a presentation for english lecturers about the typical problems of teaching graduate students english as a second language and some possible methodological solutions.

1. Teaching English as a Second Language:
Problems and Possibilities
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2. EFL and ESL - Differences01
Problems of Teaching ESL02
Possibilities of Teaching Better03
Offline and Online Tools04
Contents
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3. ESL & EFL
Differences
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4. Learning a Second Language
Distinguish from double
first languages, needs to
start from scratch
Learned at a later stage
Motivation, Opportunity
to USE
Challenging to learn
Age, culture, personality,
mother tongue, different linguistic
environment
Non-native
Needs active learning,
conscious effort
Demands effort
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5. Differences in Teaching
Teaching EFL Teaching ESL
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6. Problems
of Teaching ELT
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7. Problems of Teaching English as SL
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Participant Problems you faced as ESL Teacher
K.Madhavi Language fluency
AKELLA RAJESWARI
Poor knowledge of English at entry
level
NOOJILLA SRINIVAS
1. Removing the fear towards English 2.
Motivating the students to use English
(whatever they have already acquired) in
day to day life
Lella Venkateswara
Rao(LVR) Adoptability
Dr. Ch. Krishna Murthy
Students from villages and Telugu
medium background.
Some students gradually pick up
P.Gopikrishna
An Influence of mother tongue while
teaching in English
Sivaraju Phani padma
kumari
As Telugu is their mother tongue we
have to translate most of the words into
Telugu Other wise they are not able to
understand properly
T.Veera Raghavulu
Balancing the vernacular students and
English medium students.
D Saritha Bilingualism
K Sreenivasulu Can't understand easily for the learners
Dr Reddi Sekhar
Reddy G
Dealing with heterogeneous group of
students was difficult.
KARRI VEERENDRA
REDDY
Dealing with Mother Tongue Influence
on the Target Language
P.Madhusudhana Develop reading skill
CH NARSAIAH Difficult to Teach in bilingual Language
Ravindra Babu K V B
Difficulty in acquisition of SL and the
inability to use SL in the required
context.
MUDE MOHAN NAIK Discourse writing script
Shaik Mohammad
Shafiullah
Diversity in terms of intelligence,
linguistic and sociocultural background
of the students will pose a great
challenge while teacher English as a
second language
U RAMANJANEYULU English poor
Sulochana Bhasuru Exposure of English and Pronunciation
SHAIK SARTAJ
Faced problems with non English
medium students
T. Mani Facing interview, so I lost my job
Dr.B.Sudha Priya
Fear among the students towards
English language
D Meenakshi Fluency
P.santhiprabha Fluency in teaching
k.kavya fluency while teaching
Nishanth mogili Fluent English. And sentence formation
R V S NARAYANA
CHINTANA GRAMMAR
THUTA
BHASKARARAO Grammar phonetic
J padmalatha Grammatical mistakes
Kallepalli Mounika
Heavy influence of mother tongue on
students. They have little exposure or
necessity to use English as their medium
of education is Telugu and so is the
language of people around them. to
English
Rama Lakshmi
Jonnalagadda Heterogeneous classes
K Anil Kumar
How can we develop communication
skills among the rural students by
teaching poetry?
JAYAKRISHNA SURA
How can we develop speaking and
writing skills in Govt high schools?
SURESH B How to eaily teach
Dhatrika
Venkateshwar Rao
How to motivate the students while
teaching grammar?
Venkata Ramana
GuptaJonnalagadda
How to teach adult students without
basics in language
Matta RamyaSri
I don't faced any problems while
teaching English as a second Language
ARUN JYOTHI AERVA
I faced that students unable to speak
the language
Dr. Armila Antony C Influence of mother tongue
Ms.Shahazaad Influence of mother tongue
Dibbagalla.Prabhudas Interference of mother tongue
Nuka.Sankara Babu
Lack of basics of English grammar ,poor
reading and writing
V. Narayana Moorthy Lack of exposure
Dr. Ashok Kumar
Vemula
lack of innovative methods of teaching
for adult learners
Boligarla Rajasekhar Lack of interest among learners
Raisa Tahseen Lack of interest in students
Sriperambuduru
kavitha
Lack of Similar meanings in mother
tongue.
Jyothi Sampalli
lack of vocabulary, fear of using
language
U. SATISH KUMAR Language accuracy and phonetics
Dr.M.Usha Rani
Large heterogeneous class with different
motivational levels and inhibitions
A. Hari Prasad
Limited success in providing sufficient
language exposure
N.Mary Suvarna Latha
Majority of the students are Telugu
medium background.
Y.Vidyavathi devi Making students to learn vocabulary
Srinivasa Kumar
Kolusu
Medium of Instruction at primary,
secondary and tertiary levels
M. Kalyan Kumar Medium of language
P.S.KANAKA DURGA
Most of the students come from rural
background , they do not understand
direct method teaching ..We need to
translate each and every word into
native language.
SANGEETHAM
KARTHIK Most of the students from rural areas
V G Anjaneyulu
Most of the students unable to
understand English as there is no
environment of English Language.
Chepuri.Sreedevi
Mother tongue influence. And lack of
exposure to the English language.
SUNITHA PATHI Mother tongue influence
POCHAYYA
MANDAPATI Mother tongue influence
Kovvuru Amaranath
Mother tongue influence is one of the
problems for the students. Students are
expected to translate every sentence
while teaching is one of the problems.
B RAMESH NAIK Multi lingual students
Dr Meena Malik Multicultural background of students
Mr C. Doddanagappa New-generation
Dr PADMAJA k.P Not MOTIVATING
AMALA STELA.J
Our students come from villages, even
be verbs ..new words for them..what can
we do
CH.LAKSHMI DEVI Phonetics
NAGARJUNA POORNI Phonetics section
Mr Naveen Kumar
Kodam
Phonetics,LSRW skills, Grammar, Mother
Tongue Influence, Bilingual Teaching
etc.,
Mention any one of the problems
that you faced while teaching English
as a Second Language

8. Problems of Teaching English as SL
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Geetha M Teaching tamil medium students
B.Anuradha Teaching telugu medium students
TIRUMALA MAMATHATeaching to Telugu medium students
P.Pradeep
Technical Problems, Shortage of
Attendance
SHAIK SHABANA Telugu is the mother tongue
JAVVADI USHA SREE Telugu medium background
Renuka Jennifer Telugu medium background
Mysore Harish
Telugu medium Students are not able to
understand
G .Anitha Tenses in context
P.Thrimurthy
There is no use with results in Academic
Oriented due to lack of importance in
LOCAL AND NATIONAL CETS
N.Lakshmi Neelima To teach bilingually
Dr .M.Manjula To tell exact meaning in Telugu
SHAIK MAHAMMAD
GHOUSE translating in mother tongue
U.Savitri Translation into mother tongue
Jala srilakshmi Unable to make students speak fluently
Prof. Kalpana
Deshmukh
Unawareness of students about
standard pronunciation
Khatri Venkatalakshmi
While teaching phonetics to represent
those symbols
R.Sandhya
Without using bilingual, want to know
efficiency of teaching English.
P Raj Kiran
Writing competence and Speaking
competence among students
V. Satyavathi Swapna Phrasal verbs and collocation
DR. STEEVEN SURESH
PALLA Poor back grounds of the teaching
Y. A. S.srinivas Poor basic knowledge to students
L Vijayanand Pronunciation
Meshak Raju Badugu Pronunciation
Mr. CHODE SEETA
RAMBABU Pronunciation & sounds
R RAMA KRISHNA
REDDY Pronunciation problems
UTPALA
SRIRANGANATH Pronunciation, spelling problems etc
Sandhya Aduri Pull of mother tongue
Muntha koteswararao Regarding poetry
Dr. M. Yasoda Devi
Rural and backward area, Uneducated
background
M. GOPAL RAO Rural Background students
Dr.I.Kesava Rao Rural students have no rudiments
Jasti Pushpalatha slow learners
D R VASAPPA
Some students do not appear interested
in english
RAJESH BATTU
some times students doesnt pay
attention
Dr. Priyanka Srivastava
Sometimes accurate words do not
come in mind.
Dr.Priyanka Srivastava
Sometimes accurate words don’t come
in the mind.
Dasam Sridevi Stage fear in students
SHEELA EDIGA
Students are able to write but not able
to speak, errors in framing.sentences
V RAMACHANDRA
BABU
STUDENTS ARE NOT INTERESTED TO
LEARN ENGLISH
Srinivas Arroji
Students are not showing interest to
learn english.
BALAJI VELAYUDHAM
Students are poor in asking questions
orally.
Dr. AYATHU SRI
LAKSHMI
Students don't know rich vocabulary.
So, I can't use rich vocabulary or good
phrases.
Ms. SARASWATHI
VORUGANTI Students expect..word to word telugu
Dr. G SESHU
Students feel shy and inhibited and
thereby do not extend their full length
cooperation to learn.
SHAIK. SHABANA Students' lethargy towards learning it.
Dr. Sushama Pandey
Students make so many grammatical
mistakes inspite of teaching them so
many times.
Dr.M.David Raju
Students take it for granted about
ENGLISH . They never bother to use it
but somehow manage to pass in the
exams. It's not given equal importance
along with core subjects
Dr K
Hanumanthareddy Students Telugu medium back ground
Mr PSR Chowdary
Students think in their mother tongue,
then translate into English while
answering.
A.Suresh Kumar
students want the cimplete usage of
local vernacular
Talluri Pranayaja Teaching abstract vocabulary
Ravi Kumar Yellamati Teaching creative writing skills
B.Praveen Kumar Teaching English to the beginners
Shahjahan Siddiqui
teaching grammar to regional media
students
V.SunithaRani teaching letters to officials
Sai Krishna R. Teaching phonetics
Sivakesavulu
Devarasetty Teaching poetry

9. Problems of Teaching English as SL
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Telugu Medium
Rural Background
Lack of motivation
Lack of basic skills
Lack of environment
Student inhibitions
Diffidence
Mother Tongue Influence
Absenteeism
Lack of technology
Large and heterogenous classes
Not an Examination Task
Problems with L, S, R, W and
Pronunciation
Dr Ashok Kumar Vemula – lack of appropriate methodology

10. Most Essential?
Environment MotivationInstruction
Opportunity to USE
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11. Possibilities
of Teaching ESL Better
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12. Possibilities / Solutions
2
Teacher
should be a
Facilitator
Teaching Method
should be
CLT
1
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13. You Become a Facilitator, when you
02 03 0401
Foster
student-centric
climate
F
Augment
interactive
environment
A
Cultivate
communication
skills
C
Enrich
your skills
continuously
E
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14. Communicative Language Teaching
Teacher
Facilitator
Mentor
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15. Communication in the Classroom
T - Ss1
T - S2
S - T3
Ss - T4
5
6
S - S
Ss - Ss
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16. Language Skills for Communication
Listening
Speaking
Writing
Grammar, Vocabulary,
Pronunciation, Collocations,
Usage, Non-verbalReading
Receptive
Productive
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17. Cultivating Listening Skills
1. How many men were there?
2. How many were thin?
3. How many had dark hair?
4. How many had big ears?
Listen to answer these questions:
5, 2, 3, 1
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18. Cultivating Listening Skills
There were five men. The first was tall and thin. He
had a square face with blue eyes and curly fair hair.
The second was short and fat with a roundish face
and short straight dark hair. The third was of
medium build. I didn’t see his face but he had
longish dark hair. The fourth man was quite thin,
medium height. He had a long thin face with a big
nose. His hair was dark and curly and he had a
moustache and a beard. The last man was short
and plumpish with very short blond hair. I didn’t see
his face, but I remember his ears. They were very
big!
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19. Teaching Grammar Communicatively
“Do you think Is It a English class,” asked a daef toll boy.
Know, I am thinking its an english class.” Spoke a second
deaf boy.
“I see, I have been thought it was one English class.” said the
first won.
“Do you think Is It a English class,” asked a daef toll boy.
“Know, I am thinking its an english class.” Spoke a second deaf
boy.
“I see, I have been thought it was one English class.” said the
first won.
“Do you think it’s an English class?” asked a tall, deaf boy.
“No, I think it’s an English class,” answered the second deaf boy.
“I see. I thought it was an English class,” said the first one.
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20. Do I speak/write good
English?
Know your Trouble Spots
B
C
D
E
A
How good is my
grammar?
How fluent is my
language?
How adequate is my
vocabulary?
Do I use right
collocations?
Do I use a variety
of structures?
Is my pronunciation
accurate?
G
F
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21. Does your Body Speak?
Eye contact
making appropriate eye contact
Active movement
moving around
Posture
head up, alert, leaning forward
Physical distance not
very far, not very close
Radiant face smiling
warmly
Apt Gestures keeping
arms uncrossed
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22. Know your BL Trouble Spots
 Do I have trouble maintaining eye contact?
 Do I cross / wring my hands / arms / legs?
 Do I smile too much or too little?
 Do I droop / stoop / slouch?
 Is my tone /voice timid / rude / inaudible?
 Do I move about energetically or remain stationary?
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23. nagaRAJU
Why Teach Language
Communicatively?
Decrease Teacher Centred
Teaching Time
Increase Student Centred
Learning Time
Recall after 24 hours

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Why Teach Language
Communicatively?
Traditional Class Communicative Class
Lecture Interaction, Activities, Games
Only T-Ss T-Ss; S-T; S-S; S-Ss
Accuracy is the focus Fluency is primary
Error correction instant Error correction consolidated
Secondary resources Authentic materials
Grammar structures Grammar for communication
Teacher is “Mr Know-All” Teacher is “Come-Let’s-Learn”

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Student
Empowerment

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Features of
Communicative Class
1. Use of collaborative tools
2. Effective instructions
3. Questions & responses
4. Eliciting
5. Activities & Games

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31. Don’t Tell(use questions, pictures, gestures, hints etc.)
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Eliciting

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Questions
 Do I ask a variety of questions?
 Do I let students think & formulate?
 Do I show interest in their answers?
 Do I involve other students?
 Do I appreciate good answers?
 Do I ask follow-up questions (instead
of ridiculing bad answers)?

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Know Your Trouble Spots
 Do I involve students?
 Do I employ collaborative learning tools?
 Do I organize activities and games?
 Do I give short, simple, precise instructions?
 Do I ask questions and do I elicit?
 Do I accept individual differences?

37. EFFECTIVE
ESL
TEACHERS
 Simplify
 Involve
 Motivate
 Praise
 Lead
 Entertain

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Teacher as
a Mother

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Need to Improve







40. Tools
Offline & Online
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41. Building Listening Skills
http://www.elllo.org/
https://lingorank.com/
https://breakingnewsenglish.com/
http://www.eltpodcast.com/
https://www.eslpod.com/website/index.php
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42. Activity
“Hearing is through ears, but listening is through the mind.”
Hearing is when you experience the sound
waves and noise by ears, but listening is
when you receive the sound waves and
understand by paying full attention to the
speaker. Hearing is an ability, listening is a
skill. Hearing is physiological and
listening is psychological. Hearing is a
passive bodily process at the
subconscious level, but listening is an
active mental process at the conscious
level. Hearing does not require
concentration; listening requires focus.
Hearing Listening
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43. Online Resources
www.breakingnewsenglish.com
Help may be here if you want to keep the wrinkles and grey hair awa
y and slow down the aging process. New research says that eating g
reen vegetables can delay the signs of aging. Researchers say that
broccoli and avocado in particular have a compound that slows dow
n the rate we age at. It is also in green fruit and is called NMN. It hel
ps slow down the signs of getting old. Scientists say NMN can also r
efresh the metabolism. It helps restore levels of energy production in
our body that weaken as we age. It also helps reduce weight gain an
d the worsening of our vision.
The research is from the USA's Washington University School of Me
dicine. Professor Shinichiro Imai said: "We have shown a way to slo
w the physiological decline that we see in aging mice. This means ol
der mice have metabolism and energy levels resembling that of youn
ger mice." Professor Imai said NMN reduced the usual signs of agin
g. These include weaker muscles, poor liver function, lower bone de
nsity and poorer eyesight. The reason our metabolism changes over
time and leads to reduced energy levels has been a puzzle for deca
des. This latest research casts new light on this.
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44. Building Pronunciation Skills
https://www.bbc.co.uk/learningenglish/english/f
eatures/pronunciation/introduction
https://forvo.com/
http://www.photransedit.com/
https://howjsay.com/
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45. nagaRAJU
This slideshow is available at
www.authorstream.com/tag/lionnagaraju
www.slideshare.net/lionnagaraju
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Teacher Trainer & Soft Skills Trainer
lionnagaraju@gmail.com

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