LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 17:2 February 2017
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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The Role of Self-Directed Based Learning and Task-Based Learning as a Student Centred Method

Thilagavathy. R., M.A., M.Phil.
Dr. Ravindran, MA. M.Ed., M.Phil. Ph.D.

Abstract

Methods and materials adopted in teaching grammar remains a controversial subject. Teaching of second language grammar is very hard because learner becomes inevitable in order to acquaint the norms of grammar of the target language. Even in the current trends a grammar teacher remains in a state of confusion to device whether one should follow the prescriptive or descriptive or structural approach to teach the grammar. Teacher might have the confusion whether to input the grammatical competence or communicative competence for the learners. In order to get rid from this state of confusion Task Based Method helps the language teacher to teach the grammar rules as well to apply in the real life situation and initiate the self-learning method in the adults who needs to learn new skills.

Keywords: Self-directed learning, task-based learning, student-centred method

Introduction

Most adults spend a considerable time acquiring information and learning new skills. This acquisition is necessary because of the rapidity of change, the continuous creation of new knowledge and ever widening access to information. Over the past few decades, grammar instruction has long been a controversial issue in the field of second language. Focused on two keys such as whether grammar should be taught or how to teach grammar, it has undergone its ups and downs. In the process of which the necessity of grammar instruction is no longer the focus, and the explicit-implicit dimension in grammar teaching has received more attention. Many empirical studies have investigated that which method is better for grammar teaching. (Scott 1989; Zhou, 1989; Gao &Dai 2004; Tian 2005; Xia 2005).

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

Thilagavathy. R., M.A., M.Phil.
Ph.D. Research Scholar
thilagam210@gmail.com

Dr. Ravindran, MA., M.Ed., M.Phil., Ph.D.
Associate Professor & Head
Kamalravi02@gmail.com

PG and Research Department of English
Government Arts College (Autonomous)
Coimbatore -641018
Tamil Nadu
India
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