SCERT Assam D El Ed 3rd Semester Pedagogy of English Chapter 2 Solution | D El Ed 3rd Sem Pedagogy of English Chapter 2 “Approach to Teaching of English and the Shift Approaches ” Question Answer

 Chapter 2 

“Approach to Teaching of English and the Shift Approaches “

Very Short Answer Questions — 1 Mark

1. What is an approach in language teaching?
Answer: An approach is a set of principles and beliefs about how a language is learned and how it should be taught.

2. What is a method?
Answer: A method is an organized way of teaching a language based on a particular approach.

3. What is meant by a skill-based approach?
Answer: A skill-based approach focuses mainly on developing specific language skills such as listening, speaking, reading and writing.

4. What is a knowledge-based approach?
Answer: A knowledge-based approach focuses on meaningful understanding and use of language along with the development of language knowledge.

5. What is a fragmentary approach to language?
Answer: It teaches language in separate units such as letters, syllables, words and isolated sentences.

6. What is a holistic approach to language?
Answer: A holistic approach treats language as meaningful communication through complete texts and discourses.

7. What is discourse?
Answer: Discourse is a meaningful stretch of spoken or written language used in a particular context.

8. What is a teacher-centred approach?
Answer: It is an approach in which the teacher controls most classroom activities and learners mainly receive information.

9. What is a learner-centred approach?
Answer: It is an approach in which learners actively participate in the learning process.

10. What is Behaviourism?
Answer: Behaviourism views learning largely as the formation of observable behaviour through stimulus, response, practice and reinforcement.

11. What is the Grammar-Translation Method?
Answer: It is a method that teaches a language mainly through grammar rules, translation and written exercises.

12. What is the Audio-lingual Method?
Answer: It is a method that uses listening, repetition, drills and pattern practice to develop language habits.

13. What is the Structural Approach?
Answer: It is an approach that teaches language through selected and graded grammatical structures.

14. What is the Cognitive Approach?
Answer: The Cognitive Approach views language learning as an active mental process involving understanding, thinking and rule formation.

15. What is the Constructivist Approach?
Answer: It is an approach in which learners actively construct knowledge through experience, interaction and prior knowledge.

16. What is CLT?
Answer: CLT stands for Communicative Language Teaching.

17. What is the main aim of CLT?
Answer: The main aim of CLT is to develop communicative competence.

18. What is communicative competence?
Answer: It is the ability to use language appropriately and effectively in meaningful situations.

19. What is learner autonomy?
Answer: Learner autonomy is the ability of learners to take increasing responsibility for their own learning.

20. What is motivation in language learning?
Answer: Motivation is the desire and willingness that encourages a learner to learn and use a language.

Short Answer Questions — 2/3 Marks

1. What is meant by a shift in approaches to English teaching?

Answer: A shift in approaches means a change from older, more mechanical and teacher-dominated methods towards approaches that emphasize meaningful communication, learner participation, cognition and construction of knowledge.

2. Distinguish between the skill-based and knowledge-based approaches.

Answer: A skill-based approach concentrates on practising individual language skills. A knowledge-based approach gives greater importance to understanding, meaning, language awareness and the use of knowledge in different contexts.

3. What is the difference between fragmentary and holistic language teaching?

Answer: Fragmentary teaching presents letters, words and sentences separately. Holistic teaching presents language through meaningful stories, conversations, descriptions and other discourses, while smaller language elements are understood within these contexts.

4. Mention three characteristics of a learner-centred classroom.

Answer:

1. Learners actively participate.
2. Pair and group work are used.
3. Learners get opportunities to speak, think, read, write and solve language tasks.

5. What are the main characteristics of the Grammar-Translation Method?

Answer: It emphasizes grammar rules, translation between the mother tongue and English, vocabulary lists, reading and written exercises. Oral communication receives comparatively little attention.

6. Mention three features of the Audio-lingual Method.

Answer:

1. Listening and speaking receive strong emphasis.
2. Repetition and drills are frequently used.
3. Language patterns are practised to form habits.

7. What is the role of learners in the Constructivist Approach?

Answer: Learners actively construct meaning using prior knowledge, experience, interaction, questioning and collaboration rather than simply receiving ready-made information from the teacher.

8. What are socio-psychological factors in English learning?

Answer: Factors such as attitude, aptitude, motivation, needs and level of aspiration affect how learners participate in and progress through English learning. These factors are specifically included in the SCERT unit.

9. What is the importance of meaning in Communicative Language Teaching?

Answer: CLT emphasizes communicating meaningful ideas rather than merely producing grammatically correct isolated sentences. Learners use English for actual purposes such as asking, explaining, requesting and discussing.

10. What is the role of textbooks in CLT?

Answer: Textbooks are useful resources, but they should not control the entire lesson. Teachers can adapt them and add conversations, pair work, role-play, real-life tasks and other resources.

Long Answer Questions — 4/5 Marks

1. Discuss the shift from a skill-based approach to a knowledge-based approach.

Answer:
A skill-based approach mainly focuses on practising Listening, Speaking, Reading and Writing as identifiable skills. Practice is important, but if skills are taught mechanically, learners may fail to understand how language actually works in meaningful contexts.

The shift towards a knowledge-based approach emphasizes:

1. Understanding language and meaning.
2. Connecting language with knowledge and experience.
3. Using language to think and communicate.
4. Developing vocabulary and concepts in context.
5. Integrating different language skills.
6. Applying language knowledge in new situations.

For example, instead of practising isolated reading questions only, learners may read a meaningful text, discuss its ideas and write their own response.

SCERT explicitly includes the shift from Skill-based Approach to Knowledge-based Approach in Unit 2.1.

2. Explain the shift from fragmentary to holistic treatment of language.

Answer:
In a fragmentary approach, language is broken into small isolated units such as:

Letters → Syllables → Words → Sentences

Learners may practise these pieces without enough meaningful context.

A holistic approach treats language as meaningful discourse. Learners encounter:

• stories,
• conversations,
• descriptions,
• poems,
• messages,
• reports.

From these meaningful texts, they gradually understand vocabulary, grammar, sentence patterns and other language features.

Advantages of the holistic approach include:

1. Language is learned in context.
2. Meaning receives priority.
3. LSRW skills can be integrated.
4. Learners experience natural language use.
5. Communication and comprehension improve.

This shift from isolated language units to holistic treatment through discourses is a specific part of SCERT Unit 2.2.

3. Compare teacher-centred and learner-centred approaches.

Answer:

Teacher-centred Approach	Learner-centred Approach
Teacher dominates classroom talk.	Learners actively participate.
Teacher mainly provides information.	Teacher facilitates learning.
Same activity may be given to everyone.	Learner needs and differences are considered.
More lecture and explanation.	More interaction and activities.
Learners often remain passive.	Learners explore, discuss and create.
Correct answer receives major emphasis.	Learning process and reasoning also matter.

In contemporary English pedagogy, a learner-centred approach is preferred because language develops through meaningful use and interaction.

SCERT includes Teacher-centred Approach to Learner-centred Approach under Unit 2.3.

4. Discuss the Behaviouristic Approach to English teaching.

Answer:
Behaviourism views learning largely in terms of observable behaviour. Language learning is seen as developing correct responses through practice and reinforcement.

Important ideas include:

1. Stimulus and Response
2. Repetition
3. Reinforcement
4. Habit formation
5. Imitation
6. Practice

In language teaching, behaviouristic influence can be seen particularly in drills and repeated language patterns.

Educational implications:

• Model correct language.
• Give regular practice.
• Reinforce appropriate responses.
• Move from simple to complex patterns.

However, excessive dependence on repetition may not develop creativity, understanding or spontaneous communication.

5. Explain the Grammar-Translation Method with its merits and limitations.

Answer:
The Grammar-Translation Method teaches English mainly through grammar explanation, vocabulary learning and translation.

Main features:

1. Grammar rules receive strong emphasis.
2. Mother tongue is widely used.
3. Translation exercises are common.
4. Reading and writing receive more attention.
5. Accuracy is emphasized.

Merits:

1. Grammar can be explained systematically.
2. It may help in understanding difficult written texts.
3. It is comparatively easy to use in some large classes.

Limitations:

1. Listening and speaking receive little attention.
2. Real communication is limited.
3. Learners may know rules but struggle to speak.
4. Teaching can become mechanical.

SCERT groups the Grammar-Translation Method under Behaviouristic and Structural Approaches for study in Unit 2.4.

6. Discuss the Audio-lingual Method.

Answer:
The Audio-lingual Method developed under strong behaviouristic influence. It emphasizes listening and speaking and uses repeated practice to establish language patterns.

Main characteristics:

1. Listening and speaking are emphasized before extensive reading and writing.
2. Learners listen to language models.
3. Dialogue is frequently used.
4. Pattern drills are common.
5. Repetition and imitation are emphasized.
6. Correct responses receive reinforcement.

Advantages:

• Provides oral practice.
• Can help practise pronunciation and sentence patterns.
• Useful for controlled practice.

Limitations:

• Repetition can become mechanical.
• Learners may reproduce a pattern without understanding it.
• Spontaneous and creative communication may remain limited.

7. Explain the Structural Approach to teaching English.

Answer:
The Structural Approach organizes language teaching around carefully selected and graded sentence structures.

For example:

• This is a book.
• These are books.
• I am reading a book.

The approach assumes that control over important structures helps learners use the language.

Main principles:

1. Selection of structures.
2. Grading from simple to complex.
3. Frequent practice.
4. Contextual presentation where possible.
5. Oral practice before further written practice.

Its strength lies in systematic language practice. However, if structures are taught in isolation, learners may not develop meaningful communicative competence.

8. Explain the Cognitive Approach to English teaching.

Answer:
The Cognitive Approach views language learning as an active mental process. Learners are not simply forming habits; they observe patterns, understand meanings, formulate rules and apply them in new situations.

Important characteristics:

1. Understanding is important.
2. Learners actively think about language.
3. Previous knowledge influences new learning.
4. Meaningful practice is preferred.
5. Learners can discover grammatical and language patterns.
6. Errors may indicate developing understanding.

The teacher creates situations in which learners observe, think, compare and discover rather than merely repeat.

9. Discuss the Constructivist Approach to English teaching.

Answer:
Constructivism holds that learners actively construct knowledge using prior experiences and interactions.

In an English classroom:

1. Learners’ previous language experiences are valued.
2. Meaningful tasks are used.
3. Pair and group work are encouraged.
4. Learners discuss and negotiate meaning.
5. Stories and real-life contexts are used.
6. Multiple responses may be accepted.
7. Errors are treated as part of learning.
8. The teacher acts as a facilitator.

The revised SCERT course itself states that its theoretical perspective is grounded in a constructivist view of language learning.

10. Discuss the nature and role of learners under the Cognitive and Constructivist Approaches.

Answer:
Under these approaches, learners are active participants.

Learners:

1. connect new language with prior knowledge,
2. observe and discover language patterns,
3. ask questions,
4. participate in meaningful tasks,
5. interact with classmates,
6. solve language problems,
7. reflect on their learning,
8. gradually become independent learners.

Different learners may have different needs. Young learners may benefit from stories, games and activities, while beginners require appropriate language support. Large classes may require pair work and group work.

SCERT specifically includes young learners, beginners, large classes and different kinds of learners under Unit 2.5.

11. Explain the socio-psychological factors affecting English learning.

Answer:
Language learning is influenced not only by teaching methods but also by psychological and social factors.

1. Attitude:
A positive attitude can encourage participation.

2. Aptitude:
Learners may differ in particular language-learning abilities.

3. Motivation:
Motivation influences effort and persistence.

4. Needs:
Learners learn better when tasks are connected with meaningful needs.

5. Level of Aspiration:
Learners’ expectations and goals influence their effort.

6. Confidence and Classroom Climate:
A supportive environment can encourage learners to use English without excessive fear of mistakes.

Teachers should therefore avoid treating all learners as identical.

12. What is Communicative Language Teaching? Discuss its features.

Answer:
Communicative Language Teaching (CLT) is an approach that aims to develop learners’ ability to use English meaningfully and appropriately in communication.

Main features:

1. Meaning is central.
2. Communication is the main goal.
3. Learners actively use English.
4. Pair and group work are encouraged.
5. Real or realistic situations are used.
6. Listening, speaking, reading and writing are integrated.
7. Fluency and accuracy both matter.
8. Errors are treated naturally during development.
9. The teacher acts as facilitator.
10. Textbooks are resources rather than the sole source of learning.

SCERT Unit 2.6 specifically identifies Communicative Language Teaching, focus on meaning, the role of textbooks/resources and the teacher’s role in classroom management.

13. Explain the role of the teacher in Communicative Language Teaching.

Answer:
In CLT, the teacher’s role changes from being the sole source of knowledge to being a facilitator and organizer of communication.

The teacher should:

1. create meaningful situations for communication,
2. organize pair and group work,
3. provide appropriate language support,
4. use textbooks flexibly,
5. bring in other relevant resources,
6. monitor learner interaction,
7. give constructive feedback,
8. manage mixed-ability learners,
9. encourage hesitant learners,
10. balance fluency and accuracy.

Good classroom management is especially important because communicative activities often require learners to work simultaneously in pairs or groups.

14. Discuss the role of textbooks and other resources in modern English teaching.

Answer:
A textbook is an important resource, but contemporary English teaching should not be completely textbook-bound.

The teacher can supplement textbooks with:

• pictures,
• storybooks,
• real objects,
• audio,
• short videos,
• local texts,
• role-play cards,
• learner-created material.

The textbook can provide structure, while other resources create additional contexts for communication and support different learners.

In CLT, resources should encourage learners to use language meaningfully rather than merely reproduce textbook answers.

15. Explain the overall shift in approaches to teaching English.

Answer:
The development of English pedagogy shows a broad movement from mechanical, teacher-dominated teaching towards meaningful, learner-centred and communicative learning.

The major shifts are:

Skill practice → Meaningful knowledge and language use
Fragmented language → Holistic discourse
Teacher-centred → Learner-centred
Habit formation alone → Cognitive understanding
Passive reception → Active construction of knowledge
Grammar and translation alone → Communication
Textbook dependence → Multiple learning resources
Single correct response → Exploration and interaction

The purpose of these shifts is not to reject every older technique. Repetition, grammar explanation or structural practice may still be useful when appropriate. The important change is that such techniques are now used within a broader goal of meaningful language learning and communicative competence. SCERT’s Unit 2 is structured around these shifts. 

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