Transcript PPT
By Dr.T. BANU RAMALAKSHMI ASST.PROF.(SG) / ENGLISH DEPT. OF SCIENCE & HUMANITIES SNS COLLEGE OF ENGINEERING COIMBATORE 4/3/2016 Ph.D Viva-Voce 1 Introduction Activity Oriented Remedial Teaching: A.Vocabulary Learning B. Communication Skills Summing Up 2 Communication is the most important function of a human being For a successful life in any sphere of activity, communication skills are of primary importance. It involves not only producing language correctly but also using language for communication successfully It helps build strong relationship and better understanding which are so vital in our personal and professional life 3 ENGLISH – A COMMUNICATIVE TOOL English plays a central role in this “globalization” It is used as a lingua franca in order to communicate with people in and around the world English serves as a link language in India which is a multi-lingual country It is a key that opens the doors to scientific and technical knowledge, indispensable to the economic and political development 4 The aim of the study is to identify the learning problems in communication skills, encountered by the slow-learners and to provide remedial measures Objectives are to: Identify the slow learners Categorize the errors committed by them Develop a remedial self-learning package Administer the package with a view to reducing their errors Identify the effectiveness of the package in reducing the errors 5 The following hypothesis was formulated for the study based on the objectives that slow-learners will show higher level of Adaptive skills Socio-personal skills Communication skills Motor skills Cognitive skills 6 Slow Learners are often interpreted as “Being unable to learn”. But they are not necessarily less intelligent than other people of their age group The rate at which the student learns a specified content within a prescribed time distinguishes Slow learners from Fast learners They have difficulties following multi-step directions. They do well with manipulative repetitive tasks and master skills when broken into steps They do not speak freely, openly and confidently. The reason is about the other people’s criticism and comments. They do not develop long term goals and tend to live in the present only 7 Adverse social living conditions Migration backgrounds Socialization deficits (School drop outs, health limitations) Learning disabilities such as dyslexia and dyscalculia Difference in language of instruction and the language spoken Non English medium of education up to School level 8 We start with finding out where they are and what skills they currently possess Differentiate between the slow learner and the reluctant learner who is unmotivated, resistive, passive, aggressive and uncooperative Keep assignments short, repeat them and provide variation in the assignments Associate physical and manipulative activities with academics and homework Reduce distractions and promote attentiveness. . 9 Focuses on the interest of the learners Enables learners to be aware of their own goals Allows learners choose what they learn and how they learn and how they assess Emphasizes on inter-disciplinary knowledge Constructs knowledge by interacting with teachers and the data gathered Has access to multiple resources and reflects on what they learned 10 ACTIVITY ORIENTED REMEDIAL TEACHING A. VOCABULARY LEARNING Contextual Learning Approach Task based Learning Approach B. COMMUNICATION SKILLS Written Communication Verbal Communication Non Verbal Communication 11 One who needs to express himself must have a reasonable repertoire of vocabulary Any wrong use of words may result in the break down of communication and may make a difference between persuasion and rejection The objectives of vocabulary teaching are i) To enable the students understand what they need ii) To give expression to their ideas for effective communication 12 Contextual Learning Approach helps the students learn the words in context. It is always easier to learn in context rather than in isolation For instance, in the following three sentences, The man is rich The oil is rich The language is rich The word ‘rich’ takes on three different meanings and thus the vocabulary teaching is predicted on contextual learning approach 13 Contextual Learning Approach is Collocative Associative Cognitive This Approach focuses on the Collocation of words which are learnt faster, assimilated more quickly and used more fluently For instance, the chunks such as, ‘look forward to’, ‘part and parcel’, ‘of and on’ and ‘how do you do’ stay longer in memory because of regular use 14 Contextual Learning Approach is also Associative and Cognitive which makes sure that learning vocabulary takes place in tensionless atmosphere and hence whatever learnt is retained longer For instance, hospital-related expressions are learnt by the students in an associative way. Word fields such as, ‘Doctors are consulted’, ‘illnesses are diagnosed’ , ‘ patients are treated’ are learnt in this manner Students are taught to learn cognitively For example, in the sentence, “He bought the shirt for Rs. 1800. It is really (cheap/expensive)”. Here Rs.1800 is cognitively related to ‘expensive’ 15 Task based approach Trains the students in discovering, guessing meaning of words from contexts and in categorizing words from jumbled word fields Helps the students to come upon, interact with and employ words while trying to solve tasks which are Challenging but not frustrating; tough but not insolvable Saves time and makes the process of learning take place faster, the attaining of which makes for a joyous learning 16 Mimes Contrast Pronunciation through a visual presentation Discovery technique Setting up word fields Identifying appropriate trait using physical and emotional attributes Rearranging jumbled sentences. Matching metaphorical use of words with their meanings. Manipulating the derivative vocabulary in sentence Crossword puzzle Word building and Word Chop Finding synonyms through Context clues 17 Activities Mimes, words. action and gesture are useful devices to present new Words such as ‘walking’, ‘running’, ‘sleeping’ etc are better presented through mimes Contrast is a useful means of presenting vocabulary For example, a box with chalk sticks to the brim can give meaning to ‘full’ while the same box from which all chalk sticks are offloaded can describe ‘empty’ Students are trained in pronunciation through a visual presentation on the black board by writing the stressed syllable in upper case deMOCracy demoCRAtic democratiSAtion 18 Activities Discovery technique is a very good means of letting the students either predict or interact with the word The teacher gives the student the picture of a few people and some adjectives and urges them to match the people with the given adjectives Training the students in using the physical and emotional attributes by inviting them to identify the appropriate traits of each person Kamesh works for fourteen hours and sleeps for only six hours. He is very _____. (busy) Kamesh, fatherless and the only child, lost his mother yesterday. He was ____. (deserted) 19 Activities The students are trained in word fields through activities like rearranging jumbled words , finding out the odd words and Providing with a few big words and to generate smaller words The Teacher gives a list of phrases and sentences and asks the students to identify which phrases are said by the teacher and which by the student and which by both 1. Answer your attendance 2. May I come in? 3. A doubt!!! 4. Do you follow the argument The students relate them accordingly and get the experience of classroom phrases and its academic relevance 20 Activities Another remarkable work in the sphere of vocabulary is the task that concentrates on the adaptability and maneuverability of the English language The teacher provides a matching exercise with metaphorical use of words and their meaning subsequently Example 1. Could you hand me that one please? 2. Keep an eye on this for me, please The meaning to be matched a. When you want someone to pass something b. When you want someone to look after something 21 Activities The next task is designed to train the students in derivative vocabulary and to manipulate them in sentence. Example i) Edmund has to concentrate on his playing. He needs good powers of concentration. ii) I like my friend. He is very likeable. The time-worn Crossword puzzle is another fertile source for vocabulary training. The teacher gives the students the framework and lets them fill in the squares on the basis of a given clues. 22 Activities Word chop takes the next place in vocabulary training where each word has been split into two parts and are put together to form a single word Word List ided devel culmi dation sur ylum dec opment nate pass recommen as The coined words are: i). decided ii). development iii). culminate iv). recommendation v). Surpass vi). asylum 23 Activities The final activity is to find out the synonyms with the help of the Context clues Example The diamond ring was radiantly shining on her finger Using the synonym clue, the word radiantly means a) brightly b) really c) hardly d) Barely The students take up all the above task based activities with interest as they challenge the range of their vocabulary and its appropriate use. These activities also help reducing the errors committed by the slow learners 24 Aims and Objectives To exorcise the fear of writing from the students’ psyche To familiarize the students with simple structures and simple sentences To train them in locating the lead sentence in a paragraph and in making inferences To teach them transfer information, make notes and summarize To train them face college examinations and competitive examination where general writing is an integral part To facilitate communication through e-mails and present curriculum vitae 25 Activities Gap Filling Reordering of Words Changing of Pronouns and Tenses Logical Development and Coherent Links Discourse Transformation Information Transfer Interpretation of the Graph Summarization 26 Aims and Objectives Training the students To use the tenses in various activities suggested by the teacher To use short responses such as, ‘ I do’, ‘neither do I’ , etc In useful functional activities such as, introduction, request, permission and polite refusal Activities Role model Greeting each other Formal introductions Requests & Polite refusals Group Discussion 27 The students are paired up and asked to introduce themselves to each other and to introduce their partner to the group only in actions Activities Discovering Similarities Picture Reading Charades Personalization Localization 28 Communication skills are of primary importance for a successful life in any sphere of activity Having kept this in mind, the English language teacher should give utmost importance to the development of English communication The right attitude of the teacher is important for the students. The language is difficult enough; let not the teachers make it more difficult for the students It is imperative on the part of the students to master them having in mind the unprecedented importance given to communication skills 29 The students must be advised to listen to good English from the sources like radio, television, native speakers and good local speakers of the language for correct pronunciation The students should not only speak in English but also think in English.They must also be encouraged to speak in English with their peer groups and an atmosphere that is conducive to learn the language must be created in the class room The importance of inculcating the reading habit among the students which helps them write the correct spelling, enriching their vocabulary and sentence constructions must be stressed 30