Routledge, 2004.
9.Ellis, R. Instructed Second Language Acquisition: Learning in the Classroom. Basil Blackwell,1990.
10.Huchingson, Tom & Alan Waters. English for Specific Purpose: A Learner Centred Approach.CUP, 1987.
11.Ingram, D. First Language Acquisition. Cambridge UP,1989.
12.Kaur, Rajpal, ed. Teaching English: New Trends and Innovations. New Delhi: Deep, 2006.
13.Khan, Masood Ali. Modern Approach to Teaching English. Jaipur: Sublime
14.Krashen, S. Second Language Acquisition and Second Language teaching. Oxford: Pergamum.1982.
15.Krishnaswamy, Natesan, and Archana S. Burde. The politics of Indians' English: Linguistic colonialism and the expanding English empire. Oxford University Press, USA, 1998.
16.Kudchedkar, S. Readings in English Language Teaching in India. Orient Blackswan, 2002.
17.Maley, Alan, and Alan Duff. Drama techniques: A resource book of communication activities for language teachers. Ernst KlettSprachen, 2006.
18.Nation, I. S. P. & John Macalister. Language curriculum design. New York: Routledge. 2010.
19.Nation, Paul & Jonathan Newton. Teaching ESL/EFL Listening and Speaking. New York:
20.Nation, Paul. Teaching ESL/EFL Reading and Writing. New York: Routledge, 2009.
21.Nunan, D. Syllabus Design. Oxford, New York : Oxford University Press, 1988.
22.Prabhu, N.S. Second Language Pedagogy. OUP, 1897.
23.Richards, Jack C. An Introduction to Error Analysis. Longman,1972.
24.Richards, Jack. Communicative Language Teaching Today. Cambridge: CUP. 2005.
25.Richards, Jack C., and Richards Schmidt. "Longman dictionary of applied linguistics andlanguage teaching."Harlow, UK: Longman (2002).
26.Stern, H. H. Fundamental Concepts of Language Teaching. OUP,2002.
27.Tickoo, M. L. Teaching and learning English. New Delhi, Orient Longman Pvt. Limited, 2003
28.Weir, C. J. Understanding and Developing Language Tests. 1993.
29.Widdowson, H.G. Teaching Language as Communication. OUP,1978.
30.Yalden, Janice. Principles of Course Design for Language Teaching. CUP, 1987.
Evaluation Pattern:
Internal Assessment (40 marks):
Sr. No. Particulars Marks
1. (a) One written assignment/research paper on the topics such as analysis of actual syllabus, comparative analysis of tests, error analysis -
10 Marks
(b) Micro-teaching session of about 10 minutes (students will be evaluated on the basis of content, clarity of expression and effective use of teaching tools and techniques) 10 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three questions) 20 Marks
Semester End Examination (60 Marks):
Semester End Examination Duration: 2 Hours 60 Marks
Question 1: Essay on Unit 1 (one out of two) : 15 Marks
Question 2: Essay on Unit 2 (one out of two) : 15 Marks
Question 3: Essay on Unit 3 (one out of two) : 15 Marks
Question 4: Essay on Unit 4 (one out of two) : 15Marks
1. Syllabus as per Choice Based Credit System
i) Name of the Program : M.A. English (Regular) Part II, Semester III, Elective I
ii) Course Code : PAENG301
iii) Course Title : English Language Teaching
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester: 06
vii) No. of lectures per Unit : 15
viii) No. of lectures per week : 04
2. Scheme of Examination:4 Questions of 15 marks each
3. Special notes, if any: No
4. Eligibility, if any: No
5. Fee Structure: As per University Structure
Course: Elective I
Course Title: English Language Teaching Paper I- B
Course Title: English Language Teaching
Preamble: The status of English as the global language has been underlined in recent past with its use in varied activities with varied strategic modes. At present teaching of English has gained vital importance all over the globe. For this purpose, the aspirant teachers of English need to be made aware of the theoretical foundation to teach English effectively. This foundation can further arouse interest in them to understand the relevance of the prescribed course content and to adopt the appropriate teaching strategies, teaching material and reliable evaluation models. With this view, the paper entitled “English Language Teaching” is being introduced under the elective courses.
Objectives:
1.To acquaint students with the theoretical foundation of teaching of English language
2.To develop amongst them the critical judgement regarding known methods of teaching English
3.To enable students to adopt appropriate methods of teaching English
4.To motivate students to think of innovative practices in teaching of English
5.To enable students to use reliable evaluation modes
6.To cultivate among students liking and taste for teaching of English
Unit 1: Relevance, History and Development
History and development of English language teaching in India
Theories of language learning- Behaviourism, Innateness Hypothesis and Language
Acquisition Device (LAD), Theory of Social Interaction
First language (L1) acquisition and Second language (L2) acquisition/learning,
Competence and performance, language proficiency: general language proficiency and Specific language proficiency
Unit 2: Methods and Techniques of Teaching Methods:
The Grammar-translation/classical method, the direct method, the audio-lingual method, the structural approach, the total physical response method and the communicative method
Techniques: use of ICT, language laboratory, language through literature, innovative practices
Teaching of four skills- Listening-Speaking-Reading- Writing (LSRW)
Teaching of vocabulary and grammar, Micro-teaching and lesson planning
Unit 3: Syllabus Designing
1)Curriculum and Syllabus, factors in syllabus designing, types of syllabus e.g. structural, situational, notional-functional, communicative.
2) English for General Purposes (EGP) course, English for Academic Purposes (EAP) course and English for Specific Purposes (ESP) course
3) Error analysis and remedial English courses
Unit 4: Testing and Evaluation
Evaluation, assessment and test
Criteria for good test: Validity, Reliability and Practicality
Types of tests: Proficiency, Achievement, Diagnostic
Test formats: open-ended, cloze, multiple choice, transformation etc.
Washback effect in language testing
References:
1.Agnihotri, R. K. &A. L. Khanna. Second Language Acquisition: Socio-cultural and Linguistic Aspects of English in India. New Delhi: Sage, 1994.
2.Allen, H. B. & R. N. Campbell. Readings in Teaching English as a Second Language. McCaw, 1994.
3.Aslam, Mohammad. Trends in English Language Teaching in India. New Delhi: Prakash Book
4.Bachman, Lyle F. Fundamental Considerations in Language Testing. OUP,1990.
5.Brumfit, C. J. & R. A. Carter. Literature and Language Teaching. 1985.
6.Carter,R. &D. Nunan. The Canbridge Guide to Teaching English to Speakers of Other Languages. CUP,2001
7.Celce-Murcia, Marianne, and Sharon Hilles. Techniques and resources in teaching grammar. Oxford University Press, USA, 1988.
8.Cheng, Liying, and Yoshinori Watanabe, eds. Washback in language testing: Research contexts and methods. Routledge, 2004.
9.Ellis, R. Instructed Second Language Acquisition: Learning in the Classroom. Basil Blackwell,1990.
10.Huchingson, Tom & Alan Waters. English for Specific Purpose: A Learner Centred Approach.CUP, 1987.
11.Ingram, D. First Language Acquisition. Cambridge UP,1989.
12.Kaur, Rajpal, ed. Teaching English: New Trends and Innovations. New Delhi: Deep, 2006.
13.Khan, Masood Ali. Modern Approach to Teaching English. Jaipur: Sublime
14.Krashen, S. Second Language Acquisition and Second Language teaching. Oxford: Pergamum.1982.
15.Krishnaswamy, Natesan, and Archana S. Burde. The politics of Indians' English: Linguistic colonialism and the expanding English empire. Oxford University Press, USA, 1998.
16.Kudchedkar, S. Readings in English Language Teaching in India. Orient Blackswan, 2002.
17.Maley, Alan, and Alan Duff. Drama techniques: A resource book of communication activities for language teachers. Ernst KlettSprachen, 2006.
18.Nation, I. S. P. & John Macalister. Language curriculum design. New York: Routledge. 2010.
19.Nation, Paul & Jonathan Newton. Teaching ESL/EFL Listening and Speaking. New York:
20.Nation, Paul. Teaching ESL/EFL Reading and Writing. New York: Routledge, 2009.
21.Nunan, D. Syllabus Design. Oxford, New York : Oxford University Press, 1988.
22.Prabhu, N.S. Second Language Pedagogy. OUP, 1897.
23.Richards, Jack C. An Introduction to Error Analysis. Longman,1972.
24.Richards, Jack. Communicative Language Teaching Today. Cambridge: CUP. 2005.
25.Richards, Jack C., and Richards Schmidt. "Longman dictionary of applied linguistics andlanguage teaching."Harlow, UK: Longman (2002).
26.Stern, H. H. Fundamental Concepts of Language Teaching. OUP,2002.
27.Tickoo, M. L. Teaching and learning English. New Delhi, Orient Longman Pvt. Limited, 2003
28.Weir, C. J. Understanding and Developing Language Tests. 1993.
29.Widdowson, H.G. Teaching Language as Communication. OUP,1978.
30.Yalden, Janice. Principles of Course Design for Language Teaching. CUP, 1987.
Evaluation Pattern:
Internal Assessment (40 marks):
Sr. No. Particulars Marks
1. (a) One written assignment/research paper on the topics such as analysis of actual syllabus, comparative analysis of tests, error analysis -
10 Marks
(b) Micro-teaching session of about 10 minutes (students will be evaluated on the basis of content, clarity of expression and effective use of teaching tools and techniques) 10 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three questions) 20 Marks
Semester End Examination (60 Marks):
Semester End Examination Duration: 2 Hours 60 Marks
Question 1: Essay on Unit 1 (one out of two) : 15 Marks
Question 2: Essay on Unit 2 (one out of two) : 15 Marks
Question 3: Essay on Unit 3 (one out of two) : 15 Marks
Question 4: Essay on Unit 4 (one out of two) : 15Marks
1. Syllabus as per Choice Based Credit System
i) Name of the Program : M.A. English (Regular) Part II, Semester III, Elective I
ii) Course Code : PAENG301
iii) Course Title : English Language Teaching
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester: 06
vii) No. of lectures per Unit : 15
viii) No. of lectures per week : 04
2. Scheme of Examination:4 Questions of 15 marks each
3. Special notes, if any: No
4. Eligibility, if any: No
5. Fee Structure: As per University Structure
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