BIPLOB - Revolution

  ইংরেজি বিভাগের যেকোনো বই অর্ডার করুন অনলাইনে! EDNOUB এর Jacques Derrida's (আক্তার হোসাইন) ভাইয়ের কাছে এখন থেকে ইংরেজি বিভাগের যেকোনো বই অবিশ্বাস্য ছাড়ে সংগ্রহ করুন EDNOUB থেকে। ইংরেজি বিভাগের সকল ধরনের বই কুরিয়ারের মাধ্যমে পৌঁছে দিবেন EDNOUB এর সেলস ডিপার্টমেন্টের প্রধান, আক্তার হোসাইন (FB ID : Jacques Derrida's ) English Department এর যেসকল বই পাচ্ছেন : Hons. 1st Year Text Books Hons. 1st Year Study Guides Hons. 1st Year SET Suggestion Hons. 1st Year Sure Success Suggestion Hons. 2nd Year Text Books Hons. 2nd Year Study Guides Hons. 2nd Year SET Suggestion Hons. 2nd Year Sure Success Suggestion Hons. 3rd Year Text Books Hons. 3rd Year Study Guides Hons. 3rd Year SET Suggestion Hons. 3rd Year Sure Success Suggestion Hons. 4th Year Text Books Hons. 4th Year Study Guides Hons. 4th Year SET Suggestion Hons. 4th Year Sure Success Suggestion M.A. in English (Preliminary/Final/1Year) Text Books M.A. in English (Preliminary/Final/1Year) Study Guides M.A. in English (Preliminary/Fi...

  Ans . Where there was once consensus on the "right" method of teach foreign languages, a number of teachers at present share the concept that a single right method does not prevail. It is specifically genuite that no relative study has compatibly proved the superiority of one method over another for all teachers, all learners and all settings. Language teaching strategies in practice nowadays are the Grammar Translation Method, the Direct Method, the Audio- Lingual Method, the Silent Way, Suggestopedia, Community Language Learning, the Total Physical Response Method, and the Communicative Approach. How a method is proof in the classroom will rely greatly on the person's teacher's explanation of its idealisms. Several teachers choose to exercise one of the ways to the deduction of others. Other teachers choose to pick and prefer in a standardised means among the methodological ways that prevail, creating their individual authentic combination. A short listing of ...

  Ans. The objective of treating the class as an entire group is the initial goal of a language classroom and teachers of it. Young students can become autonomous in their learning and progress like a successful one. The importance of pair work and group work in a language classroom: i. Provides learners with elaborated speaking time. ii. Alters the steps of the contexts. iii. Focuses on both the weak learners and strong learners. iv. Permits learners to collaborate with all the group members or his or her peer in the pair. v. Provides them with a feeling of attainment while aiming at a target. vi. Helps the students to learn how to lead and be led by someone apart from teachers. vii. Permits learners to observe, walk around the class and actually concentrate on the language lesson is being taught. Both pair work and group work have earned a platform in language teaching classes. Applying group works and pair works facilitate learners to practise variety of things in ...

  Ans. Desuggestopedia is an application of the study of suggestion to pedagogy. Desuggest is the opposite of suggest. It is used to eliminate the negative feeling and Suggestopedia is used to reinforce the positive feeling and to release the full mental power. Objectives: The prime objective of Desuggestopedia is to tap into more of students' mental potential to learn, in order to accelerate the process by which they learn to understand and use the target language for communication. Four factors considered essential in this process are: a) the provision of a relaxed and comfortable learning environment, b) the use of soft Baroque music to help increase alpha brain waves and decrease blood pressure and heart rate, c) 'desuggestion' in terms of the psychological barriers learners place on their own learning potential, and d) 'suggestibility' through the encouragement of learners assuming 'child-like' and/or new roles and names in the target language. ...

  Ans. The Reform movement took place in the 19th century following innovation in language teaching. Because of this movement, language education experienced a dramatic change. The principles of the reform movement are: i) Spoken language should be emphasized over written language. ii) Student should hear the language first before they read it. iii) Use of dialogues are given importance in the classroom to enhance communication skills in the target language. iv) Grammar-translation is avoided, and grammar is taught inductively in contexts. v) Medium of instruction is the target language, and mother tongue should be avoided in the classroom as much as possible. vi) Phonetics should be a part of teaching, and teachers need training on that. Following this reform in language education, many new methods such as the Direct method, the Audio-lingual method, the silent way and so on emerged. These gave opportunities to teachers and students to look for meaningful ways to lear...

  Ans. The term "linguistic imperialism" was coined in the 1930s as part of a critique of Basic English. It was later reintroduced by linguist Robert Phillipson in his monograph "Linguistic Imperialism" (Oxford University Press, 1992). In that study, Phillipson offered this working definition of English linguistic imperialism: "the dominance asserted and maintained by the establishment and continuous reconstitution of structural and cultural inequalities between English and other languages." Phillipson viewed linguistic imperialism as a subtype of linguicism. The study of linguistic imperialism entails analyzing the policies by which dominant languages, nationally and internationally, have been consolidated and what the consequences are for other languages. The presence of European languages worldwide reflects language policy - as a key dimension of colonial empires-Anglo American, French, Portuguese, Russian, and Spanish-both in countries where Europ...

MERITS: Authenticity - The content based on literature is claimed to provide authentic input for language learning, the necessity of which is of high criterion. Motivation - Owing to its relevantly interesting content in i authenticity, literature is bound to be a motivational factor for learners acquiring the target language. Cultural awareness - Being based upon matters dealing with cultures prevalent all over the universe, literature acts as an input source for booming language learners. Intensive/Extensive reading practice - Literature is a requisite for both intensive as well as extensive reading purposes for being able undertake reading in a short amount of time. Pragmatic knowledge - A pragmatic account of literature has it natural place in such a theory. It assumes that in literary communication we not only have a text, but that the production (and interpretation) of such a text are social actions. Owing to is authentic nature, literature tends to be socio-linguist...

Ans. A number of teacher's roles can be demonstrated via the analysis of Jeremy Harmer (1991). He divided teacher's roles into different categories. Several of them are narrated below: 1. Teacher as controller: This role is extraordinary in the past. In the class of teacher as controller, teacher directs both what the learners do and what they speak and what language they use. (Harmer, 1991) Therefore the teacher in this kind of role is very strong that he can concentrate on the front of the class. Pupils are all working to the similar beat as all learners are taught the similar by one similar teacher. (Harmer, 1991). The demerits of this roles of teacher is that learners will learn only what the teacher taught in class. 2. Teacher as determiner : Teacher determines reaction of the pupils. Harmer classified determination into two types: Adjustment: This is to rectify students answer whether they are right and provide them with the correct answers. Managing students...

Ans. There are two major techniques of vocabulary teaching explicit and implicit vocabulary instruction. Following these techniques, the teacher can develop their own strategies of teaching vocabulary. However, some major strategies should be considered in every classroom depending on students' level and interest. Following are the major strategies according to each technique of vocabulary teaching. Explicit vocabulary instruction can be done following some strategies. First, pre-teaching vocabulary is useful to teach students major words before reading a text. Teachers can pre-select some difficult words from the text. Then they explain the words to the students or cluster the synonyms and anonyms into categories. Discussion on the words also helps students understand the words before starting reading. Second, teachers can use word maps, such as semantic mapping and definition maps to teach vocabulary explicitly. Morphological clustering helps student group words that are sim...

  Ans. Postmethod pedagogy refers to a conventional concept of 'Method' since it appeared as an authentic method which is likely to work fruitfully in all contexts and cultures. It evolved to meet the requirements of the best way of teaching English liberated from the method-centered limitations. The major concern of the experts in the area of education in general and language teaching specifically has been finding solutions to problems of language teaching and learning. This tendency helped vanishing method and given birth to postmethod. The most critical reason of this evolution or change is the discovery of educational community and their explanation and comprehension of limitations of the idea of method. Academic and language experts, in effect no more helpful elements for administering different classes with varied requirements. Practicality in post-method pedagogy is a bridge that links theory and practice to one another. Postmethod Pedagogy has facilitated the learnin...

  Ans. Total physical response is an example of the comprehension approach to language teaching. Methods in the comprehension approach emphasize the importance of listening to language development, and do not require spoken output in the early stages of learning. In total physical response, students are not forced to speak. Instead, teachers wait until students acquire enough language through listening that they start to speak spontaneously. At the beginning stages of instruction students can respond to the instructor in their native language. While the majority of class time in total physical response is spent on listening comprehension, the ultimate goal of the method is to develop oral fluency. Asher sees developing listening comprehension skills as the most efficient way of developing spoken language skills. Lessons in TPR are organized around grammar, and in particular around the verb. Instructors issue commands based on the verbs and vocabulary to be learned in that less...

  Ans. Task-based Language Teaching is a process of teaching where students are engaged in thinking and doing a task designed and regulated by the teacher. In the process, students complete a focused task by using the target language. The end product should be something original and accomplishing. For example, a group of students can go to the American Centre to know about their programs and activities. After coming back from the Centre, they report to the class. This is a task-based language teaching approach which provides students with opportunity to complete a task by using and developing the target language skills. However, this approach does not focus on the language use; rather, it focuses on completing the task. Using and developing the language skills would be the logical consequence of the completion of the task. Rationale: The rationale of using the task-based language teaching is to engage learners into meaningful and authentic tasks. The purpose is to put student...

  Ans. Communicative Language Teaching (CLT) is a second language acquisition approach. It appeared when Situational Language Teaching and Audiolingualism were no longer appropriate methodologies for foreign language teaching. It is an approach which aims to make communicative or situational competency and develops procedures for the teaching of the four language skills that acknowledges the independence of both language and communication. In Bangladesh, since 1971 after its independence English has become a compulsory subject at every level of schooling from primary to higher level. Grammar-Translation(GT) Method was implemented to teach English as a subject. GT method is a teacher- centered and students remain passive listeners. The challenges in implementing CLT in Bangladesh are pointed below: Large Class: CLT approach is required very organized classroom. In Bangladesh, there are generally large classes in every educational institute. To implement CLT class, large numb...

Ans. Communicative language teaching is an approach the focuses on developing communicative competence in real life situations. It is a way of teaching that promotes interaction between teacher and students and among students. The main purpose of this teaching approach is to help learners gain confidence in using the target language when they are required to use it. The main roles that teachers play in CLT are: i) Facilitator: Teachers act as facilitators. They do not teach anything; rather, they design task and activities that students do. Teaching communicative competence means focusing on meaning making conversation. Students engage in debate, discussion, and problem-solving tasks which are facilitated by teachers. ii) Developing and using authentic materials: Teachers develop authentic and interesting materials that offer interaction in real-life situation to the learners. For example, teachers can design a role-play between a salesperson and a buyer in the classroom. For t...

  Ans. According to Richard, Communicative Language Teaching (CLT) stands for a concept of language teaching that focuses on the functional and communicative potential of language. CLT is an approach that can be interpreted and adapted in many different ways. Richards & Rodgers claimed that teachers and language teaching experts from different educational traditions can identify with it, and consequently interpret it in different dimensions. The main principle of learning a second language is to communicate using it which is the main goal of CLT approach. Piepho mentioned some objectives as a goal of any communicative approach. Those are pointed below: i. Language is an integrative and content level. ii. Language is a semiotic system and an object of learning. iii. Language is an affective level of interpersonal relationships and conduct iv. A level of individual learning needs. v. A general educational level of extra-linguistic goals. These objectives are applic...

  Ans. An oral approach or Situational Language Teaching (SLT) is teaching a language based on speech, structure and a set of basic vocabulary. Situational Language Teaching is a way of teaching where students are engaged in drills of the target language structures that are presented in situations. Students repeat some selected dialogues or sentence structures while describing pictures through repeated drills. Through practising drills, learners form a habit of using the learned language in a context. The approach in SLT follows the theory of structuralism emerged in the UK. In this approach, first, speech is the basic component of a language. Structure plays the central role in speaking. However, the structure should be related to the context of learning. Also, language is considered as a purposeful activity, which is related to the goals and situations of learning. Second, it follows a behaviourist approach to language teaching, which considers learning as habit formation. S...

Ans. Audio-lingual method is a way of teaching where students do what teachers ask them to do. Students repeat some selected dialogues after the teachers and memorize rules of grammar and phrases through repeated drills. Through practising drills, learners form a habit of using the learned language in context. The main goals of the Audio-lingual Method are: i) to help learners form a habit of using some patterns of a language in context ii) to develop speaking and listening skills iii) to communicate in the target language properly iv) to make learners competent to be successful communication. The main principles of this method are: i) learning is habit formation ii) drilling and repetition of some selected patterns and structures of the target language iii) focusing on forms and pronunciation, not on meaning iv) giving positive and negative feedback based on correct and incorrect responses v) emphasizing memorization of selected phrases and patterns vi) using audio-v...