LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 4 April 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Interactive Techniques in the Language Classroom -
An Activity Based Research Study

J. Samuel Kirubahar, Ph.D.
A. Subashini, M.A., M.Phil., B.Ed.

Abstract

Language learning and teaching can be an exciting and refreshing activity for students and teachers. This atmosphere of excitement and trust can be created where confident students initiate and cooperate in imaginative activities, sharing with each other real messages in authentic and exhilarating interaction. In a second- language situation, interaction becomes essential for survival in the new language and culture, and students need help to cope with styles of interaction. Interaction involves listening to others, talking to others, and negotiating meaning in a shared context. Students can increase their language store through a wide range or interactive games, activities, and tasks. It has been noted that language teachers have to consider the classes with informal atmospheres which are most appropriate environments for communicative language practice.

Introduction

English has been taught in the educational institutions for quite a long time, yet the students feel handicapped in using it effectively in and outside their classrooms. The reasons are many and manifold but the most obvious and glaring is the use of faulty methods of teaching and learning the language at various levels of education. The methods so far used have been considered as a mechanical process of learning and teaching without considering its cognitive aspects. The learner is considered a mere appendage in the learning/teaching process and the teacher is a mere agent who transfers the set material from the higher authorities (the government or board of studies) to the students with no consideration of their present needs.

The examination system enables the teachers to test the learners' memory and luck alone and not their competence in the various language skills. All these factors have led to a serious set back to the quality of education.

A shift therefore needs to be made if the language learning/teaching has to yield positive results. The interactive method in English language teaching with its learner-centered focus can help in equipping the students with adequate skills to use language communicatively in different situations. In fact, language is a creative process with the learner playing a pivotal role. Communication is an interaction between people who have something to share.

If communication is to be the objective in foreign language teaching, then interaction must be present. If skillfully handled, interactive classroom techniques can promote learner initiative and autonomy, which, in turn, will ensure successful language learning. Since real communication interaction is a collaborative activity, classroom teaching and learning activities must be interactive in nature.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

J. Samuel Kirubahar, Ph.D.
Associate Professor of English
VHNSN College
Virudhunagar
Tamil Nadu
India
samuelkirubhakar@yahoo.in

A. Subashini, M.A., M.Phil., B.Ed.
UGC Major Research Project Fellow in English
VHNSN College
Virudhunagar
Tamil Nadu, India
subaandravi@yahoo.in

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