Using Original Methods in Teaching English Language to Foreign Students (Chinese) in Indian Classroom

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Using Original Methods in Teaching English Language to Foreign Students (Chinese) in Indian Classroom

January 22, 2020 Education and Social Studies 0

This chapter portrays information on English language teaching schemes in Indian classrooms for foreign students.  The teacher monitors as facilitator and instructor, the trainees were trained in the four macro skills, LSRW. Some topics are taught in three skills, namely, writing, listening and reading (just three, not speaking skills) to Chinese students in VIT University, but the other skill speaking was trained by the other faculty.  The Students were educated to listen to English words and passages, to read the comprehension passages and answer the questions, and to coach basic grammar and revising it. Moreover, beginners were also guided to learn technical words related to their respective disciplines (major subjects) other than English words. For example, Chinese students posed a query to the faculty to explain on technical words and terms of their main subjects in English, for instance, B.Sc Computer Science (under graduate programme) students wished to learn about the word data. Since, the English Oxford Dictionary meaning is ‘facts or statistics used for reference or analysis’, but in the field of Computer Science, the word means “information processed by a computer”. So, there arouse a need to help them in distinguishing the different meanings of the word. In addition to, many students were not familiar with English. Thus through the above said way of facilitating, they acquired a good knowledge by varied types of expressions to master their particular subjects. It is a time to share the purpose of Chinese visiting India to obtain the nuances of English language. They become gradually proficient at specific courses in English medium of instruction, perhaps to get degree. A few lesson plans of teachers (how the practices are conducted in listening, reading and writing skills) as well as some parts in allotted syllabus (listening to songs, passages, writing a paragraph and essay, picture-story writing and write about yourself, reading the passage and writing) were discussed in the current section. The roles of teacher and student were explained in detail. Therefore, can discern how the beginners were trained, taught, convinced, persuaded and managed by a tutor to reach the goal of English language teaching to Chinese students.

For more information contact author

K. Devimeenakshi
Department of English, School of Social Sciences and Languages, VIT University, Vellore, Tamil Nadu, India.
E-mail: [email protected]

View Volume: http://bp.bookpi.org/index.php/bpi/catalog/book/125

 

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