Principles of Teaching English
"A mother tongue is caught not taught a foreign language is taught to be caught."
Mother Tongue is learnt by imitation. Mother Tongue is caught but foreign language is taught to be caught.
In India English is taught both as second language and as a foreign language. The term 'second language' is used because it has become a lingua franca between speakers of widely diverse languages. By English as a "foreign language' is meant that English is taught as a school-subject or on an adult level solely for giving students a foreign language competence. For both, it is essential for English teacher to teach in such a manner that desired goals can be achieved.
There are different approaches for the teaching and learning process of language such a psychological, linguistic and pedagogical principles. These principles of learning a language are based upon keen observation and research and experimentation. These principles are very helpful for the English teachers to raise the standard of English language. Foreign language teachers must keep in mind the following principles to achieve effectiveness in their teaching
1. Principles of Motivation, Interest and Variety
Motivation is the core of learning. It is a psychological process. Motivation, interest and variety are interrelated terms. There is no learning without interest and there is no interest without motivation and there is no motivation without varieties of different physical and mental activities A student can himself learn the language if he is motivated by the teacher to learn the language. If a child is to learn, he must be motivated, There may be two types of motivation
(i) Internal Motivation, (ii) External Motivation.
The internal motivation is related to the internal nature of the individual emotions. Child's own ambitions and desires motivate him. But sometimes, the learner is not internally motivated, there would be the need of extrinsic or external motivation for the learner to achieve the particular objectives of English teaching. External motivation is developed and created by the English teacher in the learner.
The purpose of motivation is to create a zeal to learn something new in language. Motivation involves need, desire and interest to react. When desire to earn money and desire to learn language bring the response and reaction in individual, motivation takes place. The process goes like this: Internal desire to express ideas → motivation to learn language → learning the mother-tongue.
2. The Principal of Naturalness
Man has a natural tendency to learn language for self-expression, for communication and, for information. The mother tongue is always learnt easily because there is a natural environment for learning mother tongue. The mother-tongue is spoken in the environment created by family and neighbourhood. From the very beginning the child listens to his parents, brothers, sisters, friends talking in that language. He rises with that language and sleeps with that language. In this way, a natural environment for mother-tongue learning is created around him. He later enlarges his sphere of activity, consequently enlarging the scope and depth of his language. But this is not true with foreign language. The child encounters this language all of a sudden in one of his classes and only for four or six period in a week. Therefore, it becomes difficult for him to learn the language.
3. The Principle of Exposure
When the child is provided a conductive and proper environment require for speaking the language when he is exposed to the environment where his mother tongue is spoken and written, he the mother. tongue more rapidly. He finds language exposure at home, school and society. The habits of listening, speaking, reading and writing all the constant practice and exposure which is possible only in a conductive language environment. The mother tongue is spoken in the language environment created by the family, school, neighbourhood and society. In the beginning, the child learns his language from his mother, father, brother, sisters and friends of his age.
4. The Principle of Habit-Formation
Language learning is a skill which need constant practice and usage language is the instrument of all subjects. So it should be automatic i.e. a habit. Habit is the second nature of man which makes the speech natural
It is much easier for a child to learn his mother-tongue while at home and picks up a working vocabulary rather fast. He specially picks up those words which help him in his day-to-day life. It entails a great deal of practice on his part to understand these structures. Wherever he goes, he finds people speaking the same language, hence he sort of automatically gets into it. Even the learning of a mother-tongue is as much a habit as learning English. Habit formation includes four types of habits:
(i) Habit of listening.
(ii) Habit of speaking.
(iii) Habit of writing. According to Palmer, "Language learning is essentially a habit forming process, a process during which we acquire new habits."
Apart from the habits of four skills of language the following habits should be formulated in the students by our English teachers
(i) Habit of Imitating.
(ii) Habit of Repeating.
(iii) Habit of Spelling.
(iv) Habit of correct use of language.
(v) Habit of correct pronunciation.
(vi) Habit of consulting dictionary.
(vii) Habit of going of library.
(viii) Habit of reading of newspapers, journals, magazines and story books.
5. The Principle of Using Mother-Tongue
Mother-tongue may be helpful in teaching foreign language. As Robert Paul says in his book "Understanding English"-"When we learn first language, we face the universe directly and learn to clothe it with speech. When we learn a second language we tend to filter the universe through the language already known." Some of the linguists are not in favour of this thinking. They think that mother-tongue create a negative role in teaching a foreign language. But researches establish this fact that the role of mother-tongue facilitate the teaching foreign language. P. Gurrey points out, "The teaching of mother-tongue and teaching of foreign language can support and assist each other."
(6) The Principles of Learning by Doing
This principle emphasises on acquiring skill by doing. For a foreign language acqui sition written work, pronunciation, reading, spelling writing, hearing P are essential activities. Students should be given a good practice of t these.
(7) The Principle of Multiple Line of Approach
According to th R. N. Safaya', "The term-multiple line implies that one is to proceed P simultaneously from many different points towards the one and the $ same end." So, the teacher should adopt many approaches judicio usly and rationally selected to reach the goal." The different appro aches which can be used are illustrated here:-
(8) The Principle of Accuracy and Correctness
Accuracy implies to the use of right or exact words. It means that words should be used which impart meaning for contexts. For this the following are imperative :
(a) The selection of words should be right,
(b) Use of words should be economical,
(c) Expression should be impressive.
Correctness stands for accuracy of pronunciation, intonation, spelling, structures and articulation. From the very beginning, the teacher should be both accurate and correct.
(9) The Principle of Concreteness
This principle is based on the assumption that knowledge can be stored in mind permanently. if it is gained through practical experience. A child can remember lotus' more if he has seen the flower himself than when he has not. The teacher, therefore, should begin with concrete things. As P. C. Wren says, "the first words of English should be names of things and those things should be there before him as they are named...... He must say 'book', 'desk' etc. and point to the things he names." For this, the teacher can use either classroom material or should bring with him handly material. Besides nouns, others, e.g. adjectives, pronouns, prepositions, conjunctions, verbs, adverbs should also be taught keeping in mind this principle.
(10) The Principle of Correlation with Life
While teaching, the subject-matter should be related to life, customs, traditions, pecularities and characteristics of the particular society to which the students belong. In this way, teaching can be more meaningful and learning can be transferred to real life situations.
(11) The Principle of Language Aptitude
Specialists of language like Carroll and Spoont are of the view that, for learning a language, language aptitude is needed. There are some main com ponents of language aptitude which should be developed in students. These components are:
(i) Phonetic Coding-ability to code sound in such a way that it can be remembered.
(ii) Grammar-ability to handle grammar.
(iii) Rote memorization.
(iv) Inferring linguistic rules, patterns, etc.
These are the various principles of foreign language teaching. If the teacher wants his teaching to be fruitful, if he wants the rate of learning to be accelerated, he must follow these principles in teaching.
(12) The Principle of Aural-Oral Approach
The child learns speaking his mother tongue before reading and writing it. The beginners should be taught with speech lesson in which words and small sentences are to be heard and listened. Oral practice is the quickest way of learning a language. Oral approach is based on the psychological foundations which must be applied in the beginning stage.
The following are the advantages of oral speech :-
(i) Promotes fluency of speech
(ii) Lays the foundation of correct Pronunciation
(iii) Sentence is the Unit of Speech the language
(iv) Mastering over functional grammar
(v) Strengthens listening and speaking skills
