f-

.1

M E T H O D O L O G Y : III

TECHNIQUE OF TEACHING HINDI AS A COMPULSORY

SECOND LMGUAOE
 yiii;THOiX)LOGY , (lii)

T»chniqu» of Ttachlng FedTal Hindi a» a

UQiopva^pry 3#cond Lan&uag»:

Rapid prograss in tha aciantific mathoda and taehno-

logy^ r randaring out of data tha traditional mathod of
taacning skillad aubjacta.

Tha prasant trand of laaming a sacond languaga la

to xnaatsr it as aarly as posaibla with laaat effort. R*
Lado that laaming tha aacond languaga ia "acquiring
tha ability to uaa its structura within a ganaral vocabulary
undar asaantially tha conditions of nonaal cooanunication
among nativa apaakara at conTaraational apaad."^ lha amphasia
ia laid not on knowladga but on utility and practicability.
Hanca aacond languages ara uaually taught through direct
process in natural settings and situations as living
things*

Mursall ( ) says, " Successful teaching is teaching

that brings about effective learning, lha deciaive question
is not what aethods or procedures are employed but is the
ultimate result) to be aimed at. A successful result is the

1. R. Lado : Language Teaching. I , p. 3d.

2. Mursall t i^uccesaful Teaching^ ^ ^ p.^^
 254

r«aultant of cirauXativt actions and interactions of a numbsr

of variablss* Iht prims function of tsaching is to causs
the pupils to l e a m by means of motivation, direction and
guidance. The individual differences create a new phase
of problems in teaching process*

teaching In federal Hindi in .

West ^iaharashtra.

Teaching Hindi as a compulsory second language in

Maharashtra i« equated with the teaching of Hindi as a
regional language so far as the course-content and the nature
of text books are concerned} however, as far as the teaching
procedure is concerned, the traditional grammar-Translation
method is invariably practised in the class rooms.

The responses of the teachers to the question, **lihat

method do you follow n^ile teaching Hindi?”, reveal the
trend with respect to the teaching method employed in the

class rooms.

Table V:1

iiesponses of Teachers in Hindi in respect

of choosing the method of teaching in the
class-room situations:
Choices Total
13irect Method Traditional Method

? df - . Significant at both the

^ ui •• ijesult* iSvels of confidence.
 iSnt«ring tabl« of Fisher find In row df - 1, a
of almost 6.635 in ths coluan haadsd *01<A P of «01 means
that should ws repeat this esq^eriuent only once in
responses, of ( or more i would occur if the null
hypothesis were true* Our results laay be marked highly signi­
ficant at the level on the ground that on equal probability
hypothesis, the probability of a of is less than
one in . Thus divergence of observed results from expected
ones is too unlikely^ccurz*ence to be accounted for solely
by sampling fluctuations* Hence we reject the equal probabli-
lity hypothesis and conclude that teachers really follow the
traditional grammar translation method knowing the merits
and limitationa of the direct method.

The Report of the Hindi Teaching Committee ( 1951

no doubty lays emphasis on direct method of teaohing;however»
the course-content as outlined by the Co£umittee as presc­
ribed by the Government of M.S. do not leave any loargin for
the teachers to adopt the direct method or other modez*n
approaches in the teaching of Hindi in actual class-room
situations but to stimulate them to follow the translation
one. The Committee has recommended the course-content in
foru^ grajsmiar for the beginners (i.e. of standard V i J **•••
;itudents should be able to recognise the different warts of
2
speech and case-endings**. This recommendation as is practised

1. Eeport of the Hindi Teaching Committee 1951* p*24*

. Ibid.
nowadays in schools cl«arly Indicates that pupils should b«
taught the rulss of graittmar and the different parts of
speech even In the initial class; whereas actually at this
stage, they ought to be taught by aural - oral approach •
Thusy the teachers resort to traditional method because it
is indirectly brougtit upon them. It is due to the absence
of graded readers in terms of structures and content and
the untrained teaching personne^ythat the process of teaching
has degenerated to traditional ones*

AS a result of this traditional approach, the first

lesson is introduced with the teaching of the alphabet l«e«
with the acquisition of writing skill rather than that of
an aural~oral one. This is unnatural and psychopedagoglcally
unsound. Writing is followed by reading and reading by
speaking. According to psyoho-pedagogically sound appz*oach^

the order is listening before speaking, listening and speak­

ing before reading, listening, speaking and reading before
writing* The recent development of tea ching the priiuary
skills of language through sound, then Sight, £iioltation
and mlffiicry is at present totally absent from the class-rooms
and hence we observe psychologically unsound procedures of
teaching a second language* The stBuctural approach, the
pattern practice, emphasis on phonetics and phonemes of the

new language are completely lost sight of* speaking the

language in the class x*oom situations either on the pax*t of
the teacher, or the taught, has limited only in the f o m of
laolat«ci unit words. 13ius the vrhol* saquence of tsaching
ths skills of Hindi it psychologlGally unsound and la dominated
by rormal grammar right from the initial stage*

Kindi la a speeeh language* Audio-lingual bond

occupies the central poaition in learning a cooaunicative
language* Abaence of habit formation for apeech inhibits
and interferea^the progreaa of learning Hindi in thia iitate*
Pupils do not fora a habit for accurate listening to the
distinctive featurea of phonetica, phonemes and various
atructures of Hindi for automatic unconacioua oral production
of Hindi*

Ihe teaching process is preparatory rather than crea­

tive or constructive* Uheap commercial guides of the text
books prescribed for the external as well as internal examlna-
tions for the various grades are the chief teaching aids for
the teachers and are equally common among the pupils also*
gilnce the teaching process is a preparatory one, a two-
dimensional way of teaching is common in the class - rooms,
and the three dimensional way of teaching is rarely observed.
AS a result of this, mostly the factual knowledge is empha-

-slzed and all other cognitive as well as non-cognitlve valuable

learning outcomes are neglected. i^phasls Is laid on the

recognition and reproduction aspect of behavioural outcomes

while productive aspect is largely ignored* Environment for
Hindi Is not created even during the Hindi period* Among the
 258

pupils and teachers of Marathi medium schools, there is a

wrong notion prevalent that the sound systems in the two •
cognate languages, are exactly the same, and therefore, the
sound system of Hindi is not taught as an altogether different
\mit of teaching. Consequently, pupils fail to discriminate
between the phonetics of the two languages* Mo other words
can better express the teaching practices prevalent in the
state than those expressed in the Ceylon-oeminar which run
thus : Teache^is following the book, teach in a half*
hearted way; and carry out the instructions in the book
inefficiently. The old fashioned methods of drill in formal
grammar and translation are the popular methods, the text
book plays the tune and pupils and teachers dance to it."^

Teaching Hindi as a skill subject necessitates not

only proper incentives, but a natiu’al setting and situation
also. According to James Fairsell, ” Subject matter must be
learnt in a setting of actual life needs*’. Absence
of reality in teaching does not bring about developmental
effect on a series of inviting and illuminating experiences
in relation to the linguistic skills capable of moulding the
characters of boys and girls. A three diioensional approach
is a developmental teaching. The mastery of the practical
grasp of the communicative language means a direct link between
the pupil*8 thought process, his ideas and behaviour. Thus
pupils must be taught not only Hindi,but to think in it also.

1. Modem Language Teaching-Report of the Ueylon iieminar »1953»

p. 64*
2, Mursell : op. cit. p«44'54«
 259

Th« a«th (i and approaches of teaching a subject are

governed by the aims and objectives teaching it. Since
federal Hindi ia taught aa a coi&municative language in the
non>hindi>8peaking areas, the teaching of Hindi as a compul-
sory second language would be quite different frota that of
teaching Hindi as a regional language.

Various methods and approaches have been suggested and

dejasonstrated for teaching a second language; however, no
aethod is siifficient in itself with all piQ>ils, at all sit\i&*>
tions for all purposes*

Ihe moveiaent of direct method of teaching, that started

in iiingland against the traditional grantmar-translation method,
spread over different countries unaer various names, liatural
method, project method, fiynamic method. Activity method are
some of the methods that approach the subject-tuatter with the
spirit of dynamic method. What is defined as direct method
by Palmer^, Jesphersen^ and others is coordinate system of
learning a second language for Nelson Bzx>ok| and formation
of dynamic stereotype for second signalsystem of language for
B.V.Belyaye^.

^ .. r. jSciefltific dtudy and Teaching of Languagesi

1, Palmer H, fi. Tonkers on - Hudson, 1917, p.328.
2. jQsphersenj How Jo Teach a foreim language,New lork.
l>!aemillan, 1904, p«194«
3. Kelson Brooks Language and Language Learning.
Harcourt, Brace and World, Inc.1960, p.4^.
4* B. V. Belyayev: The Psychology of Teaching Foreign Languages:
1963, p,201.
 J«sphers«n^ uatd rtading selection to provide subject
matter, Palaer^ developed a variety of oral skills, vdiile
Wes^ emphasized in reading proficiency before speaking*
Americans adopted some refined approaches for teaching a
second language through linguistic approach. They believe
in the practical utility of a second language, and therefore,
treat the acquisition of skills in second language primarily
as a social skill.

4
Cornell Language Programme at Cornell University deve­
loped a language programme for the teaching of a second
language on the principle of " mim - mem ” ( mimicry and
memorisation ) with enormous emphasis on imitation and practice
of language pattern. Smith, and Trage^ adapted the applica>
tion of linguistic analysis of English on the patterns of
Whorf»s papers^ ( 1939, 1940-«, 1940-b, 1941 ) with an
emphasis on aural > oral skill in order to equip the pupils
6Jtth the px*oficiency of speaking ability at foreign service
7
Institute, Kiashington. DeLeon Dosterl sponsored oral-aural
skill and utilisation of audio-visual devices to an unusual

• •O'g* 4. Carroll J.B.,j"The Study of Language, 1953i p. IdO.

(b)**Linguistics as an £xact Science”,ilie Technology

?Sr R,® « , Wi6l-6j,S0-83.

1^ (d)Zh. fi.lation of ttablt&al ihought fc*b.haviour to Languag.,1941»

degree with an introduction of the principles of descriptive
linguistic activity at George Town University. Under the
direction of C.C. Fries and E* Lado\ long prograioBie for
teaching the second language was set forth on the principles
of couparative proxicaity and dissiollarity of two languages
with an emphasis on oral approach and upon the extreme use
of imitation and analogy in setting up appropriate habits
in the learner, jliohard and Qibson developed a teaching
method pairticiilarly for the presentation of vocabulary in
proper verbal and non-verbal context in a sentence and in a
situation which they termed ” sen - sin " way of presentation
of words fironi the graded and properly ordez*ed si&teri&ls with
emphasis on spoken form of the l&ngubge and extensive use
of audio-visual aids. In addition to these approaches,
informative drill technique conversational approach, struc­
tural approach etc. have also been recomaiended. 3ince all
these approaches are specific to the course-content« and
situations, Carro}^ and the Report of weylon ;>eminar^ have
outlined an ideal approach for teaching a second language.
The general function of all these approaches is to train the
vocal organs to form a habit for automatic unconscious produc­
tion of the stream of the second language in the early ages
of pupils life through psychological processes tdien he holds

1* GarroU J.B. : Ibid. p. 180.

2. CaxToll J.B. : Ibid. p*1d5*

3.-— "------ Ibid. p. 1^6.
4* Report of the Internal National Seminar on *The Teaching
of Modem Languages, 1953* p* 49-50*
content in pr« and po8t secondary grades shouild be imparted
througti the proposed "Situational l&ethod in natural setting"*
The investigator prefers to call the designed process of teach*
ing in the post secondary grades as no single method is suffi­
cient in itself with all pupils, at all occasions for all
purposes and it largely depends upon the judicious discretion
of the teacher in a context at a particiilar situation* The
investigator does not claim to ascertain that it is an alto­
gether new procedure* this approach, he desires to remind
the teaciTxers of feaeral Hindi again in order to practice the
features of this Siethod in the class-rooms so that a direct
association in cultural content be easily and economically
established* However, the success of this method depends upon
the effective teaching of the primary linguistic skills in
Hindi in the Junior grades. Thus the proposed method aims at
the effectiveness in the teaching of language ability and not
in the linguistic skill. It is specific to post secondary
grade pupils.

fudging the Effectiveness of Teaching Technique

In order to Justify the effectiveness of Situational

Method in natural setting as outlined above, against the pre>
sent traditional Translation method, an ejcperiment
was set up on the hypothesis that :

(a) "Situational tdethod in natural setting for post

 264

school classes would b« moro Affsctlve Uxan the tra»

ditional t/p« of gramt&ar translation method under equal d i m -
culty level or content, evaluation procedures and physical
environments".

(b) "To identify the nature of class-group to which

this method is xoore effective."

Method
(*) iJesign of the iacperiinent

A siiiiple 2 x 2 factorial design was employed. Tvfo

classogroups of standard 1 i.e. A and U, of N.K.V,
high c>chool» Poona were selected for experiisental purposes.
These two class-groups were graded on the strength of their
general perforioance at the last Axmual Kmamination. Pupils
from 1 A were high-achievers whereas pupils from 1 H
were comparatively loviii-achievers. 13ie sample was purposely
made non-parametric in order to investigate by ^.hypothesis
of this experiment - "which group of pupils, whether the
high achievers or/low achievers shows better progress in Hindi
and by which method ?"

(b) MVtrial

The e]q>eriment was started under the assumption that

two types of content i.e. and t^leoted for teaching
purposes by the consent of three judges in Hindi would be of
equal difficulty level and hence it was assumed that
 26fr.

th(»re vrould l« no interactions due to the two types of con­

tents. The details of the contents are

Nature of quantum i4ului%um

Content of lea­ of lea­
rning Cl rning ^2
e3q>eri- expezd-
ences* ences.

Prose 2 iiksharthi 2 ^ianavata-ke

. Bhakji-Vir.
Bachche Atma-Eam
Poetry 2 Kayya Ke Yuga 2 Vishwa-I^J.
Taj 4^ Guruta Se*

1 If there were no 1 The aeene at Dawn.

newspapers in
the world •..

These lessons in prose and poetz*y were extracted from

their text^book, "bhftrat-Bharatl" part VI i. I^e quantum of
the leasons and the difficulty levels for each of the contents
were made as equal as possible*

(c) Sub.iects

£aoh of the cla8s*groups consisted of forty-two

pupils. Precautions were taken to niaintain uniform identical
conuitionsin physical enviz*omuent and emotional states of the

pupils throughout the experimental period.

The attitudes towards the learning of Hindi in case of

 266

both oX th9 metixOGls were maintained neutral and thiis a bias

towards a particular oiethod was avoided* Th@ teacher employed
i'or the ejQ>eriment was their own subject-teach«^r« Being bl->
lingual he was able to teach both the claaaes by either of
the methods. The interaction due to tl^e teacher in respect of
method of teaching or any bias towards any method that could
affect the perfonr.ances of the pupils« were controlled as far
as possible.

PRQC£13UftL

The table presented below speaks the proced\u*e

of teaching in Uie experiiuent. Two points to be mentioned are :

(1) No method was given undue privilege by employing

it either in the initial phase or in the later phase of tlie

experiment.

(2) Both the contents Ci and imparted with

equal emphasis on the subject matter and without any bias*

A three dimensional approach was employed in both cases*

In order to counter balance the effects of methods, i. *A*
class in the beginxiing was tau|^t with Ct content by siti^>
tionai method in natural setting for a period of two months
(i.e. forty-five periods of forty minutes eadri) v;hile 1 .
was taught with content by Translation-Grammar methou imder
equal physical environmental conditions* The procedure of
 2G7
tcaohing was r«v«r8«d with C oontant after a aeh«d\il«d period of
teaching in both the classea and continued for the next two
months with an equal number of periods.

Content Glass-Groups.
A H

c, »A., IH,,

"c2 ^‘*C2

Cl ■ Content Cf ) where C^ ■ C by hypothesis

C “ Content C }
3 « Situational method
T * Oraamar-tranBlation method.
A 1 Class group *A*
U ■ Class group 1 »H»

The language teaching experiment emphasized the follow­

ing salient features

(1) Primary emphasis on the coffiti^and of the spoken lang­

uage with practice in reading.

(2} .jcplanation of the difficult words, idioms, thoughts
and expressions through the process of analysis and synthesis
as well as through discriioination and differentiation* Con­
textual meanings rather than equivalent words or dictionary
meaning.
(3) iJiormous emphasis on insightful approach, better
 268

und«r»t«nding, conscious production of words, receptive under­

standing i.e. a three diaenaional way of teacJbiing.

(4) Stress on phonemic and morphological structure of

the language with eitiphasis on orthographical corrections*

(5) Teaching of side references along with the con­

textual and cultural meaning.

(6) Developing a conscious feeling and intuition for

the language by bringing to the notice of the pupils the
appreciable contributions by way of referenae*

(7) Spot correction in oral ana written expression*

(i) iuaphasis on self-expression and texpression workt

of different kinds*

(9) mphasis on the teaching of deceptive structures

existing in both languages by discrimination and differentia­
tion, comparison and contrast*
p\wils
(10) It'iOtivatln^ the/every day by certain proverbs
or sayings worth developing their power of appreciation, in­
sight and understanding*

hVALUATiOH PR0C£.DURi»3 FOR THb alPiJilMiiJIt

Testing procedures being the most delicate in character,

utmost care was taken to make the testing procedures for both
the methods« similar with respect to quantum of the content
of the test paper and to level of dirflculty and dlscriiulnatlon.
It was assumed that the level of difficulty and the quantum
of the two test papers, being equal in nature, no interaction
would take place due to the content of the teat papers. ;>iiai-
larly it was also assumed that there would be no interaction
due to luarking system as all possible precautions were taken
to reduce to miniiaum the unreliability and subjectivity of
assessment in examination. Pupils from each of the class
groups were tested twice, once for eacli of the methods of
teaching and content after the coaqpletion of the content within
specified periods. Thus four test-coxotlnations were obtained.
Hie test Biaterials (vidie app^dix for each of tiie
tests contained three types of questions of similar nature and
of equal weightage i.e* objective questions, short answer
questions and essaf. question. The weightages assigned to
each of the types of questions in each of the contents for the
two test papers, were as follows t

Cl C2

Objective type •• 54 54
ahort answer type •• 30 30
£ssay type •. 16 16

No optional questions or sub~questiona were set in the tests.

The materials of the test papers were randomly selected for
each of the test papers and wer@ approved for the level of
 270

difficulty bjr three Judgea in Hindi. l!h« questions were evenly

distributed in each case from the contents C<| and C2*
order to ainimiae the subJectiTity and unreliability of the
assessment, each of the answer papers was assessed twice by
two Judges at an interval of four laonths* Though the errors,
orthographical and syntactical, in each of the answer papers
were marked once in the beginning, the marks each time were
recorded on a sSparate sheet of paper and not on the answsr
papsrs* The treatment of the data as shown below vide Table
Vt2 was made on the rounded up average marks to next figures,
scox*ed by the pupils t

Table V:2
The facts ¥iial design : N <- 42
(Ignoring content and evaluation procedures)

Method Olass-Croup Total

A (Bright) H (Average)

Situtional Tti- Ti2“ Ti- 2997

Method
27.S6 X,- 34.49

Translation T - 15S6 T - 117d T2- 2764

kethod
I - 37.37 122* ig-

Total Ti- ~T2- 234g” T - 5761

39.25 l2- i^7.96 X - 33.61

 271

Tabl« Vi3

of Lsvol of ;^igni<
Squares df Squars F ficance.

Mtthods 323.14 1 323.14 7.^1 ^Significant

Standards
(Class fixtremsly high
groups) 6751.34 1 6751.34 163.12 Significant.

Interaction ;
^i«thod stan­
dard 369.06 1 369.06 d.92 Significant.

groups 67Sd.17 164 41.39

Total 14231.71 167

An inspection of th« Table Vl3 as rsprsssnted by a

coioplste analysis of variance, clearly reveals that F ratio
of 7.d1 for teaching i&ethod is significant at both the levels
of confidence. By interpolation in the Table of F, we find
that for 1 167 degrees of freedom, a value which is
eqiial to will be significant at 5 point and a value
of 6.7^5 will be signifioant at 1 percent point. Hence, we

retain the null hypothesis and conclude that the .situational

Method in natural setting uni proved more effective than
the existing method of Qransiar and Translation.
 272

Now, it is interesting to note that the two classes

differed reuiarkably, in their performance as we had already
assuiued in the beginning of the experiment. The F value
of 163*12 clearly reveals that one class is extremely supe*
rior while the other one is of average caliblfe. Noticing
the group differences as well as the individual differences
in respect of perforii.ancei the above result could bring out
another by>hypothesis "which method was more effective to
the high achievers and which to the average pupils or low
achievers'! The effect of Situational method would also be
not alike on all kinds of pupils. What is effective method
ofteaching for the high achievers may prove ineffective
for the average as also remarked by Carroll that " The
efficiency of a teaching method varies with the type of
student”.^ Hence it is in the fitness of things to Justify
the by-hypothesis : "For which type of pupils» the
tional Method w&s more effective 7 **

The efficacy of this hypothesis is represented vide

Table Vt3 and Vi4«

Again, inspection of the analysis of variance of

value to the extent of 163*12 for the class groups (Table
Vt3) clearly suppoz*ts the efficacy of the pz*oblem of method
of teaching in favour of selective criterion of the sample.

1 Carroll : The study of language, p. 1^7*

Th« •xtrvmel/ high signiJTicant value of f^l63*12 in case
of the samples Std. X' -A and 1. *>H clearly transfomis the
nature ol the sample into a non-paraiBetric one and there­
fore to Judge and estimate the efficacy of the methods upon
the inaependent saioples^ «Wilcoxon hatched ^airs Jigned
Aaxik Test't was eiuployed under the null hypothesis that no
difference exists between the means of populations from
which tiie samples are drawn. The data were derived from a
set of 42 paired observations for each of the standards* The
test is based on the idea that under the null hypothesis,
the expectation is that half of the differences between the
paired observations v>ill be positive and the other half ne­
gative. The zero sign is discarded. The data is tabulated in
the form of <12 table as follows :

Table z A Bank Test for Two Correlated Samples devised

by Wilcoxon - (Wilcoxon Matched Pairs Signed Hank ;. Test)^
"To prove the hypo.of the efficacy of method of leaching
for the Two Class Groups”.

Class Class X.H

(Bright pupils) (Average and
below average
pupils)
N
;ium of Positive Hanks (in
favour of Situational
method) ^717 *^363.5
^•^ontA
1 ^ieg&l .Sidney : Non-parametric statistics, 19 ••
2 fergusson 3tatistical Analysis in Psychology and ikiuca-
tion : "Table I for *Critical Values of T in the Wilcoxon
Matched Pairs Signed Rank Tests'*, 1959 p*313«
 274

Tabl« V I 4
Class I.A. Class X*H«(Averags
(Bright pupils) and b«lo«r sT«7«gs
pupils)•

Sum of NsgatlYS Ranks

(In favour of Tranala- -103 -436.5
SiSE *>»thod)
M Pair of obssrrations
haying be«a dslstsd. 40 40
T : Ths smallsr of ths
two sums 3d3.$
Z -4.13 -11.3d
P •00003 £ztreasly Isss than
•00003.

Significanct £xtr«iasl]r
iiignifleant* ;iignlflaant.
T - HOl+1)
.1
Nots (i) i ™ — (ii) ?' is ealeulat«i
4 th« Tabls A of ths Book
"Sisgal’^ - Monparamstrie
^(N+1)(M^2) statistics
24 Pd1 247
Tabls 1.

Ths "Wileoxon Matohsd Pairs iiignsd - Rank Tsst** is

applioabls for two eorrslating saoq;)lss of non-paramstrlc

naturs. An inspect of ths Tabls V<4 rsvs&ls that in oass

bright pupils, ths sum of positivs rank is (’*’)717 And ths
tivs is (-)103* ths pair of obssrrations haying bssa d«l«tsd

is 40 and T is , ths snallsr of ths two sums.

1 iisgal ^idnsy : Op.oit., Tabls A P^1 P247.

 C)

Tabl« *A* in the book •ntitled, "Non-paraastrlc atatlstics"

by ^ shows that 2 as «xtrsm« as • 4*13 has a one
taiXsd probaM.lity associatsd with its ocourrsnce undsr null
hjrpothssis of P less than even .00003• In as much as this P
is extremely less than - .01 and thus the value of is
in the region of rejection, our decision is to reject Hq
( N.Hypo) in favour of • H»e conclude that the high
achievers of 1 i <A« made extremely significant improvement
when they were tau^t through Situational )6ethod.

In case of the average and below average pupils, the

sum of positive ratiotf is 3d3«5 and the negative -436.5*
N, the pair of observations having been deleted is -53*0 and
T, the smaller of the two sums is 3d3*5* A value of as
extreme as >11.3d has a one-tailed probability associated
with its occurrence unaer null hypothesis of P extremely
2
less than even .00003 « aa much as this P isextremely leas
than “ .01 and thus the value of Z is in the region of
rejection. Our decision is to x*eject null hypothesis in
favour of hypothesis. We conclude that the average or
below average groups show a better proficiency if they^ are
taught through the Translation method but did not make any
Improvement when thtiiy were taught by Situational method.
Moreover, it can also be concluded thut there being only

1. aiegal aidneyi op. cit. » Table p. 247

2. diegal Sidney: op. cit. » Table p. 247

 276

possibility of on« tailed Isqprovemont in skills of language

when the Situational method was suocaeded by Translation
method, it had made a negative effect as far as the correct­
ness and accuracy of the language were concerned* This is
possible because language learning is a habit forming process*
Bad habits if once inculcated and implanted, take rather
strenuous efforts and constant practice to eradicate them*
The high-achievers having formed proper and developmental
habits in skills of language as well as in the process of
assimilation and adaptation, showed remarkable proficiency,
in comprehending and expressing the coiu*se content taught
to them*

^ACi TAcg SHct

Mean 43.7d 2a.45 .33.2

SD 6.15 7.75
Sfim .76 1*2 .«5

Kange 10^ 15-54 15-44

SAc^- ^situational method employed to xA with content Cf

« « “ toxH** w'lt

TACj* Translation method employed to xA ** ** C

THCg- ” " ” to xH " ** C
 277

itesiilts

The mean attainment acores of the four principal

in the first test for experiment vfere (Table
41.12, 37.37f .g and 27.96 for SAc^, TACg, iiHc^ and THcg
respectively while the mean attainment icorss wex*e 43.7d»
3d.2, 27*60 and 20.4$ respectively for the second test
(Table 5). result clearly shows that the high achievers
showed a marginal difference in their attainment in favQur of
the Situational method, whez*e as the pupils of average Calibre
did not show any remarkable gain. The correlation between
the acortis obtained by the pupils of in both of the
methods was .34 while it was only .21 for class jJI (Table
V:6). The P values for df 41 at .05 level and .01 level
(Vide i-isherfs Table) are 2.02 and 2.71. As the obtained
t value of 4.73 in Case of is greater than the P values
for both of the levels of significance, the attainment of the
high achievers vdien taught by Situational Method, was superior
to the average ones when they were taught by Translation Method
whereas a t value of 1.37 in case of pupils of aver&ge
calibre clearly shows that the attainment is not remarkable
when taught by 5ituational method. Hence it can be concluded
that the Situational method proved effective for those
high achievers who have got a better adaptability and under­
standing where as for the average and below average pupils
the Situational method had a regressive effect. Translation
l^ethcd was found effective for the average pupils who can not
:/^r - jMiTunr

0»> --- -- -
 adapt quickly* to new situations* Thus a thr«« ciifflansional

way of teaching is usaful to th« high achievers rather

than to the average and below average pupils*

Table Vt6
The Kfficaey of the two methods on nto-
parametric groups*

Classes S£

X SAcI ^ignijn-
Hi&\ — .34 1-Id 4.73 41 cant
achievers ( | t, ;

H JHcl Not signi<

Low THc2 .21 1*17 1.37 41 ficant
achievers C*‘/'

Practice has one-tailed proficiency in language teach­

ing* Naturally the nethods which were employed later would
receive greater practice and proficiency in the elements of
language than the former* In the present experiment, in the
case of h i ^ ach ievers, the Situational method was succeeded
by the dframmaz^Translation m«dthod ¥hile in the case of pupils
of average and below average caliblTe, the reverse procedure
in the method of teaching was followed* 'As a matter of fact
keeping in view one bailed proficiency in case of high achie-
vers, had the Situational method been ineffective, the pupils
would have scored more marks in Translation method but the
 279

r«8iAlts dearly indicat« that th« Situational aathod Insplta of

its baing smplo/ad first for tha high achisYars proTad nora
affaetiva than the Tnuaalation aathod* In eaaa of pupils of ava-
raga and balow av«ra$a aalibra, tha CjTaoiBar-Translatlon mathod
waa praoadad by tha Situational mathod. Aaamuing tha ona-tailad
profieianey applieabla tharain, pupils of 1 would hava ahown
battar profieianey in Situational aathod in eomparison to
QraBiXDar»Tranalation aathod, but as tha raault atands, thay hara
ahown battar profieianey whan they wax^ t«ught through tha lattar
mathod* Tha ragraaaiva aaans in favour of ^tuational mathod of
tha avaraga pupila prova tha faet that tha Situational method,
waa not at all affeetlTe for the pvqpils of average ealibra* The
raaaona attributed to, may be that thay are lass adaptable and
their power of apprehension and comprehenaion is inferior to
that of the high aehieTers* They lack in ability to diaerifflinata
and differentiate in the forma and structuraa of the two lang*
uagea* The experiment eondueted was on the adoleseent pupils
who have attained the power of reasoning and Judi^aat and
who have already formed a aet of lingxiiatie habits, for
tha language under study* It is impossible to make signi*
fieant improvaiuent in the linguiatic skills due to the
inflexibility and inadaptability of the voaal apparatua
and motor organa of the adoleaeents* Hence it is wrong to
expect any subatantial change or betterment in the skills of
language they have attained. Ihe ehange or betterment that can
be expected in language learning from tha pupils of
adolescenee is in their attitude, inaights, understanding.
appreciation and the factual knowledge* It is a period of
knowledge development and not of skills, iince the Situa­
tional method can deal with the e3Q>erience of life differ­
ent settings and situations» it could be preferred to and
applicable for the pupils of post-secondary grade.

I2
ayaluating of the iifficacy of the Teacher
for Effective Teaching

Various claiios and counter claiJus characterise the

contradictory issue of teaching the second language as re­
gards the criterion of teachers. On one hand it is always
emphasised that the second language from the initial stage
must be taught by the native speakers. The other group won­
ders on the point) how could a native speaker do Justice
in the teaching of a second language when he himself does
not know the pupils* mother tongue 7 In favour of the non­
native teachers, it was argued that familiar articulation,
pronunciation and intonation in respect of word-structures
would help the pupils to gain accuracy. In case of native
teachers, it was assumed that, Hindi being a phonetic lang­
uage, the correct pronunciation, az*ticialation, accent and
intonation woiU.d facilitate the pupils to apprehend correct
and accurate sense.

An experiment was conducted to examine and estimate

the Isvel of accuracy In a dictation test by a variation in
the nature the teachers. A representative sample of pupils
from i>tandarcl VXIlt ^forked as subjects.

(1) Hypotheses
(a) Null Hypothesis : (U^)

There is no difference in the accuracy of pupils* written

expression if a prose piece is dictated either by a native
speaker or a non-native one*

(b) Hi I The accuracy of written expression in ease

of native teachar, if a prose piece is dictated to the pupils
with >jirathi as the medium of instruction, would be superior
to that of a non-native one.

(2)

A logically connected prose piece of 196 words specially

prepared keeping in view the deceptive word-structures in
Hindi for the sample pupils (Appendix V:2) was dictated to
the representative pupils of standard VIIX by native as
well as non-native teachers. Ilie piece was diviued into two
equal parts each containing 9d words under the Assumption
that each part contains not only eqiuil number of words but
words of equal difficulty and discrimination level also. In
order to counter-balance the interactions of the words being

dictated, on the part of the teachers, four classes were taken

 28

for experlAiental viork, two classes from each of the tv/o

schools, liie four-class-groups were saatched for their profi­
ciency in varitten expression on the strength of their first
periodic internal exaoination. Hence It was also assiimed
that Uxe four-class groups| each containing subjects, do
not differ so far as the accuracy in written expression of
Hindi is concerned.

A 2 x 2 x 2 factorial design was employed for the ex­

periment as detailed below*
Uorporatiea High oohool. Raja DhanraJ Girji High School
T---------- --------- T “ n ---------- -i--
M N.N M N.N

VUI.A VIH.B. VIII.A VIII.B VIII.Jk VIII.B VIII.B. VIII.A

(Ml) (%) (IfeJ (Ml) (Wa) (K,) (Ml) '(M2i

Abbreviations
N - Native Teacher Mj - Matter dictated froo the first part
NN« Non-Native teacher. of the Dictation Test.
M " Matter dictated frooi the second past
of the Dictation Test.

The H-H teachers were the subject teachers in the schools

with whose proxumciation, articulation and intonation, the pupils
were quite familiar while the native teacher was stranger to them
in these respects. The words were dictated in the sample classes
under-optimum-controlled conditions. The pronunciation and arti­
culation of the words in the passage dictated were maintained
as natural and exact as possible. Ibe passage was read out first
before it was dictated, isiach of the words repeated twice
in an interval of ten seconds to enable tr.e pupils to trace

out the missing woz*ds.

Table UoAqputation Data of the Dictation Test for
x x factorial design. N ■

standards

dehool mi. VIII. B

NNM NNM^ KM

Corporation Til- Ti - T - T - Ti- 9394

School.
Bbawanl I - -
P«th,
Poona

NM

i<aja
UbaniiaJ T i*
Girjl
High
School, X i“
Poona 2.

T^- Tj- T - T -

^- V -

T " Total
N ■ Teacher of Native Tongue
NM ■ Teacher of non-Native Tongue
M<t ■ First ninety-eight words
” The latter ninety-three words

Table Vsy^ reveals the computational data in t e m s of

aT«raga soor«a obtained by each of the groups.
 Coapl«t« Analysis of Variancs of Dictation
c>coros for X factorial dssign tsstsd
for sffsctiTC method of dictation.

Sourea of of Mean
Variation. ^quaras. df Square

Batwcan Class- 211.19 3 369.0ft 5.45

groups. Sl nlfieant

Bstwssa 330.73 330.73

Tsaehars Significant at
)i and not at
IJi.
Bstwssn 2004.75 2004.75 29.91
Schools Significant.

Interaction 493*51 3 493.51 7.29

Std.I Tcachar Significant.

Interaction t 281^.75 3 281^.75 41.64

Std.X.Schools High Signi­
ficant.

Interaction 191.75 1 191.75 2.^3

Teachers X Not Sig^fi*
Schools cant.

Interaction t 6d0.50 513.61 7.59

Standards X Significant.
Teachers X
Schools.

Mithin Groups 1d954.90272 67.70

T O T A L 256ft6.0d
 suffimary of th« analy'sls of variance is given In
Table V:8u By interpolation In the table of F, we find that
for 1 272 degrees of freedom, a value whieh is equal to
3,^75 will be significant at 5^ and a value of 6.73 will be
significant at 1)i level of confidence. The F of for
teachers is found significant at 5^ level and not at 1^. Bie
Fg of 5*45 and 29*91 respectively for class-groupa and for
schools are highly significant having a prx>bability much
less than .01• Ibe F to the extent of 41*64 for interaction
between classes and school reveals that there is a signifi­
cant interaction between grade and schools, having probabi­
lity less than .01 whereas the interaction between teachers
and schools is not significant having probability of iuore
than .05 with a F value of 2.^3. Ikere is also significant
interaction between grade and teachers having of 7*29 and
a probability of less than *01• The Interaction ufioong the
schools, the teachers and the grade is also found significant
with a F of 7*59 having a prt>bability of less than «01«

The results reveal that the hypothesis (Hi) could be

accepted at level of confidence and hence we conclude
that there are five chances in 100 that if the experiment

is repeated, the better accuracy would be attributed in case

of the native teacher. This is but natural because Hindi
is a phonetic language and an exact pronunciation, articula­
tion and accent do facilitate the pl^>ils in accurate writing.
H«nctt r«J«ct the hypoth«si« at Vo^ l V«l on th* grounds
that inspitt of the familiar intom ioni pronunciation and
articulation in cas« of non-nativ« teachers, the pupils could
not show better accuracy when the piece was dictated by
non-native teacher. The rejection of the null hypothesis
at 1^ level stand for the proof that in phonetic language
the pronunciation, intonation, articulation and accent do
play influential role in improving the accuracy of pupils»
written speech.

The results further throw light on the teaching of

the language that as far as possible the beginners shculd be
taught by the native teachers so that an accurate habit forma­
tion in learning the sound system - the pronunciation! the
intonation the accent and the articulation, be laid right from
the initial stage. Had the pupils, who have participated in
this experiment, been taught by a native teacher right from
the initial stage, the level of accuracy in favour of native
teacher would have been cnich better.

The four class-groups as well as the two schools also

differ significantly as far as the accuracy in pupils*
written expression is concerned. The interactions in case

of grade and schools was found significantly high which

shows that the accuracy in written expression is gz^atly

affected by these two variables; whereas in case of teachers

and schools or grade and teachers, it was not very high;

 287

though the latter was significant at Isvsl* Howsver,

interaction taken together of the three variables, -(school
1 grade JL teachers was found to be an influential one
in ijnproving the accuracy of the pupils* written expression.