LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 22:3 March 2022
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Developing Oral Communicative Competence for Secondary School Level Students with Context-based Authentic Materials

Dr. Suneetha Yedla and A. Lakshmi Narayana

Abstract

One of the biggest challenges faced by several Indian teachers in government schools is their reliance on prescribed textbooks as resources for developing students’ Oral Communicative Competence while largely neglecting a plethora of authentic materials that they may easily be used to build learners’ Oral communicative competence. Perhaps, A major cause for this is the fact that teachers often find themselves confined to the situations where prescribed textbooks are imposed upon them giving little scope of the course of action beyond the classroom. This paper discusses some techniques of adapting authentic materials for ESL teachers in government schools that they can use for developing the oral communicative competence of students at secondary school level. All the ideas expressed are a result of classroom transactions reported here.

Keywords: authentic material, oral communicative competence, supplementary language teaching materials, Context–based Language Learning, outside world.

1. Introduction

Language development is directed towards the growth of textbooks. Now, after a long gap of 20 years, the problem persists with textbooks used in government schools focusing more on structured questions instead of providing a variety of contextualised tasks and activities to assist the learning process. For instance, the prescribed textbook used in schools in Andhra Pradesh is evidence for the syllabus and spread of tasks found in it, i.e., textbooks always focus on the outcome of it but not on the language learning of learners.

As a result, students are hardly engaged with the lessons in the textbook; they are bored with the same repetitive ‘remembering’ techniques which are the first level of cognitive challenge from the Revised Bloom’s Taxonomy, 2001. Those techniques promise neither excitement nor interest to suit their palette. In addition to this, Krashen mentioned that the affective filter is high in such learning environments which further acts as a barrier in developing oral communicative competence of learners.

ESL students from low socio-economic status dwell in challenging contexts and for them the classroom is a primary source of comprehensible input. So, to develop proficiency in oral communicative competence, they need to encounter new words, phrases, and sentences in a variety of contextualised settings and perform activities that have clear communicative content. As language teachers, thus, we have felt a perceived need to provide our students with numerous exposures to learn oral communicative competence in meaningful ways for which authentic materials are available in our surroundings.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dr. Suneetha Yedla, M.A., M.Phil., Ph.D., PGDCE
Assistant Professor of English
University College of Engineering and Technology
Acharya Nagarjuna University
Nagarjuna Nagar 522 510, Andhra Pradesh, India
Mobile: 9959141038, 7331120840
suneethakodali.anu@gmail.com

A. Lakshmi Narayana
Research Scholar
Acharya Nagarjuna University
Nagarjuna Nagar 522 510
Mobile: 9032058648
lakshminarayanaadipudi@gmail.com
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