ELT IN INDIA (Pages 211-217) by Mr. Satyam Shankara Bhaktula in THE ENGLISH RESEARCH EXPRESS / ISSN:2321-1164 (Online); 2347-2642 (Print)

When we speak of linguistic diversity, we should certainly be conscious of the components which go into the making of any language phonology, morphology, semantics stress and syntax. Features shared by these components are unique to each language and hence speakers of our language find it difficult to understand another language. In this context, it is easy for us to understand why our learners in schools find it difficult to learn English. This difficulty is not confined to learners alone but to teachers as well. The key problem is seen in the form of difference shown by both teachers and learners in speaking English. Language teaching is really a difficult job. Teaching English Language, covering the syllabus and fulfilling the taste of the modern students, may be very difficult. The main aim of teaching English in our schools is to enable the students comprehension and expression of the Language. The basic objectives of teaching English can be achieved by adopting suitable scientific measures of the teaching – learning procedure. This paper focuses on English Language Teaching in India and also it discusses Objectives of Teaching English and Problems of Teaching – Learning in English. Key Words: Phonology, Morphology, Semantics Stress, Syntax, Teaching – Learning Procedure, ELT – English Language Teaching etc.