UUNIVERSITY GRANTS COMMISSION AACADEMIC SSTAFF CCOLLEGE RESOURCE MATERIAL ON ORIENTATION PROGRAMME Volume – III Dr. A. Singaravel Editor BHARATHIDASAN UNIVERSITY KHAJAMALAI CAMPUS TIRUCHIRAPPALLI-620 023 1 Editor : Dr. A. Singaravel, Director, in charge UGC Academic Staff College, Bharathidasan University, Trichy - 23. Copy right : Bharathidasan University, Trichy - 23. First Edition : 2011 Paper used : 80 GSM TNPL Size : 1 X 8 Demmy Font Size : 12 Points Times New Roman` No. of Pages : No. of Copies : 100 ISBN No. : 978 – 81 – 922810 – 4 - 9 Printed at : Sree Venkateshwara Power Printers, Trichy - 10. Cover page design & Page Making : Ms. R. Sangeetha Computer Assistant, UGC-ASC 2 MESSAGE When I asked Dr.Singaravel, the Director i/c of the Academic Staff College to compile the learning materials used by Resource Persons, he readily agreed to do it. The result is the book you hold in your hands. I am happy to record that the Director has brought these volumes which could be used by participants of Orientation Programmes as Resource Materials. I take this opportunity to congratulate the Director for his proactive initiatives and carry out the vision of Bharathidasan University to be innovative. I thank the University Grants Commission for its fullest support for the progress of the Academic Staff College of Bharathidasan University. I also congratulate Dr.A.Singaravel, Director In-charge of the Academic Staff College and his team for this innovative practice of converting the lecture notes and selected seminar papers of participants, into Resource Materials. I wish the Academic Staff College all success in its endeavors. (Dr.(Mrs.)K.MEENA) 3 From the Director’s Desk The UGC Academic Staff College (ASC), Bharathidasan University, Tiruchirappalli, has been conducting three types of specially designed training programmes like Orientation Programmes (OP), Refresher Courses (RC) and Short-Term Courses (ST) for the benefit of the College and University Teachers across the country to empower and enhance their academic excellence consistently so as to impart updated subject knowledge to the students of Higher Education for the past quarter century. The ASC also organised Short Term Workshop even for the benefit of the Ph.D Scholars and Administrative Staff to empower and enhance the academic and administrative skill respectively. In addition to this, the ASC has been publishing Resource Materials on various disciplines for the benefit of the stakeholders who attend these programmes. The ASC publishes this "Orientation Course Resource Material Volume-III", to benefit the Teacher Participants, with ISBN facility. This book was compiled from the lectures delivered by the resource persons as well as the seminar papers presented by the participants for the Programmes. In this endeavour, I sincerely thank the UGC for its continued support and co-operation. I thank the most respected Vice-Chancellor and the Management of Bharathidasan University for their academic and administrative support and encouragement to run the courses and bring out the resource material without hassle. I thank all the Resource Persons, who have contributed and extended their fullest support and encouragement towards this endeavor. The Resource Persons/Teacher Participants are totally responsible for their articles and lecture notes presented in this volume and the UGC- ASC can not be held responsible for any criticism or comments from the readers. Finally, I thank Sree Venkateshwara Off Set Printers, Ariyamangalam, Tiruchirappalli, for bringing out this book neatly, within a short span of time. With regards, Director. 4 CONTENTS S.No Particulars Page.No 1. Learning Communication Through Activities 2. Counselling: An Enabling Process 3. Mental Health: Attitudes and Values 4. Music Therapy 5. Impact of Globalization on Indian Higher Education 6. Urbanisation And Modernisation Depressed Class People Enrolment Scenario in Higher 7. Education: An Overview 8. New Modes of Information Storage and Retrieval 9. University Industry Collaboration: Need for Global Improvement 10. Team Building for Effective Impact 11. Environment And Human Rights 12. Parameters of Women Empowerment - An Insight 13. Formation of Early Political Associations in Madras Presidency 14. Disaster Vulnerability on Specific Group – A Study 15. Education for Employment or Empowerment? 16. Evolution of Voting Right in Colonial Tamil Nadu 5 LEARNING COMMUNICATION THROUGH ACTIVITIES C. Preetha Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, Teaching Speaking English has been undervalued and English Language Teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today‘s world requires that the goal of Teaching Speaking English, should improve students‘ communicative skills because only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. In order to teach second language learners how to speak in the best way possible, some Speaking Activities are provided below, that can be applied to ESL and EFL Classroom Settings, together with suggestions for teachers who teach oral language. Communicative Language Teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction, as both the means and the ultimate goal of learning a language. ―Teaching Speaking‖ is to teach English as Second Language (ESL) Learners to: Produce the English Speech Sounds and Sound Patterns Use word and sentence stress, intonation patterns and the rhythm of the second language. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter. Organize their thoughts in a meaningful and logical sequence. Use language as a means of expressing values and judgments. Use the language quickly and confidently, with few unnatural pauses, which is called Fluency. (Nunan, 2003). Assistant Professor, Department of English, Sri Sarada College for Women (Autonomous), Salem. 6 The purpose of this paper is threefold: to discuss reasons for using games in language, to give suggestions on when and how to use games, and to explain categories for classifying games. Games have long been advocated for assisting language learning. When and How to Use Games Games can play a range of roles in the language curriculum. Traditionally, games have been used in the language class as warm-ups at the beginning of class, fill-ins when there is extra time near the end of class or as an occasional bit of spice stirred into the curriculum to add variety. All these are fine but games can also constitute a more substantial part of language courses (Lee, 1979; Rixon, 1981, Uberman, 1998). In the Presentation-Practice-Production Framework (Mauer, 1997), (in which language items are first presented for students to listen to and/or read, then practised in a manner in which the language used is controlled, e.g., students read out a dialogue from the textbook in which the two characters compare study habits and then produced by students in a less controlled manner, e.g., two students discuss their own study habits), the games can be either for practising specific language items or skills or for more communicative language production. Similarly, games can also be used as a way to revise and recycle previously taught language (Uberman, 1998). Children often are very enthusiastic about games, but precisely for that reason, some older students may worry that games are too childish for them. Teachers need to explain the purpose of the game in order to reassure such students that there is such a phenomenon as ―serious fun.‖ Also, older students can be involved in modifying and even creating games. Furthermore, adults have long participated in games on radio and television, not to mention the fact that popular board games, such as Monopoly, are played by adults. As with other learning activities, teachers need to pay careful attention to the difficulty level of games. Part of the appeal of games lies in the challenge, but if the challenge is too great, some students may become discouraged. The challenge can be of two kinds: understanding how to play the game and understanding the language content. Some suggestions for promoting both types of understanding are: 7 a. Demonstrations of how the game is played. The teacher can demonstrate with a group of students or a group can demonstrate for the class. b. A kind of script of what people said as they played or a list of useful phrases. Similarly, key vocabulary and concepts may be explained. c. Clear directions. Demonstrations can accompany directions and directions can be given when needed, rather than explaining all the steps and rules in one go. Also, some student-initiated modifications can be accepted. d. Games already known to students. e. Games used to revise and recycle previously studied content, rather than involving new content. f. Groups are heterogeneous in terms of current language proficiency, so that the more proficient members can help others. g. Resources, online or print, such as dictionaries and textbooks. Types of Language Games Role Play One way of getting students to speak is Role Playing. Students pretend they are in various social contexts and have a variety of social roles. In Role Play Activities, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984) Simulations Simulations are very similar to role-plays but what makes simulations different from role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on.