Talati model paper and Junior Clerk model paper 8

Talati model paper and Junior Clerk model paper 8

ELT (English Language Teaching) in India

The emphasis thus shifted to teaching language use in meaningful contexts. British linguists argued that something more than grammatical competence was involved in language use; the term “communicative competence” was introduced to signify this extra dimension.6 The attempt to achieve communicative competence assumes the availability of a grammatical competence to build on, and indeed the communicative method succeeds best in the first category of school described above, introducing variety and learner involvement into classrooms where teachers (and learners) have confidence in their knowledge of the language, acquired through exposure. However, for the majority of our learners, the issue is not so much communicative competence as the acquisition of a basic or fundamental competence in the language (Prabhu 1987: 13). Input-rich theoretical methodologies (such as the Whole Language, the task-based, and the comprehensible input and balanced approaches) aim at exposure to the language in meaning-focused situations so as to trigger the formation of a language system by the mind.

GOALS FOR A LANGUAGE CURRICULUM

A national curriculum can aim for

                     a cohesive curricular policy based on guiding principles for language teaching and acquisition, which allows for a variety of implementations suitable to local needs and resources, and which provides illustrative models for use.

A consideration of earlier efforts at curriculum renewal endowed some of our discussion with an uneasy sense of déjàvu. However, we hope that current insights from linguistics, psychology, and associated disciplines have provided a principled basis for some workable suggestions to inform and rejuvenate curricular practices.

Click Here Download Talati model paper and Junior Clerk mode paper 8

by shikshan jagat