Works Cited

1. Brunar, J. Childs Talk. New York: Norton, 1983. 2. Cook, Guy. Applied Linguistics. Delhi: Oxford University Press, 2003. 3. Cook, Vivian. Second Language Learning and Language Teaching. Hodder Education, a Hachette UK Company, 2008. 4. Ellis, Nick C, and Diane Larsen-Freeman. Language as a Complex Adaptive System. University of Michigan, 1999. 5. Ellis, Rod. Second Language Acquisition. Delhi: Oxford University Press, 2003. 6. Emmitt, Marie, et al. Language Learning. China: Oxford University Press, 2010. 7. Freeman, Diane Larsen. Techniques and Principles in Language Teaching. China: Oxford University Press, 2003. 8. Griffin, Gabriele. Research Methods for English Studies. Edinburg University Press, 2005. 9. Gupta, Puneet, and Tara Beteille. Education Research in India. ICICI Social Initiatives. Org, 2003. 10. Hammerl, Martin Hanak, David Newby, Ed.Second language Acquisition: the Interface between Theory and Practice. University of Graz, Austria, 2003. 11. Lambert, Richard. D and ElanaShohamy. Language Policy and Pedagogy. John Publishing Company, 2000. 12. Linse, Caroline T. Practical English Language Teaching: Young Learners. New York: McCraw-Hill.ESL/ELT, 2005.

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13. Nunan, David. Research Methods in Language Teaching. Delhi: Cambridge University Press, 2008. 14. Prabhu, N.S. Second Language Pedagogy. Delhi: Oxford University Press, 1987. 15. Prahlad, Mukta, and S.VishnuPriya. Second Language Learning and Teaching. The English and Foreign Language University Press, Hyderabad, 2011. 16. Richards, Jack C. Error Analysis: Perspectives on Second Language Acquisition. Delhi: Longman, 1973. 17. Richards, Jack C, and Theodore S.Rodgers. Approaches and Methods in Language Teaching. United Kingdom: Cambridge University Press, 2007. 18. Anandan, K.N. Constructive Perspective on English Language Teaching. E-journal of Vijnanacintamani of Sngscollege.org. May 16 2012. 19. Durairajan, Geetha. From Language and Language Teaching: Evaluation: Is it the Cane that Guides or the Dog that Guards? Journal of VidyaBhavan Society and AzimPremji University. 1.2 (2012): 4-7. 20. Iyer, Asha. From Language and Language Teaching: Multilingualism and Bilingualism for Language Teachers. Journal of VidyaBhavan Society and AzimPremji University. 1.2 (2012): 16-20. 21. Mangubhai, Francis. Language Learning Through Language Skills-Reading. Journal of the English and Foreign Language University, Hyd. 2.2 (2011): 1-13. 22. Sinha, Shobha. From Language and Language Teaching: Reading without Meaning: The Dilemma of Indian Classrooms. Journal of VidyaBhavan Society and AzimPremji University. 1.1 (2012): 22-26. 23. http://www.meraraichur.com/ 24. http://www.raichur.nic.in/

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APPENDIX Questionnaire
1. Learning a new language helps students______________. Rate them 1-4 according to the degree of importance. It provides understanding of another language. It provides exposure to the culture of the new language. It is a good mental exercise. It introduces a different kind of grammar.

2. What is the purpose of learning English? - rate these. Speaking fluent English Writing in English Understanding spoken English Reading English literature

3. Do you think it is important to learn English as a language? 1. Yes: 2.No:

Give reasons in a few words.

4. Rate the importance of the following skills 1-4 Reading Writing Speaking Listening

5. What is the sequence of acquisition for these skills in the lesson?

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1. Reading, writing, speaking, and listening. 2. Writing, speaking, reading, and listening. 3. Listening, speaking, reading, and writing. 4. Speaking, writing, listening, and reading.

6. Which language is used in classroom teaching? 1. English 2. Kannada 3.Telugu4.Hindi

7. What is the role of Kannada in the classroom? 1. No Kannada is used in the English classroom. 2. Kannada is regularly used in the English classroom. 3. Kannada is occasionally used in the English classroom. 4. Only Kannada is used in the English classroom.

8. What happens at the beginning of a lesson? 1. Each student is asked to read a few lines from the passage. 2. Only one student is asked to read a few lines from the passage. 3. The teacher reads the whole lesson in front of the students. 4. No one reads the lesson.

9. How is the meaning of the lesson understood? 1. The teacher translates the passage from English to Kannada and explains the meaning. 2. Students are asked to translate the passage into Kannada and understand on their own 3. The teacher explains the meaning using English. 4. All of these. 10. Teacher introduces the meaning of a new word through

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1. Pictures, maps, etc. visual representation 2. By translating the word into Kannada 3. By looking at synonyms and antonyms from the dictionary 4. All the above

11. Students practice vocabulary1. By recollecting familiar words 2. By using new words in complete sentence 3. by adding prefixes and suffixes to old words 4. by memorising antonyms and synonyms of words

12. After the completion of the lesson, the next thing that happens in the class is: 1. Students are asked to read the lesson once again. 2. Students are asked to write whatever they have understood in English. 3. Students are asked to explain the lesson in Kannada. 4. The class moves to the next chapter.

13. Who asks questions to whom in the classroom? 1. Student to teacher. 2. Teacher to students 3. student to student. 4. Both teacher and students.

14. What is the procedure for asking and answering questions in the class? 1. Students ask questions in Kannada and the teacher answers in Kannada. 2. Students ask questions in English and the teacher answers in English. 3. Students ask questions in Kannada and teacher answers in English. 4. Students ask questions in English and the teacher answers in Kannada.

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15. What happens when students make errors while answering teachers questions in the classroom? 1. The teacher asks one of the students to tell the correct answer. 2. The teacher supplies them with the correct answer. 3. The teacher tries to make the student self-correct. 4. The teacher moves them to the next activity.

16. Pronunciation has to do with:1. Clear accent. 2. Reading fluently. 3. Reading slowly. 4. Correct punctuation.

17. Pronunciation is an important factor in language teaching1. Yes 2. No

If it is yes, write your own comment in a few lines.

18. English syllabus is based 1. on the grammar of language. 2. on topics. 3. on current events. 4. on values, cultures of society.

19. Who controls classroom activity?

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1. The teacher decides what students do. 2. The teacher asks students what they want to learn. 3. The teacher and students discuss the classroom lesson plan.

20. What is the role of students in the class activities? 1. Students are passive listeners. 2. Students are active participants in the discussion. 3. Students are occasionally active participants.

21. In order to improve their languages, the teacher:1. Makes them read aloud. 2. Makes them do Fill-in-the-blank exercises. 3. Makes them write dictation. 4. All of these.

22. Does English teaching in your school do the following? 1. Help in scoring overall good marks: Yes: No:

2. Help in higher education: Yes: No:

3. Help in talking to people speaking other local languages: Yes: 4. Help in getting jobs: Yes: No: No:

5. Help in travelling to different parts of the country: Yes: No:

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6. Help in enjoying cinema, Radio programme and magazines etc.: Yes: No:

23. What are your difficulties in teaching English? 1. Lack of modern teaching aids like computers, speakers and projectors. Yes: No:

2. Lack of training in modern techniques of English teaching. Yes: No:

3. Sufficient time is not allotted for teaching English. Yes: No:

4. The work load of the English teacher doesnt permit sufficient time for language teaching. Yes: No:

5. Teaching English as a language requires more preparation than the teaching of other subjects. Yes: No:

6. English teaching is a burden, because a lot of time has to be devoted for correction. Yes: No:

24. What difficulties do you think students face in learning English? 1. Learning English is difficult for students as there are many subjects to learn. Yes: No:

2. Students get confused while learning grammar of Kannada, English and other languages: Yes: No:

3. Students have to study too many text books in each language. Yes: No:
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4. Lessons in the English textbooks do not relate to the real life of the students. Yes: No:

5. There is no opportunity for students to speak English. Yes: No:

6. There is nobody to help students learn English at home. Yes: No:

25. What are your suggestions to reduce the difficulties in the English classroom?

Information Sheet about teacher participants 1. Name of the School 2. Name of the teacher 3. Gender 4. Mother-tongue 5. Educational Qualification : : : : :

6. Experience of Teaching in terms of number of years A) Language teaching B) Teaching of other subjects : :

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7. What Languages and other subjects you teach to different classes?

Name language

of

the Class

Other subjects

Class

First language Second language Third language

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