Nurturing the Skill of Paraphrasing to Undergraduate Students

Nurturing the Skill of Paraphrasing to Undergraduate Students

Dr. V. Durga Prasad & Mr. Bonala Kondal

DRAMA AS A TEACHING TOOL FOR THE INTEGRATION OF LANGUAGE SKILLS

DRAMA AS A TEACHING TOOL FOR THE INTEGRATION OF LANGUAGE SKILLS

ABSTRACT

Language classroom instruction is mostly focussed on writing and reading skills overlooking the other skills such as speaking and listening. The teachers of English perhaps do not integrate language skills in the classroom due to large class size, heterogeneous students and the duration of the period. Hence, the language instruction demands various techniques for integration of language teaching that makes learning more interesting. This paper attempts to offer the techniques of drama in the teaching of language skills at undergraduate level. In general, it exhibits that how dramatic techniques can be integrated in teaching of language skills. In teaching context, the drama involves and stimulates the feelings and visualisation of the learners, providing them various stimuli and elevating their learning knowledge on the subterranean level. Scrivener’s (1994) techniques of drama are adopted in language instruction to examine the effectiveness of the learners’ language development. The paper is categorised into two parts – theoretical features of drama and practical methods used in the context of ESL teaching. Furthermore, it also presents a general picture of language teaching and learning procedure to integrate language teaching and learning by using the techniques of drama. Finally, it is recommended that all the language teachers should explore the variety of teaching techniques in the classroom in order to integrate language teaching and to enhance all the language skills among learners. 

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Keywords: Drama, Teaching through drama, Integrated language teaching, Techniques of drama play.

DRAMA AS A TEACHING TOOL FOR THE INTEGRATION OF LANGUAGE SKILLS

THE USE OF DISCOURSE CONNECTIVES IN THE ACADEMIC WRITING OF PROFESSIONAL STUDENTS

THE USE OF DISCOURSE CONNECTIVES IN THE ACADEMIC WRITING OF PROFESSIONAL STUDENTS

ABSTRACT 

The present study attempts to inquire the use of conjunctions in descriptive paragraphs written by first year professional ESL undergraduates. The data comprises of a set of 30 descriptive academic paragraphs collected from an engineering college, in order to explore the use different types of conjunctions based on Swan’s (2002) classification of connectives. The findings reveal that the learners used conjunctions inappropriately and they also used coordinating conjunctions very frequently than subordinating conjunctions as part of their writing. The participants encountered problems while using conjunctions to be attributed to various reasons. Initially, the use of their first language may result from a negative transfer. Though, it leads to the overgeneralization in the second language writing production. The learners produced connectives in their writing involuntarily lacking a proper intellectual capacity of its intended use. 

Keywords: Conjunctions, Coordinating Conjunctions, Subordinating Conjunctions, linking words, discourse connectives. 

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THE USE OF DISCOURSE CONNECTIVES IN THE ACADEMIC WRITING OF PROFESSIONAL STUDENTS

Developing Language Skills Through MALL Among the Professional Students

Developing Language Skills Through MALL Among the Professional Students

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Developing Language Skills Through MALL Among the Professional Students

The Significance of Motivation in the ESL Classroom

The Significance of Motivation in the ESL Classroom 

Abstract

The paper proposes to shed light on how to establish and manage an effective and successful language classroom in terms of learners’ motivation in accordance with the fact that teachers are presently expected to be informed enough to be able to pilot their teaching, satisfying various requirements of different learners. It is designed to explore the significance of motivation in ESL learning and the factors that might affect learners’ motivation in language learning context from a theoretical perspective. Motivation is a very significant and effective element in the realm of second language learning. To be precise, motivation has a direct effect on both quality as well as quantity of language learning. It is based on Gardner’s (1982, 2010) socio-educational model of second language acquisition. Thus, the language teachers and researchers would discover, realize and pay attention to the whole personality of their learners. It also provides a brief discussion and a few valuable inferences and suggestions for practicing teachers and researchers in the field of English language teaching.

Keywords: ESL classroom, Second language acquisition, Second language learning, Motivation.

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Effects of Lexical Density and Lexical Variety in Language Performance and Proficiency

Effects of Lexical Density and Lexical Variety in Language

Performance and Proficiency

ABSTRACT

The aim of the present study is to explore the effects of lexical density and lexical variety in language 

performance and proficiency of the written scripts of tenth 

class regional medium students. The exam scripts are 

collected as data, the learners aged between 14 and 16

years. The main purpose of the study is to establish the use 

of lexicon in the written scripts would exhibit language 

knowledge of the learners. The cognitive theory of 

learning used in the present study to ascertain the use of 

measures i.e. lexical density and variety would aid in the 

language learning. Brown’s (1973) observations showed 

that there was a predictable order of acquisition of certain 

morpheme in English. Jean Ure’s (1971) basic method of 

lexical density is used to analyze the data. Robinson’s 

(1995) measure of complexity is used to find out the 

lexical variety. This reliable and valid measure of lexical 

density and variety in the written scripts will be useful for 

determining the factors that affect the language 

performance and proficiency which is related lexicon.

Keywords

Lexical density, Lexical variety, Language performance, 

Language proficiency, Vocabulary, Lexicon.

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