LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 14:5 May 2014
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.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Use of Prefabricated Routines in Second Language Learning

D. Irish Kezia, M.A., M.Phil., Ph.D. Scholar

Routines in Aid of Second Language Learners

Most of the second language learners struggle to communicate orally even though they are linguistically competent to a certain extent. If these students are asked to write, they will try something, but they feel embarrassed, get excited and filled with anxiety when they are asked to speak. They are not able to present their subject or general knowledge and feel alienated as they come into contact with English speakers. Even if the students have the knowledge of vocabulary and elements related to it, they struggle because of their lack of knowledge on how to start a sentence or phrase. Second language learners can come out of this problem and can communicate with the help of “routines”.

The dictionary meaning of the word routine is defined as “an unvarying and constantly repeated formula, as of speech or action; convenient or predictable response.” Routines are also known as routine formulae, prefabricated routine, speech formulae, etc. These prefabricated routines can improve the creative aspect of learning. This creation plays a major role in the process of acquisition.

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

D. Irish Kezia, M.A., M.Phil., Ph.D. Scholar
Department of English
Manonmaniam Sundaranar University
Tirunelveli 627012
Tamilnadu
India
irishkezia@gmail.com
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