Bishwajit Khumukcham, Ph.D.
Research Fellow, Department of English, Manipur University
The importance of English has increased like never before, and the capability to converse in English has become an issue related to jobs and prestige in a country like India. In the context of Manipur, the number of English medium schools which has come up in multiple numbers in the urban, as well as the rural areas, has helped the students with the basic knowledge of speaking and writing in English. However, a larger number of students in rural areas of Manipur still study in Manipuri medium schools, and most of the exposure to the English language they get is during the English subject’s class. Even in the English medium schools, exposures to speaking English skills are not given its due share of attention. English is treated and taught more as a subject in the school curriculum, and not much emphasis is given to the communicative skills, which in turn hinders the student’s capability to have a good communicative skill in English. The general assumption that the students will pick their speaking skills from the classroom activities and instruction has been proven wrong by the student’s inability to converse in English in real life situation. However true it may be to say that a learner learns communicative skills by listening to the target language, the learner must also be given appropriate chance to use the language so that he/she overcomes the fear of speaking out.
We follow the traditional method of teachers-students relationship whereby the teacher does most of the speaking in the class and the students do most of the listening. This method applies to most of the subject and a participatory form of classroom teaching is yet to develop in the education system of our state. So, apart from some schools which make speaking in English mandatory during the school hours, many of our students can understand English but are not able to speak out the same with confidence. If this is the condition of the English medium school’s students, the conditions of the students in Manipuri medium schools are worst when it comes to speaking the English language. So, when the students get into colleges and go for higher studies inside and outside the state, a larger problem awaits them. Therefore, English language educators of the state need to adopt a proper methodology which will suit the needs of the students and also the need of the hour is a proper introduction of English Language Teaching class from the primary level so that the students get the chance to learn how to communicate in the English language with confidence.
Different methods of teaching English are followed by language teachers throughout the world. Many approaches have been identified with time in order to overcome the problems faced while teaching the English language. These approaches have evolved over time and different methods have come into existence. Some of the popular methods of teaching English are:
- Grammar Translation Method
- Direct Method
- Bilingual Method
1. Grammar Translation Method: The Grammar Translation Method is one of the oldest methods used for teaching the English language. Its aim is to teach students translation as well as the grammar of the English language. The basic aim of this method is to inculcate an understanding of the grammar of a language and train students to write the new language perfectly and accurately as well as through translation of native language into the target language which is the English language. Memorization is the main learning strategy and students spend most of their class-time talking about the language instead of talking in the language. The vocabulary depends on the text used and is divided into lists of words to be memorized. It involves practice in translating text from mother tongue into English. Even though Grammar Teaching Method is a widely used method, it has its own limitations. It stresses reading and writing more than training in speech and other aspects of English teaching such as speaking and listening are ignored. It hardly offers students the opportunity to listen or speak the target language in the classroom. It is more of a theoretical based method.
2. Direct Method: The Direct Method advocates that second language learning should be more like first language learning. So this method includes lots of oral interaction, spontaneous use of language, no translation between first and second languages, and little or no analysis of grammar rules. At the first step of teaching the language, the teaching of receptive skills (listening and reading) is encouraged rather than the teaching of productive skills (speaking and writing). It also emphasizes the use of everyday vocabulary and structure. It encourages normal conversation and teaches grammar by situation. Listening and imitation are extended until the form becomes automatic. The Direct Method has some of its own aims and objectives, which makes it unique among the other methods. For instance, it helps the pupil think in English so that he/she becomes competent to express thoughts and feelings directly without the intervention of the mother tongue. It is more of a practical based method.
3. Bilingual Method: The Bilingual Method has a more relaxed approach compared to the other two mentioned methods. This method absorbs the different aspects of the Grammar Translation Method as well as the Direct Method. Contrary to Direct Method, using mother tongue is allowed; however, it is strictly controlled as it may affect the English language learning process. So, the teachers are advised to limit the use of mother tongue in the classroom. Situations are created to make the class more interesting as well as to adapt to the unexpected situation faced by the students outside the class. The method also builds up the confidence of the students as they are allowed to use their mother tongue in the class, even though the usages are limited. It saves time for both the teachers as well as the class in case of inquiring and explaining difficult situations. It too involves imitation and interpretation of basic sentences of the target language. The basic aim of the method is to help the students competence in both speaking and writing the language, so all the language skills are considered equally important. This method is one of the most effective teaching techniques while teaching the English language.
The need for the English language in a multilingual country like India is gigantic as compared to other monolingual countries like Japan, South Korea, Thailand etc. We live in a country where even a state has some 100 dialects. So when one gets out of the state for further academic as well as job prospects, the English language always comes quite handy. In the context of Manipur, the English language has always been for years taken as granted. The main reason behind this is that we have multiple English medium schools, and we feel that we have knowledge of English as such. Having two textbooks of English literature and grammar, and studying the remaining subjects in English cannot sum up the fact that we are learning the English language. The art of speaking a language is quite different from studying subjects written with the language. When one learns a language, the four patterns have to be fully examined. Breaking of the chain can lead to disorders while learning the language. The four patterns namely, Listening, Speaking, Reading, and Writing has to be closely monitored and taught. We still follow the Grammar Translation Method which has gone outdated in many other countries. So, we need to change the perspective altogether.
Introducing of English Language and Teaching as a proper subject from the primary level will help us overcome the situation we are facing right now. Students should be introduced with the English language not only as a subject but as a language. Teachers should be given proper ELT training so that their pronunciation as well as approach while teaching the language becomes perfect for the students to learn easily. With Information and Communication Technology evolving like never before, educators can easily exploit with for their own and student’s benefits. Learning of the language should be made fun, and educators should always encourage the students in making the class more participatory in the broader sense. This approach will not only help the students in learning the English language but always helps them boast their confidence while speaking on a public platform or say presenting a seminar paper when they grew up.
