3Ds & 3 STYLES IN TEACHING SECOND LANGUAGE 3Ds & 3 STYLES IN TEACHING SECOND LANGUAGE-A PSYCHOLINGUISTIC STUDY ABSTRACT

The development of language to a childs intellectual progress has two important aspects of language development need to be emphasized. Children born with a predisposition to language which is a part of their genetic heritage and the latter is post-disposition to language that is to inculcate in the children by the teachers. Teachers need to provide opportunities for students to talk freely and easily, this helps them to improve and use the language fluently. These opportunities may have to be closely linked to practical activities. The conventional teaching approach relies heavily on the classroom teacher and the textbook, there is a need to break this domination and go for more child-friendly approach with possible integration of media technologies. Children should be simply allowed to listen to spoken nglish as much as possible. The use of mass media such as the radio and the television could prove more effective educational media as they have mass entertainment appeal. The !" radio, which is emerging as one of the most popular mediums of communication, needs to be ade#uately tapped for the promotion of nglish in classrooms. $owever the modalities of integrating mass media into school curriculum for nglish learning and the kind of unconventional approaches that can be employed for the purpose need to be worked out in greater detail for achieving the best possible results. The entitle effort in this direction should be to expose children to listen to good spoken nglish as well as suitably reorienting the classroom teacher to play a facilitator and moderators role while the mass media does the most substantial part of the teaching function.

Design, Develop and, Demonstrate %anguage is an integral part of ourselves, vital to a sense of identity and therefore to our emotional health. There is a natural connection between the language spoken by a social group and that groups self-image. !rom this citizenship or membership, the group draws a distinct strength and pride, social importance and a feeling of belonging in a historical space. The closer a learner moves to her&his mother tongue, the deeper he moves into the safety zone of a sense of self. Teaching nglish to young learners should pave a way for easy approaches. %earners should be at ease despite learning any language. The study that ' have conducted made me to feel that learners with open- mind would accept any change so that they can be a change to themselves. 'n the classroom second language is not ac#uired but learnt. (tudents are less exposed to second language comparing to first language ac#uisition. To top it all, many students fail to pick up the second language due to fear of making mistakes, lack of motivation or lack of exposure. )ut, they can learn a language if the right conditions apply. *e can therefore say that 3 Ds [design, develop and , demonstrate] should be present in learning a language especially in a class room learning. +ctivities and materials, include games, discussions, picture reading, stories, proverbs, moral stories etc., should design students in learning a language, and though in its absence teacher or learner should sign up with the topic, exercise or language they deal with. *hen learners are engaged or designed, they learn better then when they are wholly or partially designed. (uccessful language learning depends on a ,udicious blend of subconscious language ac#uisition and the study activities included to focus in on language and how it is constructed. Develop means any stage at which the

construction of language is the main focus. Demonst !te helps learners to use language as freely and

communicatively as they can. The ob,ective is not to focus on language construction- it offers learners a chance to try out real language use with little or no restriction. 'n a process of learning language, learners should be interested and designed, then they develop something and they then try to demonstrate it by putting it into production. $ere is an example for beginners. .esign / a learner looks at a picture or video of a child. $e narrates what the child does. The learner designs the role of the animated child and expresses and personifies its ideas clearly. .evelop / now the learner can develop the childs character in a very interesting way. The language that is used should be very clear and lucid. To help the learner, teacher can aid him&her with some important or clue words based on the ideas exhibited by the learner. Nee" #o $nte !%t$on "ind grammar reflects the idea of universal grammar, that there is a universal ability to understand different grammars. 0ouns, for instance, are always understood as such, and something performs the noun role in every language. "odifiers and verbs can be moved around, and this is where children have trouble. 1ne can see by observing children that they understand the concept of nouns and verbs fairly easily, even when the noun does not refer directly to a person place or thing 2in the case of less concrete nouns such as happiness3. $owever it is where the verbs and modifiers are placed in

relation to the nouns that takes children time to learn, as this varies from language to language. There are three basic learning styles to learn a language. They are A&"$to ' ( l$sten !n" le! n )$s&!l ( see !n" le! n E*pe $ent$!l ( e*pe $en%e !n" le! n+

A&"$to ' ( l$sten !n" le! n This style re#uires good reading skills and many children feel embarrassed to admit they have difficulties in reading. 4oor reading skills hamper the rest of the learning process. 5hymes help children to listen and learn many words. Re!"$n, s-$ll $n le! ne s The main part of a teachers ,ob is getting students to read nglish texts. 5eaders can be categorized into three types, one is reading for their careers, another is reading for purposes and the last one is simply for pleasure. *hat ever is the purpose but the teacher should make it easier for them to understand that reading is a good idea. +ny sought of exposure to nglish is a good thing for students. 'f the reading part is interesting and engaging, ac#uisition is likely to be even more successful. 5eading texts can be explained as Inp&t

6ocabulary, grammar,

construct

sentences, 4unctuation texts paragraphs and

'nteresting topics, stimulate discussion, imaginative responses

1utput .eveloped reading skills P $n%$ples o# te!%.$n, o# e!"$n, 5eading is an active skill 5eading is an active skill in which the learner should understand what the words mean, watch the paintings, understand the arguments and sometimes counter the arguments. 'f he&she does not do these things then he&she only forget the essence of reading the content. ngage in reading 'nterest plays a pivotal role in reading if the reader is not actively interested in what he&she is reading then the purpose of reading will be a damp s#uib. 7iving personal space to readers %earners should be encouraged to react to the topics and share their personal views about the topic !orecasting in reading *hen a student reads a text in her&his known language, he&she would get a good idea before actually reading. (ometimes the book cover or the title gives hint to a reader before reading a single word. 5eader automatically forecast what she&he is going to read. (o, teachers should give students 8hints so that

they can forecast what is coming too and make them better and more engaged readers. 'nteresting exercises to the topic 1nce the text is being selected, teacher should choose good reading exercises. The right kind of #uestions, useful puzzles etc., the most commonplace passage can be made really existing with imaginative and challenging tasks. 7ood teacher 9 good reader 7ood teacher always exploits the reading text into interesting class se#uences, using the basic for discussion and other exercises. +ny reading text is full of sentences, words, ideas, descriptions etc., 5eading is a receptive language process. 't is a psycholinguistic process in which a writer starts encoded representation and ends with the readers meaning construction. *riter encodes 5eader decodes thought as language language to thought

5eading should be viewed as a social context. 5eaders have their dialect influence while reading. 5eaders common experience, concepts, interest, views and life styles with common social and cultural backgrounds will also be reflected by how and what people read and what they take from their reading. Children learn #uick reading with illustrations. :oung children look at the picture and read the related words, when this performance is turned into competence, the readers can identify the words whether in isolation ;without illustrations< or in texts. The visual input of observation of pictures briefly store information, reaction knowledge and understanding of the word. 5eading must employ memory, and the brain is the organ of information processing. The processes for reading are/ (witch on

Calculation

valuation

Confirmation +pplication (witch off The brain switches on and comprehends the graphic display field of written language and starts to read. 7ood exposure should be given to children to read at a very early age. 1ne of the important methods is to teach rhymes to young learners- sometimes creating ones own rhyme with new and oft-used words will disseminate positive output.

)$s&!l ( see !n" le! n Children can be allowed to watch and learn. !or instance ' have used some of our countrys advertisements that have used regional language. 'ntention is the power behind learning words. The phrases like 8midnight mela ;first choice car loans<, double dhamaka ;0ext ad<, dasavatharam offer ;6iveks ad<, investment bhi plus pension bhi plus ;%'C<, chamakti safedi hai, machine aur 5in "atic ka kaam ; 5in "atic<. The underlined words make an ordinary man to use in his day-to-day conversation that he imbibed nglish and

intentionally or unintentionally. E*pe $ent$!l ( e*pe $en%e !n" le! n+ Children catch a language very young. %anguage is very difficult to comprehend through rote learning. more vivid. xperiments make it easier and xperiments kindle the ,oy of learning in children.

*ithout them learning becomes dry and unappealing. = xperience, observation, reflection and testing in new situations 9 these are the keys to meaningful learning process. +part from stimulating the imagination, these processes help children remember concepts, as learning is linked to real life experience. (uch learning happens after a child is directly involved in day-to-day activities. (tudents learn much in situations that involve conversations with the teacherthey learn from observing events, natural or contrived- they learn from rhymes, examining and watching pictures that move and they learn from their own self-generated mental operations. *hether teaching involves a teacher, a textbook, a motion picture, a television set or whatever its ultimate function is to bring about a change in the student. :oung learners learn everything without inhibition. :oung children are not as bothered as adults are. !or ages, teachers come out with uni#ue ways to teach students. The trend is slightly modified from teaching of discrete grammatical structures to the fostering of communicative ability. "ultimedia is a boon to teachers, academicians, educationalists and experts to attract learners by its colourful and useful functions. "edia helps teachers and students per se. The computer tools like 'nternet, face book twitter, you tube help learners to interact and listen to native speakers, this helps learners to improve confidence while speaking the native language. %istening to nglish news or nglish programmes give a better scope for flexibility of usage of words and sentences. 'n this technology

world, allow students to talk, record it on the mobile or camera, play it back to them which offers the obvious advantage of stop&start, rewind, play sound on, off and frame controls. This method helps learners to identify their mistakes and rectify them instantly. The success of teaching depends on the interest of students to the sub,ect, on their desire to learn it. (ometimes classes pass by, not leaving a trace in education of students. +part from many techni#ues learners sometimes fail due to their learning habits and lack of concentration. 't is in the hands of teachers to make everyone en,oy the ,oy of learning a language. The high motivation to study nglish is observed by using many approaches which give a variety of forms of teaching like listening to stories, rhymes and watching clips, pictures, role play etc.,