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TITLE
CERTIFICATE
DECLARATION
ACKNOWLEDGEMENT
CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
I INTRODUCTION
Background of the Study
Need and Significance
Statement of the Problem
Explanation of terms
Hypotheses
Objectives of the Study
Methodology in Brief
Sample Selected
Tools Used
Statistical Techniques Adopted
Scope of the study
Limitations of the Study
Organisation of the Report
II LANGUAGE ACQUISITION- A THEORETICAL OVERVIEW
Introduction
Theoretical ground
Biological theories
Behaviouristic theories
Social learning theories
Social Cognitive lnteraction Theories
Bilingualsim
Language Across the curriculum
Communicative View
Objectives of language learning
Blooms Taxonomy
Cognitive Domain
Affective Domain
Psychomotor Domain
ABSTRACT
ABSTRACT
Scheme of classification of language behaviour or skills
General Nature of the Basic Language Skills
1 Model of encoding and decoding in communication
Process of Listerning
2 The total act of receiving auditory communication
Levels of listening
Active listening or factual listening
Interpretative listening
Evaluative listening
Appreciate listening
Critical listening
Creative listening
Metacognitive listening
Sub-skills of listening
Speaking
Components of speech
Sub-skills of speech
Reading
Process of reading comprehension
Levels of reading
Factors influencing reading
Mechanism of reading
Sub skills of reading comprehension
Objectives of reading
Writing
Sub skills of Writing
Levels of writing
3 Schematic representation of the basic language skills in English
Inter relatedness of skills
4 Listening, speaking, reading and writing developed in sequence as interrelated parts of the language arts curriculum
Listening and speaking
Listening and writing
Reading and speaking.
Reading and writing
Summary
5 Baruahs model of the classification of the four language skills in English
III REVIEW OF RELATED LITERATURE
Section I Studies related to basic language skills
Generalised Studies
ii. Studies based on lridividual Language Skills, Listing, Speaking, Readingand +riting.
Listening
Speaking
Reading
Cognitive Components of Skilled Reading
Writing
Section II Studies related to 1) upil-related variables
Intelligence
ii Studies related to Socio-Ecorzontic Stat~
iii Studies related to Attitudes of Pupils towards Learning English
Section III Studies related to institution -related variables
i Instructional Strategies
ii Library Facilities
iii Co Curricular activities
CONCLUSION
IV METHODOLOGY
Variable Selected
Dependent Variable
The independent Variables
Pupil related variables
ii Institution -related factors.
Population and sample
1 District-wise Distribution of the Total Sample
Tools Used
Description of Tools
Planning of the test
Preparation of the test
Pilot study
Draft test
Standardisation Sample
Administration of the tests
Item Analysis
2 Number of items and the Time allotted for Each Test in the Draft Test
Preparation of the Final Test
3 Number of items and Time Schedule for the Final Test
1. Components of the Generalised Language Ability Test Battery
Tools used for pupil related variables - intelligence, socio-economic status andattitude of pupils towards learning English
Description of sub-tests verbal analogy
4 Details of Kerala University Verbal Group Test of Intelligence
Verbal Classification
Proverbs
Number Series
Verbal Reasoning
Standardisation Sample
Reliability
Validity
5 Split half reliability coefficient of Kerala University Verbal Group Test of intelligence
2. Socio Economic Scale
6 Validity coefficient of the Kerala University Verbal Group Test of Intelligence
7 Categorisation and the Respective Weightages for the Components of Socio-Economic Status
Classification of Occupation
3. Attitude of pupils towards learning English language.
1. Tools for Institution-related factors
Observation Schedule.
2. Library Facilities
Interview Schedule
3. CO-curricular Activities of students in English
Checklist
Administration of the tools
Scoring and Consolidation of Data
Statistical techniques employed for the analysis of the data
Rank order Correlation
V ANALYSIS AND INTERPRETATION
Hypotheses
Summary of the analysis done
8 Statistical constants of the distribution of the scores in the basic language skills Total and Individual
9 Coefficient of correlation between the pupil-related variables V1, V2 and V3 and the total language skills in English in the whole sample and in the relevant sub samples
6 Graphic representation of the relationship between the Pupil related variables – V1 V2 and V3 and the Total Skills
10 Coefficient of correlation between the pupil-related variables V1- V2 and V3 and LS1, LS2, LS3 and LS4 in the whole sample N = 500
7 Graphic representation of the relationship between the Pupil related variables – V1, V2 and V3 and the Individual Language Skill LS, - Listening
8 Graphic representation of the relationship between the Pupil related variables – V1 V2 and V3 and the Individual Language Skill LS2._ Speaking
9 Graphic representation of the relationship between the Pupil related variables – V1, V2 and V3 and the Individual Language Skill LS, Reading
10 Graphic representation of the relationship between the Pupil related variables --- V1 V2 and V3 and the Individual Language Skill LS., - Writing
11 First Order Partial Correlation between the Independent Variables and the Total Language Skills in English in the Whole Sample and in the Sub Samples
12 Second Order Partial Correlation between the Independent Variables and the Total Language Skills in English
13 First Order Partial Correlation between the independent Variables and each of the Basic Language Skills in English LS1, LS2., LS3and LS4
I4 Second Order Partial Correlation between the Independent Variables and each of the Four Basic Language Skills in English LS1, LS2, LS3.; and LS4
I5 Multiple Correlation between the Independent Variables and the Total Language Skills in English in the Whole Sample and in the relevant Sub Samples
16 Multiple Correlation between the Independent Variables and each of the Four Basic Language Skills in English LS1, LS2, L, S3 and LS4
17 Rank Order Correlation between the Institution-Related Factors and the Total language Skills in English in the whole sample
18 Rank Order Correlation between the Institution-Related Factors and the Individual Language Skill - Listening in English in the whole sample.
19 Rank Order Correlation between the institution-Related Factors and the Individual Language Skill - Speaking in the whole sample
20 Rank Order Correlation between the institution-Related Factors and the Individual Language Skill -- Reading in the whole sample
21 Rank Order Correlation between the Institution-Related Factors and the Individual Language Skill - Writing in the whole sample.
Tenability of the Hypothesis
VI CONCLUSIONS AND SUGGESTIONS
Summary of the procedure
Hypotheses
Objectives of the Study
Sample selected
Tools Used
Statistical techniques employed
Educational Implications
Suggestions for Further Research
BIBLIOGRAPHY
APPENDIX I The Generalised Language Ability Test Battery - Teachers Manual
APPENDIX II The Generalised Language Ability Test Battery - Students Script
APPENDIX III The Generalised Language Ability Test Battery- Answer Sheet
APPENDIX IV Socio-Economic Scale
APPENDIX V Attitude Scale
APPENDIX VI Observation Schedule
APPENDIX VII Interview Schedule
APPENDIX VIII Checklist