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Language As SOMETHING Of Communication British Language Essay

  1. 1. 2 What is language?
  2. 1. 2. 1 Meanings of Language
  3. Distinctive Features of language
  4. (A) Vocabulary is Human
  1. (B) Vocabulary as something of communication
  2. (C) Vocabulary as Arbitrary
  3. (D) Vocabulary as Vocal
  4. (E) Language is learnt
  5. (F) Vocabulary changes
  6. 1. 3 Process and Learning Process
  7. 1. 3 1 (i) Acquisition Vs Learning
  8. (ii) Acquisition and learning of the Language
  9. First Words Acquisition and Second Vocabulary Learning Process
  10. 1. 3. 3 Second Language Acquisition
  11. Historical Background of Teaching English in India
  12. Pre-Independence Era
  13. Post - Independence Era
  14. 1. 4. 1 Importance of English
  15. 1. 4. 2 Host to British in India
  16. Regional Medium Schools
  17. English Medium Schools
  18. English as another language
  19. 1. 4. 3 English Language Teaching in Andhra Pradesh
  20. 1. 5 Record of Municipal Administrative in India
  21. 1. 5. 1 Performing of Municipal Schools in the. P.
  22. 1. 5. 2 Municipal schools in Vijayawada, Krishna Region, A. P.
  23. Infrastructure
  24. Performance of Municipal School Students in SSC Exams
  25. Municipal Schools
  26. All Schools
  27. 1. 6 The Problems of Coaching / Learning English
  28. Dearth of Competent teachers
  29. Wrong approach to teaching
  30. Shortage of time
  31. Crowded Classes
  32. Lack of Creativity
  33. Teacher's and Student's Regional Dialect impacting proper pronunciation
  34. Teaching Aids
  35. Examinations
  36. 1. 6. 1 The Factors that Influence the Acquisition of another Language
  37. Internal Factors
  38. External Factors
  39. Psychological Factors
  40. Socio-Psychological Factors
  41. Lack of Motivation
  42. Lack of communication Need
  43. 1. 7 Teaching English as a Second vocabulary in the schools
  44. Language Skills
  45. Need of The Study
  46. Regarding the learners
  47. 1. 9 Significance of the Study
  48. Statement of Research
  49. Learning Procedure for English at College Level: A RESEARCH STUDY of Municipal Colleges of Vijayawada, Andhra Pradesh.
  50. Explanation of the Problem
  51. Objectives of the Research
  52. Assumptions
  53. Hypothesis
  54. The Opportunity of the Research
  55. Limitations of the Research
  56. Design of the study Report
  57. Summary

This chapter gets into into the basic important aspects of the research report. The section throws light on the background of teaching and learning process in general, the idea of Municipal universities in India, Andhra Pradesh and Vijayawada. It also includes the backdrop and need of the research, significance, statement, targets, assumptions, hypothesis, opportunity and constraints of the research.

1. 2 What is language?

A vocabulary is a organized means of communication by the use of sounds or typical symbols. It is the code most of us use expressing ourselves and converse to others. It is a communication by person to person. It's the mental faculty or power of vocal communication. It really is something for communicating ideas and emotions using may seem, gestures, signs or grades. Any method of conversing ideas, specifically, human being speech, the appearance of ideas by the tone of voice and looks articulated by the organs of the neck and mouth area is a terminology.

Language is an essential part of life. It really is indeed an excellent phenomenon. Only humans can talk to each other in a variety of languages.

A human language is something of remarkable intricacy. To come to know a individuals terms would be an extraordinary intellectual achievements for a creature not specifically designed to accomplish this activity. A normal child acquires this knowledge on relatively small coverage and without specific training. He may then quite effortlessly utilize an intricate structure of specific guidelines and guiding concepts to convey his thoughts and feelings to others, arousing in them novel ideas and understated perceptions and judgments (Chomsky, 1975. 4)

Language can be an exclusively human property. There are plenty of tools for communication e. g. signs, symbols, gestures, expressions and dialects. Out of these dialect is the most developed, advanced and popular tool for communication. So, language has become a fundamental element of human life. We cannot think of anything without terminology.

Language is a defining attribute of humans that plays a central role in practically all aspects of human activity, discussion, knowledge and thought. Because terms is at the same time a socio-cultural occurrence and a formal system grounded in human cognition and biology, its review rests at the intellectual relationship of the humanities and the sociable, biological and behavioural sciences.

Most human being knowledge and culture is stored and sent in terms. Without language, contemporary society as we realize now would have been impossible. Terms in simple truth is a great tool which includes made human being civilizations possible. Additionally it is the main tool for understanding, pondering, for development of knowledge, its pervasion, storage area and improvement.

1. 2. 1 Meanings of Language

Language has been described in various ways by the linguists.

According to Bolinger, words is "A system of vocal auditory communication, interacting with the activities of its users, employing conventional songs made up of arbitrary patterned sound units and assembled according to set tips". (Pandit, kute and Suryawanshi, 1999. 1)

Wardhaugh defines words as "Something of arbitrary vocal symbols used for individuals communication". (Pandit, Kute and Suryawanshi, 1999. 2)

Block and Trager state governments "Language is a set of arbitrary vocal icons through which a social group communicates". (Manager, 2002. 1) "Language is the medium through which the kid acquires the ethnic, moral, religious and other ideals of society". (Klein, 1986. 6)

An understanding of language as Open, dynamic, enthusiastic, constantly changing and personal (Shohamy, 2007. 5) encompasses the abundant complexities of communication. Terminology is not a thing to be studied but a means of finding, understanding and interacting about the entire world and each words user uses his or her language(s) differently to do this. People use language for purposeful communication and learning a new language requires learning how to use words, rules and understanding of language and its own use in order to communicate with speaker systems of the terminology.

Distinctive Features of language

(A) Vocabulary is Human

A totally distinctive feature of language is that it is human. It really is a very not the same as that of creature communication. Human terms uses the duality feature that is of concurrent system of sound and meaning. Terminology does not are present in the communication of some other kinds. So in what of Dwight Bolinger, "Language is species specific. It is uniquely human characteristic, distributed by the culture so diverse and by individuals actually and mentally so unlike each other. "(Bolinger, 1968. 3)

(B) Vocabulary as something of communication

Language is mainly an instrument of communication among humans in a community. Humans communicate their ideas, thoughts, feelings, emotions, wishes, experience to others by accomplishing certain actions. These actions create sound waves which travel through mid-air in one person to others. Thus, language works as a means to express ones communicative needs.

(C) Vocabulary as Arbitrary

The audio and this is bear an arbitrary romance. It is a subject of convention. Between the audio and the sense the casual matching is an opportunity rather than a rule.

Hence, this arbitrariness is the relationship offers a broad field of uniqueness and variety. This property is helpful to the terms user who looks forward to and openness and liberty to work with the dialect.

(D) Vocabulary as Vocal

The principal medium of language is sound. May seem are called dental aural icons of communication. It is fundamentally related to the vocal audio system.

(E) Language is learnt

The child discovers a words and he/she learns it over an extended time frame. His / her language learning starts with various isolated does sound. Gradually she or he acquires the full total sound system and grammatical guidelines.

(F) Vocabulary changes

Every dialect is a living phenomenon. According to the loudspeakers needs it constantly changes and builds up. New words are lent and ingested in a terms every once in awhile.

In a means, human words is very significant and important; It is like a organic material to learn anything in one's life. Dialect is something that folks do in their daily lives and something they use expressing, create and interpret meanings and to establish and keep maintaining social and social relationships.

The essential aspect or property of terminology is that terminology is 'attained' rather than 'inherited'. In the focus of the property, language acquisition becomes very significant regarding every individual.

1. 3 Process and Learning Process

The term 'Process' which is common in acquisition/learning studies is employed in two related meanings. It relates both to the sequence of development [i. e. , to the incremental characteristics of acquisition/learning] and the factors that regulate how acquisition/learning occurs.

Illeris (2007. 3) state governments learning is a very complicated and many sided subject including "Any process that in living microorganisms leads to long term capacity change and which is not exclusively due to biological maturation or ageing. "

This definition implies that process such as socialization, certification, competence development and therapy are thought to be special types of learning process where real learning takes place.

1. 3 1 (i) Acquisition Vs Learning

There will vary ideas about the acquisition of vocabulary and learning of terminology. Krashen's (1981) opinion is one of them. He distinguishes between 'acquisition' and 'learning'. The ex - refers to the subconscious procedure for picking up a vocabulary through exposure and the last mentioned identifies the conscious procedure for studying it.

According to the view, if a language is internalized subconsciously through subjection in a natural environment the process becomes 'acquisition'. On the other hand, if a vocabulary is internalized consciously through teaching in class room settings the procedure becomes 'Learning'. Whenever a language is internalized subconsciously with a learner, she or he might not exactly have grammatical competence but she or he may have communicative competence in a specific context, so when a dialect is internalized consciously by him or her, he or she may have grammatical competence, but do not need to have communicative competence.

(ii) Acquisition and learning of the Language

Acquisition is the act of getting something especially knowledge, skill, etc, by one's own work, ability or behavior.

Learning is getting knowledge or skill by learning, from being shown, one's own experience, etc.

It is the procedure by which a child acquires its mom tongue.

Acquisition is an active process by which children, taking cues open to them, construct their own utterances and say things they have never heard about.

Language learning is a behaviour acquired by causing conscious attempts.

There are also many distinctions between the techniques of acquisition and learning.

Children within five years learn their mom tongue through acquisition.

A second terms is learned through conscious work of learning.

Acquisition is an unconscious process where no formal school room instruction is included. Learning however is about conscious knowledge and the use of rules and structures.

In vocabulary acquisition, the focus is on communication or reception of a message. But in language learning the thrust is on Syntax and grammar.

First Words Acquisition and Second Vocabulary Learning Process

There are two different approaches about the acquisition procedure for terms. Linguists like Chomsky and his fans, assume that language is innate and children acquire only the Corpus of the vocabulary from the environment rather than the framework. Psychologists suppose that terminology is learnt like other behaviours.

Further, they declare that both corpus and composition of terminology are acquired from environment. However, both approaches accept the importance of the environment for acquiring a terminology.

First terminology acquisition occurs when the learner usually a kid - has been without a language so far and now acquires one [Klein, 1986. 4]. Hence, the acquiring process of language occurs, subconsciously in a cultural environment in a number of stages. The studies (Droni, 1979; Ingram, 1989; Redford, 1990) uncover the levels of acquiring first terms. These periods are prilinguistic level, single word level, early multiword level, later multiword level. Within the later multiword level, children produce unlimited number of phrases utilizing their linguistic competence.

Where as 'Second Language acquisition' (SLA) is used in the applied linguistic studies to make reference to the internalization process of an L2 through vulnerability in a sociable environment where the real communication occurs. Further, Eliss (1986. 6) says that second words acquisition is the subconscious or mindful process by which a language, apart from the mom tongue is learnt in a natural or a tutored environment. It covers the introduction of phonology, lexis, sentence structure and pragmatic knowledge.

As very good as acquisition of first language is concerned, the child follows the series of linguistic skills i. e. L-S-R-W (Listening - Speaking - Reading - Writing). But while learning another or spanish the sequence of skills is improved. It becomes as L-R-W-S (Listening, Reading, Writing and Speaking). So learner of any international or second vocabulary encounters many problems.

How has this issue of foreign or second dialect occurred? And just why has it become acute in these days?

1. 3. 3 Second Language Acquisition

According to second dialect acquisition theory, dialect is acquired when we know very well what is said or written, alternatively than how it is indicated. Language acquisition takes place when we concentrate on meaning and not on form (Stevick 1976). Learners be successful when they actively participate in their own learning.

Stevick further says that the learners may only flourish in formulating few vocabulary utterances when they are actively involved in connection. Therefore, interaction performs a essential role in the second words acquisition process.

According to Krasheu (1984), comprehensible suggestions is necessary for second vocabulary acquisition which, according to him, takes place in a low anxiety situation. In some cases input is provided and recognized, but will not bring about acquisition, as the learner suffers a mental block which prevents him or her from learning effectively. Keeping this because, Krasheu has created the 'affective filter hypotheses in relation to second words acquisition. His 'Affective filtration system hypothesis' claims that, when the learner is not encouraged, when he/she over restless about his/her performance, then there is a mental stop called the 'affective filtration system', this helps prevent the source from achieving those elements of the brain responsible for terms acquisition, and consequently the second dialect acquired actually is minimal.

This theory means that the second terms, classes should be filled with comprehensible input presented in a low - stress situation. To be able to facilitate second terminology acquisition, the school room is considered a very good place for start second dialect, acquisition, as the learners acquire the language conditions which are conducive to learning through training. One of the key goals of coaching in the next language class room is thus to help the learners understand the language, and improve on their own. With the help of the data of the new words and the signs provided to them through contact with the second terms.

The words classes, which expose the learners to comprehensible source, are considered to facilitate the next words acquisition. As the present study focuses on learning procedure for English at university, it is important to examine the dialect skills (LSRW) as a means of acquiring second terms.

Historical Background of Teaching English in India

Let us check out the historical history of teaching English in India.

Pre-Independence Era

When British was unveiled in the united states in the 19th century, the reason was to create 'a school of people, India in blood vessels and shade, but English in thoughts and opinions, in moral and in intellect. ' The British educated' class of folks were to act as mediators in supervision. Thus English became the electricity language.

After 1920 and right up to the dawn of freedom many historical happenings occurred in India. These occasions were Country wide freedom motion, the round table conference, the financial useless look and the Second World War. These were followed in quick succession. The entire effect of these occurrences was that the government could not put into action any changes regarding their guidelines of education and medium of training. However, English extended to dominate the curriculum of Indian classes, universites and colleges.

In this way, British became very important Terminology in Indian education system. It was associated with better education, culture and intellect. The United kingdom ruled over many parts of the entire world, hence, English pervaded in many countries. In a natural way it got international status.

Post - Independence Era

Though the Post-independence India witnessed a great deal of anger against British, the language has been maintained as Associate official terms since 1950. However the folks of India started out to feel their problems in more natural way. They started out to believe keenly about politics, economics and even about education. They desired complete independence in every field i. e. politics, cultural, economical and educational fields.

Pundit Nehru portrayed his views in connection with the continuation of English. He said, "Indian dialects have experienced psychologically and in any other case because of British, yet they have gained a great deal to form contacts with the wider world. . however, British cannot be in India, anything a second language in future. " (Gurav, 2002. 4)

"Of all superstitions that India has, none is so excellent as that a knowledge of the English terms is necessary for imbibing ideas of liberty and producing precision of thought. " [Gurav, 2002. 4]

Though the aforementioned expressions revealed that our national leaders, who were the product of British education, were supporters for British as a international or second terminology, English language has been around the position of controversy even after fifty many years of the country's independence. The task posed by English dialect in the multilingual contemporary society of India with 1652 mom tongues and 18 major dialects contained in the VIII routine of Constitution, was the main topic of examination by several commissions, Committees and Reviews on the issue of language policy and medium of education.

However, English prolonged to occupy an important place in Indian education system.

After self-reliance various commissions and research organizations have given their views about the study of English terms in India e. g.

The Radhakrishna Fee (1948) emphasized the need for the continuance of the study of English.

The University Education Commission rate (1949) focused on, " English will continue to take up an important devote India's academics and intellectual life. English should be studied in High academic institutions and in universities in order that we would keep ourselves in touch with the living stream of ever-growing knowledge. " [Purkait, 1987. 320 -21]

Kothari Commission (1964) highlighted the role of British as a 'Library language. ' (Gurav, 2002. 7)

The survey of the National Commission payment on Education (1964), Ministry of Education, Federal government of India, has insisted on the analysis of British for useful purposes. (Yardi, 1987. 34)

Prof. Gokak said that the study of English should be persisted. (Yardi, 1987. 29)

From all these views, it is clear that English vocabulary has occupied a place of prestige inside our country.

1. 4. 1 Importance of English

Language takes on a essential role in a modern culture because it is not only a function of communication but also a way of life. It carries historical, cultural, spiritual as well as cultural markers of people. It is such as a raw material to obtain fine product of education. Hence the English language has got the significant importance in the current education system.

English is widely used as a global language across the world. It really is one of the state dialects, even in the majority of the countries of the world. It really is spoken by more than 340 million people as an initial language in UK and the United States. It is also used for international communication.

Randolph Quick point out that, "Nowadays there are something similar to 250 million people for whom English is the mother tongue or first dialect and this of course means for the most part, their only words. If we increase this the number of people who've a working understanding of English as a second or spanish (many Indians, Africans, Frenchmen and Russians etc), we raise the total to about 350 million. " (Quirk, 1972. 8)

It is important as a collection language which takes on a essential role in higher education. It is a dialect of trade and business, science and advanced technology, drugs and computer. Need for English language is because of its international use. In Pandit Nehru's words it is just a "Window to the world'. (Gurav, 2003. 7) British has demonstrated itself, as a torch - bearing to the countries of the world.

English has become important terms for countrywide and international communication. It is the only language which is widely known as a link language. Hence, British is cared for as a terminology of a global village. It really is an important terms for social cohesion.

F. G France has rightly pointed out the value of English. He says, "Because of rapid spread of industrial development, knowledge and technology, international trade and business and the close interdependence of countries; English has become a world terminology. " (Gurav, 2002. 8)

Due to such importance it seems that English communication is the most effective way to open various doorways of opportunities in various fields.

Let's see what place the British vocabulary has in the school curriculum.

1. 4. 2 Host to British in India

The English vocabulary became popular, since it opened pathways to education, job and affect. The British education system was were only available in 1835 by the British. In those days English performed an important role in university curriculum. It had been taught as a compulsory subject.

By the time India became 3rd party, English had already consolidated its position in the institution and school education. The words serves of 1963 and 1967 reinforced the position of English in India. The words has blended itself with the cultural and social life of the united states. Its importance as a countrywide and international website link language as a dialect of trade, as a collection language and an official language of administration is fully accepted in India.

However, the National Insurance policy of Education [NPE] of 1968 reiterates suggestions to adopt local languages as medium of instructions at the university level and attempts to use the three terms formula. Inspite of strong advice of NPE (1968), the school education has been prolonged through English and the apparent simple truth is that English is preferred by many learners and the parents. This is due to better chances the learners would need to qualify with an acceptable command within the English language.

Kothari Fee (1964 - 66) has suggested the there language method in which English has been put as a second or third terms. The three terms formula is as follows:

Regional Medium Schools

English Medium Schools


Telugu (Mom tongue)

English (International vocabulary)


Hindi (Country wide language)

Hindi (Country wide language)


English (International terms and 2nd language

Mother tongue

(Telugu as Mom tongue in Andhra Pradesh)

English as another language

English has been used as another terms in India not really a foreign language. It has been used as the official dialect, a medium for advanced schooling, the countrywide and international hyperlink language, social and inter institutional communication, a words of business, a terminology of competitive examinations and a vocabulary of professionals.

English became the 'natural' terms for wider communication and the terms of technology, modernity and development. After Hindi it's the most commonly spoken dialect in India and probably the most read and written vocabulary in India.

1. 4. 3 English Language Teaching in Andhra Pradesh

The syllabi of the state of hawaii analyzed provides picture of how terminology learning is comprehended; the basic conditions for learning a terms as a second or foreign language aimed at and the essential of any good dialect learning, teaching in a situation like the rural Indian options. The requirements may be stated as

(i) Proficient dialect professor (ii) amount of subjection of students to the terms (iii) inspiration of children (iv) materials that would provide opportunities for the learner and teacher to act and behave and move beyond the text messages.

But the syllabus of Andhra Pradesh will not make an attempt to understand what's terms learning i. e. assumptions about vocabulary learning. The syllabus demonstrates:

Attainment of basic effectiveness, and

The development of language is really as an instrument for basic social communication and later for abstract thought.

It will not talk about the learner, mother nature of learning, terminology and learning. The place and position of English terminology is touched officially. The syllabus pulls learning upon NCF-2005.

Objectives try to bring in a lot of things at exactly the same time. Though the syllabus advocates multiple ways of coaching learning the words, it appears that it relies intensely on classic structural approach in the principal classes. The amount of constructions to be educated / discovered is listed in the comprehensive syllabus.

As the research is dependant on the municipal universities, let us start to see the background of municipal institutions of Vijayawada, A. P.

1. 5 Record of Municipal Administrative in India

In India a Municipal Corporation is an area body that administers a city of people 200, 000 or even more. Beneath the Panchayati raj system, it interacts straight with the state government, though it administratively part of the district it is situated in.

The First Municipal Organization in modern India was create in the previous presidency town of Madras in 1688. It had been followed by Municipal Firm of Calcutta in 1876 and Bombay in 1888. Lord Ripon (1880-84), the viceroy of India created and element of elections in the municipal Corporation. The reforms launched by Lord Ripon continue steadily to have its traces in the existing local self government authorities.

1. 5. 1 Performing of Municipal Schools in the. P.

Education in the AP Municipality Act, 1965 under section 130 read with Guideline 42 of taxation and Fund guidelines appended to the APM ACL 1965, municipality can incur expenses linked with education on the next items:

Establishment and maintenance of Colleges;

Construction and maintenance of university buildings; and

Training of teachers.

Education is not described explicitly as a location of core concern for municipalities in Andhra Pradesh and there fore it is just a grey area. It really is taking good care from Section 31A above that the role of municipalities in 'controlling' education is restricted. The administrative function of appointing Headmasters and teachers in the Municipal Academic institutions, managing and disbursing their wages, promoting and moving the staff and keeping the maintenance of the municipal classes under their management is what all municipal regulators have been doing this far. A lot of the academic functions break with the training department.

In AP, municipal academic institutions exist in only 13 districts of the 23 districts in the state. Nearly 2100 municipal academic institutions are functioning in the state of hawaii. About 1400 major schools, 400 upper primary academic institutions and 300 extra schools are working in their state. Over 3. 5 lakh children are enrolled in these academic institutions and 8100 instructors will work in the municipal universities with TP proportion of 45, 49 and 40 is main, upper major and secondary institutions respectively

1. 5. 2 Municipal schools in Vijayawada, Krishna Region, A. P.

Vijayawada, also known as "Vidyala wada" (Place of Education), occupies a sizable amount of the educational infrastructure of Andhra Pradesh. The city was named "The Educational Sahara" by the international ambassador.

Education in the location is integrated by both the government and the private companies. Vijayawada Municipal Organization takes care of the federal government educational companies.

Following will be the statistics of Municipal Classes:

High schools:28 (including 1 Urdu Medium, 2 Academic institutions both English and Telugu Medium and 1 Tamil Medium)

Upper Primary Institutions: 15 (including 3 Urdu Medium)

Elementary Classes: 65+10=75(10 Urdu Medium, 2 British Media)

Students: 28, 450 (as on 30. 06. 2011)

Teachers: 622

Municipalities are accountable for opening / up gradation of academic institutions in the cities are under Municipal Corporation. A municipality is a product for everyone purposes. All educators in a municipality are under one product for purposes advertising or reversion etc. -panel committee in the municipality has the authority for advertising of teachers. Educators are transferred in one school to some other in the same municipality. Municipal regulators inspect the institution. Salaries of teaching and non - teaching staff are paid by the federal government. Nonetheless it is reduced to the scope of education duty accumulated by the municipality.

The developments in enrolment show a definite change to private classes in urban areas like Vijayawada. Low-quality infrastructure, insufficient sanitation facilities, lack of subject / sufficient teachers, tutor absenteeism, are a few of the factors resulting in poor performance of students resulting in low demand for these universities.


Class rooms: Adequacy of rooms to support is a difficulty in municipal high academic institutions. Problems exist in regards to to venting and sufficient space for all your children in all the class rooms.

Headmaster's office and staff room: Inside the urban municipal classes in Vijayawada there is certainly one room that can be used as a increase for the HM's room as well as the office with the files stacked behind. There is absolutely no location to store and display the various shields, trophies and mementos earned by the school and its teams adequately.

Laboratories: There is absolutely no exclusive space for a laboratory in any of the colleges visited. You will find a small range of demonstrable helps and equipment in high classes, but the same are stacked in cupboards inside classrooms. In the case of an upgraded university, laboratory equipment is being lent from a neighbouring university and the same is returned after showing them in the category.

Library: Libraries essentially provide access to literature that are beyond the class text messages and create a web link with the advancements taking place outdoors. Storage of catalogs in the best of municipal institutions is found not to be satisfactory. Books aren't accessible to the students for whom they are really meant to be additional reading materials.

Common rooms for women: The Government of India has embarked on a quest to retain females in academic institutions through the Country wide Programme Education for women at Elementary Level (NPEGEL). Urban slums in Municipalities and Businesses of the four districts including Krishna area was covered under the program. It had been seen that such room been around in one high school, but had not been being utilized for the purpose. The new constructed rooms were being used as staff rooms for female teachers.

Drinking drinking water and Toilets: Normal water for children has not been uniformly attended to in all municipal academic institutions. Sanitation facilities or toilets in colleges are distributed by the students and the professors. This is a cause for concern as drop out among girls is normally attributed to poor sanitation conditions in schools.

Playgrounds: In the space scarce areas of metropolitan locations, it is hard to find municipal institutions with adequate play space for the students.

Furniture for Personnel and Students: Municipal classes have been lacking in furniture for its students. You will find almost no municipal schools, by any means levels, which have been benches for all the children. This could possibly be the explanation of shifting of parents in moving their children to private colleges.

Performance: Taking a look at the results attained by municipal schools over time, it is found that the go away percentage has been a mixed tote of success and failures. Some of the students of VMC have excelled in academics despite adversities.

The performance of Municipal School students in SSC Mother board exams over the last 3 years is consistently around 60%.

Performance of Municipal School Students in SSC Exams


Municipal Schools

All Schools

No. Appeared

No. Passed


No. Appeared

No. Passed


2008 - 09



59. 75



73. 28

2009 - 10



57. 84



73. 16

2010 - 11



63. 62



75. 47

As is seen from the stand above the performance of municipal institutions is around 60% while the overall performance in every schools is regularly around 70%. The Comparative poor performance is a cause for stress as municipal institution requirements are gearing up to competitive market standards.

As per the recent GO Ms No: 76 (2008), British medium has been introduced in any way levels in municipal universities. However, the machine is not adequately equipped to take care of children who want to enroll British medium universities. A five day training program on Communicative English has been given by the Education section to all the teachers to teach in British which is not satisfactory to handle the classes.

1. 6 The Problems of Coaching / Learning English

The way British is trained in classes especially in municipal and administration colleges today is to a great amount responsible for the deteriorization of the standard of British in India. The aim of English terms education and teaching are certainly very lofty and these are inadequate means to realize them. Listed below are some of the problems encountered by the teachers of British in Municipal and federal government schools:

Dearth of Competent teachers

The teachers of British at municipal and federal colleges do not keep themselves abreast with the recent innovations in the field of linguistics and ideas of learning and coaching, without that they cannot show their students effectively. Although education officials execute some training programme once a year, the professors give least importance to equip themselves with latest methods of teaching English. So, the situation of dearth of capable teachers arises because of the lack of educators who are customized in the method of teaching British.

Wrong approach to teaching

The methods and techniques employed by teacher are defective and out of date. Most of the professors in the schools use the grammar translation method and they are incredibly much comfortable using it and they disregard the other ways of teaching.

Shortage of time

The teachers dash for syllabus completion. They do not have sufficient the perfect time to do other activities like role play, play-way, dramatization etc in the category. The educators do not find time to carry out the interaction with the students in English.

Crowded Classes

The size of the classes all over is considerably large and therefore, students participation in the category work is tranquil impossible. The percentage of students with regards to teacher is not proportional. This is one of the reasons why specific attention is extremely hard to the students.

Lack of Creativity

Students are usually to a great magnitude handicapped in the energy of self-expression. A lot of the students choose to use this old readymade records either written by the tutor or available for sale. The students are not tapped to utilize their creativity.

Teacher's and Student's Regional Dialect impacting proper pronunciation

This is very vital problem with most of the teachers teaching English. Once the teachers try to speak English, they take their own regional dialect into English. They have difficulty in pronunciation and aren't cautious about the stress and intonation of their own speech. They teach inappropriate phonetic transcriptions, pronunciation, stress and intonation to the students.

A large numbers of teachers instructing at university level are incompetent. They have little notion of correct usage and none of them at most of appropriate pronunciation. Their vocabulary is as limited as their reading. They are not conversant by using modern teaching techniques.

Though the written text books recommend for different classes are skill-oriented, teachers are not satisfactory enough to teach them.

The consistent changes manufactured in the plan regarding British by their state and central administration has also proved to be greatly damaging to the educators and learners of the words.

Teaching Aids

Class room coaching products and materials are generally in short supply in schools. Never to discuss of audio-visual assists like tape recorders, lingua phone programmes of film strips, in some cases even bits of chalk and black table are difficult to obtain.


It is pity that most of the examinations in content oriented somewhat than skill-oriented. If any skill must be viewed by the examiners, it is their writing potential. Though reading, being attentive and speaking skills receive in the text books, they are really neglected totally in the examinations.

With the establishment of body like National Council of Educational Research and Training (NCERT), Country wide syllabus has gained in popularity and being significantly adopted by increasingly more states. Many of these syllabi provide enough range for the development of the learner's talents. However, the unfamiliarity of the British teacher with both the aims and goals of the syllabi and their use almost always succeeds in defeating the purposes that they were in the beginning framed.

Teacher's education is one major area which needs radical changes if quality professors are to be available to develop the British terminology skills of the college student.

1. 6. 1 The Factors that Influence the Acquisition of another Language

Several factors effect the Second terms (L2) learners who are able to understand and produce the L2 effectively especially the students who are first technology learners, studying in Municipal and government schools.

Some vocabulary learners are successful by virtue of their pure determination, hard work and persistence. However, there are other critical factors influencing success that are mainly beyond the control of the learner. These factors can be categorized as inner and external.

Internal Factors

Internal factors are those that the individual terminology learner brings with them to this learning situation.

Age: Second vocabulary acquisition is influenced by the age of the learner.

Personality: Introverted or restless learners usually make slower improvement, particularly in the introduction of oral skills. They can be less likely to take advantage of opportunities to speak, or even to look for such opportunities.

Experiences: Learners who have acquired general knowledge and experience are in a strong position to build up a new terminology than those who have not.

Cognition: In, general, the students with increased cognitive abilities make the faster progress. Some linguistics is convinced that there is a specific, innate terms learning ability that is better in a few students than in others.

External Factors

Culture and Status: There exists some evidence that the students in situations where their own culture has less position than that of the culture where these are learning the dialect make slower improvement.

Motivation: The students who are given carrying on, appropriate encouragement to learn by their teachers and parents will fare better than the students from young families that place little importance on terminology learning are likely to progress less quickly.

Psychological Factors

Many linguist and educationists investigated the factors related to the British speaking, such as sociable factors, teacher's affects, learners' strategies. These researches found out that the teaching methods and techniques to a larger level, didn't produce effective British speaking.

According to the studies, the factors which have an effect on English words learning are drive, anxiety, extroversion, self-esteem and self-concept.

Socio-Psychological Factors

Socio-Psychological problems impact the coaching/learning of English in their own respected way.

Lack of Motivation

Motivation is the key force and is known as a complex phenomenon which includes many components, including the individuals drive, dependence on accomplishment and success, attention, desire for arousal and new experience in learning another or foreign language.

Lack of communication Need

The amount of the communicative need is dependent upon the nature of the communal community where the person lives.

Several factors including the learners' age at the time of L2 acquisition, amount of daily use of the L2, capacity of the learners working, conditions, the effect of working storage area on L2 pronunciation and the ability to imitate play a role in accurate L2 understanding and creation.

1. 7 Teaching English as a Second vocabulary in the schools

In the state board schools, English has been unveiled among the language content from the 3rd standard along with other subjects, which is the medium of training in certain schools of the state of hawaii board.

Further, the high school British syllabus includes the prose, poetry, grammar exercises, tuning in and reading comprehensions, conversation practice and communication and other duties.

The teaching of British as a Second language at university level aims (as the preface of the senior high school text discloses)

To help the learners enjoy the learning of British.

To help them pay attention to British spoken by their teachers and classmates, and understand it,

To help them speak English with their educators and classmates,

To coach them to learn and understand the given reading materials,

To help them write simple but appropriate British,

To help them read, recite understand and enjoy simple poems in British and

To help them learn components of terms, such as sounds, words, spellings, phrases, sentences and their structuring.

The above goals expose that the English syllabus is aimed at developing the dialect skills, learn the prospective language and make use of it correctly.

Language Skills

Learning a terms comprises of four skills. These are hearing, speaking, reading and writing (LSRW). The ex - two skills are known as oracy and the later two are known as literacy; both oracy and literacy form linguacy. Among these four skills, being attentive and reading are being used as the programs of receiving information that happen to be called receptive skills. The remaining two skills, speaking and writing are used as stations of mailing information and they are labeled as effective skills.

All these four skills of language will be the bases for communication. Hence, they form the bottom for the terms proficiency 'the potential to use the knowledge in different jobs. '

Need of The Study

As the research scholar is a lecturer in English in another of the colleges in Vijayawada, Krishna Area, A. P came to the realization that the students coming from municipal and administration institutions for intermediate barely know few words in English after studying English as a topic for approximately six periods per week for eight years. She has visited these colleges number of times and observed some of the British classes and realized that the teaching of British in these academic institutions is in chaotic express today.

The researcher has discussed the difficulties confronted by the professors related to British language teaching and realized the key problems of communicative words teaching.

Though the senior high school English syllabus includes the prose, poetry, sentence structure and all the four terminology skills (LSRW), the learners are not educated in a organized way as the professors are in a rush to complete the syllabus and also received used to the sentence structure translation method.

There will vary reasons of problems encountered by the educators. They are the following:

Inadequate training

A abrupt change in the teaching method and strategy.

Teachers- habituated to instruct English in a traditional way by using structural methodology.

Problems in pre-service training.

Problems in in-service training.

Lack of impressive and broad view towards English vocabulary teaching.

Vast syllabus. Concentrate is on conclusion of the syllabus alternatively than language coaching.

Considering each one of these problems the researcher has found it necessary to study the issues of both the students and the educators with the purpose of executing an in-service training program. The investigator seems that there is a gap between the textbooks and the genuine class coaching.

Hence, the researcher possessed the following objective questions in her mind before starting today's research work.

Do the schools (Municipal Corporation Universities) have trained educators for teaching English?

Do they know proper classroom techniques to implement the latest solutions to teach British effectively?

Do the educators get satisfactory and repeated in-service training as well as proper pre-service training?

Do the universities have proper facilities for English language teaching?

What kind of teaching assists do the academic institutions provide to the professors?

Do the instructors use realia for classroom teaching?

Do the classes supply them with library service to get guide materials to instruct English?

What could be the other problems experienced by the teachers while teaching English?

What initiatives should be studied to improve educators' self-assurance and ability to teach English in a powerful way?

Regarding the learners

Why are they unable to comprehend the English language?

What are the problems do they face in learning the terms?

Does the mother tongue interfere in learning English language?

Do the family backdrop and the surroundings become the hurdle to learn English effectively?

Considering the above mentioned questions in her mind, the investigator started her work.

Language acquisition is the procedure where humans find the capacity to perceive and comprehend terms, as well as to produce and use words to speak. Hence, the main objective of teaching and learning the terminology is to get ready the students to talk properly in society. It is found that the students are rating good marks in English but they cannot comprehend the British language. Hence, it's the most serious problem. Which means investigator has selected this problem for the study.

1. 9 Significance of the Study

The present research is effective from the following points of view:

This research is effective to locate the difficulties encountered by the students in learning English language.

It is effective for defining the difficulties face by the teachers to teach English

It is useful for the instructors to overcome the issues faced by them while instructing English.

It is of the help to know the problems of the educators and set up in-service training programmes for the British teachers.

The study is helpful to make some recommendations/remedies to the students.

The study is significant through the idea of view that, even if the written text books are modified periodically, the teachers should be able to teach English effectively.

Statement of Research

Learning Procedure for English at College Level: A RESEARCH STUDY of Municipal Colleges of Vijayawada, Andhra Pradesh.

Explanation of the Problem

The researcher has examined the problems experienced by the learner in learning British dialect and the educators teaching English. Professors of English face the issues regarding clarification of principles of teaching British using latest methods, content material books, class room situations, teaching assists, students involvement in communicative activities and course control.

Students of English face the issues regarding mother tongue impact, family record, linguistic gap and active contribution in the school.

These problems are studied in this research work.

Objectives of the Research

The following aims were framed for today's research.

To measure the listening ability of the students and identify their realizing ability of looks, vocabulary, grammar and information along the way of comprehension.

To identify the communication strategies used by the L2 learners wherever they find linguistic space in the process of learning the dental communication and examine their speaking skills.

To evaluate the reading ability and also to identify the students understanding capacity of the vocabulary and discourse along the way of reading understanding.

To identify the problems came across by the students in the process of learning the writing skills and also identify the L1 interference on L2 writings of the students.

To suggest remedial measures to improve all the four skills of British.

To identify the problems encountered by the English language instructors and

To conduct an exercise program for the in-service educators and propose remedial procedures to help them the expectations of English at university level.


With the knowledge of coaching and observations in their field the researcher has made the next assumptions:-

Most of the professors teaching English at Municipal Firm Schools of Vijayawada, A. P are not using communicative approach to instruct their classes.

Text reserve bureau of Andhra Pradesh has well prepared text catalogs of English well composed of all the four skills (LSRW), elements of words such as tones, words, spellings, phrases, phrases and their structuring.

Some of the instructors teaching British in these institutions are well certified.

The teachers are not given proper in-service training for educating English.

Teaching helps which must teach English are not available in these academic institutions.

The teachers aren't updating themselves with latest methods of teaching British.

The teachers aren't referring hand catalogs and curriculum publication prepared by the written text publication bureau.


After identifying the issues encountered by the learners in learning English and the professors who find it difficult to teach English as a consequence to various reasons, a smartly designed in-service training programme arranged to instruct English makes a big change in teacher's performance and student's accomplishment of learning British.

The Opportunity of the Research

The range of the study was limited by the Municipal academic institutions of Vijayawada, Krishna District, A. P only

The scope of the present study was related to the top primary and Senior high school level, Telugu Medium classes only.

The research work was related to the teachers of English in Municipal institutions of Vijayawada only.

Limitations of the Research

The study was related to the upper primary and high colleges of Municipal Company of Vijayawada, Krishna Area, A. P.

The study was limited by the data collected in the time from 2009-2011.

The present review was not the analysis of the written text books however the approvals of the students and the professors on the basis of which the wording books are ready.

Design of the study Report

The design of the Research report is really as follows:

The initial Section entitled as 'The Backdrop Research' includes the backdrop of English Dialect, education information of Municipal Institutions of Vijayawada, Krishna Area, A. P. , need of the analysis, significance of the study, statement of the research, objectives, assumptions and hypothesis of the study, scope and limitations of the study and the design of today's research article.

Chapter-II presents the type of terminology, second terms acquisition/learning theories, ways of teaching as another language, English dialect skills, the review of the related literature on professional development, in-service training program, and the study studies in the field of English language teaching/learning conducted abroad and in India.

Chapter III will identify the techniques and steps of the dissertation research. It will include research design, the methodology useful for the teachers, technique used for the study, the sampling design, participants, data collection and in-service training programme, its benefits, communicative dialect approach, analysis techniques, and procedure of the pre-test for the learners used by the researcher.

Chapter-IV entitled as Data Collection and Research can be involved with the info examination of the educators' questionnaire, implications of training programme, empowering the professors through professional development and the examination of the students' pre-test questionnaire.

Chapter-V contains the summary, finish and suggestions of the study. The analysis concludes with a bibliography and appendices. Bibliography is given as per MLA hand reserve, seventh release.


This chapter has dealt with the background, information of Municipal institutions of Vijayawada, need, value, aims, hypothesis and assumptions and design of the research record have been given in this section.

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