TEACHING ENGLISH AT UNDERGRADUATE LEVEL IN BARAK VALLEYDISTRICTS OF ASSAM WITH SPECIAL
EMPHASIS ON BASIC ENGLISH GRAMMAR
A thesis submitted to Assam University, Silchar in partialfulfillment of the requirement for the Degree of Doctor of
Philosophy in the Department of Linguistics
By
Md Abdul KarimPh. D. Registration No.: Ph.D/1911/12 dated 24.09.12
DEPARTMENT OF LINGUISTICSRABINDRANATH TAGORE SCHOOL OF INDIAN
LANGUAGES AND CULTURAL STUDIESASSAM UNIVERSITY
SILCHAR-788011, INDIA2015
I
DEPARTMENT OF LINGUISTICSRABINDRANATH TAGORE SCHOOL OF INDIAN
LANGUAGES AND CULTURAL STUDIESASSAM UNIVERSITY, SILCHAR
DECLARATION
I, Md Abdul Karim bearing Registration No. Ph.D/1911/12
dated 24.09.12, hereby declare that the subject matter of the thesis
entitled “Teaching English at undergraduate level in Barak Valley
Districts of Assam with special emphasis on Basic English
Grammar” is the record of work done by me and that the contents of
this thesis did not form the basis for award of any degree to me or to
anybody else to the best of my knowledge. This thesis has not been
submitted in any other university/institute.
Place: Assam University, SilcharDate: 07.04.2015 (Md Abdul Karim)
II
CERTIFICATE
Certified that the thesis entitled “Teaching English at
undergraduate level in Barak Valley Districts of Assam with
special emphasis on Basic English Grammar” for award of the
Degree of Doctor of Philosophy in the Department of Linguistics is
the outcome of a bonafide research work. This work has not been
submitted previously for any other degree of this or any other
university. It is further certified that the candidate has complied with
all the formalities as per the requirements of Assam University. I
recommend that the thesis may be placed before the examiners for
consideration of award of the degree of this university.
Dr. S. Ganesh BaskaranAssociate Professor
DEPARTMENT OF LINGUISTICS
ASSAM UNIVERSITY(A Central University Constituted under
the Act XIII of 1989)SILCHAR-788011, ASSAM, INDIA
(Dr. S. Ganesh Baskaran)Supervisor
Department of LinguisticsAssam University Silchar
Date : 07.04.2015
III
ACKNOWLEDGEMENTS
First of all, I express my deep sense of gratitude to my supervisor Dr S.
Ganesh Baskaran, Associate Professor, Dept of Linguistics, Assam University,
Silchar, for his guidance and help during the entire process of my research work
and in preparing this thesis without which it would not have been possible. I
express my indebtedness to Dr Topodhir Battacharjee, the former Vice Chancellor
of Assam University, Silchar and Dr Niranjan Roy, the Registrar in charge, Assam
University, Silchar for their kind co-operation at the time of admission to PhD
course and also for inspiring me in many ways. I thank Dr A.K. Baishya, Professor
and Head, Dept of Linguistics for his kind co-operation from the beginning to the
end of my research work. Thanks also go to all the other teachers of the
Department of Linguistics, Assam University, Silchar for their co-operation. I
cannot forget the inspiring push from back by Dr Arunima Dey Battacharjee, my
colleague and Associate Professor, Dept of History, S.S. College, Hailakandi and
Dr S.K. Nath, Asstt. Professor, Dept of English, Assam University, Silchar for
which I thank them both. I also thank Dr R.P. Biswas, Associate Professor, Dept of
English, Assam University, Silchar for his right advice which enabled me to pursue
PhD course in the department of Linguistics. Mr Hilal Uddin Laskar, Head, Dept
of Philosophy and Mr Debdutta Chakraborty, Head, Dept of History, S.S. College
deserve thanks for their helping me during the course work for PhD. I thank the
library staff of Assam University, Silchar for their co-operation while using the
library for research work. I must acknowledge the services rendered to me by the
employees of the department of Linguistics, Assam University, Silchar. I specially
thank Mr Shibojit Choudhary, Librarian of S.S. College, Hailakandi for his helping
me in various ways during the entire process of pursuing PhD studies. I must thank
all the Principals, Teachers of English Departments and the Students of the
Colleges of Barak Valley who extended their support and co-operation during the
process of data collection without which my endevour would not have been
successful. I feel proud to express my gratitude to my elder brother Mr M.A.
Halim, Deputy General Manager (Retd), North Eastern Electrical Power
Corporation (NEEPCO) for his instruction to do research for PhD under Assam
University, Silchar. I thank my younger brother Mr. M.A. Basit, Director of
IV
Pension and Audit, Dept of Finance and ex-officio Director, Small Savings, Govt
of Arunachal Pradesh for supporting me. The co-operation of my wife Sahanara
Begum Mazumder cannot be ignored for which she deserves mention. I have to
express my indebtedness to my eldest brother Mr Mujibur Rahman and sisters-in-
law Hafsa Begum and Salema Begum for helping me in many ways. Lastly, I
thank Mr Sandip Choudhury of S Cube, Silchar for printing and binding this
thesis.
Assam University, Silchar Md Abdul Karim
V
CONTENTS
Page No.
Title Page
Declaration i
Certificate ii
Acknowledgements iii-iv
Contents v
List of Abbreviations vi
Map of Barak Valley vii
Chapters
Chapter 1 : Introduction 1-26
Chapter 2 : Review of Literature 27-45
Chapter 3 : English Language Teaching : A Brief Profile 46-141
3.1 Introduction to Teaching English
3.2 Teaching Basic English Grammar
3.3 Common Errors in English
3.4 Pronunciation: An Important Issue
3.5 Methods of Teaching and the Teacher’s Role
Chapter 4 : Curriculum and Syllabus 142-156
Chapter 5 : Data Analysis and Interpretation 157-204
Chapter 6 : Findings and Suggestions 205-225
Chapter 7 : Conclusion 226-229
Bibliography 230-238
Appendices 239-254
VI
LIST OF ABBREVIATIONS
A. K. : Arun Kumar
A. L. C. : Abdul Latif Choudhury
EFL : English as a Foreign Language
ELT : English Language Teaching
ESL : English as a Second Language
G. C. : Guru Charan
H. S. : Higher Secondary
Ind E : Indian English
L2 : Second Language
M. C. D. : Madhav Chandra Das
M. H. C. : Moinul Hoque Choudhury
N. B. : Latin ‘nota bene’ used in writing to make some body
take notice of a particular piece of information that is
important. (OALD)
N. C. : North Cachar
NIT : National Institute of Technology
NNS : Non-Native Speaker
OALD : Oxford Advance Learner’s Dictionary
OUP : Oxford University Press
R. K. : Ram Krishna
R. S. : Rabindra Sadan
S. C. : Sarada Charan
S. K. : Sontosh Kumar
S. S. : Srikishan Sarada
VII
Fig. 1
BARAK VALLEY DISTRICTS : FIELD OF RESEARCH
(Source: http://en.wikipedia.org/wiki/Barak_Valley)
BANGLADESH
1
Chapter 1
INTRODUCTION
This research work makes an attempt to study the present situation of
English language among the under graduate students in Barak Valley districts of
Assam namely, Cachar, Karimganj and Hailakandi with special emphasis on Basic
English Grammar.
1.1 Background of the Study
Background of the study includes the definition of language, origin of
English language, Position of English language, Rise and spread of English
language in India, English language in the North-east, Geographical location of
Barak Valley, a map of Barak Valley districts where the research has been
undertaken, colleges in Barak Valley and the present position of English teaching
and learning in these colleges.
1.1.1 The definition of language
‘Language is the system of communication in speech and writing which is
used by the people of a particular country or region (Oxford Advance Learner’s
Dictionary of Current English ed. A.S. Hornby). Language is a social phenomenon.
It is the medium through which human beings transmit their ideas to each other. It
is the sound produced by a person and the other receives it through ear. However,
dumb and deaf can also transmit their ideas to others with the help of indications
made by fingers or other parts of the body which is called the body language. The
transmission of sounds to others to convey any idea is speech which is termed as
2
sentence and thus each part of the sentence is called a part of speech i.e. a word.
And to from a word, a letter or letters are necessary which are some fixed signs or
symbols. These signs and symbols are essential for writing the language. Again,
for writing, some rules are necessary and these rules are called grammar. Thus
every language has its own grammar which controls the language and becomes a
common affair for everybody’s understanding.
1.1.2 Origin of language
There are innumerable languages in the world and English is one of these
languages. But English is the only language spread all over the world. This
language originated from the Indo-European group “the largest and well defined
genetic family which includes most of the languages of Europe, past and present
and extends across Iran to territorial half of the Indian sub-continent” ( Bright : ed.
1992; Vol-II). According to western philologists, Greek and Latin were the oldest
languages indicating that there was a parent language from which all other
languages emerged. It is said that English descended from the primitive Germanic
language.
1.1.3 Position of English language
English has occupied a unique position in the international field. It plays a
pivotal role in the field of communication. David crystal (1985:7-9) gives a figure
of two billion users of English. He says, ‘ … if you are highly conscious of
international standard, or wish to keep the figures for world English down, you
will opt for a total of around 700 million in the mid-1980s. If you go to the
opposite extreme and allow in any systematic awareness whether in speaking,
3
reading or writing, you could easily persuade yourself of the reasonableness of two
billion”.
English is the national language of the United Kingdom, the United States
of America, Australia, Canada, New Zealand and South Africa. Of course, there
are differences in pronunciation and vocabulary. In India also, like other countries,
English has a special place in the midst of so many languages spoken by the people
of this country.
1.1.4 Rise and spread of English in India
British came to India for business purpose and their business organisation
was East-India Company. But it had eye on Indian political situation. After 1765, it
became a political power in India and gradually they captured political power and
ruled over India for two hundred years. During this long period, English was
spread all over India. The Christian missionaries also played an important role in
spreading English in India side by side with their mission of preaching Christian
religion among Indian people. A section of people also started believing that the
access to education and knowledge was possible only through English. But the
general people thought that English was essential to get government jobs easily.
But after two hundred years of British rule, India acquired her
independence in the year 1947. But meanwhile, English had already established its
strong position in this country. The debates of constituent Assembly held in 1949
clearly indicated the significance of English in India. But Hindi was declared to be
the official language of the Union and English was given the status of an Associate
Official language for a period of fifteen years. Article 343 of the Indian
4
Constitution says, “… for a period of fifteen years from the commencement of this
constitution, the English language shall continue to be used for all the official
purposes of the union for which it was being used immediately before such
commencement”. However, special provisions were made for the retention of
English language under the discretion of the parliament even after the 15 year
period for the following purposes:
i) All proceedings in the Supreme Court and the High Courts
ii) Authoritative Text of Bills, Acts, Ordinances, Order, Rules, Regulations and
Bye Laws issued under the constitution or under any law (Kochhar)
In the academic field also, all the education commissions appointed after
India’s independence, recommended the study of English as an international link
language, as a window to the world and as library language side by side the use of
Indian languages as media of instruction at different stages of education.
According to the University Education Commission (1948-49), English is to be
studied in High School and in the University in order that we may keep in touch
with the living stream of ever growing knowledge. Even the Kothari Commission
and the Education Policy of 1968 had emphasised the “… three language formula
which included Hindi, the regional language and English in the curriculum”.
“English in India today is a symbol of people’s aspiration for quality in
education and a fuller participation in national and international life. Its colonial
origins now forgotten or irrelevant, its initial role in independent India tailored to
high education now felt to be insufficiently inclusive social and linguistically; the
current state of English stem from its overwhelming presence on the world stage
5
and reflection of this in the national arena….” (National Focus Group on Teaching
of English for NCF-2005). Thus English made its strong position in the midst of
multilingual Indian nation. It plays the role of a link language among the different
language speakers of India.
1.1.5 English Language in the North-East
English language in the North-Eastern states of India plays a role of link
language among the educated people of North-East India. There are eight states in
the North-East namely, Assam, Arunachal Pradesh, Meghalaya, Manipur,
Mizoram, Nagaland, Sikkim and Tripura. English is the medium of instruction at
the Post Graduate Level in all these states. However, in under graduate level both
English and Assamese are the media of instruction in Assam. In Barak Valley
districts namely, Cachar, Karimganj, and Hailakandi under Assam University, the
medium of instruction is only English . In Arunachal Pradesh, English is the only
medium of instruction from primary level to post graduate level and it is the first
language taught from the primary level onwards. English is the state language of
Arunachal Pradesh, Meghalaya, Nagaland and Sikkim. Assam is geographically
divided into two valleys namely, Brahmaputra Valley and Barak Valley. While the
official language of Brahmaputra Valley (Upper and Lower Assam) is Assamese,
the official language of Barak Valley (Southern Assam) is Bengali. Besides
Assamese and Bengali, the two major languages of Assam, other langauges like
Bodo, Mishing, Karbi, Hindi, etc. are also used by these communities. However, in
the tribal states like Nagaland, Mizoram and Meghalaya, majority of the people
embraced Christianity as Christian missionaries convinced them. These Christian
6
missionaries set up schools and colleges in which English is the medium of
instruction. Of course, in Assam and in other north eastern states, Christian
missionaries also set up English medium schools which are playing a major role in
the field of education. Holy Cross School was the first English medium school set
up by the Christian missionaries in 1966 at Silchar. But now Don Bosco, St.
Joseph, Roland School, St. Capitanio, St. Mary’s Schools are there in Barak
Valley. These institutions are imparting education in English and there is
environment where English language is practised. The students of these schools
can speak English fluently. But these schools are very expensive and thus beyond
the reach of common people.
1.1.6 Geographical location of Barak Valley
The Barak Valley is situated at the southern border of Assam covering
three districts i.e. Cachar, Karimganj and Hailakandi. The three districts posses the
geographical areas of 3245, 1809 and 1327 km2 respectively. They collectively
cover an area of 6381 km2 that stands on the bank of the river Barak and her
tributaries (www.mapsofindia.com/maps/assam/assamdistricts.htm). It is bound by
the hill ranges in three sides — on the north by the N.C. Hill district of Assam, on
the south by the states of Mizoram and Tripura, on the east by the state of Manipur.
Only towards the west, it is bordered by the plane lands of Bangladesh (Sylhet
Division) (ibid). The population of the district of Cachar is 17,36,319, Karimganj
is 12,17,002, and Hailakandi is 6,59,260 which may be totally counted as
36,12,581 (Ibid). The Bengalees are the largest linguistic community in the area
and so Bengali is the official language in these three districts unlike the rest of
Assam where the majority people are Assamese speaking. Apart from the
7
Bengalees, the Meitai Manipuris, Bishnupria Manipuris, Dimasas, Rongmai
Nagas, Mizos, Khasis and the Kukis are the other linguistic groups who reside in
this Valley (http://en.wikipedia.org/wiki/cachar-district). The Hindus and the
Muslims are the two largest religious communities in the region and next to them
there remains the Christians. As per census report 2011, the literacy rates of
Cachar, Karimganj and Hailakandi districts are 80.36%, 79.72% and 75.26%
respectively. (www.govt.nic.in).
In the Medieval period, the districts of Cachar and Hailakandi along with a
part of North Cachar Hill district formed the principality of Cachar under the
Dimasa kings since 1745 A.D. In 1832 after the assassination of the last Dimasa
ruler Govinda Chandra, the territory was passed over to the British rulers ( U.C.
Guha: Cacharer Itibritta : Hoogli Chapra Srirampore pp167-169). The district of
Karimganj was a part of the neighbouring Sylhet region of the Eastern Bengal and
thus it constituted a part of the Bengal Subah under the Mughal Emperors. When
the whole of Bengal was conquered by the British after the Battle of Palashi in
1757 the region went under the British along with the entire Eastern Bengal (J.B.
Bhattacharjee: Cachar Under British Rule in North East India : Radiant Publication
: New Delhi:1977 pp 30-32). In 1874 the British rulers added the modern districts
of Cachar and Hailakandi (then constituted the district of Cachar) along with the
district of Sylhet (Modern Karimganj district was its subdivision) to Assam for
administrative convenience. As a Bengalee dominated zone in the state of Assam
both the districts were specifically identified in the Government records as the
Surma Valley Division of the state (W.W. Hunter : Statistical Accounts of
Assam.1879 p375). Just before the Independence of India, in July 1947 the
8
Referendum of Syllhet took place on the question of the partition of the country. In
the Referendum the major part of the Sylhet district decided to go with Pakistan
and only three and half thanas of the Karimganj subdivision voted to join India.
They were added to the district of Cachar as the Karimganj subdivision at the time
of independence ( Census of India Cachar District 1951 p7). In 1983 Karimganj
and in 1989 Hailakandi were separated from Cachar and were made two new
districts for administrative convenience. In the post-independence period the entire
region covering the districts of Cachar, Karimganj and Hailakandi became
popularly known as the Barak valley after the name of the principal river the Barak
flowing over it.
People of Barak Valley speak the Sylheti dialect of Bengali. But they speak
standard form of Bengali on special occasions like delivering lectures on the stage
before microphone. They also use standard form when they write. There are
Manipuri, Bihari or other Hindi speaking people, Marwari doing business, Reang,
Burman and small number of Khasi people live in Barak Valley . But all of them
use Sylheti dialect as a link language.
1.1.7 Colleges in Barak Valley and Present position of Teaching
English in these colleges
There are many colleges in Barak valley. In Cachar district, there are G.C.
College (Silchar), Cachar College (Silchar), Women college (Silchar),
Radhamadhav College (Silchar), M.C.D. College (Sonai), Kabugonj College
(Kabugonj), Pailapool College (Pailapool), Kalain College (Kalain), West Silchar
College (Barjatrapur), Jagannath Singh College (Udharbond). There is also a
9
Medical College and an Engineering College (NIT, Silchar), A.K. Chanda Law
College (Silchar) and B.Ed. College (Silchar). In Karimganj district, Karimganj
College (Karimganj), R.S. Girls’ College (Karimganj), R.K. Nagar College (R.K.
Nagar), Nilambazar College (Nilambazar) & Patharkandi College (Patharkandi)
are there. In Hailakandi district, S.S. College (Hailakandi), Lala Rura College
(Lala), A.L.C. College (Algapur), M.H.C. Memorial Science College (Algapur),
S.C. Dey College (Katakhal), S.K. Roy College (Katlicherra) & Women College
(Hailakandi) are there. All these Degree colleges are affiliated to Assam
University, Silchar. The oldest Colleges of the Barak valley are G.C. College,
Silchar established in 1935, Karimganj College (Karimganj) in 1946 and S.S.
College, Hailakandi established in 1950.
Although the medium of instruction is only English in these colleges, there
is no English speaking environment. All the students speak Sylheti dialect even in
the college campus. Except a few, almost all the teachers also speak this dialect.
Even in classes, majority of the teachers deliberate their lectures in this Bengali
dialect or in Standard form. Majority of the science teachers think that the students
do not understand English and hence for their better understanding of the subject,
they use local language. In Arts classes also some teachers use local language.
Only in English classes, teachers use English but sometimes some of them mix
Bengali while deliberating their lectures. As a result, the students do not listen
English and are weak in speaking English. Side by side, many teachers are also not
comfortable in speaking English in Barak Valley. In Barak Valley, there is no
environment for listening and speaking English and this is reflected in the
10
educational institutions except missionary schools where we find the English
speaking environment.
1.2 The present study
The present work is an attempt to study the situation of English among the
under graduate students of the three districts of Barak Valley namely, Cachar,
Karimganj and Hailakandi. This study also attempts to analyse the Basic English
grammar which are essential for speaking and writing correct English and also for
securing good marks in the examinations.
English has occupied a place in the international field which no one can
deny. Thus English has become a compulsory subject of study in all educational
institutions. The syllabus is also designed in such a way that along with literature,
grammar is also included. It is very natural that no one can write or speak correct
English without grammar. Learners start learning English almost from the early
stage of their academic life and continue learning English upto under graduate
level. During this long period of study, the students must be well aware of this
subject. But practically it does not happen. They cannot speak or write English
comfortably. Of course, English medium students are exceptions as they get the
environment for listening and speaking English. In vernacular medium schools,
English is taught very seriously and the old grammar-translation method is
followed. Even then the students are very weak in English. Along with prose and
poetry, grammar is also taught by the teachers with interest but the result is not
achieved.
11
When the students come to under graduate level, it is found that even at this
stage majority of the students are not able to speak English and their knowledge of
Basic English grammar is very weak. Although the students having English
medium background can speak English, their knowledge of Basic grammar is
found very weak. It is sometimes contradictory to note that some vernacular
medium students are better than the English medium students as far as grammar is
concerned. It is found that while speaking English, the English medium students
use expressions like ‘cousin brother, cousin sister, blunder mistake, fill up the
blanks, return back, with bag and baggage, did not went, I am hoping , I would be
knowing and many more which are wrong.
Hence the purpose of this study is to deal with English language with
special emphasis on Basic English grammar and to analyse it so that both the
teachers and students find interest in teaching and learning English respectively.
As for grammar, if the teachers teach sincerely and the students learn it with
interest, it will not stand as a barrier for students in answering the questions on
grammar in the examinations or writing correct English. Thus the aim of the
researcher is to investigate the present status of English among the under graduate
students of the three districts of Barak Valley namely, Cachar, Karimganj and
Hailakandi and to advance findings and some suggestions after data collection and
analysis.
1.3 Rationale of the Study
English is comparatively an easy language and its grammar is also easy to
understand. But there is a wrong notion among the people that this is a hard subject
12
of study and the students are also not the exceptions. Some students are afraid of
English particularly its grammar and hence they become fully dependent on the
teacher and go for private tuition with the intention to pass the examination or to
get good marks in English. Although they pass or get good marks in the subject,
they do not learn the subject properly and remain weak for the rest of their life.
Students know that English is a language of much importance in the
national and international level. It plays a pivotal role in the field of
communication. In India also it has a special place. This language is used in the
interviews and competitive examinations as a common language. Students get the
scope for a long time to study the language upto degree level. But it remains a hard
subject to many students. Again, it is found that grammar remains a dry subject of
study and even most of the teachers of English in colleges are indifferent to
teaching English grammar and some of them expressed their inability to teach
grammar in a very close discussion. As for students, even after coming to under
graduate level their base in English particularly in grammar is found very weak.
Majority of the students feel uncomfortable in listening and speaking English.
They also feel embarrassed when questions on grammar are asked or when they are
asked to speak English. The study of grammar is an interesting field but a very few
show interest in the study of grammar. Many of the teachers prefer to teach prose,
poetry etc. and remain confined to syllabus so that it can be finished in time. By
syllabus, some teachers mean prose, poetry, drama or novel and they say that the
students should practise grammar and composition themselves at home as they
were taught grammar and composition earlier upto H.S. level. So Grammar
remains untouched at degree level. Grammar is not included in Dibrugarh
13
University syllabus as their idea is that the students must have the basic knowledge
of grammar because they studied grammar upto H.S. level.
The researcher has undertaken the study of grammar at under graduate level
for certain reasons. Normally, English grammar and composition are prescribed at
degree level by many universities. In Assam University degree syllabus, grammar
is prescribed for Degree First Semester students, composition for second semester
students. So Degree first semester is the last stage of learning English grammar for
Assam University students. In second year and third year Degree classes, there is
no General English subject. The Assam University has prescribed some grammar
in first semester which were studied earlier by the students. It is clear that the
University authority wants that the students should have the last chance to revise
their knowledge of grammar. Moreover, 50% of the syllabus is based on grammar
so that the students can score good marks in English. But the researcher has found
from his long teaching experience that students do not get good marks in English
rather many of them fail in this subject although the syllabus is very small. Where
the defect lies has become a subject of research and to find out the solution or
remedy is a big task. Barak valley is within the reach of the researcher and hence
he has undertaken this research project to study the situation of English particularly
the Basic grammar among the students of Barak Valley districts. Side by side, he
aims to analyse grammar in an easy way so that both the teachers and students find
interest to study this subject. With this end in view, a detailed investigation has
been made. The outcome of the research work may be helpful in overcoming the
defects of the teaching process. The teachers may take help for further
14
improvement of their present teaching ideas. Again it would be of great help for
the future researchers to work on the related field. Moreover, in future, the findings
of the research may influence the public authorities who make policies and the
persons who design the curriculum.
1.4 Objectives of the research work
The main objectives of the research work are:
1. To investigate the present situation of English in general and grammar in
particular among the under graduate students of the three districts of Barak
Valley, namely Cachar, Karimganj and Hailakandi.
2. To analyse the Basic English grammar which are necessary to speak and
write English correctly and which are also prescribed in the syllabus of
Assam University, Silchar.
3. To help the teachers to know the best methods and ways of teaching
English grammar so that the students can learn it easily and remember it
forever.
The other objectives of the undertaken research are as follows:
1. To make the teachers conscious about the difference between the British
English and the American English as students are confused when they use
computer because in computer normally we find American English.
However, it can be converted to British English also for the convenience of
the learners.
15
2. To make the teachers aware of the varieties of English and the particular
dialect which is standard English and used as official language so that they
can inform the students about it.
3. To inform the teachers about the importance of listening and speaking skill
so that they encourage the students to listen and speak English.
1.5 Hypothesis
The proposed research work is based on the following hypothesis:
1. The competency level of English language by teachers and students is not
effective upto the mark.
2. The teachers’ and students’ lack of interest in teaching and learning English
grammar respectively is the main cause which hampers the teaching and
learning process.
3. The grammar study remains a neglected part as much care has not been
given to it by many concerned with it.
1.6 Statement of the problem
English is a compulsory object of study in all classes upto under graduate
level. Students get the scope for a long time to learn the subject. When the students
come to under graduate level their knowledge of English must be good. But it is
not normally found with majority of the students. Students who studied in English
medium schools earlier can speak English but the vernacular medium students
cannot speak. As for grammar, both the section of students are found weak in
grammar. The condition of vernacular medium students is very pathetic. Except a
very small number of students, majority of them can neither speak nor write the
16
language correctly. Even when the students having English medium background
speak English, they use wrong expression like cousin brother, cousin sister,
blunder mistake etc. It is also found that some students are afraid of English. They
memorise and somehow manage to pass. But most of the students fail in the
subject even at the under graduate level although the syllabus of Assam University
is very small. Every year many students have to clear back papers in English. The
question arises how these students passed the examinations earlier.
Normally in vernacular medium schools, students do not listen English in
the mouth of their teachers who teach English and the students are also not
required to speak English. When these students come to degree level, they feel
very uncomfortable when they are required to listen the lectures of the teachers in
English. Many of them express that they do not understand English and request the
teachers to speak in the local dialect. Teachers also feel that they do not understand
English and hence the lectures often become bilingual. But a big question arises
why the students are very weak in grammar particularly the Basic grammar which
are prescribed in the syllabus. A number of factors associated with both the
learners of English and the teachers of English are there. Most of the college
teachers concentrate on teaching prose, poetry, drama, novel etc. but they do not
prefer to teach grammar or avoid it. Students are also not serious about it. Hence
grammar remains a neglected part.
The present study tries to investigate these problems : the part being played
by learners of English while learning and the teachers while teaching English
particularly the Basic English grammar at under graduate level in Barak Valley
17
districts as Assam University, Silchar has prescribed a syllabus for degree course
in which general English is made compulsory in first year where 50% of the
syllabus is based on grammar and composition. A student can pass the examination
only with the help of grammar and composition or can secure good marks but this
does not happen to many students under this university.
1.7 Scope and Limitation of the Study
The study is based on ten colleges of the three districts of Barak Valley
which are under Assam University, Silchar. Three colleges from each district have
been taken. Out of these three colleges, one college is from urban area, one college
is rural based and one is girls’ college. Total three colleges from urban area, three
from rural areas and three women colleges are there. Also the only one Science
College in Barak Valley is taken as field of study and as sample. The number of
colleges has been limited to ten only for time constraint and for better results.
1. Colleges from Urban areas
i. G.C. College, Silchar
ii. Karimganj College, Karimganj
iii. S.S. College, Hailakandi
2. Colleges from Rural areas
i. M.C.D. College, Sonai, Cachar
ii. Nilambazar College, Nilambazar, Karimganj
iii. A.L.C. College, Algapur, Hailakandi
3. Ladies’ Colleges
i. Women College, Silchar
18
ii. R.S. Girls’ College, Karimganj
iii. Women College, Hailakandi
4. M.H.C. Science College, the only Science College in Barak Valley.
The above categories are made for the convenience of data collection and
analysis. Only the students of Degree third semester are taken as the target group
so as to find out the real scenario of the English language teaching and learning.
The researcher has decided to examine the third semester students and collect data
from them because they have already passed the general English subject. They
have gathered the experience of teaching and learning situation in degree first
year; how they were taught by the teachers and how much they achieved from the
class room teaching of English particularly the Basic English grammar which were
prescribed for them.
1.8 Methodology of data collection
Definition of the sample: The study is based on survey. The data required
for the study have been collected from the teachers and students of ten colleges of
the three districts of Barak Valley. Three colleges from Cachar district, three from
Karimganj district and three from Hailakandi district and a Science College located
at Hailakandi are taken. Data used are both primary and secondary.
Tools used for the study: The data required for the study are collected with
the help of:
1. Questionnaires
2. Personal interview
3. Observation of classroom teaching.
19
4. Two sets of questionnaire have been prepared for collection of data. One
set is prepared for teachers and another for students. After collection of
data, these have been interpreted and analysed.
1.9 Organisation of the study (Chapterisation)
The researcher has undertaken a survey in total ten colleges of Barak
Valley of which three are from urban areas, three are from rural areas and three are
ladies colleges and one Science College covering Cachar, Karimganj and
Hailakandi on the basis of the objectives of the study.
The entire thesis is divided in the following chapters:
Chapter 1: Introduction
Chapter 2: Review of Literature
Chapter 3: English Language Teaching : A Brief Profile
3.1 Introduction to Teaching English
3.2 Teaching Basic English Grammar
3.3 Common Errors in English
3.4 Pronunciation: An Important Issue
3.5 Methods of Teaching and the Teacher’s Role
Chapter 4 : Curriculum and Syllabus
Chapter 5: Data Analysis and Interpretation
Chapter 6: Findings and Suggestions
Chapter 7: Conclusion
These chapters are followed by a Bibliography and Appendices.
20
Chapter 1: This chapter is Introduction which includes the background of the
study, geographical location of Barak Valley and a map of Barak Valley districts
where the research has been undertaken, rationale of the study, objectives of the
research work, hypothesis, statement of the problem, scope and limitation of the
study, names of the colleges in Barak Valley and present position of teaching
English in these colleges. Also the names of the colleges where the survey has
been conducted, methodology and data collection (definition of the sample, tools
used for the study) and organisation of the study (chapterisation of the thesis) are
there. In the background of the study, the researcher has presented a brief
description of language, origin of English language, position of English language,
rise and spread of English language in India, role of English language in the North-
Eastern States.
Chapter 2: This chapter is the “Review of Literature”. In this chapter, the
researcher has highlighted various works available which are related to this field of
studies. During the library visits, various research works have been found on
English language teaching both at national and international levels. But it is very
difficult to find research works on the related field at the Barak valley level.
Moreover, it is also very difficult to trace any work on the systematic study of
Basic English grammar. As far as the researchers knowledge goes, no similar work
has been done on the Basic English grammar till date. However, some existing
literature related to the present study both at national and international level are
found and reviewed in this chapter. The present study is based on teaching Basic
English Grammar in Barak Valley. Hence some grammar books which are
available in Barak Valley need to be reviewed. With this end in view, the
21
researcher visited some famous book stalls of Barak Valley and collected the
grammar books which are normally sold by them and followed by the students and
teachers of Barak Valley. Some of the grammar books are also reviewed in this
chapter.
Chapter 3: This chapter is ‘English Language Teaching : A brief profile’.
There are five sub-chapters under this chapter.
3.1 Introduction to teaching English: In this heading, an introduction to teaching
English is given. It is very essential on the part of the teachers to know the varieties
of English and which variety of English is being taught, the learners should know
that. There are varieties of English viz. British and American and also in British
English there are dialects. The teachers should inform the students the particular
dialect which is Standard English and used as official language. So these are
discussed in this sub-chapter.
3.2 Teaching Basic English Grammar : In this sub-chapter, Basic English
Grammar has been discussed. By Basic English Grammar, the researcher means
that the grammar which are necessary to write correct English and to speak
correctly and also which are prescribed in the Syllabus for General English as a
compulsory paper. The discussion has been started from the Alphabet as
English grammar starts from its Alphabet. The chapters like Vowel and
Consonant, Word and Sentence, Use of capital letters, Subject and Predicate,
Parts of speech, Objects, Verbs, Correlatives, Gender, Number, Person, Case,
Mood, Gerund and Verbal noun, Transformation of sentences, Tag question,
Determiners including Articles, Tense, Voice, Quasi-Passive Verb, Narration
22
(Direct and Indirect Speech), Degree of comparison, Punctuation, Clause and
its analysis, Subject-Verb agreement (concord) etc. are discussed. From
School level to Degree Pass Course level, some of the above chapters are normally
prescribed in the Syllabus for study. The journey of English grammar starts
from alphabet and ends with written composition. Unless a student is fully
aware of Basic English grammar, he or she cannot write compositions
correctly. Each of the above chapters has been discussed separately with some
techniques wherever possible so that the students can understand grammar
easily and remember it forever.
3.3 Common Errors in English : In this sub-chapter, there is a discussion on
common mistakes in English which are often committed because of the lack of
clear knowledge of Basic English grammar. Correct English is based on grammar
and usage. So some incorrect sentences are discussed on the basis of grammar and
usage.
3.4 Pronunciation : An Important Issue : In this heading, there is a discussion on
pronunciation of English words including the wrong pronunciation of some Indian
names and places. Pronunciation is a tough task for both teachers and students
whose mother tongue is not English. The same is the case with English speaking
people also. British came to India and ruled over this country for two hundred
years. But they could not pronounce the Indian names of people and places in a
proper way. To achieve correct pronunciation, training is necessary and the best
way to pronounce is to imitate proper pronunciation of the words. It may be done
23
comparing the pronunciation of an unknown word with a known word e.g. bury as
in cherry, deaf as in dead, tortoise as in forties and the like.
3.5 Methods of teaching and the teacher’s role: In this sub-chapter, different
methods of teaching English are discussed along with the role of teacher. There are
many methods of teaching and some of the important methods are discussed in this
chapter.
Chapter 4: This chapter is ‘Curriculum and Syllabus”. In this chapter, the
Curriculum and the Syllabus of Assam University are discussed critically. Also
there is a common discussion on the syllabus. Assam University Degree General
English syllabus is limited to first year. Drama, Novel and Essays, are not
included. Hence General English should be extended to second year also to
accommodate drama, novel, and essays. Communicative English should be there
and ‘Listening and Speaking’ should also be included as it is in Assam Higher
Secondary Syllabus.
Chapter 5: This chapter is ‘Data Analysis and Interpretation’. In the beginning
of this chapter, the methodology adopted for the study is discussed in detail.
However, this chapter is the basis of the present research work. The study is based
on data collected from field survey through questionnaires, personal interviews and
classroom observations. The study was conducted during the academic years 2013
and 2014 in the colleges of Barak Valley. The data so collected are analysed and
interpreted in this chapter for the purpose of findings and suggestions.
The study is based on data collected from field study. The data required for
the study were collected from total ten colleges of Cachar, Karimganj and
24
Hailkandi. Total population of the students was 400. There were thirty students
from arts section from each college, twenty from science where science section
was available and twenty from commerce section where commerce was available.
Extra ten questionnaires were supplied to M.H.C. Science College, Algapur, the
only science college in Barak Valley to make the total population of students 400
for easy calculation of percentage.
Total number of teachers’ population was twenty five. These twenty five
teachers were available during data collection. Eleven teachers were from Cachar
district, seven teachers were from Karimganj district and seven teachers were also
from Hailakandi district.
The data were collected with the help of questionnaires, interviews and
class room observations. Two sets of questionnaires, one for the student
respondents and the other for the teacher respondents were prepared. The students’
questionnaire contains sixty five questions covering Basic grammar from various
angles and on language. The questions on grammar are normally included in the
syllabi which are necessary for basic knowledge of English language and also
which are set in the examinations. The teachers’ questionnaire contains only
seventeen questions mainly based on students and syllabus. The researcher
personally visited the colleges under survey taking permission from the principals
of the respective colleges, met the students in the classroom and teachers in their
common room and distributed the questionnaires among the respondents and
collected the questionnaires from them.
Out of sixty five questions of the students’ questionnaire, question numbers
7,8,9, 10,11 and 12 are based on English language, numbers 63 and 64 are about
25
the teachers and the other questions are based on English grammar. Question Nos.
5,9,10,11,39,63 and 64 were to be answered only by giving tick () mark against
the chosen answer. Other questions were to be answered in one sentence or in one
word. The questions on grammar were based on the definition of ‘grammar’,
consonants, semi vowels, definition of the word, subject and predicate, determiners
(including articles), syllables, parts of speech, antecedents, complements, objects,
strong verbs, weak verbs, defective verbs, quasi-passive verbs, participles,
correlatives, gender, number, mood, modal verbs, case, transformation of
sentences, tag question, tense , voice change, narration, clause, prefix, suffix,
word-order, phrase, idiom and group verbs, substitution into a single word,
formation of sentences and correction. Serial number 65 has thirty three sentences
covering various angles of grammar which were to be corrected by the students in
a very short way.
On the other hand, the teachers’ questionnaire was based on teachers’
opinion about their students , syllabus etc. Only the opinions of the teachers were
sought to find out the present situation of English in Barak Valley. Questions are:
1. Whether the teachers teach English grammar. 2. Whether the teachers prefer to
teach English grammar 3. Whether the teachers complete the grammar prescribed
in the syllabus or not. 4. Whether students are aware of Basic English grammar.
5. Assam University General English is confined to first year only, whether it
should be in second and third year also. 6. Most of the students in Barak Valley
cannot speak English, why? 7. Whether the teachers deliver the lectures in English
or in Bengali or Bilingual. 8. When the teachers speak English inside the class,
students understand it or not. 9. Teachers’ opinion about grammar - an interesting
26
subject or a dry subject. 10. Whether the students request the teachers to explain
the subject in local dialect or not. 11. Whether the teachers are in favour of a
separate class for spoken English. 12. The students are getting sufficient time in the
present semester system or not. 13. Teachers’ opinion about the students – whether
they are interested in learning English or not. 14. Whether the students have base
in English. 15. Whether General English should be included in second year or third
year. 16. Any student is zero-based at the under graduate level or not. 17. There are
some anomalies in the Oxford Dictionary about ‘Lakh’ and ‘Crore’ and the
teachers’ opinion was sought.
The researcher also interviewed students and teachers during his visit to the
colleges under survey and collected some information (data) from them about the
actual situation of teaching and learning in Barak Valley. The researcher also
observed the class room situation while he met the students in the class room.
After the data collection, the researcher analysed, both the students’ and
teachers’ questionnaires. And the results found from the data are presented
separately in tabular form. The responses are also mentioned in percentage.
Chapter 6: Findings and Suggestions: This is the most important chapter of this
research work. In this chapter, the findings of the study are presented in detail and
suggestions are put forward.
Chapter 7: Conclusion: This is the last chapter and in this chapter, the researcher
has drawn a conclusion about the research paper which will help in improving the
teaching and learning of English not only in Barak Valley but also in other places
of the country. In this chapter, the scope for future research on teaching and
learning English is also discussed.
27
Chapter 2
REVIEW OF LITERATURE
Introduction
In this chapter, the researcher gives the review of related literature which
focuses on the broad areas of teaching of the various aspects of teaching English
language in general and Basic English grammar in particular. Though various
research works have been found in the field of English language teaching both at
international and national levels, no sufficient works have been found at the state
level and also not a single work on the systematic study of Basic English grammar
at the Barak Valley level could be traced so far as the knowledge of the researcher
goes. However, some published and unpublished works related to grammar are
reviewed here.
A language is based on two things: (i) Vocabulary and (ii) Grammar.
Grammar is related to vocabulary which forms a sentence. According to David
Wilkins (1972:III), “ Without grammar very little can be conveyed, without
vocabulary nothing can be conveyed”. Words are like the bricks of a building. So
grammar and words are closely related. ‘Vocabulary’ means words and words are
parts of speech and hence grammar. Thus ‘vocabulary’ is related to grammar.
2.1 Definitions of Grammar
Dictionary definitions of grammar often refer to it as the study of language
as a system of words that demonstrate some apparent regularity of structure
(morphology) and arrangement into sentence (syntax). Sometimes the definition
28
includes the pronunciation of words (phonology), meaning of words (semantics)
and history of words (etymology). Some definitions emphasise grammar as a
system of rules in a language. According to Oxford Advanced Learner’s
Dictionary of Current English (ed. A.S. Hornby), grammar means, “the rules in a
language for changing the form of words and joining them into sentences.
As per Cambridge School Dictionary (ed. Melissa Good, Cambridge
University Press), grammar means, “the way you combine words, and change their
form and position in a sentence or the rules or study of this.”
According to chambers (20th Century) Dictionary (ed. E M Kirkpatrick, W
& R Chambers Ltd. 1985), grammar means, “The science of language, from the
point of view of pronunciation, inflexion, syntax and historic development”.
Calidinn and Connelly (1986 as cited in Muhammed 2006) sustained that
there are as many definitions as there are different beliefs and the mind. Some have
defined grammar as a collection of rules where as some on the other hand think it
is the way of understanding a language which is a big supplement to facilitate
learning. According to a few, it is a way of communication and it helps the learners
to communicate in the target language with others. A majority has defined
grammar as structure, set of rules and regulation.
However, the main reason for learning grammar is because it helps one’s
language abilities (Crystal 2004:7). There are four core linguistic domains in
language learning: Listening, Speaking, Reading and Writing. In all these,
grammar serves a very important role (ibid:7). Grammar is the way to study the
meaning of the language. (Ibid:9). Learning grammar can improve learners’
proficiency, correctness and contribute to developing fluency (Hinkel & Fotos
2002:10).
29
2.2 Historical background of grammar teaching
Importance of grammar teaching in second language teaching is well
known. Long ago from the 15th century, there had been a long debate on the
problems of teaching grammar effectively. For centuries, language has been
synonymous with language teaching then the role of the grammar declined with the
introduction of communicative language teaching (Thompson, 1996). At the
beginning of 1970 the interest of real language teaching emerged and more interest
was taken in social and cultural teaching of language. It proved to be a shift from
audio-lingual and grammar translation methods to the exploration to
communicative teaching of language. Hence integrative tasks were focused instead
of discrete structures.
Teaching grammar has always been a matter of controversy especially in
second language acquisition as Thornbury (1999 p.14 as cited in Neupane 2009)
says, “infact no other issue has pre-occupied theorists and practitioners as the
grammar debate and the history of language teaching is essentially the history of
claims and counter claims for and against the teaching of grammar”.
2.3 Beliefs about teaching grammar and its influence
The main difference in grammar teaching methods is due to teachers’
different views about the role of grammar. According to the historic overview of
the role of grammar, Bygate et.al. (1994 as cited in Neupane 2009) says that in the
light of the centuries old tradition of language teaching dominated by Latin and
Greek, the study of language is mainly the study of its grammar. In old times,
grammar has the central role in structural linguistics. According to wilkins (1972
30
as cited in Bygate et.al. 1994 as cited in Neupane, 2009) the aim of the language
teacher is to enable the people to learn it. Some people have a view that grammar
teaching is not essential because it does not facilitate second language acquisition.
Krashen and Terrel (1983, P. 144 as cited in Neupane, 2009) are in favour of this
idea when they say, “We prefer to avoid oral grammar instruction in class rooms
simply because they take time away from acquisition activities. Whereas others
own the view that it is essential to teach grammar”. Ur (1996 as cited in Gnawali
et.al. 2001 as cited in Neupane 2009) has similar views.
Savvidou (2004) also believes that communication cannot take place
without structure or grammar. Ellis (2003 as cited in Mahammad, 2006) among
others argues that in order to achieve the objective of communicative competence,
grammar and communication should have to be integrated.
Many like Weaver, Nally and Moermen (Voices from the Middle, Volume
8 Number 3, March, 2001) believe that grammar must be taught through writing
and effective grammatical skills cannot be developed without it. Teacher must take
risks in order to motivate students in writing activities in place of just giving them
grammar exercises and grammar concepts can be taught by helping the students to
edit their grammatical structures in their written work.
In most East Asian countries English language is taught through traditional
teacher-centred, book-centred, grammar-translation method and a strong emphasis
is given on note learning ( Liu & little wood 1997 as cited in Rao Zhenhui, 2001)
in his article ‘Matching teaching styles with learning styles in East Asian context).
Due to this traditional approach, teachers adopt an introvert learning styles and
31
students think knowledge something to be taught explicitly and transmitted by
their teachers rather than to be explored and interpreted by themselves. For Asian
students, grammar is an essential tool in building confidence, language knowledge
and fluency. (Krashen,1982, cited in Vasilopoulos, 2008).
2.4 Grammar teaching in ESL/EFL classes
Grammar teaching in ESL/EFL classes has been a topic of heated debate,
triggering issues like” should we teach grammar?” “which grammar should we
teach?” and “ should grammar be taught explicitly or implicitly?” (Ellis, 2006,
p.83-84). Although grammar teaching might be defined in a narrower aspect as
reference to traditional grammar-translation type of “presenting and explaining
grammar (Ur1996)”. Or “presenting or practising grammar (Hedge 2000), it could
also be viewed in broader term ( Ellis 2006 P. 84) : “ Grammar teaching involves
any instructional technique that draws learners’ attention to some specific
grammatical form in such a way that it helps them either to understand it
metalinguistically and/or process it in comprehension and /or production so that
they can internalize it”.
In this broader perspective, much recent research such as Norris and
Ortega’s (2000) meta analysis of 49 studies and Ellis’ (2002) research (as cited in
Ellis 2006, p. 85) have advocated grammar teaching for its effectiveness in second
language teaching. According to Ellis (2006), “there is now convincing direct and
indirect evidence to support the teaching of grammar ( P86)”. It has also been
widely agreed that meaning-focused, “descriptive grammar” (Celce-Murcia and
Larsen- Freeman, 1999) or functional grammar for communicative uses of
32
language should be the centre of attention in ESL/EFL classes ( Van Patten,
Williams & Rott 2004: Ellis, 2006) in contrast to the traditional form-focused
grammar.
However, deciding “which grammar to teach” and “how to teach” have
remained more controversial. Some have claimed that only minimal concepts of
grammar should be taught while others have argued for the necessity of teaching
the entire grammar.
2.5 Review of Some Grammar Books
The present study is based on teaching Basic English in Barak Valley.
Hence some grammar books which are available in Barak Valley need to be
reviewed. With this end in view, the researcher visited some famous book stalls of
Barak Valley and collected these grammar books which are normally sold by them
and followed by the students and teachers of Barak Valley.
The books are as follows :
1. Bannot, T. R. & Martin, H. (2011). Scholar Junior and Senior English
Grammar. New Delhi: Scholar Publishing House.
2. Choudhury, D. & Battacharjee, S. (2003). An Approach to English
Grammar & Composition (Bani Prakashani, Guwahati).
3. Das, Bikram K. (2013). Functional Grammar and Spoken and Written
Communication in English (Orient Blackswan Private Limited, Kolkata).
4. Dey Sarkar, P. K. (2010). A Text Book of Higher English Grammar and
Composition, Book Syndicate, Kolkata.
33
5. Dey, S. C. (2008). Middle School Grammar. (Published from Kolkata),
Tapash Chakraborty, Rabindra Sadan, Baguiati, Kolkata-59.
6. Elliott Berry, Thomas. (1996). The Most Common Mistakes in English,
Tata Mc Graw Publication, New Delhi.
7. Gupta, Nilanjana. (2000). English for All, Macmillan India Ltd.
8. Hornby, A. S. (2010). Oxford Advance Learners Dictionary, Oxford
University Press.
9. Karim M. A. (2010). Basic English Grammar and Composition, Quality
Books Publishing, Silchar.
10. Murphy Raymond. (1996). Essential English Grammar, Cambridge
University Press, Cambridge.
11. Potter, Someon. (1996). Our Language, Penguine Books.
12. Swan, M. (1996). Practical English usage. New York: Oxford University
Press.
13. Thomson, A. J. & Martinet, A. B. (1995). A Practical English Grammar,
Exercise I & II, Oxford University Press.
14. Walker, E. & Elsworth, S. (1993). Grammar Practise for Intermediate
Students, Orient Longman.
15. Wren, P.C & Martin, H. (2001). High School English Grammar and
Composition, S. Chand & Co. New Delhi.
It is found that Bengali medium students and majority of their teachers in
Barak Valley do not follow Grammar books written by foreign writers. They
follow books written by Bengali writers.
34
The researcher has consulted all the above books for review and noted some
problems in some of the above books which are discussed below.
In Hailakandi, Karimganj and Cachar, it has been found that majority of the
students are from Bengalee community. Bengali is the major language in Barak
Valley. Side by side Manipuri, Hindi speaking, a few Khasi, Naga and Reang
students are reading in the Colleges of these three districts. But the common
language is Bengali and that also is the Sylheti dialect of Bengali. So almost all the
students know Bengali and some of them studied in Bengali Medium Schools.
Hence Bengali medium students follow English Grammar written in Bengali
Language or the books which are Anglo-Bengali. Of course, English Medium
Students follow Grammar written in English only.
As per information collected, it has been found that a very few under
graduate students purchase the Grammar book prescribed by Assam University.
They fully depended on the commercial note books available in the market which
are below standard and full of mistakes. As a result, many students fail in the
subject and majority of the students get very poor marks in General English. It is
also collected from the students that they purchased Grammar books while they
were at Schools but they did not read those Grammar books and they depended on
the teachers in Schools and in private tuition. Same is the situation when they are
at under graduate level. They engage private tutors for English and many of them
are not expert in Grammar.
Moreover, there are some Grammar books in which some wrong expressions
are found. There is a book named ‘Middle School Grammar’ which was followed
35
by many students at Middle School level and which is still considered a good
Grammar book. It was written in 1931 in simple Bengali of those days and it was
not revised. In this book, some expressions like ‘Fill up the blanks, I am seeing,
We are seeing’ are found. In Practical English Exercise II (OUP) by A. J. Thomson
and A.V. Martinet there is use of expression ‘Fill up the spaces’. In A Text Book
of Higher English Grammar and Composition, the expression ‘Fill up the blanks’
is used many times in this book. In this book, there is some confusion in
transformation of simple sentences into compound sentences. For example, the
simple sentence ‘He is both tall and strong’ is transformed to ‘He is not only tall
but also strong’ as compound sentence. The compound sentences must have two
coordinate clauses i.e. they should be independent. But here in the compound
sentence, only one finite verb is there and clauses are not independent. ‘He is not
only tall’ does not give complete sense. And ‘but also strong’ is related to the
first part of the sentence. Hence it cannot be a compound sentence. It remains a
simple sentence. The compound sentence should be either ‘He is tall and he is
strong’ or ‘He is tall as well as he is strong’. In the year 1995, in Assam
University General English question paper, the sentence ‘Fill up the blanks’ was
given in first question for correction. It means that the sentence is wrong and that
was to be corrected. The correct answer is ‘Fill in the blanks’. ‘Fill up’ is used
elsewhere i.e. in the vertical situation e.g. Fill up the bottle with water or fill up the
post with suitable candidate. This is exclusively the opinion of the researcher
because vertical and horizontal situations make the use of ‘fill in’ and ‘fill up’
justified and clear to the students and teachers.
36
Again some verbs which do not take continuous forms are also used as
progressive verb. In some of the above books, some verbs are mentioned which do
not take continuous forms but the reason is not explained. In some exceptional
cases, a few verbs can be used in progressive form but it was not mentioned in
majority of the above books. When the verb ‘hope’ is used in continuous form, it
means the negative sense eg. ‘I am hoping’ or ‘I was hoping’ indicates ‘less hope’
i.e. negative sense. This is only explained in Practical English Usage by Michael
Swan but not a single under graduate student knows the name of this book. High
School English Grammar and Composition by Wren & Martin is a good book but
this is followed by the teachers and a very few students. Scholar Junior and Senior
English Grammar by T.R. Bannot and H. Martin are followed by English medium
students and some other medium Students. In this book, there are nine parts of
speech instead of eight parts of speech where ‘Determiners’ are also shown a part
of speech. ‘Determiners’ are adjectives and hence it is not necessary to separate
them as another part of speech.
‘The Most Common Mistakes in English Language’ is a book by Thomas
Elliott Berry which deals with common mistakes in English but the researcher
found that no students know the name of the book. Some under graduate students
who studied in English Medium Schools have mentioned the names of two
Grammar books namely, ‘Scholar Junior and Senior English Grammar’ by T.R.
Bannot and H. Martin and ‘High School Grammar and Composition’ by Wren and
Martin but they are also not fully aware of Basic English grammar.
37
First of all, there are two varieties of English namely, British and
American. In India and other parts of the world, the British English is used as
official language. Again in British English also there are dialects and ‘East
Midland dialect’ is the standard variety which is the standard language of England
and followed by India and other parts of the world. In Grammar books available in
Barak Valley, there is no discussion about this. Hence students are not aware of
this basic thing which they must know at least at the under graduate level. The
most important thing is that some of the Grammar books followed by students of
Barak Valley are written not by the qualified teachers of English who are experts
in this field. Some local publishers are doing business out of this kind of books.
These publishers convince some of the teachers in English someway or other and
sell these Grammar books very tactfully. These Grammar books are prescribed by
these teachers for their personal benefit. As a result, students are not getting the
original and genuine Grammar books which are available.
From the class room teaching experience for the last thirty years and
considering the problems faced by students and the need of the students, the
researcher wrote a Grammar book named ‘Basic English Grammar and
Composition’ (Anglo-Bengali) which is being considered helpful by many of the
teachers teaching English Grammar at various levels for which the book is being
followed by a number of students. The book starts from Alphabet and covering all
Basic grammars ends with some Basic English compositions. The book has only
192 pages. The main attraction of the book is that the author has tried his best to
explain the chapters in a very simple way with some techniques wherever possible.
In this book, the difference between American English and British English is
38
discussed in a very brief way. Moreover, there is discussion on the dialects in
British English and the dialect that is used as Standard English.
2.6 Review of Dictionaries
Oxford Advance Learners’ Dictionary by A.S. Hornby is internationally
famous and available in Barak Valley and many students & teachers follow this
Dictionary. This Dictionary also serves the purpose of Grammar including
vocabulary. In this renowned Dictionary also, there are some anomalies. The
definition of ‘Crore’ was given – noun (Ind E) ten million, one hundred LAKHS.
The word LAKH was also shown as a noun but ‘Hundred, thousand and Million’
are shown as number and in their plural, ‘s’ is not used. As per English Grammar,
the words ‘Lakh’ and ‘Crore’ should not have ‘s’ in their plural as they are also
numbers. Numbers are determiners and hence adjectives. So while ‘hundred’,
‘thousand’ and ‘million’ are shown as number, ‘Lakh’ and ‘Crore’ are shown as
noun. According to English Grammar all these words are both noun and adjective.
The words ‘Lakh and Crore’ are basically Indian words and they appeared in this
dictionary first in its 7th Edition and then continued in its 8th edition also. The
researcher contacted the Dictionary authority in October, 2011 and Diana Lea, the
Principal Editor, ELT Dictionaries, Oxford University Press admitted the
anomalies. She thanked the researcher and assured to correct it in its next print. It
is a great pleasure and achievement of the researcher that a few months back, the
New Eighth Edition of this dictionary came in the market and it is found that the
anomalies are corrected. In the New 8th Edition the changes are as follows :
39
Crore – number (Pl. verb) (Plural Crore or Crores) (IndE) ten million, one hundred
LAKH.
Lakh - number (plural verb) Plural Lakh or Lakhs (IndE) a hundred thousand.
But one explanation is not still there. In direct expression i.e. two lakh or two
crore, ‘s’ is not used in plural. But ‘s’ is used in expressions like ‘lakhs of people’
or ‘crores of money’ as hundreds of people or thousands of rupees or ‘millions of
people’. The letters to the Principal Editor, Diana Lea and her reply through email
are attached in the appendices.
In ‘Chamber’s 20th Century Dictionary’ edited by E M Kirkpatrick, Lakh
is also spelt as Lac and Crore is defined as Ten millions or One hundred lakhs.
Here we find that ‘s’ is used in the plural of Lakh and Million which is wrong as
per rules of grammar.
2.7 Review of Some Research Works
Anima Baishya’s unpublished PhD research work submitted to Assam
University entitled “The Pedagogical Implications of English Vocabulary Items
for Assamese Medium Learners with special reference to Kamrup District
(2007)” is an attempt to study vocabulary along with some grammar items like
vowels, consonants, pronunciation, verbs noun relation, prefix, suffix (for word
formation), present, past and present participle form of the verbs, synonyms,
homonyms, comparative form of the words etc. The study focuses on the
implications of pedagogy in a systematic and organised manner in order to
improve the pathetic condition of students regarding the knowledge of English
language as teaching and learning English and its vocabulary are unsatisfactory in
40
Assamese medium schools. The study tries to contribute to the field of English
vocabulary teaching in Assamese medium schools.
Although she touches various aspects of grammar as mentioned earlier but
these are related to vocabulary studies only. Of course, she mentioned the
grammatical factors of a word which relates to different parts of speech. Her entire
thesis is based on vocabulary and other linguistic related matters. The researcher
has not found any systematic grammatical discussions in her research work.
However, her work is a major attempt to study vocabulary along with some
grammatical relations.
N. Dasgupta’s unpublished PhD research work submitted to Gauhati
University entitled “Vocabulary: A study (1975)” is also an attempt to study
vocabulary. He has shown how important vocabulary is in teaching English along
with the criteria of selection and gradation of teaching English vocabulary. He tried
to locate the problem of the hypothetical gap that exists between the students of the
age level 12(plus) reading in non-English medium schools in Meghalaya. He tired
to prepare the glossaries of English words containing the weight of each word and
the difficulty value of each word in respect of class VI. He discussed the
theoretical background of words, its nature and growth. But his work is fully based
on vocabulary itself and the Basic grammar on the basis of the words are not
discussed in his work. But his work is also a major attempt to study vocabulary but
not related to grammar studies in detail.
“Conceptions of Grammar Teaching : A case study of teacher’s belief
and class room practices” by Thomas S.C. Farrel, LIM Poh Choo Patricia
41
published in TESL-Ej Sept. 2005 , is a case study that investigated and compared
the beliefs and actual class room practices of two experienced English language
teachers with regard to grammar teaching in primary school in Singapore. Areas
where practices converged with or diverged from belief about grammar teaching
are examined and discussed as well as factor that have influenced the teachers’
actual classroom practices. The findings suggest that teachers do indeed have a set
of complex belief systems that are sometimes not reflected in their classroom
practices for various complicated reasons, some directly related to context of
teaching.
The case study of the beliefs of two experienced primary school teachers
and their actual instructional practices in grammar teaching attempted to answer
the following research questions: (1) What are the two teachers’ belief about the
way grammar should be taught in primary schools? (2) What are their actual class
room practices of teaching grammar. Both the teachers agreed that grammar is
important and has to be taught. Students need to know grammar rules and how to
apply them in their writing. Drilling is a useful tool in grammar teaching. Grammar
involved teaching language structures. The approaches to grammar teaching
depend largely on the students’ proficiency level in the English language. One
teacher agreed that grammar is concerned with using correct tenses. There is a
place for deliberate teaching of grammar for the effective teaching of language
items.
Both the Teachers agreed that the teaching of grammar is crucial in order to
enable students to use grammar structures correctly in written work. Furthermore,
42
one teacher said that she would not hesitate to directly re-teach grammar structure
if she discovered that her students had not fully understood the structure and were
not able to use it correctly in speech and writing. Both the teachers strongly believe
in providing grammar drills for their students. However, both the teachers adopted
somewhat of a traditional approach to grammar teaching.
Here the researcher has found that the basis of research is primary school
and its two teachers’ opinion regarding teaching of grammar. But the present
research is based on teaching English at under graduate level. It is a question
whether English grammar should be taught at degree level or not . According to the
opinion of the researcher, drilling of grammar is important and hence Basic
English grammar should be taught at degree level also. As a result, the students of
this level will have the chance to update their knowledge of English grammar
which is very essential for writing and speaking correct English.
The main reason for learning grammar is because it helps one’s language
abilities (crystal 2004:7). There are four core linguistic domains in language
learning: listening, speaking, reading and writing. In all these, grammar serves a
very important role (Ibid: 7). Grammar is the way to study the meaning of the
language (Ibid:9). Learning grammar can improve learners’ proficiency,
correctness and ease internalization of its syntactic system and contribute to
developing fluency ( Hinkel and Fotos 2002:10).
A recent study of Norris and Ortega (2000) undertook probably the most
comprehensive analysis of published data on the value of grammar instruction.
These authors stated that in many cases it is not easy to tell whether
43
communicative, explicit or meaning-focused instruction led to greater degrees of
L2 learning acquisition because of the disparate sample sizes and statistical
analyses employed in various research studies and publications. Thus to make
sense of research findings published in past two decades, Norris and Ortega
standardized the results of 49 studies on L2 learning acquisition and grammar
instruction.
English Teaching with grammar : A study on how English teachers at
upper secondary school in Sweden use grammar in their teaching (2002
Rebeca Ronna): It aims to investigate how English teachers at upper higher
secondary schools in Sweden use grammar in their teaching and how their attitudes
towards grammar affect how they use it in their teaching . To examine this,
qualitative interviews were conducted with three English teachers. The result of
these interviews showed that the teachers’ attitude towards grammar have great
impact on their teaching. The two teachers who had positive views used deductive
grammar teaching with the students and also worked with focus on form, while the
teacher who did not like grammar had no formal grammar teaching and only let her
students work with grammar using games and quizzes on the internet.
The consequence is that those without any grammar teaching might
encounter difficulties if they continue studying English at a higher level. It is
important for teachers to keep up recent research that has proved that students
perform and learn better from formal teaching.
How grammar matters in NNS Academic Writing. The relationship
between Verb Tense and Aspect usage patterns and L2 writing proficiency in
44
Academic Discourse”. By Kyung Eun Min - a thesis submitted to the University
of Illinois at Urbana-Champaign 2013.
This study focuses on English verb tense and aspect system that would give
direction to the study and ultimately suggest how grammar teaching should be
treated in ESL writing courses.
This thesis addresses the significance of teaching grammar in ESL/EFL
academic writing courses by restating the question of “Whether or not to teach
grammar” to “how and when to teach which grammar”. The study aimed to
investigate whether the usage of verb tense and aspect would have a positive
relationship with the students’ language proficiency. Although it was possible to
hypothesise that more proficient students would have better knowledge of verb
tense and aspect and use more variety of verb structures, the results strongly
suggested that grammatical knowledge represented by the NNS usage patterns of
verb tense and aspect system was not an only factor; rather, the analysis of students
writing samples highlighted the role of academic discourse as a significant variable
to the frequency of each verb structure. Moreover, the error analysis of students’
writing samples implied that merely counting the frequency rate of ‘correct uses’
or ‘avoided uses/ non uses’ did not fully reflect their L2 writing proficiency; it
seemed to have close relationship with their knowledge of more variety of
functions each verb tense and aspect and their ability to make opportune uses of
each function for the appropriate content. Put in another way, these findings
suggested that patterns of using English verb tense and aspect was relevant to the
students’ L2 writing proficiency because higher level students were able to
45
incorporate grammatical knowledge to the paper’s purpose, contents and its
discourse register. Thus this study concludes by proposing that grammar is neither
an opposing component of “contents” when teaching L2 academic writing nor a
competent factor against “structure of coherence” when assessing students’ writing
proficiency. It would be most ideal and reasonable to choose grammar content that
does not stand alone but have significance in meaning, function and purpose as
they merge into the entire writing process.
Conclusion
The researcher has tried his best to trace the research works related to this
present research work entitled ‘Teaching English at under graduate level in Barak
Valley districts of Assam with special emphasis on Basic English Grammar”. The
above are some of the research works related to English language teaching as well
as grammar teaching which have been reviewed. But not a single work has been
found on the systematic study of English grammar at the Barak Valley level. So
this is a unique research work on the part of the researcher which will help the
teachers, students, the future researchers and the others concerned with it.
46
Chapter 3
ENGLISH LANGUAGE TEACHING : A
BRIEF PROFILE
Introduction
In this chapter, the researcher gives a detailed account of English language
teaching. There are five sub-chapters under this chapter. The sub-chapters are:
1. Introduction to Teaching English 2. Teaching Basic English Grammar 3.
Common Errors in English 4. Pronunciation: An Important Issue and 5. Methods
of Teaching and the Teacher’s Role.
3.1 Introduction to Teaching English
After passing Higher Secondary, the students come to under graduate level
and meanwhile they are much matured and they understand and grasp much better
than earlier. So at this level, before teaching the language students are to be given
some primary ideas about English. They should be informed that there are varieties
of English and not a single type of English is used throughout the world. First of all
it can be said that English is a language divided by two countries namely, England
and America. In England, one type of English is used while in America, another
type of English is used and there are differences between these two varieties. It can
be observed clearly in vocabulary, spelling and pronunciation. The English used in
England is called British English and the English used in America is called
American English. Students should be given the idea that British English is used in
47
India and in many other countries of the world. And in British English also there
are dialects and only one dialect is taken as the standard language which is used as
official language of England and that one is followed by India and other countries
of the world.
In the Middle English period, there were four dialects namely,
Northumbrian, Southern, Kentish and the East midland dialects. Out of these four
dialects, the East midland dialect was taken as the standard language of England.
In this regard, a small history may be referred to students. In 878, King Alfred
defeated the Vikings and the Government of Southern England came to be
established in London which later became the capital of the whole of Britain. Thus
the English spoken in London and the East Midland was gradually adopted as the
official variety of English. And as time passed by, this dialect became the
‘standard’ language – the form of English generally accepted for use in
Government, the law, business, education and literature. So it is a historical
incident. It is said if Vikings, who held the north of England, had defeated the King
Alfred, the capital of Britain might be York and the standard English language
would be a very different kind of English.
Students should also be given the idea that dialects are not the corrupted
forms of a language spoken by ignorant people who make mistakes because they
have not learnt correct grammar. A standard language is not linguistically better
than other dialects. It is simply the dialect that has been adopted for official
purposes such as Government and education. All other English dialects also have
grammar that are rich and systematic as Standard English even though it may be
very different. For example, I bain’t ready = I’m not ready. Can ye no help me? =
48
Can’t you help me? She’s after telling me = She’s told me. I ain’t done nothing = I
have not done anything. Another example is, ‘He don’t like it’ or ‘I wants a rest’
(Michael Swan). In Honours classes, these are discussed but in pass course classes
these things are not discussed normally. Students should know that all the Standard
languages are basically dialects. In Bengali, there are dialects and in Hindi also,
there are dialects which the students know.
It is very essential for the students that they should know the difference
between British English and American English otherwise there will be spelling
mistakes. It is often found that students write ‘color’ and ‘center’ without knowing
that these are American words. So the teachers should inform them about the
peculiarities of American English. In American English ‘W’ is pronounced as ‘W-
U’ and ‘Z’ is pronounced as ‘Zee’. Double letters in a word are pronounced
separately. The Americans do not say ‘double –s’ or ‘double-l’. They say, ‘s’ ‘s’ or
‘l’ ‘l’ separately e.g. class, pillar etc. Some rules are given here to distinguish
British English from American English.
1. The words ending with |-our | in English of England are only |-or | in American
English. For example, colour – color, labour – labor, favour – favor, humour –
humor etc.
2. The words ending with |-re | in British English are |-er | in American English.
For example, centre-center, theatre-theater, fibre-fiber, litre-liter etc.
3. The double consonants in the middle of the words or in some other parts in
British English are single consonant in American English. For example,
accommodation-accomodation, traveller-traveler, programme-program. But
49
the word ‘pillar’ is same in American English. Some words must have
migrated from America to England or vice-versa. For example, past participle
of ‘forget’ is ‘forgotten’ in American English but it is used in British English
also.
4. In British English, |-r | or |-re| is not pronounced when they are at the end of
the words but they are pronounced in American English.
5. In abbreviations, full stops are not used in British English but full stops are
used in American English. For example, MA-M.A., MBBS-M.B.B.S.
6. A.M. and P.M. are used in American English while a.m. and p.m. are used in
British English. But here we find full stops. Without full stops ‘am’ looks
auxiliary verb and p.m. is made equal to a.m. This is the assumption of this
researcher. Diana Lea, managing editor, ELT Dictionaries and reference
grammar gave the same opinion while contacted. This may be usage. In
addition to the above, some words are listed below for clear understanding.
British American
Aeroplane Airplane
Anaesthesia Anesthesia
Analyse Analyze
Angry Mad
Any where Any place
Biscuits Cracker, Cookie
Catalogue Catalog
British American
Cheque Check
Curriculum vitae Resume
Engaged Busy
Enrol Enroll
Film Movie
Flat Apartment
Gynaecology Gynecology
50
British American
Handbag Purse
Holidays Vacation
Jug Pitcher
Lawyer Attorney
Lift Elevator
Lorry, Van Truck
Mad Crazy
Organise Organize
Paediatrics Pediatrics
Pavement Sidewalk
Petrol Gas
British American
Programme Program
Railway Rail road
Realise Realize
Rubber Eraser
Shop Store
Skilful Skillful
Sweets Candy
Toilet Bathroom
Torch Flash light
Trouser Pant
Tyre Tire
N.B. ‘Enrol’ and ‘Skilful’ are completely opposite. Single ‘l’ is in British English
and double ‘l’ are in American English.
Nowadays, Indian people are using the above words without caring much
about the distinction between the American and the British English. It should be
pointed out that in Computer, the language used is American. However, it can be
converted into British English also. In Honours course, peculiarities of American
English are included in the syllabus but it should be explained to Pass Course level
students also in brief otherwise majority of the students will remain in dark.
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The syllabus is designed in such a way that the pass course level students
are required to study Prose, Poetry, Grammar and Compositions & sometimes
Drama or Novel. But before teaching all these, teachers should give an
introduction to the language which the students may not know as they were not
told earlier. Students are to realise that these are new things and the particular
teacher and the class will be very interesting to them while teaching English. The
teacher should keep in mind that he should speak English only so that the student
listen and learn it. To learn a language, listening and speaking both are equally
important. Students are to be taken into confidence that they can learn and speak
English just by listening as they learnt their mother tongue. They know that they
were born without a language but gradually they learnt a language which is their
mother tongue only by listening it from their mother and dear and near ones.
Therefore, listening and speaking skill has been introduced by Assam Higher
Secondary Education Council. The skill is to be continued to degree classes also
side by side with the prescribed syllabus.
It is observed that the under graduate students in the Colleges of Barak
Valley cannot or do not speak English because most of them hailed from
vernacular medium schools and they do not have the habit of speaking English.
Unless they do so they cannot learn speaking. Hence they should be compelled to
speak English. The teacher may arrange for a spoken English class where each
student is to speak or try to speak English. They should be encouraged to speak
English even it might be right or wrong initially. No student is to be discouraged
even he or she may be zero-based. This is very important because most of the
students come from vernacular medium schools and their level of understanding
52
and speaking is very poor. These students feel very uncomfortable when they are
asked or required to speak English.
It is to be kept in mind that the teacher’s role is very important as the
students follow the teacher. A teacher of English should not utter a single word
other than English for the sake of students. But it has been found that some of the
College teachers deliver their lectures in local languages. It very often happens
other than English classes although the medium of instruction is English. Only
speaking or listening English in English classes is not sufficient. Students should
listen English in other subjects also. Some Science teachers might think that the
subject matter is important and hence they prefer local language. The result is that
the students become gradually weak in speaking and side by side teachers also
become weak in speaking English. Ultimately, they suffer in the greater field
where there is no alternative to English language. Hence a teacher of other subject
can help improving the speaking skill of students by delivering the lectures in
English.
Finally, the basic knowledge of the students may be tested. The teachers
may test the students and understand their base in English and teach them
according to their level of understanding. Grammar teaching should be started
from alphabet as English grammar starts from alphabet. /A/, /I/ and /O/ are three
letters but they are also words and hence ‘parts of speech’. ‘A’ is adjective, ‘I’ is
pronoun and ‘O’ is interjection. The teacher should proceed very systematically as
many chapters are not included in the syllabus. Hence the teacher should give a
revision of the chapters which are not prescribed in the syllabus. This introduction
to teaching English is not only applicable to teachers of Colleges of Barak Valley
53
but also to teachers who teach English at any other level and in other parts of
Assam and the country.
In the above discussion, some preliminary information about English is
given. Students’ confusion about the use of vocabulary, British English and
American English, standard English, students’ weakness in speaking and writing
English correctly or their lack of knowledge of Basic English grammar, emphasis
on listening and speaking etc. are also discussed. Teachers are also given some
guide lines to teach grammar. Absence of deliberations in English in other subjects
particularly in Science subjects by Science teachers is also mentioned.
3.2 Teaching Basic English Grammar
We know that grammar controls a language. English is not an exception
and hence the study of grammar is very important. Without proper knowledge of
grammar, no one can write or speak the language correctly. English grammar is
smaller than that of many other languages like Sanskrit, Hindi, Bengali etc. English
has only 26 letters and with these letters the language goes. Of course, there are
small letters and capital letters but many of them are of same shape. Any learner
can learn the letters within a very short time. But it takes sufficient time to learn
the letters of other languages like Chinese, Sanskrit, Hindi, Bengali or South Indian
languages. Hence a learner can learn English easily. This is one of the reasons that
English has flourished all over the world and has become International language.
Therefore, English is taught and learnt everywhere with sincere effort. But many
teachers are indifferent to teaching English grammar and many students also do not
54
show interest in learning grammar. The result is that there are common errors in
writing and speaking this language.
Grammar is a big field of study. Hence Rhetoric, Prosody, Phonetics and
other linguistic rules are not included in this research study. Normally the Basic
Grammar which are necessary for writing and speaking the language correctly are
prescribed in the syllabus. In Assam University, Silchar, 50% of the marks are
allotted to grammar in degree first semester General English syllabus. By Basic
English Grammar, the researcher means the following chapters: Use of Vowels
and Consonants, Words and Sentences, Use of Capital Letters, Subject and
Predicate, Parts of Speech, Objects, Strong Verbs and Weak Verbs, Correlatives,
Gender, Number, Person, Case, Mood, The Infinitive, Gerund and Verbal Noun,
Participles, Auxiliary Verbs and Modal Verbs, Affirmative and Negative
sentences, Interrogative sentences and Formation of Questions, Determiners
including Articles, Tense, Quasi-passive Verb, Voice, Narration (Direct and
Indirect Speech), Degree of Comparison, Kinds of sentences – I (Assertive,
Interrogative, Imperative, Optative and Exclamatory), Kinds of sentences – II
(Simple, Complex, Compound and their transformation), Synthesis of sentences,
Clause and its analysis and difference with Phrase, Subject-verb agreement
(Concord), Sentence pattern and Word order. Vocabulary is also related to
grammar and hence the following chapters are also included in the discussion:
Word formation, Phrases and Idioms, Group Verbs, Homonyms, Appropriate
prepositions, Substitution of English Words, Correction of sentences. Correction of
sentences is a chapter based on all the above chapters. From School level to Degree
pass course level, some of the above chapters are normally prescribed for study.
55
The journey of grammar starts from the ‘alphabet’ and ends with written
composition. Here the researcher’s concern is to deal with grammar and not with
composition. Composition is a matter of practice. Unless a student is fully aware of
Basic Grammar, the particular student cannot write compositions correctly. The
above mentioned chapters are analysed here for better understanding of both the
teachers and the students. A teacher is to teach grammar systematically. Hence it is
wise to start from the chapter, ‘Vowels and Consonants’
3.2.1 Vowels and Consonants
English grammar actually starts from its alphabet. The word ‘alphabet’
which means the letters of a language is derived from the Greek letters, ‘alpha’
and ‘beta’. The word ‘alphabet’ is plural while the word ‘letter’ is singular. So
none should write ‘alphabets’ which is wrong. There are three letters |a|, |i| and |o|
which are not only letters but also words which is discussed earlier.
Letters are divided into two sections: (1) Vowels and (2) Consonants.
1) Vowels: |a|, |e|, |i|, |o| and |u| are vowels.
2) Consonants: 21 letters are consonants of which ‘W’ and ‘Y’ are called
semi-vowels. But these two letters are used as consonants although they
sound like vowels e.g. wet, yet etc.
If two vowels or vowel sounds are found in a word, then it is called
‘Dipthong’ e.g. hair, fair, about, boy (bɔi), toy (tɔi), etc.
If three vowels or vowel sounds are found together in a word, then it is
called ‘Tripthong’ e.g. beautiful.
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Each word has one or more units that are pronounced. These units are
called ‘Syllables’. If a word has only one syllable (unit), then it is called a
‘Monosyllabic’ word. e.g. do, go etc. If the word has two syllables, then it
is called ‘Di-syllabic’ word. e.g. fool-ish, pas-sage, fel-low etc. If the word
has three syllables, then it is called ‘Tri-syllabic’ word e.g. mis-con-duct,
in-tens-ive etc. But if the word has more than three syllables, then it is
called ‘Poly-syllabic’ word e.g. per-soni-fi-ca-tion, in-de-pend-ence, in-ad-
mis-sible etc.
3.2.2 Word and Sentence
There is a wrong idea about the definition of word and sentence. Normally
it is taught as in some grammar books that a word is a group of letters which gives
a meaning and sentence is a group of words which gives a meaning. But these
definitions of word and sentence are not perfect. We know that there are three
letters in English namely |a|, |i| and |o| which are not letters only but they are words
also and hence they are parts of speech; ‘a’ is adjective, ‘I’ is pronoun and ‘O’ is
interjection. Therefore, the perfect definition of the word is ‘one or more letters are
combined to form a word if it gives a meaning’. Similarly, a word can be a
sentence e.g. go, do, come, etc. These words may be imperative sentences. Hence
the perfect definition of the sentence is ‘one or more words are combined to form a
sentence if it gives a complete meaning’. But it should be kept in mind that a
‘phrase’ is also a union of words which gives a sense but not a complete sense. ‘I
read in B.A. first year’ is a sentence but ‘after sometime’, ‘with a view to’, ‘during
the summer season’ etc. are phrases, not sentences as they do not give a complete
57
meaning. A ‘Sentence’ has a verb but ‘Phrase’ does not have any verb. Students
are to be given some sentences and phrases together so that they can identify which
one is a sentence and which one is a phrase.
3.2.3 Use of Capital Letters
There are 26 letters in English but there are Capital letters and small letters.
This peculiarity is in English and not in other languages like Sanskrit, Bengali,
Assamese, Hindi etc. Hence there are some rules on ‘use of letters’. The rules are
as follows:
1. The first letter of the first word of a sentence is Capital letter. e.g. Man is
mortal. How are you? etc.
2. The first letter of every line of a poem is capital letter. Although some poets
use small letters while composing their poems but this is not widely spread
and also not accepted by all.
3. The first letter of proper noun is capital letter e.g. Delhi, London, Ram,
Rahim, Brahmaputra, Himalayas etc.
4. Pronoun ‘I’ is always capital wherever it may be in the sentence. e.g. if he
comes I shall go.
5. The first letter of the first word within inverted commas is capital. e.g. The
teacher said, “Do not make a noise.”
6. The first letter of the ‘title word’ is capital. e.g. He is Mr. Das.
7. The first letter of a language or race or nation is capital. e.g. He speaks
English. He is a Bengalee. He is an Indian.
58
8. The first letter of the day, month or any special day is capital. e.g. Monday,
January, Christmas, etc.
9. Creator of the universe and its pronoun start with capital letters. e.g. Human
beings are afraid of God as He is omnipotent.
10. Abbreviations take capital letters e.g. HSLC, MBBS, MA, PhD, BC, AD
etc. It should be noted that in British English, the abbreviations are without
full stops. Full stops are in American English e.g. H.S.L.C., M.B.B.S.,
M.A., Ph.D. etc.
It should also be noted that a.m. p.m. and p.a. are having full stops and also
in small letters in British English. This is exception. The Latin expression ‘ante
meridiem’ is a.m. and ‘post meridiem’ is p.m. Here we find small letters in
original expressions and therefore, British English a.m. and p.m. are original and
should be used in India. A.M. and P.M. should be avoided as they belong to
American English which is not Indian English and Indian English is British
English.
3.2.4 Subject and Predicate
In every sentence there are two parts. The first one is called ‘Subject’ and
the second one is called ‘Predicate’.
Subject: The thing or person that is discussed, described or deal with in a
sentence is called the subject.
Predicate: The part of a sentence containing a verb that makes a statement
about the subject of the verb is called the predicate.
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‘Raju goes to the college’ is a sentence. Here ‘Raju’ is the ‘Subject’ and
‘goes to college’ is the ‘Predicate’. Here something is spoken about the person
‘Raju’ and what does he do is the ‘verb’ part and the statement about Raju. So the
person is ‘Subject’ and the verb part along with the statement is called
‘Predicate’. Some sentences should be given to students for practice so that they
can understand and find out the subject and predicate very easily.
3.2.5 Parts of speech
‘Speech’ means somebody’s expression i.e. word or words. In other words,
it is a sentence. So the sentence has words. Thus each word in a sentence is called
Part of speech. There are eight parts of speech: 1. Noun 2. Pronoun 3. Verb
4. Adjective 5. Adverb 6. Preposition 7. Conjunction and 8. Interjection.
Teachers are to discuss the parts of speech one by one in a way that the
learners can develop a conception about each part of speech that they never forget
it. Students should not memorise the definitions of parts of speech. They should
understand the meaning of each part of speech.
3.2.5.1 Noun: Noun means name. So the name of anything is noun. It may be
the name of a person, thing, place or quality.
Noun = Name = Nam (e) = Nam. This sound ‘Nam’ is available in many
languages like, Bengali, Hindi, Urdu, Sanskrit, and Assamese. So all the
speakers of these languages can easily understand ‘what is noun’.
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3.2.5.1.1 Kinds of Noun
Noun is first divided into two parts: 1. Concrete noun and 2. Abstract noun.
Concrete noun is divided into four parts: a. Proper noun b. Common noun
c. Collective noun and d. Material noun.
a. Proper Noun: Proper noun is a name of a particular person, place or a thing.
Examples are as follows:
1. Mary, Ram, Rahim, Shakespeare, Tagore etc. are names of persons.
2. Kolkata, Delhi, London, Silchar, Karimganj, Hailakandi etc. are the
names of places.
3. Tajmahal, Kutub Minar, India Gate, Leaning Tower etc. are the names
of monuments.
4. English, Bengali, Hindi, Arabic, French, Russian etc. are the names of
languages.
5. The English, The Bengalee, The American, etc. are the names of nations
and races.
6. The Ganges, The Brahmaputra, The Arabian sea, The Sun, The Moon,
The Earth, January, February etc. are the names of rivers, sea, planets,
month etc.
b. Common Noun: A common noun is a common name given to every person or
thing of the same class or kind. Common noun is a word that refers to an
object or a thing but it is not the name of a particular person, place or thing. It
indicates its class or kind. e.g. man (human being) the cow (class of cows).
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c. Collective Noun: The noun which indicates many numbers of the same kind
e.g. Cattle, committee, team, poetry, class, army, family, crowd etc. After
collective noun both singular and plural verbs are used.
d. Material Noun: The things which can be measured but cannot be counted are
material nouns, e.g. Sugar, Milk, Sand, Iron, Cotton, Gold, Water etc. Material
nouns do not take the plural forms.
e. Abstract Noun: It indicates the name of a quality, state or situation e.g.
Honesty, Kindness, Highness, Darkness, Blindness, Freedom, Wisdom etc.
Length, Breadth, Strength, Childhood, Manhood, Friendship, Heroes,
Obedience, Knowledge etc are also Abstract nouns.
N.B. Before Abstract noun, no article is used.
3.2.5.2 Pronoun: Pro + noun = Pronoun. ‘Pro’ means ‘in favour of’ or
‘supporting’ (instead of). Hence the word ‘pronoun’ means a word that is
used instead of a noun or noun phrase (Oxford Advance Learner’s
Dictionary) e.g. I, we, me, our, she, him, her, it, they, them, who, what,
which etc. Reena left the university and she never came back. Under
graduate students may compare pronoun = Pro + noun with ‘Pro Vice
Chancellor’ = Pro + Vice Chancellor to understand the meaning of the prefix
‘pro’.
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3.2.5.2.1 Kinds of Pronoun
There are eight kinds of pronoun: a. Personal pronoun b. Reflexive pronoun
c. Possessive pronoun d. Demonstrative pronoun e. Interrogative pronoun f.
Relative pronoun g. Indefinite pronoun h. Distributive pronoun.
a. Personal Pronoun: I, we, you, me, us, he, she, him, her, it, they, them are
pronouns which indicate persons are personal pronoun.
b. Reflexive Pronoun or Emphasising pronoun or Emphatic pronoun: The
pronoun which is formed with suffix ‘self or selves’ is called Reflexive
pronoun e.g. I did it myself. He killed himself.
c. Possessive Pronoun: Mine, ours, his, hers, yours, its are possessive
pronouns e.g. This book is mine.
d. Demonstrative Pronoun: This, These, That, Those, are Demonstrative
pronouns e.g. This is a cat. That is my pen.
e. Interrogative Pronoun: Who, what, which, whom, why are Interrogative
pronouns e.g. Whom do you want? Who are you? etc.
f. Relative Pronoun: Sometimes, who, what, which, that do not indicate
questions rather they relate something e.g. This is the book which I bought
yesterday. Hence these are relative pronouns. Here the word book is called
the Antecedent of the Relative pronoun ‘which’.
g. Indefinite Pronoun: One, anyone, other, others, another, anybody,
anything, some, someone, somebody are Indefinite pronouns e.g. one
should do one’s duty.
Note: One should do his duty (wrong). One should do one’s duty (right).
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h. Distributive Pronoun: Each, either, neither, each other, one another are
Distributive pronouns e.g. Each of the students will be given a book. Either
of you can go. Neither of you should do it.
3.2.5.3 Verb: A word that expresses an action or an event is called a verb. Verb
= action e.g. He works in this garden. We eat rice. ‘Work’ and ‘eat’ are verbs. I
am writing the thesis. ‘Write’ is main verb and ‘am’ is auxiliary verb. There are
modal verbs, regular verbs, irregular verbs and defective verbs also. These are
discussed separately in ‘Kinds of verb’ chapter. The teacher should discuss all
these in detail and students are to understand and not to memorise.
3.2.5.3.1 Kinds of Verb
Verbs are of many kinds. But basically the verbs are divided into two parts:
1. Transitive verb 2. Intransitive verb. In a sentence, if the verb has an object, then
it is called Transitive verb and if the verb does not have any object, then it is called
intransitive verb e.g. I do it (Transitive verb), I am going to college (Intransitive
verb). Here ‘it’ is object.
Again there are Auxiliary verbs and Modal verbs.
Auxiliary Verbs: am, is, are, was, were, have, has, had, do, does, and did are
auxiliary verbs.
Modal Verbs: can, could, may, might, must, shall, should, will, would,
ought, need, dare and used are modal verbs. These are also called defective
verbs because they do not take ‘s’ in third person singular number, they
cannot be used as infinitive and they cannot take ‘ing’ when they are in the
sentences.
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Students are aware of auxiliary verbs but they may not know the modal
verbs and their uses.
Examples:
1. I shall help you. (simple future)
2. I will help you. (certainty)
3. He can swim. (ability)
4. May I come in. (permission)
5. It may rain. (possibility)
6. It might rain tomorrow. (less possibility)
7. You should help him. (moral duty)
8. We ought to love our country. (obligation)
9. You must go home. (certainty)
10. You shall get your book tomorrow. (promise)
Note: Past tense of ‘shall’ is ‘should’ which is also used as moral sense
and past tense of ‘will’ is ‘would’ which is more polite than ‘will’ e.g. Would you
give me your pen please.
Also there are strong verbs and weak verbs.
A verb while forming past tense changes its vowel in its middle position is
called strong verb e.g. do – did – done; go – went – gone.
A verb which takes |-ed|, |-d| or |-t| while forming past tense is called weak
verb e.g. bend – bent – bent; walk – walked – walked.
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According to P.C. Wren and H. Martin, strong verbs are irregular verbs and
weak verbs are regular verbs. Students are to read the list of strong verbs and weak
verbs which are given in grammar books.
3.2.5.4 Adjective: Adjective means a word that describes a person or a thing.
The word which describes the situation, quality, quantity, and number etc.
of a noun is called ‘adjective’ e.g. He is a good boy. She has some money. Here
‘good’ and ‘some’ are adjectives.
N.B. Determiners i.e. a, an, the, few, a few, the few, little, a little, the little, some,
any, many, much, all etc. are adjectives.
‘More’ and ‘Most’ are adverbs e.g. more beautiful, most beautiful. More
books are necessary. Here ‘More’ is adjective. Determiners are not a separate
part of speech as they belong to adjective.
3.2.5.4.1 Kinds of Adjective
Adjectives are of five types:
1. Adjective of quality: Good, bad, small, big, large, sweet, red, white, honest etc.
2. Adjective of quantity: Some, much, little, more.
3. Adjective of number
a. Definite adjective: One, two, three etc.
b. Indefinite adjective: Some, many, few, no, several etc. First, second,
third etc. are called ordinals.
c. Distributive adjective: Each, every, either, neither etc.
4. Demonstrative adjective: This, that, these, those etc.
5. Interrogative adjective: What, which, whose etc.
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3.2.5.5 Adverb: Ad + verb = Adverb. It means that something adds to a verb.
One hint we get from the ‘prefix’ that a word that adds information to a verb is
called an adverb. But adverb is a word that adds more information about a verb, an
adjective or any other adverb e.g. He eats much. He is a very good student. She
talks too much. Here ‘much’, ‘very’ and ‘too’ are adverbs.
Here ‘eat’ is a verb and ‘much’ describes the verb ‘eat’. So the word much
is adverb. The word ‘good’ is adjective and the word ‘very’ describes the adjective
‘good’. Hence ‘very’ is adverb. The word ‘too’ describes the adverb ‘much’ and
hence ‘too’ is an adverb.
3.2.5.5.1 Kinds of Adverb
Adverb can be divided into the following:
1. Adverb of time: Now, before, daily, already, late. e.g. He arrived late.
2. Adverb of frequency: Always, once, twice, seldom, again, frequently e.g. His
father seldom comes here.
3. Adverb of place: Here, there etc. e.g. Come here.
4. Adverb of degree or quantity: Too, any, quite, very, fully, rather etc. e.g. He
was rather happy.
5. Adverb of manner: Clearly, bravely, well, hard etc. e.g. The soldiers fought
bravely.
6. Interrogative adverb: When, why, how, where etc. e.g. When did you come?
7. Relative adverb: Interrogative adverb can be used as relative adverb. e.g. Do
you know the time when he will come.
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3.2.5.6 Preposition
Pre + position = Preposition. ‘Pre’ means ‘before’. Hence one can
understand that something takes the position before something. Thus a word sits
before a noun or pronoun and forms a relation with other parts of the sentence is
called preposition e.g. The book is on the table. He is going to college. He is fond
of music. Here ‘on’ , ‘to’ and ‘of’ are prepositions.
In the above sentences, the word ‘on’ sitting before the noun ‘table’ forms
a relation with other words of the sentence. Again, I agree to your proposal. He is
proud of his son. Here ‘to’ and ‘of’ sitting before pronouns ‘your’ and ‘his’ form a
relation with other words in the sentences.
A word or a group of words which is used before a noun or pronoun to
show its relation with other word or words of the sentence is called a preposition
e.g. about, at, after, by, for, in, on, of, to, with, out, into, up, out of, on behalf of
etc. are prepositions. Students are to read the list of prepositions again and again
where these are used in the sentences.
3.2.5.6.1 Kinds of Preposition
Preposition is divided into three parts:
Simple preposition: At, by, for, from, in, off, on, out, to, up, with, till.
Compound preposition: About, above, across, among, along, around, before,
below, beside, beyond, between, inside, outside, within.
Phrase preposition: According to, along with, away from, in lieu of, in
addition to, in course of, in front of, on account of, in order to, inspite of, with
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a view to, by virtue of, instead of etc. For example, He could not sit for the
examination on account of illness.
3.2.5.7 Conjunction: Con + junction. ‘Junction’ normally means where two
or more roads or railway lines meet. It is a meeting place. So from the word
‘junction’ the students will have an idea about conjunction. The word or the prefix
‘con’ means ‘trick or game’. Hence a word enters in between two words or
sentences and plays the role of a joiner. According to Oxford Advance Learner’s
Dictionary, a word that joins words, phrases or sentences is conjunction e.g. and,
but, if, because, or, though, where, still, otherwise, while, yet, as if, as well as etc. I
like him because he is a good student. He is poor still people respect him. Work
hard otherwise you will fail. I entered the room while he was sleeping. Though he
is suffering yet he will not complain. He is sleeping as if he were dead. I know
where he was born. He as well as his father was present there.
3.2.5.7.1 Kinds of Conjunction
Conjunction is divided into two parts:
1. Coordinating conjunction: And, but, for, or, nor, either… or, neither… nor,
not only …but also etc.
a. Correlative conjunction: Either … or, Neither … nor, Both … and, Not
only … but also, Though … yet, No sooner … than etc.
b. Compound conjunction: So that, as if, as soon as, even if, as though etc.
2. Subordinating conjunction: After, because, if, that, though, although, till,
before, as, when, while, where etc.
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A conjunction which joins a clause to another clause on which it depends
for its full meaning is called subordinate conjunction e.g. you will fail if you do not
study hard. He left the place because he could not meet him.
3.2.5.8 Interjection: There are some small words or sounds that express
some sudden mental feelings. These words or sounds are called Interjection e.g.
Ah! Alas! O! Oh! Hurrah! Bravo! etc. are interjections.
In fine, a short sound or word spoken suddenly to express an emotion is
called Interjection. Alas! She is dead. Ah! What are you telling? Hurrah! We
have won the game. O! What a beautiful bird. Oh! You have come again.
Bravo! You have done well.
N.B. Interjection has no classification.
After explaining the parts of speech, lastly the teacher should say that all
the parts of speech are themselves ‘nouns’ because all are names of parts of
speech. Also the students should practise some sentences so that they can identify
the parts of speech.
3.2.6 Complement
Sometimes in a sentence, the verb requires a word to express a complete
meaning. Such a word is called ‘Complement of the verb or completion of the
predicate’. This type of verb is called, ‘Incomplete Predication’.
Both Transitive verb and Intransitive verb have complements e.g. sugar
tastes sweet. I consider him honest. Here ‘sweet’ and ‘honest’ are complements.
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Complements are of two kinds: 1. Subjective complements
and 2. Objective complement
1. Subjective complement: When the complement gives information about the
subject, then it is called subjective complement. In case of transitive verb, the
complement describes the subject e.g. He seems happy, The flower looks
beautiful. The words ‘happy’ and ‘beautiful’ are complements.
2. Objective complement: When the complement gives information about the
object, then it is called objective complement. In case of transitive verb, the
complement describes the object e.g. We made him captain. The magistrate
found him guilty. Here ‘captain’ and ‘guilty’ are complements.
Note: ‘Complement’ should be discussed along with the verb as the chapter is
related to verb.
3.2.7 Object
What is an object? This question comes first. In the sentence, He writes a
letter, if we ask a question what does ‘He’ write? The answer comes ‘a letter’. So
the word ‘letter’ is object.
Objects are of two kinds: 1. Direct object and 2. Indirect object
In the sentence, ‘He teaches us English’. If we ask a question, What does
‘He’ teach? the answer is ‘English’. Whom does ‘He’ teach? comes next. So
‘English’ is direct object and ‘us’ is indirect object. Generally the thing is Direct
object and the person is Indirect object.
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Object is also divided into three parts:
1. Retained object: In a sentence, sometimes there are two objects. When
such a sentence is converted into the passive voice, any of the objects is
made subject and the other object remains in its place. So the object which
is not used is called Retained object e.g. He teaches us English. Passive
voice is: i). English is taught us by him.
ii). We are taught English by him.
Here in the first sentence, ‘us’ is Retained object and in the second
sentence, ‘English’ is Retained object.
2. Cognate object: Sometimes we find similarity between the verb and the
object in a sentence. It seems that the object comes out of the verb in that
sentence. Such object is called Cognate object e.g. (i) He runs a race. (ii)
He dreamt a fearful dream (He saw a dream is incorrect) (iii) She sings a
sweet song. In the above sentence, race, sleep, dream, song are cognate
objects.
3. Reflexive object: In a sentence, if the same person or class is both subject
and object then, this object is called Reflexive object. It is also called
Personal object e.g. He killed himself. I did it myself. The cat seated itself.
Here, himself, myself and itself are Reflexive objects or personal objects.
3.2.8 Use of Adjectives and Adverbs
1. The flower smells sweet. (sweetly is wrong)
2. He looks pale. (palely is wrong)
3. It tastes sour. (sourly is wrong)
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4. He feels sad. (sadly is wrong)
1. We feel warmly on the subject. (worm is wrong)
2. He spoke angrily. (angry is wrong)
Superior, inferior, senior, junior, prior, take ‘to’ instead of ‘than’.
1. As a dramatist, Shakespeare is superior to Marlowe.
2. Jane is inferior to her sister in intelligence.
3. I prefer milk to tea.
4. His death was prior to the Second World War.
5. He is senior to me.
Comparative form.
1. Which is the better of the two. (best in place of better is wrong)
2. He is the taller of the two. (tallest in place of taller is wrong)
3. The population of Kolkata is greater than that of any city in India.
(Without ‘that of’ the sentence is wrong)
4. Better death than dishonour. (to in place of than is wrong)
5. Death is preferable to dishonour. (than in place of to is wrong)
Unique, idea, perfect, complete, universal, entire, extreme, chief, full
are not used in comparative form. They are always superlative.
1. This is the perfect specimen I have seen. (‘most perfect’ is wrong)
3.2.8.1 Adverbs: (Proper use)
1. I haven’t got any. (none instead of any is wrong)
2. I could not find it anywhere. (nowhere instead of anywhere is wrong)
3. I can’t see any wit in her. (no instead of any is wrong)
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4. He is very weak. (so instead of very is wrong)
5. He is so weak that he cannot walk. (too instead of so is wrong)
6. He is too weak to walk. (very instead of too is wrong)
7. I don’t know anything whatever of the matter. (nothing instead of
anything is wrong)
8. Does she sing well? Certainly she does. (of course instead of certainly is
wrong)
3.2.9 Correlatives
The conjunction which is used in pair is called Correlative Conjunction or
Correlative which is discussed in ‘Kinds of conjunction chapter’. Examples are:
1. Both … and: Both Ram and Rahim are present.
2. Either … or: Either you sit peacefully or leave the room.
3. Neither … nor: Neither you nor your father came.
4. Not only … but also: He is not only rich but also honest.
5. Whether … or: I don’t know whether the minister will come or not.
6. No sooner … than: No sooner had he reached the station than the train left.
No sooner did he reach the station than the train left. (then is wrong).
7. So … that: He is so strong that he cannot be defeated.
8. Though …yet: Though he is poor yet he is happy. Though he is poor, he is
happy. (Both the sentences are correct).
9. Rather … than: I would rather die than surrender.
10. As … as: He is as strong as lion.
11. Such … as: The teacher gave him such a punishment as he deserved.
12. Other … than: The thief is none other than the night guard.
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3.2.10 Gender
Under graduate students understand masculine, feminine and Neuter
gender. Male is mesculine, female is feminine and which is neither male nor
female is neuter gender.
Some examples are given below:
1. Author – Authoress 8. Lad – Lass
2. Bachelor – Maid 9. Monk – Nun
3. Bridegroom – Bride, 10. Papa – Mamma, Dad – Mum, Daddy – Mummy
4. Colt – Filly 11. Peacock – Peahen
5. Fox – Vixen 12. Poet – Poetess
6.Goat – She goat 13. Sheep – Ewe
7. Horse – Mare 14. Shepherd – Shepherdess
N.B. ‘It’ and ‘this’ are pronouns and they are common and neuter gender
Poet, author and editor are nowadays used as common gender. For
example, Kamala Das is a poet. Diana Lea is the Managing Editor of OALD.
3.2.11 Number
Number is of two types: 1. Singular number 2. Plural number
Under graduate students understand number. But in some cases they face
problem which are discussed bellow.
There are some words which are both singular and plural e.g. Cannon, sheep,
deer, swine, aircraft, species, pair, dozen, gross, hundred, thousand, lakh (lac),
crore, However, hundreds of people, lakhs of people, crores of rupees,
millions of people are used. In case of amount of money, Lakh, Crore etc. will
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have singular verb. For example, five lakh (rupees) is a big amount. (Oxford
Advance Learner’s Dictionary).
Students should look at the following: (‘s’ is not used in the plural)
One hundred, two hundred, one thousand, two thousand, one million, two
million, one lakh, two lakh, one crore, two crore, one dozen, two dozen, this
deer, these deer, this sheep, these sheep.
Two lakhs, Two Crores are wrong. (refer common errors chapter)
There are some nouns which are always plural e.g. Furniture, people, cattle,
scissors, spectacles, trousers, riches, alms.
1. These furniture are beautiful. (Furnitures wrong)
2. Cattle are grazing in the field. (Cattles wrong)
3. The people of Bengal are very conscious.
N.B. Normally the word ‘People’ is plural. We know there are smaller tribes or
groups living in a place, they are called ‘a people’ e.g. Bodo is a people in Assam.
In that case, the word ‘people’ takes plural form. i.e. ‘peoples’. For example,
Bodo, Mishing, Reang, Karbi etc are peoples in Assam.
There are some nouns which look plural but they are singular e.g. News,
Mathematics, Physics, Electronics, Economics, Measles, Mumps etc. It is a
good news for me. Mathematics is an interesting subject. Mumps is a painful
disease. Measles is an infectious disease.
It should be noted that ‘Number’ is related only to ‘Noun’. All singular and
plural numbers are nouns only. Look at the following: Half – halves, Life –
lives, Thief – thieves, Calf – calves, Wolf – wolves, Ox – oxen, Mouse – mice,
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Louse – lice, Son-in-law – Sons-in-law, Formula – formulae, (Formulas),
Index – Indices, Radius – radii, Axis – axes, Crisis – crises, Phenomenon –
phenomena, Criterion – criteria, Memorandum – memoranda, Basis – bases,
Thesis – theses.
N.B. The English – The people of England (plural)
The English – Nation (Singular)
Examples: 1. The English speak English. (Here, people of England)
The English speaks English. (Here, a single nation)
The English are a brave nation. (Correct)
2. One year – two years (plural) but Two-year-course, five-year-
course (singular)
One rupee – two rupees (plural) but ten-rupee-note (singular)
One week – two weeks (plural) but six-day-week or five-day-
week (in offices) (singular)
N.B. Students should see the lists of gender and number chapters in grammar book
and observe the transformation minutely.
3.2.12 Person
Person is related to noun and pronoun.
First person – I, we, me, us, our
Second person – you (singular), you (plural)
Third person – He, she, they, him, her, them.
I am – we are
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You are – you are
He/ She is – they are
Sometimes third person becomes second person e.g.
Ram comes here. (Ram, third person)
Ram, come here. (Ram, second person). Here Ram is addressed.
God helps us. (God, third person)
O God! Help us. (God, second person). Here God is addressed.
3.2.13 Case
The form of noun or pronoun that shows its relation to another word in a
sentence is called Case.
Case is of three kinds: 1. Nominative case 2. Objective case 3. Possesive
case.
1. Nominative case: The subject in a sentence is nominative. Nominative
case is the form of a noun or pronoun when it is the subject of the verb. For
example: 1. Rana plays 2. She sings 3. The boy wants a book 4. I go to
school. Rana, She, the boy, I are nominative case.
N.B. Vocative case: When nominative case is addressed, then it becomes
vocative case. Ram comes here. Ram is nominative case but Ram, come
here. Ram is Vocative case here.
2. Objective Case: Object of the verb or preposition in the sentence is called
Objective case.
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When a noun or pronoun is the object of the verb or preposition, then it is
called an objective case e.g. I see a picture. He killed a snake. Birds sit on
the trees.
Objective case is of two types: 1. Accusative 2. Dative
a. Accusative: Direct object of the sentence is called Accusative Case.
b. Dative: Indirect object in the sentence is called Dative Case.
Example: He gave me a pen. Here ‘pen’ is direct object and hence it is
Accusative Case, ‘me’ is Indirect object and hence it is Dative case.
3. Possessive Case: A noun or pronoun or a form of word which shows that
something belongs to somebody or something, then it is called Possessive
Case e.g. 1. Bird’s nest 2. Cat’s eyes 3. The door of the house 4. Summer’s
rain. Here Bird, Cat, The house and Summer are Possessive Case.
3.2.14 Mood
The word ‘Mood’ is derived from the Latin word ‘Modus’ which means
‘manner’. Mood is of three kinds. 1. Indicative mood. 2. Imperative mood and
3. subjunctive mood. In some grammar books, there is another mood called The
Infinitive mood. But according to P.C. Wren and H. Martin, ‘Infinitive’ is not
included in this chapter. It has been discussed separately.
Mood is the mode or manner in which the action denoted by the verb is
represented.
One of the categories of the use of verb that expresses facts, questions,
wishes or condition is called Mood.
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1. Indicative Mood: A verb which is used to make a statement of fact, question
or supposition is called Indicative mood. Examples are:
a. Statement of Fact: (i) Ram goes to school regularly. (ii) He can write
well. (iii) We are taught English.
b. Question: (i) Is he a good student? (ii) Are you well?
c. Suppositions (assumed as fact): (i) I shall go if he comes. (ii) If it
rains we shall not go out. Here it is assumed that ‘he will come’ and ‘it
will rain’.
2. Imperativee Mood: A verb which is used to express command, advice,
request or prayer is called Imperative Mood. This mood is used in present
tense, second person only. In first and third person the idea is expressed with
the help of ‘let’ e.g. (i) Come here. Look at him (order). (ii) Please come
here. Kindly do it (request). (iii) Take care of your health. Do not tell a lie
(advice). (Iv) Have mercy on us. Save us (prayer). (v) Let us go. Let him go.
3. Subjunctive Mood: Subjunctive mood is of two types: (i) Present
Subjunctive (ii) Past subjunctive.
a. Present Subjunctive: (i) God bless you. (ii) God save the King etc.
b. Past subjunctive: (i) If I were a bird I could fly. (ii) I wish I knew his
name. (iii) I wish I were a millionaire etc.
From the examples only, students can understand Mood. Initially they are
to concentrate themselves on the above sentences to form a clear idea about
‘mood’.
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3.2.15 Infinitive
When the preposition ‘to’ sits before the main verb, it becomes ‘infinitive’
e.g. to come, to go, to do, to write, to play, to walk etc. See the following
sentences:
1. He wants to come here.
2. I like to swim.
3. He wishes to see him.
4. He refused to obey the orders.
5. The teacher desired to meet him.
In some sentences ‘to’ remains silent.
Examples:
1. Please (to) meet me after the meeting.
2. I saw him (to) cross the road.
3. Let him (to) try.
4. You need not (to) go there.
N.B. If the word ‘Dare’ is used in the affirmative sense, then ‘to’ is used e.g. He
dares to do it. But in the negative, ‘to’ is not used e.g. You dare not do it. ‘Ought’
is used to express duty or obligation e.g. I ought to love my country.
3.2.16 Gerund and Verbal Noun
A gerund is a form of verb having ‘ing’ and a noun and a verb at the
same time. The same definition is applicable to ‘verbal noun’ also. But there is a
difference which will be clear from the following sentences:
1. Riding is a good exercise. (Gerund)
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2. The riding of horse is a good exercise. (Verbal Noun)
Hence a ‘verbal noun’ is a gerund with ‘the’ before and the preposition
‘of’ after it.
From the above two sentences only, one can understand what is Gerund
and what is Verbal noun.
Some more Examples:
1. Playing is a good exercise. (Gerund)
2. The playing of cricket is a good exercise. (Verbal Noun)
3. Gardening is his favourite hobby (Gerund)
4. He likes reading poetry. (Gerund)
5. He was punished for committing a crime. (Gerund)
3.2.17 Participles
Participles are of two kinds: 1. Present participle and 2. Past participle.
Sleep – Sleeping (Present Participle) Do – Done (Past participle)
Present participle means, the verb is not complete
Past participle means, the verb is complete.
A participle is that form of a verb which is both a verb and an adjective at
the same time.
Examples:
1. She is a crying child (Present Participle)
2. A rolling stone gathers no mass. (Present Participle)
3. He played a losing game. (Present Participle)
4. I saw the tiger approaching. (Present Participle)
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5. We saw a fallen tree on the river side. (Past participle)
6. The burnt child was kept in the police station. (Past participle)
7. Being frustrated, he left the place. (Past participle)
N.B. Participle is a verbal adjective and Gerund is a verbal noun.
3.2.18 Sentences (Affirmative and Negative)
A sentence which indicates positive sense is called Affirmative sentence
e.g. I go to college.
A sentence which indicates negative sense is called Negative sentence e.g. I
do not go to college.
Examples: (From Affirmative to Negative.)
1. Rajat can sing well – Rajat cannot sing well.
2. She told me something – She did not tell me anything.
3. We met somebody there – We did not meet anybody there.
4. Go immediately – Do not go immediately.
Some sentences without changing the meaning.
1. Man is mortal – Man is not immortal.
2. He tried every plan – He left no plan untried.
3. He is too weak to walk – He is so weak that he cannot walk.
4. Water is colourless – Water has no colour.
5. Always speak the truth – Never tell a lie.
6. Everyone loves him – Who does not love him?
7. Solomon is the wisest of all kings – No other king was as wise as
Solomon.
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8. Only a rouge can act this – None but a rouge can act this.
Negative sentences can be formed by placing ‘not’ or ‘no’ after
auxiliary verb or modal verb. If auxiliary verb is not there, then ‘do’ comes
e.g. I went – I did not go.
The above sentences will give a guide line how a sentence can be
transformed into negative. Students are to be given some more sentences
for practice.
3.2.19 Formation of Interrogative Sentences
A sentence which indicates question is called interrogative sentence. To
convert into interrogative, the auxiliary verb or modal verb in the sentence is to be
taken first in the sentence. If auxiliary verb is not there, then ‘do’, will come e.g.
He is ill – Is he ill? I went – did I go? All the interrogative sentences will take note
of interrogation i.e. question mark (?).
Examples:
1. Leena goes to college – Does Leena go to college?
2. I should go home – Should I go home?
3. She is playing – Is she playing?
Sentence can be transformed into interrogative without changing the meaning.
Examples:
1. Everyone is proud of him – Who is not proud of him?
2. Everyone loves him – Who does not love him?
3. Nobody can trust a liar – Can anybody trust a liar?
4. Everyone will help a blind man – Who will not help a blind man?
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5. Their glory can never fade – Can their glory ever fade? When can their
glory fade?
3.2.20 Formation of Question
Who, why, when, what, where, which, how are necessary to form a
question e.g. My name is Amit. To get this answer, the question will be, What is
your name?
Examples:
Statement Question
1. My father is a doctor. What is your father?
2. Her mother is seventy years old. How old is her mother?
3. I am forty years old. How old are you?
4. I blamed him for this act. Why did you blame him?
5. He came for a particular work. Why did he come?
6. She is coming home. When is she coming home?
7. He is going to college. Where is he going?
8. A tree fell on the road. What happened on the road?
9. I like Tagore most. Whom do you like most?
10. The plane will reach at 9.30 a.m. When will the plain reach?
So from the above questions, the students will have an idea how to form
questions.
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3.2.21 Tag Question
A tag question is a form of question which gives emphasis on the statement
given.
If the statement i.e. the sentence is affirmative, then the question tag is
negative. i.e. negative-interrogative and if the sentence is negative then
the question is interrogative only.
Examples:
1. He is running fast …………………? (isn’t he)
2. We have plenty of time …………………? (haven’t we)
3. He was a doctor…………………? (wasn’t he)
4. This is very expensive …………………? (isn’t it)
5. You have not met him …………………? (have you)
6. You like music…………………? (don’t you)
7. She did not go to college…………………? (did she)
8. They will write to us…………………? (won’t they)
There are some exceptions in Tag question. For example:
1. I am well…? (aren’t I)
2. I am a writer…? (aren’t I)
3. I am writing a letter…? (aren’t I)
There are some sentences in which the question tag is only interrogative
although the sentences are affirmative.
Examples: (as per P.C. Wren and H. Martin)
1. Let’s go to the market…? (shall we)
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2. Wait for a while…? (can you/will you)
3. Have some more rice…? (will you)
4. Close the door…? (can you/will you)
The following sentences are also to be noted:
1. There is a temple in the market… (isn’t there)
2. There are some good students in the class… (aren’t there)
3. Somebody has called… (haven’t they)
It is to be noted that tag question is suitable according to the statement. It is
adjusted with the practical life situation. For example, if a father asked his son to
carry a heavy bag, then the question automatically comes ‘can you?’ and not ‘can’t
you?’ if a teacher asks a student to close the door, then the question comes ‘will
you?’ and not ‘won’t you?’ if an unknown person or a person of equal status asks
someone to carry a bag, the question comes, ‘will you?’ or ‘can you?’ Here
negative-interrogative does not arise. So the teachers are to explain the situation
first and the students are also to realise this.
3.2.22 Articles (A, an, the)
‘A’, ‘an’ and ‘the’ are called Articles. They are also determiners. Students
may have some idea about the articles. Hence some complicated situations are
discussed here.
Students know that ‘a’ and ‘an’ are called Indefinite articles and ‘the’ is
called definite article. They also know that before consonant ‘a’ is used and before
vowel ‘an’ is used. ‘The’ is used before definite things but exceptions are there.
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Use of ‘a’ and ‘an’
1. If the first letter of a word is vowel but it sounds like ‘u’ and ‘wa’, then
‘a’ is used e.g. a university, a useful animal, a union, a one rupee note, a
one way road etc.
2. In abbreviations, if vowel sound comes before a consonant, then ‘an’ is
used e.g. an LP school, an MA but a BA, a CA etc.
3. If ‘h’ is silent in a word, then ‘an’ is used e.g. an honest man, an heir,
an hour etc. but before the word ‘Hotel’ some teachers use ‘a’ and
some use ‘an’. As per Oxford and Chambers Dictionary, ‘an’ before
Hotel is old fashioned. But the researcher thinks that both ‘a’ and ‘an’
may be used and there is no harm in it. ‘History’ and ‘historical’ are
two words like Hotel and hence same principal may be followed.
Use of ‘the’
1. Before common noun, ‘the’ is used e.g. The cow is a useful animal.
The camel is called the ship of the desert. But the researcher opines that
without ‘the’, common noun can be understood. Everyone is of the
opinion that before the word ‘man’ as human being, ‘the’ is not to be
used. Similarly, if we say, Camel is called the ship of the desert, then
‘camel’ here means the entire class of ‘camel’ exactly like ‘man is
mortal’. So there should not be any rigidity regarding ‘the’ before
common noun.
2. If proper noun is used as common noun’ then ‘the’ is used e.g. Kalidas
is the Shakespeare of India.
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3. Before river, sea, ocean, mountain ranges and group of islands, ‘the’ is
used e.g. The Ganges, The Arabian Sea, The Himalayas, The
Andamans etc.
N.B. But before a mountain or an island ‘the’ is not used e.g. Mount Everest (The
mount Everest is wrong).
4. Before newspapers, religious scripts, nation, race ‘the’ is used e.g. The
Statesman, The Quran, The Gita, The English, The Bengalee etc.
5. The earth, The moon, The sun, The north, The south etc.
6. If an adjective indicates class, then, ‘the’ is used e.g. The rich, The
young, The old etc.
7. ‘The’ is used before the abbreviation of the countries or organisations
e.g. The UK, The USA, The UNICEF etc. Some exceptional cases are:
The Punjab, The Deccan, The United Kingdom, The United States of
America.
8. ‘The’ is used before material noun if it is definite. e.g. The water of the
Ganges is considered holy. Similarly, if Abstract noun is definite, then
‘the’ is used e.g. We praise the wisdom of this man. The honesty of this
man is unquestioned.
No article is used before the following:
1. Names of country, city, town, persons, single mountain, language, day,
month and road.
Some exceptional situations explained above are to be seen very carefully to avoid
confusions.
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3.2.23 Determiners
1. Few, little (a few, , a little, the few, the little)
2. Much, many, some, any
3. Each, every
4. Either, neither
5. No, both, all
6. This, that, those, these
7. Less, fewer
8. A lot of, lots of, a large number of, a great deal of are determiners like
articles a, an, and the.
Few means negative sense in number.
Little means negative sense in quantity. (material i.e. uncountable)
This indicates near.
That indicates distance.
Either, neither, each and every take singular verb
Students are to know the meaning of the determiners as stated above.
Unless they know the meaning, they will be confused.
3.2.24 Tense
The time of the verb is called tense. This chapter is considered the most
important chapter in English grammar. Tense is necessary for speaking also
without which we cannot express the time of our works or action or event.
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Tense is divided into three parts: 1. Present 2. Past and 3. Future. Again one
tense is divided into four parts: (i) Indefinite (ii) Continuous (iii) Perfect and (iv)
Perfect Continuous.
There are some basic rules involved in tense but due to lack of clear idea
about these rules, students cannot identity the sentence that belongs to a particular
tense. Here some guidelines are put forward so that anyone can identify tense
easily.
3.2.24.1 Present Tense
3.2.24.1.1 Present Indefinite
There are three conditions to identify present indefinite tense which are as
follows:
i. When anyone of the words like always, daily, regularly, generally,
usually, frequently, sometimes, occasionally, everyday, today etc.
are present in the sentence e.g. The college opens today. He always
stands first in the class. He usually comes at 7 p.m.
ii. Habit: e.g. He likes meat. My father is an early riser. He goes to
school by bus etc.
iii. Universal truth: e.g. The earth moves round the sun. Flower looks
beautiful. It rains in summer. Iron does not float on water.
3.2.24.1.2 Present Continuous
In any sentence if the word ‘now’ is present then it is present continuous
e.g. I am writing a letter now. But there is a situation without ‘now’ which is also
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present continuous e.g. The baby is crying because it is hungry. The words ‘it is’
give the clue.
N.B. Some verbs like see, feel, think, appear, hope, like, understand, hear,
want, know etc. do not take any continuous form. In all the grammar books
available in Barak Valley, it is mentioned but why these verbs do not take
continuous form is not mentioned. First, the students should know that there is no
continuous process in these verbs. Some living examples can be cited from the
practical life situation. For example, if a student is asked to go to the principal’s
room, he or she should go step by step but if the same student is asked to see the
fan in the class, he or she can see this with the twinkling of an eye. No continuous
activity is necessary to see the fan. Again people take bath in the winter season
mixing hot water with cold water. But before pouring water on the body, they test
it whether this water is suitable or not. While testing, they touch this mixed water
with the tip of the finger. Only a touch is sufficient to test this water and no
continuous touching is necessary. From these two examples, the students can
understand why these verbs do not take continuous form.
So these verbs will take the tense of the earlier form serially i.e. if it was to
be present continuous, then it will be present indefinite; if it was to be present
perfect continuous, then it will be present perfect. This is applicable to other tenses
also. e.g. He feels better now. I see a picture now.
According to P.C. Wren and H. Martin, ‘I am thinking of going to
England’ is right. They think that ‘am thinking’ = ‘think of’ is an idea. ‘I am
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hoping’ means ‘less hope’ (Michael Swan). I am seeing a doctor tomorrow
(Future) (Sidney Greenbaum).
3.2.24.1.3 Present Perfect
In the sentence, if Just now, yet, already, recently are found, then the
sentence belongs to present perfect tense. e.g. My sister has come just now. He has
already crossed the limit. He has not finished his work yet. Recently the price of
the essential commodities has gone up. The word ‘perfect’ means ‘complete’. In
present perfect tense, the auxiliary verb is has or have and the verb is past
participle. e.g. I have done. He or She has done.
3.2.24.1.4 Present Perfect Continuous
The verb is present, complete and continuous e.g. I have been doing. He
has been suffering. If ‘since’ or ‘for’ is present in the sentence, then the sentence
belongs to present perfect continuous tense e.g. He has been suffering from illness
since Monday last. He has been suffering from fever for two days.
N. B. If the exact name of the time is mentioned, then since is used. If the name of
the time is not mentioned, then for is used.
Note: (i) He is ill for seven days (incorrect)
(ii) He has been ill for seven days (correct).
(iii) I have been knowing him since 2005 (incorrect).
(iv) I have known him since 2005 (correct).
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3.2.24.2 Past Tense
3.2.24.2.1 Past Indefinite: In this tense, we find ago, earlier, yesterday,
last and the like e.g. I reached here one moment earlier. ‘I have reached here one
moment earlier’ is wrong. My brother passed MA last year. He was killed in the
last war (Passive voice). I wish I were dead. (I am not dead).
3.2.24.2.2 Past Continuous: Normally in this tense, ‘While’ or ‘when’ is
found. e.g, He was sleeping when I entered the room. In this tense, auxiliary verb
is either ‘was’ or ‘were’ and ‘ing’ is with the verb. e.g. I was going. They were
going.
3.2.24.2.3 Past perfect: in this tense, auxiliary verb is ‘had’ and the verb is
past participle. e.g. I had done. She had done. ‘Before’ or ‘after’ is found in the
sentence.
Two verbs of past and one was finished before another. This is past perfect
tense. The work which was finished before is past perfect and which was
finished after is past indefinite. e.g. we had arrived before the drama started.
3.2.24.2.4 Past perfect Continuous: In this tense, the verb is past,
complete and continuous at the same time. e.g. I had been working for six days. In
this tense, only ‘for’ is used. The formation of this tense is ‘had been’ and ‘ing’
with the verb e.g. I had been going. At that time he had been writing a novel for
two months.
The past perfect continuous is used for an action that began before a certain
point in the past and continued up to that time. (P.C. Wren and H. Martin)
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3.2.24.3 Future Tense
3.2.24.3.1 Future Indefinite: The action takes place after one moment.
Modal verb ‘shall’ or ‘will’ is present in the sentence. e.g. I shall go. He or she will
come. My brother will go to Kolkata tomorrow.
The following sentences are to be observed.
1. The boat is full of water. It is going to sink.
2. My brother is going to Kolkata tomorrow
3. She is going to have a baby.
These sentences also indicate future action although they belong to present
continuous tense.
3.2.24.3.2 Future Continuous: In this tense, ‘shall be’ or ‘will be’ is used
and ‘ing’ is with the verb. e.g. I shall be going. Action will be in progress at a time
in future. e.g. I think it will be raining when we start. From next year he will be
playing for our team.
3.2.24.3.3 Future Perfect: There will be two works of future tense, one
will be finished before the other. The work which will be finished earlier is future
perfect and the later work is in present indefinite (not in future indefinite). e.g. He
will have washed his hands before he eats. ‘Shall have’ or ‘will have’ and Past
participle of the verb – is future perfect tense. e.g. I shall have done. He or She
will have done.
3.2.24.3.4 Future Perfect Continuous: In future, a portion of the work is
finished and then continues. ‘Shall have been’ or ‘will have been’ and ‘ing’ with
the verb are the signs of future perfect continuous. e.g. I shall have been going. He
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or she will have been going. We shall have been working for four years. The
following points may be noted.
Each continuous tense has ‘ing’ with the verb
Each perfect tense takes past participle of the verb.
‘For’ is common to all perfect continuous tense. ‘Since’ is also used in
present perfect continuous tense.
Use of shall instead of will and will instead of shall indicate certainty.
N.B. Grammar rules are not to be learnt in isolation. These should be studied with
examples and the techniques as stated above are helpful to differentiate one tense
from the other. Sentences are given in the examination in the following ways:
1. He (suffer) since last month. 7. We (arrive) before the drama started.
2. The child (cry) because it is hungry. 8. He (come) here recently.
3. He (stay) here until you return. 9. I (know) him for a long time.
4. Cuckoos (use) the nests of other birds. 10. I entered the room while he (sleep).
5. I (buy) a pen last week. 11. I wish I (be) dead.
6. I (thank) him for what he had done. 12. He (kill) in the last war.
There is one indication in each sentence given above. The students can
identify the particular tense if they are aware of these indications. One can learn
tense in the above ways for perfect understanding.
3.2.25 Voice
Voice is the form of a verb that shows whether the subject of a sentence
performs the action (the active voice) or is affected by it (the passive voice).
‘Voice’ is of two kinds: 1. Active voice and 2. Passive voice
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I do this (active) – this is done by me (passive). Here, the object ‘this’ is
made subject and the subject ‘I’ is made object with the help of ‘by’; verb ‘do’ is
made past participle i.e. ‘done’ and an auxiliary verb is used according to the tense
in the active form. In Imperative sentence, the word ‘Let’ is used first to make
passive voice. Preposition ‘to’ is used instead of by if the verb is ‘know’ before the
person. e.g. Do it now – Let it be done now. I know him well – he is known to me
well. But, the tree is known by its fruits.
Students are to practise conversion of active voice to passive voice
according to sentences belonging to Assertive, Interrogative and Imperative
sentences separately for clear understanding.
Some sentences from Assertive Sentence
1. He writes a letter – A letter is written by him.
2. He is writing a letter – A letter is being written by him.
3. He has written a letter – A letter has been written by him.
4. He wrote a letter – A letter was written by him.
5. He will write a letter – A letter will be written by him.
6. I shall have written a letter – A letter will have been written by me.
7. He teaches us English – (i) English is taught us by him. (ii) We are taught
English by him.
Some sentences from Imperative Sentence
1. Do not laugh at the beggar – i). Let the beggar be not laughed at.
ii). The beggar should not be laughed at.
2. Read the book – Let the book be read.
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The following sentences are to be noted carefully.
1. We call him Mahatma – He is called Mahatma.
2. Someone killed him – He was killed.
3. We must endure what we cannot cure – What cannot be cured must be
endured.
In the above sentences ‘by’ is not necessary.
Again, 1. I saw them cross the road (active). They were seen cross the road
(passive).
2. I saw them crossing the road (active). They were seen crossing the
road (passive). (Cross and crossing will not change.)
Also see the following sentences:
1. Sugar tastes sweet. (active) - Sugar is sweet when it is tasted. (passive)
2. He worked two hours. (active) – He worked two hours as he was told to
do so. (passive)
Note: 1. All sentences belonging to perfect continuous tense are not converted
into passive voice.
2. Sentences of future continuous tense can be converted into passive form
but there is no use of it.
The above rules are to be minutely observed for clear understanding of the
voice change.
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3.2.26 Narration
Narration is Direct and Indirect Speech.
A retired ME School teacher, now a teacher in a private High School once
asked this researcher why narration is prescribed in the syllabus as it is very hard
and the students do not understand it and it is also not necessary. This researcher in
turn asked him a question whether he sent any massage to somebody sending his
son. He said, ‘yes’. The massage can be expressed in two ways, direct and indirect.
This is called narration. The teacher did not say anything but smiled. It seemed that
he could realise the necessity of Narration. The researcher gave an example only.
1. Father said to me, ‘Go to Ravi and tell him to return my money.’(direct)
2. Father asked me to go to Ravi and to tell him to return his money. (indirect)
Here, ‘Father said to me’ is reporting verb and ‘Go to Ravi and to tell him to return
my money’ is reported speech.
Some rules are there to change Direct Speech into Indirect Speech.
1. If the reporting verb is present or future tense, the tense of the reported
speech does not change. 2. If the reporting verb is past tense, the tense
of the reported speech changes to corresponding past tense. 3. No
change of tense is necessary if the reported speech is universal truth or
habitual fact. 4. Pronoun, in the reported speech, changes according to
the reporting verb. 5. In Assertive, Optative and Exclamatory sentences,
conjunction ‘that’ is used; ‘if’ or ‘whether’ in Interrogative sentence
and ‘to’ in the Imperative sentences. If what, when, why and where are
present in the sentence, then no other conjunction is necessary.
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Again,
1. In Assertive sentence, ‘said to’ becomes ‘told’ in the indirect speech.
2. In Interrogative sentence, ‘said to’ becomes ‘asked’ or ‘enquired’.
3. In Imperative sentence, ‘said to’ becomes ‘asked’, ‘ordered’,
‘forbade’, ‘requested’, ‘proposed to’, ‘suggested to’, ’advised’
according to the meaning of the reported speech.
4. In Optative sentence, ‘said to’ becomes ‘wished’ or ‘prayed’.
5. In Exclamatory sentence, ‘said to’ becomes ‘cried out in joy’ or
‘sorrow’, ‘exclaimed in joy’ or ‘sorrow’ or ‘sadly’.
Direct Speech Indirect speech
This That
Here There
Now Then
Today That Day
Yesterday The previous day or the day before
Tomorrow The next day
Ago Before
Students must observe the following sentences very carefully.
a. Assertive: 1. He says, ‘I am well.’ – He says that he is well.
2. He said, ‘I am well.’ – He said that he was well.
3. He said, ‘I shall go.’ – He said that he would go.
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4. He said, ‘I was ill.’ – He said that he had been ill.
5. The man said to me, ‘I saw a tiger.’– The man told me that he had
seen a tiger.
6. He said to me, ‘I shall help you.’ – He told me that he would help me.
Universal truth: The teacher said, ‘The earth is round.’ - The teacher said that
the earth is round.
Habitual fact: He said, ‘My mother reads the Gita everyday.’ – He said that his
mother reads the Gita everyday.
b. Interrogative: 1. The teacher said to me, ‘Can you do this sum?’ – The teacher
asked me if I could do that sum.
2. He said, ‘What is your name?’ – He asked what my name was.
3. Mother said, ‘Where did you go yesterday?’ – Mother asked
where I had gone the day before.
c. Imperative: 1. He said to me, ‘Do it now.’ – He told me to do it then.
2. The teacher said to the students, ‘Do not make a noise.’ – The
teacher asked the students not to make a noise. The teacher forbade
the students to make a noise.
3. He said to me, ‘Please give me your pen.’–He requested me to
give him my pen.
4. The General said to the soldiers, ‘March on’ – The General
ordered / commanded the soldiers to march on.
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d. Optative: 1. Mother said, ‘May you be happy.’ – Mother wished that I might
be happy.
2. He said to me, ‘May God bless you’ – He prayed that God might
bless me.
e. Exclamatory: 1. They said, ‘Hurrah! We have won the game.’- They cried out
in joy that they had won the game.
2. He said, ‘What a fool I am!’ – He exclaimed in sorrow that he
was a great fool. He exclaimed sadly that he was a great fool.
3. He said, ‘Bravo! You have done well.’ – He praised/ applauded
him saying that he had done well.
Students are to practise as many sentences as possible but the above
sentences give some idea about the narration.
3.2.27 Degree of Comparison
Degree is of three kinds: 1. Positive degree 2. Comparative degree and 3.
Superlative degree.
Degree is related to Adjective and sometimes Adverb e.g. Good – better –
best. Happy – happier – happiest.
Note: After comparative, ‘than’ is used; ‘to’ is used in some cases; ‘the’ is used
before superlative degree.
Examples:
i. He is better than any other boy in the class.
ii. He is superior to me.
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iii. He is junior to me.
iv. He is the best boy in the class.
3.2.27.1 Transformation of Degree of Comparison
1. No other city in India is as big as Kolkata. (Positive)
Kolkata is bigger than any other city in India. (Comparative)
Kolkata is the biggest city in India. (Superlative)
2. No other metal is as useful as iron. (Positive)
Iron is more useful than any other metal. (Comparative)
Iron is the most useful metal. (Superlative)
3. No other peak in the world is as high as Mount Everest. (Positive)
Mount Everest is higher than any other peak in the world. (Comparative)
Mount Everest is the highest peak in the world.(Superlative)
Note: The above sentences are sufficient to understand the Degree of comparison.
Students are only to read the list of ‘Degree of comparison’ of Adjectives available
in any grammar book.
3.2.28 Kinds of Sentences – I
Sentences are divided into five parts:
1. Assertive or Declarative 2. Interrogative 3. Imperative 4. Optative and
5. Exclamatory or Exclamative.
1. Assertive: In Assertive sentence, something is described e.g. He does not
play well. She wrote a letter. A sentence which makes a statement is called
Assertive sentence.
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2. Interrogative: A sentence which asks a question is called Interrogative
sentence e.g. Who are you? Are you well? etc.
3. Imperative: A sentence which expresses command (order), advice or
request is called Imperative sentence e.g. Do it now. Do not laugh at the
beggar. Please, give me a pen.
4. Optative: A sentence which expresses wish or prayer is called Optative
sentence e.g. May God bless you. Long live our president.
5. Exclamatory (Exclamative): A sentence which expresses exclamation i.e.
a strong feelings or emotion is called Exclamatory sentence e.g. Hurrah!
We have won the game. Alas! What a fool I am.
Note: According to P.C. Wren and H. Martin and Sidney Greenbaum, sentences
are of four parts. Optative is not a separate sentence.
3.2.29 Kinds of Sentences – II
Sentences can be divided into three parts: 1. Simple, 2. Complex and
3. Compound.
1. Simple: A sentence which has only one finite verb is called a simple
sentence. In other words, a sentence which has only one subject and one
predicate is called simple sentence e.g. He is too weak to walk.
2. Complex: A sentence which has only one principal clause and one
subordinate clause is complex sentence e.g. He is so weak that he cannot
walk. In complex sentence, clauses are dependent on each other; one cannot
give the full meaning without the other. Subordinate clause is also called
dependent clause.
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3. Compound: A sentence which has two or more coordinate clauses is called
a compound sentence e.g. He is very weak and he cannot walk. He is not
only tall but also he is strong. In compound sentences, clauses are
independent and one clause can give the full meaning without the other.
Only the three sentences cited as examples above are to be observed and
from these three sentences, the students can understand the difference in simple,
complex and compound sentences.
In case of synthesis of sentences, the above three sentences will give the
students the indication how to change one sentence to another sentence. Only an
extra question may be asked e.g. 1. She can sing 2. She can play. These two
sentences can be converted into a single sentence and a single sentence may not be
a simple sentence. ‘She can sing and play’ is a simple sentence but ‘she can sing
and she can play’ is not a simple sentence but a single sentence which is also a
compound sentence.
3.2.30 Phrase and Clause
Phrase is a union of words which gives a sense but not a complete sense. A
phrase does not have any verb, subject or predicate e.g. ‘at the eleventh hour’,
‘during the last summer vacation’ etc.
Clause is a group of words that includes a subject and a verb and forms a
sentence or a part of a sentence e.g. I know the person who came to my house. ‘I
know the person’ and ‘who came to my house’ are clauses. First one is principal
clause and the second one is subordinate clause.
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3.2.31 Clause Analysis (Complex and Compound sentences)
Complex Sentence: First, the principal clause (main clause) is to be noted.
Then the subordinate clause along its relation with the principal clause is to
be mentioned. Conjunction is called connective.
Examples:
1. I know the man who came yesterday.
a) I know the man – principal clause
b) (Who) came yesterday – subordinate adjective clause
who – connective.
‘Who came yesterday’ is subordinate adjective clause because this
subordinate clause qualifies the noun ‘the man’ in the principal clause.
Hence the sentence is a complex sentence
Note: For analysis of a complex sentence, the above method is to be
followed.
2. That he is honest is known to all. (It is known to all that he is honest)
a) (It) is known to all – Principal clause.
b) (That) he is honest – subordinate noun clause, object to the verb
‘know’ is the principal clause. So it is a complex sentence.
Note: How can a student know the ‘noun clause’? The technique is – What do we
know? If the answer comes, it means, it is ‘object’ and the clause is subordinate
noun clause.
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3. The sun shines when it is day.
a) The sun shines – Principal clause.
b) (When) it is day – subordinate adverb clause as it modifies the verb
‘shine’ in the principal clause. Hence it is a complex sentence.
Students should concentrate on these three sentences only to understand the
subordinate noun clause, adjective clause and adverb clause. They should also
know how noun comes, how adjective comes and how adverb comes. Once a
student understands this, he can practise other sentences also.
Compound Sentence
Example: He is slow but he is steady.
a. He is slow – principal clause
b. (but) he is steady – co-ordinate clause, connective – but.
N.B. Here, two coordinate clauses are there.
Analysis of compound sentence is not asked in the examination. Normally
complex sentence is given. From the above discussion the students will have a
clear idea about the clause analysis.
3.2.32 Subject-verb agreement (Concord)
This is a very simple chapter but it is very important. If the subject in the
sentence is singular, then the verb will be singular and if the subject is plural then
the verb will also be plural. This is the basis of this chapter. But the problem is that
sometimes students are confused whether the subject is singular or plural and
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sometimes they cannot identify the subject. The following sentences are to be
observed minutely.
Examples:
1. The quality of oranges is not good. Here the subject is ‘the quality’ and
not ‘oranges’. Hence the verb is singular.
2. One of the students has come forward.
3. The results of the examination are yet to come.
1. Time and tide waits for none. (Here time and tide is singular.)
2. The poet and novelist is no more. (Single person)
3. The principal and the secretary of the college are present. (Two persons)
4. The principal and secretary of the college is present. (One person)
1. English as well as Bengali is taught here. (‘as well as’ is singular)
2. The ship with its crew was not found (singular)
3. The minister with his supporters was present (Here the minister is
subject and hence singular verb)
1. Happiness or sorrow is due to our own actions.
2. Neither food nor water was there.
3. No nook and corner was left unexplored.
1. Either he or I am mistaken.
2. Either you or he is mistaken.
3. Each of the girls is given a book.
4. Many a man does not know his own defects.
1. The news is not true.
2. Economics is considered a science subject.
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3. Politics has become a daily business of life.
1. The committee has approved the appointment.
2. The committee are divided in their opinions.
1. The United States is a rich country.
2. Three strangers is a short story.
1. Ten minutes is allowed to all speakers. (a time)
2. Ten kilometers is not much distance. (a distance)
3. Fifty thousand rupees is a large sum. (an amount)
From the above examples the students can easily understand the subject-
verb agreement.
3.2.33 Punctuation
The word ‘Punctuation’ came from the Latin word ‘punctum’ which means
‘a point’. While writing, the use of points (stops) is called ‘Punctuation’.
The following are the punctuation marks:
1. Full stop (.) (Full stop is also called full point.) 2. Comma (,) 3. Colon (:)
4. Semicolon (;) 5. Colon dash (:) 6. Dash (:-) 7. Question mark or note of
Interrogation (?) 8. Note of exclamation (!) 9. Hyphen (-) 10. Inverted
commas (“___”) and 11. Apostrophe (’).
Rules of punctuation:
1. Full stop is used after Assertive sentence or Imperative sentence e.g. He is
going to college. Do it now.
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2. Full stops are used in abbreviations like a.m., p.m. and p.a. but in other cases
full stops are not used. Only in American English, full stops are used.
3. Reena, Meena, Tina and Leena are sisters. Here comma (,) is used.
4. Commas are used in case of parenthesis and noun in apposition e.g.
a). Rabindranath Tagore, the great poet of Bengal, was awarded the Nobel
Prize. (Noun in apposition)
b). Jawaharlal Nehru, son of Motilal Nehru, was the first Prime Minister
of India. (Noun in apposition)
c). This man, to speak frankly, is not an honest man. (Parenthesis)
The first two sentences are ‘noun in apposition’. The third sentence
is parenthesis. In first two sentences, a noun is qualified. In the third
sentence, there is an expression in the middle of the sentence.
5. Before quotation, comma is used e.g. He said, “I am well.”
6. If ‘however’ or ‘therefore’ is in the middle of the sentence, then comma is
used before and after it e.g. It is your duty, however, I shall do it. I, therefore,
request you to do this.
7. If pause is longer than comma, then semicolon is used e.g. To err is human;
to forgive is divine.
8. If pause is longer than semicolon, then dash or colon-dash is used e.g.
a. Two parts of the sentence are: Subject and predicate.
b. Ram, Rahim, John – all are friends.
9. Students know the use of question mark or note of Interrogation. However,
after interrogation, question mark (?) is used and in exclamatory sentence,
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note of Exclamation (!) is used e.g. Who are you? Alas! He is dead. What a
beautiful flower it is!
10. Apostrophe is used in possessive e.g. Ram’s book and in compound words
like Don’t, Can’t etc.
11. Hyphen is used in words like, Father-in-law, Brother-in-law etc.
3.2.34 Sentence Pattern (Structure)
Structure of the sentence is in many ways. But each sentence has a subject
and a verb. The sentence may have object, infinitive or complement. Sometimes
double objects are there in a sentence. Look at the following:
Subject = S Infinitive = Inf.
Object = O Verb = V
From the following sentences, the structure of the sentence will be clear.
1. S + V + O = I do it. He eats rice. We play cricket.
2. S + V + O + O = He teaches us English.
3. S + V + O + complement = The result made him happy.
4. S + V + O + time phrase = I met him in the evening.
5. S + V + inf. + O = My father wants to meet you.
6. S + V + that clause = I know that he is honest.
The following sentences may be noted (same pattern):
1. He enjoys flying kites. I love playing football.
2. He said that he was innocent. He believed that I was right.
3. He likes to fly kites. The teacher wants to meet me.
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4. The more you invest the more you get. The more you read the more you
learn.
From the above sentences, the students can understand sentence pattern and
can write sentences of the same pattern.
3.2.35 Substitution of English words
Students are only to read the sentences and the single words. They are to
read again and again and to keep them in memory.
Examples:
1. That which cannot be read. _______Illegible
2. That which cannot be expressed. _______inexpressible
3. That which cannot be seen. _______ invisible
4. A place where lunatics are kept ._______lunatic asylum
5. The sound of snakes. _______hisses
6. The sound of cow. _______moos
In this way, students should keep in mind as many single words as possible.
But at least fifty words they should keep in mind.
3.2.36 Word Formation
A word can be formed by adding prefix, suffix or both prefix and suffix
with a word.
Words with ‘prefix’
1. Sleep – asleep 2. Use – abuse/misuse 3. Fool – befool 4. Joy – enjoy 5.
Tell – foretell 6. Cover – discover 7. One – none 8. Or – nor etc.
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Words with ‘suffix’
1. Play – player 2. Train – trainee 3. Marry – marriage 4. Try – trial 5.
Learn – learned 6. Use – useless/useful etc.
Words with ‘prefix’ and ‘suffix’: 1. Happy – unhappiness 2. Manage –
mismanagement 3. Depend – Independence 4. Touch – untouchable etc.
Formation of compound words: 1. House – houserent 2. Break – breakfast
3. Head – headache 4. Pick – pickpocket etc.
Fill in the blanks with the words in brackets.
1. The work on the new road is nearing ______ (complete). Ans. Completion
2. _______ watches are renowned for their reliability. (Switzerland). Ans.
Swiss
3. Police made ______ search of the building. (system). Ans. Systematic
In this way a student can form an idea about word formation.
3.2.37 Word order (Sentence structure)
Examples: 1. to I everyday go college. This sentence is not in order. The
correct order is : I go to college everyday.
2. I saw a dead cow walking while I was in the garden. This sentence is not in
order. The correct order is : I saw a dead cow while I was walking in the
garden.
From these two sentences only, students can have an idea about word order.
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3.2.38 Group verbs
When a verb comes along with a preposition and are used together, then it
is called a Group verb. e.g. bear with, give away, go through, look into etc.
students are to read the list of group verbs along with the sentences again and again
to keep it in memory.
3.2.39 Similar words but different in meaning (Homonyms)
Examples:
1. Access – The Prime Minister is not easy to access.
Excess – Excess of anything is bad.
2. Advice – I am in need of your advice.(Noun)
Advise – He advised me to take rest. (Verb)
3. Birth – My date of birth is fourth January, 1957.
4. Berth – He reserved a berth in the train.
He was given a berth in the cabinet.
5. Fare – Plane fare is very high.
Fair – She is both fair intelligent.
Similarly, synonyms and antonyms are there. Students should see these two
chapters also.
3.2.40 Appropriate preposition
Examples:
1. Abide by – He will abide by his advice.
2. Fill in – Fill in the gap with suitable articles.
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3. Fill up – Fill up the bottle with water.
4. Part with – I cannot part with my friend (separation)
5. Prefer to – He prefers milk to tea.
3.2.41 Phrases and Idioms
Examples:
1. Apple of discord – Kashmir has long been the apple of discord between India
and Pakistan.
2. Bag and baggage – He left the place bag and baggage.
3. Know no bounds – On securing first division his joy knew no bounds.
4. Null-void – The court declared it null and void.
5. Slow coach – A slow coach cannot shine in life. (Idle)
Note: There are no rules and regulations in the above vocabulary chapters.
Students are to consult the good grammar books and read these chapters in leisure
time and to keep in memory.
Coming to the end of discussion about Basic English Grammar, the
researcher wants to say that some Basic Grammar is strictly followed for writing
English and there is some deviation in speaking English. For speaking, English
grammar is not necessary in some cases. Without grammar the idea can be
expressed.
English language involves three things viz. Grammar, Vocabulary and
Composition. It may be assumed that ‘Grammar’ is theory, ‘Vocabulary’ is
reagent and ‘Composition’ is practical as we do in Chemistry laboratory.
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Grammar and vocabulary are bases and the outcome is composition i.e. the
language.
3.3 Common Errors in English
The present research work deals with teaching English in general and Basic
English grammar in particular. Common errors are based on grammar and usage.
Vocabulary i.e. words are parts of speech and hence they belong to Basic grammar.
The question of common errors arises when someone is unable to express English
correctly either in writing or in speaking. If someone is fully aware of Basic
English grammar and the correct usage, then there is no chance of mistakes. But
many people commit mistakes in writing and speaking because they do not have
the clear idea of grammar and usage. It is applicable to both teachers and students
also.
In English, there are varieties: American English and British English.
Again, British English has some dialects and one particular dialect is the Standard
English which is used in offices, courts and in educational institutions. Here we are
limited to British Standard English which is also Indian English. There are some
differences between the British English and the American English both in
vocabulary and in pronunciation but they are correct in their own places. In
American English, A.M, P.M, color, labor, center, traveler, accomodation, check
(money) etc. are correct but in British English they are wrong. So here we are
concerned with British Standard English as it is followed in India. These are
discussed in detail in chapter (3.1).
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Thomas Elliot Berry in his introduction to The Most Common Mistakes
in English Usage (1996) says, ‘Here are the principles of usage which are
necessary for acceptable expression in educated society.’ He also says, ‘…some
questions of usage cannot be settled equivocally in terms of right or wrong. The
reasons are quite clear. In some instances specialists find that competent users of
English differ in their observance of a given practice e.g. the splitting of the
infinitive. In other instances, specialists find that a practice widely endorsed in
recent years is now disappearing e.g. the fine distinctions between the uses of shall
and will. However, despite the fact that correct usage is, in a sense, an arbitrary and
sometimes an unsettled matter, certain standards do exist; and the careful user of
English must abide by them.’ Michael Swan, in his book Practical English Usage,
says, ‘if someone makes too many mistakes in a foreign language, he or she can be
difficult to understand, so a reasonable level of correctness is important. However,
it is quite unnecessary to speak or write a language perfectly in order to
communicate effectively. Learners should aim to avoid serious mistakes…’
Correction is based on grammar and correct usage as said earlier. Here
discussion on correction is based on rules of grammar and usage on which there is
no controversy. Normally, sentences are given in the examination for correction on
the basis of set rules which are accepted by all learned people and experts in this
field.
Among the most common errors in usage are those which arise from
confusing pairs or sets of words. Speakers and writers use these words incorrectly
because they have not learnt their precise meaning. Some examples are given
below. (Thomas Elliot Berry).
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3.3.1 Common Errors on Vocabulary
1. Able – capable
The word ‘able’ means, ’having the ability to perform a given act.’ e.g. I
am able to walk.
The word ‘capable’ means, (i) having adequate capacity to do or to make
(ii) having capacity to receive and action e.g. He is a capable leader. This book
is capable of being translated.
Wrong: This law is able to be evaded.
Right: This law is capable of being evaded.
2. All right – alright
The term ‘all right’ is correct; the word alright is non-existent in accepted
usage.
Wrong: Everything was alright.
Right: Everything was all right.
3. All together – altogether
The words ‘all together’ have the meaning of ‘everyone in or at the same
location.’ The word ‘altogether’ means ‘entirely’.
Wrong: We were altogether for the first family reunion in ten years.
Right: We were all together for the first family reunion in ten years.
4. Alumna – alumnae - alumnus – alumni
An Alumna is a female graduate and its plural is alumnae. An alumnus is
a male graduate and its plural is alumni. For both sexes, the term alumni are
used.
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Wrong: Mary was an alumni of Oxford.
Right: Mary was an alumna of Oxford.
5. Amount – number
The word ‘amount’ means quantity, the word ‘number’ is used when the
objects can be counted.
Wrong: We had a large amount of students for rally.
Right: We had a large number of students for rally.
6. Between – among
‘Between’ is related to two and ‘among’ is related to more than two.
Wrong: Divide the chocolates among the two brothers.
Right: Divide the chocolates between the two brothers.
Right: Divide the chocolates among the students.
7. Can – may
The word ‘can’ means ability; ‘may’ means possibility or permission.
Wrong: Mother says that I can go to the party.
Right: Mother says that I may go to the party.
8. Cannot – can not
Wrong: I can not attend the meeting.
Right: I cannot attend the meeting.
The joined word is universally accepted as correct (Thomas Elliot Berry).
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9. Data – datum
Data is plural of Latin word, datum.
Wrong: The data is sufficient.
Right: The data are sufficient.
According to Michael Swan, sometimes a mistake is made by so
many people that it becomes the normal form and can no longer be called
incorrect. This has happened with the word data. Now it is widely used
as a singular uncountable noun.
10. Farther – further
Wrong: We walked further down the street.
Right: We walked farther down the street.
Right: We considered the matter further.
11. Fewer – less
Wrong: They made less mistakes.
Right: They made fewer mistakes.
12. Lay – lie
Lay is transitive, lie is intransitive.
Wrong: He was laying in the sun.
Right: He was lying in the sun.
Right: Yesterday I lay in bed until noon.
13. May – might
Wrong: I might go to Delhi.
Right: I may go to Delhi.
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Right: He might do the work well. (If he was given the chance)
Right: The snake might bite you. (Future)
14. Memoranda – Memorandum
Memoranda is the plural of Memorandum
Wrong: The memorandums are on the table.
Right: The memoranda are on the table.
Right: The memorandum is on the table.
15. Shall – Will
Right: I shall go. (Simple Futurity)
Right: I will go. (Certainty)
Right: The College shall remain closed tomorrow. (Certainty)
16. Each other – one another
Each other is used when two persons are involved and one another
is used when three or more persons are involved.
(i) Two persons are conversing with each other.
(ii) Four students are conversing with one another.
17. Loose – lose
Right: His shirt is loose.
Right: one day he will lose everything.
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18. Advice – Advise
The word Advice is noun and advise is verb.
Right: He gave me a good advice.
Right: I advised him to consult a doctor.
Right: The doctor advised him to take rest.
19. Blunder – mistake.
Blunder means a big mistake.
Wrong: He committed a blunder mistake.
Right: He committed a blunder.
20. Alphabet
Wrong: There are twenty six alphabets in English.
Right: There are twenty six alphabet in English. The word alphabet is plural.
21. Modal – Model
Wrong: Can, May, Must, Ought etc. are model verbs.
Right: Can, May, Must, Ought etc. are modal verbs.
Right: The latest models of car will be on display.
Model means a particular design or type of product.
22. Centre – center
(i) University is a centre for Higher Education (British).
(ii) University is a center for Higher Education (American).
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23. A.M, P.M – a.m, p.m
(i) The train arrived at 8 A.M/P.M (American).
(ii) The train arrived at 8 a.m/p.m (British).
Note: In India, British English is used.
3.3.2 Common Errors on the basis of Grammar
3.3.2.1 Common Errors on Adjectives and Adverbs
1. Wrong: The flower smells sweetly.
Right: The flower smells sweet.
2. Wrong: We feel warm on the subject.
Right: We feel warmly on the subject.
3. Wrong: I could not find it nowhere.
Right: I could not find it anywhere.
4. Wrong: You are too slow in speaking English.
Right: You are very slow in speaking English.
Superior, Inferior, Junior, Senior, Preferable, Prior etc. take to instead
of than.
5. Wrong: He is senior than me.
Right: He is senior to me.
6. Wrong: Death is preferable than dishonour.
Right: Death is preferable to dishonour.
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7. Wrong: This is the most perfect specimen I have seen.
Right: This is the perfect specimen I have seen.
3.3.2.2 Common Errors on Prepositions
1. Wrong: Fill up the blanks.
Right: Fill in the blanks.
2. Wrong: Fill in the bottle with water.
Right: Fill up the bottle with water.
N.B. When the situation is horizontal, then ‘in’ is used with ‘fill’ and when the
situation is vertical, then ‘up’ is used with ‘fill’.
3. Wrong: He left the place with bag and baggage.
Right: He left the place bag and baggage.
4. Wrong: The train is running in time.
Right: The train is running on time.
5. Wrong: He reached on time.
Right: He reached in time.
6. Wrong: I paid by cash.
Right: I paid in cash.
7. Wrong: I agree with your proposal.
Right: I agree to your proposal.
3.3.2.3 Common Errors on Gender
1. Wrong: He is my cousin brother.
Right: He is my cousin.
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2. Wrong: She is my cousin sister.
Right: She is my cousin.
N.B. The word cousin is common gender.
3. Wrong: She is the chairman of the committee.
Right: She is the chairperson of the committee.
3.3.2.4 Common Errors on Number
1. Wrong: These furnitures are beautiful.
Right: These furniture are beautiful.
2. Wrong: Have you many luggages?
Right: Have you any luggage?
3. Wrong: The Bodo, The Karbi and The Reang are people in Assam.
Right: The Bodo, The Karbi and The Reang are peoples in Assam.
N.B. A smaller group or tribe having its own identity is called a people. Here
plural is peoples.
4. Wrong: One thousand rupees are not a big amount.
Right: One thousand rupees is not a big amount.
5. Wrong: Cattles are grazing in the field.
Right: Cattle are grazing in the field.
3.3.2.5 Common Errors on Tag Question
1. Wrong: He is running fast, isn’t it?
Right: He is running fast, isn’t he?
2. Wrong: I am a writer, amn’t I?
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Right: I am a writer, aren’t I?
3. Wrong: Close the door, can’t you?
Right: Close the door, will you? (or can you)
4. Wrong: There is a temple in the market, isn’t it?
Right: There is a temple in the market, isn’t there?
3.3.2.6 Common Errors on Articles: (a, an, and the)
1. Wrong: He is a LP school teacher.
Right: He is an LP school teacher.
2. Wrong: The man is mortal.
Right: Man is mortal.
3. Wrong: The water is colourless.
Right: Water is colourless.
4. Wrong: The honesty is the best policy.
Right: Honesty is the best policy.
5. Wrong: He went to USA to study medicine.
Right: He went to the USA to study medicine.
6. Wrong: He is a heir of this property.
Right: He is an heir of this property.
7. Wrong: It is one of a biggest university in the world.
Right: It is one of the biggest universities in the world.
3.3.2.7 Common Errors on Tense
1. Wrong: The College will open today.
Right: The College opens today.
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2. Wrong: I have finished the work a few moments ago.
Right: I finished the work a few moments ago.
3. Wrong: I shall go if he will come.
Right: I shall go if he comes.
4. Wrong: He will have washed his hands before he will eat.
Right: He will have washed his hands before he eats.
3.3.2.8 Common Errors on Subject-Verb-Agreement (Concord)
1. Wrong: The quality of oranges are not good.
Right: The quality of oranges is not good.
2. Wrong: One of the students have come forward.
Right: One of the students has come forward.
3. Wrong: Ten minutes are allowed to each speaker.
Right: Ten minutes is allowed to each speaker.
4. Wrong: Each boy and each girl were given a book.
Right: Each boy and each girl was given a book.
5. Wrong: The minister along with his supporters were present.
Right: The minister along with his supporters was present.
6. Wrong: The poet and novelist are present in the occasion.
Right: The poet and novelist is present in the occasion.
Right: The poet and the novelist are present in the occasion.
3.3.2.9 Common Errors on Narration (Direct and Indirect Speech)
1. Wrong: He told me that he will come here tomorrow.
Right: He told me that he would go there the next day.
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2. Wrong: He told me to do this now.
Right: He told me that do that then.
3.3.2.10 Common Errors on Quasi-passive verb
1. Wrong: The carpet is feeling smooth.
Right: The carpet feels smooth.
2. Wrong: The flower is looked beautiful.
Right: The flower looks beautiful.
Some other sentences
1. Wrong: The Everest is the highest peak in the world.
Right: Everest is the highest peak in the world.
2. Wrong: Let us discuss about the matter.
Right: Let us discuss the matter.
3. Wrong: The population of Kolkata is greater than any city in India.
Right: The population of Kolkata is greater than that of any city in India.
4. Wrong: Where I can buy stamps?
Right: Where can I buy stamps?
5. Wrong: Look – it rains.
Right: Look – it is raining.
The above are some of the sentences which can be discussed for students’
understanding. There are also some wrong expressions which we find here and
there. During admission time in front of some private schools we find, Admission
going on. It is a wrong sentence; the correct form is Admission is going on. This
may have some impact on the pupils and the guardians. Again an expression is
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found before the hotels, fooding and lodging. This should be food and lodging.
Again, welcome is a word written in many ways in many places like Wel Come,
Wel-Come, WellCome, Well-Come etc. Some people may think that it is a
compound word. These types of spelling are found in gates for various occasions.
Again A.M, P.M are written in many places like government offices, schools,
colleges and universities. This researcher has observed this in many places
including educational institutions. In India, British English is used and hence that
should be a.m. and p.m. This researcher also observed the plural of lakh and crore
with a final ‘s’ used by the people in Banks, Newspapers etc. When this researcher
consulted the dictionary, it was also found in the definition of crore as One
hundred LAKHS. But according to rules of number, ‘s’ should not be with the
plural of Lakh and Crore like Hundred, Thousand and Million. This researcher
contacted the Dictionary authority and the entire story is as follows:
The word Lakh and Crore appeared first in Oxford Advance Learner’s
Dictionary of Current English ed. by A. S. Hornby in its seventh edition and
continued in the subsequent editions. These two words were explained as follows:
1. Lakh – noun (Ind E) a hundred thousand.
2. Crore – noun (Ind E) ten million; one hundred LAKHS
And the explanation of hundred, thousand and millions are as follows:
1. Hundred – number, (plural verb) a, one, two, several hundred without a
final‘s’ on hundred. Hundreds (of…) can be used if there is no number or
quantity before it.
2. Thousand – Similar type of explanation was given.
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3. Million – Similar type of explanation was given.
Here some anomalies are observed by this researcher. First, Lakh and
Crore are shown as noun whereas hundred, thousand and million are shown as
number. Second, there is final’s’ with LAKH i.e. LAKHS. We know numbers are
determiners and hence adjectives. Therefore, according to this dictionary, Lakh and
Crore are noun and hundred, thousand and million are adjective.
When contacted the dictionary authority through e-mail, the principal
editor, Diana Lea replied and admitted the anomalies and assured to correct it
when the dictionary reprints.
The researcher is happy to see that in the latest new eighth edition, the
anomalies are corrected and now the explanation of Lakh and Crore is as follows:
1. Lakh – number (plural verb) (pl. Lakh or Lakhs)(Ind E) a hundred
thousand.
2. Crore – number (plural verb) (pl. Crore or Crores) (Ind E); ten million ; one
hundred LAKH.
But this researcher thinks that still there is confusion. Lakh and Crore are
not explained like hundred, thousand and million as stated above. Lakhs (of…) or
Crores (of…) can be used if there is no number or quantity before these two words.
This is explained in case of hundred, thousand and million.
Two e-mail letters and their reply letters are annexed in the Appendices.
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From the above, it can be said that anybody may commit any mistake in
any form if there is no any clear idea about grammar. So students are to learn
grammar so that they can avoid common mistakes in English.
3.4 Pronunciation: An Important Issue
‘Pronunciation’ is the most important and the basic issue of a language. The
particular language can be spoken properly by the speaker of that language which
is the person’s own mother tongue. A speaker who speaks a language which is not
the mother tongue of the speaker faces problems and it cannot be spoken or
pronounced correctly. The same is the problem with the people whose mother
tongue is not English. English is nowadays a world language spoken by the non-
English speakers. They try to speak English with proper pronunciation but many
people cannot do so as there is influence of mother tongue. Only a trained person
can go very near the English pronunciation.
Students who studied in English medium schools can speak English. If the
teachers are English speakers or trained in pronunciation, then only the
pronunciation may be correct. But in India, English medium schools run by
Christian Missionaries can give their students better pronunciation of English. But
in these schools also, most of the teachers are not British or American. Hence the
English spoken by the students is not cent percent original. If a child is born in
England or in America whose parents’ mother tongue is not English, then this
particular child can adopt English pronunciation properly as it is pronounced either
in England or in America respectively. It is because, when the child goes out of
home, it listens only English and that is why there is impact of English language on
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the particular child. And a child can adopt anything very easily. There are instances
that even the illiterate persons can speak English exactly like the British or the
American because they live in these two countries for a long time.
In Barak Valley, the first English medium school was Holy Cross School,
Silchar established in the year 1966. And then the other English medium schools
were set up. But now there are many English medium schools in Barak Valley run
by the local people. Hence the situation of speaking English in these schools is not
as good as Private schools managed by Christian Missionaries. But in these
schools, high fees are taken from the guardians. Hence these schools are beyond
the reach of the common people. But the reality is that most of the teachers are
local men and women not trained in English language. Of course, there are good
teachers but many of them are not good speakers as far as pronunciation is
concerned.
To vernacular medium students, speaking English itself is a problem and
pronunciation is another major problem to them. Due to defective pronunciation,
the word may be deformed and cannot be understood. Students who studied in
vernacular medium schools pronounce English words as they listened from their
untrained teachers or in their own ways. The accent of their mother tongue affects
English pronunciation. Hindi or Urdu language speakers cannot pronounce joined
sound. Sometimes a vowel sound precedes while pronouncing a word having
joined sound or sometimes a vowel sound comes in between the joined sound e.g.
‘School’ becomes ‘Ischool’ or ‘Sakool’. Similarly, ‘Student’ becomes ‘Istudent’
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and the like. The result is distortion of words in pronunciation. Similar is the
situation with all people speaking other languages.
Interestingly, the English speakers of the world also cannot speak other
languages with proper pronunciation because they are influenced by their mother
tongue which is English. The British came to India and ruled over this country for
two hundred years. But they could not pronounce Indian languages properly
although they stayed here for a long time. They could not even pronounce the
names of persons and places of India. Their pronunciation was influenced by their
English mother tongue and the result was distortion of words. Moreover, they were
not serious in this regard.
But Indian people are very serious in pronouncing the names and places of
other countries. On the other hand, students of English literature are taught to
pronounce the names of the literary figures and places of foreign countries.
‘Shakespeare’ remained ‘Shakespeare’ and there is no change in the
pronunciation and the spelling of the names like Marlowe, Milton, Shelley etc.
But unfortunately the famous Indian poet and Nobel Laureate Rabindranath
Thakur became Tagore to the people of the world. The title Thakur was distorted
and made a global word Tagore which has no meaning at all. But behind the title
Thakur there is a social identity. Similar is the case with some other names and
places in India. Chottopadhay became Chatterjee, Bondopadhyay became
Banarjee, Mukhopadhyay became Mukherjee, Battacharjya (Battacharya)
became Battacharjee and many more. Again, Kolkata became Calcutta,
Bordhoman became Burdwan, Guahati became Gauhati, Mumbai became
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Bombay, Bangaluru became Banglore. Katlichorha, a place of Barak Valley
became Katlicherra in English. Elahabad is a place pronounced in Bengali, but in
Hindi it became Ilahabad and in English it is Allahabad although the place is one
and no one knows which is the original pronunciation. ‘Ahmedabad’ is
pronounced as Ahemdabad or Amdabad in Radio, TV etc. Dehli is the original
word but in English it is Delhi (pronounced as Delli). Now it is Dilli.
It is a fact that a foreigner cannot pronounce Indian names and places
properly. Chatterjee may be from Chatujjey, Mukherjee may be from
Mukhujjey as called in Bengali dialect in West Bengal. But the tragedy is that
the misspelt words and wrong and distorted pronunciation of names and
places were accepted and used by the Indians as standard pronunciation. Why
should we say Bengali instead of Bangla, Bengalee instead of Bangalee? We lost
the originality. Although late, a trend has come very recently to correct the names
of places in our country. Calcutta has become Kolkata again, Gauhati has
become Guwahati again, Bombay has become Mumbai again and Banglore has
become Bangaluru again. Madras was renamed as Chennai, a Tamil name.
One might say that it is a very trifling matter and may be ignored. But
according to the opinion of this researcher, it is a serious issue. If a student of
English literature writes Shakespeare or Marlowe without the final ‘e’, the
particular student is rebuked and even may be degraded in the examination paper.
But everyone is proud of writing and pronouncing ‘Tagore’. It is a big question to
this researcher and according to his opinion, ’Tagore’ should be brought back to
the original title Thakur and the people of the world should know this. But it is a
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mystery how ‘Thakur’ became ‘Tagore’. One theory may be traced. The word
Thakur may be written as TACORE. Here ‘C’ looks like capital ‘G’. Then
TACORE may be TAGORE.
However, pronunciation is a tough task for both the teachers and students in
the teaching and learning of English language. For English pronunciation, the
theoritical training is not sufficient, practical training is also necessary. The best
way to pronounce is to imitate proper pronunciation of the words as we find in
BBC English or other people speaking English properly. Students may also learn
pronunciation by comparing the pronunciation of a known word with the unknown
word to be pronounced e.g. the pronunciation of ‘deaf’ can be compared with that
of the known word ‘dead’. Then the pronunciation of ‘deaf’ will be ‘def’. The
pronunciation of the word ‘tortoise’ is found in the pronunciation of ‘forties’.
Similarly, Bury is found in the pronunciation of Cherry. This technique may be
followed in the pronunciation of other words. In this way, better pronunciation can
be achieved.
But everyone should know that there are differences in pronunciation
between the British English and the American English. We, the Indians should
follow the British Pronunciation as British English is Indian English. In American
English, pronunciation is easy. e.g. opportunity, gratitude etc. are pronounced
according to the pronunciation of letters. But in British English, the first and the
second‘t’ in the middle of the above words respectively is pronounced as ‘ch’ (as
in check). ‘Schedule’ in British English is ‘Skedule’ in American English. In this
way some words differ in pronunciation.
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In India, it has been observed that people are using English without caring
much about British English or American English. This is happening out of
ignorance about the difference between both the types of English. Moreover, the
influence of computer cannot be ignored as in computer, American English is
normally found. The result is the mixture of British and American English both in
vocabulary and in pronunciation. Anywhere-Anyplace, Handbag-Purse, Flat-
Apartment, Lawyer-Attorney, Engaged-Busy, Mad-Crazy, Petrol-Gas,
Trouser-Pant, Toilet-Bathroom, Shop-Store, Holydays-Vacation, Rubber-
(Erazer) Eraser, Analyse-Analyze, Organise-Organize, A.M. P.M. – a.m. p.m.
etc. are equally used in India. Now people have started imitating the American
pronunciation of the words as it is easier than that of British and also for American
political influence over the world. But the students must know the difference
between British English and American English both in vocabulary and in
pronunciation.
3.5 Methods of Teaching and the Teacher’s role
There are many methods of English language teaching (ELT).
1. The Grammar Translation Method 2. Direct Method 3. The Audio-
lingual Method 4. The Oral Method 5. The Bilingual Method 6. The Designer
Method 7. The Silent Method 8. The Communicative Language Teaching and
many more. And many research works have been done on these teaching methods.
Dand (1998) observes, ‘There is tremendous semantic confusion in the use of such
words as methods, strategies and techniques because they are used interchangeably
in the education literature. Basically, there are three methods of teaching:
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transmission, inquiry and a combination of the two (or electic method). A method
is an over all procedure or process to achieve certain goals’. However, some of the
methods of teaching English are discussed below:
3.5.1 The Grammar Translation Method: The Grammar Translation Method is
the oldest method of teaching. It instructs students in grammar and provides
vocabulary with direct translation to memorise. This is the traditional way to learn
a language through a detailed study of grammar. Nowadays teachers follow other
methods like Bilingual Method. But whatever be the methods, the main teaching
depends upon the particular teacher, how he teaches and how the learners receive.
Thus teaching should not be a one way task. Both the teachers and the students are
to be involved. According to Richards and Rodgars (1986), ‘the main
characteristics of the grammar translation method are the analysis of grammar, the
memorisation of the grammar rules, the translation of sentences and emphasis on
word accuracy.’
According to Richards and Rodgars (1986:5-6), Grammar Translation is the
way of studying a language that approaches the language first through detailed
analysis of its grammar rules followed by application of this knowledge to the
task of translating sentences and texts into and out of the target language. It hence
views the language learning as consisting of little more than memorising rules and
facts in order to understand and manipulate morphology and syntax of the foreign
language.
According to Prator and Calce-Murcia (1979:3), classes are taught in the
mother tongue, much vocabulary is taught in the form of tests of isolated words.
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Grammar provides the rules for putting words together. Little or no attention is
given to pronunciation. But according to Larsen- Freeman (2000:9:11), ‘the basic
purpose of learning a foreign language is to read its literature. Learners should be
conscious of the grammatical rules of the target language and when possible,
grammatical paradigms should be committed to memory.’
3.5.2 Direct Method: ‘Direct Method is a method of teaching foreign language,
especially a modern language through itself, without translation and without the
study of grammar. The first words are taught by pointing to the objects or pictures
or by performing actions’ (Webster’s New Dictionary). In this method, translation
in every shape or form is banished from the class room including the use of mother
tongue and of bilingual Dictionary. Grammar is taught inductively. Oral teaching
precedes any form of reading and writing.
3.5.3 Audio-lingual Method: In Audio-lingual Method, little or no grammatical
explanation is provided; grammar is taught inductively. Listening, speaking,
reading and writing (LSRW) are developed in an orderly way. Use of mother
tongue is permitted by the teacher but it is discouraged. This is called scientific
method, new key method or American method.
3.5.4 Oral or situational language teaching: It is an approach which includes
structural-situational and oral approaches. According to Pittman (1963:179), ‘Our
principal class room activity in the teaching of English structure will be the oral
practice of structures. The oral practice of controlled sentence pattern should be
given the situations designed to give the greatest amount of practice in English
speech to pupil.’ This method facilitates the inductive approach to the teaching of
grammar and vocabulary.
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3.5.5 Bilingual Method: Bilingual Method was initiated by Dr. C.J. Dodson. This
is the easy way and majority of the teachers use this method. The teacher uses
mother tongue to explain the meaning but students are not allowed to use their
mother tongue. The intention of this method is to make the students speak English
fluently and write English accurately.
3.5.6 Communicative language teaching: Communicative language teaching is a
learner-centred approach. The learner gains knowledge on grammatical
competence as well as speaking skill such as what to say, how to say, where to say
according to the daily needs of the speaker. According to Cooper (1968): ‘to
communicate effectively a speaker must know not only how to produce any and all
grammatical utterances of language but also how to use them appropriately.’ This
is like group discussion method. In this method, learners learn a language through
using it to communicate.
3.5.7 Methods of Teaching in Barak Valley: In Barak Valley, the methods of
teaching English are Grammar Translation Method and Bilingual Method as stated
above. Teachers follow the traditional method i.e. the Grammar Translation
Method. Side by side, teachers also use the Bilingual Method to teach English. It
has been observed that the grammar translation method is prevalent up to high
school level and Bilingual Method in Higher Secondary level. However, there are
teachers in colleges who explain the things in English. Prose, poetry, drama, novel
etc. are taught in English only. But there are also teachers who believed that
students come to college without a base in English. Most of the students in Degree
first year cannot speak English and some of them even do not understand English.
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According to them, speaking or explaining only in English is meaningless to many
students. Therefore, they like to follow the Bilingual Method of Teaching.
3.5.8 Teacher’s Role in Teaching: Whatever are the methods of teaching or the
subject of study, may be poetry, prose, drama, novel or grammar, the entire
teaching depends upon the teacher concerned. If the teacher is sincere enough, the
students will gather knowledge from his teaching. So a teacher’s role is important
in teaching-learning process. According to the National policy of education (1986),
‘The status of the teacher reflects the socio-cultural ethos of a society, it is said that
no people can rise above the level of its teachers. The government and the
community should endeavour to create condition which will help motivate and
inspire teachers on constructive and creative lines. Teachers should have the
freedom to innovate, to device appropriate methods of communication and
activities relevant to the needs and capacities of and the concerns of the
community.’ Hence the teacher is to innovate and appropriate methods as the
situation demands. According to Ahire (2012), ‘Life is a process in which change
is inevitable. In keeping with the pace of changing time, the teacher also needs to
change.’ According to Q.Z. Alam (1995) ‘English is now a service subject and
library language.’ He opines that the teaching of a foreign language should not be a
‘chalk and talk’ profession only.
On teacher’s role on teaching, Gatenby (1907) says, ‘If we can train the
teacher, made him efficient and give him confidence, he can himself remove or get
rid of most of the drawbacks.’ According to Lee (cited in Parren 1968), ‘one of the
main causes of ineffective teaching in the world today is that so many teachers
have inadequate command of English.’
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‘At present, English teaching in India is carried on mechanically and
ritualistically, without much involvement on the part of the teachers or learners.
The entire exercise is examination-centred and degree driven because English
teaching has not made relevant to our situation. We, in post independent India, are
still living on ‘received knowledge’ partly because of our admiration for the west.
English teaching still shows the Macaulayan model of 1835 and even after more
than sixty years of political independence, we do not seem to think that our
situation, requirements and culture are to be taken into account in planning our
education and English teaching programmes. We have not even thought of the new
aims and objectives of teaching English in post independent India. Change is the
law of nature; seasons change, our habits change, fashion changes, and so thus our
attitude. The one thing that has not changed in the last one hundred and fifty years
is our syllabus. But everyone is worried about the quality of education and the
standard of English without doing anything about them. The blame-game goes on,
each one blaming the other - the centre blames the state, college blames the
schools, administrators blame teachers, parents blame children and so on.’ (N.
Krishnaswamy, 2012).
Conclusion
The present study is related to English language and its Basic grammar.
The intention of the researcher is to make the students speak English, write English
and know the Basic English grammar which is very essential for both speaking and
writing correctly. To achieve this goal, the teachers should take the initiative
without which the results will not be achieved. It may be mentioned here that a
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baby is born without a language but with the passage of time, the baby
acquires mastery over his or her mother tongue only by listening and
speaking. Unless a student listens, he or she cannot speak. This basic thing
should be kept in mind by all concerned.
In English medium schools, speaking English is compulsory from the
nursery level. All the teachers irrespective of subject speak English because it is
imposed on them. Hence the result is achieved. If this is done in colleges, the
results will come. The under graduate students are much mature and they
understand things better than earlier. They are sure to co-operate with the teacher
and administration of the college.
As for English grammar, it has been observed that grammar is not taught
seriously in all the colleges of Barak Valley although it is prescribed in the
syllabus. So it is the duty of all the teachers of English Department to teach
grammar and there should also be an arrangement for a separate class for spoken
English. We should remember that the students were taught English in High
Schools by the teachers who were not trained or experts in English. Hence their
knowledge of English may not be up to the mark. So the students may have
weakness in this subject. Thus, there should be revision of some chapters which
may not be prescribed in the syllabus. However, it depends upon the quality of the
students. It may not always be necessary. A class in the morning and a class in
the afternoon differ because the students may be hungry and exhausted. A
teacher must keep this in mind. Whatever be the method or methods, a
successful teacher will apply his or her own method or way of teaching which suits
the students best.
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Chapter 4
CURRICULUM AND SYLLABUS
Introduction
‘Curriculum’ means the subjects that are included in a course of study or taught
in a school, college etc. (Oxford Advance Learner’s Dictionary of Current
English). Syllabus means a list of the topics, books etc. that students should study
in a particular subject at school or college (Oxford Advance Learner’s Dictionary
of Current English). In a curriculum, subjects are selected. If it is Science, then
normally physics, chemistry, Mathematics, Biology etc. are studied. If it is Arts,
then History, Political Science, Economics, Philosophy, Education etc. are taught.
In a syllabus, books and topics are selected and given for study. Hence the entire
course of study depends upon curriculum and syllabus. Therefore, the curriculum
or syllabus makers carefully select subjects and topics so that the proper education
can be imparted and the students acquire knowledge out of it. Sometimes the
syllabus is defective and as a result students suffer in the long run. Sometimes it is
found that a syllabus is vast and cannot be finished within the stipulated time and
sometimes the syllabus is very small and not suitable for the students. Hence the
researcher has tried to dissect and display the existing syllabus of Assam
University particularly General English for Degree pass course students which is
compulsory for them. It is because the undertaken field of research is Barak Valley
and the colleges of Barak Valley are under Assam University, Silchar. The
following are the existing syllabi of Assam University General English papers
carrying 100 marks for Arts, Science and Commerce.
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4.1 Assam University Syllabus for Arts
TDC Syllabus for General English
(For B.A. Students)
First Semester
Engg (Arts) -101
Full Marks-50 Pass Marks -17
Objective : To familiarize the students with some of the selected areas of English
Grammar which are known to cause difficulty to learners, to help them overcome
some common mistakes and also to teach them the skill of appreciation of English
poetry through the study of the prescribed texts, and develop the skill of written
communication.
Unit- I : Grammar Marks: 25
Articles, prepositions, verbs, tenses, subject-verb agreement (concord),voice,
direct/indirect speech, tag questions, sentence structure ( simple, complex,
compound), synthesis and splitting up of sentence.
Unit –II : Short Stories Marks :15
Stories to be studied :
1. O Henry : ‘ A Service of Love’
2. Ruskin Bond : ‘The Thief’
3. Hemingway : ‘ A Day’s Wait’
Unit III: Poetry Marks:10
Poems to be studied:
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1. Shakespeare: ‘ The Marriage of true Minds’
2. Donne: ‘Death’
3. Milton: ‘ On his Blindness’
Scheme of Examination :
Unit I :
Correction of sentences 1x5=5
Use of correct tense 1x5=5
Construction and transformation of sentences 1x5=5
Voice change and use of preposition and tag question 1x5=5
Narration 5
Unit II:
A. One essay type question carrying ten (10) marks 10x1=10
B. One short question carrying five (5) marks 05x1=5
Unit III:
A. One essay type question carrying ten(10) marks 10x1=10
Text prescribed : Unit I.
Bijram K. Das, Functional Grammar and Spoken and Written Communication
( Orient Longman)
Unit II & III
Brookside Musings, ( A Selection of Poems and Short Stories) Orient Longman
Private Limited, Kolkata, 2008.
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Second Semester
ENGG (ARTS) 201
Full Marks -50 Pass Marks -17
Objective : To familiarize the students with some of the selected areas of English
grammar which are known to cause difficulties to learners, to help them avoid
some common mistakes and also to teach them the skill of appreciation of English
prose and poetry through the study of the prescribed texts, and develop the skills of
written communication.
Unit I : Marks : 25
Reading Comprehension & Written Communication
Unit II : Short Stories Marks : 10
Stories to be studied:
1. R.K. Laxman, ‘ The Gold Frame’
2. W.S. Maugham ‘ The Verger’
Unit III : Poetry Marks:15
Poems to be studied:
1. Wordsworth : ‘Three Years She Grew in Sun and Shower’
2. Keats : ‘To Autumn’
3. Eliot : ‘Journey of the Magi’
4. Dickinson : ‘Because I Could not Stop for Death’
Scheme of Examination:
Unit I :
Reading Comprehension Marks 15
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Paragraph/Report Writing Marks 10
Unit II :
A. One essay type question carrying ten (10) marks 10x1=10
Unit III:
a. One essay type question carrying ten (10) Marks 10x1=10
b. One explanation from asterisked text carrying five (5) marks 05x1=5
Text prescribed : Unit I
Bikram K. Das, Functional Grammar and Spoken and Written Communication
(Orient Longman)
Unit II & III
Brookside Musings, ( A Selection of Poems and Short Stories) Orient Longman
Private Limited.
4.2 Assam University Syllabus for Science
TDC Syllabus for General English
(For B.Sc. & BCA Students)
First Semester
Engg (Science ) -101
Full Marks-50 Pass Marks -17
Objective : To familiarize the students with some of the selected areas of English
Grammar which are known to cause difficulty to learners, to help them overcome
some common mistakes and also to teach them the skill of appreciation of English
147
prose and poetry through the study of the prescribed texts, and develop the skills of
written communication.
Unit- I : Grammar Marks: 25
Article, prepositions, verbs, tense, subject-verb agreement (concord),voice,
direct/indirect speech, tag questions, simple, complex, compound, synthesis and
splitting up of sentence.
Unit –II : Marks :15
Selected Pieces:
1. Verrier Elwin, : ‘A Pilgrimage to Tawang’
2. Stephen Hawking : ‘ Our Picture of the Universe’
3. Jawaharlal Nehru : ‘ Letter to My Daughter’
4. Marcel Junod : ‘The First Atom Bomb’
Scheme of Examination:
Unit I:
Correction of Sentences 1x5=5 marks
Use of correct of tense 1x5= 5 marks
Construction and transformation of sentences 1x5= 5 marks
Voice change and use of preposition and tag question 1x5= 5 marks
Reported speech Marks : 5
Unit II:
A. Two essay type questions carrying ten (10) marks each 20
B. One short question carrying five (5) marks 5
Text prescribed:
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Unit I:
Bikram K. Das Functional Grammar and spoken and Written Communication
( Orient Longman)
Unit II:
Prose for Our Times ( Orient Longman)
Second Semester
Engg (Science) -201
Full Marks -50 Pass Marks-17
Objective : To familiarize the students with some of the selected areas of English
grammar which are known to cause difficulties to learners, to help them avoid
some common mistakes and also to teach them the skill of appreciation of English
prose and poetry through the study of the prescribed texts, and develop the skills of
written communication.
Unit I: Marks :25
Reading Comprehension & Written Communication
Unit II: Marks :25
Selected Pieces:
1. Gerald Durrel : ‘Vanishing Animals’
2. Jim Corbett : ‘Kunwar Singh’
3. Romain Rolland : ‘Vivekananda: The Great Journey to the West’
Scheme of Examination:
Unit I:
Reading Compression Marks :15
Paragraph/Report Writing Marks : 10
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Unit II:
A. Two essay type questions carrying ten (10) marks each. 2x10-20
B. One short question carrying fie (5) marks 1x05=05
Text prescribed:
Unit 1:
Bikram K. Das, Functional Grammar and Spoken and Written Communication
( Orient Longman)
Unit II:
Prose for our Times (Orient Lognman)
4.3 Assam University Syllabus for Commerce
TDC Syllabus for General English
(For Commerce Students)
First Semester
Engg -101
Full Marks-50 Pass Marks -17
Objective : To familiarize the students with some of the selected areas of English
Grammar which are known to cause difficulty to learners, to help them overcome
some common mistakes and also to teach them the skill of appreciation of English
prose and poetry through the study of the prescribed texts, and develop the skills of
written communication.
Unit- I : Grammar Marks: 25
Article, prepositions, verbs, tense, subject-verb agreement ( concord),voice,
direct/indirect speech, tag questions, simple, complex, compound sentences,
synthesis and splitting up of sentence.
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Unit II : Marks: 25
Selected Pieces:
1. Lynn Doyle : ‘ Banking Without Blarney’
2. N.C. Chaudhuri : ‘Money and the Englishman.
3. Marcel Junod : ‘ The First Atom Bomb’
Scheme of Examination:
Unit I :
Correction of sentences 1x5=5
Use of correct tense 1x5=5
Construction and transformation of sentences 1x5=5
Voice change and use of preposition and tag question 1x5=5
Reported speech
Unit II : 5
A. Two essay type questions carrying ten (10) marks each 20
B. One short questions carrying five (5) marks 5
Text prescribed
Unit I:
Bikram K.Das, Functional Grammar and Spoken and Written Communication
(Orient Longman)
Unit II:
Prose for One times ( Orient Longman)
151
Second Semester
Engg-201
Full Marks -50 Pass Marks -17
Objective : To familiarize the students with some for the selected areas of English
Grammar which are known to cause difficulties to learns, to help them avoid some
common mistakes and also to teach them the skill of appreciation of English prose
and poetry through the study of the prescribed texts, and develop the skill of
written communication.
Unit I: Marks 35
Reading Comprehension & Written Communication
Unit II: Marks 15
Selected Pieces :
1. General Durrell : ‘Vanishing Animals’
2. Jawaharlal Nehru : ‘ What is Culture?’
Scheme of Examination
Unit I:
Reading comprehension Marks : 15
Paragraph/Report writing Marks : 10
Business Correspondence Marks : 10
Unit II:
A. One essay type question carrying ten (10) marks 10
B. One short question carrying five (5) marks 5
Text prescribed
152
Unit I:
Bikram K. Das, Functional Grammar and spoken and Written Communication
(Orient Longman)
Unit II:
Prose for our times ( Orient Longman).
4.4 Discussion on the Syllabus
Each of the above syllabi shows that Assam University, Silchar follows the
semester system in Degree courses. In Arts Stream, prose, poetry and grammar are
prescribed in first semester. In Grammar, 25 marks, in prose ( short stories) 15
marks and in poetry 10 marks are allotted . In second semester, prose, poetry and
composition are prescribed. Composition includes reading comprehension and
paragraph/ report writing carrying only 25 marks and prose ( short stories) carrying
10 marks but poetry section carries 15 marks . Total 50 marks for each semester.
Here, it is seen that there is general English only in First year and there is no
English subject in second or third year pass course. It is also seen that drama or
novel is not prescribed in the syllabus. Although the degree students are mature
students yet there is no scope for them to study drama or novel in the existing
syllabus of this university.
A similar type of syllabus is given for Science and Commerce students where
poetry section is not included and also there is no general English subject in second
and third year science and commerce. For Commerce students, one extra topic
named Business correspondence carrying 10 marks is prescribed.
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On grammar and composition 50% of the total marks are allotted. Only one
grammar book, namely, “Functional Grammar and Spoken and Written
Communication”, by Bikram K. Das (Orient Longman) has been prescribed. It
seems that only one book is not sufficient for the purpose and hence two or three
more books on grammar and composition are necessary for better understanding of
the chapters by the students. ‘Prose for our times’ the text book for science and
commerce prescribed by Assam University is actually compiled by the Board of
studies of Mizoram University. It is expected that the Board of studies (English),
Assam University will compile a text book for Assam University under graduate
students. Moreover, a very few questions are given in the exercise. In each topic
there are only two or three questions whereas more questions are necessary to
understand the topics.
Brookside Musings, the text book for Arts although compiled and edited by the
Department of English, Assam University, Silchar has no question in the exercise.
So questions are to be included in the exercise for students’ better understanding of
the topics. Only short stories are prescribed, no essays are there in the syllabus for
Arts. However, both the text books for Arts, Science and Commerce are good
selection and hence the members of the board deserve lots of thanks for it.
The general English is limited to first year only. But this is to be extended to
second year also so that Drama and Novel can be accommodated in the syllabus.
The present syllabus is to be changed and communicative English may be
prescribed in which there will be a part for spoken English. It has been observed
that majority of the students at the under graduate level or even at the post graduate
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level cannot speak English which is essential nowadays. It is also observed that
even after passing the university examinations and getting employments in their
respective fields, they feel very uncomfortable when they are required to speak
English. Even in colleges, many teachers prefer to teach in local dialect as they do
not feel easy to speak English. As a result, students are the losers as they do not
listen English inside the class room. No one can deny the status of English today.
Moreover, the medium of instruction is only English in Assam University and
there is no alternative to it. Hence it is an important issue and all concerned must
think about it.
It may be remembered that Assam University had a syllabus earlier to this
syllabus where English was compulsory in second year also and there were drama
and essays in that syllabus. Of course, for science and commerce, this subject was
restricted to first year only. So the earlier syllabus was a better one, logical and
thus suitable for the degree pass course students. Hence that type of syllabus is to
be reintroduced.
Moreover, semester system is a problem for undergraduate students of Assam
University. The system is no doubt good but other factors are creating problems.
There is Higher Secondary section in all the colleges under Assam University.
When the final examination of Higher Secondary Council starts, there is no scope
for degree students for classes as all the teachers are engaged in the examination
process. More than one month time of degree students is spoilt during H.S. I and
H.S. II final examinations. Moreover, two long vacations are there along with other
holidays. So the degree students are not getting more than three months time.
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Again forms are submitted to the Controller of Examinations earlier. After
submission of forms, a situation is created where students are reluctant to attend
classes. As a result, many students fail in the examinations and there are many
back papers which are to be cleared by the students later on. Students also lose
academic days for frequent examinations under Assam University. So one can
realise how many days the students are getting actually for the preparation of the
course which is prescribed for them.
The semester system is suitable for P.G. students where ratio of students and
teachers is reasonable. But in colleges, ratio of students and teachers is not upto the
mark otherwise the entire examination could be entrusted to the colleges and the
controller of examinations would declare only the results portion. So these are
some of the problems related to the examinations and time constraint of the under
graduate students under Assam University, Silchar which came to the mind of the
researcher for his long teaching experience. Hence the learned persons involved in
the academic and the examination affairs should ponder over the matter for the
interest of the under graduate students of this University.
There are many universities in India and each university has its own syllabus
and they are of different standards. Various experiments were done on syllabus but
till today a national syllabus could not be introduced and that type of syllabus
would be of one standard which is necessary for common assessment of students in
the examinations.
There is another problem which is the national problem also. The present
UGC norms for appointment of a teacher in the college or university is 55% marks
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in master’s degree with a NET or SLET or PhD and Honours in degree level is not
necessary. Earlier, Honours was must in the relevant subject and the same subject
in P.G. level. So there was the attraction and necessity to take Honours at degree
level. Since it is not necessary nowadays, students are not interested to take
Honours in a subject. Moreover, students get admission in P.G. course without
having Honours. So this is also an important issue for all concerned.
Conclusion
This age is an age of specialisation. In our country, specialisation comes after
graduation. This should start very early as in some other countries of the world.
Upto school final examination, there are common and compulsory subjects. A
student may not like Mathematics but he or she is to take it or a student may not
like social science but he or she is to take it as it is a compulsory subject. So
specialisation should be started earlier at least from class IX or even earlier. If a
student wants to study literature he was to be given the scope earlier so that he may
be a specialised in this field. If one is willing to study science then that one should
start it early in academic life. After a long time study of a subject, a person can be
a master of that subject or branch.
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Chapter 5
DATA ANALYSIS AND INTERPRETATION
Introduction
This chapter deals with the description of research methodology used for
the present study. It includes the participants along with samples and research
methods used for data collection. The participants comprise the students of Degree
classes (Arts, Commerce and Science) of Barak Valley districts namely, Cachar,
Karimganj and Hailakandi along with the teachers of the concerned colleges. The
study is based on data collected from field survey through questionnaires,
interviews with the students and teachers and class room observations which are
the primary sources and books, journals, syllabus review etc. are the secondary
sources. The study was conducted during the academic years 2013 and 2014.
5.1 Importance of the study
The importance of the present study lies in the fact that it is the first ever
study on teaching English with special emphasis on Basic English grammar in
Barak Valley district of Assam and there is no previous study on this topic.
Nowadays everyone understands the importance of English study and Barak
Valley area is not an exception. All the colleges of Barak Valley are under Assam
University, Silchar and the medium of instruction is only English. Students do not
speak English and majority of the students cannot speak English. Half of the
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syllabus in General English is based on grammar in the first semester. Even then
many students fail in this subject every year. This indicates the problems regarding
the teaching-learning process in the colleges of this area. This study intends to
address the following issues related to the study of English mainly the Basic
English Grammar.
1. What are the problems in speaking English faced by the students of the
colleges of Barak Valley?
2. What are the problems which stand as barrier in teaching and learning
English grammar?
3. Is there any pedagogical implication required regarding English grammar?
4. What are the better methods of teaching English specially its Basic
grammar?
5.2 Subjects of the study
The researcher approached the Principals and the Heads of the department
of English of ten colleges of Barak Valley districts in order to conduct a study. The
colleges under survey were:
1. G.C. College, Silchar, Cachar.
2. Women College, Silchar, Cachar.
3. M.C.D. College, Silchar, Cachar.
4. Karimganj College, Karimganj.
5. R.S. Girls’ college, Karimganj.
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6. Nilambazar College, Karimganj.
7. S.S. College, Hailakandi.
8. Women College, Hailakandi.
9. A.L.C. College, Algapur, Hailakandi.
10. M.H.C. Science College, Algapur, Hailakandi.
There are three districts in Barak Valley namely, Cachar, Karimganj and
Hailakandi. Three colleges are taken from Cachar, three colleges are from
Karimganj and four colleges are from Hailakandi of which only one science
college of Barak Valley is included (Sl. No. 10). One college from urban area of
each district, one from rural area and one ladies’ college from each district are
taken along with the science college at Algapur in Hailakandi district. The above
categories are made so that all the sections of the students of Barak Valley are
included in this research study.
The subjects of the study were students as well as teachers of English
departments of the chosen colleges. Total population of the students was 400 (four
hundred). There were thirty students from Arts section from each college, twenty
from Science where science section was available and twenty from commerce
section where commerce was available. Only ten questionnaires were supplied to
M.H.C. Science College, Algapur to make the total population of students 400 for
easy calculation of Percentage.
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Table 5.2.1: The General population of the students
Sl.
No.
Name of the Colleges of Barak
Valley
Total No. of students
Arts Science Commerce
1. G.C. College, Silchar, Cachar. 30 20 20
2. Women College, Silchar, Cachar. 30 - -
3. M.C.D. College, Silchar, Cachar. 30 - -
4. Karimganj College, Karimganj. 30 20 20
5. R.S. Girls’ college, Karimganj. 30 - -
6. Nilambazar College, Karimganj. 30 - -
7. S.S. College, Hailakandi. 30 20 20
8. Women College, Hailakandi. 30 - -
9. A.L.C. College, Algapur,
Hailakandi.30 - -
10. M.H.C. Science College, Algapur,
Hailakandi10 - -
Total 280 60 60
Grand Total 400
Total number of teachers’ population was twenty five. These twenty five
teachers were available during data collection. Eleven teachers were from
Cachar district, seven teachers were from Karimganj district and seven
teachers were also from Hailakandi district.
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Table 5.2.2: Teachers’ population
Sl No. Name of the District No. of Teachers
1. Cachar 11
2. Karimganj 7
3. Hailakandi 7
Total 25
5.3 Limitation of the study
The dissertation is confined to the study of English language with special
emphasis on Basic English grammar. The Research was conducted in ten
colleges of Barak Valley as mentioned earlier. Only the students of third semester
were selected as the target group. The third semester students were taken because
they have passed the Degree first and second semesters and they have gathered
experience of learning English in these classes. Moreover, they have gathered the
experience how their teachers taught them and how much they have learnt.
5.4 Research Design
The study intended to investigate the situation of English among the under
graduate students of Barak Valley. Besides this, the researcher analysed the Basic
English Grammar which are necessary for speaking as well as writing English
correctly and also which are generally set in the examinations. Some techniques
and guidelines are given and the opinion of the researcher is also mentioned in
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order to help the teachers as well as students so that they can concentrate on the
problematic areas of English grammar which are necessary for them.
The survey was conducted during the academic years 2013 and 2014 in ten
colleges of Cachar, Karimganj and Hailakandi districts. Of the ten colleges, three
are from urban areas, three are from rural areas, three are ladies colleges and one
Science College. (M.H.C. Science College,Algapur, Hailakandi) were taken so that
they can represent the students of the entire Barak Valley as mentioned in (5.2)
above.
5.5 Description of the Questionnaire
The data were collected with the help of questionnaires, interviews and
class room observations. Two sets of questionnaires, one for the student
respondents and the other for the teacher respondents were prepared. The students’
questionnaire contains sixty five questions covering Basic grammar from various
angles and on language. The questions on grammar are normally included in the
syllabi which are necessary for basic knowledge of English language and also
which are set in the examinations. The teachers’ questionnaire contains only
seventeen questions mainly based on students and syllabus. The researcher
personally visited the colleges under survey taking permission from the principals
of the respective colleges, met the students in the classroom and teachers in their
common room and distributed the questionnaires among the respondents and
collected the questionnaires from them.
Out of sixty five questions of the students’ questionnaire, question numbers
7, 8, 9, 10, 11 and 12 are based on English language, numbers 63 and 64 are about
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the teachers and the other questions are based on English grammar and vocabulary.
Question Nos. 5,9,10,11,39,63 and 64 were to be answered only by giving tick ()
mark against the chosen answer. Other questions were to be answered in one
sentence or in one word. The questions on grammar and vocabulary were based on
the definition of ‘grammar’, consonants, semi vowels, definition of the word,
subject and predicate, determiners (including articles), syllables, parts of speech,
antecedents, complements, objects, strong verbs, weak verbs, defective verbs,
quasi-passive verbs, participles, correlatives, gender, number, mood, modal verbs,
case, transformation of sentences, tag question, tense , voice change, narration
(direct and indirect speech), clause, prefix, suffix, word-order, phrase, idiom and
group verbs, substitution into a single word, formation of sentences and correction.
Question number 65 is the last question and has thirty three incorrect sentences
covering various angles of grammar which were to be corrected by the students in
a very short way.
On the other hand, the teachers’ questionnaire was based on teachers’
opinion about their students, syllabus etc. Only the opinions of the teachers were
sought to find out the present situation of English in Barak Valley. Questions are:
1. Whether the teachers teach English grammar. 2. Whether the teachers prefer to
teach English grammar 3. Whether the teachers complete the grammar prescribed
in the syllabus or not. 4. Whether students are aware of Basic English grammar. 5.
Assam University General English is confined to first year only, whether it should
be in second and third year also. 6. Most of the students in Barak Valley cannot
speak English, why? 7. Whether the teachers deliver the lectures in English or in
164
Bengali or Bilingual. 8. When the teachers speak English inside the class, students
understand it or not. 9. Teachers’ opinion about grammar whether it is an
interesting subject or a dry subject. 10. Whether the students request the teachers to
explain the subject in Sylheti Bengali, a local dialect. 11. Whether the teachers are
in favour of a separate class for spoken English. 12. The students are getting
sufficient time in the present semester system or not. 13. Teachers’ opinion about
the students whether they are interested in learning English or not. 14. Whether the
students have base in English. 15. Whether General English should be included in
second year or third year. 16. Any student is zero-based at the under graduate level
or not. 17. There are some anomalies in the Oxford Dictionary about ‘Lakh’ and
‘Crore’ and the teachers’ opinion was sought.
The researcher also interviewed students and teachers during his visit to the
colleges under survey and collected some information (data) from them about the
actual situation of teaching and learning in Barak Valley. The researcher also
observed the class room situation while he met the students in the class room.
The interview with the students was in the form of informal discussion after
collecting the questionnaires from them. The questions during the interview were:
(i) whether they understand English when their teachers speak in English. (ii) The
students who had vernacular medium background were asked whether they can
speak English. (iii) Whether the student can write English correctly. (iv) Students
were asked whether they are fully aware of Basic English Grammar.
The interview with the teachers was also in the form of informal discussion.
The researcher held informal discussion with them when they were in the teachers’
165
common room. The informal discussion was on the basis of classes, syllabus and
problems they face while teaching English in general and grammar in particular.
Though any specific question was not asked but the content of the interview was
not very different from the teachers’ questionnaire.
5.6 Data Analysis and Interpretation
After the data collection, the researcher has analysed both the students’ and
the teachers’ questionnaires. And the results found from them are presented
separately in the tabular form to show the statistical analysis of the data. The
responses are mentioned in Percentage. It has already been mentioned in the very
beginning of this chapter that the data collection was based on students’
questionnaire, teachers’ questionnaire and informal interviews with students and
teachers and class room observation. The students were tested by supplying
questionnaire to them and the teachers’ opinions were sought by supplying
questionnaire to them. Also data were collected from informal interviews with the
students asking some questions mentioned in the above paragraph (5.5).
The administration of tests actually enabled the researcher to collect data
from the problematic areas that the students of under graduate level in Barak
Valley districts while learning English language in general and Basic English
grammar in particular. It supplied the authentic information about the teaching-
learning situation of English in Barak Valley districts of Assam. The teachers’
questionnaire enabled the researcher to collect data related to the teachers’
opinions about the students, syllabus, semester system and the continuation of
Higher Secondary classes in the colleges. The researcher also collected some
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information from the informal interviews with students which is related to
students’ understanding English language, speaking English by the students having
vernacular medium background and the students’ knowledge of Basic English
Grammar. The above mentioned process of data collection actually helped the
researcher to arrive at the real status of English language both speaking and
grammar among the under graduate students of Barak Valley in Assam.
5.6.1 Data Analysis of Students’ Questionnaire
In the students’ questionnaire, the first question was about the meaning of
grammar. According to the Oxford Advance Learner’s Dictionary of Current
English (ed. A.S. Hornby), grammar means, ‘the rules in a language for changing
the form of words and joining them into sentence’. As per Cambridge School
Dictionary (ed. Melissa Good, Cambridge university Press), grammar means, ‘the
way you combine words and change their form and position in a sentence or the
rules or study of this’. According to Chambers (20th Century) Dictionary (ed. EM
Kirkpatrick, W&R Chambers limited 1983), grammar means, ‘the science of
language, from the point of view of pronunciation, inflexion, syntax and historic
development’.
Q. 1. Grammar means…………... . Students were to write a few words only. Out
of 400 students, only 8 students responded to the definition of grammar. One wrote
‘When we learn something about tense voice change etc’. Another wrote,
‘Structure of sentence’. Third one wrote, ‘Grammar means knowing of English’.
Forth one wrote, ‘Properly knowing the English’, Fifth one wrote ‘Grammar is the
father of English’. Sixth one wrote, ‘Formation of language’. Seventh student
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wrote, ‘Grammar teaches us read or write correctly’. Eighth student wrote, ‘Basic
concept of language’. 392 students did not write anything. They left the question
blank. Second and sixth defined grammar as ‘structure of sentence’ and ‘formation
of language’ respectively which may be considered correct. But it is very clear that
the students could not maintain grammar in their expressions except one or two.
Table 5.6.1.1: Percentage responses about the meaning of grammar
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 8 392 2
P.C. 2% 98% 0.5%
Q.2. How many consonants are there in English? Every student must know the
consonants. In this basic and easy question, 368 students replied correctly. 32
students did not respond or gave wrong answer. It is the only question that majority
of the students answered correctly.
Table 5.6.1.2: Percentage responses on consonants
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 368 32 368
P.C. 92% 8% 92%
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Q. 3. This question is on semi-vowels. W and Y are called semi-vowels but they
function as consonants. Students are to write only W and Y. On this question, 160
students answered correctly. 240 students did not answer or gave wrong answer.
Table 5.6.1.3: Percentage responses on Semi-vowels
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 160 240 160
P.C. 40% 60% 40%
Q. 4. This question is on syllables. Any of the units into which a word is divided is
called …. Students are to write the word ‘syllable’. Not a single student responded
to this question.
Table 5.6.1.4: Percentage responses on Semi-vowels
Out of 400 hundred students, no one responded p.c. = 0
Q. 5. Normally it is defined by many that two or more letters combined to form a
word if it gives a meaning. But in English, |a|, |i| and |o| are not only letters but also
words. |A| is adjective, |I| is pronoun and |O| is interjection. They are parts of
speech. So the above definition of the word is not perfect. Hence the perfect
definition of the word is – when one or more letters are combined and give a
meaning, then it is called a word. The former definition is given in the
questionnaire. Students were to write the definition given is perfect or not. But not
a single student responded.
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Table 5.6.1.5: Percentage responses on definition of word
Out of 400 hundred students, no one responded p.c. = 0
Q. 6. How many letters are necessary to form a word? On this question, 62
students wrote, one letter is necessary to form a word. Here the students are found
contradictory. In the above question no one responded but here some students
wrote correctly.
Table 5.6.1.6: Percentage responses on definition of word
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 62 338 62
P.C. 15.5% 84.5% 15.5%
Q. 7. Basically English is a language divided by two countries namely, England
and America. In this question, students were asked to write England and America.
280 students responded correctly. 120 students did not respond.
Table 5.6.1.7: Percentage responses about English language
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 280 120 280
P.C. 70% 30% 70%
Q. 8. In the middle ages, there were four dialects namely, East Midland, Southern,
Northumbrian and Kentish. The East Midland dialect came to be known as King’s
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or Queen’s language and in course of time it became the standard language. (Dr.
R.L. Varshney, A Hand Book of Viva-Voce, Student Store, Bareilly, year not
mentioned). ‘…The English spoken in London and the East Midlands was
gradually adopted as the official variety of English. And time went by; this dialect
became the standard language.’ (Michael Swan, 2006, Practical English Usage,
OUP, p-288). The question was – which dialect is the Standard English? On this
question, no response came.
Table 5.6.1.8: Percentage responses on dialect
Out of 400 hundred students, no one responded p.c. = 0
Q. 9. Which English is used in India? Options were given in the questionnaire –
British or American. British came to India and ruled over this country for 200
years. Hence British English is used in India. On this question, 108 students ticked
in the right box.
Table 5.6.1.9: Percentage about English in India
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 108 292 108
P.C. 27% 73% 27%
Q. 10. In computer, normally American English is found. Hence students are
confused about the spelling of words e.g. color, centre, program, traveler etc. In
computer, which English is found? This was the question in the questionnaire.
Options were given to the students. 120 students ticked in the right box. 280
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students ticked in the wrong box. It seemed that the students answered on the
assumption because all of them ticked in either of the boxes.
Table 5.6.1.10: Percentage about English in computer
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 120 280 120
P.C. 30% 70% 30%
Q. 11. A.M, P.M. and a.m., p.m. are two types of English. Which set is to be used
in India? Options were given. A.M, P.M. are American English. In India, British
English is used and hence the right answer is a.m., p.m. No student responded to
this question.
Table 5.6.1.11: Percentage responses on A.M, P.M. or a.m., p.m
Out of 400 hundred students, no one responded p.c. = 0
Q. 12. The words labour, traveller, theatre, accommodation, Cheque were
given in the questionnaire. Students were asked to give the American spelling of
the above words. The answer is labor, traveler, theater, accomodation, check. No
student responded to this question. They do not have any idea about the difference
between the spelling of American and British words.
Table 5.6.1.12: Percentage responses on American Words
Out of 400 hundred students, no one responded p.c. = 0
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Q. 13. A sentence has two parts: (i) Subject and (ii) Predicate. This is a very basic
and simple question. Students were to write only Subject and Predicate. But many
students are unaware of it. Only 161 students answered correctly.
Table 5.6.1.13: Percentage responses about Subject and Predicate
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 161 239 161
P.C. 40.25% 59.75% 40.25%
Q. 14. This question is on determiners. Few, a few, the few, little, a little, the
little, some, any, many, a, an, the etc. are determiners. Students were asked to
give some examples of determiners. 210 students answered correctly. The rest did
not respond.
Table 5.6.1.14: Percentage about Subject and Predicate
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 210 190 210
P.C. 52.5% 47.5% 52.5%
Q. 15. Which part of speech determiners belong to? This was the question.
Determiners normally sit before the nouns and qualify them e.g. a few people
attended the meeting. Hence they are adjectives. No one responded to this
question.
173
Table 5.6.1.15: Percentage responses on Determiners
Out of 400 hundred students, no one responded p.c. = 0
Q. 16. What is noun? Noun is the name of anything. The question was: Noun
means …. It is very unfortunate that only 137 students gave the answer correctly.
The rest 263 students did not respond.
Table 5.6.1.16: Percentage responses about Noun
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 137 263 137
P.C. 34.25% 63.75% 34.25%
Q. 17. This question was on pronoun. Pronoun means a word which is used
instead of a noun. Pro + noun = pronoun. Students were asked to give the meaning
of ‘pro’. This prefix means ‘related’ or instead of.41 students responded correctly.
359 students did not respond.
Table 5.6.1.17: Percentage responses about pronoun
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 41 359 41
P.C. 10.25% 89.75% 10.25%
174
Q. 18. This question is on the definition of verb. The definition was given in the
questionnaire. The word which expresses action is called ……. . Students were to
write only verb. 63 students answered correctly. 237 students did not respond. All
the students must know what is verb.
Table 5.6.1.18: Percentage responses about verb
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 63 337 63
P.C. 15.75% 84.25% 15.75%
Q. 19. The definition of adjective was given in the questionnaire. A word that
describes a person or a thing is called …….. . Students were to write the word
adjective only. All students must know what is adjective. But not a single student
responded to this question.
Table 5.6.1.19: Percentage responses on adjective
Out of 400 hundred students, no one responded p.c. = 0
Q. 20. The definition of adverb was given in the questionnaire. A word that adds
information to a verb, adjective or any other adverb is called ………. Students
were to write the word adverb only. No student answered.
Table 5.6.1.20: Percentage responses on adverb
Out of 400 hundred students, no one responded p.c. = 0
175
Q. 21. Preposition = pre + position. What does ‘pre’ mean? ‘Pre’ means before.
It means something sits before something. Preposition is a word which sits before a
noun or pronoun and forms its relation with other word or words in the sentence.
Degree students are much matured and hence the question was asked indirectly.
However, 21 students responded correctly. 379 students did not touch this
question.
Table 5.6.1.21: Percentage responses about preposition
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 21 379 21
P.C. 05.25% 94.75% 05.25%
Q. 22. Definition of conjunction was also asked indirectly. Conjunction = Con +
junction. Students were asked if they had any idea about the prefix ‘con’. ‘Con’
means playing a trick. It is, of course, an uncommon question. Even then 19
students could write correctly.
Table 5.6.1.22: Percentage responses about conjunction
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 19 381 19
P.C. 4.75% 95.25% 4.75%
176
Q.23. The definition of interjection was given to students. A short sound or word
spoken suddenly to express an emotion is called …….. Students were to write the
word Interjection only. All students must know it. But not a single student
attempted this question.
Table 5.6.1.23: Percentage responses on Interjection
Out of 400 hundred students, no one responded p.c. = 0
Q. 24. Students were asked to give the examples of proper noun, Common noun,
material noun and abstract noun. Students were to write one word only for each. 41
students gave examples of the first three. But no one could give the examples of
collective noun and abstract noun.
Table 5.6.1.24: Percentage responses about kinds of noun
Total students’
populationResponded
Not Responded
or Wrong
Correct
partially
400 41 359 41
P.C. 10.25% 89.75% 10.25%
Q. 25. This is the book which I bought yesterday. Students were asked to write the
word which is antecedent. Antecedent means a thing or an event that exists or
comes before another and may have influenced it. (OALD ed. A.S. Hornby). Here
the word Book is the antecedent of the relative pronoun which. Normally this is
taught at high school level. But no one answered it.
177
Table 5.6.1.25: Percentage responses on antecedent
Out of 400 hundred students, no one responded p.c. = 0
Q. 26. A verb which has an object is called ………… . This is the definition of
Transitive verb. Every student must know it. But not a single student responded.
Table 5.6.1.26: Percentage responses on Transitive Verb
Out of 400 hundred students, no one responded p.c. = 0
Q. 27. A verb which does not have any object is called …………. This is the
definition of Intransitive verb. Similar is the case as in Sl. No. 26. Not a single
student responded.
Table 5.6.1.27: Percentage responses on Intransitive Verb
Out of 400 hundred students, no one responded p.c. = 0
Q.28. (I) Sugar tastes sweet. (II) I consider him honest. .……… Which words are
complements here? When the verb requires a word to make the sense complete in a
sentence is called Complement. Sweet and Honest are complements here. On this
question, no response came.
Table 5.6.1.28: Percentage responses on Complement
Out of 400 hundred students, no one responded p.c. = 0
178
Q.29. Students were asked to give examples of: (i) Retained object (ii) Cognate
object and (iii) Reflexive object. In passive voice, in a sentence where double
objects are there, one object does not change. This is called retained object e.g. We
are taught English by the teacher. He runs a race. Here English is retained object
and race is cognate object. I did it myself. Myself is Reflexive object. No one gave
the answers.
Table 5.6.1.29: Percentage responses on Objects
Out of 400 hundred students, no one responded p.c. = 0
Q.30. Verbs are of various types: (i) Strong Verb (ii) Weak Verb (iii) Defective
Verb and (iv) Quasi-passive Verb. Students were asked to give an example of each.
A verb while forming past tense changes its vowel in its middle position is called
strong verb e.g. Break – Broke, Do – Did etc. But a verb which takes ed, d or t
while forming past tense is called weak verb e.g. Walk – Walked, Bend – Bent etc.
But Quasi-passive verb looks like passive voice but it is not passive voice e.g. He
is gone, you are arrived, the flower looks beautiful, the carpet feels soft. Can,
Must, Shall, Will, May etc. are defective verbs because they do not take ‘s’ in the
third person singular number, they cannot be used as infinitive and they cannot
take ‘ing’ when they are in the sentence. Not a single student responded to this
question.
Table 5.6.1.30: Percentage responses on Verbs
Out of 400 hundred students, no one responded p.c. = 0
179
Q.31. Students were asked to give the past form of the verbs cost, cut, put, shut,
split and welcome. All the verbs are same in past form except welcome and its
past form is welcomed (not welcame). 61 students attempted this question but
they could not give the past form of welcome.
Table 5.6.1.31: Percentage responses about past form of verbs
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 61 329 61
P.C. 15.25% 84.75% 15.25%
Q.32. Present Participle is a verb having ‘ing’ with it. It is a verb and adjective at
the same time e.g. She is a crying child. A rolling stone gathers no moss. Here
crying and rolling are present participles. Students were asked to give an example
of Present Participle. But no one responded.
Table 5.6.1.32: Percentage responses on present participle
Out of 400 hundred students, no one responded p.c. = 0
Q.33. Conjunctions which are used in pairs are called correlatives e.g. either …
or, neither… nor, so… that etc. Students were asked to give three examples of
correlative. But no one answered.
Table 5.6.1.33: Percentage responses on correlatives
Out of 400 hundred students, no one responded p.c. = 0
180
Q.34. Students were asked to give the feminine gender of lad, monk, servant,
horse, goat and peacock. The research is on Degree level students and hence these
nouns were given. Lass, nun, maid, mare, she goat and peahen are feminine
forms. But not a single student attempted this question.
Table 5.6.1.34: Percentage responses on feminine gender
Out of 400 hundred students, no one responded p.c. = 0
Q.35. In this question, students were asked to give some words which are both
singular and plural e.g. hundred, thousand, lakh, crore, dozen etc. But not a
single student answered.
Table 5.6.1.35: Percentage responses about number
Out of 400 hundred students, no one responded p.c. = 0
Q.36. Students were asked to give some words which are always plural e.g.
furniture, cattle, scissors, spectacles, trousers etc. but not a single student
answered.
Table 5.6.1.36: Percentage responses about number
Out of 400 hundred students, no one responded p.c. = 0
Q.37. This question is also based on number. Students were asked to give the
plural form of half, foot, mouse, syllabus, crisis, basis, memorandum. Halves,
feet, mice, syllabi (syllabuses), crises, bases, memoranda are plurals. 23 students
answered the first three words correctly and the rest did not respond.
181
Table 5.6.1.37: Percentage responses about plural forms
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 23 377 23 partially
P.C. 5.75% 94.25% 5.75%
Q.38. The word ‘people’ is always plural. But there is a case where people can be
used as singular. Bodo, Karbi, Reang etc. are smaller tribes in Assam. So one tribe
of this kind is called a people e.g. Bodo is a people in Assam. In this case, Bodo,
Karbi, Reang etc. are peoples in Assam. Students were asked to give an example.
No one responded.
Table 5.6.1.38: Percentage responses on ‘people’ as singular
Out of 400 hundred students, no one responded p.c. = 0
Q.39. The English speak English. The English speaks English. The English are a
brave nation. The dictionary meaning of ‘the English’ is people of England. When
‘the English’ is used as a nation, it is singular. So these sentences are correct.
Students were asked to write whether these sentences are right or wrong. 83
students answered correctly. 317 students did not respond.
Table 5.6.1.39: Percentage responses about plural forms
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 83 317 83
P.C. 20.75% 79.25% 20.75%
182
Q. 40. In this question, students were asked to give examples of: (i) Present
subjunctive (ii) Past subjunctive (iii) Gerund and (iv) Verbal noun. These are
explained in chapter 3 (b). May god bless you – Present subjunctive. If I were a
bird I could fly – Past subjunctive. Riding is a good exercise – Gerund. The riding
of horse is a good exercise – Verbal noun. Not a single student responded.
Table 5.6.1.40: Percentage responses about subjunctives, gerund etc.
Out of 400 hundred students, no one responded p.c. = 0
Q. 41. In this question, students were asked to give some examples of modal verbs.
Shall, should, will, would, can, could, may, might, ought, need, dare etc. are modal
verbs. They are also called defective verbs as stated in Q. 30. above. But not a
single student responded to this question.
Table 5.6.1.41: Percentage responses about Modal verbs
Out of 400 hundred students, no one responded p.c. = 0
Q. 42. Students were asked to give an example of Infinitive (one sentence only).
When ‘to’ is used before a verb, it becomes infinitive e.g. to go, to come, to do etc.
Students were to write one sentence only e.g. I like to swim. But not a single
student answered this.
Table 5.6.1.42: Percentage responses about infinitive
Out of 400 hundred students, no one responded p.c. = 0
183
Q. 43. Ram comes here. Here ‘Ram’ is Nominative case. But Ram, come here.
Here, ‘Ram’ is addressed and thus Ram is ‘Vocative case’. I see a picture. Here
picture is Objective case. This was the question. Students were to write the names
of the case. But not a single student answered this.
Table 5.6.1.43: Percentage responses about case`
Out of 400 hundred students, no one responded p.c. = 0
Q.44. Students were asked to give the negative form of: I do it. When auxiliary
verb is not there in the sentence, then ‘do’ is used. But if ‘do’ is already there as
principal verb, then another do will come. Many students do not understand this
and hence this sentence was given. The correct answer is I do not do it. Only 21
students answered correctly. Some students wrote ‘I do not it’.
Table 5.6.1.44: Percentage responses about ‘I do it’ as negative
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 21 379 21
P.C. 5.25% 94.75% 5.25%
Q. 45. (i) Man is mortal. (ii) Water is colourless. (iii) Every mother loves her
children. Students were asked to give the negative form of these sentences without
changing the meaning. This type of question normally comes in the examination.
38 students attempted but none could give the answer of the three sentences.
184
Table 5.6.1.45: Percentage responses about negative transformation
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 38 362 38
P.C. 9.5% 90.5% 9.5%
Q. 46. (i) Everyone is proud of him. (ii) Nobody can do it. Students were asked to
give the interrogative form of these sentences without changing the meaning. The
answers are (i) Who is not proud of him? (ii) Can anybody do it? Not a single
student responded.
Table 5.6.1.46: Percentage responses about transformation to Interrogative
Out of 400 hundred students, no one responded p.c. = 0
Q.47. Students were asked to give the tag question of the following sentences. 38
students attempted but maximum two answers were correct.
(i) I am writing a letter ………………? (Ans: aren’t I)
(ii) Let’s go to the market…………..? (Ans: shall we)
(iii) Have some more rice……………? (Ans: will you)
(iv) Somebody has called…………..? (Ans: haven’t they)
(v) Wait for a while…………………? (Ans: will you/can you)
185
Table 5.6.1.47: Percentage responses about tag question
Total students’
populationResponded
Not Responded
or Wrongcorrect
400 38 362 38
P.C. 9.5% 90.5% 9.5%
Q.48. (i) He is __ L.P. School teacher (ii) I am __ heir of this property (iii) __
kindness is a virtue (iv) __ man is mortal (v) __ water of this area is full of iron.
(vi) __ cow is __ useful animal. Students were asked to use articles where
necessary. 179 students answered but maximum three were correct out of six.
Table 5.6.1.48: Percentage responses about articles
Total students’
populationResponded
Not Responded
or Wrong
Correct
partially
400 179 221 179
P.C. 44.75% 55.25% 44.75%
Q.49. This question is on tense. Ten sentences were given covering present, past
and future tense. These are normally set in the examinations. This chapter is
considered as one of the most important chapters in English grammar. 267 students
attempted but maximum three or four sentences were correct.
Table 5.6.1.49: Percentage responses about tense
Total students’
populationResponded
Not Responded
or Wrong
Correct
partially
400 267 133 267
P.C. 66.75% 33.25% 66.75%
186
Q.50. Students were asked to give some verbs which normally do not take
continuous form e.g. see, feel, think, want, hope, understand, appear, because
there is no continuous process in these verbs. But when they are used in continuous
form, the meaning changes e.g. I am hoping (less hope). I am seeing a doctor
tomorrow (future tense). I am thinking of going to England (an idea). 76 students
answered but only two verbs were mentioned.
Table 5.6.1.50: Percentage responses about verbs not taking continuous forms
Total students’
populationResponded
Not Responded
or Wrong
Correct
partially
400 76 324 76
P.C. 19% 81% 19%
Q. 51. The question was on voice change which is always asked in the
examination. (i) Who has done this? (ii) Fate cannot be avoided. (iii) Sugar is
sweet (iv) I saw him cross the road. (v) I told him to go (vi) Do it now. Students
were asked to change voice form. 83 students attempted but not more than two
answers were correct.
Table 5.6.1.51: Percentage responses on voice change
Total students’
populationResponded
Not Responded
or Wrong
Correct
partially
400 83 317 83
P.C. 20.75% 79.25% 20.75%
187
Q.52. Students were asked to change the form of narration of the four sentences.
i) The man said to me, “I saw a tiger yesterday.”
ii) The teacher said, “What is your name?”
iii) He said,”Friends, listen to me.”
iv) The man said, “How clever I am!”
This is a very common question and this type of sentences is given in the
examinations. Students must know this. Only 77 students attempted but two or
three answers were correct.
Table 5.6.1.52: Percentage responses on narration
Total students’
populationResponded
Not Responded
or Wrong
Correct
partially
400 77 323 77
P.C. 19.25% 80.75% 19.25%
Q.53. (i) Tagore, the great poet of Bengal, was awarded the novel prize (ii)
Reena, I think, is a good singer. The first sentence belongs to Noun in apposition
because the ‘great poet of Bengal’ is in apposition to ‘Tagore’. The second
sentence belongs to Parenthesis. An expression is added inside the sentence to
give extra information. This is parenthesis. In this question, students were asked to
identify the sentences. Not a single student responded.
Table 5.6.1.53: Percentage responses about noun in apposition and parenthesis
Out of 400 hundred students, no one responded p.c. = 0
188
Q.54. The earth moves round the sun. Students were asked to write the phrase
portion from this sentence. ‘Moves round the sun’ is phrase. No students
attempted this question.
Table 5.6.1.54: Percentage responses on phrase
Out of 400 hundred students, no one responded p.c. = 0
Q.55. He was the last man to go there. This is a simple sentence. Students were
asked to make it both complex and compound sentences. He was the last man who
went there (Complex). He was the last man and he went there (compound) are the
answers. But not a single student touched it.
Table 5.6.1.55: Percentage responses on sentence
Out of 400 hundred students, no one responded p.c. = 0
Q.56. Raju is very good. He cannot harm anybody. Students were asked to
combine the sentences into a Simple sentence. ‘Raju is too good to harm anybody’
is a simple sentence. This simple sentence has only one finite verb. No one
answered this question.
Table 5.6.1.56: Percentage responses on simple sentence
Out of 400 hundred students, no one responded p.c. = 0
189
Q.57. This question is on clause analysis. Students were to identify the type of
subordinate clause from the following complex sentences:
(i) I know the man who will help you. Subordinate ………………… clause.
(ii) That he is honest is known to all. Subordinate …………..…… clause.
(iii) The sun shines when it is day. Subordinate ……………… clause.
Here, first one is adjective clause because the noun man is qualified here.
Second sentence is noun clause as it is object to the verb know in the principal
clause. Third sentence is adverb clause because the verb shine is modified here.
(Clause analysis chapter 3.2.31). No one answered this question.
Table 5.6.1.57: Percentage responses on clause analysis
Out of 400 hundred students, no one responded p.c. = 0
Q.58. This question is on word formation which belongs to vocabulary. (i)
Fortune – make another word using prefix. (ii) Use - make another word using
suffix. (iii) Break - make another word using both prefix and suffix. Misfortune,
Useless/Useful, Unbreakable are the answers. Not a single student attempted this
question.
Table 5.6.1.58: Percentage responses on word formation
Out of 400 hundred students, no one responded p.c. = 0
190
Q.59. This question is on word order which belongs to structure of the sentence.
Larger is motor car a bus than. In this sentence, words are not in order. Students
were asked to place the words in the proper order. A motor car is larger than bus
- is the answer. Students must know the sentence structure. Detailed discussion is
in chapter 3.2. No one answered this question.
Table 5.6.1.59: Percentage responses on word order
Out of 400 hundred students, no one responded p.c. = 0
Q.60. Phrase, idiom and group verbs are : (i) Apple of discord (ii) Bad blood
(iii) Null and void (iv) In no time (v) Look after (vi) Give up (vii) Set out.
Students were asked to make sentences with the above. There is no rule involved in
it. Only 32 students attempted but one or two sentences were correct.
Table 5.6.1.60: Percentage responses on phrase, idiom and group verbs
Total students’
populationResponded
Not Responded
or Wrong
Correct
partially
400 32 368 32
P.C. 8% 92% 8%
Q.61. This question also belongs to vocabulary. Students were asked to substitute
the following sentences into a single word.
i) That which cannot be heard: ________
ii) That which cannot be seen: ________
iii) The sound of elephant: ________
191
iv) The sound of snake: ________
v) The sound of cow: ________
vi) One who is all powerful: ________
vii) One who pays rent to a land lord: ________
viii) One who looks into the bright side of things: ________
Students were to write the words only. Not a single student attempted this
question.
Table 5.6.1.61: Percentage responses on substitution into single word
Out of 400 hundred students, no one responded p.c. = 0
Q.62. This question is on sentence structure. Students were asked to write
sentences to the following:
Subject = S, Verb = V, Object = O, Infinitive = Inf.
i) S +V+O
ii) S +V+O+O
iii) S +V+O+ complement
iv) S +V + that clause
v) S +V + Inf.
44 students answered but one or two sentences were correct.
192
Table 5.6.1.62: Percentage responses on sentence structure
Total students’
populationResponded
Not Responded
or Wrong
Correct
partially
400 44 356 44
P.C. 11% 89% 11%
Q. 63. This question was about the teachers. Students were asked whether their
teachers teach English grammar prescribed for study. 216 students said, ‘Yes’. 123
students said ‘No’. The rest 61 students did not respond.
Table 5.6.1.63: Percentage responses about teachers
Total students’
populationSaid, ‘Yes’ Said, ‘No’ Not Responded
400 216 123 61
P.C. 54% 37% 15.25%
Q.64. This question was also about the teachers. Students were asked whether
their teachers complete the grammar prescribed in degree syllabus. 164 students
said, ‘Yes’. 122 students said, ‘No’ and 114 students did not respond. It means that
the syllabus is not completed in many colleges.
Table 5.6.1.64: Percentage responses about teachers
Total students’
populationSaid, ‘Yes’ Said, ‘No’ Not Responded
400 164 122 114
P.C. 41% 30.5% 28.5%
193
Q.65. This question was on correction of sentences. This question is the last
question in the students’ questionnaire. Total 33 grammatically wrong sentences
were given for correction covering almost all the chapters of Grammar under
research. This is a way to test the students’ knowledge of Basic English grammar.
86 students attempted this question but five or six sentences were correct.
Table 5.6.1.65: Percentage responses on sentence structure
Total students’
populationResponded
Not Responded
or Wrong
Correct
partially
400 86 314 86
P.C. 21.5% 78.5% 21.5%
66. Lastly, the researcher calculated the marks obtained by the students during the
test. It has been observed that no student could score more than 40% marks.
Table 5.6.1.66: Marks obtained by the students
Sl No. Marks No. of Students
1. 0 – 10 40%
2. 11 – 20 30%
3. 21 – 30 20%
4. 31 – 40 15%
5. 41 – 50 0 %
6. 51 – 60 0 %
7. 61 – 70 0 %
8. 71 – 80 0 %
9. 81 – 90 0 %
10. 91 – 100 0 %
194
5.6.2 Data analysis of interview with students
Q 1. During the interview with students, the researcher asked them whether they
understand English when the teachers speak in English. This question was not in
the students’ questionnaire. Those who understand English were asked to raise
their hands. Thus the number was taken. In that way it was counted. Total 344
students said ‘Yes’ and the rest 56 students said ‘No’.
Table 5.6.2.1: Percentage responses on understanding English
Total students’ population Said, ‘Yes’ Said, ‘No’
400 344 56
P.C. 86% 14%
Q 2. The researcher asked the vernacular medium students whether they can
speak English. 62 students said ‘Yes’ 34 students said, they try but face
problems in speaking. 304 students said ‘No’.
Table 5.6.2.2: Percentage responses on speaking English
Total students’
populationYes Try to speak No
400 62 34 304
P.C. 15.5% 8.5% 76%
195
Q 3. Students are also asked whether they can write English correctly. 84
students replied, they can somehow manage to write. 316 students said ‘No’.
They depend on memorising the answers from note books or the answers given
by their private tutors.
Table 5.6.2.3: Percentage responses on writing English
Total students’
populationCan write somehow Cannot write
400 84 316
P.C. 21% 79%
5.6.3 Class room observation
During the data collection from the class room, the researcher observed that
the students were in a very difficult situation and it seemed that grammar was a
hard subject to them. It was observed that students were discussing among them
while answering the questions. The researcher understood that many students did
not understand the language in the questionnaire although it was simple.
Sometimes this situation was observed by the researcher in general English class
with the first semester students while delivering lecture in English.
The researcher interacted the students for about forty to fifty minutes in
different colleges under survey. But a different picture was found. The researcher
became very cordial with them and addressed them ‘sons and daughters’. The
entire class became silent and the students were very attentive to listen and tried to
understand grammar which was explained to them by the researcher. Their
196
response was good. They did not feel bore rather they enjoyed the class taken by
the researcher.
The researcher encouraged the students to speak English which might be
right or wrong initially. They should start speaking like a child with mistakes. If
they continue speaking, one day they will learn it. Some students were made to
speak English and they tried their best to speak. Although they could not speak
well, the researcher realised that they gained courage to speak English. While
leaving the class, all the students thanked the researcher and requested him to visit
again.
The researcher observed that if a teacher proves himself or herself a well
wisher of the students, then the students are sure to attend the class and achieve
something from the class. During the last thirty years of teaching in the college, the
researcher realised this and has been trying to help the students to learn English
specially the Basic English grammar inside the class.
5.6.4 Data analysis of Teachers’ Questionnaire
The researcher personally met the teachers of the concerned colleges and
supplied the Teachers’ Questionnaire to them. The researcher discussed many
things about this research and the students’ problems and requested them to kindly
respond to the questions meant for them. The teachers who were available during
the visit were supplied the questionnaires only and the researcher collected the
questionnaires personally from them. All the teachers responded very eagerly and
encouraged the researcher for this kind of research. There were seventeen
197
questions for the teachers. Total number of teachers was twenty five. This number
was limited for easy calculation of percentage.
Q.1. The first question was whether the teachers teach English grammar in Degree
first semester as grammar is prescribed in the General English syllabus by Assam
University, Silchar. Out of 25 teachers, 18 teachers said, ‘Yes’. 7 teachers said
‘No’.
Table 5.6.4.1: Percentage responses about teaching Grammar
Total Teachers’ population Yes No
25 18 7
P.C. 72% 28%
Q.2. In this question, teachers were asked whether they prefer to teach grammar.
On this question, 6 teachers said, ‘Yes’ and 19 teachers said ‘No’.
Table 5.6.4.2: Percentage responses about preference to teach Grammar
Total Teachers’ population Yes No
25 6 19
P.C. 24% 76%
Q.3. Teachers were asked whether all the chapters of grammar prescribed were
taught in detail and finished in time. 13 teachers said, ‘Yes’. 12 teachers said, ‘No’.
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Table 5.6.4.3: Percentage responses about the completion of syllabus
Total Teachers’ population Yes No
25 13 12
P.C. 52% 48%
Q.4. Teachers were asked whether they find degree first semester students aware
of Basic grammar. English grammar started from Middle School level and
continued up to degree first semester. Student must have basic knowledge of
English grammar. Only 5 teachers said ‘Yes’. 20 teachers said, ‘No’.
Table 5.6.4.4: Percentage responses about students’ knowledge of grammar
Total Teachers’ population Yes No
25 5 20
P.C. 20% 80%
Q.5. Assam University prescribed General English in first year only. The
opinion of the teachers was sought whether General English should be in second
year or third year. In this syllabus, drama or novel was not accommodated. 17
teachers said ‘Yes’. According to them, General English should be extended to
second year also. 8 teachers said, ‘Not necessary’.
Table 5.6.4.5: Percentage responses about English in 2nd or 3rd year
Total Teachers’ population Yes Not necessary
25 17 8
P.C. 68% 32%
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Q.6. Most of the students in Barak Valley cannot speak English even at the
degree level. Teachers were asked what could be the reason. It is a fact that
students having vernacular medium background cannot speak English. On this
issue, various opinions were given by the teachers. 6 teachers said ‘students are
afraid of speaking’. 2 teachers said ‘tongue tied’. 13 teachers said, ‘Lack of
speaking environment.’ 2 teachers said, ‘Lack of knowledge of grammar and
sentence construction.’ 2 teachers said, ‘students come from vernacular
medium schools.’
Table 5.6.4.6: Percentage responses of about students speaking English
Sl
No.Opinions Number P.C
1. Students are afraid of speaking’ 6 24%
2. Tongue tied 2 8%
3. Lack of speaking environment 13 52%
4.Lack of knowledge of grammar and sentence
construction
2 8%
5. Students come from vernacular medium schools 2 8%
Total 25 100%
Q.7. Teachers were asked whether they deliver their lectures in English or in
Bengali or Bilingual. Language of Barak Valley is Bengali. Majority of the
speakers are Bengalee and other speakers also speak this language. Naturally this
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language has some influence even in the colleges. 16 teachers said, they teach in
‘English’. 9 teachers said, ‘Bilingual’.
Table 5.6.4.7: Percentage responses about teachers’ speaking language
Total Teachers’ population English Bilingual
25 16 9
P.C. 64% 36%
Q.8. Teachers were asked whether the students feel uncomfortable when they
speak English or they do not understand English. 6 teachers said, ‘Students feel
uncomfortable’. 13 teachers said, ‘Students understand English when they
speak simple English’. 6 teachers said, ‘Students understand English’.
Table 5.6.4.8: Percentage responses of opinion on English speaking
Total Teachers’
population
Feel
uncomfortable
Understand
Simple English
Understand
English
25 6 13 6
P.C. 24% 52% 24%
Q.9. Teachers were asked to give their opinions about grammar whether it is a
dry subject or not. All the teachers said, ‘It is not a dry subject’.
Table 5.6.4.9: Percentage responses about grammar
Total Teachers’
population
Dry Subject of
Teaching
Not a Dry Subject of
Teaching
25 0 25
P.C. 0% 100%
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Q.10. Teachers were asked whether their students request them to speak in
Sylheti dialect. Many students come to degree level and they do not understand
English in the beginning because they never listened English inside the class. 6
teachers said that sometimes students request them to speak in Sylheti dialect. 19
teachers said, ‘No’.
Table 5.6.4.10: Percentage responses about teachers speaking local dialect
Total Teachers’ population English Bilingual
25 6 19
P.C. 24% 76%
The researcher has the experience that some students requested him to
speak ‘Bengali’ inside the class.
Q.11. In this question, teachers were asked whether there should be a separate
class for spoken English. All the teachers under survey were of the same opinion
that there should be a separate class for spoken English. In the spoken English
class, the emphasis is given only on speaking English. It is necessary because this
type of class improves the speaking skill of the students.
Table 5.6.4.11: Percentage responses on spoken English class
Total Teachers’ population English Bilingual
25 25 0
P.C. 100% 0%
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Q.12. Opinions of the teachers were sought whether students are not getting
sufficient time in the present semester system. According to the teachers, students
get maximum three months time in the odd semesters and maximum two months
time in the even semesters. There are long vacations, holidays and higher
secondary examinations. Various elections also kill the time of the students.
Table 5.6.4.12: Percentage responses on semester system
Total Teachers’ population Sufficient time No
25 0 25
P.C. 0% 100%
Q.13. Teachers were requested to give their free and frank opinion about their
students’ interest in learning English inside the class. 19 teachers said, ‘students’
are interested to learn English’. 6 teachers did not give their opinion.
Table 5.6.4.13: Percentage responses on students’ interest in learning
Total Teachers’
population
students’ interest
in learning English
Not
interestedSilent
25 19 6
P.C. 76% 24%
Q.14. In Dibrugarh University, grammar is not prescribed in General English in
degree classes as they think that students come to degree level with some base in
grammar. Teachers were asked whether their students have a base in English. All
the teachers said, a few students have some base in English.
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Table 5.6.4.14: Percentage responses about students’ base in English
Total Teachers’
population
A few students’ have
base in English
All students’ have
base in English
25 25 0
P.C. 100% 0%
Q.15. Teachers were asked whether grammar should be included in the degree
syllabus or not. All the teachers under survey said, ’It is essential’. This is the last
chance to learn and update the knowledge of grammar of degree students.
Table 5.6.4.15: Percentage responses on inclusion of grammar at degree level
Total Teachers’
population
A few students’ have
base in English
All students’ have
base in English
25 25 Nil
P.C. 100% 0%
Q.16. Teachers were asked whether there is any student zero-based in grammar at
the degree level. Sometimes, it is found that some students cannot score marks in
grammar portion in the examination. 9 teachers informed through their
questionnaire that students come to degree level with a little base in English but no
zero-based students were found in the class. 16 teachers said a few students have
base in grammar. Majority of the teachers were of the opinion that there are a few
students who have base on grammar. After a long study of grammar, all the
students have gathered some knowledge on English grammar.
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Table 5.6.4.16: Percentage responses about zero-based students
Total Teachers’
populationZero-base A little base
A few have base
in English
25 Nil 9 16
P.C. 0% 36% 64%
Q. 17. Hundred, Thousand and Million are both singular and plural. But in Oxford
Advance Learners Dictionary, plural of Lakh is shown as LAKHS. Teachers were
asked whether ’s’ is necessary in the plural of Lakh and Crore. All the teachers
said, there should not be ’s’ in the plural of Lakh and crore like Hundred,
Thousand and Million. (Detailed discussion in chapter 3.3)
Table 5.6.4.17: Percentage responses about plural of Lakh and Crore
Total Teachers’
populationPlural with ‘S’ Plural without ‘S’
25 Nil 25
P.C. 0% 100%
Conclusion
The researcher has tried his best to collect data from ten colleges of the
three districts of Barak Valley namely Cachar, Karimganj and Hailakandi. Data
were collected with the help of Students’ Questionnaire, Teachers’ Questionnaire,
Interview with students and teachers and Class Room Observation. Much care has
been taken to analyse and interpret the data collected from the field of study for the
purpose of Findings and Suggestions.
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Chapter 6
FINDINGS AND SUGGESTIONS
Introduction
This is the most important chapter of this research work. In this chapter, the
researcher presents the findings of the study in detail. The findings are presented
under the following headings: 1. Findings from students’ questionnaire 2. Findings
from interview with students and class room observation 3. Findings from
teachers’ questionnaire 4. Findings from the use of English in Barak Valley. At the
end of this chapter, some suggestions are put forward.
6.1 Findings from students’ questionnaire
The researcher supplied the questionnaires to the students and he was
personally present in the class room. Although it was told that the questionnaire
was mainly for the research purpose and their names and responses would be kept
confidential and it would not be disclosed to any one in any way. However, if they
did not like to mention their names, they could do so. It was found that no student
wrote the name in the answer sheet. It was also observed that many of the students
were reluctant to return the questionnaires. The researcher gathered a bitter
experience when he left the room after supplying the questionnaire and telling
them that they should submit the questionnaires to him after completing their task.
Only a very few submitted the questionnaires. But then the researcher met them
again, convinced them and then only the questionnaires were returned. After that,
the researcher did not leave the room and collected all the questionnaires after their
responses. After gathering some bitter experiences, the researcher supplied more
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sheets of questionnaire to the students than the requisite number. In that way the
target number was achieved.
During data collection, the researcher found that students were facing
problems in answering the questions and discussing with each other. It seems
that grammar was a hard subject to them. When they were asked whether
they understood the language of the questions, all of them replied that they
understood it. The researcher realised that the students were not aware of
many questions in the questionnaire although the questions were based on
basic grammar and normally set in the examination papers. This situation
was observed in all the colleges under survey irrespective of Arts, Science or
Commerce. A slight difference was observed in case of science students as
they attempted some more questions than the arts or commerce students but
no notable difference was observed. Many students gave the wrong answers
although they were told to answer those questions which they know and to
leave the questions which they do not know. Students were given sufficient time
but many questions remained untouched.
After analysing the students’ questionnaire, it has been found that the
students are very weak in English grammar. No difference was found between
urban and rural students regarding grammar. No difference was also found
between students having English medium background and students having
vernacular medium background regarding grammar. As for speaking English
a gulf of difference was observed between the students having English medium
background and the students having vernacular medium background. Students who
had English medium background could speak English comfortably but the
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vernacular medium background students were not able to speak English although a
few of them tried but could not speak well. Some students expressed in local
Sylheti, a Bengali dialect that they are very eager to speak English but they
cannot. In urban colleges, many students were found who had English medium
background and who could speak English with their classmates but instead of
speaking English they speak in local dialect i.e. the Sylheti dialect which is very
popular and used by the common people in Barak Valley. However, majority of the
under graduate students in this valley can understand English when their teachers
deliver lectures in the classes in English. It was informed by the students when
they were asked if they understand English deliberations of their teachers in the
class. The researcher has also found some cases where a few students in Degree
first semester told him that they did not understand English and thus they faced
problems in understanding the subject matter. However, in other semesters, no one
reported their inability to understand English. But the reality is that most of the
teachers in the colleges of Barak Valley use bi-lingual method or speak only
local Sylheti dialect in the classes. They believe that the content of the subject
is more important than the language and the students understand better in
local Sylheti dialect. It may be a fact but both the students and teachers face
problems when they are required to speak English where there is no
alternative to English language. Using bilingual method or speaking in Sylheti
dialect is found in the subjects other than English. But there are exceptions in
English classes also where a few teachers do this.
During the data collection, the researcher found that there is no English
speaking environment in the colleges of Barak Valley although the medium of
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instruction is only English at under graduate level in the colleges under Assam
University, Silchar. Although there is restriction in writing in the examination
papers, there is no restriction in speaking during the college hours. Students must
write in the examination papers only in English but both the teachers and students
are at liberty to speak in any language they like and hence they prefer the Sylheti
dialect when they speak during the college hours. The speakers of other
languages also speak or try to speak in Sylheti dialect as it is the medium of
communication in Barak Valley.
In the students’ questionnaire the first question was on the definition of
grammar. Only 5% students could give the definition of grammar correctly
although only 8% attempted this question. But it is found that these 5% students
also could not answer in correct English. They could not maintain grammar.
Students were asked the total number of consonants. Here also it is found that 8%
students could not answer this simple question. 40% students were aware of semi
vowels. So it is clear that majority of the students do not know semi vowels. The
definition of syllable was given but not a single student could identify it. All the
students have the idea that a group of letters which gives a full meaning is the
definition of word. But in English three letters, viz |a|, |i| and |o| are not only letters
but also words. ‘A’ is adjective, ‘I’ is pronoun and ‘O’ is interjection. The perfect
definition should be, ‘one or more letters can form a word if it gives a meaning’.
But all the students under survey were not aware of it. To make the definition of
the word clear, it was asked how many letters are necessary to form a word. It is
surprising to note that 15.5% students answered that only one letter can form a
word. While the students did not know the perfect definition of the word, how
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could they say that one letter is necessary to form a word? They must have
answered from assumption.
Before going to the detail about grammar, students were asked some
questions on English language. Basically English is a language divided by two
countries namely, England and America. 70% students were found to tick the right
box meant for the answer. But the researcher is not sure whether this good number
of students know it or not because all the students ticked in either of the two boxes
given in answer portion of the questionnaire. Students were asked about the
particular dialect which is standard English but not a single student is aware of it.
In India, British English is used as official language but students do not know this.
In computer, we find American English and it can be converted into British
English. But students are confused when they find the red marks below the words
like colour, centre, traveller, accommodation etc. It was found that no student is
aware of the difference between the British English and the American English.
Students were also found to use A.M and P.M instead of a.m. and p.m. Students
were asked to write the American spelling of some words like labour, theatre,
traveller but they do not have any idea.
A sentence has two parts namely, subject and predicate. But it has been
found that only 40.25% students know this basic thing. On determiners, only
52.5% could give the examples of some determiners. Determiners are adjectives
but not a single student could answer this. ‘Noun’ means name. But only 34.25%
wrote correctly. Majority of the students could not give the definition of the noun.
Pronoun = pro + noun. Undergraduate students are much matured and hence they
were asked to give the meaning of the prefix ‘pro’. But 10.25% students attempted
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correctly. Definition of verb was given to identify it. But only 15.75% students
could identify. Similarly, definitions of ‘adjective’ and ‘adverb’ are also given to
identify. But all the students failed to identify. Preposition can be written as pre +
position. The meaning of the prefix ‘Pro’ was asked but here 5.25% students wrote
correctly. Similarly, the meaning of ‘con’, the prefix of conjunction was asked but
4.75% students could give the answer. Students were asked to give only one
example of each of pronoun, common noun, material noun, collective noun &
abstract noun. But only 10.25% students could give the examples of the first three.
No one could give the examples of Collective noun and Abstract noun.
Undergraduate students must know it.
It is astonishing to find that the students even at degree level are not aware
of transitive verb, intransitive verb, complements, antecedent, retained object,
cognate objects, reflexive object, strong verb, weak verb, defective verb, quasi-
passive verb, present participle, correlatives. They are also not aware of present
subjunctive, past subjunctive, gerund and verbal noun, model verbs, infinitive,
case, parenthesis and noun in apposition. All these chapters are normally taught at
school level. Students were asked only to give the examples of each of the above.
But not a single student could give the examples.
Students are asked to give the past forms of some verbs like cost, cut, put,
shut, split, and welcome. Only 15.25% answered. But no one could give the past
form of ‘welcome’ They were also asked to give the feminine gender of Lad,
Monk, Servant, Horse etc. but no one could answer. Similarly, students were asked
to give the plural form of some words as half, foot, mouse, syllabus, crisis, and
memorandum. Only 5.75% students answered. Students were to give some words
211
which are both singular and plural but no one could answer. There is a word
‘people’ which is used as singular also but no student answered. An easy sentence,
‘I do it’ was given to make it negative. Only 5.25% students could answer. Many
students wrote, ‘I do not it’. It appears that many students do not have the idea of
‘do’ as principal verb and ‘do’ as auxiliary verb. Three sentences were given to
make negative without changing the meaning. Only 9.5% students attempted, but
none could give the answers of all the three sentences correctly. Some wrote one
sentence and some wrote maximum two sentences. Two sentences were given to
give the interrogative form without changing the meaning. But not a single student
answered.
‘Tag question’ is a chapter prescribed in the syllabi from school level
onward. Five sentences were given which are very often set in the final
examinations. Only 9.5% students attempted but maximum two answers were
correct. ‘Article’ is an easy chapter and six sentences were given with blanks to fill
in with articles |a|, |an| and |the|. 44.75% students attempted but maximum three
were correct. ‘Tense’ is an important chapter. Ten sentences were given with verbs
in the brackets and students were to give the correct tense of the verb. 66.75%
students attempted but maximum four sentences were correct. There are some
verbs which do not take continuous form. But only 19% students could mention
some verbs of that type. Six sentences were given to change the voice form.
21.75% students answered but maximum two answers were correct. Students could
not identify the ‘phrase portion’ from a sentence. Out of four sentences for
‘narration’ (Direct and indirect speech), 19.25% students were able to give the
correct answers of maximum two sentences.
212
On simple, complex and compound sentences, students do not have clear
idea. Not a single student could give the complex and compound forms of a simple
sentence. No one could combine the two sentences into a simple sentence. Students
could not identify the subordinate noun clause, adjective clause and adverb clause
from the three sentences given. To form words with the help of prefix, suffix and
both prefix and suffix, all the students failed to answer correctly. Students were
found not aware of word-order of sentence. Only 8% students were found to make
sentences with phrase, idiom and group verb. To substitute into single word, there
were eight expressions but no one touched it. Formation of sentences with subject,
verb, object, complements, infinitive etc. were asked but only 11% students wrote
maximum two sentences correctly.
At the end of the questionnaire, students were asked whether their teachers
teach grammar prescribed in the syllabus. Here divided opinions were found. 54%
students said that their teachers taught grammar, 37% students informed that their
teachers did not teach grammar. 15.25% students did not give their opinion about
the teachers regarding teaching of grammar in the class. Again students were asked
whether their teachers complete the syllabus on grammar. 41% students informed
that their teachers completed the syllabus but 30.5% students replied in the
negative. 28.5% did not respond to this question. Thus, it has been found that in
many colleges, grammar is not taught and although taught in some colleges,
the entire portion of grammar is not completed.
Lastly, an overall test on grammar, vocabulary and language was taken
giving 33 sentences for correction. It is a way to test students’ ability on English
language whether they can write correctly or not. Only 21.5% attempted but not
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more than six sentences were correctly answered. If the students were aware of the
language, they could write the sentences correctly. But here majority of the
students’ inability to write correct sentence has been found.
There were 65 questions in the questionnaire for students. Only 15%
students scored 31% to 40% marks and no one could secure more than 40% marks.
It has been found that teachers at undergraduate level did not teach grammar
seriously and the students also did not learn grammar seriously. It means that
students did not learn grammar at school level also because many of the chapters
on English grammar are prescribed in the school syllabus. Thus it remains a
question whether the teachers in schools teach English grammar with utmost care
or not. The situation of undergraduate students regarding English language in
general and grammar in particular shows a gloomy picture and it needs to be
seriously dealt with for improvement.
6.2 Findings from interview and class room observation
During the interview with students, 86% of the students informed that they
understand English when the teachers speak inside the class and only 14% students
informed that they do not understand their teachers when they speak English in the
class. Only English medium students can understand and speak English.
The students who studied in vernacular medium schools earlier cannot
speak English. 8.5% of them said that they try to speak but face difficulty in
speaking as they were not habituated to speak English. They never listened English
from the teachers while they were in schools. Only after coming to under graduate
level they are required to listen and speak English. Hence they face difficulties.
214
The third semester degree students informed that although they faced
problems in first semester regarding understanding and speaking English but now
they can understand English but could not speak English comfortably.
21% students under survey informed that they can somehow manage to
write English correctly but it is a hard task for them. 79% students frankly told that
they cannot write English correctly and they depend on note books and private
tutors.
Regarding grammar, 80% students told that they are not fully aware of
English grammar. 20% students said that they know some chapters like article,
tense, voice, narration etc. but they are not fully clear about these chapters.
From the class room observation, the researcher found that the students
were listening very attentively what was explained to them by him. They tried to
understand grammar and the technique of speaking English and their response was
also good.
6.3 Findings from Teachers’ Questionnaire
Teachers were given some questions to give their opinion. It has been
found that majority of the teachers teach English grammar prescribed in the
syllabus. 72% teachers informed that they teach grammar which are only
prescribed in the syllabus. They cannot teach Basic English Grammar in detail
because of the lack of time. But 28% teachers said that they do not teach grammar.
Teachers were asked whether they prefer to teach grammar. Only 24%
teachers informed that they prefer to teach grammar. It has been found that
majority of the teachers do not like to teach grammar. In a close discussion with
215
the researcher, some teachers expressed that they are not fully aware of grammar
and hence they do not teach it. It has also been found that there are teachers who
teach grammar in the class only because it is prescribed in the syllabus but they are
not fully equipped with grammar. During the interview with teachers, it has been
found that there are teachers who do not know some basic rules of grammar. The
researcher realised that a very few teachers know grammar and thus show interest
in teaching grammar.
Regarding the completion of syllabus on grammar, 52% teachers informed
that they complete the syllabus. But 48% teachers said that syllabus on grammar is
not completed.
Teachers were asked whether their students are aware of Basic Grammar.
80% of the teachers informed that a few students are aware of grammar but 20%
teachers said that students are not aware of grammar.
In Assam University, General English is limited only to first year degree
classes. 68% teachers told that English should be extended to second year or third
year to accommodate drama, novel etc. 32% teachers said that is not necessary.
Barak valley students cannot speak English at the undergraduate level also.
Divided opinions have been found in this regard. 24% teachers said that students
are afraid of speaking. 8% said, ‘tongue tied’. 52% teachers said that due to lack of
speaking environment student cannot speak English. 8% teachers told that students
cannot speak English because of the lack of basic knowledge of grammar and
sentence construction. Only 8% teachers opined that the students who came from
vernacular medium schools cannot speak English. During data collection it has
216
been found that there is no English speaking environment in the Colleges of Barak
Valley. Without ‘listening and speaking’, students cannot speak any language.
About speaking English by the teachers inside the class, 64% teachers
informed that they speak only English inside the class but 36% teachers said that
they use ‘Bilingual method’. 24% teachers said that the students feel
uncomfortable when they deliver lecture in English. 52% teachers informed that
the students understand simple English. Only 24% teachers said that students
understand their lectures when they speak English.
Majority of the teachers do not like to teach grammar. Whether it is a dry
subject? Here all the teachers said that it is not a dry subject.
It has been found that sometimes students request the teachers to speak in
local Sylheti dialect because they face difficulty to understand English. 24%
teachers informed that sometimes students request them to speak in Bengali and by
Bengali they mean ‘Sylheti dialect’. But 76% teachers said that they did not face
this situation.
For speaking English, it is necessary to arrange for separate class
exclusively for spoken English. To this question, 100% teachers gave their opinion
emphatically that there must be a separate class for spoken English. The researcher
also feels that it is necessary to improve the students’ speaking skill.
About the semester system, 100% teachers said that students are not getting
sufficient time in the present semester system under Assam University. According
to them, syllabus cannot be completed before the submission of forms for the final
examination. It happens particularly in the even semesters. All the teachers opined
that there should be one final examination in a year.
217
On students’ interest in learning English, 76% teachers told that students
are interested to learn English. 24% teachers did not give their opinion. It has been
found that all the students want to speak English but they cannot. They also want
that they should write English correctly but they face difficulty in writing English
correctly. Of course, learning a language is a long term process.
All the teachers informed that there is no zero-based student at degree level.
According to them, students have some base at this level.
In some Universities, grammar is not included in the degree syllabus. 100%
teachers gave their opinion that English grammar should be included in degree
syllabus because majority of the students come to colleges with a weak base in
English. According to them, English grammar can be taught at this level with some
additional discussions.
In Oxford Advance Learner’s Dictionary (OUP), there were some
anomalies concerning the words ‘Lakh and Crore’. These two words first appeared
in the 7th Edition of this dictionary. The definition of ‘crore’ was given as ‘one
hundred LAKHS’. The words ‘lakh and crore’ were shown as nouns where as the
words hundred, thousand and million are shown as ‘number. We know that all the
above words are numbers. Numbers are determiners and hence adjectives. But
these words sometimes function as noun and sometimes function as adjectives.
These words do not take ‘s’ in their plural form but they take ‘s’ in their plural
form only when there is no number before them. 100% teachers agree with the
researcher. The researcher contacted the dictionary authority and they admitted the
anomalies and corrected these in the latest New Eighth Edition of the Oxford
Advance Learner’s Dictionary.
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6.4 Findings from the use of English in Barak Valley
Finally, it has been found that a new kind of English is being evolved in
India. It has been found that Indian English is a mixture of British and American
English and sometimes it is neither British nor American. It is found in Barak
Valley also. This is happening due to ignorance. The abbreviation PhD is Ph.D. in
American English but Ph.D is also used which is neither British nor American.
MA, BA, CA, etc. are used as M.A., B.A., C.A. which are American English and
a.m., p.m. etc. are written as A.M. and P.M. which are also American English. In
vocabulary, it has been found that colour and centre are written by many as color
and center. The pronunciation of gratitude, schedule etc. are pronounced exactly
like American English. The pronunciation of gratitude is according to the
pronunciation of letters in American English and the second ‘t’ is not pronounced
as ‘ch’. Similarly, the pronunciation of schedule is skedule in American English
which are being used by many people while speaking English. Lakhs and Crores
are used but ‘s’ should not be in their plural if there is no number before these two
words exactly like hundred, thousand and million. People do not say two
hundreds but they say two lakhs or two crores which are actually wrong.
It has also been found that Indian people use some American words equally
with British words without knowing which one is British and which one is
American. These are found in Barak Valley also. For example,
British American British American
Anaesthesia Anesthesia Lawyer Attorney
Analyse Analyze Lorry, Van Truck
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6.5 Suggestions
On the basis of the above findings, the following suggestions can be put
forward.
1. For speaking English, the teachers are to encourage the students to listen English
inside the class or they should listen radio, Television etc. Unless they listen, they
cannot learn speaking. Side by side, they should start speaking with their friends or
with teachers inside the class and outside the class without caring much about the
mistakes. They should remember that they are to speak which might be right or
wrong initially.
2. The college authority should encourage the students as the medium of
instruction in college is only English and there is no alternative to it. English
medium students speak English because it is imposed on them.
British American British American
Angry Mad Mad Crazy
Any where Any place Organise Organize
Catalogue Catalog Realise Realize
Engaged Busy Rubber *Eraser, Erazer
Film Movie Shop Store
Flat Apartment Storeyed Storied
Gynaecology Gynecology Toilet Bathroom
Handbag Purse Torch Flash light
Holidays Vacation Trouser Pant
Jug Pitcher Tyre Tire
* Eraser is neither British nor American.
220
3. For writing English, the teachers should encourage the students that they must
write. After preparing a lesson, they should practise writing the answers to the
questions. Sir Francis Bacon says, ‘ Reading maketh a full man, Conference a
ready man and Writing an exact man’. For writing correct English, they should
read good writings and books and journals.
4. Teachers should give an example to their students that a child was born without
a language but after listening sounds from the mother, the child starts making
sounds and gradually by listening from the mother and the other dear ones, the
particular child learns speaking his mother tongue. Degree students are much
mature to understand this fact.
5. Teachers should give emphasis on ‘listening and speaking skill’. They should
also give emphasis on reading and writing. Thus these four skills listening,
speaking, reading and writing (LSRW) are very important for a student to learn a
language perfectly.
6. To write correctly, grammar is very essential. Hence teachers should advise their
students that they should learn grammar perfectly and the students also should
revise their knowledge of Basic grammar.
7. To learn grammar, students should start from the alphabet as grammar starts
from alphabet. |A|, |I| and |O| are three letters which are also words and thus parts
of speech . They must give emphasis on the chapters like parts of speech, use of
capital letters and small letters, determiners including articles, number, gender,
gerund, verbal noun, subjunctives, quasi-passive verb, tense, voice change,
narration (direct and indirect speech), subject-verb agreement (concord), clauses,
parenthesis and noun in apposition, appropriate preposition, phrase, idioms, group
221
verbs, correlatives, transformation of sentences (affirmative, negative,
interrogative, simple, complex and compound sentences). Tag questions, degree of
comparison, sentence structure, vocabulary etc. These chapters are essential for
writing correct English.
8. Teachers must speak English with the students atleast inside the class and
encourage the students also to speak.
9. Class room teaching depends upon a teacher. A teacher must realise the quality
of the students and accordingly teach them. Science students are a bit better than
the arts or commerce students and they understand better than others.
10. Teachers should innovate own method of teaching which they think fit for
students. Of course, they should know the various methods of teaching.
11. Teachers may make humour when they see that there is ‘drowsiness’ among
some of the students in the class. Students attend the class with interest when they
find that the class is interesting and enjoyable.
12. A teacher should never discourage a student if he or she commits any simple
mistake. The teacher should always be optimistic and encouraging and be a well
wisher of the students. He should not rebuke any student for a simple mistake.
13. A teacher of English must give an introduction to English before teaching
grammar. He should inform the students about the difference between the British
English and the American English. British English is used in India. In computer,
normally we find American English. However, it can be converted into British
English. Again, in British English there are dialects and the East midland dialect is
the standard English and is used officially. Nowadays, English is East midland
dialect and the language spoken in London.
222
14. Abbreviations with full stops are more reasonable and it should be included in
British English also like a.m., p.m., p.a. etc. The mixture of some American words
in the use of English in India cannot be checked and hence it should be accepted as
correct.
15. Teachers should give emphasis on communicative English so that students can
communicate in English easily.
16. While teaching grammar, teachers should give examples from practical life
situation. For examples, some verbs like see, think, feel, want, appear, understand,
know, hope, etc. do not take continuous form because there is no continuous
process of action in these verbs. A person mixes hot water with cold water to make
it warm for the purpose of taking bath. But before pouring water on the body, the
person tests this water and for testing, only a ‘touch’ is sufficient and no
continuous touching is necessary. So this situation is related to the verb ‘feel’. In
the narration (direct and indirect speech) chapter, the teacher can say that
‘narration’ is nothing but giving an information to somebody after taking it form
somebody else. In other words, sending any message verbally from one person to
another is called ‘narration’. Again when ‘Fill up’ is used, the situation will be
vertical and when ‘Fill in’ is used, the situation will be horizontal e.g. Fill up the
bottle with water (vertical situation), fill in the blank (horizontal situation). ‘Fill up
the post with suitable candidate’ is also a vertical situation. Only dead body is
horizontal as it cannot stand up. In the above way, the students can understand
grammar easily and also can remember it easily.
17. Grammar should be taught explaining the words involved in grammar.
For example, noun=name=nam(e)=nam. So this sound ‘nam’ is available in
223
many languages like Bengali, Assamese, Hindi, Urdu etc. Preposition =
pre+position. ‘Pre’ means ‘before’. So it means, ‘something sits before
something’ which is preposition. Similarly, Pronoun= pro + noun, Conjunction
= con + junction etc.
18. While teaching ‘tense, the teacher may give some hints for each tense to
identify it. For example, indefinite tense can be identified in three ways (i) any of
the words like today, everyday, generally, normally, usually is present in the
sentence (ii) If the sentence indicates habit. (iii) If the sentence belongs to
universal truth. If the word ‘now’ is there, then it is in present continuous tense. If
‘since and for ‘are there in the sentence, the sentence belongs to present perfect
continuous tense. If ‘while or when’ are in the sentence, then it is in past
continuous tense. ‘Before and after’ are related to past tense if one verb is past
tense and future perfect if one verb is in present indefinite tense. These things are
discussed in the third chapter of this thesis in detail.
19. Assam University degree pass course General English syllabus is to be
changed as early as possible as it has been running for many years (Detailed in
Chapter 4). General English should be extended to second year also to
accommodate drama, novel etc. 100% teachers under survey were of the same
opinion.
20. There should be only one final examination in one year instead of semester
system to save the valuable time of the Degree students as frequent
examinations kill the academic days. 100% teachers under survey gave this
opinion. This has been elaborately explained in Chapter 4.
224
21. Teachers should advise their students to purchase grammar books written by
subject experts. Some grammar books are there which have not been written by the
subject teachers of English (Detailed in Chapter 2). Students do not know and
hence the teachers should recommend the standard grammar books which are
suitable for them.
22. Government should take initiative to form an academic body with the
experts to assess the standard of the grammar books before publishing these
books by the publishers. Atleast, without any review by an expert, grammar
books should not be allowed to be published.
23. H. S. classes should be dropped immediately from the colleges. There are
H.S. I and H.S. II final examinations and hence they kill the valuable time of
the degree students. The UGC also recommended the dropping of H. S. classes
from the colleges. But the Assam State Govt. has imposed H.S. classes on the
colleges.
24. The under graduate course should be a specialised one. Arts or Science classes
should be started from class IX onward. If a student opts for English, the entire
syllabus should be covered by English only. Similarly, other subjects to be studied
by the students should be specialised ones exactly like integrated courses after
Higher Secondary.
25. The syllabus and curriculum makers should be very careful in making syllabus
and curriculum in various stages of the academic life. The future of the country
depends upon its human resource and this resource is to be empowered so that the
country itself becomes powerful in future. To achieve this goal, every individual is
225
to be given the chance to grow and develop himself or herself as a powerful citizen
of the country: And the entire thing depends upon proper education.
Conclusion
The above findings show that there are many problems in teaching and
learning of English language in the colleges of Barak Valley which need to be
solved for better interest of the students as well as teachers. And the above
suggestions will give a clear direction to solve these problems to an extent.
226
Chapter 7
CONCLUSION
Nowadays everyone understands the necessity of English language. Hence
much emphasis has been given on learning and teaching this language. Therefore,
learning English or teaching English has become an important subject of research.
Thus many research works have been done on this subject till today and works will
be going on and there will be no end of research on it. Opinions were given and
opinions will also be given in future how to learn English and how to teach
English. But no one would be able to give the final instruction regarding teaching
and learning English. Hence there are researchers researching on this subject from
various angles. With the passage of time many new things will come out of
research and the teachers as well as students will be benefitted. But the fact is that
both the teachers and students will play the vital role in the process of teaching and
learning English.
This research work deals with the study of the present situation of English
language among the under graduate students in Barak Valley districts of Assam
namely, Cachar, Karimganj and Hailakandi with special emphasis on Basic
English Grammar. Normally, general English remains a compulsory subject at
under graduate level and this is the last chance for the students to study this
subject. Along with prose and poetry, grammar is also prescribed in the syllabus
(as in Assam University, Silchar). And this is also the last chance to study
227
grammar. Hence the researcher has undertaken the task to study the condition of
English among the undergraduate students of Barak Valley.
The researcher tried his best and studied the situation of English among the
under graduate students of Barak Valley districts namely, Cachar, Karimganj and
Hailakandi. He gave much emphasis on Basic English grammar. He also tried his
best to collect the data from the ten colleges located in different parts of this valley.
All the teachers and students under survey cooperated and that is why the actual
situation of teaching and learning could be studied very smoothly. The data
collected have been analysed and interpreted very carefully. The findings of the
study are presented in detail and also suggestions are put forward for the interest of
the students and teachers.
The status of English both speaking and the knowledge of Basic grammar
among the under graduate students in Barak Valley has been found in a very
miserable condition. Students having vernacular medium background cannot speak
English and both the vernacular medium and the English medium background
students are equally very weak in Basic grammar. It has been found that many
students failed in this subject. But the researcher is very optimistic to find the
students of Barak Valley very curious to learn speaking and writing English
correctly for which they realised the need of learning Basic English Grammar. The
only remedy to learn English speaking is that the colleges in Barak Valley must
create an English speaking environment where all the students are required to
listen English and speak English. As for grammar, all the teachers and students of
the colleges should develop their interest in teaching and learning English
228
grammar respectively and thus contribute to the progress of teaching and learning
process.
7.1 Scope for Future Research on Teaching and Learning English
There is further scope of the research in the following fields:
1. “Teaching English in Middle schools of Cachar or Karimganj or
Hailakandi” may be a subject of research and one can undertake a research
study on this topic.
2. “Teaching English in High schools of Cachar or Karimganj or Hailakandi”
is also a subject of research.
3. “Teaching English in Higher secondary schools of Cachar or Karimganj or
Hailakandi” may also be a subject of research.
4. “Teaching English in vernacular medium schools in Cachar or Karimganj
or Hailakandi” is also subject of study.
5. “Teaching English grammar in English medium schools of Barak Valley”
is also a good subject for research study.
6. British English and American English – a comparative study in vocabulary
and pronunciation.
7. Dialects and standard English : A critical study.
8. “Dialects and the presence of English words in Sylheti dialect (in
Karimganj district)” may also be a subject of research. For this study, a
survey is necessary, and the researcher should meet the common people,
teachers and the students who speak this dialect.
229
9. A research work may be done on “Teaching English Grammar” at any level
in any district.
10. A research can be undertaken on some teachers of English at any level as
there are works available at the International level but there is no work
found in Barak Valley.
11. A research can be done on two or three chapters of grammar e.g. tense,
voice and narration and the like. The topic will be, “Teaching tense, voice
and narration, among the high school students” of Karimganj or Hailakandi
or any other districts of Assam or other states in India.
12. One may undertake a research study exclusively on common errors in
English which may be a good topic for research. The topic may be like
“Common Errors in English: A Study”.
13. “Status of English in tribal areas of North East of India : A study.” It may
also be a good topic for research.
Finally, this researcher concludes saying that any scholar may
undertake a research study on any topic taking the guidelines from this
present topic of research in Barak Valley districts of Assam which will help
the teachers and students of Barak Valley as well other places of this state
or the country. Hence there will be many research works in future on the
topics as stated above and the like and also many theses will be written. But
the benefit will come only when these theses are published so that the
teachers and students get it in their hands.
230
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APPENDICES
Appendices contain the following:
Appendix - I: Questionnaire for Students
Appendix - II: Questionnaire for Teachers
Appendix - III: First page of Published Papers
Appendix - IV: Letters to and Replies from the Editor,
Oxford Advanced Learner’s Dictionary, OUP
Note: In Appendices, everything is appended as it is and hence no
change in any form was made only to show the originality
of the materials.
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APPENDIX - I
QUESTIONNAIRE FOR STUDENTS
Questions : Answers portion :1. Grammar means : ...........................................................2. How many consonants are there in English ? : ..........................................................3. Which are semi vowels? : ...........................................................4. Any of the units into which a word is divided is called : ........................................................5. A word is a group of letters which gives a full meaning.
-Do you think this definition of the word is perfect?Give a tick () : Yes or No
6. In English minimum how many letters are necessaryto form a word? : ...........................................................
7. Basically, English is a language divided by twocountries namely: : (a) ............... & (b) ...................
8. Which dialect is standard English ? : ............................................................9. Which English is used in India ? : (a) British or (b) American10. In Computer we find English - : (a) British or (b) American11. Which set is to be used in India? : (a) A.M., P.M. or (b) a.m., p.m.12. Can you give the American spelling of the words? : (i) Labour ......... (ii) Theatre: ............
(iii) Traveller: ......................................(iv) Accommodation: ..........................(v) Cheque: .........................................
13. A sentence has two parts : (a) ................. and (b) ........................14. Give some examples of the determiners. : ............................................................15. Which ‘parts of speech’ determiners belong to ? : ............................................................16. Noun means : ............................................................17. Pronoun = Pro + noun. What does ‘Pro’ mean ? : ............................................................18. The word which expresses action is called : ............................................................19. A word that describes a person or a thing is called : ...........................................................20. A word that adds information to a verb, adjective or
any other adverb is called : ............................................................21. Preposition =Pre+position. What does ‘Pre’ mean? : ............................................................22. Conjunction = Con + junction. Do you have any
idea about the prefix ‘Con’? : .............................................................23. A short sound or word spoken suddenly to
express an emotion is called : .............................................................24. Give an example of each of the following
(one word only) : (a) Proper noun ......................................(b) Common noun ..................................(c) Material noun ...................................
(d) Abstract noun ..................................(e) Collective noun ...............................
25. This is the book which I bought yesterday.Which word in this sentence is ‘antecedent’ ? : .............................................................
26. A verb which has an object is called _ _ _ : .............................................................27. A verb which does not have any object is called : .............................................................
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28. (i) Sugar tastes sweet, (ii) I consider him honest.- Which words are complements here : (i) .................... (ii) .........................
29. Give an example of (one sentence for each) : (i) Retained object : .............................(ii) Cognate object : .............................
&(iii) reflexive object. .............................30. Give examples of (a) Strong verbs : ..............................................................
(b) Weak verbs : ..............................................................(c) Defective verbs : ..............................................................(d) Quasi passive verb (one sentence) :...............................................................
31. Give the past tense of : Cost ...... Cut ....... Put ..............Shut ....... Split ........ welcome......
32. Give an example of present participle.(one word or one sentence) : ..............................................................
33. Give some examples of correlatives. (at least three) : .............................................................34. Give the feminine gender of : (i) Lad .... (ii) Monk .... (iii) Servant ....
(iv) Horse … (v) Goat ... (vi) Peacock ...35. Write some words which are both singular and plural.: ...........................................................36. Write some words which are always plural. : .............................................................37. Give the plural of : (i) half ... (ii) foot .... (iii) mouse ......
(iv) syllabus ... (v) crisis .... (vi) Basis ..(vii) memorandum ..........
38. Write a sentence where ‘People’ is used as singular. : .............................................................39. (i) The English speak English
(ii) The English speaks English.(iii) The English are a brave nation.- Do you think these sentences are correct or not? : Yes or No
40. Give a sentence (i) Present subjunctive - : .............................................................(ii) Past subjunctive - : .............................................................(ii) Gerund - : .............................................................(iv) Verbal noun - : ..............................................................
41. Give some examples of modal verbs. : .............................................................42. Give an example of infinitive. (only one sentence) : .............................................................43. Ram comes here. : ‘Ram’ is Nominative Case.
(i) Ram, come here. : ‘Ram’ is ................... Case(ii) I see a picture. : ‘Picture’ is ............... Case.
44. I do it. (make it negative) : .............................................................45. Give the Negative form without changing the meaning.
(i) Man is mortal. : ..............................................................(ii) Water is Colourless. : ..............................................................(iii) Every mother loves her children. : ..................................................
46. Write the Interrogative form without changing the meaning.(i) Every one is proud of him. : ..................................................(ii) Nobody can do it. : ..............................................................
47. Use question tag :: (i) I am writing a letter, .................. ?(ii) Lets go to the market, ................ ?
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(iii) Have some rice, ....................... ?(iv) Some body has called ............... ?(v) Wait for a while, ....................... ?
48. Use articles where necessary : (i) He is ....... L.P. school teacher.(ii) I am .......... heir of his property.(iii) ........ cow is a useful animal.(iv) ..........man is mortal.(v) ... water of this area is full of iron.(vi) ......... kindness is a virtue.
49. Give the tense of the verbs given in brackets
(i) The college (open) today. : ...........................................................(ii) Don’t disturb her, she (write) a letter. : ...........................................................(iii) He (want) some money now. : ..........................................................(iv) Recently the price of petrol (go) up. : ...........................................................(v) I (know) him since 2010. : ...........................................................(vi) He (kill) in the last war. : ...........................................................(vii) He (be) ill for seven days. : ...........................................................(viii) I wish I (be) dead. : ...........................................................(ix) He arrived when the drama (start) : ...........................................................(x) He will have washed his hands before he (eat).: .......................................................
50. Write some verbs which do not take continuous forms : ......................................................51. Change the voice form :
(i) Who has done this ? : ..........................................................(ii) Fate cannot be avoided. : ..........................................................(iii) Sugar is sweet. : ..........................................................(iv) I saw him cross the road. : ..........................................................(v) I told him to go. : ..........................................................(vi) Do it now. : ..........................................................
52. Change the form of narration :(i) The man said to me, “I saw a tiger yesterday.” : ..........................................................(ii) The teacher said, “What is your name?” : ..........................................................(iii) He said, “Friend, listen to me.” : ..........................................................(iv) The man said, “How elever I am!” : ..........................................................
53. (i) Reena, I think, is a good singer.(ii) Tagore, the great poet of Bengal, was awarded (i) : ....................................................
the Novel Prize. -Which one is ‘parenthesis’ (ii) : ...................................................and which one is ‘noun in apposition’?
54. Which part of the following sentence is phrase?The Earth moves round the sun. : ...........................................................
55. He was the last man to go there.(Make it complex & Compound) : ..........................................................
: ..........................................................56. Raju is very good. He can not harm any body.
[Combine the sentences into a simple sentence] : ............................................................57. (i) I know the man who will help you.
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- Who will help you : Subordinate ....................... clause.(ii) That he is honest is known to all.
- That he is honest : Subordinate ....................... clause.(iii) The sun shines when it is day.
- When it is day : Subordinate ....................... clause.
58. (i) Fortune.- Make another word using ‘prefix’ : ..........................................................(ii) Use. - Make another word using ‘sufffix’ : ..........................................................(iii) Break - Make another word using both prefix & suffix. : .....................................................
59. Larger is motor car a bus than. : ...........................................................(place the words in proper places)
60. Make sentences of each of the following :(i) Apple of discord : ...........................................................(ii) Bad blood : ............................................................(iii) Null and void : ............................................................(iv) In no time : ............................................................(v) Look after : ............................................................(vi) Give up : .............................................................(vii) Set out : ............................................................(viii) In lieu of : .............................................................
61. Substitute into a single word :(a) That which cannot be heard : .............................................................(b) That which cannot be seen : .............................................................(c) The sound of elephant : .............................................................(d) The sound of snake : .............................................................(e) The sound of cow : .............................................................(f) One who is all powerful : .............................................................(g) One who pays rent to a landlord : .............................................................(h) One who looks to the bright side of things : ............................................................
62. Subject = S, Verb = V, Object = O,Infininitive = Inf. (Make sentences)
(i) S + V + O : .............................................................(ii) S + V + O + O : ............................................................(iii) S + V + O + Complement : .............................................................(iv) S + V + that clouse : .............................................................(v) S + V + Inf. + O : .............................................................
63. Do your teachers teach grammar prescribed for your study ? Yes or No64. Do they complete the grammar prescribed in your Degree syllabus ? Yes or No65. Correct the following :i. There are twenty six alphabets in English. : .............................................................ii. One should do his duty. : ............................................................iii. The flower smells sweetly. : ............................................................iv. We feel warm on the subject. : ............................................................v. He prefers milk than tea. : ............................................................vi. The population of Kolkata is greater than any city in India. : ..................................................vii. This is the most perfect specimen I have seen. : .............................................................viii. I can’t see no wit in her. : ............................................................ix. I cannot by no means allow you to go. : ............................................................
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x. We cannot abundon our hardly won freedom. : ............................................................xi. The Bodo, Karbi, Reang etc. are people in Assam. : ...........................................................xii. He is running fast, isn’t it? : ............................................................xiii. I am a writer, amn’t I ? : ............................................................xiv. Close the door, can’t you ? : ............................................................xv. The water is colourles. : ............................................................xvi. He will reach by 6 O’clock train. : ............................................................xvii. He went to USA to study. : ............................................................xviii. I have finished the work a few moments ago. : ............................................................xix. The train is running in time. : ............................................................xx. His brother died by Cholera. : ............................................................xxi. I agree with your proposal. : ............................................................xxii. He and I am doing the work. : ............................................................xxiii. One of the students have come forward. : ............................................................xxiv. Ten minutes time are allowed to each speaker. : .............................................................xxv. The minister along with his supporters were present. : .........................................................xxvi. Fill up the blanks : ............................................................xxvii. Price of vegitables are on the rise. : ............................................................xxviii. He left the place with bag and beggage. : ............................................................xxix. The carpet is feeling smooth. : ............................................................xxx. The Everest is the highest peak in the world. : .............................................................xxxi. Let us discuss about the matter. : .............................................................xxxii. Have you many luggages ? : .............................................................
xxxiii. He has five lakhs rupees. : .............................................................
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APPENDIX - II
QUESTIONNAIRE FOR TEACHERS
Questions : (Kindly respond) Answers portion :
1. Do you teach English grammar inB.A. - 1st semester. : ..........................................
2. Do you prefer teaching grammar to othersubjects like prose, poetry etc. : ..........................................
3. All the chapters of grammar prescribed aretaught in detail and finished in time. : ...........................................
4. Do you find Degree first semester studentsaware of Basic English grammar? : ............................................
5. Assam University prescribed General Englishin First year only. Do you think this subjectshould be in 2nd year or third year also? : ............................................
6. Most of the students in Barak Valley cannot
speak English even at the Degree level. -What could be the reason? : ............................................
7. Do you deliver your lecture in English or inBengali or Bi- Lingual? : .............................................
8. Do you think your students feel uncomfortablewhen you speak English or they do not understand English? : ........................................
9. Grammar is a dry subject. Do you agree? : ..............................................10. Whether your students request you to speak
or explain in local dialect or not. : ..............................................11. Do you think there should be a separate class
for spoken English? : ..............................................12. Do you think students are not getting sufficient
time to learn English in the present semester system? : ......................................13. Will you please give your free and frank opinion
about your students and their interest in learningEnglish inside the Class? : ...............................................
14. In Dibrugarh University, grammar is notprescribed in general English in Degree classes as
they think that students must have come to Degreelevel with a base in English. Do you think studentscome to degree level with a base in English? : ...............................................
15. Do you think English grammar is not to be includedin the Degree Class like D.U.? : ................................................
246
16. Do you find some students almost zero based inGrammar even at the Degree level? : .................................................
17. Hundred, Thousand and Million are both singularand plural. But in Oxford Advance Learners .......................................Dictionary plural of lakh is shown as 'Lakhs' ........................................moreover, Lakh and Crore are written as noun while .........................................hundred, thousand & million are written as numbers ..........................................in that Dictionary. Numbers are determiners and ..........................................
hence adjectives. This anomaly is found in the ..........................................dictionary. Will you please give your opinion? ...........................................
247
APPENDIX - III(First Page of Published Papers)
PAPER 1Intellection: A bi-annual interdisciplinary research journal, Vol.II, No.II, July-December, 2014
ISSN: 2319-8192
Learning English in India : Some Crucial AcquisitionalIssues
M. A. Karim*
Abstract : English has occupied a unique position in the international arena which no onecan deny. It plays a pivotal role in the field of communication. English is the nationallanguage of the United Kingdom, the United States of America, Australia, Canada, NewZealand and South Africa. In India also, like other countries, English has become acommon official language side by side with other Indian languages. It plays the role of alink language among the different language speakers in India. Thus English made itsstrong position in the midst of multi-lingual Indian nation. Hence its importance is great.So it is the compulsory subject of study in all educational institutions. Meanwhile, Englishhas become the medium of instruction both at higher level and at lower level. Now-a- daysEnglish is introduced in primary level also. This language is also used in the interviewsand competitive examinations as a common language. English is comparatively an easylanguage and its grammar is also easier than other languages. But there is a wrong notionamong the people that it is a hard subject and the students are also not the exceptions.Some students are afraid of English particularly its grammar and hence they go for privatetuition with the intention to pass the examinations or to get good marks in this subject.Although they pass or get good marks in it, they do not learn it properly and remain weakin English for the rest of their life. Therefore, every student needs to learn English verysincerely. Hence the purpose of this topic is to deal with English language with specialemphasis on the introduction to English so that the learners get some preliminaryinformation about English.Key words: Alphabet, grammar and composition, British English, American English,Dialect, East-midland dialect, lakh and crore.
Introduction
Language is the system of communication in speech and writing which is used by people ofa particular country or region (Oxford Advance Learner’s Dictionary). Language is a socialphenomenon. It is the medium through which human beings transmit their ideas to eachother. There are innumerable languages in the world and English is one of these languages.But it is the only language spread all over the world. This language originated from theIndo-European group “the largest and well defined genetic family which includes most ofthe languages of Europe, past and present and extends across Iran to northern half of theIndian sub-continent” (Bright: ed 1992, vol-II). According to Western philiologists, Greekand Latin were the oldest languages indicating that there was a parent language from which
*Ph.D Scholar (Part time), Assam University and Vice Principal, S.S.College, Hailakandi
249
APPENDIX - IV
LETTERS TO THE EDITOR, OALD, OUP
Letter 1
From: Abdul Karim [mailto:[email protected]]
Sent: 03 October 2011 15:30
To: Enquiry, OUP
Subject: confusion about the words 'Crore' and 'Lakh' appeared only in the Seventh
Edition.
To,
The Chief EditorOxford Advance Learner's Dictionaryof Current EnglishA S Hornby
Sir,
With due reverence ,I like to put before you a question regarding the words,
'Crore' and 'Lakh' in pages 366 and 859 respectively.
In your dictionary, the meaning of 'Crore' has been given ----noun,(Ind E),ten
million ,one hundred LAKHS.
Sir, my problem is with the final 's' in the plural.
In India,'Lakh' and 'Crore' are also numbers like Hundred , Thousand and
Million.
In India the sequence is ---- Hundred , Thousand ,Lakh and Crore
Hence,my question is ----If the plural of Hundred , Thousand and Million is
without a final 's', then the plural of Lakh and Crore should also be without a final
's'. Lakh may be Lac.
Please look into the matter and kindly remove my confusion.
Sincerly
M A KarimAssociate Professor and HeadDepartment of EnglishS S College, HailakandiAssam, INDIA
250
Reply 1
From: ELT Enquiry <[email protected]>
To: "[email protected]" <[email protected]>
Sent: Tuesday, 11 October 2011 3:02 PM
Subject: confusion about the words 'Crore' and 'Lakh' appeared only in the
Seventh Edition.
Dear Mr Karim
Thank you for your enquiry concerning the plural of ‘lakh’ and ‘crore’ in the
Oxford Advanced Learner’s Dictionary (actually now in its 8th edition). The Indian
English subcorpus of the Oxford English Corpus, which we use to analyse how
words are actually used, shows that, for both words, plural forms both with and
without an ‘s’ are in common use. However, in both cases, the plural form without
an ‘s’ is more frequent. When the dictionary reprints, we will add information
about the plurals at each entry (pl.lakh or lakhs) and we will use the uninflected
plural lakh in the definition of crore.
With many thanks for taking the trouble to write to us,
Yours sincerely,
Diana Lea
Principal Editor
ELT Dictionaries
Oxford University Press
251
Letter 2
From: Abdul Karim [mailto:[email protected]]
Sent: 18 October 2011 14:05
To: ELT Enquiry
Subject: Last query about the words 'Crore' and 'Lakh' appeared FIRST in the
Seventh Edition.
Dear madam,
Thanks a lot for responding to my queries relating to the words 'LAKH'and
'CRORE'.
Please take the trouble once again as one side remains untouched .
I wrote in my earlier mail that like 'Hundred', 'Thousand' and 'Million','Lakh' and
'Crore are numbers in India.
We know , numbers are 'Determiners' and hence 'Adjectives'.But in this
Dictionary, the words Lakh and Crore are shown as 'Nouns'.Kindly look into the
matter.
With regards,
Yours sincerely,
M A KarimAssociate Professor and HeadDept of EnglishS S CollegeAssam, IndiaPin-788151 Mobile -09435377344
252
Reply 2
From: ELT Enquiry <[email protected]>
To: "[email protected]" <[email protected]>
Sent: Tuesday, 18 October 2011 8:07 PM
Subject: RE: Last query about the words 'Crore' and 'Lakh' appeared FIRST in the
Seventh Edition.
Dear Mr Karim
Thank you for your further email concerning lakh and crore in the Oxford
Advanced Learner’s Dictionary. Again, you are right. These words are like other
numbers such as hundred in that they sometimes function as determiners and
sometimes as nouns. To bring them into line with the treatment of similar numbers
in the dictionary, when the dictionary reprints, we will change the word-class
designation to number and also indicate that they take a plural verb.
Yours sincerely
Diana LeaPrincipal EditorELT DictionariesOxford University Press
253
Letter 3
From: Abdul Karim [mailto:[email protected]]Sent: 17 November 2014 06:05To: ELT EnquirySubject: Enquiry relating to a.m., p.m. and p.a.
ToDiana LeaPrincipal EditorELT DictionariesOxford University Press
Dear Madam,
I express my gratitude to you for the revised explanation of the
words, LAKH and CRORE in the New 8th Edition of OALD (Pl. refer letters
dated 11th and 18th October, 2011).
Again I am in need of your guidance as I am doing some research
on Basic English Grammar and Usage for Indian Students.
In abbreviations, in British English, full stops are not used e.g. BA, MA
etc. But in case of a.m. (ante meridiem), p.m. (post meridiem) and p.a. (per
annum), full stops are used in OALD. In American English, we find A.M., P.M.
etc.
Kindly look into the matter and enlighten me for which I will be
grateful to you.
Yours sincerely,
M A KarimAssociate Professor & Vice PrincipalS S College, Hailakandi, Assam, IndiaPin - 788151
254
Reply 3
From: ELT Enquiry <[email protected]>To: "[email protected]" <[email protected]>Sent: 8 Dec 2014
Dear Professor Karim
Thank you for your enquiry relating to the use of full points in abbreviations. What
you say is absolutely correct. In British English, full points are not usually used
- in upper-case acronyms (BA, MA, USA, etc.)
- in contractions (where letters are missed out in the middle of a word but the
last letter of the word is given – Mr, Dr, Mrs, Revd, etc.)
However, they are used (usually)
- in true abbreviations (where the whole end of the word is omitted, including
the last letter (Rev. or vol. for ‘volume’ – or, indeed, ‘etc.’ for ‘et cetera’)
- in lower-case acronyms (a.m., p.m., p.a.). However, there is increasingly a
tendency to omit the full points even in some lower-case acronyms such as ‘mph’,
especially in scientific contexts; plc (public limited company) never has full points.
I think that a.m., p.m. and p.a., however, will always keep their full points in order
to avoid confusion with the words ‘am’ and ‘pa’.
American English, on the other hand, makes much more use of full points
so it puts them in upper-case and lower-case acronyms: B.A., M.A., U.S.A; a.m.,
p.m. (or A.M. and P.M. – either lower- or upper-case is acceptable in American
English). American English also puts full points in both abbreviations and
contractions (Rev., Dr., Mr., Mrs.).
I hope this answers your question satisfactorily and I wish you all the best
for your research.
Yours sincerely
Diana LeaManaging EditorELT Dictionaries and Reference GrammarOxford University Press
*****
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