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Language Pedagogy

English Language & Pedagogy

Useful for: CTET, KVS, NVS, OTET, OSSTET, REET, UPTET, BPSC TRE

and 23 more exams

EMRS, Assistant Teacher Recruitment (Super TET), Bihar STET, Bihar Assistant Professor, Bihar TET / CTET Route, CTSA / STSS, Junior Teacher, MP Assistant Professor, MP Teacher — High/Higher Secondary / Varg 1, MP Teacher — Middle / Varg 2, MP Teacher — Primary / Varg 3, OAVS, OSSC Teacher Readiness, Rajasthan Assistant Professor, REET Mains / 3rd Grade Teacher, Rajasthan 1st Grade School Lecturer, Rajasthan 2nd Grade Senior Teacher, Sainik Schools, Special OTET, SSB School Teachers, UP Assistant Professor, UP LT Grade / GIC Lecturer, UP TGT / PGT

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Overview

English language pedagogy has moved from grammar–translation towards communicative, task-based approaches that develop real use of the language.

Key points

Grammar–translation focuses on rules and translation; it develops reading more than speaking.
The direct method uses only the target language and links words to meaning.
The audio-lingual method uses drills based on behaviourism.
Communicative language teaching aims at real communication and fluency.
Task-based learning organises lessons around meaningful tasks.
Krashen’s comprehensible input supports natural acquisition.

Explanation

Accuracy and fluency both need attention.
Use authentic materials (notices, stories, conversations).
Pair and group work increase speaking time.
Grammar is best taught in context.
Home language can be a bridge, not a barrier.

Step by step

Identify the concept, thinker or policy being tested.
Recall the exact definition, stage or provision.
Prefer inclusive, child-centred and evidence-based choices; reject punitive or labelling ones.

Examples

Students plan a class trip in English in groups → task-based learning.
Repeating sentence patterns after the teacher → audio-lingual drill.
Translating a passage word by word → grammar–translation.

Traps and advanced points

Trap: Only grammar drills.
Trap: Banning home language completely.
Trap: Ignoring fluency.

Quick revision

GTM → direct → ALM → CLT → TBL.
Fluency and accuracy.
Grammar in context.

Practice MCQs

Which method focuses on rules and translation and develops reading more than speaking?
1. Task-based learning
2. Direct method
3. Grammar–translation method
4. Communicative approach
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Answer: (c) Grammar–translation method. Grammar–translation focuses on rules and translation.
The audio-lingual method is based on —
1. behaviourism and drills
2. humanism
3. Gestalt theory
4. constructivism
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Answer: (a) behaviourism and drills. It uses repetition drills based on behaviourism.
Students plan a class trip in English in groups. This is —
1. rote learning
2. task-based learning
3. grammar–translation
4. dictation
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Answer: (b) task-based learning. A meaningful task organises the lesson.
The communicative approach mainly aims at —
1. silent reading only
2. accurate translation
3. real communication and fluency
4. memorising rules
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Answer: (c) real communication and fluency. Communicative language teaching aims at using language for real communication.
The direct method uses —
1. only the target language
2. only the mother tongue
3. no speaking
4. only written exercises
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Answer: (a) only the target language. It links words directly to meaning in the target language.
Krashen’s comprehensible input means input that is —
1. slightly above the learner’s current level (i + 1)
2. only written
3. only grammar
4. far above the learner’s level
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Answer: (a) slightly above the learner’s current level (i + 1). Acquisition grows with input just beyond current level.
Grammar is best taught —
1. as isolated rules only
2. in meaningful context
3. only through tests
4. never
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Answer: (b) in meaningful context. Grammar in context is more effective.
Pair and group work in language classes mainly increase —
1. students’ speaking time
2. teacher talk
3. noise only
4. written tests
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Answer: (a) students’ speaking time. They give learners more chances to speak.
A learner’s home language in an English class should be treated as —
1. a bridge to learning
2. irrelevant
3. a punishment
4. a barrier to ban
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Answer: (a) a bridge to learning. Home language can support understanding.
Using real notices, stories and conversations in class means using —
1. grammar drills
2. translation exercises
3. dictation
4. authentic materials
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Answer: (d) authentic materials. Authentic materials expose learners to real language.