Strength for Today and Bright Hope for Tomorrow

Volume 10 : 11 November 2010
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.
         K. Karunakaran, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.



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ELT in Yemen and India -
The Need for Remedial Measures

Arif Ahmed Mohammed Hassan Al-Ahdal, Ph.D. Scholar


This paper attempts to investigate the ELT scenario in both Yemen and India at the school level with an aim to project /highlight the problems of both the situations and present some suggestions that, once carried out, can improve the teachers' performance and thereby enhance the standard of teaching of English in the said contexts.

Key words: ELT problems; remedial measures; teachers' performance


Yemen is a monolingual country with Arabic as the mother tongue of most of its nationals. English is a foreign language in Yemen. It is taught for three years in preparatory schools (classes7-9) and for three years more at the secondary stage (classes 10-12) in government schools. Thus, most of the students will have studied English for six years before they enter the tertiary stage.

Like learners in many other countries where English is taught as a foreign language, Yemeni learners of English are exposed to English in the classroom, but communicate in their own language outside. Therefore, they cannot communicate well in English either inside or outside the classroom even after completing the tertiary stage of education. They also find it difficult to cope with lectures given in English in the college.

On the other hand, India is a multilingual country with English as the second language of most of its nationals. English is taught for three years at the upper primary stage ( classes 6-8) , and for four more years at the secondary stage ( classes 9-10 and +1- +2 ) in government schools ( the National Curriculum Framework for School Education 2000, quoted in Aslam 2003). Thus, most of the students will have studied English for seven years before they come to the tertiary stage.

Unlike Yemeni students, Indian students are exposed to English outside the classroom as well. There are many occasions when an Indian student communicates with a shopkeeper, for example, in English. However, students do also communicate among themselves in their mother tongue/ native language outside the classroom.

One problem common to both the situations is that teachers of English teach it in a traditional way, i.e., they just focus on teaching grammatical items in a graded manner. The learners receive knowledge alone of English usage, thus they fail to communicate/ speak fluently in English outside the classroom. The poor linguistic ability of school leavers necessitates a thorough change / improvement in the teaching techniques, among other things at the pre-tertiary stage of education. Concrete efforts for improving the English teaching situation in India have been made.

In the preface of his book Teaching English in Changing India, K.P. Thakur states that a "Study group on the teaching of English was appointed by the Ministry of Education, Government of India in 1967 under the chairmanship of Prof. V.K. Gokak to suggest the extent of the knowledge of English which a student should have at the end of the secondary stage with a view to maintaining standards". However, no committee has been formed /appointed for such a purpose in Yemen. This shows that English is given greater attention in India than in Yemen.

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

Implementing Explicit Grammatical Instruction in Thailand Schools | Nature of Sentence Intonation in Kannada, Tulu and Konkani | Language and Gender - Linguistic Analysis of Intermediate English Textbooks in Pakistan | Development of Punjabi-Hindi Aligned Parallel Corpus from Web Using Machine Translation | Paralinguistic and Non-Verbal Props in Second-Language Use: A Study of Icheoku and Masquerade in Nigeria | Economic Perspectives and Life-style Characteristics of the Aged Population in Tamil Nadu, India | Redefining Secularism - An Analysis of John Updike's Terrorist and Mohsin Hamid's The Reluctant Fundamentalist as Post-9/11 Novels | Reduplication in Bengali Language | Development of Time-Compressed Speech Test for Children between 8 - 12 Years of Age in Telugu | Bridging the Gap - The Potential of Contrastive Rhetoric in Teaching L2 Writing | ELT in Yemen and India - The Need for Remedial Measures | Relationship between Multiple Intelligence Categories and Learning Styles of Students in Pakistan | Internet as an Educational Resource in Vocabulary Instruction | The Effectiveness of Technology in Teaching Study Skills | A Study of the Comparative Elements in the Poetry of Keats and Ghani Khan | Sentence Pattern Method - A New Approach for Teaching Spoken English for Tamil/Indian/EFL Learners | Enhancing Language Skills Using Learn to Speak English Software in Engineering Students of Andhra Pradesh | Problems in Teaching of English Language at the Primary Level in District Kohat, NWFP, Pakistan | An Appraisal of the Practicum - Finding the Gaps between Theory and Practice in Teacher Training Institutions in Pakistan | A Study of B.Ed. Students' Attitude Towards Using Internet in Vellore District, Tamilnadu, India, Masters Dissertation | Politics of Sambalpuri or Kosali as a Dialect of Oriya in Orissa | A Six-Step Approach to Teaching Poetry Incorporating the Four Skills | Lexis of a Suicidal | A Case Review of Tamil Diglossia | Comparison of Markedness of Lexical Semantic Abilities in Normal Children and Children with Hearing Impairment | Social Effects and Other Impediments in Teaching Literature | Aligning the Connotations of Love and Freedom in the Novels of Iris Murdoch | Spiritual Communication and Managerial Effectiveness | A PRINT VERSION OF ALL THE PAPERS OF NOVEMBER, 2010 ISSUE IN BOOK FORMAT. | HOME PAGE of November 2010 Issue | HOME PAGE | CONTACT EDITOR

Arif Ahmed Mohammed Hassan Al-Ahdal
Panjab University

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