Article : Activity Based English Language Teaching In Technical University Affiliated Colleges


Activity Based English Language Teaching In Technical University Affiliated Colleges


Dr. B. Samrajya Lakshmi

In most of the Colleges affiliated to the Technical Universities in India, English language is being taught as a second language, but the mode of instruction was totally teacher-fronted earlier and the students were left out as passive listeners. English language training was more like a subject than a language. Most of the academicians and course designers reflecting on teacher-learner introspections felt the dire need for the reformations in the curriculum of ESL. This led to task-based curriculum. This paper focuses on the impact of Activity-based learner-centered curriculum at Indian technical colleges. Each chapter of the text prescribed is divided into five sections, first being pre-reading section involving task aiming at thought provoking on a particular topic as a part of listening activity. Second section has activities training the students in reading skills with comprehension check, vocabulary and grammar practice exercises. Third section is for speaking skills, where students are provided with situations for dialogues and debates. Fourth section aims at analytical writing which includes letter writing, E-mailing and report writing. Fifth section concentrates on training the students for life skills focusing on soft skills like communication, team work etc. This curriculum totally changed the roles of teacher and the taught. Teacher has become the trainer or the facilitator where as the learners became the active participants. The present case study investigated teachers’ and learners’ reactions to a task-based ESL course at a technical University college. For this study, the author who was also one of the teachers teaching the syllabus, collected the teachers’ and learners’ impressions and experiences doing the course over a period of six months within a semester. Their reactions were identified using qualitative analysis of oral and written data elicited both formally and informally through (a) task analysis (b) learning note books (c) Peer observations (d) feed backs questionnaire and (e) Interviews. The findings thus derived indicated that, the course encouraged learners to become more independent and helped the learners to meet out their real world academic needs.

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