Abstract

Exclusive grammar teaching to any mixed ability class is a challengingtask to teachers of English at engineering colleges. But it has to be taught without compromise by adapting creative methodology. Language teachers at engineering colleges should realisethat grammar teaching can be made as a stimulating drill by selecting relevant and inspiring material. Today, language teachers are expected to be multifaceted and tech savvies to teach English language to engineering learners. Presenters of this paper sincerely believe grammar teaching can be an interesting blended language skill activity, with an appropriate choice of material and suitable methodology. Grammar is not to be taught for learning rules of grammar but to improve the communicative competence. Grammar is a means to a different end. Grammar is not an autonomous discipline, isolated from the language. An exposure to the discourse, should be aimed at while teaching grammar. The discourse will turn the attention of the learners to the meaning of what is being communicated and the contextual importance of the various grammatical items. Grammar topics should not be taught in a secluded way, is the view of the presenters. Hence a sample class room experiments on teaching select grammar topics and LSRW skills (listening, speaking, reading and writing) using a Sachin Tendulkar’s Farewell Speech,was illustrated in the paper.Further through this paper, an appeal was made to the fraternity to embrace technology suitably for grammar teaching and skills enhancement.

Key Words – Grammar teaching, mixed ability class, methodology, class room experiments, LSRW skills (listening, speaking, reading and writing), videoand technology.

1. Introduction

The difficulties of grammar teaching to the engineering students have been growing as a complex task by the great increase in the number of heterogeneous learners. Technical English Course prescribed for I year B.E/ B.Tech in any engineering colleges comprise many grammar elements which aim at proficiency in English language. Mererepetition of the grammar topics learned in the schools, does not make grammar learning and teaching as a pleasant task, at collegiate level for the learners. Several discouraging factors are involved in the effectiveness of teaching grammar and language skills enhancement exercises. To mention a few - mixed ability students, lack of qualified English teachers, poor infra-structure prevailing in the class rooms, treating English as a subject rather than a language, or a medium to communicate, conventional ideology regarding language laboratory,etc. All these factors contributed to the fall in interest of grammar teaching - learning in Technical English Course. Keeping aside all the unfavourable conditions, if appropriate material and methodology are identified for grammar teaching, per se will be an interesting LSRW activity and useful learning experience, is the hypothesis of this paper.The below sections in detail elaborate the class room experiments of the presenterin choosing the material and methodology adoptedto teach select grammar topics –Tenses and Framing Questions with the blend of listen, speak, read and write activity.

2. Grammar

Grammar topics occupy a major space in Technical English Course.It has beenprescribed with an objective that the engineering students can eliminate the faults and consequently develop the power to read, write and at last to communicate well.Understanding grammarand effectively usingit, can make communication more clear.Below are the usual grammar exercises presented under the Technical English Course:

1. Suffixes and prefixes

2. Transformation of words from one form to another (Derivatives from root words)

3. Technical vocabulary

4. Matching words and meanings (Synonyms)

5. Compound nouns (word formation & word expansion)

6. Kinds of sentences

7. Active and passive voice – impersonal passive

8. Tenses: simple present, simple past, simple Future, Present continues, post continues, present perfect

9. Modal verbs

10. “Wh” Question forms

11. Conditional clause

12. Gerunds and infinitives

13. Expressing cause and effect

14. Concord

15. Punctuation

16. Writing definitions

Among the above mentioned topics, Tensesand “Wh” question formsare the grammar topics identified to experiment using Sachin Tendulkar’s Farewell Speech, fromWankhede Stadium. The same video is used as a multipurpose material to enhance listening, speaking, reading and writing skills also. A novel teaching methodology should be adapted for grammar and LSRW skills blend teaching –learning. This will enable the learner to produce his/her own sentences and communicate using the grammar items learnt.

3. Integrated Approach for Grammar Tasks and Language Skill Developments

Engineering students unanimously understand the need for proficiency in English language for their career. However, the mundane approach towards grammar teaching and language skill development activities fail to attract the majority of students. . To invite active participation and involvement, the authors of this paper expect the material selection should have newness and relevance to the learners. Hence sports genre is identified based on the interest of the learners and the tasks conducted are motivating and allowed the major section of the class to take part in the class room tasks.ESP and EST the branches of ELT insists onstudents’participation rather than the teachers’lecture.Language skills learning may be easy if language activity is presented in small structure with enough instructions. The teaching materials and the exercises designed should be interesting andpurposeful. Also, theidentified materials should have examples/ models and appropriate instructions for each activity to ensure effectivelearning. The materials identified should have flexibility in approach, methodology,teaching style, evaluation procedure to have expected outcomes.

4.Methodology Adapted to Teach Select Grammar Topics and LSRW Skills

Listening is the toughest skill to cultivate in second language acquisition. It required a continuous and lot of practice for its improvement. Continuous and active improvement with 100% attention from the learner is mandatory for listening skill. Listening is the primary skill for speaking. Sachin Tendulkar’s Farewell Speech, (2013) was played in the language laboratory.

4.i)Pre Video Session

The course teachers clearly presented an overview aboutthe importance of LSRW skills and grammar to I year B.E (EEE – B, 2018 - 2022) students at MepcoSchlenk Engineering College, Sivakasi. This kind of overview is useful to motivate the students’ attitudes towards learning English and allow them to realise the prominence of it. Casual conversation and informal approach by the teachersusually provide learning comfort to the learners for language exercises.

ii)Video Session and the conduct of Select Tasks

Duration of the video is around 21 minutes. Students were encouraged to listen the whole message rather than focusing word by word comprehension. Initially to train the students, listening tasks should offer visual support, so that listeners can develop involvement.Hence a high quality video was played. After watching the video, learners were invited to reply informal questions using different tenses: 1. When did Sachin start playing cricket? 2. Who are his best friends? 3. What will he do after cricket? 4. How long he has been in cricket? etc. The response was impressive and they replied in chorus. Howeverit cannot be accorded as learning exercise, hence to make the teaching learning purposeful, a specific set of grammar tasks and LSRW activities were conducted. The below sections in detail record the methodology adopted and its outcome. Task oriented worksheet (Annexure I) along with the tape script was distributed. Teachers of English at engineering colleges have been paying attention to students’ attitudes towards English and their reasons for learning it. Specific exercises are helpful in order to train and sharpen their grammar learning skills.

iii) Methodology adopted to teach Tenses

Tenses, actually an over taught grammatical element. However second language learners require input all the time from the teacher. Since a brief introduction was presented with verb formation rules which included an alert over “be” verbs, “have” verbs and “do” verbs also. Then in an interactive way types of tenses and the key words to identify the tenses were also discussed.

iii) a) Grammar Task – I (Tenses)

Step 1: Learners were expected to read the tapescript

Step 2: While reading they were asked to underline and name the types of tenses

Step3: Example provided and the clear instructions involved the students

Step 4: Answers were presented by the learners and the course teachers added practical examples

Outcome

Students’ ability to identify the verb tenses was checked.Learners became aware of types of tenses and verbs.

iv)Methodology adopted to teach “Wh” Questions

Framing questions by all means involve communication. Learners in this situation depend on teachers to learn rules precisely. The learners were allowed to interact informally to ask questions with their classmatesto discover the usage of framing “Wh” questions. List of “Wh” questions and its varied functions were illustrated formally. Role of tenses and verbs in framing the questions were also clearly stated.

iv) a) Grammar Task – II (Framing “Wh” Questions)

Step 1:Learners were expected to use the same tape script

Step 2: Provided example for the task was well explained

Step3: Students were asked to choose any ten sentences on their own, to frame questions

Step 4: Answers were presented by the learners and the course teachers added more inputs

Outcome

Objective of this activity is learning the importance of framing questions as part of formal and informal communication. Through practice students understood the grammatical structure.

5) Integration of LSRW Skills

Practically analysing language skills teaching learning is not an isolated process. All the four skills compliment the overall honing of communication.

5) i)Listening and Reading

Listening is the primary skill obviously needed for speaking. In order to speak well, one has to listen continuously. The video session incorporated a ‘listening cum reading task’ (Ref. Annexure).In general, engineering colleges conduct aless number of listeningtasks when compared to other tasks. Fortunately at Mepcoschlenk Engineering, space and a state of laboratory is there to conduct listening activities.

Twice after watching the video, a hand out (tape script along with grammar tasks) was distributed. To complete the grammar exercises, students read and comprehended it. Listening and reading are the continuous process and with thesetwo primary inputs only learners can speak and write effectively. Since the material experimented in the class is human interested, majority of the students taken up the language tasks sincerely.

5) ii)Writing and Speaking

Writing and speaking are the skills to be taught for language production. Writing and speaking are a productive phenomenon that goes hand-in-hand with the thinking process. A simple write and speak task was included. The writing exercise served as a platform for the learners to attempt speaking task.“Asfar as any second or foreign language concern, speaking is an active, productive and creative skill. Many factors are there to influence the speaking skill. One of the major factors is ‘content’” (Sasirekha 37). The writing task ensured the content for speaking.

Since learners are familiar with the content of the material,they felt all the LSRW tasks are interesting and meaningful for them.

6) Limitations

TeachingEnglish language to a large multi-level students require meticulous planning and implementation. These novel approaches will offer results in long run only.Experienced resistance initially from the students despite the energy spent. For some time learners and colleagues would not accept these tasks as serious language tasks.Due to time factor, assessment is not includedit is yet another important drawback of this study.

7)Scope for Future Research

Diana Larsen Freeman said that there is no single acceptable way to go about teaching language today. Teachers of English should be willing to spend time to identify the learners’ language needs and wants. Selection of material for language learning and teaching is abundant. Without a second thought language laboratory, software, mobile apps and any modern tool can be used to acquire LSRW skills and grammar for communication.

8) Conclusion

Sincere thought to the appropriateness of the language activities to teach grammar topics and LSRW skills in Technical English Course forI Year B.E/B.Techstudents should be encouraged and accepted. Rigidity towards curriculum coverage and examination score should not spoil the fun of language learning. An ambience for second language learning can be presented with the variety of LSRW activities. Teachers of English need to be aware of digital material and suitable technology to make teaching learning a pleasant experience.

References

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• Sasirekha, Dr.K.. What is Vocabulary Enrichment and the Self Learning Methods for ESL Learners.. IJELLH (International Journal of English Language, Literature in Humanities), [S.l.], v. 6, n. 5, p. 8, may 2018. ISSN 2321-7065. Available at: <http://www.ijellh.com/OJS/index.php/OJS/article/view/3871>
• https://www.youtube.com/watch?v=EYLF3qQCKM0
• https://www.dnaindia.com/sports/report-full-text-of-sachin-tendulkar-s-farewell-speech-at-wankhede-stadium-1920240

Annexure -I

Full Text of Sachin Tendulkar's Farewell Speech

All my friends, settle down let me talk, I'll get more and more emotional. It is hard to believe my life between 22 yards in the last 24 years is coming to an end. I would like to thank all the people who have helped me in my life to get here. I have a list in my hand, please forgive me if I miss out on a few names.

First, I want to thank the most important person in my life, my father, who left me in 1999. Without his guidance I wouldn't be standing in front of you. He said "chase your dreams, don't give up, the path will be difficult". I miss him today.

My mother, I don't how she dealt with such a naughty like guy me. She took care of me to be healthy. She started praying for me even before I started my career and I think those prayers gave my strength.

In my school days, I used to stay with my uncle and aunt as my school was far away. They treated me like their son. They gave me enough food that I can play well. My eldest brother Nitin, he used to tell me, I know you'd do everything right and I have the confidence in you.

My first cricket bat was presented to me by my sister Savita. A Kashmir Willow bat. She continues to fast when I bat. Ajit (brother), I don't what do I say about him. It all started from the age of 11, he took to RamakantAchrekar sir my coach. And my life changed. Even last night, Ajit called me and we were discussing my dismissal. Various things we agreed upon, my technique. I have had a lot of chat with him. If I had not done that, I would have been a lesser cricketer.

The most beautiful thing happened to me when I met Anjali in 1990. I know that being a doctor there was a big career in front of her. But she decided that I should continue playing and took care of the children. Thanks for bearing with me for all the nonsense I've said. Thank you for all that you have done and it is the best partnership I have had in my life.

Then Sara and Arjun who are two precious diamonds in my life. Daughter is 16 and son is 14, time has flown by. I wasn't able to be with them for the birthdays, annual days and sports days. Thanks for understanding all that, both of you have been so special to me. I've not spent enough time with you but I promise you the rest of 16 years and beyond is for you.

My in-laws (Annabelle and Anand Mehta) have been supporting. I discuss various things with them, we have a strong family and thank you for allowing me to marry Anjali.

There have been a lot of friends who have supported me. Leaving their work and coming to bowl at me when I called them. I thought my career was over when I was injured, but my friends called even at 3 AM and made me believe that it was not over.

My career started at 11. My brother took me to Achrekar sir and that is the best thing to have happened to me. Sir would be taking me on his scooter all over Mumbai to ensure that I get enough match practice. On a lighter note, he has never said well played to me so that I don't get complacent.

My cricket started right here at this ground (Wankhede Stadium). The dream was obviously to play for India. BCCI was fantastic, they believed in me at the age of 16 years and selected me.

I have played with many senior cricketers, thanks to everyone for helping me out. I see, Rahul (Dravid), (VVS) Laxman, Sourav (Ganguly), Anil (Kumble) who is not here and my teammates, you guys are like my family. It is going to be difficult without that dressing room, sharing those special moments.

When Dhoni gave me the 200th Test cap, I just said, we are all proud to be here as a team and I believe that you guys will serve this country in the right spirit and to the best of your abilities. I believe in you and all the best for your future.

Thanks to all the doctors, physios, without your special efforts, I couldn't have been fit. I don't know how you all kept me in good shape.

My dear friend, late Mark Mascarenhas, my first manager. Without him I couldn't have achieved all this. All those sponsorship deals etc..thanks for your support. I miss you.

My manager VinodNayudu, he's more like my family. He's given me so much time leaving his family to work for me.

In the school days when I played well, the media backed be a lot. You've been doing that till now. Thank you to all of you, all those photographers.

I thank all the people who supported me a lot. Whether I scored a 0 or a 100. I have met a lot of people who do all sorts of things for me, thank you for all that you have done. Chants of 'Sachin...Sachin' Especially, 'Sachin... Sachin..' that will be reverberating in my ears till I breath. Thank you very much. I am sorry if I have missed out on anything. Good bye.

I) Identify and name the tenses every paasage.

Eg: When Dhonigave(past tense)me the 200th Test cap, I just said, we are all proud to be here as a team and I believe (present tense) that you guys will serve (future tense) this country in the right spirit and to the best of your abilities. I believe in you and all the best for your future.

II) Using the tape script identify any ten sentences and frame “Wh” questions.

Eg:The turning point of my career was when my brother Ajit took me to Achrekar sir and that is the best thing to have happened to me.

1. What was the turning point in Sachin’s career?

2. Who took him to Acherkar?

3. What is the best thing happened?

III) Write and Speak

A) Write which part of the farewell speech is inspiring and motivating

B) Present briefly the motivation which you have derived from the farewell speech