Tutors india- helps you in your complete thesis synopsis by Tutors India

Investigation of preferred elegant conceptions and Application Methods in Literature Teaching in graduates in India

© 2016-2017 All Rights Reserved, No part of this document should be modified/used without prior consent Tutors India™ - Your trusted mentor since 2001 www.tutorindia.com I UK # +44-1143520021, Info@tutorsindia.com Page 1 of 9

Table of Contents Introduction ................................................................................................................................................................... 3 Methodology ................................................................................................................................................................. 4 Questionnaires and their Administration ....................................................................................................................... 4 Aspects of the Questionnaires and the Trends Noticeable in them ................................................................................ 6 Conclusion ..................................................................................................................................................................... 9

ÂŠ 2016-2017 All Rights Reserved, No part of this document should be modified/used without prior consent Tutors Indiaâ&#x201E;˘ - Your trusted mentor since 2001 www.tutorindia.com I UK # +44-1143520021, Info@tutorsindia.com Page 2 of 9

Introduction English which is fundamentally a foreign language is taken in India as second language and being taught with the aid of literary classical texts in the class. English as such is offered as widespread medium of instruction for additional subjects in the medium. English is being offered by Indian Universities as an elective subject and also part of the general obligation for the course completion at the under-graduate stage. In spite of this importance on English as a second language and on its literature as a material resource, it is somewhat disheartening to find that many of the university graduates are unsuccessful in developing good communicative skill in the independent strategy of reading in literature or in the language. Literature teachers often get caught amongst the need to clarify the linguistic text features and the panic that such clarifications, when too much, could distract the attention of students from those apprehensions that are thought to be traditionally literary and hence vital in a class of literature. The personal recognition of this predicament which exists in the Undergraduate TESL (Instruction of English as a second language) classes in India has its source in this study. The focal point is estimated to be basically on the enhancement of language skill for the Indian scenario correspond to a typical TESL position; simultaneously, the vital nature of communicating the literary texts symbolize need to be honored for they comprise the learning materials. Literature tutors of universities of India are therefore called upon to bestow on their learners realistic language skills in the mode of normal communication in English with the aid of materials of learning which correspond to the mode of literary communication. Thus faced with an intimidating task, the teachers should treat a text of literary- even if it is a piece of narrative play or fiction or a poem – In the other was from a predictable replacement table or a passage of comprehension and still yet be able to aid in the language reinforce teaching. Classification of an approach to the literature being taught can highlight linguistic benefits without having the need to violate the foundation character of literature and a method feasible for its practical application in the Indian TESL classrooms, consequently becomes vital. The investigation is taken up with this purpose and the adaptableness of the approach which is stylistic as an instructive tool in the analysis of literature teaching. Stylistics has the capability to reconcile between literary criticism and linguistics on one hand and between English literature and English language on another hand since it is the study of literary discussion from a linguistic direction. Nevertheless, it is the role of stylistics as a means to connect the language of English and English literature as subjects which is essential to this study and qualify it as an instructive tool in the ESL (English as Second language) scenario. Stylistics encourages their rigorous and close text readings with focused concentration paid to the language. In the context of literature teaching, it is assumed that stylistics could be of vital importance for the Indian ESL learners. It makes them more acquainted with the way language is utilized in literary conversation as against to that in normal kinds of communication. This will aid in the expansion of their knowledge of the system of language to the practice of using it in varying scenarios of communication. Students can proceed further with the self-regulating admiration of texts without getting bogged up in tailored crucial judgments. Stylistic approach can again pave for them a channel to the means of literary texts of interpretation by the awareness development in the learners of the functioning of literature as discourse. Nonetheless, it needs to be highlighted that the claim is not that stylistic investigation which can replace literary criticism but can organize the way for it to function more efficiently. The definition of stylistics as a subject of linguistics paves the way for two subject’s integration. English literature and English language which are normally taught in remote manner.

The ‘stylistic concepts’ pointed to symbolized patterns of language grouping typically of literary discourse. It is essential that some terms which are utilized in the title need to be explained before finishing this session of introduction. After every Theoretical explanation of each one of these stylistic concepts, there follows a session which explores the technique of its practical application in the classroom of TESL. Given that every literary text channelize its language into an outline for effective communication, acknowledgement of the main concepts symbolizing these patterns becomes essential to the literary use of language understanding. Noted writers as J.M.Sinclair, M.A.K. Halliday, Roman Jakobson, G,Leech,M.H.Short,J.P.Thorne and S.R.Levin select the concepts on the source of the frequency of their repetition in the textbooks on stylistics. The debate in the text incorporates draws entirely on its illustration and the thesis is concerned wholly with English literature as for the literature reference. Nonetheless, even though the spot light is on the instruction of literature and English language, may have some bearing on the language teaching problems and literature in common most of what its says. The beginners have mastered the language system beforehand which includes structures and vocabulary, are in the learning process of how to utilize this system in the exact communication business. Ideally, the investigation is restricted to the classes of under-graduates. An evolutionary phase is symbolized by this stage linguistically. Consequently an introduction to the method language is used in mode of literary communication will help them to get an insight on to the communicative capability of the language they are vigorously involved in learning. Nevertheless, a proposal has not been laid at the higher secondary level for the application of this methodology where the students still find it difficult to get a touch for the structures mastery and the basis workings. A realistic method on the basis of stylistic approach may lose its significance and appeal at this phase. It can be presumed that the beginners have gained mastery over both language system and its use. The above scenario takes place at the post-graduate level where English literature and English language approximate to their respective literary criticism and linguistic disciplines. The selected sample should be a delegate of the whole of population of what is true, since English keep hold of more or less the same position as a second language across different universities and states in India. Lastly this study does not connect itself so the individual universities and classrooms specifically.

Methodology This topic intends to study the findings of the survey which is conducted between the teachers of English language and the students and the literature of multiple Indian universities. This survey was initiated with the intention of sourcing out the co-existing practices in the under-graduate classes where English literature is taught and mainly to become aware if our approach to the literature teaching confirms its linguistic aims is of critical importance in our TESL situation.

Questionnaires and their Administration The population samples for the supervision of the questionnaires have been selected on an informal basis. Two questionnaires have been designed with this purpose. One is for students (replicated) in appendix-A of the thesis) and another for teachers (in appendix-B). Each of the students has been got in touch individually via letters and their acceptance to take part in the survey was enquired. Two thousand addresses have been collected at first with aid of students’ organizations, teachers and youth editions of National dailies of India. Only one thousand three hundred and forty seven acted in response and gave their consent out of these two thousand students who were contacted. There was further restriction of the sample to one thousand and ninety eight with the objective of ensuring fair representation in such segments as female/male, rural/urban, varied income groups, and multiple instruction media at the school © 2016-2017 All Rights Reserved, No part of this document should be modified/used without prior consent Tutors India™ - Your trusted mentor since 2001 www.tutorindia.com I UK # +44-1143520021, Info@tutorsindia.com Page 4 of 9

level. Appropriately filled-up questionnaires turned back were nine hundred ninety four to which six were supplemented from the local students’ population to make the number statistically practicable for computations. In the finally selected sample, questionnaire had been sent to each one of the member to their home-address along with self-addressed and duly stamped envelop for reply. The allocation within the students’ population has been highlighted in fig.4.1. The review and orientation courses conducted by the Academic staff colleges for the college tutors cooperated in this process to a great extent. More or less, the same method was used for the management of the tutors’ questionnaire also. The tutors were picked up with the help of teachers’ union and via personal contacts. The selected sample consists of eight hundred teachers all over the country, even though initially one thousand and five hundred were initially contacted. Much care has been initiated as before. Figure 1. Gender distribution 940 840 740

700

640 540

440 340 240 140 40 -60

Urban

Rural

Figure 2. Urban Vs Rural 940 925 920 900 880 860

850

840 820 800 Male

Female

The selection of Students’ population which was followed meticulously by two of the categories were nevertheless found to be irregular in the teacher population and therefore reinstated by more relevant ones. The above figure is exercised in keeping the sample population balanced and free from unwarranted depiction in any one specific category. Hence the categories of expert training and years of service have been taken into account for the teachers replacing their financial status and medium of instruction at the school level, as it is apparent that the latter virtually exercised no control over their practices in the classrooms of TESL. Within the population of teachers the distribution is highlighted in Table. 4.2. In this survey, it is not assumed that with the aid of questionnaires referred to will bring about any specific and clear-cut data quantification with regard to co-existing practices in India’s classes of TESL, for such accuracy is not achievable taking into consideration the widespread and heterogeneous originality of the population which is involved, the unavoidable prejudiced element present in personal evaluations as well as the non-decisive nature of the subject which is in hand, mainly the practice of teaching. Nevertheless it is expected that such a scrutiny can highlight to more or less clearly, the trends available in the system and we should now turn our notice to the trends available in the system.

Aspects of the Questionnaires and the Trends Noticeable in them Every facet of the students’ questionnaire was critically related to own practices of the learners in the classroom or to the experiences they have undergone. The features noted as important in the students questionnaire with relation to the literature taught in TESL classes were presented generally to them in the shape of unfinished statements which they have been called on to complete with the aid of the given choices. Every facet was critically related to the own practices of the learners in the classroom or to the experiences the learners have undergone. Question number 9 in

Table 4.2. Distribution of Lecturers Variable Sex Male Female Location Urban Rural Experience 1-10 years 11-20 years 21-30 years Training Trained Un-trained

Frequency 500 450 480 470 300 400 250 300 650

Reproduction of the students’ questionnaire below with the help of illustration 9. My teachers speak during the explanation of a text in classroom 9.1 in one of our regional languages: Sometimes/Always/Never 9.2 in English : Sometimes/Always/Never A three-point-scale was provided further for each choice to which the learners had to narrate their choices as is apparent from the illustration. In contrast to the usual yes/no manifold choice format, the format pursued here made the questionnaire more open-ended. In the above referred question, the learners had the choice to point out if their teachers usually used regional languages or English, or partly regional languages or partly English.The facility of cross-checking was also made available to the researcher against hasty marking on the learners’ part. Nonetheless it is crucial that a learner could not ‘always’ or ‘never’ choose for both of the choices. The answer could be taken as unacceptable which he chooses could not speak in two languages at the same time, or worse still could choose to remain quite constantly right through the session. Likewise ‘now and then’ could not survive together with either ‘never’ or ‘always’ but only with the other ‘sometimes’. Therefore only three valid answers to the question number 9 which was highlighted above: (a) My teachers never speak in English but always in our regional languages while explaining a text in the classroom. (b) My teachers always speak in English and never in our regional languages while explaining a text in the classroom. (c) My teachers sometimes speak in our regional languages and sometimes in English while explaining a text in the classroom. And in case of the following answers: 9. Whilst explaining a text in the classroom, my teachers speak 9.1 in our regional languages: Sometimes/Always/Never © 2016-2017 All Rights Reserved, No part of this document should be modified/used without prior consent Tutors India™ - Your trusted mentor since 2001 www.tutorindia.com I UK # +44-1143520021, Info@tutorsindia.com Page 7 of 9

9.2

in English : Sometimes/Always/Never

It could be rejected by the researcher straightaway as impractical and therefore as unacceptable. The most commonly expressed response statistically for each facet of teaching was in turn Provided to the teachers for their statement and also they were provided with the choice to disagree or agree with the observations of the students. The students’ responses to the questionnaire after their collections were scrutinized and the reached data thereby was used in framing the questionnaire of the teachers. The students were called upon to mark their reason for it amongst the choices offered in case they agreed or tell their reason if, the choices happened to be unacceptable in certain cases. Therefore parallel to question number 9 in the students’ questionnaire, which was in discussions above, there is the first question in the questionnaire of the teachers. 1. I normally use both regional languages of my students and English in my B.A English Lit. Main classes. 1.1 If appropriate, this is because of: 1.2 This is: not applicable to me/applicable to me (a) My confidence that the learners, use of the mother tounge aids in their approval of the literature of a foreign language (b) The spotlight on the content rather than on the language in the examination conducted by the university. (c) The pathetic English standard of the students (d) Any other reason (highlight it)----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------The basic patterns therefore pursued in the questionnaires are the following: The observations which are the statistical representative of the sample and acceptable were provided to the practicing teachers for their justification and substantiation; Aspects noted as important to the teaching of literature in India’s TESL classes were provided to the students for their observations. The trust was therefore on students’ observations but was exposed to tight scrutiny at two levels, at one level with the aid of teachers’ questionnaire to check the responses of learners, and at the other with the assistance of the format itself to eliminate the unacceptable and hasty scrutinizes if any. A lot of statements in connection to their classroom practices contained in the students’questionnaire. All of these statements revolved around the chosen features of classroom teaching as follows: (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) reading?

How does your tutor start taking a lesson? How does your tutor clarify the meanings of words? In what way your tutor analyzes and makes clear the passages in the class? What does your tutor tell you to do after the completion of a particular text? How does your tutor interpret a text when faced with it’s interpretation? Are you receiving the significant aid from your tutors for your examination? How is the communication between your tutor and you in the classroom? Are you accustomed to balance your classwork with reference work and additional

Through its question number 1, one of the groups which the questionnaire concentrated was the commencement of a typical classroom lesson. Of all the 997 suitable replies received, 76 percentage of the students accounted that their tutors normally initiated a text in the classroom with a long lecture on its © 2016-2017 All Rights Reserved, No part of this document should be modified/used without prior consent Tutors India™ - Your trusted mentor since 2001 www.tutorindia.com I UK # +44-1143520021, Info@tutorsindia.com Page 8 of 9

crucial, biographical and historical aspects, or exclusive of any introduction at all but by reading the text themselves and elucidating its meaning directly . Before the class began only 9 percentage of the sample told that they were occasionally told to read the text by themselves. This highlights a trend in which the students’ partaking in the class work is deplorably low. This drift was pointed to the practicing tutors and as high as 92 percentage of them substantiated the drift and highlighted that it was the linguistic incompetency of the learners, through question number 5 of the tutors’ questionnaire along with the nonavailability of internal evaluation that dissuaded them from ensuring their learners’ partaking in the classwork. The teachers repeatedly conveyed to the students the meaning directly when 96 percentages of the students openly stated that when they were facing the meaning of a tough word, without initiating them to note it down from the context of the text or from a glossary or a dictionary. Response to question number 2 further supported this trend. It is again beyond belief how this coexisting practice can contribute to the development of the learners’ skills of language such as the skill for correlating the code meanings of words with their meanings of context which obviously, is needed for the reception and production of any discourse and also reference skill. In their replies to question number 8, as previously 90 percentage of tutors, willingly conceded the existence of such a practice but highlighted their helplessness on the basis of the learners, ineffectiveness and uncreativity of the technique from the view of examination point. Question number 3 is needed in particular if this was taken as an effort by the tutors themselves or by the students with the help and guidance received from the tutors. The other feature of teaching literature considered in the questionnaire of the students’ as the explanation and analysis of textual passages. If it going to help the learners to recognize how the language of the text organized itself into exclusive patterns which is contributing to its message or understanding, question numbers 4 and 8 are required to find out if the analysis was done with the linguistic purpose in mind. But it became noted that the tutors were so accustomed to explaining and analyzing the texts everything by themselves that they rarely motivated the learners – along with suggestions, examples and hints – to try the study independently. Hitherto only 90 percentages of the students (item number 3) always identified themselves as dormant witnesses to the presentation of the tutors and again only 9 percentage of the students asserted that they occasionally analyzed texts with the support offered by the tutors. By way of response to question number 4, 88 percentage of the student population, documented that their tutors overlooked the features of language completely; there was irresistible proof against the linguistic orientation in textual analysis; and again only 11 percentages noted their existence in textual study. This surveillance was repeated in the responses to question number 8 in which 94 percentage of the sample asserted their total unfamiliarity with the stylistic perceptions such as foregrounding, similarity and divergence etc. The survey highlighted the absence of linguistic perspective in the class, which resulted in the introduction of stylish approach as an alternative to the existing system.

Conclusion Based on the stylish approach in the teaching of literature as subject in the graduate level TESL (Teaching of English as a second language), this thesis attempted to evolve a practical methodology. In India, English acts as a partial medium of instruction or second language for other subjects in the curriculum though it is a foreign language. This thesis attempted to teach stylish concepts to the lectures. Although there is some impracticable in the practice suggested, it will at least help to reevaluate the existing curriculum and its reference in the teaching of language. Further results and discussion will be discussed in the full thesis. © 2016-2017 All Rights Reserved, No part of this document should be modified/used without prior consent Tutors India™ - Your trusted mentor since 2001 www.tutorindia.com I UK # +44-1143520021, Info@tutorsindia.com Page 9 of 9