E-C-404 :- Mass Communication and Media Studies

Paper Name     : E-C-404: Mass Communication and Media Studies

Name                : Amita C. Jani

Roll No.             : 10

Semester         : IV

Topic                 : Journalism

Date                  : 22/10/2011

Submitted to   :  Dr.Dilip Barad

                            Department of English,

                            Bhavnagar University.

Journalism

           Journalism is a very important form of mass media and in the modern society, journalism have become the chief source of information and opinion about public affairs. Journalism is instant history means journalist will not tell about the past but they will describe to public about present incident and what is happening around the world. The first newspaper in India was published by James Hicky in January 1780. It was called Bengal Gazette and announces itself as “weekly political and commercial paper open to all parties but influenced by none”. Bengal Gazette was two sheet paper measuring 12 inches by 8 inches, most of the space being occupied by advertisement .As the role of press becomes the mediator between public and policy maker, their role is very important as well as very informative in society. Like it is watch dog of democratic society, social responsibility, investigation of scams. To propagate social reforms in society, passing information, motivating power of the society, emphasizing education, opinion builder, general debate and it acts as people’s mouth piece and the press occupation is pivotal a position in the life of a nation and its people.

Press council of India:

         This body has the power to warn, stop and censor any editor’s or journalist’s work who faults the standard of journalistic ethics and public texts.

There are five types of different journalism and that are:

• Advocacy journalism
• Broadcast journalism
• Investigative journalism
• Tabloid journalism
• Yellow journalism

        In conclusion, Journalism is a very popular vehicle of communication in present time which designed to convey information  and idea and impression to many people simultaneously.

E-E-401 :- New Literature

Paper Name    : E-E-401-:New   Literature

Name               : Amita C. Jani

Roll No.            : 10

Semester         : IV

Topic                : Brief overview of the novel – The House of Mr.Biswas :-

Date                 : 22/10/2011

Submitted to    : Dr.Dilip Barad

                            Department of English,

                            Bhavnagar University

Brief overview of the novel – The House of Mr.Biswas

           In the novel, The House Of Mr.Biswas the character of Mr.Biswas is central character. With the Birth of Mr.Biswas narrator present Trinidad culture in the novel. The concept of Master and Slave relationship is well described in the novel. For example.. Mr.Biswas who is presented as a slave and the Hanuman house or Mrs.Tulsi is presented as the master or ruler of the whole family.

           In this way novel also become a part of the postcolonial discourse, Mr.Biswas is portrayal as suppressed and Mrs.Tulsi  is presented as a oppressor in the novel. Apart from all this the symbol of House stand for identity of Mr.Biswas and we find that the characters  of Mr.Biswas who is born subject to misfortune and from the very binging to the end Mr.Biswas tries to be independent and feels confident  that one day life will become easy.

          In the structure of the novel, the novel is divided in to two part, enclosed by prologue and an Epilogue. The plot structure is all about the history of single protagonist. The novel also depicts the rise and fall of the Tulsi family. Symbolism  and imagery are very well used in the novel. i.e.

The description of Hanuman house is presented in a novel it seems prison for the Mr.Biswas.

          Humour and satire, these two elements are central in the novel. i.e. Satirical pat name is given to the Hanuman house by Mr.Biswas and he called Hanuman house as “Monkey House” than Mrs.Tulsi’s two sons as the “little gods” than in the further story there is description in the novel that “Hanuman House” as being like a “Blasted zoo”. This description though absurd and partial but it also contain some truth.

          The novel has also element of the comedy and tragedy because through out the novel we find that Mr.Biswas is undergoing much suffering and frustration but often retaliating in a comic manner with his gesturer of rebellion.

          So, In conclusion, we find that the novel have all the element of a fiction which represents Trinidad culture in one complete piece of work.

E - E - 405 - D : African Literature

Paper Name     : A Brief overview of the African literature with the reference of three novel

Name                : Amita C. Jani

Roll No.             : 10

Semester         : IV

Topic                 : A Brief overview of the African literature with the reference of three novel

Date                  : 22/10/2011

Submitted to   : Dr.Dilip Barad

                             Department of English,

                             Bhavnagar University

1) Waiting for the Barbarians.

               - J. M. Coetzee.

2) Things Fall Apart.

               - China Achebe.

3) Grain of Wheat.

               - Ngugi Wa Thiog’o.

          Above three novel of African literature one or the another way represents the culture of the African literature. The fiction novel waiting for the Barbarian is a postcolonial discourse and writer create a fictional empire in the novel and in which the allegorical war presented between oppressor and oppressed where Barbarian girl stands for the oppressed and the magistrate stands for oppressor and here the young Barbarian girl and magistrate reveals a central theme of the novel.

          Another theme of the novel is Barbarism symbolical used for the  uncivilized people where as the another character stands for the civilized. The difference between self and other is also core of the novel so the all book is about the unfolding strategy of whole fictional empire and that symbolize that how one takes over the other and what can be strategy to power over other?

          The second novel, Things Fall Apart which is one of the most celebrated novel by African people. In which Chine Achebe create a whole image of African people, He shows the image of uncivilized people, people are presented as tribal in the novel, people are presented as they are living primitive life in jungle and in this way presenting true image of African from their culture to their food, name, festival, Achebe presents this text as idea of subverted the early image of African culture and Things Fall Apart is a cultural specific book that shows they have their own system or life style and thus is how the cultural image about African people fall down.

          Third book A Grain of Wheat by Ngugi Wa Thiog’o which again give the general estimate of African literature. The novel is all about the Kenyan freedom movement or independence movement. Novel shows that “Mau-mau” fight for independence and the colonialist crackdown. so by this the issue of loyalty is discussed and examined in the depth. Because there is a short description on the back cover that farmer Mugo, a hero of the village, is asked to make a speech honoring the memory of his friend Kihika who was hanged by colonial administrators so in this novel each character has their own unique history. But the interesting thing is that novel is about individual and social good.

          In conclusion, by presenting above three novel African writer provide us the complete one picture of African culture and the image of independence movement of their country.

Computer-Assisted Language Learning

Paper Name     : English Language Teaching-II

Name                : Amita C. Jani

Roll No.            : 10

Semester        : IV

Topic               : Computer-Assisted Language Learning

Date                : 22/10/2011

Submitted to  :  Dr.Dilip Barad

                            Department of English,

                            Bhavnagar University.

In ELT Community, to go beyond the obvious fact that, teachers needs to innovate and refresh their knowledge. It is true that effective teaching and learning depend on teacher learning, but many questions remain unanswered. For example :

• How to plan for effective continuous professional development?
• How do we make sure academic learning and research directly affect professional practice?
• How do we address the changing situations of teachers in the ELT field, from the perspective of innovation and professional development?

Computer-assisted language learning (CALL) is an approach to teaching and learning in which the computer and computer-based resources, such as Internet, are used to present, reinforce and assess. It also includes the search for and the investigation of applications in language teaching and learning.  CALL has also been known by several other terms such as technology-enhanced language learning. 

The use of computers has become popular and has used in homes, offices, and schools because of their user-friendly software and the rapid reduction in their prices in the last decade. In the 21st century, everyone is required to use computers one or another way.

In many countries, audio language labs are gradually being replaced by computer centers with internet connections and university local area networks. With introduction of computer-assisted learning (CAL) people wants to enhance their teaching and learning system. 

With the use of computers in language teaching and learning, teachers and researchers have been testing and developing ways to implement computers in their teaching context since the 1960s, when computers were first introduced as part of language teaching. However, many language teachers continue to be uncertain about the manner in which they can effectively use computers in the educational context. Since we are at the transition stage where we are moving from simply “using computers” to “using computers effectively” in our classroom, let us discuss what language teachers can do to assist the development of learners’ language acquisition using computer-assisted language learning (CALL) in our current teaching context. 

Warshauer (1996) categorized the development of CALL into three main phases as

• Behavioristic CALL
• Communicative CALL and
• Integrative CALL

which were the result of advancements in computer technology and changes in outlook toward language teaching. 

“Behavioristic CALL” was implemented in the 1960s and ’70s and was based on the behaviorist theories of learning, which included drill and practice. At this juncture, the use of computers and software in language teaching was, as Taylor (1980) describes, the “computer as a tutor.” One of the best known systems of its type was the PLATO system that included central computers and terminals and performed tasks such as vocabulary drills, grammar explanations and drills, and translation tests.

The next phase, i.e., the “Communicative CALL,” introduced in the 1970s and ’80s was the result of a communicative approach, which was one of the mainstream methods in second/foreign language teaching at that time. Since this approach emphasized the process of communication and highlighted the use of the target language in real settings, the programs that appeared in this period featured practice in a non-drill format. Software that had not been specifically designed for CALL was also employed for writing practice. This type of application in CALL is the so-called “computer as a tool” (Brieley & Kemble, 1991). 

Currently, we are at the “Integrative CALL” stage, which is a result of the expansion of technological advancements such as multimedia technology and the Internet. These two innovations allow the learners to access a more authentic learning environment. As we know, multimedia enables one to integrate four skills, and the Internet provides opportunities to interact in an English language environment 24 hours a day. Although the scope of CALL has widened in the last 40 years, it is not yet a perfect solution for teaching/learning all aspects of a language. The quality of programs has not yet reached the level of assessing the users’ natural spoken language or the appropriateness of use in the context of the situation. 

Development   of CALL in literacy: 

Since computers and software have not yet met the requirements in our educational context, however, we should think about what the teachers can do to assist language learning using the equipment currently available? The use of computers in the context of foreign language teaching continues to offer a great deal of potential to support students’ literacy needs inside and outside the classroom. If we use computers in more interactive ways, they could be of great assistance in developing the learners’ language acquisition.

One potential use of computers in the classroom might be their use as a tool for monitoring. Since there are approximately 40 students in each classroom in Japanese schools and universities, it is difficult to monitor each student in a large classroom. First, the teacher could display a text using a projector and use it for the purpose of modeling or demonstrating. The students could then be asked to answer some comprehension questions and send their answers to the teacher’s computer. In this manner, computers could be introduced as a tool to confirm the learners’ understanding of a text. If software capable of assessing learners’ literacy skills were developed, it would significantly assist teachers in conducting their classes.

The other potential use of computers might be in teaching students of different proficiency levels in the same classroom. Software such as that used for the “Test of English as a Foreign Language (TOEFL)” computer-based test modifies questions according to the test-taker’s responses. By implementing this type of software, students of a more advanced level could study further, while learners who require more support could stay and practice at the same level or study easier materials.

Computers can also be used as an exercise tool in the classroom or as a self-study tool before and after the class or at home. Each student can use a computer for drilling activities anytime and anywhere, at his/her own pace, without the teacher’s supervision. Students who have difficulty attending school due to geographical reasons or adult learners who do not have sufficient time to attend lessons might benefit from the use of computers and software. With regard to further literacy development, students could use computers for studying unfamiliar words, highlighting important words in a passage, and drawing arrows to show lexical chains in the text to recognize how the latter achieves its coherence. Still and moving pictures might also be used to assist the learners’ reading comprehension. Further, Japanese students living in non-English speaking environments would benefit greatly from the Internet, which provides opportunities to access materials written in English, since these students might have difficulty accessing authentic English texts.

Although computers have considerable potential in language teaching, the teacher’s role in the classroom continues to be very important since technology has not yet reached a level where it can be relied upon solely. Therefore, it would be better to implement software as a supplementary teaching tool along with the teacher’s input. 

The role of computers in language teaching has significantly changed in the past 40 years from merely “drill and exercises” to a somewhat “authentic communication” tool. This leads to the question of - what the next generation of CALL will be? Underwood (1989) termed it as “intelligent CALL,” which involves the use of computers and programs with a certain level of intelligence. However, it might take a long time for “intelligent CALL” to be put into practice.

As pointed out by Warschauer (1996), “The effectiveness of CALL cannot reside in the medium itself but only in how it is put to use” (p. 6). Thus, my fellow teachers ask not what computers can do for language teaching; instead, ask what you can do for language teaching using computers. 

Chapelle (1997) proposes two basic questions to guide the evaluation of CALL activities, and which can be useful in our practice. They are: 

• What kind of language does the learner engage in during a CALL activity?
• How good is the language experience in CALL for L2 learning?

Example: 

How the ‘Blog’ Can Adjust English Language Teaching?

• Using technology is exciting for the learner. English language learners like to use and take part in activities that are familiar to them. More often than not, the learner is already using technology or is eager to learn. The technology represents a ‘fun’ and ‘interesting’ activity.
• Because blogs are a form of publishing, the learner will be ‘published.’ The idea that a learner can publish their thoughts and ideas for the world to see is an exciting opportunity for the learner and the teacher.
• It creates a forum for the learner to be an individual.
• Teacher feedback can be given instantly in the form of comments or as a response to what the learner has written. When the teacher posts a comment to an entry, the learner can read the comment instantly and even reply to the teachers posting. Learners of English need a lot of feedback and encouragement, and blogging would be an easy way to give them that ‘instant’ feedback they need.
• Gives the learner confidence and pride in their work.
• The teacher, as administrator, has control over the content of the blog.
• Makes the learner more prepared for future educational and professional opportunities. While aiding with their English, the teacher is also assisting the learner to obtain new skills that will be very important in future educational and professional opportunities. In most, if not all ELT classes, there are learners with varying levels of English.; Blogging allows for differentiation.
• Allows for flexibility in the schedule of the learner and teacher.
• Blogs can simply add much-needed variety for the learners in the ELT classroom. Blogs are a great tool in the ELT teachers’ repertoire.
• Connection options.
• Some learners and teachers lack typing skills. Some learners do not know how to type. Some students may not even want to learn. Ask the learner to have a try and if he or she is still have too much trouble, then more scaffolding from the teacher or assistance from a student stronger with typing skills.
• Some learners are ‘technophobes.’

In conclusion, the benefits of blogging far outweigh the pitfalls. Ease of use and clean appearance are making the blog a major force on the Internet. Therefore, not just the teachers teaching English language learners but any teacher need to stay up-to-date with educational trends and should stay abreast with emergent technology that will drive this information age for years to come. Technology and education should go hand-in-hand and should not be separated because undoubtedly the learner will always use technology. Blogs are a great tool to achieve many goals for English language learners and, in the long term, what all teachers desire, authentic learning. With or without blogs, teachers of English language learners need to remember the goal of what they are doing. Educating is the number one priority.

Both questions are complex and a reliable answer to these would involve discourse analysis, which is not the field of teachers. However, they show us some aspects we need to consider. 

In some CD-ROM programmes and Internet activities, what learners do most is click the mouse, or engage in other activities in which very little language is produced. And when there is language production, does it promote learners dual concern for communicating meaning using suitable form? Does it elicit repetition or expansion of previous language? We also need to consider the question of input. How can we control input and provide optimal comprehensible input in activities on the Internet?

Fox (1998) suggests attention to three basic elements in successful Internet activities: integration in the course, e.g. a pen-pal project alongside a writing course; development of computer competence by teachers and students alike; and active teacher involvement in guiding and supporting students to avoid frustration. 

Warschauer (1997) proposes five guidelines to help teachers implement computer network-based activities into the second language classroom. They are general guidelines that can also be used in an EFL context: 

• Consider carefully your goals: It must be clear to the teacher why this tool would be more successful than a traditional one. Reasons for using the Internet range from increased motivation to learning computer skills, but we should not ask students to do something on the computer that a book could do just as well.
• Think integration: Simply asking students to have a computer pen pal will not ensure a significant educational outcome. Teachers must be more involved in the activities and integrate them into the overall design and goals of the course.
• Don’t underestimate the complexity: A number of students may lack basic prerequisites for using the Internet, and it might be very time consuming to train these students. Apart from this, technical practicalities such as having computers available, hardware and software malfunction and excessively long waiting time to access web pages., may all hinder the use of the Internet in class.
• Provide necessary support: We should not stop trying to use the Internet due to the problems we mentioned above, but provide support in the form of hand-outs, training sessions, and set up simple log-on procedures, encourage students to work in pairs or groups and help each other, and being available to help students when they are carrying out their Internet tasks.
• Involve students in decisions: Because of the complexities and difficulties mentioned, the teacher must be aware of the impact of these activities, consulting them through class discussions and surveys. This does not mean a passive role for the teacher, who should co-ordinate activities, focus students’ attention on linguistic aspects of texts and assist students in developing learning strategies. 

There may also be some confusion about what exactly CALL represents.  

Alvarez (2011) refutes the assumption that CALL is referring to computers alone and not the study of the linguistic connections regarding “all social phenomena inherent in their use for pedagogical purposes” nor research involved in such connections.  In doing so, his suggestion that this CALL would become “extinct” through normalization loses me. As an example, he compares it to the idea that since we all know atoms exists those atomic physicists should also become redundant.  I know what Alvarez is trying to suggest–that the study of how computers or more broadly, technology, assists language learning should not be ended simply because technology is widely used.  

Bax, however, seems to be largely referring to a more practical, classroom end in his discussion of normalization than the ‘meta’ study of it: teachers and students find what we consider technology (computers, mobile devices, etc.) so normal in the classroom that it’s no longer represented to students nor taught in training programs as a special side of language learning (i.e. in teacher training courses here, CALL continues to predominantly represent a small module about using computer software in language labs).  This also suggests that when training new teachers, the training itself integrates technology into it without “divorcing it from the course.” (Jones, 2012) It implies nothing about research into how computers, pens, course books, music, my dog or anything else affects language learning.

In the end, is it really computer-assisted language learning now? Should we, as educators, suggest to students who have computers and other technologies interwoven in their daily lives that language learning through a computer is a special option in and outside the class? Would that not now be received by a resounding ‘Duh!’?  Maybe it’s not normalization that we should be debating per se, but the term, CALL, itself. How about moving to the more encompassing, Educational Technology (though one might argue that this or TELL are just syntactically different), which would entail the study and incorporation of any new technology into language learning. May be separating out various techs into their own titles, like mLearning, would be less problematic, until they too are considered outdated? Maybe that would get confusing (Levy & Hubbard, 2005:148). Hey, perhaps no label at all? Or maybe it’s all moot since every language learning context is different and we all need to accept CALL because it appeals to the lowest common denominator?

Concluding, although we certainly do not think technology should take over the language classroom, we believe the Internet shows great potential for use in ELT. Therefore, we ought to endeavour to make informed choices about how the Internet can be successfully integrated into our teaching, being open to analysing the results of such experiments.

EC 303 American Literature

Paper Name            : EC 303 American Literature

Name                        : Amita C. Jani

 Roll No.                   : 10

Semester                 : III

Topic                          : The Scarlet Letter: Thematic Study of novel

Date                           : 22/10/2011

Submitted to          : Dr.Dilip Barad

                                      Department of English,

                                      Bhavnagar University.

About the Scarlet Letter :

The scarlet letter is considered Nathaniel Hawthorne’s most famous novel and first quintessentially American novel in style, theme and language set in seventeenth century puritan Massachusetts. the novel centers around the travels of Hester Prynne, who gives birth to a daughter Pearl after an adulterous affair. Hawthorne’s novel is concerned with the effect of the affair rather than the affair itself, using Hester’s public shaming as a springboard to explore the lingering taboos of puritan new England in contemporary society.

The scarlet letter was an immediate success for a number of reasons. First and foremost, the United States was one hundred year old at the time of the novel’s publication. Hawthorne’s novel offered a uniquely American style, language, set of characters and most importantly a uniquely American central dilemma. Beside entertainment then Hawthorne’s novel had the possibility of goading change, since it addresses a topic that was still relatively controversial, even taboo. But Hawthorne was not concerned with a puritan affair here, though novel’s characters are. Hawthorne choose to leave out the details of the adulterous rendezvous between Hester and Dimmesdale entirely he was concerned with the after math of the affair – the shaming of Hester, the raising of a child born of sin, and the values of a society that would allow a sin to continue to be punished long after it would seem reasonable. Hawthorne takes advantage of his greatest assets as a writer – the interiority of his writing, his exploration of thoughts and emotions and uses them to humanize all the parties involved in the affair, as well as to demonize the thoughts that consumed by it. Chilling worth, notably, becomes the embodiment of puritan values, which led people to lynch and destroy in the name of God, but motivated in large measure by the people’s own repressed sins of lust, greed and envy.

The Scarlet Letter also becomes intensely popular upon publication because it holds the good fortune of becoming one of America’s first mass published books. The novel becomes equivalent of semi political track and subject of endless discussion and debate. No doubt influencing change, the Scarlet Letter has been adapted many times on film, on television and on the stage. The first film was a 1917 black and white silent film. While the most recent and much maligned film version opened in 1995 staring Demy Moore and Gamy Oldman. Thus novel became popular not only with the masses, it was heralded as “appropriate” reading deposit its attention to adulterous love.

Major themes :

1)      Public Guilt v/s Private Guilt :

Perhaps the foremost purpose of the Scarlet Letter is to illustrate the difference between shaming someone in public and allowing him or her to suffer the consequences of an unjust act privately. According to the bible, adultery was capital sin that required the execution of both adulterer and adulteress – or at the very least, serve public corporal punishment. Even if the husband wanted to keep his wife alive after she committed adultery, the law insists that she would have to die for it. It is in this environment that Hester commits adultery with Dimmensdale, but we come to see that the public shaming cannot begin to account for all the complexities of the illicit relationship or the context of it what, Hawthorne sets out to portray, private torture and guilt and emotional destruction of the people involved in the affair, are more than enough punishment for the crime. We wonder whether the state or society has any right to impose law in private matters between citizens. Does adultery really have no impact upon the lives of others? If not it should not be seen as a crime against the village and the Bible reading says that the public need not step into punish a crime when we ourselves have our own sins to be judged. Each person, suffers enough already for his or her own sins.  

2)      Punishment v/s Forgiveness :

One of the more compeering themes of the novel’s embodied by Chillingwarth who seems the arbiter of moral judgment in the story, since Dimmesdale – the minister and the supposed purveyor of righteousness – is himself tainted as a crime. Chillingwarth is surprisingly forgiving of Hester’s crime. We sense that he understands why she would forsake him. After all, he is deformed he is older; he has not been nearby, while she is beautiful and passionate. We get the feeling that Chillingwarth’s self-loathing a ways him to forgive Hester, but this attribute also increases the relentless and rage which he goes after Dimmesdale. In Dimmesdale desires and while he himself does not possess, like a leech, he’s out to suck the minister for his life force, not just to punish with his wife, but also symbolically appropriate Dimmesdale’s virility, and as the novel continues Chillingwarth seems to grow stronger while Dimmesdale seems to grow weaken. That pattern continues until Dimmesdale dies in an act of defiance, his public demonstration of guilt, which essentially leaves Chillingwarth stripped bare of his power to punish or forgive.

3)      The Scarlet Letter :

The Scarlet Letter is symbolic in a number of different ways, but perhaps most in the ways that the sinner’s choose to wear it. Hawthorne’s generative image for the novel was that of a woman charged with adultery and forced to wear the letter. A upon her clothes, but upon wearing it decided to add fancy embroidery as if to appropriate the letter as a point of pride. Hawthorne read about this choice in an actual case in 1844, recorded it in his journal, and thus the Scarlet Letter was born as Hester Prynne’s story. Hester, a knitter by trade, sees the letter as a burden lay on by the society, an act of community – enforced quit that she is forced to bear, even though it seems to make little difference for her private thoughts. Dimmesdale, however, as the town minister, wear his own Scarlet. A burned upon his flesh, since it is the community’s range, he fears the most. Thus we see the difference between a woman who has made peace with the crime publically confesses and endure the suffering the community imposes, and a man who imposes his own punishment because he cannot bear to reveal the crime to the community.

4)      Sin and Judgment :

Hawthrone’s novel consistently calls into question the notion of sin and what is necessary for redemption. Is Hester’s initial crime is a sin? She married Chillingwarth without quite understanding the commitment she made and then she had to live without him while he as ‘abroad’, then fell in love with Dimmesdale – perhaps discovering feeling for the first time. Is the sin, then community adultery with Dimmesdale and breaking her vow and commitment or is the sin first marrying Chillingwarth without thinking it through and what is Chillingwarth’s sin? Essentially, abandonees or failure to forgive her once he knew of the crime? Is Dimmesdale’s sin his adultery or his hypocritical failure to change his sermon themes after the fact? Or are all of these things sins of different degrees? For each kind of sin, we wonder if the punishment fits the crime and what be done, if anything to redeems the sinner in the eyes of society as well as in the eyes of the sinner himself. We also should remember that what the puritans thought of as sin was different from what went for sin in Hawthorne’s time, both being different from what many Christians thinks of as sin today. This should not teach us moral relativism, but it should encourage us to be way of judging others.

5)      Civilization v/s Wilderness :

Pearl embodies the theme of wilderness over against civilization. After all, she is a kind of embodiment of the Scarlet Letter: Wild, passionate and completely obvious to the rules, mores and legal structure of the time. Pearl is innocence, in way, an individualistic passionate innocence. So long as Dimmesdale is alive, Pearl seems to be a magnet that attracts Hester and Dimmesdale, but as soon as Dimmesdale dies, Pearl seems to lose her vigor and becomes a natural girl, able to marry and assimilate into society. The implication is thus that Pearl truly was a child of lust or love, a product of activity outside the boundaries imposed by strict puritan society.

6)      The Town v/s The Woods :

In the town, Hester usually is confronted with the legal and moral consequences of her crime. Governor comes to take her child away, Chillingwarth reminds her of her deed, and she faces Dimmesdale in the context of sinner. But whenever Hester leaves the town and enters the woods, a traditional symbol of unbridled passion without boundaries, she is free to rediscover herself. The woods also traditionally emblematize darkness. In the darkness of night, Hester is free to meet Dimmesdale, to confess her misgivings and to live apart from the torment and burdens of the guilt enforced by the community.

7)      Memories v/s Present :

Hester Prynne’s offense against society occurred seven years earlier, but she remains punished for it. Hester learned remains punished for it. Hester learned to forgive herself for her adultery but society continues to scorn her for it. Hester reaches peace with her affair and in that peace comes to see the town as insufficiently forgiving in its thoughts and attitudes. Pearl is enough of a reminder of the wild choices in her past and as Pearl grows up, Hester continues to live in the present rather than in the past. Reverend Dimmesdale, mean while, is seems to reflect the town’s tendency to punish long after the offense. In suppressing his own confession, Dimmensdale remains focused on coming to terms with a sinful past instead of looking squarely at the problems of the present.

8)      The Custom House :

The custom house is largely an autobiography sketch describing Hawthorn’s life as an administrator of the Salem custom house. It was written to enlarge the tale of the Scarlet Letter, since Hawthorne deemed the story too short to print by itself. It also serves as an excellent essay on society during Hawthorne’s times, and it allows Hawthorne to add an imaginative device the romantic pretense of having manuscript of the Scarlet Letter in the custom house.

9)      The Nature of Evil :

The characters in the novel frequently debate the identity of the “Black Man”, the embodiment of evil. Over the course of the novel, the “Black Man” is associated with Dimmesdale, Chillingwarth, Minister Hibbins and little Pearl is thought by some to be the Devil’s child.

The character also tries to root out the causes of evil:

                    I.            Did Chillingwarth’s selfishness in marrying Hester force her to the “Evil” she committed in Dimmesdale’s arms?

                  II.            Is Hester and Dimmesdale’s deed responsible for Chillingwarth’s transformation into a malevolent being?

                III.            The nature of evil is symbolically reflected in different interpretation of superstitious symbolically “Black Man”.

10)   Identity and Society :

After Hester is publically names and forced by the people of Boston to wear a badge of humiliation, her unwillingness to leave the town may seem puzzling. She is not physically imprisoned and leaving the Massachusetts Bay colony would allow her to remove the Scarlet Letter and resume a former life. Surprisingly, Hester reacts with dismay when Chillingwarth tease her that the town fathers are considering letting her remove the letter. Hester’s behavior is premised on her desire to determine it for her. To her running away of removing the letter would be an acknowledgement of society’s power over her. She would be admitting that the letter is a mark of shame and something from which she desire to escape. Instead Hester, refiguring the Scarlet Letter as a symbol of her own experience and character. Her past sin is a part of which she is to pretend that is never happened would mean denying a part of her. This Hester very determinedly integrates her sin into her life.

Dimmesdale also struggles against a socially determined identity. As the community’s minister, he is more symbol than human being. Except for Chillingwarth, those around the minister awfully ignore his obvious anguish, misinterpreting it as holiness. Unfortunately, Dimmesdale never fully recognize the truth of what Hester has learned; that individually and strength are gained by quite self-assertion and by a reconfiguration, not a resection, of one’s assigned identity.

E-C- 304. English Teaching Language-1

Paper Name            : E-C- 304. English Teaching Language-1

Name                        : Amita C. Jani

 Roll No.                   : 10

Semester                 : III

Topic                          : Role of English in India

Date                           : 22/10/2011

Submitted to          : Mr. Devarshi Mehta

                                      Department of English,

                                      Bhavnagar University.

Satan and Saraswati: The Double Face of English in India

– E. ANNAMALAI

Abstract:

English plays a conflicting double role in India in policy and practice in public platform, private choice and in symbolic allegiance and instrumental use. After independence a pattern of bilingualism has emerged at the executive, legislative, legal and educational domains with English and an Indian language. At the popular level, however, preference for English has increased in spite of political opposition to it.

Here, in this paper presenter presents the issue related to India and Indian language that Indian policy and practice in language policy means language education and their rules and regulations but this policy do not have a flexibility to serves or to put that policy into practice and to put that partly you have to see India as a society. Two points are important here:

1)      Socio-philosophical dimension of language

2)      Socio-psychological dimension of language

But after putting this policy, problem is how far the policy is successful change the color of the society. So here we saw that in India, policy is faithful but practice is not faithful.

In India English used as the instrumental tool, mean it become the medium of education and we can do any courses in Indian as a selecting English as a medium of language or education. English is also symbol of national unity so it becomes Lanfranc – means common in all state. Although Hindi is our national language, very few people have accepted Hindi as our national language but English become bilingualism language of people. So this pattern is visible in India so there are advantages as English as our national language and some disadvantages also we find while using English as a language.

English as Saraswati:

There are some benefits of using English language like in past India has not official language, we did not know that we can make Hindi as our official language so people came and make English as our official language in India. British came and give us all the rules, terms and condition were prepared n English, not in our language.

India has two official languages: English and Hindi.

But Gujarat has three official languages: English, Hindi and Gujarati. English became language of education, modernization so every when we rebel, we used English not Hindi.

Example: Raja Rao

Whatever he writes, he writes in English because he wants to write for all India. So after accepting English as our second language, English contribute a lot one or another form. English people also remove out superstitions so in India English was the language of change. Even English people came and give us required systems like Education system, Postal service and Railway system. So in that way giving all this benefit, British connect all states by giving English as a link language.

English as proved Satan in India:

English also proved as Satan in India because English is not used in lower level – in a particular situation, so English cannot be the language of day-to-day conversation in India and it has only become medium to go for higher education and the age of specialization. So our Gujarati medium schools prove as not best in schools.

English is not our goal but our need. Even our policy makers are not well educated in India. The same was teacher of English do not get support of other faculties in India. Even in Gujarat also English is still a foreign tongue or language. Culture also effect a while speaking English because we cannot speaking English because we cannot express our feelings or idea in English or we cannot translate our myths or culture in English. In India we have failed to make English an interesting subject. It is only used in India as our personality, style, look and far other things but not as a language. We learnt English as a subject but not as language.

Teaching English as a Second Language in India: Focus on objectives. 

- SHRIVENDU K. VERMA 

Abstract:

After highlighting certain theoretical aspects of the notion “Objectives of language teaching”, we discuss the functionally determined sub-categorization of language into first language, second language and foreign language. We then focus on the objectives of teaching English as a second language in india.

The objectives of Language Teaching:

Every language has its function means it plays very big role in education, constitution, parliament at that time Indian people never use Hindi but they used English as language.

When this language interacts with our language or became a link language. It became more and richer. It earned new words and accepted many words from other language and became multilingual. But for Indian student, it is very difficult to learn the new structure.

Learning any language must be passive and it must include interaction process of learner. Learning language is not just the produce sentences which are grammatically appreciable but also it must include two important things that what to say and how to say? Your learner should expose to target language and there must be variety so expose learner to different variety, different situations in which target language is used.

Example: Foyer – large room

It only used in hotel so using English as a language they must capable to use English at different situation and different context.

Concentrate of four skills, according to their role; they have to select their language. But at that time a teacher of life and vigor, resourcefulness and innovative power and it must be living model or active in classroom activities.

Functionally determined subcategories:

1)      First Language (L1):

Education must be in mother language otherwise the feeling of language will never come. L1 is indispensable of national culture. It is the primary means for the transmission of culture from one generation to another generation. Learning through the mother language is the most potent and comprehensive medium for the expression of the student’s entire personality.

2)      Second Language (L2):

L2 may be used as an auxiliary or associate language as a slot filler, it performing those functions which are not normally performed through L1. English as a second language or interstate or international link language, it also used as international language of knowledge, trade and industry. L2 is more associated with medium of instruction at all level or at particular level. In India L2 is also used as official language.

3)      Foreign Language :

It is used by a select group of learners in a very restricted set of situation. The main objective of learning a foreign language is to have direct access to the speakers of these languages and their cultures. It enables the learners to participate in a foreign society in certain roles and certain situations. Your L2 can be your foreign language.

4)      Classical Language :

A classical language like Sanskrit provides access to ancient culture, learning and philosophy of life and is assumed to contribute it the intellectual enrichment of its learners. Its real value cannot be measured in terms of what it helps you do in everyday life but in terms of refining your sensibility and sharpening your tails of analysis, enriching the modern language and offering “insight” into a variety of linguistic problems.

Objectives of teaching English as a second language in India:

There are some objectives of teaching English as a second language in India. Those are like this what are roles of Hindi, English, regional languages, classical language, foreign language and language of minority group in our multilingual setting? What are the topics and situations that will necessitate the use of English? What is the kind and amount of English that the learners will need?

English language is our “Window of the world”. It become globalization language but as far as industrialism concern it is necessary in India but it also rejected in rural area of India.

English is also used for our national integration, mother tongue as well as two languages are important that are English and Hindi. But while using any language the context of logic is important and in our first language we can’t learn it easily but in L2 we can learn it.

English also cannot be used as our “library language” and all classical books are translated in English so we can get knowledge from English.

English is also proved as a language of opportunity in India because in India with the knowledge of English one can easily earn money or can be rich so it is also proved as a language of opportunities in India.

Teaching of English: A Plea for Practical Attitude

            – R.K. SINGH

Abstract:

English in India is a potential national resource. It is important to develop tolerance and positive attitudes towards English practical approaches can be adopted in the areas of its teaching by making it move need based, flexible and innovative.

Practical approaches can be adopted in the areas of its teaching by making it more need based, flexible and innovative and it can be happen after knowing nature of the student or it must be flexible because no teaching method is perfect for learner. Means be flexible or don’t continue in same manner or keep on changes.

Need based teaching program:

By doing this type of need based teaching we can come to know about student pre-knowledge or their level or what their need to stand a particular thing are. For that, teacher has to know about student by three levels. Those are:

1)      Current level

2)      Desire level

3)      Current trend

Current level shows that where your student stands and for that take test in class. Then current trend shows how much knowledge of society your students have because you are in the society and with the change of time your knowledge must be enhanced. But question is how far this pre-knowledge help to learn more? Example, if we want to teach them adjectives then first we have to teach them about what is objective and this can we only know by knowing about their pre-knowledge and needs. At the same time they don’t need a theoretical knowledge of target language but an ability to understand language within the context.

In conclusion, practical approach must be related to student’s intellectual awareness and they deserve an opportunity to think, to provide information from their world of knowledge, to express their personal opinion and to disagree with other people at the same time. Teacher is not teacher but helpful, and teacher not take place but learning take place, so that prepare task in that way so student are intellectually involve in it.