CHAPTER - 4 DEVELOPMENT OF THE CALL …shodhganga.inflibnet.ac.in/bitstream/10603/2295/11/11...CHAPTER - 4 DEVELOPMENT OF THE CALL PACKAGE 4.0 Introduction ‘Learning a language is

CHAPTER - 4

DEVELOPMENT OF THE CALL PACKAGE

4.0 Introduction

‘Learning a language is to a very large degree learning how to operate the verbal

forms of that language.’1 An understanding of the grammar of English sentences is

prerequisite to good and effective communication in English. Speech is the language we

speak. Speech consists of words. Each word has a distinctive class or kind. Most of the

words can be used under the heading of different classes in different sentences or in

different parts of the same sentence, depending upon the sense we want to convey

through them. Thus the speech can be divided in eight distinctive parts which are called

Parts of Speech. These are (1) Noun, (2) Pronoun, (3) Adjective, (4) Verb, (5) Adverb

(6) Preposition, (7) Conjunction and (8) Interjection. Without theses Parts or Speech no

group or words is made a grammatically complete sentence.

Teachers have started using computers in teaching of English grammar.

Effectiveness of the use of computers in language learning has continuously being

explored by researches. The major benefits of using a computer in language learning are

as follows:

1. Individualization in a large class

2. The fun factor

3. Use of various resources available in learning

4. Easy review of learnt materials and when needed

5. Saving time and energy of the teacher

6. Drawing attention of the students.

“Computers also make it possible for learners to receive information in varied

sensory and conceptual modes through the use of the colour, shapes, sound, graphics ...

computers can be linked with a variety of electronic media to further enhance their merit

as educational tools.”2

Many readymade programmes on language learning are available in the market.

But they do not satisfy the local demand or fit into the cultural context for one or other

60

reason. Individually tailored programmes make it possible to compose a lesson and

customize it to the needs of the students.

Thus, in the present study the researcher employed computer technology in a core

part of language learning i.e. Parts of Speech in the given context and tailored Computer

Assisted Language Learning Package (CALL Package). The details regarding its

development given in this chapter.

4.1 Development Of Call Package

For the development of CALL Package the researcher has undergone the

following steps:

1. Determination of the Population

2. Determination of Instructional Objectives

3. Content selection

4. Organization of the Content

5. Strategize Learning Opportunities

6. Creation of Storyboards

7. Development of Graphic file

8. Development of Outline with methodological considerations

9. Development of Exercises

10. Development of PowerPoint Presentations

11. Making the Presentation effective

12. Development of Unit Achievement Tests

13. Development of Answer keys

14. Development of User Manual

15. Filtration

16. Finalization of the Package

4.1.1 Determination of the Population. The population of the present study

comprised of computer acquainted students studying in second year P.T.C. of Gujarat

State.

4.1.2 Determination of Instructional Objectives. By the observation of the

activities of the students the researcher could understand that students are not known

61

how to use each Parts of Speech and where to put for their right meaning. These Parts of

Speech are to be used in communications in each sentence. So, the researcher determined

the instructional objectives for the Package as…

To create and to promote the interest of the students in learning the Parts of Speech

To motivate the students to learn Parts of Speech

To clarify the concept and importance of Parts of Speech

To make distinction between various types of Parts of Speech

To enable the students to use these Parts of Speech forms correctly in the different

sentences

To enable the students to understand and use the proper place of each of Parts of

Speech

To enable them to comprehend Parts of Speech by reading and visualizing

To enable them to express themselves correctly using the Parts of Speech in simple

sentences orally as well as in written form

To enable them to learn to drill and to use the Parts of Speech

4.1.3 Content Selection. For collecting material regarding the Parts of Speech

supposed to be learnt by the students of second year P.T.C., the researcher went through

the prevailing text-book of Gujarat State Education Board (GSEB) of secondary level.

Then he listed the Parts of Speech and kind of each of Parts of Speech. After that he

observed the students’ activities in the class-room and outside the class-room and try to

find out which kinds of Parts of Speech used by the students and made another list of

their useful types of Parts of Speech. Using these Parts of Speech he prepared simple

sentences required by the students to understand and express. Then he invited

suggestions form experienced teachers and made necessary changes wherever required.

The content matter for the CALL Package was prepared this way.

4.1.4 Organization of the Content. After listing down the Parts of Speech and

the content matter the researcher organized them through flow chart.

62

Title

Guide and Researcher

Importance of Part of Speech

Menu (Parts of Speech)

You will be able to learn…

Adjective Adverb

Conjunction Interjection

Noun Preposition

Pronoun Verb

After the selection of Part of Speech to be learn will be

linked to relevant part.

Content presentation

Testing Understanding

Practice: Work book

End

63

4.1.5 Strategize Learning Opportunities. In the present study two leaning

opportunities namely Call Package and Traditional class room teaching has been

strategize as the study being the comparison of student- centered learning and teacher

centered learning.

In CALL Package learning opportunity teacher is the director of the students

learning path who uses computer as an aid in his teaching-learning process and in class

room learning the teacher taught them with traditional method of teaching i.e. chalk-talk

method.

The Computer Assisted Language Learning Package was designed to be used as

an instruction vehicle to assist learning by the students.

4.1.6 Creation of Storyboards. A storyboard is a detailed line of direction for

preparing final material for the students. ‘A storyboard is a plan of order and form of

presentation containing crucial points of content matter with graphics and text.’3 Keeping

in view the instructional objectives and content matter the researcher prepared the

storyboard. The storyboard has the basics of grammar as advance organizer, which

includes concept, importance and use of Parts of Speech. It has a list of teaching points

i.e. concept of Parts of Speech, their use in different sentences, their stand in sentence

pattern, illustrative sentences, and use of these sentences in real life situations and

exercises as students’ assignment. The symbols for animation and graphic are put

wherever necessary. With the consultation of the guide and computer experts the

researcher thought out and prepared a programme palatable to computer. The finalized

form of the storyboard for the Package is given in the appendix no. - 1.

4.1.7 Development of Graphic File. To enrich the content matter with

graphics, pictures, animations, photographs, drawings, cartoons and signs the following

sources were used.

Different web sites

CD Rom of Microsoft Encarta Encyclopedia

Hallmark CDs

Textbooks of secondary and higher secondary level

English dictionaries

Grammar books

64

Graphics were copied from CD’s and downloaded from web sites. Editing was

done in MS PAINT, and MICRRO SOFT PHOTOSHOP. A folder named graphics was

prepared in JPEG file format.

By diligent search from all the sources the following graphics were collected for

each kind of Parts of Speech.

4.1.7.1 Noun

doctor

farmer

dog

cow

pen

football

stadium

city

Gandhiji

Newton

Gauri (cow)

Sheru (dog)

Sun

Moon

Earth

Surat (city)

Somnath (city)

grocer shop

little boy and his

mummy

car

boy reading a book

camels

elephants

magazines

farmer on the

tractor

classroom

bundle of sticks

jury

crowd

army

flower

Krishna and Arjun

soldier

sea shore

Gandhiji in a rally

Mother and son

smiling men

children

gold

milk

rise

honey

water

sugar

4.1.7.2 Adjective

big dog

ten books

car

water pot

Chankya

breakfast dish

red and black pen

book

working men

65

bicycle

school girl

Mother Teresa

tiger

green car

sweet apples

Kiren Bedi

Manmohansinh

big tree

blue kite

tall man

beautiful bird

fat girl

food

money

two eyes

sleeping rabbit

classroom

flowers

spider

dog

boy

banana

lions

girls

pen

apples

mangoes

trees

flower design

teddy bears

clock

present

house

pens

teacher

sisters

angry man

at breakfast table

class room

play house

4.1.7.3 Pronoun

writing boy

woman

children

apples and knife

doctors

teacher

boy

pen

present

car

City Palace

books

eyes

baskets

quarreling couple

orphan girl

crying boy

triangle

flying bird

alarm

book

toys

bagger

cuckoo

Lance Armstrong

Nil Armstrong

a man

Lata Mangeshkar

classroom

empty box

eating girl

Shakespeare

Sir Bhagvatshinji

Zaverchand

Meghani

Ravishanker

Maharaj

Sardar Patel

working women

dog

combing girls

pens

66

mango

cow

buffalo

cows

buffaloes

Dr. Radhakrishanan

Dr. Abdul Kalam

Nanabhai bhatt

Gijubhai badheka

Mahendrasihn Dhoni

Gandhiji

boy with prize

boy knocking

mother and child

little boy

at dining table

Mumbai

house

Mona Lisa

tea

Mother Teresa’s

Graphics

toys

company members

apples

players

two boys

tea and coffee

reading men

two books

short boys

two watches

toy

pen and diary

milking cow

dog

injured dog

playing boy

playing piano

woman looking in

the mirror

4.1.7.4 Verb

kicking the football

walking boy

pupil and teacher

playing students

roses

bungalow

running man

dancers

eating squirrel

swimming fish

writing girl

catching dog

cat

flower vase

girl

little boys

grandpa

man

cars

playing boy

garden

writing girl

cricket team

running man

trees

67

4.1.7.5 Adverb

Running horse

White lotus

old woman

child

Shivaji

porter

horse

sign board

cat

a woman

boy

Tajmahal

family member

woman

Barbie doll

barking dog

teacher

sparrow

4.1.7.6 Preposition

dog

children

cat

India

Ahmedabad

library

Sunset

map of Dadar

map of Jasdan

bus stop

Naliya

cute child

pen

apples and knife

children

friends

railway station

girl with parents

giving book

boy

cow

class room

adventurer

letter box

garden

teacher

lion

water

rat

boy with school

bag

jumping into water

drawing water

mother

village

doctor and patient

toys

train

students

swimming man

crossing

Mihir Sen

river

highway

trees

friends

people

girls

girls

classroom

windows

beggar

principal

clock

bus and car

Moon

boy with clock

68

Valmiki

trains

clock

river

boy and girl

road

play ground

candles

breakfast

woman with pot

bridge

horse

bus

sleeping man

house

torn page

bangles

India Gate

rolled bottle

cycling girl

anxious girl

book

tribal people

bed room

Sun

house and factory

child and mother

table and bed

Tamil Language

bagger

Sanjay Dutt

library

working people

bye bye girl

tea without mild

ticket window

sign board

4.1.7.7 Conjunction

brothers

running man

hard work

reading girl

Agatha Sangma

meeting

school boy and girl

crowded train

naughty boy

grand father

rice and cotton

lady

girl

red and blue pen

Helen Keller

Abu and Saputara

apples

Ishan’s painting

good manners

farm

Indra Nuie

4.1.7.8 Interjection

talking girls

Indian cricket team

dead woman

Bahadurshah Zafar

Titanic

brave boy

69

4.1.8 Outline with Methodological Considerations. Material to be learnt

arranged in a series of small steps is called outline. For preparing the outline the

researcher interviewed teachers and knew from them how they were teaching Parts of

Speech in the class. He also referred books of grammar cited in bibliography at the end

and became conversant with the way the grammar books tried to teach Parts of Speech.

Hence proper teaching situations were worked out. Before the arrangement of content

material with illustrations the researcher thought of the certain methodological

considerations. The outline prepared in the present study with methodological

considerations is as under:

The material has been divided in nine segments according to the flow chart and

storyboard.

1) What are Parts of Speech

2) Noun

3) Adjective

4) Pronoun

5) Verb

6) Adverb

7) Preposition

8) Conjunction

9) Interjection

In ‘What are Parts of Speech’ segment first of all the researcher gave brief

summery and the definition of Parts of Speech and describe the kinds of Parts of

Speech.

In each segment the researcher first describe the meaning of each Parts of Speech

and then gave the kinds of their speech. An exercise, workbooks were included in

each part.

In each segment keeping in mind inductive approach various illustrations are given

and there from grammar rules are derived. Again keeping in mind the deductive

approach the rules are followed with further more illustrations.

While preparing illustrations the researcher kept in mind the recent incidents,

routine life situations, their active vocabulary and their surroundings.

70

Proper graphics and animations are added to this.

Maxims of learning ‘known to unknown’ and ‘simple to complex’ have been

followed.

Drilling has also been given place by various tables; revisions of rules in short, etc.

keeping in mind the principle of communicative approach.

The CALL Package is prepared keeping in mind the principles of programmed

learning.

After explaining a point within each segment an exercise has been put in the CALL

Package. In the previous slide to exercise sheet the line ‘It’s time to work’ has been

put to prepare the students in advance for doing exercise.

After completing each part of the topic in each segment a work book was given to

students. They have to fill the answers in it. It was used for drilling the topic.

4.1.9 Development of Exercise Sheet. As the CALL Package is used by the

teacher as an aid to his teaching formal evaluating exercises have not been given there as

a part of the Package in the C.D. but the teacher is free to evaluate the students as he/she

does in his/her routine teaching.

The CALL Package is designed to present small steps of instructions followed by

questions assessing the learner’s comprehension of the instructional content.

With this Package students are expected to practice the content learnt. The content is

divided into various portions. After learning each portion practice work is planned. For

that in all 35 exercise sheets are prepared. While preparing the exercise sheets variety of

situations in the sentences is kept in mind.

4.1.10 Development of PowerPoint Presentations. Keeping in mind the

Flowchart, Storyboard, Outline, graphic file and evaluation sheets the researcher

developed nine presentations for each of the Package utilizing PowerPoint application

tool of MS Office XP version in the sequential order given below.

1. After opening the PowerPoint from desktop, the researcher opened the blanks

presentation. From the new slide dialogue box a title slide option was selected.

2. The title ‘Parts of Speech’ and other subtitles were entered. The font, design,

colour, shape of the title slide were finalized.

71

3. After arranging design, colour, shape etc. a master slide prepared.

4. A slide containing the details regarding the researcher, the guide and the

institution was created.

5. A slide with the kinds of Parts of Speech was created. In this slide all the eight

kinds of Parts of Speech were hyperlinked with its content presentation.

6. Content and graphics presenting to the section according to the story board were

composed in sequential slides. During this process various principles such as

from simple to complex, from concrete to abstract, from know to unknown etc.

were utilized. Aesthetic quality of the slides was also taken care of. A Quit

button was also put to end the programme.

7. A slide with instructions for evaluation was created under the title, ‘Test Your

Understating.’

8. A slide with instructions for more practice which was to be given in written form

of workbook was prepared under the title, ‘It’s time to work’.

9. In almost all the slides a button name Click Here was given to instruct the user

to move on the next slide and the back action button was put to move

backward during the presentation.

10. Before ending the show, the last slide to seek the participants’ confirmation

regarding if they had enjoyed learning, that way, was created under the title,

‘Hope you would have enjoyed learning this way.’

4.1.11 Making the Presentations Effective. After this the presentations were

edited and formatted in order to make them more effective. For that the text portions

were animated using the custom animation facility of the PowerPoint XP Version as per

the need of the presentation. The text was presented ‘in sequence’ and ‘word by word’

and ‘on click’. For these the ‘effect options’ from custom animation toolbar were

utilized. The animation effects ‘unfold’ and ‘appear’ were employed. The effect ‘hide

after animation’ was also utilized as per need. Then all the slides were ordered

sequentially and numbered as well.

4.1.12 Development of Unit Achievement Tests. ‘Achievement test, attempts

to measure what an individual has learned- his present level of performance.’4 In the

72

present research the students’ achievement was measured by administering achievement

tests as posttest.

The tests were written tests and were constructed on the basis of the objectives

framed for teaching each part of speech. The students had to fill up the answers in the

test paper only.

The copies of which are appended in appendix - 6.

The steps of developing each unit tests were as follows:

4.1.12.1 Noun

4.1.12.1.1 Analysis Of The Content. Analysis of the content was as follows:

Unit: Noun

Concept of noun

Meaning of kind of noun

1. Proper Noun

2. Common Noun

3. Collective Noun

4. Abstract Noun

5. Material Noun

Identification of kinds of noun

4.1.12.1.2 Type And Number Of Questions. The test included objective

type items. It was of 52 marks and the time duration was 45 minutes. The number of

questions, allotted marks and type were as under.

Items No. of sub-

items

Marks Type Category

1 10 22 Objective Selection type

2 10 10 Objective Identify type



73

4.1.12.1.3 Marks Allotment.

Marks according to objectives.

No. Objectives Marks

1 Knowledge 42

2 Understanding 10

3 Application 00

Total 52

Marks according to the content matter.

No. Content Matter Marks

1 Recognition of Noun 22

2 Identifying the use of Noun 20

3 Use of correct Noun 10

Total 52

4.1.12.1.4 Construction Of Final Test. Keeping in view the objectives and

the blue print the final unit achievement test of Noun was constructed.

4.1.12.2 Adjective


Unit: Adjective

Concept of noun

Concept of adjective

Ways of using adjective

Meaning of kind of adjective

1. Adjective of Quality

2. Adjective of Quantity

3. Adjective of Number

4. Demonstrative adjective

5. Interrogative adjective

6. Possessive adjective

Identification of kinds of adjective

74




Items No. of sub-

items

Marks Type Category



3 10 10 Objective Supply type


5 10 10 Objective Match type




1 Knowledge 10

2 Understanding 18

3 Application 20

Total 48



1 Recognition of Adjective 10

2 Identifying the use of Adjective 10

3 Use of correct Adjective 10

4 Identifying kinds of Adjective 9

5 Matching Adjective with Noun 10

Total 48


the blue print the final unit achievement test of Adjective was constructed.

4.1.12.3 Pronoun

4.1.12.3.1. Analysis Of The Content. Analysis of the content was as follows:

75

Unit: Pronoun

Concept of pronoun

Meaning of kind of pronoun

1. Personal Pronoun

2. Demonstrative Pronoun

3. Relative Pronoun

4. Interrogative Pronoun

5. Indefinite Pronoun

6. Distributive Pronoun

7. Emphatic and Reflexive Pronoun

Identification of kinds of pronoun




Items No. of sub-

items

Marks Type Category








4.1.12.3.3 Marks Allotment



1 Knowledge 40

2 Understanding 20

3 Application 10

Total 70

76



1 Recognition of Pronoun 40

2 Identifying the use of Pronoun 10

3 Use of correct Pronoun 10

4 Identifying kinds of Pronoun 10

5

Total 70


the blue print the final unit achievement test of Pronoun was constructed.

4.1.12.4 Verb


Unit: Verb

Concept of verb

Action verbs

Non action verbs

The form of to be in present tense

The form of to be in past tense

The form of to have in present tense

The form of to have in past tense

List of action verbs




Items No. of sub-

items

Marks Type Category



77




1 Knowledge 20

2 Understanding -

3 Application -

Total 20



1 Identifying kinds of Verb 10

2 Recognition of Verb 10

Total 20


the blue print the final unit achievement test of Verb was constructed.

4.1.12.5 Adverb

4.1.12.5.1. Analysis Of The Content. Analysis of the content was as follows:

Unit: Adverb

Concept of adverb

Meaning of kind of simple adverb

1. Adverb of Manner

2. Adverb of Place

3. Adverb of Time

4. Adverb of Degree

5. Adverb of Frequency

Identification of kinds of adverb

Formation of adverb

78

4.1.12.5.2 Type And Number Of Questions, The test included objective



Items No. of sub-

items

Marks Type Category







1 Knowledge 20

2 Understanding 10

3 Application -

Total 30



1 Recognition of Adverb 10

2 Identifying the use of Adverb 10

3 Identifying kinds of Adverb 10

Total 30


the blue print the final unit achievement test of Adverb was constructed.

4.1.12.6 Preposition


79

Unit: Preposition

Concept of preposition

Meaning of kind of preposition

1. Simple preposition

2. Compound preposition

Identification of kinds of preposition




Items No. of sub-

items Marks Type Category







1 Knowledge 30

2 Understanding

3 Application

Total 30



1 Recognition of Preposition 10

2 Identifying the use of Preposition 10

3 Use of correct Preposition 10

Total 30


the blue print the final unit achievement test of Preposition was constructed.

80

4.1.12.7 Conjunction


Unit: Conjunction

Concept of conjunction

Meaning of kind of conjunction

1. Co-ordinating conjunction

Cumulative co-ordinating conjunction

Adversative co-ordinating conjunction

Alternative co-ordinating conjunction

Illative co-ordinating conjunction

2. Sub-ordinating conjunction

Identification of kinds of co-ordinating conjunction




Items No. of sub-

items

Marks Type Category






1 Knowledge 20

2 Understanding

3 Application

Total 20

81



1 Identifying co-ordination

conjunction

20

Total 20


the blue print the final unit achievement test of Conjunction was constructed.

4.1.12.8 Interjection


Unit: Interjection

Concept of interjection

Ways of using Interjection




Items No. of sub-

items

Marks Type Category






1 Knowledge 10

2 Understanding

3 Application 6

Total 16

82



1 Recognition of Interjection 10

2 Identifying the use of

Interjection

3 Use of correct Interjection 6

Total 16

4.1.13 Development Of Answer Keys. For reliable measurement of the

students’ responses on the test an answer key was prepared. The copy of which is

appended in appendix - 7.

4.1.13.1 Marking Scheme And Answer Key For Noun

Question no. 1: Students had to pick out the proper noun and common noun

from each of the ten sentences, and write them in the space given. Half mark was allotted

for each correct answer.

Question no. 2: Students had to replace the underlined words with suitable

collective nouns from each of ten sentences and rewrite the sentences in the space given.

One mark was allotted for each correct answer.

Question no. 3: Students had to find out the abstract noun from each of

sentences and underlined them. It included ten sub-items. One mark was allotted for each

correct answer.

Question no. 4: Students had to find out the material noun from each of the ten

sentences and underlined them. One mark was allotted for each correct answer.

4.1.13.2 Marking Scheme And Answer Key For Adjective

Question no. 1: Students had to find out the adjective from each of ten sentences

and write them in the space given. One mark was allotted for each correct answer.

83

Question no. 2: Students had to identify the use of underlined adjective from

each of the ten sentences and to write their answer in the space given. One mark was

allotted for each correct answer.

Question no. 3: Students had to fill in the blank with appropriate adjective given

in the bracket. It included ten sub-items. One mark was allotted for each correct answer.

Question no. 4: Here a paragraph was given. In that paragraph eighteen

adjectives were underlined. They had to identify the kinds of adjective and write them

into proper box given below the paragraph. Half mark was allotted for each correct

answer.

Question no. 5: Students had to match adjectives given in column ‘A’ with

nouns in column ‘B’. it included ten sub-items. For each correct selection one mark was

allotted.

4.1.13.3 Marking Scheme And Answer Key For Pronoun

Question no. 1: Students had to read the underlined proper noun and replace

them with personal pronoun and rewrite the sentences in the space given. It included ten

sub-items. One mark was allotted for each correct replacement.

Question no. 2: Students had to identify and underlined demonstrative pronoun

from each of the ten sentences. One mark was allotted for each correct identification.

Question no. 3: Students had to fill in the blank with appropriate relative

pronoun. It included ten sub-items. One mark was allotted for each correct answer.

Question no. 4: Students had to identify and underlined interrogative pronoun

from each of the ten sentences. One mark was allotted for each correct answer.

Question no. 5: Students had to identify and underlined indefinite pronoun from

each of the ten sentences. One mark was allotted for each correct identification.

84

Question no. 6: Students had to identify and underlined distributive pronoun

from each of the ten sentences. One mark was allotted for each correct answer.

Question no. 7: Students had to read the sentences and identified whether the

underlined pronoun is reflexive pronoun or emphatic pronoun. They have to write ‘R’ for

reflexive and ‘E’ for emphatic in given bracket. It included ten sub-items. One mark was


4.1.13.4 Marking Scheme And Answer Key For Verb

Question no. 1: Students had to read the sentences and underlined verbs and

write whether the underlined verbs are action verb or non action verb in the space given.

It included ten sub-items. One mark was allotted for each correct answer.

Question no. 2: There are four words given in each line and among them there is

one verb and the students had to identify the verb and write it to the given space. It

included ten sub-items. One mark was allotted for each correct answer.

4.1.13.5 Marking Scheme And Answer Key For Adverb

Question no. 1: Students had to fill in the blank with appropriate Adverb of

manner given from the bracket. It included ten sub-items. One mark was allotted for

each correct answer.

Question no. 2: Students had to find out the adverb from each of the ten the

sentences and write it into the given space. One mark was allotted for each correct

answer.

Question no. 3: Students had to read the sentences and identify the adverb and

write the name of the kind of adverb in the given space. It included ten sub-items. One

mark was allotted for each correct answer.

4.1.13.6 Marking Scheme And Answer Key For Preposition

Question no. 1: Students had to fill in the blank with appropriate simple

preposition given from the brackets. It included ten sub-items. One mark was allotted


85

Question no. 2: Students had to read the sentences and under line the compound

prepositions in each of the ten the sentences. One mark was allotted for each correct

answer.

Question no. 3: Students had to read the sentences and tick mark the right

preposition on any one out of three given in the brackets. It included ten sub-items. One

mark was allotted for each correct tick mark.

4.1.13.7 Marking Scheme And Answer Key For Conjunction

Question no. 1: Students had to read the sentences and under line the Cumulative

and Adversative co-ordinating conjunctions. It included ten sub-items. One mark was


Question no. 2: Students had to read the sentences and under line the Alternative

and Illative co-ordinating conjunctions. It included ten sub-items. One mark was allotted


4.1.13.8 Marking Scheme And Answer Key For Interjection

Question no. 1: Students had to read the sentences and under line the

Interjection. It included ten sub-items. One mark was allotted for each correct answer.

Question no. 2: Students had to read the conversation and rewrite the sentences

using the correct interjections. It included a paragraph. Half mark was allotted for each

correct selection.

4.1.14 Development of User Manual

Separate user manual was prepared to help a teacher to use the CALL Package in

the classroom teaching. It includes the following points.

Objectives

The CALL Package

Requirements

Classroom, sitting arrangement and arrangement of the apparatus

Orientation towards the CALL Package

86

Steps For Implementation of CALL Package

Division of the programme / Time Schedule

The user manual is given at appendix no. 3.

4.1.15 Filtration. After the Package was developed the filtration was done in

two ways.

Expert’s opinion

After the PowerPoint presentations for the Package was prepared it was

shown to the experts of following categories and their suggestions were sought.

A. Technical experts. Regarding the appropriateness of the slide format,

fonts, objects, colour, background design, animation, slide transition,

sound and graphics of the whole show the Package was presented to the

authorities of computer programming. They suggested several corrections

and change was accordingly made.

B. Subject and methodology experts. Content is the essence of the whole

programme. The format is the body and the content is the soul i.e. core part

of the programme. Senior teachers teaching at various levels are the key

persons for assessing and deciding the content, its coverage, and analysis,

order of presentation, its methodology and validity. The packages were

exposed to them and their suggestions were sought. On the basis of their

suggestions due corrections were made in the Package in consultation with

the guide of the researcher. A list of all the above experts in computer

programming and subject teachers at various levels are appended as

appendix no. 4.

87

4.1.16 Finalization of The Package. On the basis of filtration finalized forms of

the CALL Package was prepared.

The CALL Package included

1. C.D.ROM

2. Workbook

3. User Manual

4. Unit Test

5. Answer Key

4.2 The CALL Package

The CALL Package works as an aid to formal teaching-learning where teacher is

at the centre of the class. In the Package instructional material is presented with graphical

presentation to make the learning more concrete. The teacher is provided with user

manual. CALL Teacher is both the dictator and director of the class. As the Package is

used by the teacher as an aid to his teaching formal evaluating exercises have not been

given there as a part of the Package in the C.D. but the teacher is free to evaluate the

students as he/she does in his/her routine teaching. The CALL Package offers group

learning in the traditional environment. Teacher directed learning creates traditional

classroom situation with the CALL Package as an aid. It is thoroughly a presentation in

English and teacher is allowed to use students’ mother tongue as and when required. It

requires a computer, an LCD projector and a screen in the classroom.

The data were collected for the comparison of the effectiveness of the Package

discussed above. The details regarding the analysis and interpretation of the data are

presented in the following chapter.

Documents

CHAPTER - 4 DEVELOPMENT OF THE CALL …shodhganga.inflibnet.ac.in/bitstream/10603/2295/11/11...CHAPTER - 4 DEVELOPMENT OF THE CALL PACKAGE 4.0 Introduction ‘Learning a language is