Introduction:-
It is a well known fact that English is the most widely used language and the chief vehicle of International communication in the world today. English is no longer the language of Great Britain only;it has become a 'World Language'. It is the language required for greater understanding. Due to its extensive use in all the essential fields of man’s life and as English is the language of international communication, teaching of English as a foreign and second language has become an important occupation throughout the globe. English is being taught all over the world whether as mother tongue or as a foreign Language or Second Language.
We in India have developed a unique ‘love-hate’ relationship with English. To some, it is disgraceful relic of our slavery and must be banished at once. While there are others who feel India’s progress and modernity are forever linked to English. Because of such ambivalent attitude towards English in India we do not find uniformity about English Teaching in India. In South India English is given paramount importance also it is taught from the primary level. While in Northern part people prefer Hindi.
Prejudice Against English:
The Gujarat state was formed on 1st may 1960. In Gujarat the patriotic fervour was responsible for prejudice against English. Even to talk about usefulness of English was considered unpatriotic. The Gujarat government gave mere priority to Gujarati and less to English. The business oriented people also did not want English. As a result of this 'step-motherly' treatment given to English the status of English in Gujarat has remained poor. Further reasons of unsatisfactory status of English in Gujarat.
1)The approach which was adopted for the teaching of English was bookish and rule governed.
2)Ability to translate was considered the hallmark of learning English.
3)Use of English in real life situation was not conceived to be important.
4)No attention was paid towards communicative competence and need of students learning English.
New Directions of ELT in Gujarat:
The teaching of English in Gujarat has remained poor. But now the winds of change are blowing. Once Verma said: “The time has come when we must modernise and restructure the curriculum in the light of the new needs of English in India today”. [Cf. International Journal of Dravidian Linguistics vol.XVI, No.2, 1987]Perhaps understanding the value of this statement the Gujarat Government has brought sea change in the curriculum. New syllabus and new approach of Language teaching has been introduced in the secondary an higher-secondary level.
The earlier approach of language teaching was "structural-approach'. This approach focused on teaching structures of language. the teaching of English was more about teaching the the form of English. A lot of time in the class was spent in imparting rules of the English Language. As a result of this the students became 'structurally-competent' who can make grammatically correct sentence but who are not able to complete a single communicative task. As the focus was on the teaching the form the students failed to use English for authentic communication.
Due to the failure of this earlier approach of Language teaching the Gujarat State Education Board has now switched to 'Functional Approach of English Teaching'(Mod com Approach). With a view to build self-confidence and provide quality skill to the Secondary and Higher Secondary students of Gujarat, the state Educational Board introduced national curriculum since last two years. The state has tried to provide students a chance to learn an international language in a new way. The new curriculum is in accordance with the new national curriculum of N.C.E.R.T. The syllabus which is employed is called 'Functional Syllabus'. Now the focus of English teaching is more leaned towards the need of the students. Let's get some information about this new syllabus and new approach English teaching.
Communicative Functional Approach
In ‘structural approach’ of teaching English there is put a lot of emphasis on grammatical accuracy. Consequently grammar was give undue importance in curriculum till now. With the introduction on new method and approaches ‘Structural approach’ has began to lose its place of importance in the curriculum because linguistic competence did not ensure communicative competence.
The ‘Functional Approach’ or ‘Modified Communicative Approach’ is a learner-cantered approach. In particular, this approach considers language not only in terms of its structure but also in terms of the communicative functions it performs. As Henry Widdowson says: “Language is what language does”. We use language for some specific purpose. For example, we may ask a question either to make an inquiry or to confirm some news, ever to express surprise. In our day to day transactions, we use language for various purpose. In real life situation the focus is on the meaning not on the form or pattern. This focus on meaning, message or function is the crux of ‘Function Approach’. The Functional Approach focuses on the following features:
· Meaning is Paramount.
· Language learning is learning to communicate.
· Teacher teaches grammar forms and structures to improve communicative competence. So Functional Approach has not abolished the teaching of grammar , it just advocates that the teaching of grammar can be done meaningfully in contextualised situation.
· More emphasis on using language rather than knowing about language.
· In functional language teaching individual-work, pair-work or group-work are the main organisations.
· The teacher in this new approach is co-communicator and co-participant. His task is to provide tension-free learning situation. The teachers' duty is to create such an environment in the class that the learner's get enough opportunities to use English.
· The class is the mostly learner centered class.
Functional Syllabus:-
Language is an open-ended entity. It keeps on changing and modifying itself. It deletes and adds new words and expressions and changes or modifies the old ones. In this sense language is infinite. So it can't be taught at once. The Language need to be taught in slices. This slices of language are called the functions of language. The new syllabuses of English in Gujarat aims at teaching these functions of language. Various language functions are introduced at various levels:
e.g. In Std. 8th: introducing self, talking about others, making simple requests, describing, etc.
In Std 9th: agreeing, disagreeing, making comparisons, giving directions, reporting events.
The selections of the particular language function is based on the communicative value a language function has.The main aim is to provide the learners’ informative interesting and thought provoking material for language teaching-learning. Pre-tasks, pair-works, group-works, individual-tasks are introduced in lessons. More and more functions of language are introduced at different standards:
E.g. in 8th standard: Giving instructions, narrative past events, stating future plans, reporting events etc…
In 9th standard: Expressing results, making comparisons, expressing possibilities, expressing feelings
In the functional modes, the goal of grammar instruction is to enable the learners to carry out their communicative purpose.
In short this new approach and new syllabus to language known as ‘Functional Approach’ is more need-focused, more learner-oriented and more life-like. The Gujarat State Educational Board has tried to change the scenario of English teaching learning by introducing this new approach of language teaching and new syllabus.
Problem
Examine the attitudes of the teachers’ and learners of secondary level towards ‘Functional Syllabus’ and ‘Functional Approach’ of language teaching.
Rationale of the study
The present study is a humble attempt to examine the attitude of teachers and learners of secondary level towards ‘functional Syllabus’ and its teaching. The study is conducted in order to fulfil an assignment given by my professor. But the reason for this particular topic is to satisfy my own curiosity and interest.
As an ELT student I am really interested in various language teaching approaches and methods. The current scenario of language teaching in Gujarat is learned towards ‘Functional language teaching’. So through this study I want to know about success of this new approach. I want to find out what the learners’ and teachers’ opinion about it.
The state Education Board has introduced new course books but it is not the only important thing it is also important to know the attitudes of teacher-learners and how the whole process is going on.The State Education Board has introduced new Functional Syllabus and Functional Approach, but its important to know how the teachers and learners are doing with it.
By doing of this study I want to find out how is the new approach and new ‘Functional Syllabus’ doing in the field of English language teaching.
Aims of the study
The questions this study attempts to answer are given bellow:
1. To find what are the learners’ and teachers’ views and opinion (secondary level) on the new English course book introduced by the state Education Board.
2. To investigate how the teachers delivering the course contain given in the new text books.
3. To find are the new course books introduced for functional language teaching is effective in its objectives or not.
4. To find what are the teacher’s reaction and response to ‘Functional Approach’ of language teaching.
5. To find what are the root cases for the poor standard of English even after significant change in approach and syllabus of English language teaching.
Hypothesis
The following hypotheses were formulated by me for my study:
1. Despite countless efforts made in the field, the old and traditional ‘structural’ or ‘formal approach of teaching continues.
2. The new course books of English have won a fair response from teachers and learners of secondary level.
3. The new course books cannot fulfil their objectives because of poor teaching and improper treatment of the content.
4. Teachers are paying very little attention towards communicative competence of the learners.
5. Poor teaching, large-classes are responsible for deterioration of English.
Data Sources and Data Collection.
The following instruments were used to carry out this study.
1. One questionnaire administrated to a sample of fifteen secondary teachers.
2. One questionnaire administrated to sample of twenty secondary students.
3. Observation of classroom teaching.
4. Informal discussion with students and teachers on various issues.
Preparation of the Questionnaire:-
Keeping the aims of this study in mind two questionnaires were designed. One was administrated to a sample of fifteen teachers and the other was administrated to a sample of twenty teachers.
Teachers’ Questionnaire:-
The items of teacher questionnaire were 35. The teacher questionnaire focuses on the following aspects:-
1. General information and Educational Background
2. Attitude and opinion about Functional Syllabus and New Course-books.
3. Teaching methods used for teaching new course-books and communication.
4. Teaching prose, poetry, Grammar and vocabulary
5. Teachers’ self Evaluation
6. Students’ evaluation by teacher
7. Attitude and Desire for teaching English
The blank space was provided in many questions to enable the teachers to give their suggestions and comments.
Student Questionnaire:-
It is for the students that the teaching activities being carried out. The new syllabus and new approach is said to be learner-cantered and need focused. So the students are the right persons to evaluate the course as well as the teaching process. The student’s questionnaires were designed to bring out the students’ view about teaching material, methods and so on. Students were also asked to do self-evaluation giving answer. In the same way the students were also asked to make the assessment about their teacher. They were also asked to react to the teaching activities, exposure to the language and so on.
The actual classroom teaching of as many as twenty teachers was observed by me and I also discussed with the teachers some issues to check the validity of the data obtained through the questionnaire.
Data Analysis and Evaluation
This part presents the analysis and evaluation of the data collected through the teacher questionnaire, the student questionnaire, discussion with the teachers and observation of the actual classroom teaching.
Teacher Questionnaire:-
Question I was intended to examine the clarity regarding aims and objectives of English teaching. Replying to this question except two all the three teachers held the view that the aims and objectives of the teaching English at secondary level are explicitly stated in the existing syllabus.
Question two was intended to find out teachers own view that on which aspect secondary teaching should emphasis. Four teachers favoured structure of language, five teachers favoured language skills while three teachers opined study of language in meaningful way. Three teachers believe that teaching grammar should be more emphasized.
Question three included in the questionnaire to seek the teachers’ opinion on the English courses prescribed at secondary level. Out of fifteen teachers nine expressed that the course is according to students need, two teachers said that they don’t think so. It is important to note here that out of six teachers who said that the course is not according to students need two teachers have more than thirty years of teaching experience.
Question four was intended to know the attitude of the teachers towards new functional approach. In reply to this question nine teachers said that course is effective and advance. While the other three teachers opined that the course to better than previous course. Only one teacher said that the new approach was not up to the mark.
Question six was included in the questionnaire to find out if the existing text books fulfil the principal goal of developing language skills in the students. In reply to this question almost 70% teachers replied in affirmative.
Question seven asked teachers that whether the contain, activities, tasks and exercises are formed keeping in mind students interest or not. Almost eleven teachers replied in affirmative. Only one teacher disagrees with it.
Question eight was included to know if the course book presents the functions of language in proper way. Again almost 70% teachers agree with this. While 3 teachers completely disagree with it.
Question 11, 12, 13 and 14 was included to know further response of the teachers regarding the new text, its exercises, and tasks and so on.
Questions 15, 16, 17, 18, 19, 20 were included to know the methods teachers use for teaching prose, vocabulary and preparing lesson plan.
Question 21 was included in the questionnaire to know which language teachers mostly use in the class. Almost 80% teachers replied they use English and Gujarati equally. One teacher said he always uses English. But the actual classroom observation revealed that more than ten teachers were struggling while speaking English. This shows teachers poor command over English.
Question 22, under this item teachers were asked about how they teach practical tasks. Almost 65 to 70% teachers said they given rules and do all the exercises in the class. It’s interesting to note here that almost 60% students gave the view that teacher do only grammar exercises. Teachers skip pair-work, group-work and other practical tasks.
Question 30 was intent ended to know teachers opinion about students’ response to ‘functional language teaching’. Six teachers held the view that students response is positive while nine teachers opined that it will take time for students to cope up with this new approach.
Question 31 and 32 focused on the previous matter about students response.
Question 34 under this item many factors which hampered teaching and learning were listed. The teachers were asked to tick any three major causes. In response to this question almost 80% teachers said pressure of completing course over-crowded classes and exam oriented pressure by authority were the main causes that prevented them from doing their job properly.
Students’ Questionnaire:-
The students’ questionnaire consisted of 27 items. The questions of the student’s questionnaire focused on various aspects like; students view on new course books, view on teaching and their teacher, lessons and so on. And overall analysis of the students’ response is presented here in brief.
In an answer, 100% students clearly expressed the view that they desired to study English when asked why they wanted to learn,85% students reported that English is new important in daily life.
When asked whether they liked the text books prescribed in their text, 85% students’ replied that text was good.
When students were asked about lessons in their text, almost 50% find the lesson somewhat OK.
In response to a question almost 95% students said their teacher always gave rules of grammar.
In response to other question 60% students said they never did pair work and group work. Infect in the classroom observation I find except two classes in classes the pair work or group work emphasized by the teacher.
In another question, the students were asked to give their opinion about poems, supplementary lessons. Lessons etc a few students said there is need to made lesson quiet more interaction. While some students said that poems are not interesting.
Observation of the actual classroom teaching:-
I observed the classes of 15 teachers. For that I prepared an observation sheet and pointed out my observation in each particular sheet.
After observing classes of fifteen teachers I found only two teachers used Pre-task. I further observed that most teachers were using Gujarati. They were hardly using English.
The observation further revealed that very few teachers introduced difficult words in meaningful context though almost 60% teachers said in the questionnaire that they teach vocabulary through giving context.
I also realized that except a few, no teacher encouraged the students to ask question or for discussion.
Hardly a few teachers were observed to have taken care about teaching language functions’ or communication. The teacher’s student interaction in most classes I found took place in Gujarati.
The observation also made it clear that 60% to 70% teachers did not have a sound command over English.
It’s important to not that in my observation I found majority of teachers still follow the ‘structural method’ of language teaching.
Conclusions:-
In this study an attempt has been made to examine the attitudes of the teachers and learners of secondary level towards functional syllabus and functional language teaching. This chapter deals with discussing the findings of this study based on analysis of teachers and learners questionnaire, observation of classroom teaching and learning and formal discussion with students and teachers.
Findings:-
The existing syllabus of English of secondary level clearly concentrates on language skills and the amount of language which learner has to acquire. The novelty of the course book has won positive response both from teachers and learners. Students are by nature interested in novelty and the new texts provide it. Most of the students want to learn English because English is now important in daily life. Students have found that the new course given them and opportunity to learn such English which they can use in real life as well. This serves as motivating factor for them.
Though the new course books is good for promoting functional language teaching, the books do not seem to have much impact on the teaching techniques followed by the teachers. Observation of the classes and students’ view revealed that teacher still continue ‘Structural method’; explain lessons of the text in mother tongue and give rules of grammar. The teacher did not feel committed to the new pedagogy because of their belief and attitudes of the practicing teachers.
Mostly all the exercises, tasks in the new texts are based on CLT method and functional method. There has been wide variety of practical task after each lesson. But the observation revealed very few teachers are using the text effectively. The teachers need guidance on how to teach the textbook in the class.
With a new and challenging approach to learning and conversation, the practicing teachers I have found stereo-typed. The classroom observation revealed that very few teachers are taking up the objective of functional language teaching seriously. Some teachers I found were doing some of the activities without understanding the underlying principles. It’s clear that whatever changes in the materials and methods the Governments have made could not have changed the belief and attitude of the practicing teachers.
In most classes I found there were no uses of authentic material, language games. Even pair work and group work were not tried by teachers. Many teachers argued that students are not responding. But I find it important of note here that in those classes where teacher really making efforts and serious about teaching, the students wee equally responding positively.
In very few classes I found teachers using English properly. I found that excessive use of mother tongue by the teachers and inadequate exposure of English prevented learners from getting interested in learning ‘Functional English’.
The important factors such as effective teaching strategies, classroom behaviour and motivation for language production are not given proper attention by the teachers.
Majority of the students don’t have required linguistic competence. In the same way, good English language teachers are very few in number.
The informal discussion with the students disclosed that they liked the lessons, activities, doing pre-task. Some students also pointed out that there should be some change in lessons and poem. But the overall opinion towards text was positive.
The main reason teacher have pointed out which becomes hurdle in teaching Functional English. Some teachers argued that it was good idea to teach ‘functional English’ but if the teacher concentrates on teaching language it would affect the result in exam.
From this study it is clear that realizing the need for training students in spoken English, mostly to functional interaction, this new functional communicative approach to teaching English is introduced. The aim of the new syllabus and new approach is to make the learners able to use English effectively for their social and professional purpose. And it was expected that new course books have won fair response both from teachers and learners of secondary level. But its successful implementation requires competent teachers and change in attitude of teachers toward language teaching.
Outcomes:-
From the study I have done, based on the opinion of 20 students and 15 teachers, I have come to following outcomes:
1. The new ‘functional syllabus’ introduced at secondary level is quite effective and advance for teaching English.
2. The new course is quite clear in its objective.
3. The course at secondary level aims at enabling the learners to acquire certain amount of English they can use in their daily life. As most students pointed out that they learn English because English is now important in daily life. So the course is targeting the right point.
4. The lessons, supplementary lessons, poems are good but as many students pointed out that the lessons should be made a bit more interesting. There should not be too much emphasis on describing facts in lessons. Some lessons become boring because it contain too much details.
5. Teachers said the lessons based on science are boring to teach. Some lessons contain too much detail. e.g. the lesson in the 10th std. 'The Honey bee' contains to much scientific details.
6. The idea of including pair work, group work, and individual task is good. But as most teachers have comment that it’s difficult to organize in the class.
7. The poems in the new course according to the students’ opinion need to be changed.
8. Except a few classes, most language classroom is full of boredom and purposeless action.
9. Change in the syllabus and approach of English have not changed beliefs and attitude of the teachers.
10. Very few teachers are working towards the objectives set for the new course at secondary level.
11. Some of the teachers have started teaching with what they call ‘Remix Approach’. That is to us both the old GTM and functional approach.
12. Majority of the teachers are not taking the task of teaching ‘functional language’ seriously.
13. Teachers need training and awareness regarding teaching the new course book and it’s contain.
14. Some teachers instead of concentrating on teaching present course are craving for a syllabus which emphasis more on grammar.
15. It will take time for the practicing teachers and the learners to cope up with this new approach of language teaching.
Suggestions:-
In view of my finding of the study and the new functional approach of language teaching, I suggest certain measures for successful implementations of the new course books.
1. The teacher and the text book are two important factors in foreign language teaching classroom. But in Gujarat now the task of preparing quality text books is done, but much remains to be desired from teachers. So there is an urgent need for bringing awareness about teaching ‘functional English’ among teacher.
2. Teacher training has to be made a continuous process to make teachers aware of the latest research in the field of English language teaching. “Unplanned and untrained induction of teachers is dangerous to the very existence of our system.”
3. Teachers need to understand the theory underlying the functional approach and then to teach in such a way that the theory is realized in classroom practice.
4. “Using a good text book doesn’t mean that automatically good teaching and learning take place”. Teachers need to understand this and should try to put in their best in teaching functional English.
5. ‘It is wrongly assumed that a mere change in syllabus or methodology can deliver the good, without ensuring excellence of the chief vehicle of the change-the teacher’. So both the teachers and learners should con tribute for adopting new ‘functional syllabus’ and new approach.
Limitations and scope of the study:-
The present study has some limitations in its objectives and scope. The topic is to examine the attitude of the teachers and learners of secondary towards the new functional syllabus and functional approach of language teaching.
The study is limited to few samples only. I selected 20 students from class 8th and 9th and 15 teachers of secondary level. I have made no attempt to test the students’ and teachers’ competence in English.
As the study has been conducted to fulfil assignment given by professor, I got only 25 days. It would be important to point out here that, in spite of all these limitations I have tried to get opinions of as many teachers and students as possible and also I have tried to draw the real picture of my finding in this Research Report.
Guidelines for Further Research:-
The teaching of English has undergone a sea change in period of last few years. In Gujarat there has been made core changes in language teaching syllabus and teaching of language. Recognising the importance of teaching English as a second language in Gujarat, the Government of Gujarat has given sharp attention towards teaching of English in the state.
Along with introduction of new syllabus and change in methodology, their implementation is also important. The present study aims at finding the attitude of teachers and learners toward ‘Functional Syllabus’ its teaching. It is desirable that studies of this type and finding should be done by ELT experts and educational authorities.
It is hoped that finding of this study will help teachers, course designers and learners for promoting and improving teaching of English in new setting.
Bibliography
1. Richards, J.C. and T.S. Ridges (1986). ‘Approaches and Methods in Language Teaching’. Cambridge: C.U.P
2. Firocchiaro.M and Bram fit C. (1983). ‘The Functional-Notional Approach’.. Oxford
3. Misra.R.P.(1989) ‘Research Methodology’., Concept Publishing Company, New Delhi
4. Jadeja,. R and Natraj S. ‘ Communicative Approach’, Gujarat Sahitya Bhavan, Ahemedabad
5. Sites Referred:
# http://www.hmpenglish.com/
# http://www.teachingstyle.com/
# http://www.tefl.net/.
Prepared by:- Vijay Makwana.
M.A. ELT (Final)
