Language Competence of English Teachers at Secondary and Higher Secondary Levels In Nanded District Problems and Solutions

Abstract

Language Competence is a term which includes sociolinguistic or socio-cultural competence, discourse competence and linguistic or grammatical competence. English language competence has become one of the prominent aims and objectives in teaching-learning. Language analysis is based on the five major branches of linguistics i. e. Phonology, Morphology, Syntax, Semantics and Pragmatics. These can be used to describe the language competence of an individual. The research study is conducted to check English language competence of English teachers teaching a Secondary and Higher Secondary levels in Nanded district Maharashtra State. While teaching the students of graduation of professorial courses it has been observed that students are not performing well in English. So, in order to check the language competence of English teachers, researcher uses a probability sampling, taking into account the representatives of the whole district Nanded. Around 50 English language teachers from Secondary and 50 from Higher Secondary levels have responded the to the questionnaire Data is collected by using a semi-closed ended questionnaire. Data is analysed quantitatively using google form and later chi-square test is applied to validate the data collected. The findings of this study show that teachers are not up to the mark at certain aspects of language competence. Teachers neglects phonology which is a basic element of linguistic competence as well as they are not competent in morphology and grammar. newlineThe first chapter Introduction deals with the background English language competence and the associated concept Performance. It also deals with importance of English, brief history of English in India and various educational policies implemented including the NEP 2020. newlineThe second chapter Conceptual Framework of Language Competence comprises a detailed review of research done in language competence. This chapter also deals with content-based competence and performance-based competence. It deals with contents, syllabi and prospect