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A Comparative Study of Functional and Structural Approach to Teach the
Students of 9th Standard
Bhadauria Manish Singh K.
Research Scholar
Shri. J.J. T University Rajasthan.
1.1 Introduction
Education is the process of bringing out the best from the individual and development of
the body, mind and soul. It makes man a right thinker. Only through the attainment of
education, man is enabled to receive information from the external world and to acquaint one
with past, present and the future. Without education man is in a closed room and with education
he finds himself in a room with all its windows open towards outside world.
“Education has continued to evolve diversity and extend its coverage since the dawn of the
History. Every country develops its system of education to express and promote its unique
socio-cultured identify and also to meet the challenge of time.” 1
Earlier knowledge was handed down traditionally in the family. It was learning by observing
and doing. In those days a single teacher teaches all the subjects. Especially in ancient India,
there was Gurukul system where students learn various subject from a single Guru. The world
that we live in today is not the same that our ancestors were living in. All aspects of human life
are rapidly changing and ever evolving. The field of education has also changed from time to
time; and change is the rule of life, it is growing and leaping day by day. With the growing and
changing educational systems the methods must also be changed. In the absence of the
innovative methods the education will become an endless and useless endeavour without any
gain.
A language is the written and spoken methods of combining words to create meaning
used by a particular group of people. Language is a means of communication or one can say
talking or writing of a particular country or region. So is the case with English as it is the
official language of England but here it is important to add that today the world has become a
global village and English is the language of this global village. English is not confined to
England but it is spoken around the globe. English as a language is an ocean where different
languages as rivers fallen and merged. As it is said by our former Prime Minister Pandit
Jawahar Lal Nehru; “English is a window to the world” yes it is a window for acquiring the
global knowledge, whether it is in the form of Science, Arts or the Commerce. Today English is
must in each and every field of our life. English has become a connecting link between different
cultures and civilization. These facts make the teaching of English even more important. Since
the beginning various methods and approaches are applied to teach English effectively. The
government of Gujarat has introduced new text books of English in the year 2005 keeping
Functional Approach at the centre. So gradually the scenario of teaching English in Gujarat is
keep on changing. But still there is a debate going on regarding the Structural and the
Functional Approach.
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1.1.2 Importance of Language
It is generally observed that language is not considered to be an important subject in school
education. It is thought of as a subject which one already knows as language is part of every
day’s life for which no special efforts has to be made. In fact, language has multiple functions,
viz. language as medium of education, for communication, language for clear and effective
expression and for conversation of social and cultural heritage. Failure to teach language skills
properly and adequately in the early years will lead to difficulties in learning subsequently
through upper primary, the secondary and the higher secondary stages. According to John
(1969)
“Language is the instrument with which man forms thoughts, feelings, moods, aspiration,
act an instrument by whose means he influences and influenced the ultimate and deepest
foundation of human society.” 2
1.1.3 Importance of the English as Window of the Modern World
English has been playing an important role in our educational system as well as in our national
life. It is the language of administration, a compulsory subject at the school and college and the
medium of instruction for the same subjects at the school and college for all subjects at the
university level. English dominate the fields of trade and industry in the country.
The Radhakrishanan University Education Commission Observed,
“English is a language which is rich in literature- humanistic, scientific and technical. If
under sentimental urges we should give up English, we would cut ourselves off from the
living stream of overgrowing knowledge.” 3
1.1.4 English Teaching in Gujarat
The state of affair about the teaching and learning of English has been far form
satisfactory for decades. Earlier structural method was used to teach grammar but in the year
2005 Gujarat government decided that the year 2005 textbooks of 9th and 12th standard will be
changed in which the texts will be in the form of the Functional Approach. Now in Gujarat State
Board Schools Communicative Approach is used and textbooks are based on that Approach. So
gradually the scenario of teaching English in Gujarat is keep on changing. But still there is a
debate going on regarding the Structural and the Functional Approaches, that which approach is
more fruitful for the students. A large group of teachers still using the conventional Structural
and the Grammar translation method.
1.1.5 Methods and Approaches of Teaching English
The word "methodology" is itself often misinterpreted or ill-understood. It is usually given lipservice as an explanation for the way a given teacher goes about his/her teaching, a sort of
umbrella-term to describe the job of teaching another language. Most often, methodology is
understood to mean methods in a general sense, and in some cases it is even equated to specific
teaching techniques. It does (or should) in fact mean and involve much more than that.
Difference between Method and Approach
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The term method and approach are very often used and understood as synonyms. But both these
terms have different connotations. Within one approach there can be more than one method; but
each method must be based on the selected approach. Approach is wider term than the term
‘method’ it deals with assumptions. It is a concept, a point of view. Anthony E. M writes, “It
states a point of view or philosophy or an assumption which one believes but can not
necessarily prove.” 4 This means that approach is the study of self-evident truths. Application
of approach in practice is method. It is an over all plan based on some approach. It is
procedural. To quote Anthony E. M again, “Method is an over all plan for the orderly
presentation of language material, no part of which contradicts and all of which is based
upon the selected approach.” 5 Various methods like Classical Method or Grammar
Translation Method, Direct Method, Bilingual Method, Dr. West’s New Method, Project
Method and Audio Lingual Method etc. are the methods of teaching English
Structural Approach
The fundamental assumption of Structuralism is that language is a structured system of
components with set relationships that may be differentiated by the analyst. The linguist’s
endeavor is to study the structures of the language by isolating the units of the languages and by
establishing the correct relationship among them. The functional and the operational factors of
the language are not taken care of by the structuralists.
The following assumptions of the structural approach are fundamental:
1 Language as reality is structured and structure may be predicted and expressed as a set of
relationships.
2. The functional views of language as a process and analytic investigations carried out on
language from such a perspective can not lad the study of language any far.
3. The grammarian who sets out to study the structure of a language is expected to observe and
describe the structural elements and organizational features of the languages.
4. Since language is essentially speech, priority and attention are given to speech in teaching a
foreign language
5. Language is essentially a set system of structures the mastery of which forms the core of
language learning process
6. A fully graded presentation of the structures both in the text book and in the class room is a
basic requirement in structural approach
7. It requires maximum use of the foreign language
Functional Approach
In present day teaching of English in India there are quite a number of paradoxes found. The
following categories of teachers are a common sight in the country:
1) Teachers of English who have a fair command over the written language but have no speech
proficiency whatsoever
2) Teachers who possess competent formal knowledge of the grammar of English language
while they themselves are unable to produce fluent and correct sentences in speech
3) Teachers who are trained in the latest methods and techniques of the teaching English but
possess no command whatsoever in spoken or written form of the language
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Functional Approach r the communicative competence involves not only knowing the
grammatical rules of language but also knowing when, where and with whom to use the
language in a contextually appropriate way. This requires more then mere knowledge of the
structures, grammar and vocabulary; it requires skills in how to use English in meaningful
situations.
1.2 Origin of the Problem
There is always a reason for the origin for any problem as there is reaction for every action.
English is a language for national and international business, commerce, diplomacy, modern
era, government, industry, political science; technology etc. English has a pride of place in
India. India without English would be less well-off economically, less well integrated nationally
and less important internationally.
But teaching English is somewhat difficult and complicated process. Teaching English in
our classroom is governed by formally prescribed syllabus and textbook to provide input help.
The students learn English as a living language that is used for a variety of purposes in real life.
For teaching English to the young learners, one really needs competent Teachers who are well
versed in the principles of pedagogy, psychology and linguistic skills. There should be special
emphasis on the English language skills rather than a study of literature.
Today in Gujarat many students are unable to carry out many activities satisfactorily
such as expressing ones 'reacting ,seeking and giving information ,conversing over the
telephone ,problem solving, discussing ideas , narrating and reporting the event, seeking and
giving information ,acting out social roles ,sharing leisure activities. A large number of them
cannot use language in real life situation. In most of school language teaching is not appropriate
for these functions. This is because of traditional method used in classroom, where more
emphasis is given to the various structures of the language and drilling those structures by
repetitive examples, this may make the whole teaching learning process monotonous and
boring. How ever it depends mainly on teachers.
1.3 Objectives of the Study
Objectives give the perfect direction to the research and researcher. By keeping in the
mind the objectives of the study, the whole process of research is analyzed. To do any work it is
first necessary to decide its objectives. Objectives have its own importance in any research
work. The present study ahs the following objectives
1. To compare the Functional approach and Structural Approach to teach the students of the
9th standard.
2. To study the effect of the Structural Approach on the post-test marks of the boys and
girls.
3. To study the effect of the Functional Approach on the post-test marks of the boys and
girls.
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4. To find the effective approach between the Functional and Structural by comparing
achievements of the students of the Experimental and the Controlled group.
1.4 Hypothesis of the Study
The hypothesis is a powerful tool in research process to achieve dependable
knowledge. It helps the researcher to relate theory to observation and observation to theory. The
hypothesis is precisely defined as a tentative or working proposition suggested as a solution to a
problem. Hypothesis offers a solution of the problem that is to be verified empirically based on
some rationale. According to, John .W. Best,
“It is a shrewd guess or inference that is formulated and provisionally adopted to explain
observed facts or conditions and to guide in further investigation” 6
Ho 1 There will be no significant difference between the mean score of the post-test marks of
boys and girls of the Controlled Group.
Ho 2 There will be no significant difference between the mean score of the post-test marks of
Boys and girls of the Experimental Group.
Ho 3 There will be no significant difference between the mean score of the post-test marks of
students of the Controlled and Experimental Group.
1.5 Need of the Study
The need of this research is a systematic attempt to obtain answer to following meaningful
aspects.
1. The need of study is to compare the Functional and Structural Approaches and to find out
which is more suitable for students.
2. The need of study is to compare the scores of students, taught by Functional and
Structural Approaches.
3. The need of study is to find the more effective approach to help the learner to use English
in meaningful situation.
4. The need of study is to know the right approach to teach the students in order to develop
in them Listening, Speaking, Reading and Writing skills.
5. The need of study is to find the means to make the teaching learning process lively in the
class.
6. The need of the study is to observing the effect of Functional and Structural Approaches
on the post test scores of the students of standard IX.
7. The need of the study is to find the right method or approach to make the student
confident and accurate user of English.
1.6 Population of the Study
A population refers to any collection of specified group of human beings or of nonhuman entities such as objects, educational institutions, time units, geographical areas or
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sometimes the book written by great authors. Thus the population is the group of interest to
researcher, the group to which she or he would like the result of the study to be generalized.
A research population is generally a large collection of individuals or objects that is the main
focus of a scientific query.
A research population is also known as a well-defined collection of individuals or objects
known to have similar characteristics. All individuals or objects within a certain population
usually have a common, binding characteristic or trait.
“A population of any group of individual that have one or more characteristics in
common those are of interest to the researcher. The population may be all the individuals
of a particular type, or a more restricted part of the group.”7
The population for the present study constitutes all the students of standard IX in Secondary
schools following the syllabus of Gujarat State Secondary and Higher Secondary Education
Board.
1.7 Sample of the Study
A good sample must be a nearly representative of the entire population as possible and
ideally it must provide the information about the population from which the sample has been
drawn. Selection of sample is very important step in conducting a research study. The goodness
of sample determines the acceptability of the result.
A subset of a population usually chosen in such way that it can be taken to
represent
the population with respect to some characteristic, for example, height, or cost, or gender, or
make of car. A list of members of the population of interest is called the sampling frame. If each
member of the sample is selected by the equivalent of drawing lots, the sample is a simple
random sample or, commonly, a random sample. In this case each sampling unit, i.e. each
member of the population, has the same probability to be chosen as sample.
“A sample is a small proportion of a population selected for observation and
analysis. By observing the characteristics of the sample, one can make certain inferences
about the characteristics of the population from which it is drawn.” 8
The sample for the present study was selected randomly, the researcher has chosen
Aryabhatta Shala Vikash Shankul out of the 10 SVS of Ahmedabad city randomly using Cards
and then out of 49 Schools of the Chosen SVS again the researcher used the Cards and Pragati
Hindi High School was selected. Researcher selected 103 students of the IX- A and IX -B
division and out of 103 students researcher made two groups of the 60 students by correlating
and making the pairs of Students Age, History, Gender and Achievement vise and then
randomly using the coin he selected the Experimental and the Controlled Group for the present
study.
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Table 1.1
Experimental Group Controlled Group
Name of the School
Boys
Pragati Hindi High School 15
Girls
Boys
Girls
15
15
15
1.8 Tool of the Study
All researchers require appropriate tools to collect the data and to analyze it. The
investigators constructed the post test to measure and evaluate the performance of both the
groups. Post-test was constructed and administered to compare the Functional and Structural
approach. This test was constructed keeping in mind the content of English Grammar topic
Direct and the indirect speech. It comprised of 25 questions containing 1 mark each divided in
to five sections. Time allotted to the students was 30 minutes for test. The test was constructed
and presented before the experts for the suggestions.
1.9 Method of the Study
Investigator should follow such research method that would give precise result and is
suitable to the subject of the research work. “Research methods are of utmost importance in a
research process because they describe the various steps of plan of attack to be adopted in
solving a research problem, such as the manner in which the problems are formulated, definition
of terms, the choice of subjects of investigation, the validation of data gathering tools, the
collection, analysis and interpretation of data and the processes of inferences and generalization.
Selection of research method is the most basic things for performing any research. The
researcher selected experimental method for testing the hypotheses.
Experimental designs are especially useful in addressing evaluation questions about the
effectiveness and impact of programs. Emphasizing the use of comparative data as context for
interpreting findings, experimental designs increase our confidence that observed outcomes are
the result of a given program or innovation instead of a function of extraneous variables or
events. For example, experimental designs help us to answer such questions as the following:
Would adopting a new approach improve student performance? Is new approach having a
positive impact on student achievement and faculty satisfaction?
As one can see from the example question above, designs specify from whom information is to
be collected and when it is to be collected. Among the different types of experimental design,
there are two general categories:
1. True experimental design: This category of design includes more than one purposively
created group, common measured outcome(s), and random assignment. Note that
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individual background variables such as sex and ethnicity do not satisfy this requirement
since they cannot be purposively manipulated in this way.
2. Quasi-experimental design: This category of design is most frequently used when it is not
feasible for the researcher to use random assignment.
1.9.1 True Experimental Design
The strongest comparisons come from true experimental designs in which subjects
(students, teachers, classrooms, schools, etc.) are randomly assigned to program and comparison
groups. It is only through random assignment that evaluators can be assured that groups are
truly comparable and that observed differences in outcomes are not the result of extraneous
factors or pre-existing differences. For example, without random assignment, what inference
can we draw from findings those students in reform classrooms outperformed students in nonreform classrooms if we suspect that the reform teachers were more qualified, innovative, and
effective prior to the reform? Do we attribute the observed difference to the reform program or
to pre-existing differences between groups? In the former case, the reform appears to be
effective, likely worth the investment, and possibly justifying expansion; in the latter case,
alternative inferences are warranted. There are several types of true experimental design:
1.9.1.1 Post Test Only Control Group Design
The available subjects are assigned to two groups through randomization which controls
for all possible relevant extraneous variables. No pre-test is used and the random assignment of
subjects assures that any initial differences between the groups are attributing only to chance.
Posttest only, control group designs differ from other designs in that subjects are randomly
assigned to one of the two groups. Given sufficient numbers of subjects, randomization helps to
assure that the two groups (or conditions, raters, occasions, etc.) are comparable or equivalent in
terms of characteristics which could affect any observed differences in posttest scores.
Table No.1.2
Two Groups, Randomized subjects, Post Test only Design
Randomly
Assigned Group
Experimental
Group
Controlled
Group
Independent Variable
X
Teaching Through Functional Approach
Teaching Through Structural Approach
PostTest
T2
T2
1.10 Method of Data Collection
The study was conducted in different phases. The investigator had divided the whole
study into different phases like selection of the topic to teach, preparation of lesson plans,
preparation of the tool, teaching and data collection.
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1.10.1 Phases of the Study
Phase 1: Selection of Topic and Preparing Lesson Plan
One grammatical topic was selected by the investigator after consulting the English teacher of
Pragati School. The chapter was not taught to the students earlier in the same class. After
identifying the topic, researcher has prepared two separate lesson plans one of them based on the
Functional and the other on Structural Approach keeping in mind both the group.
Phase 2 Teaching and Data Collection
Selected topic was taught to the students of IX, for this the investigator had taken the necessary
permission from the Principal to carry out the experiment. The researcher taught the same topic
to both the group using two different approaches. Here group A was taught with Functional and
the Group B with the help of the Structural Approach. Researcher taught the same topic for the
three consecutive days taking two periods (70 minutes a day)
For the realization of the objective and to test the null hypotheses the required data was collected
by taking the post test of both the groups.
1.11 Analysis and Interpretation of Data
The researcher has wanted to compare the Functional and Structural Approach to teach the
students therefore the achievement score of both the group were compared. The data collected
through the post-test was used to calculate mean of gain of post test marks, standard deviation,
standard error of mean and t-value was used to find the correlation between the two groups
keeping in mind approaches as well as gender.
1.11.1 To study the Correlation between the Boys and Girls of the Controlled Group
To know the effect of Structural Approach on the achievement of Boys and Girls of the
Controlled Group and to know the difference in the mean score, and to study the Correlation
between the Boys and Girls of the Controlled Group; the data collected by the investigator
through post test was considered for testing the Hypothesis using‘t’ test which is represented in
the following table.
TABLE No. 1.3 Mean, Standard Deviation, Standard Error of Mean of the Scores of the Post Test
of the Boys and Girls of Controlled Group along with t-value
Controlled
Group
Girls
Boys
No. of
Students Mean
30
14.86
30
14.6
S.D
2.028
2.695
SE of
Mean
r
3.01
tvalue
0.211 0.086
From the table and Graph No. 1.3 it is evident that t cal is 0.086 which is less than t tab = 1.96 at
0.05 level of significance which indicates that the t- value is not significant, hence the
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Hypothesis that there will be no significant difference in the mean of the post test scores of the
Boys and Girls of the Controlled Group is not rejected. Hence it can be said that the Boys and
Girls taught by Structural Approach show same kind of performance in the post-test conducted
during the experiment.
1.11.2 To Study the Correlation between the Boys and Girls of the experimental Group
To know the effect of Functional Approach on the achievement of Boys and Girls of the
Experimental Group and to know the difference in the mean score, and to study the Correlation
between the Boys and Girls of the Experimental Group; the data collected by the investigator
through post test was considered for testing the Hypothesis using‘t’ test which is represented in
the following table.
TABLE No. 1.4 Mean, Standard Deviation, Standard Error of Mean of the Scores of the Post Test
of the Boys and Girls of Experimental Group along with t-value
Controlled
Group
Girls
Boys
No.
of
SE of
tStudents
Mean S.D
Mean r
value
30
16.33 3.015
30
19.06 3.172 3.69
0.288 0.74
From the table and Graph no. 1.4 it is evident that t cal is 0.74 which is less than t tab = 1.96 at 0.05
level of significance which indicates that the t- value is not significant, hence the Hypothesis that
there will be no significant difference in the mean of the post test scores of the Boys and Girls of
the Experimental Group is not rejected. Hence it can be said that the Boys and Girls taught by
Functional Approach show same kind of performance in the post-test conducted during the
experiment.
1.11.3 Comparison of the Functional and Structural Approach
To compare the Functional and Structural Approach of Teaching English to Standard 9th to know
the mean scores and to study the Correlation between the Experimental and the Controlled
Group; the data collected by the investigator through post test was considered for testing the
Hypothesis using‘t’ test which is represented in the following table.
TABLE No. 1.5 Mean, Standard Deviation, Standard Error of Mean of the Scores of the Post Test
of the students of the Experimental and the Controlled Group along with t-value
No. of
Group
Students Mean S.D
Experimental
G
60
17.7
3.344
Controlled
60
14.73 2.347
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SE of
Mean r
tvalue
4.2627 - 0.0939
0.6959
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From the table and Graph No. 1.5 it is evident that t cal is 0.6959 which is less than t tab = 1.96 at
0.05 level of significance which indicates that the t- value is not significant, hence the
Hypothesis that there will be no significant difference in the mean of the post test scores of the
Students of the Experimental Group and Controlled group is not rejected. Hence it can be said
that the both the approaches however different and aiming at different objectives, both of the
approaches do not show significant difference as far as the post test or the achievement is
concerned Boys and Girls taught by Functional Approach show same kind of performance in the
post-test conducted after the experiment.
1.12 Interpretation of Data
Once the research data have been collected and the analysis has been made, the researcher can
proceed to the stage of interpreting the results. The process of interpretation is essentially one of
stating what the results show? What are their meanings and significance? What is the answer to
the original problem? Interpretation is not a routine and mechanical process. It calls for a careful,
logical and critical examination of the results obtained after analysis, keeping in view the
limitations of the sample chosen, the tools selected and used in the study. 1 The present study is
interpreted in following manner.
1. The study was carried out with the main objective of Comparing the Functional and
Structural approach to teach English to the students. Here the researcher has found that
there is no significant difference between the achievement of the students taught by
Functional and Structural approach.
2. Further study was carried out to correlate the achievement of the Boys and Girls of the
Controlled group. Here the researcher has found that there is no significant difference
between the achievement of the boys and girls of the Controlled group.
3. Further study was carried out to correlate the achievement of the Boys and Girls of the
Experimental Group. Here the researcher has found that there is no significant difference
between the achievement of the boys and girls of the experimental group.
Thus, in a nut shell with the help of tabulation and graphical method the study researcher is able
to derive at the result that both the Functional and Structural approach has the same amount of
effect on the students. However different these approaches are, students of both the group show
same kind of performance in the post-test conducted after the experiment. Hence both the
approaches are equally effective to teach English to the students of the standard 9th.
1.13 Findings of the Study
From the analysis and interpretation of the data the following major findings of the present study
were drawn
1. There is no significant difference between the achievement of the Students taught by
Structural and Functional Approach.
2. Structural approach was found to be equally effective for the boys and girls of the
controlled group
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3. Functional approach was found to be equally effective for the boys and girls of the
Experimental group
1.14 Suggestions for the Further Study
The present study can be replicated. The comparative study can be carried out between
other methods and approaches of the English language teaching .The same study can be
conducted on other classes ( at Primary or at the Higher Secondary level). The same study can be
carried out taking the Gujarati or English medium schools as this study was limited to Hindi
Medium School only. Further studies can be carried out by Comparing Mixture of both these
approaches with the traditional approaches.
New Areas for further Researches
1. A Comparative Study between the Grammar Translation Method and Communicative
Method to Teach the Students of Standard IX.
2. A Comparative Study between the Direct Method and Bilingual Method to Teach the
Students of Standard IX.
3. A Comparative Study between the Traditional method and Audio Visual Method to
Teach the Students of Standard IX.
4. A Comparative Study between the Grammar Translation Method and Communicative
Method to Teach the Students of standard X.
5. A Comparative Study between the Traditional method and Audio Visual Method to
Teach the Students of Standard X.
6. A Comparative Study between the Traditional method and Audio Visual Method to
Teach the Students of Standard XI.
7. Effectiveness of Bilingual Method to teach the English as Second Language.
8. A Comparative Study of Functional and Structural Approach to teach the F. Y. B. A.
Students.
9. A Comparative Study of Functional and Structural Approach to teach the F. Y. B.Com.
Students.
10. A Comparative Study of Functional and Structural Approach to teach the F. Y. B.sc
Students.
1.15 Conclusion
Finally we can conclude that teaching through Functional and Structural Approach is
equally effective. This study disagrees with the teachers who believe that either Functional or the
Structural approach is more important than the other. Thus teacher should give equal importance
to both the Functional and Structural Approach while teaching and should try to blend both the
approach for the betterment of the students.
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End Notes:
1
htpp://www.answers.com
Tiwari, S.R (2007) Teaching of English, New Delhi: APH Publication Corporation p.5
3
Tiwari, S.R (2007) Teaching of English, New Delhi: APH Publication Corporation p.7
4
http:// www.englishraven.com.
5
http://www.englishraven.com.p.27
6
John W Best Research in Education, Prentice Hall of India Pvt. Ltd.
7
John W Best and J V Kahn, Research in Education Prentice Hall of India Pvt. Ltd.8
John W Best and J V Kahn, Research in Education Prentice Hall of India Pvt. Ltd.
2
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