International Journal of Innovative Research and Development

Abstract

English Language occupies a unique position in our country and the world at large. It is a unifying agent and a common channel of expression across the globe. The central construct of a language is its spoken form which plays a major role in communication. The existence of a language greatly depends on its usage in terms of listening and speaking and in actuality, it becomes clear that language is essential to give expression to thoughts and feelings of a social group. Man’s relationship to society greatly depends upon the use of language with his fellow beings and the harmony he nurtures is reflected in his communication. Speaking skill is the central construct of a language. It plays a vital part in the learning of a language. Oral proficiency is a major qualification in deciding communicative abilities. Hence, it proves imperative to understand the role of language in communication, and to equip oneself to learn language as a life skill rather than a subject of academic instruction.

The present research attempts at promoting oral skills in tertiary level, L2 learners using pictorial descriptions working on simple strategies practiced in instructional sessions. Pictures play the role of a visual context, emphasizing on meaning, vocabulary and appropriate expression showing lesser concentration on form. Pictures may be defined as visual representations of objects, scenes, persons or abstractions produced on a surface. Since pictures are fixed, the advantage of picturing the meaning at its clearest point is most appropriate, though they offer little possibility for variation. The present study explores the significance of descriptive technique in enhancing spoken language to language minority learners from Auxilium College, Vellore, Tamil Nadu.

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The present article has been designed to comprehend the benefit of interactive sessions and activities in enhancing oral-proficiency in English language to L2 learners, particularly dealing with tertiary level learners. English is a language of opportunity for students. English Language occupies a unique position in our country and the world at large. It is a unifying agent and a common channel of expression across the globe. The focus on learner-centered methods have provided learners greater scope to language acquisition. Having been exposed to rote-method learning in schools, students have remained passive learners refraining from academic activities when at the tertiary level, participation and involvement is most expected of them. The development of speaking skills and oral proficiency is a gradual and slow process which targets the holistic development of individuals in the language learning process. The present attempt is an inspection and understanding into promoting oral skills in L2 learners using activities which motivate interaction to initiate the ability to exchange ideas in the target language, between participants. It aims to review the suitability of interaction and activities used in teaching the language to enhance oral proficiency in L2 learners for communication purposes and the significant role of teachers and learners in the learning process. 

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English occupies a unique position in our country. The learning of English has become a growing necessity in the present-day scenario, all over the world, for the only reason that English is considered as the official link language in administration, society, business world, technology and most importantly in education, apart from holding the dignity of a library language. It can be expressed as a necessary-evil: necessary for its increasing importance when compared to native and other languages, and evil because it poses a constant threat of overpowering native languages. With the advantages surging an upward graphical curve, it cannot be denied that seeking to teaching and learning of English for language acquisition is now a matter of primary concern to  teachers as well as learners, especially for communication. At the primary , secondary and higher secondary levels, whatever be the medium of instruction, English is learned as a secondary language wherein vocabulary, structural and functional aspects are graded higher than communication. At the college level, the need for communication becomes a requisite as English turns to be the only means of instruction. Undergraduates, especially students from rural backgrounds and native medium, are desperately on the lookout for feasible devices to learn and communicate in English. This paper proposes to highlight the significance of activity-based teaching implemented for students at the undergraduate level, who lack the courage and confidence to communicate in English and hence remain low in the ranking scale.

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English has always occupied a unique position in the education system in India. The concept of its inception, right from the primary level, justifies its global position . Students are exposed to the grammatical intricacies of the English language by gradations all through their primary, high school and higher secondary levels of education. A good majority of the learners aim at completing their higher secondary course just for the sake of a decent percentage and hence manage to obtain marks without sufficient knowledge of the language. In the case of native medium learners, there is an upward graphical surge that shows an increasing number who move out of school with a good percentage but remain handicapped in communication. At the undergraduate level, when students are compelled to switch over to English as their medium of education,  it becomes extremely difficult to cater to the academic demands. The regular teaching patterns, heavy syllabus and expected input to create a sense of fear which leads to lack of confidence and uncertainty, especially among students who hail from rural backgrounds and native medium of education.     

This research paper proposes to present an activity-based approach to promote participatory learning, using informal teaching patterns through simple activities, to motivate learners and produce better results by assisting them both educationally and morally, thereby creating a conducive classroom atmosphere. It has been implemented in a class of forty-five and has found to be motivating and effective. Students are educated to learn by learning how to learn. In the words of Tolstoy, “The difference between education and training lies solely in the coercion which training claims as its right. Training is forcible, education is free. (295)

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