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Full Screen- TITLE
- CERTIFICATE
- DECLARATION
- ACKNOWLEDGEMENT
- TABLE OF CONTENTS
- PREFACE
- 1. INTRODUCTION
- 1.2 Aim of the study
- 1.3 Scope of the study
- 1.4.Procedure
- 1.5.1.Procedure For Data Collection
- 1.6 Data Analysis
- 1.7 Discursive Analysis
- 2. Language, Socialization, Education & Culture
- 2.1 Introduction
- 2.2. Language as power centers-socio - economic technological, political, cultural and religious
- 2.3 English Language Teaching / Learning In The Globalised Context
- 2.4 English in India
- 2. 5 English in Kerala
- 2. 6 English Language and Education in India/Kerala
- 3. Curriculum Centred Problems
- 3.1.1. Introduction
- 3.1.2. Curriculum and syllabus in the University of Kerala
- 3.1.3 Factors Governing Curriculum In Kerala
- 3.2 Materials
- 3.3 Curriculum / Syllabus
- 4. Text centered Teaching/ Learning an over view
- 4.1 Text Book Learning Relationship
- 4.2 The role of text books in language teaching / learning
- 4.3 The Nature of Text Books In The Restructured Tertiary Courses
- 4.4 Nature of suitable textbooks
- 4.5 Texts Used Today
- 4.6 Culture & language teaching
- 4.6.1. Cultural Context in the Text Books: Bridging the Gap
- 5. Teacher Centred / Student Centred Problems.
- 5.1. Introduction
- 5.2. Student Variability
- 5. 3. Dimensions of Student Variability
- 5.4 Factors Motivating / Demotivating Learning
- 5.4.1 Introduction
- 5.4.2. Teachers As Motivators
- 5.4.3. Motivation And Teaching Materials
- 5.5. Significance of Lesson Plan In ELT
- 5.6 The Role of Audio-visual aids in Promoting Language teaching
- 5.7. The Need To Teach English As A Language Of Oral Communication Rather Than A Library Language
- 5.7.1. Introduction
- 5.7.2. The Role of Spoken Communication and the difficulties in achieving it
- 5.7.3. What Is Involved In Teaching / Learning Spoken English
- 5.7.4. The Interference of Mother Tongue- A Major Impediment In Learning Spoken English
- 5.7. 5 Features Which Make Spoken English Different From Spoken Malayalam
- 5.7.6 The Neglect Of Spoken Communication By The Teachers And Learners
- 5.7.7. As Spoken Skill Is Not Evaluated; Students And Teachers Tend to Neglect It.
- 5.7.8. Remedial Measures Which Require Immediate Attention
- 5.8. Time Required For Teaching / Available
- 5.8 Teacher Training
- 5.8.1 Introduction
- 5.8.2. The Need For Teacher Development
- 5.8.3. Traditional Concept of the English Teachers of the Tertiary Level
- 5.8.4. The Teacher Profile Today.
- 5.8.4.1.The Nature of Teaching
- 6. Evaluation
- 7. Guidelines For A New Curriculum/Syllabus
- 7.1 Introduction
- APPENDIX
- QUESTIONNAIRES 1 – 6
- QUESTIONAIRE – 1 Teaching / Learning Experience of the tertiary level in the University of Kerala. For the response of the Teachers
- QUESTIONNAIRE-2 For the response of the Teachers & academicians Syllabus & Text books at the tertiary level in the University of Kerala
- QUESTIONNAIRE-3 For the response of the students and graduates Whether the instructional objectives of teaching English are achieved by t he learners at the tertiary level.
- QUESTIONNAIRE-4 For the response of students, teachers and graduates The learner attitude at the tertiary level in the University of Kerala
- QUESTIONNAIRE-5 For the response of students & teachers Student Factor.
- QUESTIONNAIRE-6 For the response of students and academicians. Evaluation
- WORKS CITED
- BIBLIOGRAPHY