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Research in English Language Teaching 
INTRODUCTION 
English Language is a lot more than just an official 
Language in most of the countries. It has been the language of 
diplomacy, higher administration, higher education, superior 
judiciary and information technology. Besides, English is a language 
of opportunities and success for life. As was noted by the Education 
Commission of India in 1966, “when a degree holder goes to any of 
the developed countries he is not treated at par with a degree 
holder of that country” (3). This shows the poor pattern of Indian 
Educational System which has no great implication on the matter of 
English language. Moreover, most of our system of curriculum 
doesn’t make the learning of English mandatory. Hence the 
reluctance about learning or teaching of English language is seen as 
an inherent quality of Indian Educational System. To eliminate this 
obstacle of academic growth, our ELT pattern has to be evaluated 
so as its outcome on curriculum. In this following analysis, we could 
know about how the Indian ELT has been across the nation and 
howthe ELT has been across the nation and how its impacted the 
quality of education. 
Approaches of English Language Teaching in India 
Indian practise on ELT has been a multi-purpose teaching approach. 
It differs on the basis of various purposes to learn English language. 
In that way, there has been three fundamental pattern/approaches 
of ELT in India, namely
*ƒ English for Academic Purpose(EAP) 
* English for Occupational purpose(EOP) 
*ƒ English for Specific Purpose(ESP) 
Firstly, EAP refers to the teaching of English language in primary, 
secondary and common graduate level educational institutions. 
This approach aims to built-up the students to be aware of basics of 
English, and encourages the students to have general thought 
about the basic grammar, pronunciation and the use of English for 
common purpose. Secondly, EOP refers to the teaching of English 
language for professional purpose which in practical requires a 
basic insight about the concerned profession and its relevance with 
use of English. The approach of ELT has been a great task for the 
tutors to educate the beneficiaries as it requires specialised 
knowledge about the particular occupational jargons. 
Thirdly, ESP refers to the teaching of English language for specific 
need in which the intention of the learners is restricted within the 
particular use. ESP advocates the designing of special courses 
instead of one multi-purpose course, to suit the needs of different 
of students. The concept of ESP is said to be particularly adequate 
for teaching English to students of science and technology EST). 
Moreover, English at the undergraduate level of engineering differs 
from English in other undergraduate courses because it has a 
specific purpose unlike a general purpose in other colleges.It differs 
from other courses in the three aspects, such as relevance, register 
and style (10). These three aspects gain supremacy in material 
designing because the course must engage the students for both 
academic and professional purposes. Their academic functions 
include oral and written communication, comprehension of 
lectures and books, note-making, note-taking, paper presentations,
participation in regional, national and international seminars and 
taking interviews. 
Contributions by Indian Researchers for ELT 
To the promotion of ELT approaches in India, our researchers have 
done incredible contribution to ELT field of study and in this paper I 
brought them close look . However, as this research deals with 
English language teaching in India, the substantial research works 
done by Indian researchers in relation with English learning are 
studied. Most of the works were unique analysis in nature with 
particular reference to the mistakes made by vernacular user of 
Various Indian languages while learning English as a second 
language. The following mentions are the sum of those important 
people, Ganapathy (1968) has done a contrastive study on speech 
pattern in Kannada and English. Agrawal (1970) has studied the 
English tense equivalents of Rhyme of the Hindi tenses. Pramanik 
(1988) has done a study of some affective variables related to 
learning English as a second language at the post-secondary stage 
in Orissa Ravi (1998) has done research work in the study of the 
motivational problems with reference to teaching –learning English 
as a second language. Lalitha Raja, R. (2007) has done research 
work in the syntactic development of Tamil mother tongue children 
in learning English. Indira (2003) has done research on the 
suitability of course book in engineering colleges for developing 
communication skills. Ramamoorthy (2004) has made a study in 
multilingualism and second language acquisition and learning in 
Pondicherry. Balasubramanian (2005) has studied attitudinal 
difference and second language learning with reference to Tamil 
and Malayalam. Meenakshi Raman (2006) has done a study on
developing task based language tests for assessing oral skills in 
English. Sankary (2007) has studied the rural-urban divide in English 
as second language learning. Pushpa Nagini Sripada (2007) has 
studied in the area of second language vocabulary teaching. Jahitha 
Begum (2007) has done research on met cognition and mediated 
learning experience as language learning strategies. Sandeep(2007) 
has done research on teaching English as a second language to 
meet the needs of the learners from rural areas. R.Narayanan et al. 
(2009) attempted in the of field English language teaching, which is 
growing day by day in India because of good and dedicated 
researchers have contributed something to English language 
teaching and moreover number of linguists have made footprint in 
the field of applied linguistics. 
CONCLUSION 
Ultimately, in this paper various approaches of ELT has been 
exhaustively analysed. Rectify the reluctance of learning or 
teaching of English language Indian Educational System, 
approaches like EAP, EOP, ESP would be valuable measures. To 
eliminate the obstacles of academic growth, new ELT patterns 
might be handy to the Indian Educational Curriculum. In the above 
analysis, we could come to the conclusion that how the Indian ELT 
has been across the nation and how it should be for the betterment 
of the quality of education. Besides, it will be worth mention here 
that the new patterns mentioned in this paper would also been a 
good experiment to the upcoming linguistic researchers of India. 
REFERENCES 
[1] Aggrawal, K.S., 1983. Language Planning: Socio- Economic 
factors and Learners’ Attitudes to English. Unpublished M.Litt
dissertation in English. Hyderabad: Central Institute of English and 
Foreign Languages. 
[2] Agrawal, B.R.D., 1970. English Tense Equivalents of Rhyme of 
the Hindi Tenses. Hyderabad: Central Institute of English and 
Foreign Languages. 
[3] Ahmed, S.S. (1970). Urdu – English Reported Speech: A study in 
Contrastive Analysis. Hyderabad: Central Institute of English and 
Foreign Languages. 
[4] Bhor, S.D., 1970. ‘Present’ Tenses in Marathi and English. 
Hyderabad: Central Institute of English and Foreign Languages. 
[5] Ganapathy, T., 1968. Sentence Patterns in Kannada and English: 
A Contrastive study on speaking adult level. 
Unpublished PhD dissertation. Hyderabad: Central Institute of 
English and Foreign languages.

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Research in english language teaching

  • 1. Research in English Language Teaching INTRODUCTION English Language is a lot more than just an official Language in most of the countries. It has been the language of diplomacy, higher administration, higher education, superior judiciary and information technology. Besides, English is a language of opportunities and success for life. As was noted by the Education Commission of India in 1966, “when a degree holder goes to any of the developed countries he is not treated at par with a degree holder of that country” (3). This shows the poor pattern of Indian Educational System which has no great implication on the matter of English language. Moreover, most of our system of curriculum doesn’t make the learning of English mandatory. Hence the reluctance about learning or teaching of English language is seen as an inherent quality of Indian Educational System. To eliminate this obstacle of academic growth, our ELT pattern has to be evaluated so as its outcome on curriculum. In this following analysis, we could know about how the Indian ELT has been across the nation and howthe ELT has been across the nation and how its impacted the quality of education. Approaches of English Language Teaching in India Indian practise on ELT has been a multi-purpose teaching approach. It differs on the basis of various purposes to learn English language. In that way, there has been three fundamental pattern/approaches of ELT in India, namely
  • 2. *ƒ English for Academic Purpose(EAP) * English for Occupational purpose(EOP) *ƒ English for Specific Purpose(ESP) Firstly, EAP refers to the teaching of English language in primary, secondary and common graduate level educational institutions. This approach aims to built-up the students to be aware of basics of English, and encourages the students to have general thought about the basic grammar, pronunciation and the use of English for common purpose. Secondly, EOP refers to the teaching of English language for professional purpose which in practical requires a basic insight about the concerned profession and its relevance with use of English. The approach of ELT has been a great task for the tutors to educate the beneficiaries as it requires specialised knowledge about the particular occupational jargons. Thirdly, ESP refers to the teaching of English language for specific need in which the intention of the learners is restricted within the particular use. ESP advocates the designing of special courses instead of one multi-purpose course, to suit the needs of different of students. The concept of ESP is said to be particularly adequate for teaching English to students of science and technology EST). Moreover, English at the undergraduate level of engineering differs from English in other undergraduate courses because it has a specific purpose unlike a general purpose in other colleges.It differs from other courses in the three aspects, such as relevance, register and style (10). These three aspects gain supremacy in material designing because the course must engage the students for both academic and professional purposes. Their academic functions include oral and written communication, comprehension of lectures and books, note-making, note-taking, paper presentations,
  • 3. participation in regional, national and international seminars and taking interviews. Contributions by Indian Researchers for ELT To the promotion of ELT approaches in India, our researchers have done incredible contribution to ELT field of study and in this paper I brought them close look . However, as this research deals with English language teaching in India, the substantial research works done by Indian researchers in relation with English learning are studied. Most of the works were unique analysis in nature with particular reference to the mistakes made by vernacular user of Various Indian languages while learning English as a second language. The following mentions are the sum of those important people, Ganapathy (1968) has done a contrastive study on speech pattern in Kannada and English. Agrawal (1970) has studied the English tense equivalents of Rhyme of the Hindi tenses. Pramanik (1988) has done a study of some affective variables related to learning English as a second language at the post-secondary stage in Orissa Ravi (1998) has done research work in the study of the motivational problems with reference to teaching –learning English as a second language. Lalitha Raja, R. (2007) has done research work in the syntactic development of Tamil mother tongue children in learning English. Indira (2003) has done research on the suitability of course book in engineering colleges for developing communication skills. Ramamoorthy (2004) has made a study in multilingualism and second language acquisition and learning in Pondicherry. Balasubramanian (2005) has studied attitudinal difference and second language learning with reference to Tamil and Malayalam. Meenakshi Raman (2006) has done a study on
  • 4. developing task based language tests for assessing oral skills in English. Sankary (2007) has studied the rural-urban divide in English as second language learning. Pushpa Nagini Sripada (2007) has studied in the area of second language vocabulary teaching. Jahitha Begum (2007) has done research on met cognition and mediated learning experience as language learning strategies. Sandeep(2007) has done research on teaching English as a second language to meet the needs of the learners from rural areas. R.Narayanan et al. (2009) attempted in the of field English language teaching, which is growing day by day in India because of good and dedicated researchers have contributed something to English language teaching and moreover number of linguists have made footprint in the field of applied linguistics. CONCLUSION Ultimately, in this paper various approaches of ELT has been exhaustively analysed. Rectify the reluctance of learning or teaching of English language Indian Educational System, approaches like EAP, EOP, ESP would be valuable measures. To eliminate the obstacles of academic growth, new ELT patterns might be handy to the Indian Educational Curriculum. In the above analysis, we could come to the conclusion that how the Indian ELT has been across the nation and how it should be for the betterment of the quality of education. Besides, it will be worth mention here that the new patterns mentioned in this paper would also been a good experiment to the upcoming linguistic researchers of India. REFERENCES [1] Aggrawal, K.S., 1983. Language Planning: Socio- Economic factors and Learners’ Attitudes to English. Unpublished M.Litt
  • 5. dissertation in English. Hyderabad: Central Institute of English and Foreign Languages. [2] Agrawal, B.R.D., 1970. English Tense Equivalents of Rhyme of the Hindi Tenses. Hyderabad: Central Institute of English and Foreign Languages. [3] Ahmed, S.S. (1970). Urdu – English Reported Speech: A study in Contrastive Analysis. Hyderabad: Central Institute of English and Foreign Languages. [4] Bhor, S.D., 1970. ‘Present’ Tenses in Marathi and English. Hyderabad: Central Institute of English and Foreign Languages. [5] Ganapathy, T., 1968. Sentence Patterns in Kannada and English: A Contrastive study on speaking adult level. Unpublished PhD dissertation. Hyderabad: Central Institute of English and Foreign languages.