PGELT-I
(2)
PGELT-I
(d) Summarise Plato’s contribution to literary theory. How is it
different from Aristotle’s ?
POST-GRADUATE COURSE
Assignment (July, 2010 Batch)
OR,
ENGLISH LANGUAGE TEACHING
Summarise the central concern of Cognitive Psychology
and its implications for language teaching.
(e) What do you understand by the term ‘Structuralism’ ? What
weaknesses in traditional grammar were detected by the
structuralist ?
(f) How is the role of the student in Communicative Language
Teaching different from that of the Audio-lingual method ?
PAPER I
Full marks : 100
Weightage of marks : 20%
Special credit will be given for accuracy and relevance in
the answer. Marks will be deducted for incorrect spelling,
untidy work and illegible handwriting. The weightage for
each question has been indicated in the margin.
Section - B
OR,
Is it true that language has been an object of enquiry for
more than two thousand years ?
(b) Comment on the role of English as Second Language in
India.
OR,
Comment on the contribution of Chomsy and Halliday to the
study of English.
(c) What are the distinguishing features of Error Analysis and
Contrastive Analysis or of Psycholinguistics as an
independent discipline.
W-20
P.T.O.
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
1. Answer in detail any two of the following questions :
18×2=36
(a) What do you understand by Linguistics ? What are the main
sub-divisions in Linguistics ? Name atleast two areas of
Linguistics which have become important in recent years.
# 1 # 2nd proof
Section - A
2. Answer any three of the following questions :
12×3=36
(a) Explain with a few examples, the level of linguistic
organisation known as ‘Morphology’.
(b) What do you think are the limitations of Grammar
Translation Method ?
(c) What are the psycho-therapeuntic techniques that are
frequently used in suggestopedia and what role does the
classroom environment play in it ?
(d) Analyse the changing trends in ELT and its influence in
India.
(e) Give immediate constituent (IC) analysis of the following
English sentences. Use the box diagrams.
(i) That he is an useless fellow is true.
(ii) The doctor told him not to eat cold water.
(iii) When she smiles the whole world weeps.
(iv) Neither John nor Jack could go home.
(f) Explain the ambiguity of the following sentences :
(a) (i) It worked loosely.
{(ii) It worked loose.
(3)
PGELT-I
(b) (i) We are not teaching-machines.
(ii) We are not teaching machines.
{
(c) (i) My sister is easy to please.
{(ii) My sister is eager to please.
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
3. Write short notes on any four of the following areas :
7×4=28
(a) Situational Language Teaching.
(b) Communicative Competence, or Plato’s view of poetry.
(c) Role play or Register.
(d) Language - literature controversy in the teaching of English
in India.
(e) Dialect.
(f) The major shift from Classical Genre to Modern Genre
theory.
(g) Recommendations by the Kothari Commission.
(h) The Notional Functional Syllabus or the Procedural
Syllabus.
(i) Interlanguage or Second Language Acquisition Theory as
proposed by Krashen or Vygotsky.
(j) Syncope or Semantics.
# 2 # 2nd proof
Section - C
PGELT-II
PGELT-II
(2)
(c) Explain the concepts ofSignifier / Signified. How do these
explain how meaning is conveyed ? What impact does it
POST-GRADUATE COURSE
have on language teaching ?
Assignment (July, 2010 Batch)
OR,
ENGLISH LANGUAGE TEACHING
What do you understand by the term “lateralization” of the
PAPER I I
Full marks : 100
brain ? Indicate the various functions that the two
Weightage of marks : 20%
hemispheres of the brain perform.
(d) How will you define socio-linguistics ? Can it contribute it to
language pedagogy ? Give reasons for your answer.
(12+1+5)
Special credit will be given for accuracy and relevance in
OR,
the answer. Marks will be deducted for incorrect spelling,
“Bilingualism is linked to education”. Do you agree ? Apply
each question has been indicated in the margin.
this tenet to the Indian situation and give reasons for your
1. Answer any two of the following questions :
18×2=36
(a) Comment critically on Stern’s or Peter Strerens’ model of
language pedagogy.
(b) What is the Sapin Whorf Hypothesis ? How can it
influence language pedagogy ?
OR,
How are special differences reflected in speech ? Elaborate
with suitable examples from English.
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
Section - A
# 3 # 2nd proof
untidy work and illegible handwriting. The weightage for
answer.
(2+16)
Section - B
2. Answer any three of the following questions :
(a) Comment critically on the “direct” method of language
teaching. What principles is it based on ?
OR,
What are some of the distinctive features by Information
Theory ?
(b) Through what stages did theories of Applied Linguistics
evolve ? What is the present position ?
P-21
P.T.O.
12×3=36
(8+4)
(3)
PGELT-II
(c) What are the basic components of language pedagogy ?
Elaborate on any one of them.
(4+8)
(d) How would you distinguish between horizontal and vertical
bilingualism ? Which type do you think can be found in rural
schools in India ? Give reasons for your answer.
(e) What are the various stages of child language acquisition ?
Elaborate and explain.
OR,
What is Stephan Krashen’s contribution in the field of
language acquisition ?
(f) What do you understand by the term CALL ? What different
kinds of programmes are used for CALL ? What principles
Section - C
3. Write short notes onany four of the following :
(a) Structural syllabuses.
(b) Paradigmatic and Syntagmatic relations.
(c) Discourse Theory.
(d) B.F. Skiuner.
(e) The Input hypothesis.
(f) Wernick’s areas.
(g) Learner Variables.
(h) Motivation in L 2 learning.
7×4=28
# 4 # 2nd proof
(2+5+5)
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
and assumptions are involved ?
PGELT-III
(2)
PGELT-III
OR,
What is the importance of Phonetics in developing
POST-GRADUATE COURSE
communication skills ?
Assignment (July, 2010 Batch)
Section - B
ENGLISH LANGUAGE TEACHING
2. Answer any three questions from the following : 12×3=36
PAPER I I I
Full marks : 100
(a) Distinguish between Inflection and Derivation. Discuss the
class-changing and class-maintaining derivations with
examples.
(b) Define segmental and supra-segmental phonology with
Weightage of marks : 20%
Special credit will be given for accuracy and relevance in
the answer. Marks will be deducted for incorrect spelling,
suitable examples.
untidy work and illegible handwriting. The weightage for
each question has been indicated in the margin.
OR,
Describe the phonetic function of the movable organs.
(c) What is “Speech Act Theory” ? Explain its basic aspects.
Section - A
(a) Transformational
Generative
Grammar
is
“Transformational” as well as “Generative”. Explain with
adequate illustrations and show its significance in
Grammar Teaching.
(b) What is ‘meaning’ ? Explain and exemplify the principal
kinds of meaning.
(c) What is style ? What is the difference between stylistic and
non-stylistic choice ? Elaborate with examples.
(d) “The concept of phoneme is abstract while the concept of
allophone is relatively concrete” — Examine the validity of
this statement with reference to allophonic variations of /P/,
/k/ and /l/.
G-22
P.T.O.
# 5 # 2nd proof
18×2=36
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
1. Answer any two questions from the following :
(d) What do you understand by “Structural ambiguity” ? Explain
with suitable examples from English.
(e) Write short notes on any three of the following :
(i) Root and Stem or Weak forms.
(ii) Pragmatics and Language Teaching.
OR,
The value of Genre Analysis in Language Teaching &
Learning.
(iii) Latinate Fallacy.
(iv) Elements of Meaning or the Verbal Group (VG).
(f) Discuss with examples how your mother-tongue can cause
difficulties in acquiring English Sounds. Identify the
problems and suggest remedial measures.
(3)
Section - C
3. Answer any four questions from the following :
(4)
PGELT-III
PGELT-III
(iv) Unemployment
(v) Drycleaners
7×4=28
(vi) Rebroadcast
(a) Analyse the structure of the following Noun Phrases (NPs)
(vii) Sheep
(any three) :
(f) What are the morpho-phonemic rules of the plural ending/-s/
(i) The girl in the car that needs some water.
in English ?
(ii) All the men in the boat.
(g) How would you distinguish between rule-based teaching of
(iii) An absolutely honest teacher.
grammar and consciousness raising of grammar ?
(iv) “Save the wild life” programme of the forest
(h) Mark the stressed syllable in each of the following words
department.
(Any five) :
(v) John’s safe return.
University,
(b) Identify the Phonemes in the following English words and
Photography,
Scientific,
Suprasegmental,
Calculation, Ethical, Intimation, Utility.
give their three-term descriptions :
(i) What is “Prescriptive Grammar” ? Write any four
Late, Terrible, Switch
(ii) I know that he is coming today.
(iii) John attended the meeting on Friday.
(d) Give I-C analysis of the following sentences (any two) :
(i) When it rains, the roads are flooded.
(ii) She taught me linguistics.
(iii) The big black dog bit the small girl.
(e) Analyse the morphological structure of the following
words (Any five) :
(i) Democratization
(ii) Women’s
(iii) Enthusiastically
P.T.O.
# 6 # 2nd proof
(i) Did any student attend the meeting ?
limitations of Prescriptive Grammar.
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
(c) Draw ‘Deep Structure Trees’ for the following (any two) :
(j) What role do the lungs and vocal cords play in the
production of speech.
PGELT-IV
PGELT-IV
(2)
(c) William Littlewood mentions two models of language
learning : Skills learning and Natural process or Creative
POST-GRADUATE COURSE
construction. Discuss how Oral skills can be developed in
Assignment (July, 2010 Batch)
the classroom by integrating the two processes.
ENGLISH LANGUAGE TEACHING
(d) “In a ‘Writing’ class the skill should be treated as a Process
PAPER I V
Full marks : 100
oriented activity”. Discuss the pedagogical implication of
Weightage of marks : 20%
this statement with reference to a specific writing task.
Section - B
Special credit will be given for accuracy and relevance in
the answer. Marks will be deducted for incorrect spelling,
2. Answer any three of the following questions :
untidy work and illegible handwriting. The weightage for
(a) What are the skills that could be developed with the help of
each question has been indicated in the margin.
a good dictionary ?
(b) Explain what Canal and Swair (1980), meant by
18×2=36
(a) “Listening is a critical element in the competent language
performance of all language learners”. Explain with special
reference to the different types of processing that take
place in a listening context.
(b) “In a ‘Reading’ development programme, questions are
used for teaching rather than testing”. Discuss the
relevance of this statement with reference to reading styles,
strategies and question types.
P.T.O.
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
1. Answer in detail any two of the following questions :
# 7 # 2nd proof
Section - A
B-23
12×3=36
‘Communicative Competence’.
(c) How would you differentiate between a poor and an
efficient reader or writer ?
(d) How would you test language proficiency ?
(e) Which scale of marking would you choose for assessing
writing ? Why ?
(f) Write a note on Note taking as a skill or Thinking as a skill
for developing Reading or Writing.
(g) Explain with suitable examples the terms ‘Reliability’ and
‘Validity’ in Testing.
(3)
PGELT-IV
Section - C
3. You want your students to develop speaking skills through
the following task :
Talk to your partner about someone you see everyday.
Choose someone you know very little about but who
intrigues you for some reason. It could be another student
at school, someone you see on the bus or train, a
neighbour, a shopkeeper or worker.
Answer all of the questions given below in relation to the
task. Mention the level at which you will operate. 7×4=28
(i) Why do you think this task is suitable for the level at which
(iv) At which stage of your plan would you integrate listening
skills ? Why ?
(v) What are the problems you and your students are likely to
face while executing the plan ? How would you cater to
them ?
(vi) Would you use Group or Pair work for this activity ? Why ?
(vii) Write out a sample of an answer for this task. Would you
use it with your students as a cue to the working of the
task ?
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
(iii) Which areas of syntax, vocabulary and language functions
would be used in your plan ?
# 8 # 2nd proof
you will operate ?
(ii) How many stages would you like to have for your plan ?
State the specific objectives for each stage.
PGELT-V
PGELT-V
(2)
Group – B
POST-GRADUATE COURSE
Answer any three :
Assignment (July, 2009 Batch)
1. Judge Larry Eagleton’s contribution as aMarxist critic of
modern times.
12
ENGLISH LANGUAGE TEACHING
2. What isgynocriticism ? Keeping an eye to Showalter’s
division, add a note on any two stages of development of
PAPER V
Full marks : 100
Weightage of marks : 20%
gynocriticism.
4+8
3. Critically comment on Russian Formalism as a theory of
Special credit will be given for accuracy and relevance in
the answer. Marks will be deducted for incorrect spelling,
untidy work and illegible handwriting. The weightage for
each question has been indicated in the margin.
literary criticism.
Derrida’s notion of a ‘free text’.
4. What are the fundamental assumptions of new historicism?
18
4. “Luce Irigaray was the foremost feminist critic to
challenge Freaudian psycho-sexual theory ”—Comment
with close reference to her psychoanalytic criticism.
8
OR,
Discuss, with reference to any character in any text, the
major issues in New Historicism.
Y-24
P.T.O.
# 9 # 2nd proof
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
2. “In their frantic search of a full-fledged theory of literary
criticism Marxist theorists went hand in hand with the
Structuralist and feminist critics”—Comment with
special reference to any text you have read or taught. 18
3. Analyse Lacan’s theory of psychoanalysis.
Was it anti-feminist in its outlook ?
10+2
5. ‘Michel Foucault was a new historicist, critic with a
18×2=36
1. Post Structuralism was a needless supplement but a
needful twist added to Structuralism”. Elucidate.
18
12
OR,
Group – A
Answer any two :
12×3=36
difference’ — Comment.
12
6. With reference to the growing need of business, science,
industry and travel how would you justify the study of
English Language and literature in India today ?
12
Section – C
Write short notes on any four :
1. Stylistic Analysis or Fixation.
7×4=28
7
2. Testing Literature or Sex and Gender in Literature.
3. ‘Communicative
Competence’.
Competence’ versus ‘Literary
7
(3)
PGELT-V
4. Methodologies of teaching literature.
7
OR,
Match the examples of different figures of speech, given
in Column A with the names of figure of speech, given in
Column B.
1×7=7
(iii)
(iv)
(v)
(vi)
(vii)
“Milton ! Thou shouldst
be living at this hour.”
The Assyrian came as a
lion.
‘Camel is the ship of the
desert’.
“Poets and pigs are known
only after their death”.
“Scuttling across the floor of
silent seas”.
“The pen is mightier than the
sword.”
“War is peace, freedom is
slavery, ignorance is wisdom”.
l Simile
l Apostrophe
l Anticlimax
l Metaphor
l Metonymy
# 10 # 2nd proof
(ii)
Column B
l Paradox
l Alliteration
5. Effective uses of Backwash.
OR,
The approach to literary texts by Jauss.
7
6. Task Design during
teaching poetry.
7
7. State Ideological Apparatuses.
OR,
Horizon of Expectations.
7
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
(i)
Column A
PGELT-VI
PGELT-VI
(c) What are the strategies you would devise to teach a class of
1st year undergraduates a piece of Indian writing in English.
Discuss with reference to R. K. Narayan’s Out of
Business or Bhisham Sahni’s The Boss Came To Dinner.
POST-GRADUATE COURSE
Assignment (July, 2009 Batch)
ENGLISH LANGUAGE TEACHING
(d) How would you define a short story as a literary form and
explain the different types of stories to a group of
undergraduate students ?
PAPER V I
Full marks : 100
(2)
Weightage of marks : 20%
(e) Select any short lyric poem and discuss how you would
teach it in a Higher Secondary English B classroom. Define
your objectives and discuss your strategies.
Special credit will be given for accuracy and relevance in
the answer. Marks will be deducted for incorrect spelling,
Section – B
untidy work and illegible handwriting. The weightage for
2. Answer any three of the following questions :
each question has been indicated in the margin.
18×2=36
(a) You have to teach a Shakespearean comedy in a B.A.
Honours Classroom. How would you introduce the
characteristics of an Elizabethan romantic comedy ?
Discuss with reference to any Shakespearean comedy you
are familiar with.
(b) Discuss the problems you would face if you had to teach a
humourous story in a Higher Secondary Classroom. You
may refer to Jerome K. Jerome’s Packing in the Higher
Secondary English Selections or any other humourous
piece you are familiar with.
W-25
P.T.O.
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
1. Answer any two of the following questions :
# 11 # 2nd proof
Section – A
12×3=36
(a) What is point of view in a novel ? Discuss the different
points of view with reference to novels you are familiar
with.
(b) What are the points of difference between a classical
tragedy and a modern tragedy ?
(c) Discuss how you would present the characteristics of lyric
poetry with reference to Shelley’s Cloud or Keats’s To One
Who Has Been Long in City Pent.
(d) Given below is a passage from Shakespeare’s Julius
Cæsar. Read the passage carefully and analyse and discuss
the elements of character and action in it.
Decius. Where is Metellus Cimber ? Let him go,
And presently prefer his suit to Cæsar.
Brutus. He is address’d : press near and second him.
30
Cinna. Casca, you are the first that rears your hand.
Cæsar. Are we all ready ? What is now amiss
That Cæsar and his senate must redress ?
Metellus. Most high, most mighty, and most puissant Cæsar,
Metellus Cimber throws before thy seat
An humble heart,—
[Kneeling
35
Cæsar. I must prevent thee, Cimber.
These couchings and these lowly courtesies
Might fire the blood of ordinary men,
And turn pre-ordinance and first decree
Into the law of children. Be not fond,
40
To think that Cæsar bears such rebel blood
That will be thaw’d from the true quality
With that which melteth fools ; I mean, sweet words,
Low-crooked court’sies and base spaniel-fawning.
Thy brother by decree is banished :
45
If thou dost bend and pray and fawn for him
I spurn thee like a cur out of my way.
Know, Cæsar doth not wrong, nor without cause
Will he be satisfied.
Metellus. Is there no voice more worthy than my own,
To sound more sweetly in great Cæsar’s ear,
For the repealing of my banish’d brother ?
Brutus. I kiss thy hand but not in flattery. Cæsar ;
Desiring thee that Publius Cimber may
Have an immediate freedom of repeal.
55
Cæsar. What, Brutus !
Cassius. Pardon, Cæsar, Cæsar, pardon :
As low as to thy foot doth Cassius fall,
To beg enfranchisement for Publius Cimber.
Cæsar. I could be well mov’d, if I were as you :
If I could pray to move, prayers would move me :
P.T.O.
PGELT-VI
# 12 # 2nd proof
PGELT-VI
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
(3)
(4)
But I am constant as the northern star,
Of whose true-fix’d and resting quality
There is no fellow in the firmament.
The skies are painted with unnumber’d sparks,
They are all fire, and every one doth shine ;
But there’s but one in all doth hold his place :
So in the world,—’tis furnish’d well with men,
And men are flesh and blood, and apprehensive :
Yet in the number I do know but one
That unassailable holds on his rank,
Unshak’d of motion : and that I am he,
Let me a little show it, even in this,—
That I was constant. Cimber should be banish’d
And constant do remain to keep him so.
Cinna O Cæsar,—
Cæsar. Hence! wilt thou lift up Olympus ?
Decius. Great Cæsar,—
Cæsar. Doth not Brutus bootless kneel ?
Casca. Speak ; hands, for me !
Casca. Stabs Cæsar in the neck. He is then stabbed
by several other Conspirators, and last by
Marcus Brutus.
Cæsar. Et tu Brute — Then fall, Cæsar!
60
65
70
75
(e) Frame five questions to test your students’ comprehension
of the extract given below from Are you an Entrepreneur
by Victor Kiam, a piece in University English Selections.
When I was eight, the streetcar named Desire ran only four
blocks from my home in New Orleans. But the sound of
eager Desire racing through the night did not inspire me—as
it did Tennessee Williams—to spin a passionate tale.
(5)
PGELT-VI
PGELT-VI
(6)
Instead, it invited the entrepreneurial muse to whisper the
suggestions that guided me to the path I’m still travelling.
following their own visions, and have decided to make the
sacrifices necessary to achieve success.
That summer I noticed that people getting off the
streetcar at the end of the day looked as if they would pass
out if they had to go another step without a cool drink. I
didn’t realize it then, but I had responded to the first precept
of an entrepreneur : I had recognized a need.
(f) Discuss the strategies you would use, with reference to any
poem in the Higher Secondary English Selections of Poetry
& Drama, in a Higher Secondary classroom.
(g) Select any short story you are familiar with. Discuss how
you would help the students to appreciate the writer’s
devices of characterisation.
My grandfather gave me five dollars to buy 100 bottles of
Coca-Cola. But before I could take my first step into the
world of high finance, I had to set a price for my goods. With
naive boldness, I settled on a mark-up of 100 per cent !
Entrepreneurs can be found everywhere—from fellows
with outdoor lunch wagons to people within the corporate
mainstream. Their common bond is that they are risk takers,
willing to roll the dice with their money or stake their
reputations in support of an idea or a project. They’re
P.T.O.
7×4=28
(a) What are the qualities that a well-writen biography should
possess ? What should it avoid ?
# 13 # 2nd proof
Few of my customers could afford to pay ten cents for a
bottle. Many couldn’t even afford the five cent I needed to
break even. It was so hot that I couldn’t bear to let anyone
go away empty-handed, so I just gave away my
merchandise. My first business was a financial failure, but it
sure built up a lot of goodwill.
3. Answer any four of the following questions :
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
Business was brisk the first day and got better as the
week progressed. You would have thought I was a pint-size
millionaire. My grandfather was of that opinion. So you can
imagine his shock when, having sold my entire stock, I had
only four dollars to show for my efforts.
Section – C
(b) Which would you prefer to teach the invocation to an epic or
a one-act play ? Why ?
(c) What is more important in informal essays—matter or
manner ? Give reasons for your answer.
(d) Analyse the extract from Macbeth given below, point out
and explain how you would draw the student’s attention to
the images in it.
Tomorrow, and tomorrow, and tomorrow
Creeps in this petty pace from day to day
To the last syllable of recorded time
And all our yesterdays have lighted fools
The way to dusty death. Out, out brief candle!
Life’s but a waking shadow, a poor player
That struts and fets his hour upon the stage
And then is heard no more.
(7)
PGELT-VI
(e) Write a note on designing Teaching Materials for a poetry
class.
(f) What problems would a teacher face if he/she has to teach
a piece of American literature in the English classroom ?
(g) Discuss if literary pieces can be used to teach grammar
lessons in the classroom.
(h) Frame four questions to test students’ comprehension of the
poem given below. It is The Eagle by Tennyson.
He clasps the crag with crooked hands ;
Close to the sun in lonely lands,
Ring’d with the azare world, he stands.
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
# 14 # 2nd proof
The wrinkled sea beneath him crawls
He watches from his mountain walls,
And like a thunderbolt he falls.
P.T.O.
PGELT-VII
(2)
PGELT-VII
4. “Every syllabus needs some unit around which lessons and
POST-GRADUATE COURSE
teaching materials can be organised.” Discuss with special
Assignment (July, 2009 Batch)
reference to language teaching course books and
supplementary materials.
ENGLISH LANGUAGE TEACHING
PAPER V I I
Full marks : 100
Section – B
Weightage of marks : 20%
Answer any three of the following questions :
(a) How would differentiate between a synthetic and analytic
Special credit will be given for accuracy and relevance in
syllabus ?
the answer. Marks will be deducted for incorrect spelling,
(b) What is a “task” ? What are the major considerations in
untidy work and illegible handwriting. The weightage for
‘task design’ ?
each question has been indicated in the margin.
(c) What are learning outcomes ? How can outcomes be
Section – A
1. Discuss the assumptions underlying the various approaches
to syllabus design that emerged in the first part of the
twentieth century and are prevalent in current times.
2. “Most of the literature on NEEDS ANALYSIS is concerned
with the learner.” Discuss the validity of this statement with
reference to any syllabus in use for Teaching English as a
first or a second language.
3. With special reference to the notions of Formative,
Illuminative and Summative evaluations of Syllabus Design,
critically assess any one English syllabus you are familiar
with.
P-26
P.T.O.
# 15 # 2nd proof
specified in terms of behaviour ?
18×2=36
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
Answer any two of the following questions :
12×3=36
(d) What should be the content of an English Language syllabus
for primary school teachers interested in improving their
proficiency for classroom interaction ? Identify the areas in
terms of grammar and functions.
(e) What are the factors to be considered when selecting
literary texts at +2 level ?
(f) Write short notes on :
(i) Michael West and the Lexical syllabus.
(ii) David Wilkins and the Notional syllabus.
(iii) N. S. Probhu and the Procedural syllabus.
(3)
PGELT-VII
Section – C
Answer all questions :
28
Study the situation below carefully :
Thirty secondary school teachers are responsible for
developing Spoken English skills in their students. These
teachers need to refine their own Oral Skills in English
before they start instructing their students.
(i) If you were to design a 100-hour syllabus for this group
what would be the objective and the learning outcomes ?
4+4
(ii) How would you analyse their needs ? Give specific details.
grammatical and functional units.
5
(iv) Describe one session plan of at least 75 minutes. This plan
should reflect your syllabus.
10
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
(iii) Specify the content of the syllabus to be used in terms of
# 16 # 2nd proof
5
PGELT-VIII
PGELT-VIII
Section – B
POST-GRADUATE COURSE
2. Answer any three of the following questions :
12×3=36
(a) What is “qualitative” research ? In what ways does it differ
from quantitative research ? How can you decide which
type of research you need to undertake ?
2+8+2
(b) How many types of research are there ? How do you
decide which type is suitable for your purpose ?
6+6
Assignment (July, 2009 Batch)
ENGLISH LANGUAGE TEACHING
PAPER V I I I
Full marks : 100
(2)
Weightage of marks : 20%
Special credit will be given for accuracy and relevance in
the answer. Marks will be deducted for incorrect spelling,
untidy work and illegible handwriting. The weightage for
each question has been indicated in the margin.
(c) How do “structured” interviews differ from “structured”
ones ? How do you decide which type to use ?
8+4
Section – A
(e) Which skills are required for carrying our research ? Name
two such skills and show how these contribute to the
research activity.
5+2+5
(c) For research in literature, what kind of data and tools do you
need to use ? Name them and briefly describe each. 6+12
(d) “Language related research is boring.” Critically comment
on this view on research in language. Provide suitable
arguments for your position.
Or,
“We do research because of the prestige it brings us.”
Critically comment on this view of research and provide
arguments for your position.
G-27
P.T.O.
# 17 # 2nd proof
(f) How can statistics help in research ? Elaborate with suitable
examples.
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
1. Answer any two of the following questions :
18×2=36
(a) What do you understand by the term “Research” ? What is
the purpose of research ? Why and when do people
undertake research ?
2+8+8
(b) How does one make a survey for a particular topic ? Name
at least two tools on instruments which can be used for
making a survey ? Choose one of them and show what
principles you need to take into account in order to draw up
and administer it.
4+2+6+6
(d) How can you formulatehypothesis for a research topic ?
What purpose do these serve ?
8+4
Section – C
3. Your topic for research is“The teaching of composition in
English” for classes VII and VIII of regional medium
schools.
4×7=28
Set up a research proposal mentioning :
(i) The objective of the research.
(ii) The hypothesis proposed (there can be more than one).
(iii) The tools of research you are going to use.
(iv) The kind of resources you will use.
(v) The steps you will take to test the hypothesis.
(vi) The kind of result / conclusion you expect and how you will
measure their validity.
(vii) How you will utilize your findings in the classroom ?
(3)
PGELT-VIII
Or,
Your topic of research is “The teaching of the skill of
speaking is most effective when there is interaction in
English in the classroom”.
You wish to test the validity of this position.
Prepare a research proposal mentioning :
(i) The objective of the research.
(ii) The hypothesis proposed (there can be more than one).
(iii) The tools of research you are going to use.
(iv) The kind of resources you will use.
(v) The steps you will take to test the hypothesis.
(vi) The kind of result / conclusion you expect and how you will
test their validaty ?
E: NOU/P.G. TERM END 2008/ 8 NOV 2008
# 18 # 2nd proof
(vii) How you propose to utilise your findings in the classroom ?