LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 16:4 April 2016
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.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Problems Faced by the Teachers of a Large Class
in Imparting Writing Skills at the Tertiary Level

B. Ramya Devi, M.A. (English), PGDTE, (M.Phil.)

Abstract

In India, the greatest challenge in the field of English language teaching remains the teaching of language skills. It is indeed surprising that after studying English for 12-15 years, the students fail to correctly express themselves in writing. This paper discusses the role of classroom size in second language teaching, problems confronted by a language teacher in imparting writing skills and possible solutions.

Keywords: writing skill, large classes, tertiary level competence, teaching skills

Classroom - Definition

Classroom is the place where organized teaching and learning takes place. In ESL (English as a second language) it is especially important as the learning of a second language demands more “comprehensible input’’ (Krashen1975), error treatment and language interaction.

As soon as the word ’classroom’ is mentioned, the immediate thought comes to mind is about the size and strength of the classroom i.e. (how many students are there in the class?). This is because of the reason that second language learning is a skill subject where the skills of language have to be actively practiced by the learner, if they are to be mastered and effectively used. He must ensure that the learners understand what they are asked to do, providing at times even the necessary linguistic items they need for various activities. While the students are engaged in various communicative activities, he can monitor their strengths and weaknesses. This enables him to determine the area of their weakness which he must cater for later.

At this point the ‘largeness’ of a class size poses seemingly unsurmountable problems.

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

B. Ramya Devi, M.A.(English), PGDTE, (M.Phil.)
Assistant Professor
ANITS Engineering College
Sangivalsa
Visakhapatnam
Andhra Pradesh
India
ramyadevi.bommanaboina@yahoo.com
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