Abstract

In the context of India in general, and places where English language functions as a second language in particular, the prevalent idea that our students have to support their language learning capability through the native accent (pronunciation) structures is a myth. The paper takes up the following hypotheses:

1. Listening to BBC English or Standard English need not be the criteria for good English.

2. Speaking and appropriating the native speech is cumbersome, neo- colonial in approach.

The study takes the objective of developing a learner friendly curriculum that is modeled on the basis of materials from the electronic, and other mass media in non-native contexts. It was proposed that reading all kinds of material instead of the defined, the canonized and formal text books is the pragmatic study in this direction and while writing, the learners could experiment with all kinds of Englishes around without appearing ridiculous.

Abstract

This paper seeks to identify the online reading strategies employed by students in a Philippine Public High School. In particular, the study attempts to answer the following questions: (1) What are the online reading strategies used by the respondents (i.e., global, problem-solving, and support)?; (2) What is the frequency of use of the online reading strategies of the respondents?; and (3) What are the implications of the study's findings for English language teaching and learning? By means of the adapted Survey of Reading Strategies (SORS) by Sheorey and Mokhtari (2001), data were obtained from 100 readers of a public high school in Quezon City, the Philippines. The analysis of the results revealed that problemsolving strategies were the most frequently used online reading strategies, followed by global reading strategies and support reading strategies. Finally, the results furnish a pedagogical perspective on how online reading strategies can impact second-language or L2 teaching and learning.

Abstract

Bilingualism can be used as a teaching aid in teaching and learning English language in an Indian classroom and to improve the language accuracy, fluency, and clarity of learners. Bilingualism can aid the teaching and learning process productively in the classroom. In India, most of the students consider English as a subject rather than a tool of communication. The fear towards English language can be diminished when native and source languages are used comparatively in the classroom. The interest and exposure are the key words for learning a language. Teachers should instill confidence among learners by making the learning process easy and simple. This paper aims at observing and analyzing students' use of bilingualism in various linguistic situations and the process of learning English through bilingualism. The study demonstrates that all learners need a support of the vernacular language in learning English as a second language.

Abstract

Adhering to the notion that language learning is necessarily a culture-learning process, this paper explores the issue of sexism in six Philippine preschool English language textbooks. The study adopts the qualitative-quantitative approach in examining the following categories: gender visibility (illustrations), “firstness”, occupational-role representations, character attributes, and interests and lifestyles. Data reveal that the textbooks seem to feature both genders; still, the males appeared more frequently than females in the illustrations of the textbooks. In terms of “firstness”, males appear before females more often; this could imply that the textbooks seem to favor males, thus, appearing to be sexist. Also, females are far less visible than men in occupational roles. The occupational roles for females are less diverse and are restricted to stereotypical types of occupation/profession while male occupations show a wider range, thus, providing them with more options than females. Moreover, about the same number of character attributes that is allocated to both genders. Females are usually attributed with their “good” looks and passivity; by contrast, males show aggression, dominance, and activity. In the textbooks analyzed, the number of interests, and lifestyles of females is higher than those of males. However, the females are more particularly represented in indoor activities, i.e., household chores. This paper likewise discusses the implications of the findings on language teaching, and learning.

Abstract

The study enlightens the impact of Gadget Based Learning of English Grammar at standard II. Objectives of the study is to find out the learning problems of the students of standard II in Learning English Grammar in Shri Vani Vilas Middle School and to find whether there is any significant difference in achievement mean score between pre test of control group, and post test of control group in Learning English Grammar of the students of standard II in Shri Vani Vilas Middle school at Mannargudi. Equivalent group Experimental method was adopted for the study. The study is confined to 160 students of standard II studying in Shri Vani Vilas Middle school, Mannargudi for 80 students (40 control group+40 Experimental group), and 80 students (40 control group+40 Experimental group) from Gopala Samudram Middle school at Mannargudi. Researcher's self-made achievement test was used as instrumentation for the study. It establishes that the conventional method of teaching is not effective in learning English Grammar at standard II. The main educational implication is that it can be implemented to all other schools.