Evaluation and Comparative Analysis of SSC and O Level English Language Syllabuses and Texts
5.6 Presentation of Grammar and Vocabulary
Integration of skill is presented in a better style in the SSC texts than they are in the texts of O levels. In EDEXCEL GCE O Level, integration of skills is practised when students are asked to prepare directed writing taking points from the ‘reading texts’.
Arrangements of chapters in Morel's Secondary Certificate English clearly indicates that the chapters are distributed according to individual skill; not integrating the skills together. The first four chapters have been spent for ‘writing’, chapter 5 deals with understanding i.e. reading, chapter 6 for vocabulary, chapter 7 for picturesque language, chapter 8 for punctuation, chapter 9 for common errors and chapter 10 for reading.
However, there is one chapter in GCE English Language titled 'From Reading to Writing ' that contains both ‘reading’ and ‘writing’ skills practice. Here some tasks have been suggested for directed writing by taking information from the reading comprehension.
Here, integration of writing and reading skill is present but integration of other skills is not suggested directly. ‘Writing’ and ‘reading’ skills have been integrated like that of SSC text in part 2 (Comprehension, summary and directed writing) and part 3 (Comprehension, in writing: composition) of General Certificate English, a book still very popular at the O levels.
of the teachers made comments that grammar was being taught in the pre-O level classes, and in O levels it was taught while giving feedback, and of course contextually. However, some opined that though grammar is not included in the syllabus, they have the provision of taking some classes on grammar in O level but in a small scale. The opinion of the teachers warrants an enquiry into the syllabus on this issue.
5.6.1 Scope for Teaching Grammar
Grammar contains 10% (20 marks out of 200 in two papers) at SSC level.
Grammar is not tested at O level, the way it is done at the SSC level. SSC textbooks contain sufficient grammar items. Book one contains some structures, which are contextual and related to different situation (in units and lessons). Those structures are enshrined in the syllabuses along with examples. The 1st paper textbook adopts the inductive method of teaching grammar. It never presents grammar rules as isolated items;
the rules are always presented in context. It teaches grammar in a comprehensive and systematic way, starting from the easiest and moving gradually towards the more complex. Grammatical rules are taught in order to improve mastery of the language, never as an end in itself. Adequate examples of a particular structure are provided in meaningful contexts. It encompasses fill-in-the-gaps with appropriate forms of words, changing the narration of speech, identifying sentences and other tasks to aid learners getting used to the rules of grammar. The way grammar is presented appears to be meaningful and representative of the underlying rules. Sometimes, the rules that are taught through the inductive method are later on reinforced by the deductive method.
Important grammatical items and vocabulary are recycled throughout the book. Second paper also contains grammatical components which include right form of verbs, appropriate prepositions, articles, linking words, changing form of speech, transformation of sentences, making tag questions, completing structure parts and cloze passages.
Grammar is taught rather explicitly in the second paper.
On the other hand explicit grammar is not incorporated in the syllabuses of either EDEXCEL GCE O Level or Cambridge O Level. Nevertheless, in the aims and objectives of O level syllabuses, it has been mentioned that students have to be skilled in grammar also.
When the teachers of SSC were asked about the approach/ techniques of teaching grammar, they opined that grammar should be taught both contextually and explicitly.
They hold the view that grammar is the most important part of a language, and unless the students attain proficiency in structures, they fail to produce flawless sentences. They are quite happy with the inclusion of grammar part in 2nd paper (see table 4.2). There is sufficient scope of teaching grammar in the existing syllabus, they maintain (see table4.2). While making comments on grammar, some teachers held a different view and commented that there was more scope in teaching grammar in the previous syllabus, as it had kept some provision for doing translation also (see table4.2).
Opinions of O level teachers offered almost an opposite picture. Majority of the teachers were of opinion that grammar teaching in isolation did not leave any positive impact on the writing skill proficiency of the students. The students of O level schools learn grammar from class 1 to class 8 (along with other texts), but no special emphasis is given on grammar separately in class 9 and 10 (table 4.2). Nevertheless, it does not mean that grammatical mistakes are overlooked. Students are expected to possess a good level of grammar skill when they are promoted to class 9.
It appears from the views of teachers of these two mediums that grammar is still considered as one of the most vital aspects of learning a language at the SSC level, and the teachers believe that grammar should be taught and tested at SSC examination also.
On the other hand, O level English language teachers opine that grammar is an important aspect of a language but it should be taught and tested contextually.
5.6.2 Scope for Teaching Vocabulary
10% marks have been allotted for Vocabulary learning in the SSC syllabus. There are questions on vocabulary in the form of cloze passages with clues, and cloze passages without clues. Vocabulary is usually tested through the writing tasks at the O level examinations. It has been mentioned in aims and objectives of the O level syllabuses that suitable vocabulary in writing task is treated as a quality of the students. Even in the assessment objectives, it is mentioned that a range of vocabulary is required to get good grade in the examination.
Learners of SSC level are supposed to learn vocabulary in context. The new lexis is presented in a meaningful context. They are encouraged to guess the meaning of words from the context in which the word is used. The SSC English Language Text (first paper) read, “Word meaning should be defined in relation to use within specific contexts.
Students attention should, therefore, be focused more on actual meaning within particular contexts, rather than on potential meanings as provided in dictionaries.” Syllabus of 1st paper SSC English language continues, “Word meaning should be given in English.
Translation should be the exception, rather than the rule and only resorted to as a checking device, ensuring that meaning has been correctly understood.”
Teachers of both the levels expressed their views in favour of learning vocabulary contextually quite unequivocally. All 16 teachers have opined that using unfamiliar words become detrimental to the performance of the students, and they suggest students to use appropriate and exact word. One teacher of an English medium school said that the repetition of the same word in a written text appears to be boring; that’s why he advises his students to use the synonyms of words if they need to use the same expression over and again. Two teachers of O level schools maintained that they teach their students Use of Words book in the pre-O level classes where antonyms, synonyms, homonym, homophones, onomatopoeia and portmanteau words are also discussed. It has been observed that the book New English by Jones, a book which is popular in O level schools, contains these items of vocabulary practice.
The correlation between syllabus and examination system at the O level is tangible in terms of vocabulary learning; the item is tested through writing tasks. Unlike O level, the link between the syllabus and evaluation system at the SSC level appears to be absent in vocabulary testing, since the skill is tested basically through ‘fill-in-the-gaps’
type tasks.