LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 24:10 October 2024
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Action Research in ELT: The Need of the Hour

Aarthi E., Ph.D. Research Scholar and Dr. Kaviyarasu K., Assistant Professor

Abstract

English is used as a first language, foreign language and second language. In India teaching English as a Second Language has always been a challenging and interesting area of research. Today, learning English as a Second Language is rather chaotic because of the disorder in the LSRW learning sequence. Listening is the primary tool in language acquisition. When listening is enhanced, all the other three skills can be acquired naturally. Also, Creativity is an important aspect in an ESL classroom. So, in connection with this, a good language teacher should also act as a researcher. Action Research is a self-reflective, critical, and systematic approach to exploring one’s own teaching context. The main aim of conducting action research is to identify a significant problem among the language learners. The steps involved in Action Research are - Planning, Action, Observation and Reflection. There are three categories in teacher-research orientation, and they are Descriptive, Interactive and Ideological. Action Research is used to create knowledge and implement change, which will thereby improve practice and performance. Thus, Action Research is conducted by teachers and for teachers.

Keywords: Action Research, ELT, ESL, EFL

Introduction

English Language teaching in India has always been a challenging and interesting area of research. There are various methods and strategies adopted to make the communication of the non-native speakers effective. It is a natural tendency for all human beings to acquire their mother tongue without external effort, whereas when it comes to learning a second language, acquisition does not happen naturally.

Many ELT practitioners all around the globe focus on enhancing the language skills of the learners. Though they share their success stories on how they improve the communication skills of the non-native speakers through their innovative methods, there has always been a trouble in implementing the same successful methods to different groups of non-native speakers. The fact hidden behind a successful method becoming a failure is that all groups do not share the same commonalities, learning difficulties, and problems. A good ELT practitioner’s duty is to identify exactly the problem of the learners and design an appropriate method to solve the problem of the learners.

Why LSRW and not WRSL?

There is always an answer among the ELT practitioners to the question “Why LSRW and not WRSL?” There is a sequence for a language to be learned. When there is chaos in the sequence, disorder becomes natural. To elucidate, English practitioners strongly believe that a child easily learns his/her mother tongue because of non-digression from the laid sequence. The flow of learning the mother tongue has always been Listening, Speaking, Reading and Writing. This is a natural process to learn a language without much effort. Moreover, the child is corrected by adults and correct language samples are provided.

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

Aarthi E., Ph.D. Research Scholar
Department of English, Kongunadu Arts and Science College
Coimbatore – 641029, Tamil Nadu, India
aarthielangovan097@gmail.com

Dr. Kaviyarasu K., Assistant Professor
Department of English, Kongunadu Arts and Science College
Coimbatore – 641029, Tamil Nadu, India
kaviyarasu.k@kongunaducollege.ac.in
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