LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 18:7 July 2018
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.
         Dr. S. Chelliah, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Teacher Designed Material Focusing on Integrated Skills
Approach (ISA) To Teach a Prose Lesson – An Empirical Study

Dr. M. Srilakshmi and K. Jayasree

Abstract

According to Nunan (1992) teaching materials are often the most substantial and observable component of pedagogy. In general, students are taught English by using available course textbooks. In most of the cases learning materials in the text books are not appropriate to the requirements of the students. As long as teachers have the objectives of teaching, they should not get discouraged by such a situation. Once the teacher has the objective in mind and is familiar with the needs of the learners, he/she can develop his/her own materials for the learners to accomplish the objectives or to fulfill the learner’s needs. While working on Teacher-produced materials, teachers have to be skillful in choosing or designing integrated activities for their students. Integrating the four language skills enhances the focus on realistic communication which is essential in developing stu¬dents’ competence in English. This article throws light on material developed by teacher integrating the four language skills to teach a selected prose lesson.

Introduction

According to Tomlinson (1998) materials development refers to anything which is done by writers, teachers or learners to provide sources of language input in ways which maximize the likelihood of intake. Generally, teachers try to use all teaching material given in the textbook. Text books are not aimed at any specific group of learners and they often try to focus on one particular skill in an unnatural way. In most of the cases a textbook does not always meet the variety of conditions in a language class (Ur, 1996; Richards, 2003). So, taking into consideration the demands and needs of students, teachers need to find teaching materials unavailable in the textbooks and alter them. In designing materials, teachers’ observation and comprehension of their students is very important. While designing material the teacher must take into account the learning needs, learning preferences, learning interests, students experience etc. Also, materials development allows the teacher to promote the integration of skills as contrasted with the segregation approach. This enables the learners to acquire a clear picture of the nuances and complexity of the English language. Integrating language skills in developing material allows the teacher to keep an eye on students’ progress in various skills at the same time. This way of designing material integrating the skills develops interest in students for English language and they look at it not just as a key to pass an examination but as a tool to interact with people and succeed in the later phase of their life.

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

Dr. M. Srilakshmi
Professor of English
DVR & Dr. HS MIC College of Technology
Kanchikacherla – 521180
Krishna District
Andhra Pradesh
India
tripuranenisrilakshmi568@gmail.com

K. Jayasree
Asst. Prof of English
DVR & Dr. HS MIC College of Technology
Kanchikacherla – 521180
Krishna District
Andhra Pradesh
India
jayasreetati@gmail.com

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