LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 17:6 June 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.

Language in India www.languageinindia.com is included in the UGC Approved List of Journals. Serial Number 49042.

HOME PAGE

Click Here for Back Issues of Language in India - From 2001

BOOKS FOR YOU TO READ AND DOWNLOAD FREE!

REFERENCE MATERIALS

BACK ISSUES

  • E-mail your articles and book-length reports in Microsoft Word to languageinindiaUSA@gmail.com.

  • PLEASE READ THE GUIDELINES GIVEN IN HOME PAGE IMMEDIATELY AFTER THE LIST OF CONTENTS.

  • Your articles and book-length reports should be written following the APA, MLA, LSA, or IJDL Stylesheet.

  • The Editorial Board has the right to accept, reject, or suggest modifications to the articles submitted for publication, and to make suitable stylistic adjustments. High quality, academic integrity, ethics and morals are expected from the authors and discussants.

Copyright © 2016
M. S. Thirumalai

Publisher: M. S. Thirumalai, Ph.D.
11249 Oregon Circle
Bloomington, MN 55438
USA
Custom Search

A Study of the Low Achievement of English Language Learners in
Listening Skill at the Elementary Stage in Manipur

Dr. M. Gunamani Singh, B.Ed., M.Ed., Ph.D.
N. Pramodini Devi, Ph.D.

Abstract

Several methodologies and approaches were offered in NCF-2005. These were expected to be adopted in the schools but these were found only partially implemented at the Elementary stage in Manipur. Probably this could be one of the main reasons that the problem of low achievement persisted in some schools and English language learners did not attain the proficiency of Listening skill required at the end of the Elementary stage in Manipur. Therefore, there is need to address this issue because it may not help future careers of the children. After the identification of this problem, ten schools (5 Private English medium schools and 5 Government schools) were selected for our study. Among these 5 Private schools, 2 of them were convent schools. Of the 5 Government schools, one is a model school where relatively more facility has been created by the Government. In order to carry out the investigation, language ability tests of Listening skill were conducted. Questionnaires were administered to the teachers of English, who are working in these ten schools and their responses were analyzed. In addition, the Heads/Principals were also consulted by the investigator in relation to teaching/learning process, evaluation systems and their administration. We found some discrepancies in methods, approaches and techniques.

Keywords: NCF-2005, elementary school, Listening skill, teaching methodology, English learning

Introduction

Listening is a receptive task. Listening skill is a complex ability requiring simultaneous use of a number of different abilities which often develop at different rates whereas writing process involves the use of vocabulary, structure, organization of the material and the fluency or case of communication. Listening skill involves a different set of etiquettes, questioning for explanation, showing empathy and providing a suitable response. Good listening skill includes the understanding ability. Body language is also a part of listening skill. Eye contact with the speaker, sitting straight and alert are the good gestures of a good listener. Listening is a complex, multi-step process, by which spoken language is converted into meaning in the mind" (Lundsteen, 1979:1). Wolvin and Coakly (1985) have identified three steps in the process of listening which are receiving, attending and assigning meaning. In the first step, listeners receive the aural stimuli or the combined aural and visual stimuli presented by the speaker. In the second step, listeners focus on or attend to select stimuli while ignoring other distracting stimuli as so many stimuli surround students in the classroom and they must be attractive to the speaker's message focusing on the most important information in that message. In the third step, listeners assign meaning to or understand the speaker's message.

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

M. Gunamani Singh, M.A. English, B.Ed., M.Ed., Ph.D.
Department of Linguistics
Manipur University
Imphal
Canchpur-795003
Manipur
India
mutum.gunamani@gmal.com

N. Pramodini Devi, Ph.D. (Corresponding Author)
Professor
Department of Linguistics
Manipur University
Imphal
Canchpur-795003
Manipur
India
npdini@yahoo.co.in

Custom Search
  • Click Here to Go to Creative Writing Section

  • Send your articles
    as an attachment
    to your e-mail to
    languageinindiaUSA@gmail.com.
  • Please ensure that your name, academic degrees, institutional affiliation and institutional address, and your e-mail address are all given in the first page of your article. Also include a declaration that your article or work submitted for publication in LANGUAGE IN INDIA is an original work by you and that you have duly acknowledged the work or works of others you used in writing your articles, etc. Remember that by maintaining academic integrity we not only do the right thing but also help the growth, development and recognition of Indian/South Asian scholarship.