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English Grammar Proficiency of secondary level


student teachers of puducherry region

Article January 2011

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Dr. K. Ezhil Rajan


Vinayaka Missions University
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12/14/13 English Grammar Proficiency of Secondary Level Student Teachers Of Puducherry Region

Volume 1 || Issue 1 - Jan. 2011

English Grammar Proficiency of Secondary Level Student Teachers Of Puducherry Region

English Grammar Proficiency of Secondary Level Student Teachers Of Puducherry Region


K. Ezhilrajan,
Assistant Professor,
Faculty of Education,
Vinayaka Missions University

Abstract

English is so widely spoken in the world of today and hence it is often been referred to as the global language, the lingua
franca of the modern Era. While English is not an official language in many countries, it is currently the language most often
taught as a second language around the world. English is one of the Indian languages, but the role it plays on the national
educational scene is disastrous. There is a craze for English medium education in the country. The demand is to open pre-
primary and primary English classes. It must be remembered that English, as a supplement to mother tongue education is a
strength. In order to teach a language, a teacher should know the nature of what he is teaching. In fact, he should be
thoroughly acquainted with the facts of the language. In this course, we expect to give you a comprehensive view of English
grammar, with detailed discussions of the areas, which are likely to present specific problems to the language teacher. Hence
forth an attempt was made to find the potentiality and caliber the present Primary Level student teachers possess towards
English grammar proficiency to sew the same in the younger minds.The investigators general objective of the present study is
to find out the English grammar proficiency of Secondary Level student teachers in Puducherry region. The specific objectives
are to find out English grammar proficiency based on the sub-variables gender, Medium studied and parental education. An
English grammar proficiency tool was created and standardized covering various aspects of English grammar. They study was
administered to 300 samples of Secondary Level student teachers randomly selected from various colleges using simple random
sampling.

It is found that English grammar proficiency of Secondary Level student teachers is low. It is found that there is no significant
difference between the sexes of Secondary Level student teachers and parental education below and above high school in
English grammar proficiency. It is also found that there is a significant difference between English and Tamil medium
Secondary Level student teachers in English grammar proficiency.

Introduction

Language is a vehicle of communication and a mean of social transmission of cultural heritage from one generation to
another. It is an important aspect of human growth. It is a tool of social progress. India is a multi-lingual nation. For
several years, English has functioned as a common language for this country. But, even before independence, the rules of
the country had to make certain decisions about the use of English and that of the Indian languages. Since English is so
widely spoken, it has often been referred to as a global language, the lingua franca of the modern Era. While English is not
an official language in many countries, it is currently the language most often taught as a second language around the world.
Some linguists believe that it is no longer the exclusive cultural sign of native English speakers, but is rather a language
that is absorbing aspects of cultures worldwide as it continues to grow. Books, magazines and newspapers written in
English are available in many countries around the world. English is also the most commonly used language in the sciences.
In 1997, the Science Citation Index reported that 95 % of its articles were written in English, even though only half of them
came from authors in English-speaking countries.

Grammar in English Language

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Grammar: English grammar has minimal inflection compared with most other Indo-European Languages. Case marking
has almost disappeared from the language and mainly survives in pronouns. The patterning of strong versus weak verbs
inherited from its Germanic origins has declined in importance in modern English, and the remnants of inflection such as
plural marking have become more regular.

At the same time, the language has become more analytic, and has developed features such as modal verbs and word order as
rich resources for conveying meaning. Auxiliary verbs mark constructions such as questions, negative polarity, the passive
voice and progressive tenses.

The Learners Grammar: The purpose of learners grammar is to teach that learner of a language, how to use the language
correctly. Obviously such a grammar is written for those who do not have the necessary command of the language. a
learners grammar should enumerate the facts of the language. It should tell the students what is grammatical and what is
not, to teach them how to acquire the grammatical patterns and give them enough practice in the use to accept the patterns.
The grammars written by Doven and Martin, Stanned Allen, Pit Corder, F.T. Wood etc., are learners grammar.

The Linguistic Grammar: The purpose of linguistic grammar is to construct a scientific theory which will explain the facts of
the language while learners grammar simply says that we use a do, while we convert sentence like They teach Well. into
interrogative sentence Do they teach well? A linguistic grammar must explain, on the basis of scientific theory, why a do
is used in such sentences.

The Teachers Grammar: The purpose of the teachers grammar is to help the teacher to teach the language for his
students. It is obvious that the teacher should know whatever, the learner must know and something more in addition. In
this sense, a teachers grammar is something like a more detailed and exhaustive learners grammar. We can say that a
teachers grammar share the properties of both the learners grammar and the linguists grammar.

Facts of English Language

In order to teacher a language, a teacher should know the nature of what he is teaching. In other words, he should be
thoroughly acquainted with the facts of the language. In this course, we expect to give you comprehensive view of English
grammar, with detailed discussions of the areas, which are likely to present specific problems to the language teacher.
Acquaintance with the facts of the English grammar will help you in framing syllabuses, in constructing experiences, and
above all in doing better job of classroom teaching.

Objectives of the Present Study

General Objective: To study the English grammar proficiency of Secondary Level student teachers of Puducherry region.

Specific Objectives: To find out the English grammar proficiency of:

Male and female Secondary Level student teachers, English and Tamil medium Secondary Level student teachers, and
Secondary Level student teachers whose parental education is below and above high school.

Hypotheses of the Study

There is no significant difference between male and female Secondary Level student teachers.
There is no significant difference between English and Tamil medium Secondary Level student teachers.
There is no significant difference between Secondary Level student teachers whose parental education is below and
above high school.

Sample of the Study

The investigators selected 300 Secondary Level student teachers probability based cluster sampling technique.

Tool Used

The English grammar proficiency tool, constructed and standardized by the investigator himself was used by the
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investigators to evaluate the present problem.

Descriptive Analysis

Max. Score: 250

Variable Group N Mean SD

English Grammar Proficiency Sec. stu. Trs. 300 98.25 26.90

Male 46 94.93 26.29


Sex
Female 254 98.85 27.02

English medium 80 107.91 28.02


Medium of Study
Tamil medium 220 94.59 25.70

Below High Sch. 175 99.14 26.93


Parental Education
Above High Sch. 125 97.02 26.92

Differential Analysis

Max Score: 250

Category N Mean SD t Result

Male 46 94.93 26.29 Not


0.91*
Female 254 98.85 27.02 Significant

English Medium 80 107.91 28.02 Sig. at 0.01


3.87
Tamil Medium 220 94.59 25.70 level

Par. Edu. above X Std. 175 99.14 26.93


Not
0.67*
Par. Edu. below X Std. 125 97.02 26.92 Significant

* - Not Significant at 0.01 level

Findings

English Grammar Proficiency of Secondary Level student teachers is low.


There is no significant difference between male and female Secondary Level student teachers.
There is significant difference between English and Tamil medium Secondary Level student teachers.
There is no significant difference between Secondary Level student teachers whose parental education is below and
above high school.

Suggestions

Student teachers can be given practice to speak in English irrespective of their groups.
English is the international language, so it should be made compulsory.
Dialogue method can be followed in classroom in order to make students and student teachers speak in English.
Student teachers can be asked to speak about any topic of their own everyday for a few minutes in their class.

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REFERENCES

Anastasi, A. (1988). Psychological Testing (sixth edition). New York, NY: Macmillan Publishing Company.
Duncan, S.E. & De Avila, E.A. (1988). Examiner's Manual: Language Assessment Scales Reading/Writing (LAS R/W).
Monterey, CA: CTB /McGraw Hill.
Duran, R.P. (1988). Validity and Language Skills Assessment: Non-English Background Students. In H. Wainer & H.I.
Braun (Eds). Test Validity. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Wheeler, P. & Haertel, G.D. (1993). Resource Handbook on Performance Assessment and Measurement: A Tool for
Students, Practitioners, and Policymakers. Berkeley, CA: The Owl Press.

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