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Writing is the most important skill needed for engineering students as engineers have to communicate intricate technical information, deliver reports and proposals to clients and colleagues throughout their career. Effective writing skills nurture critical thinking and problem-solving acumen. Hence, language teachers play a vital role in equipping engineering students with this skill. Though second language learners face challenges in mastering the nuances of English language, Padlet, an interactive and user-friendly platform, assists L2 learners in mastering this skill through a collaborative approach, which motivates them to augment their learner autonomy and competence. This paper explores the potential of Padlet in enhancing the writing proficiency of engineering students in the light of the theories that support the integration of Padlet and the methods through which teachers can create an interactive and effective learning atmosphere. [ABSTRACT FROM AUTHOR]

Learning English language is not merely to score marks and qualify oneself for the job that one is desirous of. Instead, it has to help the learners communicate well with people around them. In addition, English language learning must equip the learners with confidence to articulate their thoughts related to arts, science, business, trade, etc. In this regard, English language teachers hold prime significance in making the students acquire fluency in the second language. While traditional method of teaching focuses on the completion of the prescribed syllabus, innovative method of teaching enhances the communicative skills of the learners to the next level. Hence, through the latter method, teachers provide the students with a chance to apply their English knowledge to real life situations. Using case study method in an ESL classroom not only increases the learning capacity of the second language learners but helps them remember functional grammar. This paper analyses the different aspects connected with the application of case study method to teach English as a second language. [ABSTRACT FROM AUTHOR]

The present paper discusses the importance of creating awareness about the social context of the language to be learnt and acquiring cultural hold during the acquisition of second language learning. The present study analyses the failure of both the English language trainers and the learners to see the necessity to create a cultural ambience inside the classrooms. Cultural etiquettes, moods, and attitudes of the English language are equally important while teaching or learning. The inability to realise, use, and implement it has resulted in giving a "cultural shock" to the learners. The learners viewing the language as a lifeless thing in a detached manner has given rise to learning either emotionlessly by cognitive techniques like rote method or failing to get the edge and thus, ending in social withdrawal. The paper brings out a few cognitive methods that have failed to work out in the classrooms over the decades. There is a dire necessity to improve the condition of teaching and the mindsets of educators by playing over the socio-cultural contexts and integrate language with culture. [ABSTRACT FROM AUTHOR]

This paper focuses on the second language acquisition in a language classroom and the tasks that promote L2 learning. Any person learning another language other than his/her native language is second language learning. During the process of acquiring second language the learner very often finds difficult in transferring his knowledge from L1 to L2. Moreover, there may be both internal and external factors that influence L2 learning. The learners' plans of learning L2 may not be flexible always; this kind of situation, at times results in confusion and the learners lose interest to learn L2. Furthermore, it was found that under instructed conditions the learners were able to learn simple grammar and pragmatic features of L2; whereas to draw the meanings of words in L2, to pay attention to most of the syntactical and structural aspects of L2 the conditions had to be enhanced. In this paper I tried to administer few selected tasks to resolve some of the issues that arouse as a result of research in Second Language Acquisition. This is based on my own experience. I followed interest-oriented learner-centred approach which drew the attention of the learners to the utmost. I even tried administering these tasks in my UG general English classes which helped the learners to learn L2 efficiently and successfully. In the process of administering these tasks it was found that the learners were motivated to develop knowledge of L2 as well as to develop the Skills of the target language easily and effectively; thus, helping the learners to accomplish their ultimate goal of achieving communicative competence in L2. [ABSTRACT FROM AUTHOR]

In Second Language Acquisition, reading is a fundamental part that might influence the subsequent acquisition of listening, speaking, and writing. From information processing theory and redundancy theory to Schema Theory of Reading and discourse analysis, many researchers have made great achievements to the study of reading and influence a lot the Second Language Acquisition. This paper made a brief review on the research of English reading theories. [ABSTRACT FROM AUTHOR]

In Second Language Acquisition, reading is a fundamental part that might influence the subsequent acquisition of listening, speaking, and writing. From information processing theory and redundancy theory to Schema Theory of Reading and discourse analysis, many researchers have made great achievements to the study of reading and influence a lot the Second Language Acquisition. This paper made a brief review on the research of English reading theories. [ABSTRACT FROM AUTHOR]

Morphemes, minimal semantic units, in a word may vary in numbers. Compared to other Indian languages there are more types of morphemes in Sanskrit. Patanjali, one of the great Sanskrit grammarians, has defined morphemes '...?' (What are the Morphemes?) and stated six types of morphemes (...) in Sanskrit language: ... (Roots), ... (crude-form), ... (Suffix or Terminations), ... (Incoming-prefix), ... (substitution) and ... (Indeclinable) (Pandit, 2010, p.151) On the basis of these six main types of morphemes, the present study aims to analyse and explain suffix morphemes (...), used by Kalidasa in his epic Raghuvamsham, Canto II. This study focuses on two main types of suffix morphemes: Closing (...) and Non- Closing (...). Closing (...) morphemes are further classified as ... (Verb Suffix) and ... (Case Suffix). Since a word (except verb) always ends with ... Closing Suffix (...) and never ends with a Non-Closing Suffix (...), the present paper attempts to study the use of verbs in closing suffix morphemes and participial adjective (derived from roots) suffixes in non-closing suffix morphemes with closing case suffixes in the second canto of Kalidasa's Raghuvamsham. Some of the main observations of this study are given in this paper. [ABSTRACT FROM AUTHOR]

The present study, after discussing the Language Learning Strategy (LLS) use made by the Foreign Language (FL) learners in the domain of Reading, Writing, Listening and Speaking, analyzes the strategies from cognitive and metacogntive perspectives. The scope of the paper is not essentially quantitative, i.e., it is not restricted to the frequency of LLS use but it dwells on the qualitative domain by making an elaborate discussion on the impact of proficiency and learner variables like gender, level of study, motivation, level of confidence, medium of instruction in school and age of the learners on their respective LLS use. The paper ends by providing the pedagogical implications of the findings. [ABSTRACT FROM AUTHOR]

The aim of this research paper is to examine Study of English Clauses Errors in Syntactic Structure of Iranian Students at Bushehr Payam Noor University in Bushehr city. The role of error analysis in language teaching is always vital. Error analysis as one of applied linguistics subjects has been discussed among language teachers, syllabus designers, linguistics more than fifty years. They have recognized that it can be used as one of the learning strategies in helping to language teachers and learners in acquiring their target language. In this research work, 30 Iranian EFL students in the age range of 20 to 27 at under graduate level were participated. Outcome of this research paper showed that the number of errors of Iranian under-graduate students in the clause structure test was 594. The results of this article indicated that the learners need sufficient exercises to be conducted in the classroom in order to increase their knowledge of English clauses and reduce their errors. [ABSTRACT FROM AUTHOR]

In recent years English language has been influenced by number of language theories and methodologies .The makers of these theories and methods claim that traditional teaching methods have become old and do not create interest among students which gives birth to rote learning instead of true learning and gaining of knowledge. On the other hand the supporters of Traditional method claim that the Grammar translation method is the appropriate and fool proof way of teaching L2. Cunningham (2000) in his paper "Translation in the Classroom- a Useful Tool for Second Language Acquisition" indicates that translation method contributes to students learning at all levels. It enhances the correct grammar knowledge and it is useful tool to understand the meaning of abstract words and complicated sentences. This paper is based on an action research which is conducted on 48 participants of grade 9th in Government Girls High School Thano Bulla Khan Jamshoro Sindh. This research attempts to check the change in the level of motivation among students when they are being taught through different activities in classroom. The class of 48 children was divided into 6 groups of 8 children in each group. Six different tasks were given to groups with clear instructions, proper seating arrangement and well enough teaching resources. This research witnesses a remarkable change in interest of students, their level of motivation was increased and they seemed more confident. [ABSTRACT FROM AUTHOR]

The typological study of emerging contact languages brings in ambiguities and challenges. This paper explores several methodological issues that emerged in the study of contact Hindi (CH). It goes a step ahead and proposes solutions to these issues. In fact, the paper has designed a methodology that was developed during research work on contact Hindi in North East India. This methodology can be used for research on contact languages in general. The present paper states several reasons for requiring a specific methodology for studying contact languages. It also states that in order to achieve Labov's (1972) 'observer's paradox' the fieldworker has to adopt a methodology that aims to elicit random narrations in order to tap natural features of an emerging contact language. This paper is of high relevance in absence of any specific methodology for working on contact languages. [ABSTRACT FROM AUTHOR]

There has been a lot of controversy in deciding whether language transfer takes place at the level of discourse. Most of the authors refute the concept of 'discourse transfer' but there are few undeniably important researchers whose observations and beliefs are contradictory. This paper intends to give a brief idea of the concept of discourse, its analysis and finally support the notion in light of some significant researches that discourse transfer does takes place in second language acquisition, be it positive or negative. This paper also intends to emphasize on two areas of discourse, politeness and coherence, which affect what has been called 'presentation of self. Any misinterpretation during the comprehension and production due to cross-linguistic differences in discourse in these two particular areas may mistakenly convince the learner that the native speaker is being rude in situations where they are actually behaving appropriately according to their speech community norms. Also, since much of the research on contrastive discourse in the past deals with politeness or coherence, this paper aims to concentrate on these two areas. [ABSTRACT FROM AUTHOR]

The paper attempts to unfold the various TESL (Teaching English as a Second Language) practices followed in Indian classrooms. It would also aim to mark a vivid distinction between the understanding of L1 also known as mother tongue, and L2 or second language. The paper would attempt to reflect the various challenges and difficulties witnessed by the non native learners of English language. Through this paper, the authors would attempt to clearly define what exactly the term TESL reflects in its truer sense, what are the aims and objectives behind designing of such courses and which methodologies are usually adopted in the Indian Classroom teaching of English. There would also be an effort to hint on the current scenario and the gaps that exist in the effective implementation of ESL (English as a Second Language) and how those gaps may be filled by following certain effective strategies at the end of the language teachers thereby contributing to the enhanced proficiency levels of the learners. [ABSTRACT FROM AUTHOR]

The present article is a thorough analysis of how the expansion of English took place and established it as a global communicable language. This article is a reflection of the status of English being used in India as second language or foreign language. This article also aims at the progress of learning English at different stages. Definition of English language and identification of factor which affect English language learning India where there is a different mother tongue in every state. The present article also a charter for a language teacher which makes him/her understand what the pupils intend the communicate. This mere capability of understanding helps the teacher adopt a genuine approach, methodology and technique which are relevant for his/her pupils. The paper also finds out as to what are the problems being encountered by teacher-pupil in learning English in Indian context. It also champions the requirement of resource and information from the part of the English Teacher to cater to the pathetic situation and achieved ideal standard. [ABSTRACT FROM AUTHOR]

This paper presents Saudi EFL learners' self-assessment of vocabulary learning strategies. The participants of the study were 50 advanced Saudi EFL learners. 25 statements of vocabulary learning strategies were presented to the learners for self-assessment on a 0-4 point scale. The data was analyzed qualitatively. Results show that learners are unaware of the most of the strategies and also do not use them in learning words. It was found that learners' poor language skills at school level indicate learners' lack of awareness and use of vocabulary strategies. This paper suggests that acquiring vocabulary learning strategies promotes better learning of both receptive as well as productive vocabulary which in turn enhances learners' knowledge of comprehension of texts in FL and communication. The paper concludes by offering some suggestions and useful techniques that interest learners in acquiring vocabulary. [ABSTRACT FROM AUTHOR]

The increasing specialisation of content in English teaching curricula saw its beginning in the early 1960s. Teaching of English generally is treated as teaching with utilitarian purpose. The concept of ESP (English for specific purpose) is said to be particularly appropriate for teaching English to students of Science and Technology. This paper focuses on teaching English language for Engineering students to develop communicative competence for career development. The paper argues that language learning is a skill -- oriented activity and needs an entirely different pedagogic approach from the one used for other convention courses. The students in technical institutions need to be trained in the skills that help them build a career in corporate world. The paper discusses the methods, means and techniques of integrating skills in an ELT classroom. Integrating skills through activities helps to train the students in acquiring effective communicative competence in English. [ABSTRACT FROM AUTHOR]

Comparative study is important for those students who study a second language and/or foreign language and for those who translate from a language into another. It is important for those Arab students who study English to compare English and their language (Arabic). This paper compares English and Arabic at the grammatical level. The main focus is on the relative clauses structure in English and Arabic to provide some suggestions that may help the teachers as well as the course designers who are concerned with English language teaching/learning in Arab world. The scope of this paper has been restricted to the comparison of the relative clauses structure in English and Arabic. [ABSTRACT FROM AUTHOR]

This paper makes an attempt to discuss some concepts of second language acquisition and classroom research. When a teacher is aware of the basics of second language acquisition and classroom research, second language teaching and learning becomes better. In this paper, some fundamentals of second language acquisition and classroom research are elaborated and analyzed critically. [ABSTRACT FROM AUTHOR]

This paper highlights that, for the acquisition of the second language, a learner requires to internalize grammar, for that it, essentially, should be taught in inductive and contextual approaches. However, in Bangladesh, English grammar is taught separately and deductively through rules memorization. Due to learning grammar in the deductive approach, a learner merely develops a receptive skill rather than the productive one. On the other hand, the inductive approach is a rule discovery, self-directed, learner centered and bottom-up teaching in which the new grammatical items are presented to learners in carefully selected intelligible linguistic data, in the context, illustrating the use of the particular grammatical point. Through this controlled and freer practice, on the basis of the model, learners try to arrive at some generalizations which assist them to recognize the underlying regularities in the data and to formulate their own explanation of the rules governing the material presented. The paper also focuses on some lesson plans and classroom activities to show how the teachers can help the students to use the productive skills by generalizing the grammatical rules. For the study, the present paper will collect primary data from some of the renowned private universities of Bangladesh. The paper will obtain secondary data as well, that is already collected by some researchers, passed through the statistical process and published in various publications and newspapers. [ABSTRACT FROM AUTHOR]

Task-based language teaching (TBLT) is one of the significant methods in the second language learning context. This paper makes use of TBLT, particularly with regard to Task Repetition. Task Repetition is nothing but using the similar piece of learning input time and again as may be required. The biggest advantage is the mindset of the learner is tuned in such a way that he/she not only comprehends the item to be learned but is able to reproduce it (this is the result of his/her retention capacity). Hence, in this context, a study with a small group of ESL learners from one of the government colleges of Tamil Nadu was undertaken to prove the hypothesis. So, this study makes use of YouTube based Tasks (Interesting YouTube videos) with repetition as a central concept, to see the effect on the ESL learners reading comprehension. The scores of the learners on their reading comprehension prove that there is a significant difference between the two groups of students selected for the study. [ABSTRACT FROM AUTHOR]

This paper will analytically study and discuss the problems and difficulties one faces in translation when the acquisition of foreign language is through second language learning. This article is organized in three sections, in an attempt to present as many aspects of the field of Translation Studies as possible. Section 2 is concerned with the central issues of translation, with the problem of culture and untranslatability. Section 3 deals with the problems in an understanding of the second language and section 4 will look into the linguistic problems in the Target Language whilst translating it from Source Language. [ABSTRACT FROM AUTHOR]

This paper explores the differences between the firstlanguage acquisition and the second language learning and its limitations. According to Krashen, first language (L1) acquisition is the process of natural assimilation, whereas learning a second language (L2) is a conscious one. Acquiring a second language can be a lifelong learning process for many as the second language learners are rarely successful. However, children by around the age of 5 have more or less mastered their first language with the exception of vocabulary and a few grammatical structures. First language can be an impediment or an aid depending on the methodology the teacher uses and the seriousness with which the teacher follows the method to teach the second language. This paper also discusses a few language teaching methods and techniques that may impart insights to the teachers to adopt various methods in the classroom to enable the learners. master competency in the target language. It suggests that, the language teachers need to break the traditional classroom environment and make the second language teaching very innovative, interactive and interesting for the learners to acquire proficiency in L2 as learning of L2 is the outcome of relentless effort and practice in real context. [ABSTRACT FROM AUTHOR]

Life demands different types of answers for diverse sorts of questions in our altered, designed and reconstructed space and time. The horizon of meanings expands day by day. On the other side of the coin, signs rotate, moment by moment, culture by culture, tradition by tradition and by the availability of a research skill and research equipments spin meanings with the change of social values and their problems, particularly here in India and Pakistan and other South Asian nations. Many times a solution rotates into one of the trajectory meanings of art and literature. This paper will project as well as inject one of the aspects of understanding which results when a scholar or a student of art and literature borrows an equipment of measurement with the help of classical, neo-classical, romantic, Newcritical, structural of modern approach or system as a reader. But there also exists a common reader, not in America, Europe and Russia, but in the deserts of Africa and Asia - the readers who do not have any skill or tools of critical values but have merely a zeal of interest to read, simply for the sake of reading and enjoying shades of events and characters on the canvas of certain language. In this kind of situation it is either art that rotates language, or it is actually the magic of language that rotates art. It is the reader that is under the super power of reading, that not only gives meaning to life, but also sense to the life of reading process. This paper encompasses cultural expectations with audience-readers' purpose. [ABSTRACT FROM AUTHOR]

Stylistics is an area of study that is growing and developing fast. Its central concern is the way cognitive and communicative effects are achieved by means of linguistic choices. It, therefore, covers literary studies and linguistics as well as discourse studies. One of the types of stylistics, Pedagogical Stylistics, has proved to be very fruitful for learners. The present paper focuses on the pragmatic functions of Stylistics, playing a vital role in learning, teaching and acquisition of English as second language. The paper also focuses on the history, functions and aim of Stylistics in L2 and its role in solving the problems faced in learning L2. The paper concludes by stating the role of Stylistics in learning English as a second language and how it is practically helpful in acquiring the same. [ABSTRACT FROM AUTHOR]

Having found that Engineering students struggle in striking a balance between knowledge (tacit) and use (Hymes, 1971)as far as conveying technical information in second language (L[sub 2]) is concerned, this paper will suggest situational speaking tasks to develop specific language and strategic competence in classroom environment. There is a gap between knowing and executing in language for expression. Language ability is judged based on sound language knowledge and strategic competence of the learner. Despite having enough knowledge, most of the learners fail to communicate effectively in second language. The paper reports a study in which 34 Engineering students, in two groups, were made to undergo language activities based on concrete needs analysis. Results revealed that there was a significant difference between the two groups with students in the experimental group outperforming those in the control group on both specific speaking and writing tasks. [ABSTRACT FROM AUTHOR]

This paper discusses a new methodology, Sentence Pattern Method (SPM), for teaching spoken English for EFL learners. The SPM helps a learner to convert his/her thoughts (in mother tongue) into English sentences very easily. The paper also discusses five important rules for developing spoken English fluency for the learner in a very short time. The SPM was tested with school students, arts and engineering graduates of Tamil medium. It was found out that the learner showed great interest in learning the spoken English and starts speaking English without fear. In other words, the learner started speaking English without worrying about the errors and the nervousness of the learner was reduced considerably. [ABSTRACT FROM AUTHOR]

This paper discusses the use of ideophones, gestures and dramatic physical demonstrations in complementing speech by incompetent users of a second language, namely English. The paper demonstrates that while similar instruments are also used by native speakers of a language for emphasis and rhetoric, they are employed by linguistically handicapped users of a target non-native language more often to prop their speech in order to achieve communication since their knowledge of the resources of the target language are insufficient to attain the purpose. Illustrations are drawn from two Nigerian mass media comedies, Icheoku and Masquerade, which are parodies of the challenges posed by the use of English in societies where it is a foreign or second language. [ABSTRACT FROM AUTHOR]

This paper investigates several common alleged stereotypes related to the Asian learners in terms of reticence and passivity in the classroom and it reviews the factors offered as explanations for the perceived reticence and passivity. In addition to acknowledging the part culture plays in this behavioral profile, we have argued that factors other than culture i.e., students related and teacher issues play no less a role in the way Asian students interact in the ESL/EFL classroom. Finally, this paper summarizes some of the pedagogical implications of this stereotyping. [ABSTRACT FROM AUTHOR]

Teaching English language and literature is an uphill task in Libyan universities. Not only are the students first generation learners but they have also been affected by the pull of their mother tongue and special writing style. The experience of a foreign teacher in the universities of Libya is challenging and enriching as well. Lack of interest and motivation and competitive spirit on the part of students, non-availability of study materials, books, journals and news papers, absence of scholarly ambience and some of the blocks which hinder the process of learning the English language. However, there are also special attributes found in them such as their amazing memory power, communicative English, their eagerness to listen to stories their sense of humour, etc. Teaching English could be a rewarding experience in Libya if the teacher is imbibed with understanding, appreciation, encouragement and the skills for using appropriate, pragmatic teaching strategies so that the inherent talents of students could be brought out and enhanced. Hence, this paper focuses on the pragmatic approach to the teaching English to the Libyan students at the university level. [ABSTRACT FROM AUTHOR]

This paper investigates the role of motivation in the performance of Intermediate students in the English (L2) Exams. Motivation has been regarded as one of the most important F.A.ctors in the process of second language learning. A class of Intermediate (F.A./F.Sc.) students is studied. Students' motivation is investigated according to Gardner's views on motivation as he described them is his socio-educational model (Gardner & MacIntyre, 1993). A result of final English (L2) Exam is collected in order to see whether or not there is a difference between the performance of F.A. (Arts and Humanities) and F.Sc. (PreEngineering/Pre-Medical) students in the English exams. To check the role of motivation in the students' performance, two lickert scale questionnaires are developed consisting of 15 items each; one questionnaire for the students and the other for the concerned teacher. The opinion of the concerned teacher is also obtained on a blank piece of paper. The study shows that there is a big difference between the performance of F.A. and F.Sc. students in the English exams, whereas there is no significant difference between the motivation level of F.A. and F.Sc. students for learning English as L2. So, the paper suggests that the L2 motivation does not play a significant role in the better performance of intermediate F.Sc.. students in the English exams. [ABSTRACT FROM AUTHOR]

The paper focuses on one of the major debates in language pedagogy: whether grammar is to be taught or not, and comes to a conclusion that though an over-emphasis on grammatical forms may prove to be a hindrance in the path of the development of a learner's ability to communicate fluently, not teaching grammar at all is not a viable option. In this context, the paper argues for an interesting contemporary option put forward by many methodologists, that of "Consciousness-raising" and tries to show how this can be integrated in the task-based approach to the teaching of grammar. [ABSTRACT FROM AUTHOR]

Second language acquisition (SLA) studies mainly explore how human beings, having mastered their mother tongues, acquire their second language. Second language acquisition theories systematically investigate the nature and the acquisition process of a second language. Roughly speaking, second language acquisition researches began in the west at the end of 1960s or at the beginning of 1970s. Originally, second language acquisition study was a branch of applied linguistics and it mainly aimed to provide helps for language teaching. However, with the emergence of interlanguage hypothesis, second language acquisition broke away from applied linguistics and transformational generative linguistics and became an independent discipline. English language teaching (ELT) has been a commercially viable area within SLA studies. Claims for the need to train teachers in ELT have been vibrant in recent times. This paper is an attempt at an understanding of this claim. [ABSTRACT FROM AUTHOR]

Teaching any second language, particularly English has always been a strenuous task, especially while dealing with the students who come from different cultures and backgrounds, as it involves some complexities which can be overcome through the application of appropriate strategies. English language has put down firm roots in India from the inception of the British rule. Initially English was taught to the people by the missionaries, and slowly it developed as an official language. People treat English as a tool for social advancement even after the British rule; no other vernacular language has tried to replace this foreign language. English has become the lingua franca of international transactions in the globalized world. Young learners require an ever-increasing range of skills to maintain relevance with the global environment of the new millennium. For students whose mother tongue is not English, mastering English is very important, not only for their academic life, but also for their prospective career. English is a matron nurse who makes delivery of ideas easy, but as a medium of instruction it poses many challenges both for learners and teachers. Mother tongue influence is one of the serious threats to the advancement of learning, which should be dealt dexterously. Pronunciation is one of the language traits which is seriously affected by mother tongue. The socio-cultural background of an individual helps propel forward a very strong impact of mother tongue on English teaching and learning. This paper includes an analysis of the problems in teaching English Language to young learners and strategies to meet these challenges. [ABSTRACT FROM AUTHOR]

The existence of the human beings mostly depends on language. Most of the activities of the people need the use of language. The English Language communication has become an influential factor for the majority of the people in the present globalized world. So, all most all the educational institutes are giving much importance to train their students in English Language Communication Skills (ELCS). Training is always learner-centered instruction. The role of a teacher in ELCS is a mere facilitator. As English is not mother tongue for the learners who learn English as a second language, effective environment should be created in order to make them participate actively in learning English language and possessing communication skills. Criticism and very strict learning environment can never make the learner learn English language skills. Using humour makes him feel good and instills confidence to learn and communicate in English. This paper exposes the need of humour in ELCS training. [ABSTRACT FROM AUTHOR]

Given to the exposition that English language can be taught in various ways the researcher finds one of the best ways is to teach,especially, the ESL students is through the literature in the prescribed text books. This paper focuses on language teaching using one particular book prescribed by a university and encourages the teachers of English to look at the text book as a brilliant tool to teach the ESL students English. [ABSTRACT FROM AUTHOR]

Today, the role to be played by school in the life of a child is crucial. It is because in the name of right to education, a child has to learn almost all the skills and knowledge from school as he/she has to attain school at the earliest. Along with the recognition of education as the fundamental right of every child, providing access to educational facilities to every child from the age of 6 year to 14 years is an important task of every state. School should provide a space where children enjoy every right of learning that is 'right to learn in one's mother tongue', 'right to learn in one's habitat', 'observed that schools in many cases became an isolated space where children always find a gap between what they do at home and what they are asked to do at school. One of the important reasons for this gap is that schools fail to recognize the habitat and languages specially that belong to the children of minority groups.1 To respond to the multilingual character India has adopted Three Language Formula (TLF), National Curriculum Framework 2005(NCF-05) suggests implementation of TLF in letter and spirit. TLF is implemented in North East India, but there is confusion in the designation of first language and the second language. The paper is an attempt to address this issue. [ABSTRACT FROM AUTHOR]

The present perfect tense is one of the most challenging English tenses for Palestinian EFL learners. The lack of a counterpart of this tense in Arabic, the interference of L1 into L2 acquisition, the absence of a through methodology that would help learners capture the semantic and pragmatic use of the perfect tense have all contributed to the difficulties facing EFL Palestinian learners when dealing with this tense. This paper aims at introducing a new pedagogical perspective towards facilitating the learning of the present perfect. [ABSTRACT FROM AUTHOR]

The present paper investigates two important teaching methods of English in a second language classroom setting i.e., Grammar Translation Method and Communicative Language Teaching. This close-ended study was carried out to compare and analyze Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). The study basically looks at both teaching methods from the perspective of English language teachers show they prioritize either GMT or CLT methods as to be more effective tools of teaching at college level in three districts of Sindh. For data collection, a questionnaire was designed containing twenty queries favoring GTM in first ten and CLT in next ten queries in sequence in order to find out which teaching method is more effective. The questionnaire was closeended with a Likert Scale range of five: strongly agree, agree, neither agree nor disagree, disagree and strongly disagree. The participating subjects were randomly recruited from three districts of Sindh e.g., Jamshoro, Shikarpur and Jacobabad. The findings of the study show sixty percentage of the subjects favored GTM while, forty percentage language teachers favored CLT method as an effective method. [ABSTRACT FROM AUTHOR]

Learning is an activity that the human mind engages in a life-long process. Learning is experiencing something new. Psychologists have tried to identify and explain the process of learning through several theories. A majority of theories have been proved and therefore been very influential in enhancing the learning process. Some of the theories continue to attract attention in the field of educational research even today. Theories of learning a language have become even more important in today's world where every individual is trying to learn a new language in order to improve his/her career prospects. English has emerged as a leading language of correspondence around the world. It is the second most popular language. One out of every five individuals speaks English. Irrespective of educational or cultural background, people in a multicultural and multi lingual setting such as India, English is spoken or understood by people in some form or the other. Acquisition of English as a second language has become more important with the growth of opportunities in the education and employment sectors. In such a scenario, it is essential to know how learning takes place and identify the different varieties of learning. This paper seeks to present the various leading theories of language acquisition and list the varieties of learning methodologies that can be useful in the field of education. [ABSTRACT FROM AUTHOR]

This paper reviews a few teaching approaches namely Grammar Translation Method, Audio Lingual Method, Direct Method and Communicative Method and the advantages of Communicative Language Teaching Method over other methods. CLT or Communicative Language Teaching Method fosters a sub-conscious process of acquiring a second language, here English. Teacher provides plenty of comprehensible input and motivates the learners to involve in the process and acquire L2 as in the case of acquiring L1 without conscious effort. [ABSTRACT FROM AUTHOR]

Kokborok is a Tibeto-Burman language spoken in Tripura and parts of Bangladesh. The basic vocabulary is Tibeto-Burman, descended from a common Sino-Tibetan stock. Additionally the language has acquired a substantial stock of Indo-Aryan loans adopted through several centuries of cultural contact with the Bengali speaking population of the region. Several terms denoting new ideas and objects have been borrowed from Indo-Aryan, with modifications coming through native speech habits. Some words from foreign sources have also been acquired through Bengali. Historically this tendency has been part of the older process of cultural assimilation. However, in recent times there has been a tendency to find native equivalent for borrowed terms and the substitution of those terms in literary usage. The present paper shall endeavour to analyse the processes and also relate them to changing socio-cultural relations and altered paradigms. [ABSTRACT FROM AUTHOR]

In India, the greatest challenge in the field of English language teaching remains the teaching of language skills. It is indeed surprising that after studying English for 12-15 years, the students fail to correctly express themselves in writing. This paper discusses the role of classroom size in second language teaching, problems confronted by a language teacher in imparting writing skills and possible solutions. [ABSTRACT FROM AUTHOR]

Teaching and learning are the two sides of a coin. Learning is a continuous process from the womb to the tomb. A method of teaching plays an important role in the learning process. The process will not be fulfilled until the learner gains knowledge from the subject. Because the purpose of teaching is not only to make the students to get marks, but also to enhance the skills and practical knowledge of the students. English is the second and official language in our country. It is the one and only language which rules the world. The so called global language doesn't give knowledge alone, but also name and fame in the society. Teaching the second language is a difficult task for the teachers. This paper deals with the various innovative methods of teaching English language. [ABSTRACT FROM AUTHOR]

A group of words is being an ancient and powerful mediator to connect one man to another man that is called as a language. The learners who were learning the language to it use it properly and effectively. But in the modern world human beings are in need of learning more than two languages for Job opportunity and other reasons. Even in India most of the states, follow the three language system in the school education. Each and every one should learn their mother tongue clearly and properly, so that they learn second language easily. While children may learn the language in LSRW format, seemingly Mother Tongue (MT) intervention happens. In this paper, I discuss the problems of language learners, like obstacles they face, while learning a language with the strong impact of their mother tongue. [ABSTRACT FROM AUTHOR]

In the long history of language learning, especially in the case of learning English as L2, educationalists have been tirelessly trying to explore more and more practical approaches that range from conventional methods like Grammar translation method, Direct method, Situational Language Teaching and so on, to the latest mode of communicative approach. The conventional teaching methods - the unsuccessful results of the earlier language theories, were proved to be ineffective, because it was felt that the learners were passive and the teaching-learning process was mechanical, in all those methods. Hence during the 1960s, a new trend of language teaching called Communicative Language Teaching pushed its way into classrooms and has been widely acclaimed by educationists so far. The present paper glimpses briefly the emergence of the learner-friendly, Communicative Approach in teaching English as L2 and its scope and focus in making teaching-learning a great success in modern Indian classrooms. [ABSTRACT FROM AUTHOR]

English is the most widely spoken language across the world and this language has the credit of having more second-language speakers than all other languages. The British council has the statistical evidence that at least one billion people in the world speak in English and about 300 million people use English as their medium of instruction. Our nation has in its makeup an integration of many rural villages; despite the advent of science and technological developments and economic reforms, most of the villages of our country are deprived of basic facilities, including education. In many of our educational institutions, knowledge is imparted only in vernacular languages and hence, the students unconsciously develop an aversion towards English; so, even after their higher education, they lack confidence to converse and communicate in English. The remedial measures taken at college / school levels are all in vein. It is proposed to provide solution to this ever-growing problem through e-learning. A very important reason for regarding English as a world language is that the world's knowledge is enshrined in English. It is a progressive language. It is dynamic and flexible. Over and above, English is universally renowned for its power of expression and its rich literature. Education has been the primary factor in the more formal transmission of English around the world. In present times, English is the most preferred language. This paper explains the design and implementation of e-learning based vocabulary building tool. [ABSTRACT FROM AUTHOR]

Humour is an effective tool for second language teaching and SL classroom. Humour is an inextricable aspect of human discourse, language teachers may often utilize humour to facilitate dual beneficiary, both socially and psychologically. Humour is an authentic medium at all the levels of proficiency and for the presentation of a language. Simon Wiesenthal says, "Humour is the weapon of unarmed people". Teachers are the real warriors have to won the war (effective teaching) with their weapons (teaching techniques). Humour should have been called as the 'pedagogical instrument' also as double sharpen knife, can harm or serve in the classroom atmosphere. L2 classrooms are life classrooms, where pupil tastes the essence of life 'humour', since humour is the food of learning. One English teacher can teach literature interestingly, the other teaches grammar, some others may be well versed in linguistics but every English teacher can teach well with the help of 'humour'. This paper aims at presenting the role of humour in teaching English as a second language. Minimal attention was given to the effects of humour by language researchers; humour should begin with the fields of education and other related disciplines and perspectives. [ABSTRACT FROM AUTHOR]

The primary purpose of this paper is to elaborate on the findings during the stimulated recall sessions or class discourse recollections in relation to a study of classroom interactions in undergraduate English as an L2 Classroom in Assam. The stimulated recall sessions or the class discourse recollections had two phases. In the first phase, the learner participants were asked to retrospect on their perceptions of the classroom activities and interactions using the audio recordings of the selected class sessions. Along with the audio recordings, the corresponding field notes were also provided to the learner participants to assist them in recalling the class sessions. In cases when the learner participants had nothing to reflect upon, the researcher asked them to recall their thoughts and perceptions of the classroom discourse at various moments selecting the portions useful from the field notes and the audio recordings. [ABSTRACT FROM AUTHOR]

The paper proposes to shed light on how to establish and manage an effective and successful language classroom in terms of learners' motivation in accordance with the fact that teachers are presently expected to be informed enough to be able to pilot their teaching, satisfying various requirements of different learners. It is designed to explore the significance of motivation in ESL learning and the factors that might affect learners' motivation in language learning context from a theoretical perspective. Motivation is a very significant and effective element in the realm of second language learning. To be precise, motivation has a direct effect on both quality as well as quantity of language learning. It is based on Gardner's (1982, 2010) socio-educational model of second language acquisition. Thus, the language teachers and researchers would discover, realize and pay attention to the whole personality of their learners. It also provides a brief discussion and a few valuable inferences and suggestions for practicing teachers and researchers in the field of English language teaching. [ABSTRACT FROM AUTHOR]

Communication is an important skill, but how do we, as teachers, teach this to our students? This question will present many challenges to the course designer. We all know that language is the means of communication among human beings and it is necessary for second language learners to take control of communication. So, designing the courses for communication will be placed in a special place. Among the communication ways, conversation with oral language is an easy way. Making a conversation is an ability that appeared from breaking the speaking ability into its sub-skills. Communicative competence of learners includes this ability. Course designer and textbook writers have to focus on different dimensions of this skill and pay attention to the conditions of their learners in different societies. Formats of the syllabus have many types in relation to the given guidelines, tasks types, or other features. One of them is Topic-based syllabus. We focus on it and its relation to the communication skills and their common issues. Topic-based instruction model means that using four skills (reading, writing, listening, and speaking) in an integrated manner and use these in an inter-related manner to improve all the skills. So, in this paper, we will be talk about the approaches and the views of investigators about the topic-based instruction model. [ABSTRACT FROM AUTHOR]