Objectives of Learning Language for bed exam

ppt

1. Objectives of Learning Language

2. Imagination Imagination is the creative ability to form images, ideas, and sensations in the mind without any immediate input of the senses  (such as seeing or hearing). Imagination helps make knowledge applicable in solving problems and is fundamental to integrate experience and the learning process.  

3. Role of Imagination Construction of knowledge Taking learning from rote memorization to reflective application Problem solving Integrating different life experiences  Creative expressions of life situations For overall development

4. Language and Imagination Imagination works on imagery, i.e. mental representations of  objects, events, formerly given in sense perception. It works on experiences and processes that operate on the mental representations . In the entire process, verbal thoughts are used . So if there is clarity in language, if it is well developed, it becomes a vehicle of imagination. Language is the medium in which we think, carry out mental trial and error and operations on imagery . These are the internal processes of imagination.

5. Language and Imagination Imagination can also be expressed through various forms of verbal expressions , such as stories, documentaries and different types of narratives . For e.g., Children often use such narratives and pretend play in order to exercise their imaginations. This means expression of imagination through language further facilitates language development.

6. Language and Imagination All major developments take place through scientific enquires into the different aspects of natural and social phenomenon . Hypothesis are framed which make use of imagination , though it is not a random hunch, rather based on well substantiated body of knowledge available in the literature of that area. Again, without appropriate development of language, such literature cannot be studied for effective use .

7. Language and Imagination Imagination is not limited to the acquisition of exact knowledge and is free from objective restraints . For e.g., the ability to imagine one's self in another person's place is very important to social relations and understanding. Without appropriate development of language prevailing is a given social environment, it is not possible to understand social structure and relationships . Thus, language needs to be developed in this context also.

8. Language and Imagination Thus, language by all means leads to development of imagination for personal, social and global development and one of the objectives of language can be perceived as development of imagination power.

9. Creativity Creativity involves the production of novel, useful products  or the production of ‘something original and worthwhile’ Torrence defines it as a process of becoming sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies, and so on; identifying the difficulty ; searching for solutions, making guesses, or formulating hypotheses about the deficiencies : testing and retesting these hypotheses and possibly modifying and retesting them; and finally communicating the results .

10. Creativity According to Rhodes (1961), the dominant factors usually identified in creativity are ‘the four Ps - process, product, person, and place . A focus on  process  is on cognitive approaches that try to describe thought mechanisms and techniques for creative thinking . Theories invoking divergent rather than convergent thinking are primarily theories of creative process.

11. Creativity A focus on creative  product  attempts to measure creative outputs through various psychometric techniques. A focus on the nature of the creative  person considers more general intellectual habits, such as openness, levels of ideation, autonomy, expertise, exploratory behavior, and so on.  A focus on  place  considers the circumstances in which creativity flourishes, such as degrees of autonomy and access to resources.  

12. Language and Creativity Chomsky noted that the typical language user observes only ‘a certain limited set of utterances of his language’, but can, ‘on the basis of this finite linguistic experience .... produce an indefinite number of new utterances which are immediately acceptable to other members of his speech community. This was referred by him as the ‘creative aspect of language’. Thus, the language user who produces (or understands) sentences which are new to his experience manifests his linguistic productivity.

13. Language and Creativity Vygotsky calls language as the underlying cause of cognitive development. As language develops, external speech internalizes and through the verbal thoughts, the language user can visualize the entire world. According to Piaget, children and adults have logical and creative thinking which deal with a reality of thinking. It is only after the development of language that this thinking gets free of the immediate and becomes reflective.

14. Language and Creativity Thus all forms of creative expressions are inherent is language development and one objective of language development is development of creativity.

15. Language and Sensitivity Language is always sensitive to the context in which it is used. It has even a context-sensitive grammar. All speakers/listeners are sensitive to language . The way people write and speak is constantly evolving. Although at times there may be debate over the degree to which language should be controlled keeping in mind the sensitivities of various groups, a consensus has emerged in recent decades that the language we use in communicating with the public should be inclusive and free of bias.

16. Language and Sensitivity Thus, sensitivity is an inherent quality of language and one objective of language is to be sensitive to the context and to develop this quality in the language user.

17. Language and Skill Development Language learning means development of four linguistic skills: reading, writing, listening and speaking. So language learning aims to develop all these linguistic skills in the language user. According to NCF 2005, The school needs to pay special attention to reading and writing in many cases, particularly in the case of home languages . In the case of second and third, or classical or foreign languages, all the skills, including communicative competence , become important as children appear to learn much better in holistic situations that make sense to them.

18. Language and Skill Development Rich and comprehensible input should constitute the site for acquisition of all the different skills of language. Speech and listening , reading and writing , are all generalized skills, and children's mastery over them becomes the key factor affecting success at school. This is why it is important to view language education as everybody's concern at school and not as a responsibility of the language teacher alone . Also, the foundational role of the skills associated with language does not stop with the primary or elementary classes, but extends all the way up to secondary and senior secondary classes as new needs arise in the subject areas.

19. Language and Skill Development Development of life skills such as critical thinking skills, interpersonal communication skills, negotiation/ refusal skills, decision making/ problem-solving skills, and coping and self-management skills is also very critical for dealing with the demands and challenges of everyday life . Language has its role here also. Development of Linguistic Skills Speaking Skill : The conventionally trained language teacher associates the training of speech with correctness rather than with the expressive and participatory functions of language. If teachers see the child's talk as a resource rather than as a nuisance, children may become very expressive and responsive.

20. Language and Skill Development Listening Skill : If a detailed planning of activities for incorporation is done in textbooks and teachers’ manuals, it develops the ability to pay attention, to value the other person's point of view and to make flexible hypotheses about the meaning of what is being said. Listening also needs to be enriched with the help of music, which includes folk, classical and popular compositions . Folklore and music also deserve a place in the language textbook.

21. Language and Skill Development Reading Skill : While reading is generally accepted, opportunities for individualized reading need to be built at all stages in order to promote a culture of reading , and teachers must set the example of being members of such a culture. This requires the nurturing of school and community libraries . The development and supply of a range of supplementary reading material relevant to all school subjects and across the grades require urgent attention.

22. Language and Skill Development Writing Skil l: The importance of writing is well recognized, but the curriculum needs to attend to its innovative treatments. During the primary years , writing abilities should be developed holistically in conjunction with the sensibilities associated with talking, listening, and reading . At middle and senior levels of schooling, note making should receive attention as a skill-development training exercise . This will go a long way in discouraging mechanical copying from the blackboard, textbooks and guides. It is also necessary to break the routinization of tasks like letter and essay writing, so that imagination and originality are allowed to play a more prominent role in education.

23. Language and Skill Development Thus, one of the major objectives of language is development of linguistic skills.

24. Thank You!