Informatics Publishing Limited

R. Kannan ¹, Sarika Tyagi ²

Affiliations
1 Department of English, Fatima Michael College of Engg. and Tech., Madurai – 625 020, Tamilnadu, IN
2 School of Social Sciences and Languages, VIT University, Vellore-632 014 (Tamilnadu), IN

Abstract

Arabic language is one of the international languages, because it has Teaching vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit teaching in specific words and word-learning strategies. Teaching grammar plays an essential role in every classroom. We might think that teaching grammar is just a matter of explaining grammar rules to students. Indeed, teaching grammar effectively is a much more complicated matter. As far as the teaching reading is concerned, everyday materials such as bus/train schedules, newspaper articles, advertisements, etc. become appropriate classroom materials. Reading such materials will develop communicative competence among the students. Change has been taking place due to technological developments, from pen and paper, to typewriter, to word processor, to networked computer, to design software capable of composing words, images, and sounds. These developments not only expanded the types of texts that writers produce, they also expanded immediate access to a wider variety of readers. Hence writing is an increasingly multifaceted activity. It needs to be practiced consistently in order to become a good writer. Hence, this paper attempts at explaining some methods involving in teaching vocabulary, grammar, reading and writing as they are essential parts of language teaching at every level.

Keywords

Vocabulary, Grammar, Communicative Competence, Classroom Materials, Reading

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Prajeesh Tomy ¹, Sarika Tyagi ¹

Affiliations
1 Department of English, School of Social Sciences and Languages, VIT University, Vellore, Tamil Nadu - 632014, IN

Abstract

Objectives: This article in detail reviews some of the major cultural constructs that are useful in understanding the complexity prevalent in intercultural classroom settings. Cultural constructs such as language and cultural conflicts, inequality, assumptions, poor decision making are addressed to formulate a whole encompassing solution. This paper sheds light on how the confluence of multiple cultures is formed by assimilating different cultural values brought forward by learners and these values are enacted, shaped and strengthened to cultivate a set standard form. Methods: A questionnaire on cultural influence on learning has been administered to elicit responses from the undergraduate learners. Random sampling analysis on 50 responses was carried out. Findings: When poor cultural interaction and communication fuel underperformance and refusal to participate, the formation of ‘normality’ in identity creation which include many cultural differences together under one umbrella provides a synergic learning atmosphere in classrooms. The result depicts that the poor participation of the learners can be assessed as a live response to identity crisis and alienation in order to keep safeguard the identities they have constructed with in a given hostile context. Novelty: Aspects such as institutional characteristics, predominant socio-cultural behavior of the student body and the level of learner flexibility in embracing a new learning environment play vital role in framing intercultural identity formation.

Keywords

Intercultural Competence, Identity, Integration, Receptiveness, Self-Images.

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