Friday, 30 November 2018

THINKING ACTIVITY : THE BIRTHDAY PARTY






Ans (1)        It is very difficult to know director's intention behind omitting Lulu's scene.About Lulu's scene, in the last scene she is complaining about Nat's behaviour in the birthday party. Two scenes of lulu omitted from the movie because two woman characters in the play. Lulu character is always inspiration of men. That are omitted according to me the possible reason as that Stanley is protagonist of the play and central character not lulu so more focus on Stanley 'S action and reaction not unnecessary and time consuming so it's omitted and not so effect on play by omission of these scenes.


Ans  (2)          We find the effect of menace in the movie. So here we can find that each and every character of the play passes through unknown fear. Although there are comic scenes also, like talk between Petey and meg about newspaper news, Stanley playing drum which in beginning seems funny but suddenly it becomes frustrating and  noisy. So effect of menace can be felt.


Ans.  (3)         I feel the lurking danger when the scene of two strangers come I'm Meg and Petey's house. And also Stanley ask same question of Meg. Stanley plays drum very aggressively, knocking on door and in birthday party when blind man's buff is going on.


Ans.   (4)       Generally it is daily things but in this play it is signifying something. In side the somebody is coming afraid of people most of the place or writer tries to do that in the movie releasing in the play. He knew about what happened in the society.


Ans.  (5)         Camera show us many things but if we observed minutely. Artists are not free in our society. They can't developed their are freely .So indirectly it is cage. It also can be interpreted that he wants so escape from the situation and angle camera shows that he is helpless.


Ans  (6)      Yes, it does happened in the movie, we can see unclear dialogues,ans enclosed space, etc....


Ans  (7)       Movie helps us in better understanding of the play ,the pauses and silence, the effect of menacing And lurking danger cannot be felt well while reading. The film creates that awful experience and makes us feel uneasy throughout the film.


Ans.  (8)       I agree with the second point .It's impossible to imagine a better film of Pinter's play than this sensitive, disturbing version director by William fried kin.


Ans  (9)        It I were director or screenplay writer so I make it more unclear and using camera tozmake different angles. But after all it is difficult to make movie on obsurd play.


Ans  (10)       I choose character like.....



Stanley  :-   Randeep Hooda

Meg.       :-   Juhi chawla

Petey.     :-   Naseeruddin Shah

Lulu.      :-    Isha Gupta

Goldberg :-  Akshay Kumar

McCann :-    John Abraham




Thank you.............

Movie screening of Waiting for Godot.




On 27th september in our Department of English MKBU we have movie screening of Waiting for Godot. This movie is based on Samuel Beckett' s play Waiting for Godot.


                   



The place:-



In movie there are two tramps , Vladimir and Estragon. Both are waiting for Godot . The place where they are ,it is a barren place. Rarely you can see other people at that place.

 Around the place, we  can find debris  which shows effect of world war that what was the situation after world war.






Two tramps:-



There are 2 tramps Vladimir and Estragon who are waiting for Godot there. Vladimir called Estragon as gogo and Estragon called Vladimir ,Didi. Vladimir as an intellectual personeel here while Estragon as a fool man. He can not remember that ,why he is there,what he was done yesterday etc. He passed  the time in sleeping. When he wake up he forgot that why they are there and what they are doing.



Both of them are waiting for Godot ,who never come still the end of movie. In their life they have not any work, no family . They have no aim in life. From where they are coming,what is their family background, all this thing are not mentioned here.

In this play Beckett presents reality of human life that we are waiting for something ,for someone and life goes on but no one will come.





Theme of waiting:-



In this movie,  main theme is waiting. Vladimir and Estragon are two tramps who  are waiting for Godot and time passes but no one come. for time passes they make fun , they talked  ,danced, etc but no one come. Same in human beings life is that we are living life and waiting for death, our life and our work is just a time passes for meeting to death. Our desire are increased more and more  and day by day we are waiting for something what we want.



Symbol of Hat and Shoes:-



The symbol of hat  represented by Vladimir. Hat symbolize intellectual power . He is always thinking . The burden of thoughts, which make Vladimir to think always and not free from it.



Symbol of shoes represented by Estragon . Shoes symbolize foolishness, no thoughts.

He is always forgot all the things and waiting for sleeping. In his team also someone bear him,but who  he doesn't know.




Symbol of  tree:-



In 1st part there is one tree . The tree is barren. There is no leaves on tree. Which represent barrenness of life.Without thinking and intellectual power human beings life is like barren tree. They both watch the tree so many times.



In 2nd part there are few leaves on tree. In whole movie there is no hope for life than why on this tree ,new leaves come?

 So here practical message of nature is that you have to change. If you are fail in life and got barrenness in life that means not that you lost your strength. If you work hard with hope then definitely one day you will get success. So you have to bring change by your own.






Pozzo and Lucky:-



Pozzo and Lucky are another person who  are looking like tramps. They have no any  kind of ambition in life. Pozzo is master and Lucky is servant here. They have not their thoughts.

Pozzo ordered Lucky , everytime  and he follows it. When in second part Pozzo is blind , Lucky has no idea to leave the slavery and live freely. This presents that we are habituated of our work so we never think about freedom . We love our chain of working.

Burden of something is always with us,never put down.





A boy:-



At the end of each act ,there is one boy come and give the massage of Godot that he is not coming tonight,hr will come tomorrow. The boy has not his personal thinking. He also doesn't know about Godot.



So in the movie we can find uncertainty and nothingness of life. We are Waiting for our Godot that he will come and  take us with him and we will get salvation.


Thank you.....

BALAJI RANGNATHAN'S CLASS REFLECTION


                               
Our Learnig experience with central university's proffesor. Balaji Ranganathan sir. He had dealt with ELT-1.On 14-15-16 september in Department of English MKBU we have guest lecture by Professor Balaji Ranganathan. He comes from Central University Gandhinagar.
He had  deal  with post colonial study in our department.
 In three days session he deals with :





1) Black skin and white mask



2) orientalism



3) A Tempest



4) Imaginary Homeland



Prof. Ranganathan has deep understanding and knowledge about this theory, first of all he told us the background of the theory, because it is necessary to understand the context. In the very first chapter 'The Black skin White mask', he gives the information about the writer also. One significant sentence was, "our visualisation of nation is not fixed, it changes time by time." We have understood very well the concept of language, the difference between Shakespeare's 'The Tempest' and Aime Cesaire's 'A Tempest', the concept of Orientalism, and many other different concepts. In a way he has a mastery in this field.







 We have another session on NET/SLET. In that lecture he taught us different formula to remember the history, criticism etc.. he also told that read original don't  depend on only summary. He also gave information about how to face interview so its very helpful in future.

Chimanda Ngozi.- Sunday reading






This Blog is a part of Sunday Reading activity task; it's given by Dr. Dilip Barad Sir,  to know about the Novelist Chimamanda Ngozi Adichie and we have to discuss three videos given below.

Chimamanda Ngozi Adichie Born on 15 September 1977,she is a Nizerian Novelist, writer of short stories.

She has written the below novels:-

'Purple Hibiscus',
'Half of a Yellow Sun',
'Americanah'


Short Stories:-

'The thing Around your Neck',
'We should all be Feminist'


Here, is Chimamanda’s speech topic :

- “We should all be Feminist”

‘The higher you go, the fewer women there are.’

The definition of Feminist is advocating social, political, legal, andeconomic rights for women equal to those of men.
In her speech she shares her Experience with Waiter in Hotel. Waiter greet only Man with her and ignore her every time. Waiter is product of society, who taught them that male are more important than female.  She add that Gender matters everywhere in the world. On gender she further says that Gender is not an easy conversation to have. It makes people uncomfortable, sometimes even irritable. Both men and women are resistant to talk about gender, or are quick to dismiss the problems of gender. Because thinking of changing the status quo is always uncomfortable.


How parenting  differentiate  gender: We say to girls: You can have ambition, but not too much. You should aim to be successful but not too successful, otherwise you will threaten the man. If you are the breadwinner in your relationship with a man, pretend that you are not, especially in public, otherwise you will emasculate him.
Idea And Language of marriage is also discussed by her that,  language of marriage is language of ownership rather than language of partnership. We used the world respect something which women should show to Men but, not Men shows to Women.Compromise in relationship, we grows the girl with competence of rather girl’s intention is for the attention of Men. We praised girl for virginity not boy!  We teach girl shame, no desire, silence themselves. Apart from all we should focus on ability rather than gender. The problem with gender is that it prescribes how we should be rather than recognizing how we are. Imagine how much happier we would be, how much freer to be our true individual selves, if we didn’t have the weight of gender expectations After all, Culture does not make people. People make culture. If it is true that the full humanity of women is not our culture, then we can and must make it our culture.


-Talk on Importance of story in literature.


In this TED talk Chimamanda tells the story of she found her authentic cultural voice… and turns on Danger of having a single story. If we hear only a single story about another person or country, we risk a critical misunderstanding.
In the beginning, She talk about her mental shift on literature. How her early writings character with Fair skin and blue eyes, eat apple and drink ginger bear, when in reality having a chocolate color skin, kinky hair and normally eat mangoes and never taste ginger bear! Writers like Chinua Achebe and other African writer opens new door of her imagination. She says that What’s the discovery African writers did for her is…It save from having a single story.



-Talk on importance of Truth in Post - Truth Era


           In the third video about truth in post-truth era, she beautifully said about the courage of speaking truth. He thought is to be loyal with ourselves to tell the truth. Post truth is very dangerous weapon in this 21st century, especially political parties make use of this kind of weapon to provocate riots and also media used for profit and to raise their TRP. So, she tries to say that do not driven as sheeple with the political language, try to understand the truth with authentication and always doubt in such a things.

LEARNING EXPERIENCE WITH JAY MEHTA SIR ON E. A POE'S SHORT STORY











Learning Experience :Jay Mehta on E. A.Poe's short stories

Recently we had guest lecture of Dr. Jay Mehta Sir. He talk about Edger Allen Poe’s short stories.

Here, I want to share my experience of learning short stories. Dr. Jay Maheta teach us Poe with use of various examples of poems, movies and dialogues. He try to catch the attention of everyone in class.

This four days, He has talked about Poe’s  short stories like…

1) The Tell Tale Heart

2) The Black Cat

3) The Fall of the House of Usher

4) The Cask of Amontillado

5) The Purloined Letter

6) The Gold Bug

Characteristics of Poe's Short stories:

{1} Autobiographical elements in his writing

{2} Writer of Diction language

{3}  Great creator of suspense

{4}  Inner conflict in characterization

{5}  Balance in head and heart

{6}  He brings the poetic in short stories

{7}  Death and darkness of human mind

{8}  Tone of melancholy and sadness

{9}  Singularity of effect

{10}  A skillful artist.

Poe is a famous for his horror, terror, fear, bloodshed, burying lie, macabre and various psychological abnormalities. His works created the new experience and new concept of viewing world. His works based on suspense and create the atmosphere of wonder and reality, Poe is master of ‘Tales of  mystery and imagination’. Two types of short story he writes :

[1]  Tales of horror and terror.

[2]  Tales of ratiocination.



Last Session on Poems and Poets of Gujarati/Hindi  Literature.

Normally his session start with reciting poetic lines and writing a quote on board.

first day he wrote on board that, "The theories we believe, we call them facts and the facts we disbelieve, we call them theories." And then he entered in talk about Father of detective stories ( Edger Allen Poe).

            So This session was very helpful for us. I thankful to our HOD Dr. Dilip Barad Sir for inviting Guest lecturer like Dr. Jay Mehta sir..







Thank you............

MOVIE REVIEW : MIDNIGHT'S CHILDREN

MOVIE REVIEW : MIDNIGHT'S CHILDREN
           



   On 9th September 2018, we had film screening of the two films first was "Midnight's Children"(Novel written by Salman Rushdie) directed by Deepa Mehta and second was "The Reluctant Fundamentalist"(A Novel written by Mohsin Hamid) directed by Mira Nair. So, our task is  to give review of these films with the perspectives of The Postcolonial Studies, so I will try to connect films with postcolonial approaches.



  Midnight’sChildren
     

      

                                 "Midnight's Children"a novel written by British-Indian Novelist Salman Rushdie and filmed by Deepa Mehta. The film was very popular in foreign countries and well criticized in India also. The film didn't cover up all the things written deeply in the novel due to time period of the movie so it's looks like the collage of many things like history, culture, Colonialism. freedom movement, etc.

                      The story of the film begun with the year of 1917, the birth year of Indira Gandhi and end with the emergency or we can say that the last stage of Indira Gandhi's Life. The story about the Children who were born in the stroke of the midnight 15th august 1947 with the magical power, in which two major character like Saleem Sinai, the protagonist belong to reach family while the Shiva who was born in poor family later joined the Army and fought in the battle with Pakistan to free Bangladesh.

               The main idea of hybridity in culture and identity we can see in the movie, as per the quote 'Let reach to be poor and poor to be reach' Saleem, actually, the son of British man William Methwold and poor Marathian lady and the Shiva was the son of Ahemad Sinai and Amina, but, Mary, a nurse in the hospital changed these both baby boy with each other because her lover was a Marxist and pursued mary to protest against elite class. Furthemore, Saleem went to pakistan and Shiva Joined Indian Army, so here we can see the partition of India and pakistan. later on, After the war, Saleem came to India, his mother land and marry with Parvati, beloved of Shiva and she gave birth to baby boy who was the son of Shiva so, we again see the hybridity. And also we can see the culture of India like snake Charmer. So this way movie ended through various perspectives.



Postcolonial Point of View


Hybridity   
              Hybridity means Something that is formed by combining two or more things. Here, in the movie we can see the hybridity in the identity, Saleem is the perfect example of hybrid man, who was the son of colonizer and poor Indian lady and also the other character, Shiva was another example of hybrid man who was the son of Muslim parents. If we see the hybridity in culture then we can give the example of west(Methwold) and east(Poor Indian lady) .



Feminism
             Postcolonial theorist also studies the culture and literature with the feminist perspective. In the beginning of the movie Doctor did not allow to examine Naseem's illness to see her body, there was a curtain between doctor and Naseem and her father said that ,



                      " You Europe returned chappies forget certain things. Doctor sahib, my daughter is a decent girl, it goes without saying. She does not flaunt her body under the noses of strange men. You will never understand that you can not be permitted to see her, no, no, not in any circumstances; accordingly. I have required her to be positioned behind that sheet. She stands there, like a good girl(Rushdie 2011)."

               

                    Another example  is when Mumtaz, Saleem's mother got married with Ahemad Sinai, that time Ahemad gave her new name Amina. So, we can see the power of patriarchy in the movie and also a exploitation of poor Indian lady by Britisher Methwold.

 

Magic Realism
                 Magic realism also a part of postcolonial studies. Magic Realism is a narrative style which adds beauty to the historical representation in the movie otherwise it is boring to watch. The Midnight's Children were not ordinary kids but they have power, like, Saleem has power of sense of smell to feeling the different things and people where as Parvati also has power like Abrakadabra to hide people and  things in the basket.









Thank you...................

MOVIE REVIEW : THE RELUCTANT FUNDAMENTAL


           



  On 9th September 2018, we had film screening of the two films first was "Midnight's Children"(Novel written by Salman Rushdie) directed by Deepa Mehta and second was "The Reluctant Fundamentalist"(A Novel written by Mohsin Hamid) directed by Mira Nair. So, our task is  to give review of these films with the perspectives of The Postcolonial Studies, so I will try to connect films with postcolonial approaches.



The Reluctant Fundamentalist

                 

                         



         

     “The Reluctant Fundamentalist” novel written by Pakistani Writer Mohsin Hamid and then adopted in film directed by Mira Nair in 2014. The story is about the young man Changez Khan who attracted to American Business culture. He was an intellectual and respected person in American wall street business company.

                 The Story Begun with the interview of American CIA  agent Bobby Lincoln for the abduction of American Professor in Pakistan. Bob was Taking interview of Changez Khan in the Coffee cafe in Lahor that he may be involved in this abduction or in the matter of 9/11. Here Mira Nair interestingly used the flashback technique which was move us from Pakistan to America in eye opening way. The title of the movie give us two different views one is that fundamentalist in terrorism and other business fundamentalist.





  Postcolonial Point of view

       

                    If we see this movie with the perspectives of the postcolonial studies so we have to apply Edward said's 'Orientalism' and also apply the race theory. We can say that why western countries and especially America looking towards Muslim countries as countries of terrorism? It is all about the illusion of america that every Muslim are terrorist. America Know that if we want be in power position so that we have to destroyed all Muslim countries in the name of terrorism. One may have question like Muslim countries are more in the number then other religion, then why they don't take action on America. But, actually, because of obsequiousness of Pakistan and Saudi Arab others countries unable to convince that all Muslims are not like that.

               



                       In the movie also Changez faced problem because he belong to Muslim country. All countries and their movies show the villains almost are Muslim. They succeeded to built this kind of stereotype in the mind of other religion's people. America only see their 3000 Americans died in this attack but they do not see that they killed billions of Muslims in Gulf war and in Iraq, Afghanistan and Syria wars. If world want to make peace in the earth then all have to protest against America to stop terrorism because "America is the mother of terrorism."







Thank you.....

Activity on Reading short Modern Poems

Activity on Reading short Modern Poems 



Modernism is a literary and cultural international movement which flourished in the first decades of the 20th century. Modernism is not term to which a single meaning can be ascribed. It may be applied both to the content and to the form of a work, or to either in isolation.

The term modernism encompasses the activities and output of those who felt the 'traditional' form of art, architecture, literature, religious faith, social organization and daily life were becoming outdated in the new economic, social and political condition.

10 very short Modernist Poem:

1.The Embankment by T.E Humble:

Once, in finesse of fiddles found I ecstasy,


In a flash of gold heels on the hard pavement.


Now see I


That warmth's the very stuff of poesy.


Oh, God, make small


The old star-eaten blanket of the sky'


That I may fold it round me and in comfort lie.


This poem deals with the theme of nostalgia. The poet presented with contrast between past and present.

Metaphors: Old star-eaten blanket, a flash of gold heels.


2. "Darkness" - Joseph Campbell
   
               Darkness
        I stop to watch a star shine
        in the boghole -
        A star no longer, but a silver
         ribbon of light.
        I look at it and pass on.

--Modernist poets are best known for going against the tradition. Here also we can see that poet is using ANTI-ARCHITYPAL IMAGE regarding stars in the sky. Star is something which we comment with positive energy, great source of light n power. But here poet takes it as -
        A star no longer, but a silver
         ribbon of light.



3 .Image :- Edward storer

By the title of this poem may be poet wanted to present image of modern age people. White color
presents positivity but here it seems in negative sense. Other metaphor are loneliness and drought.




4."In a station of the Metro" - Ezra Pound
     
  The apparition of these faces in the Crowd;
  Petals on a wet, black bough

Here “Metro” itself is a symbol of Modernism and the crowd represents the people. So here we can say that it represents the people who are living physically but mentally they all are dead because of their daily hasty schedule. “Bough” is a branch of a tree, and here he used “black bough” which means the dead branch of a tree (culture). Here society is a tree and branch is culture.


5. 'The Pool' - Hilda Doolittle

       Are you alive?
       I touch you
       You quiver trembling like a sea-fish
       I cover you with my net
       What are you- banded one?

-- Here I can read the sarcasm. Its about overpowering or colonising someone. First it was asked that are you alive or not. Very sarcastically, we can see that no. It is not alive. Because now it is there in the net of somebody. Fish after going in the net, cannot survive for longer.




6. "Insouciance" – Richard Aldington


In and out of the dreary trenches

Trudging cheerily under the stars

I make for myself little poems

Delicate as a flock of doves

They fly away like whitewinged

Doves.


In this poem, poet compares his poems with dove. Here the words like 'Trudging' and 'cheerily' gives contrasting meaning. These words give the image of life where we are doing many things unwillingly. Poems can not fly but here poet says he has made poems that can fly away like white winged doves. It looks he want to be free.



7. Morning at the Window - T. S. Eliot

  They are rattling breakfast plates in basement kitchens,

  And along the trampled edges of the street

  I am aware of the damp souls of housemaid

  Sprouting despondently at area gates.

  The brown waves of fog toss up to me

   Twisted faces from the bottom of the street,

  And tear from a passer-by with muddy skirts

An aimless smile that hovers in the air

 And vanishes along the level of the roofs.

                Here Eliot has presented the routine life of people who are totally detached with the nature and its morning beauty. And they are working mechanically without any excitement. The wind which gives pleasure is presented as an aimless smile of emotionless people.



8. The Red Wheelbarrow – William carol Williams

This poem is difficult to understand. But f we go on by words like Barrow(stones raised over a grave)
Glazed (showing no liveliness) chicken(young man); these words indicates a young man’s death.

9 . Anecdote of the jar:- Wallace stevens.

Here in this poem metaphor is jar. And poem is about the Tennessee( a state of the united states of
America)

10. I(a, :- E.E.Cummings )

A falling leaf is symbol of loneliness. The word ‘fall’ symbolized in any way. Fall means death, fall of
spirituality; fall word also presents the damage caused because of world war and its effect on
people.
Modernist literature is difficult to understand, it is absurd, there is hidden meaning, it becomes hard
to get the whole meaning of poem.




Thank you.........

Wednesday, 28 November 2018

Paper :12 English Teaching Language-1

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Name : mori Utsavi Bharatbhai
Roll no : 33
Enrollment no : 20691084180037
M. A. Sem -3
Year : 2017-2018
Email Id : utsavibarajput18@gmail.com
Paper no : 12
Submitted  to : Department  of English Bhavnagar
Topic : use of various approaches






 Introduction:

             Theoretical positions and beliefs about the nature of language teaching and language learning and the applicability of both to pedagogical settings are Includes into the approaches. Approaches seeks to be provide a comprehensive and comprehensible account of major and minor trends  in language teaching from beginning of the twentieth century to the  preset also. It has extensive and acknowledge links to a particular tradition in second or foreign language teaching. So lets learn about various approaches. (Richard and Rodger 178 to 180)

 We will found various approaches into the language teaching such as ..

1). Functional approach
2) Situational approach
3) Communicative approach and
4) Structural approach so lets understand briefly about above approaches.

1)   Functional approach.

             The functional approach explains the behaviour is indebted to Smith Freud and Durkheimnged.

                   Functional national syllabus is a syllabus in which the language content is arranged according to the functions that the learner will use the language for and the meaning a learner needs to express through the language. It contains some syllabus which contains the meaning and concept the learner needs to communicate example, duration and location.


                       The language is needed to express different functions for example requesting suggesting. Like the language becomes medium which depends on request of the student and it leads towards suggestions which were given by the teacher is call functional approach. Functional syllabus is based on the communicative and interpersonal Functional syllabus is based on communicative use and interpersonal use. Functional approach is based on communicative use and interpersonal use. It also does direct contrast with function syllabus and grammatical syllable. Functional approach emphasize on the functioning of a language and not on its structure and form.

                                   Functional approach seeks to impart instruction in the hope that attempting to use language in life like or real world context is the best way of learning. Language knowledge   of formal structure is at best incidental and is considered valid only in so far as it provocative language use, so we can say that Functional approach  promotes active language use.

                            Functional approach refers to notions like location, gyration, ability and concept of time.  Some functions are given to students while teaching through this approach which related with the communication between teacher and students. For example student will make request, enquiries and suggestions and so teacher should give advice and introductions. So it will call functional approach. (contributors)

The second approach is situational approach:

                                  Situational language teaching is an approach developed by British applied linguist in the 1930s to the 1960. While it is an approach unknown for many teachers it had a big influence on language courses till the 1980s.
                     The language teaching is base on a structural view of language speech; structure and a focus on a set of basic vocabulary are seen as the basis of language teaching. This was a view similar to American structuralisms such as Fries. However what distinguishes, the Second language teaching approach is its emphasize on the presentation of structures in situations.
                           
                            Situational language teaching is characterized by two major features:
                                 
1)    Focus on vocabulary and reading is one of the most salient traits of S.L.T. In fact, mastery of a set high frequency vocabulary items is believed to lead to good reading skills.  Reading skill is a main kill into the language teaching experts believe that learners learn to read best by reading both simplified and authentic materials.  The activities   in a reading lesson often follow this pattern.

1) Introductory activities
2)   Main  activities and
 3)   Post activities.

2)   An analysis of English and a classification of its prominent grammatical structures into sentence patterns also called situational tables are believed to help learner internalize grammatical rules.

 Of language learning constitutes the cornerstone of situation of language teaching. The approach gives primary to the process over the conditions of learning. The following processes   are noted in this approach.

1)   The act of receiving the  knowledge or material
2)   Repetition to fix that knowledge, or material in memory.
3)   The use of the knowledge or material in actual practice until it becomes a personal skill.

Objectives of S .L.A

        The adjective of situational language teaching involves accurate use of vocabulary items and grammar rules in order to achieve a practical mastery of the four basic skills.

 Learner must be able to produce accurate pronuntiation and use of grammar. The ultimate aim is to be able to respond quickly and accurately in speech situation s with an automatic control of basic structures and sentence pattern.

                               Syllable of Second language teaching is designed upon a word list and structural activities. Grammar teaching involves situational presentation of new sentence pattern and drills to produce the pattern. The teacher moves from controlled to free practice of situations and from oral use of sentence. Patterns to their automatic use in speech, reading and writing.

          In Situational Language teaching, a lesson practice followed by a revision and a presentation of new material. The teacher then proceeds to oral practice and drilled of the elements presented finally, the lesson or exercises.

                                  Advantages of situational approach:

                             Situational language teaching is still attracting to many teachers who still believe in structural practice of language. Its radically in the teaching of grammar or pattern has contributed to the survival of the approach until recently. Besides its emphasis on oral practice still attracts support among language teachers.

                           Disadvantages of Situational approach:

             Many premises underlying   the approach have been criticized for example Chomsky 1957 showed that the structural and the behaviouristic approach to language are simply incorrect as the fundamental features of language learning: the ability to create novel and unique sentences. Children   do not acquire their    mother tongue through repetition and habit formation. There must be, however an innate predisposition that leads them to a certain kind of linguistic competence. So situational approach is very important approach in Language teaching.

  The third approach is Structural approach

                                       Structural approach is a prescriptive model that suggests learners should start to develop rules for problems solving.  In developing    rules, the learner needs to fulfil the gaps in the problem and in doing so learners problem solving.

                        Structural Approach is based on the assumption that language can best be learnt through a science selection and grading of structures or patterns of sentences and vocabulary. The stress is on the learning of essential structure of English.

                             In the words of Menon and Patel: The structural approach os based on the belief that in the learning of foreign language, mastery of structures is more important than the acquisition of vocabulary. This approach employs the technique of the direct Method of teaching but the use of translations is not wholly discarded. Teaching is done in situations. Speech is mainly stressed but reading and writing are not neglected. There is scope for limitless experiments in imaginative ways of applying the structural Approach in the classroom. Prof. C.S. Bhandari has rightly said …….

                        It is not proper and the correct to call the structural Approach a method of teaching. It is not proper and correct is known as the structural Approach a method of teaching. It is not a method; it is an approach any method can be used within. (Jack c. Richards and Theodore S. Rodgers)

Specification of theory:

1)   Goals and preconditions :

-         Problem solving
-         
2)   Principles :

1.    Teach higher order rules that can be used to derive lower order rules.
2.    Teach simple solution paths and lead to more complex paths.
3.    Rules must be composed of the minimum capabilities possessed by the learner.

3)   Condition of learner:

1.    This theory is based on interaction between a tutor and one or more learner.
2.    Technology may fill the role of tutor.
3.    The structure means task analysis determines the rules required to solve their problems.


4)   Required media
5)   Role of facilitator.

-         External agent means tutor that influences learning.
-         
6)   Instructional strategies:

1.    Use structural analysis to identify the problem domains means input and output for problem solving.
2.    Develop a hierarchy of rules for the problem domain starts with prototypical examples. This prototype may leave gaps.
3.    Covers this gap into higher order problem that contains the rules for the gap.
4.    Fulfil the gaps with the higher order rules help to validate lover level rules and allow for consolidation of reluctant rules.

7)   Assessment method

    The learner can use higher order to solve the problem solve in complex and ill defined domains. The learner can distinguishes between lower and. higher order rules. Learner enabling rules to solve problems.

Characteristics of Structural approach

                     The concept of English study system depends upon three main characteristics which are briefly, discussed as:-

1)   Words order, or the patterns of form is of primary importance in learning English language. It is the order of words in a pattern that makes true meaing clear.

2)   Presence of function words. The structural devices makes use of the another important principle. This is the essential use of function, words or structural words.  Observe the following :


a.    I kill the snake
b.    I shall kill the snake
c.     I have killed the snake

3)    Use of important characteristics is that English language makes use of a small number of inflections as compared to other languages. Which makes changes are prominent in the following for ex.

-         I Verbs:
-          I write,
-          He writes,
-          I am writing ,
-          I wrote.
-         
·       Principles of  the structural approach

a.    Forming Language habits :

                         The Second language acquisition gives due importance to the forming of language habits. The learners should acquire the habit of arranging words in English study through the language drill.

b.    Importance of speech:

                 The structural approach regards speech as more important that reading and writing. Speech is the necessary means of fixing all ground works.

c.     Important of pupils activity:

         The second language acquisition puts more emphasis on pupils activity that on the teaching. It is he child who is the learner, so he must be actively involved into the teaching- learning process.

            The whole approach is based on the activities and thinking process which is almost accomplished by activities if some kind of pleasurable activities is the secret of success in the long assimilation.

Forth approach is Communicative approach:

                                  The communicative approach is an approach to language teaching that emphasize interaction as both the means and the ultimate goal of study.

                         This approach rise in 1970s and 1980s. Due to the colonialism number of student has the opportunity to learn foreign languages. Educators were forced to invent new technique to involve active participation of students.

                            Chomsky realizes that their theories of prevalent time could not explain the creativity and variety evident in real communication. British linguistics like Christopher Canadian and Henry Widdowson focused on structure.

                      The linguistics and anthropologists Dell Hymes developed the concept of communicative competence.Hymes says there are rules of use of without which the rules of grammar would be useless. Communicative language learning materials were also developed in Germany personal freedom was emphasized.


David Nunan 1991 gave five features of communicative language teaching:

 1.      Learning to communicate through interaction in the target language
2.    Introducing authentic text into the learning situations.
3.    To provide opportunity to learner in learning.
4.    Enhancing of learners experiments to classroom teaching.
5.    An attempt to link classroom language outside the class room.



                     This approach also provides the classroom activities like:

·        Role play:


   It includes Information gap, Games, language exchange, questioning etc. Survey, pair work and learning by teaching.

 Critics complained for paying insufficient attention to the context in which teaching and learning takes place.

                  Communicative approach focuses on the process communication rather than on structural, functional ornotional items.

Analysis of communicative tasks:

·       Goals
·       Inputs
·       Activities
·       Teachers role
·       Setting etc.
·       
Communicative competence:

                      The ability not only to apply the grammatical rules of a language in order to perform grammatically correct sentences, but also known when and where to use the sentences.

                                This approach is related with the close interaction with teacher and students active participation into the activities like.

1. Role play
2. Learning by teaching
3. Pair works
4. Survey
5. Information gaps
6. Games
7. Language exchange etc.

        This approach is a set of assumption about how language is learnt by the enjoyment.

Conclusion

   So all the approaches like Communicative approach, Functional approach, structural approach and the situational approach are most important for language teaching and learning also. All approaches were achieved through the practice, great knowledge and hard work

paper : 11 The Postcolonial Litreture

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Name : Mori Utsavi bharatbhai
Roll no :  33
Enrollment no : 2069108420180037
M.A. Sem - 3
Year : - 2017 - 2019
Email- id - utsavibarajput18@gmail.com
Paper no  : 11
Submitted to : Department of English Bhavnagar
Topic : Black Skin a white mask-A general view.













Introduction :

The author of ‘Black Skin White Masks’ is Frantz fanon. He was born on July 20, 1925, at Fort-de-France, Martinique, France. He died at the age of 36, on 6th December 1961 at Bethesda, Maryland.  He was revolutionary, philosopher, psychiatrist and writer whose writing influenced post colonial studies, Marxism and critical theory. He was an intellectual fellow political radical, existentialist humanist; he dealt with social, cultural, political problems. He supported the Algerian war of independence from France, and was also a member of the Algerian national liberation front. The life and works of Frantz fanon have inspired anti-colonial national liberation movements in Palestine, Sir Lanka, and the U.S .He served in the French army. He studied Medicine. He was a psychiatrist.
                                        In France in the year of 1952, Frantz Omar fanon wrote his first book,’ Black Skin, White Masks.’ The book is an analysis of the negative psychology-cal impact of colonial subjugation upon black people. Originally, the manuscript was the doctoral dissertation, submitted at Lyon. Its title was “Essay on the Desalination of the Black” It was rejected and fanon published it as a book.
Frantz Fanon was influenced by many thinkers and traditions including Jean-Paul Sartre, Lacan, Negritude and Marxism. He was influenced by Aime Cesaire, a leader of the negritude movement, was teacher and mentor to fanon on the island of Martinique. Fanon referred to Cesaire’s writings his own work. He quoted, for example, his teacher at length in “They lived experience of the Black man “ a heavily anthologized essay form Black Skin, White Masks.
HIS CONTRIBUTION IN LITERATURE AND CRITICISM ARE,-

1)    Black skin white mask - 1952
2)    A dying colonialism - 1959
3)    Wretched of the earth - 1961
4)    Towards the African revolution – 1964

INTRODUCTION OF “BLACK SKIN WHITE MASK”:-

The story “Black skin white mask” is from is from Frantz Fanon’s “Black skin white mask” Fanon analysis how the black person feel in a white world they lose the originality of their native culture and embrace imperial culture. Marechera’s story is about the controversy between two students who are caught between local and imperial cultures.
“Black Skin, White Masks” :~

Fanon‘s growing popularity and influence and more recent postcolonial readings of black liberation and nationalism perhaps sever as an index of his centrality to the movement for the Algerian self determinations in the 1950‘s that was shaped his diverse career as a political activist and critic.  “Black Skin, White Masks” is a Book about the mindset of psychology of racism. The book looks at what goes through the minds of Blacks and the strange impacts that has, especially on the black people.

The black man and the white man are not. And yet they are, and the reality of their being is Fanons starting point: the black man trapped in his blackness, the white man in his whiteness, both trapped into their mutual and aggressive narcissism.

What, then, brings them or calls them into being, or sentences them to non-being? Writing of his childhood and emergence from it, Fanon remarks: I am a negro, but naturally I don’t know that because that is what I am. I am going to use nègre in French because of the ambiguity of its political semantics and because there is no single English  quivalent: it is distinct from both noir (black) and the more recent homme de couleur (man of colour) and covers the whole semantic field from negroto nigger, the precise meaning being determined by context, the speakers position or even the speakers tone of voice. Fanons comment that he had to be told what he was is at one level a fairly banal  example of the bracketing out of facticity in favour of simply being: at home, he remarks (meaning, presumably, in Martinique), the black man does not, has no need to, experience his being-for-others.

Judging by my own experience, it is, for example, perfectly possible to grow up in a uniquely white community in the north-east of England without knowing in any real sense that you are white. There is no need to know that, and it is well known that fish have no sense of wetness.

Here, we can intemperate that how this White and Black are portrayed in literature in different ways. Novel ‘Oliver Twist’ by Charles Dickens’ In this novel we can find the controversy of Black and White. Here Christianity – Whiteness portrays as goodness, while Jew – Black portrayed as Evil. Here reader can find conflict between Christian v/s Jew. The novel has an idea of Christianity and Jewish. At some extent writer has described Christianity as a superior and dark side of Christianity has been presented. He portrayed Jew in a negative connotation.






Let’s analyze the book of Fanon ‘Black skin, White Mask’ - This book divided in many chapters. Each chapter has its own importance. They deal with the psychological aspect. It includes the condition of Black people and their mentality. It also gives reflection of white people towards black people. Let’s have a brief look on chapters of this book.

 1 “The Black man and Language”

This chapter deals with the language of white people. The Language of White people is in centre, and Language of Black people is in periphery. Black people have to learn the language of White people.
Language construct the idea of Civilized or uncivilized. If you do not learn the white man’s language perfectly, you are unintelligent. Yet if you do learn it perfectly, you have washed your brain in their universe of racist ideas. That if a black person does not learn the white man’s language perfectly, he is unintelligent. Yet if he does tern it perfectly, he has washed his brain in the world of racial Ideology.  It shows that language of White people is in power position and Language of Black people has lesser importance
Thus, the language of White people in centre and the Black people don’t learn it they do not get enough values in society of that time. So, Black people have to learn the language of White people.

2. ‘The Woman of color and The ‘Whiteman’.
The idea of blackness, the mind set of people is like this “I loved him because he had blue eyes, blond hair, and a light skin”.  The Mulato, Mulato is a kind of a race which is not black and white.
I want to be recognize not as black, but as white
The effect of white people also touched to the society. Black Woman also wished the White Skin which White woman has.  How desire of “WHITENESS’ is more in the Black woman. Because of that many ‘FAIRNESS CREAM’ and their industries grow faster and faster. 

“The person I will love will strengthen me by endorsing my assumption of my
manhood, while the need to earn the admiration or the love of others will erect a
Value making super structure on my whole vision of the world.”
The colonized women look down on their own. Race and deep down want to be white. In “The Bluest Eye” of ‘Toni Morrison’ ‘we find a black girls desire Fun the blue eyes of white men and woman’.
Thus here Fanon presents a psychoanalytical study of a black woman.

 3. The Man of Color and the White Woman

The author in this chapter talks about the condition of Block men. He says that these men want to be white too. That people of color have a deep desire for white rule, that those who oppose it to do not have a secure sense of self that they have a chip on their shoulder.
Why Whiteness is something goodness?
White people have rules over Black people and they have shaped that idea that whiteness is symbol of Goodness
‘Out of the blackest part of my soul, across the zebra striping of my mind, surges this desire to be suddenly white.’
A white female just because he was raised around whites so he seemed less black .They go with them not out of love but to deal with their own race .Men want to be white too-or at least prove they are equal to whites .Here black men wants to join white women .Prejudices that make him not want to join a white man’s world. As a proud and black skin .Whites represent wealth, beauty, intelligence and virtue.
In literature we can also find an example where Black man wished to have white skin. Gwendolyn Brooke’s poem “We Real Cool” deals with the same theme.

4. The So-called Dependency Complex of the colonized peoples:

In this chapter writer argues against Fanon’s view that people of color have a deep desire for white rule, that those who oppose it to do not have a secure sense of self that they have a chip on their shoulder. From this chapter I came to understand that the stereotypes of Happy Darkies, Uppity Negroes and White Saviors all come from the need of white people to feel that their power in society is good and not racist.

5. The fact of Blackness

( Fanon: The Lived Experience of the Black Man )

In this chapter Fanon argues about his own fact of Blackness and his struggle he endured such the psychologically alientaly effects of colonialism and racism. Fanon was a Martinican psychiatrist but in the White society, “He is seen not as Dr. Fanon but as Black man”. In this racist society, Fanon argues, Black people “experience being through others”.
  “Dirty nigger!” Or simply, “Look, a Negro!”
Fanon’s experience as Black man in the white society feels inferiority and says “Always a Negro, never a man”. And also he describe as a “real dialect between my body and the world”. There is same idea expresses his feeling of inferiority and says, “Sin is Black as Virtue is White”. In the White world he himself considered as he is Wretch. And this chapter also deals with the pathetic conditions of blacks. They thought that being always black is as if they are never fully human. No matter how much Education you have or how well you act. They felt they are just like isolated creature from the world.

6. The Negro and Psychopathology
 In this chapter writer ask question to reader that, Why should people fear black? Question asked here. Part it has to do with white men’s repressed homosexuality and their strange hang-ups about black men’s penises. More generally, black men are viewed as a body, which makes them seem like mindless, violent sexual, animal beings. Add to that all the bad meanings that the word “black” had even before Europeans set foot in black Africa.

7. The Negro and Recognition
Section-A “The Negro and Adler”
In this section fanon applies Adler’s personality theory to the ‘Antillean Negro’, How Antillean Negro act towards each other. Fanon says, that “The question is always whether he is less intelligent than I, blacker than I, less respectable than I”. The “question of value” that plagues the neurotic Antillean Negro is historically constructed and has arisen out of colonialism.
In this chapter Fanon also talks about the role colonial education. “It is because the Negro belongs to an “inferior” race that he seeks to be like the superior race”. The pattern of the white man.
Section –B “The Negro and the Hegel”
              In the second section Fanon applies Hegel’s Master- Slave dialectic. The ‘Hegelian dialectic’ offers, Fanon argues, an explanation of what distinguishes “human reality” from “natural reality”.
“Man is human only to the extent to which he tries to impose his existence on another man in order to be recognized by him”
 Black men fight for an equal place in society, The White man considers Black men as “machine-animal-men”.Fanon says, “There is always resentment in a reaction”. Nietzsche points out that in the latter Fanon remind us there is always a great deal of “resentment”.
The unequal power relations between the slave and the Master means that even if the Master had to confer upon the slave its recognition the power balance would not have shifted. Fanon says that “it is in the degree to which I go beyond my own immediate being that I apprehend the existence of the other as a natural and more than natural reality”.
Thus, in these both chapters, “Fanons describe the marginalization of Black people and colonizer White world”.
Conclusion:~

At the conclusion of this study, I want the world to recognize, with me, the open door of every consciousness. My final prayer:
“O my body, make of me always a man who questions!”
Frantz work present hybridists, syncretistic, creolizaion, national and religious
peculiarity, abrogation, appropriation, rewriting of history and much more many Indian novelist work like Tagore’s “Gora” can be compared with this book as far as social moral and political issues are considered. Own Dalit literature also can be kept in mind while referring “The Black Skin White Mask”.
Here, in Black Skin, White Mask the writer Frantz Fanon highlights his ideas about Justification n of race.



paper :10 The American Literature

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Name : Mori Utsavi bharatbhai
Roll no :  33
Enrollment no : 2069108420180037
M.A. Sem - 3
Year : - 2017 - 2019
Email- id - utsavibarajput18@gmail.com
Paper no  : 10
Submitted to : Department of English Bhavnagar
Topic : Theme of the old man and sea.







 Introduction:-
        
            The plot of “The old man and the sea” is apparently simple but actually intricately designed. Most Critics agree that the theme of this book is man’s capacity to withstand and transcend hardship of time and circumstance. The idea is conveyed through Santiago’s adventures with the Marlin and with the sharks. Hemingway depicts in circumstantial detail elemental tests of endurance to which Santiago is subjected. His courageous response is summoning both physical energy and imaginative vision to counter the forces testing him. The major themes of “The old man and the sea” are as under.

The undefeated:-
        
Santiago focuses on this unity and sees himself as part of nature than as an external antagonist competing with it. He cannot be defeated by whatever misfortunes be full him. “The old man and the sea” has almost the same theme as “the undefeated” the story is written twenty-five years before. The old fisherman who has not made a catch for eighty-four days is in the same human situation as the ageing bull-fighter of that story. This novella does give a new definition and meaning to Hemmingway’s work as a whole. It gives the reader a keener awareness of the fact that Hemmingway regards moral stamina as the most important value in life.

  Love:-
              Santiago comes to feel his deepest love for the creature that he himself hunts and kills. He feels the urge to conquer this great fish not only for the sake of his physical need but even more for his prude and his profession. The great marlin is unlike the other fish which the old man catches. The marlin is a spiritual more than a physical necessity. The marlin is too, a worthy antagonist for the old man. During his severe test Santiago comes to pity and then to respect and to love the marlin. In the end he feels that there can be no victory for either in the equal struggle between them. The conditions which brought them together have made them one. And though he kills the great fish the old man has come to love it as his equal and his brother. This theme provides the structural framework within which the old man’s Heroic individualism and his love for his fellow creatures appear and function and which gives them their ultimate significance.

Feeling of guilt:-
          
 Throughout the story Santiago is given heroic proportions. He fights the great fish with epic skill and experience. “A man can be destroyed, but not defeated”, he says in the course of his fight with the sharks. But beyond Santiago’s heroic individualism and beyond the love and brotherliness which he comes to feel for the marlin. There is a further dimension to the old man’s experience. In killing the great marlin and in losing it to the sharks, the old man realizes the sin into which men full in going far out beyond their depth or beyond their true place in life. In the first night of his struggle with the marlin, the old man begins to feel loneliness and a sense almost of guilt for the way in which he has caught it. After killing the marlin he feels no pride of accomplishment, no sense of victory.

Solidarity and interdependence:-
            
Human solidarity and interdependence thus constitute a dominant theme of this novel. The theme, it is to be noted is reinforced by the use of a few symbols of whom the most important are baseball and the lions. The baseball champion, DiMaggio, is a constant source of inspiration to the old man. The thought of the African lions is, likewise, a source of strength to him. Another symbol reinforcing the theme is that of the crucifixion. There is the image of the crucifixion. Which is prominently employed towards the close of the story, links Santiago with Christ? All these symbols imply solidarity and interdependence not isolation or alienation.
  
Heroism:-
             
 Victory over crushing adversity is the heart of heroism. With the concern of Santiago the fisherman to be a heroic emblem for humankind, his tribulations must be mominent. Victory though is never final, as Santiago’s successful slaying of the marlin shows. There would be no reason to include the final 30 pays of the book. Hemingway vision of heroism is Sisyphean, requiring continuous labor for quintessentially ephemeral ends. What the hero does is to face adversity with dignity and grace, hence Heming way’s Neozoic emphasis on self-control and the other facets of his idea of manhood. What we achieve or fail at externally is not as significant to heroism as the comporting ourselves with inner nobility. As Santiago says, “Man is not made for defeat a man can be destroyed but not defeated”.

Manhood:-
        
 Heming way’s ideal of manhood is nearly in separable from the ideal of heroism discussed above. To be a man is to behave with honor and dignity and to be a man is to suffering, to accept one’s duty without complaint, and most importantly to display a maximum of self-control. The representation of femininity, the sea is characterized expressly by its caprice and lack of self-control. If she did wild or wicked things it was because she could not help them. The representation of masculinity, the marlin is described as great, beautiful, calm, and noble. Santiago steels him against his pain by talling himself.

“Suffer like a man, or a fish.”
        
In Hemingway’s ethical universe, Santiago shows us not only how to live life heroically but in a way befitting a man.


His Christian virtues:-
                    
There is something of the Christian saint about Santiago. He has achieved the most difficult and saintly of all Christian virtues, that is humility. It is humility so absolute that is involves” no loss of true pride.” There is even in him a suggestion of Saint Francis, in his attitude to animal life, and especially to birds. Moreover at various moments in the story Santiago affirms the major Christian virtues like faith, hope and charity. In the very first dialogue between Santiago and the boy marlin we learn that the boy’s father has not much, faith, Santiago and mandolin have it:
   
“He hasn’t much faith.”
“No,” the old man said. “But we have. Haven’t we?”
“Yes”, the boy said.
Towards the close of the novel, the old man tells himself:

“It is silly not to hope. Besides it is a sin.”
As for charity we see it clearly in his generous love of men and animals.

Pride:-
            
 Hemingway’s treatment of pride in a novella is ambivalent. A heroic man like Santiago should have pride in his actions, and as Santiago shows us.” Humility was not disgraceful and it carried no loss of true pride.” It is apparently Santiago’s pride which presses him to travel dangerously far out into the sea,” beyond all people in the world,” to catch the marlin. While he loved the marlin and called him brother, Santiago admits to killing it for pride, his blood stirred by battle with such a noble and worthy antagonist. Some have interpreted the loss of the marlin as the price Santiago had to pay for his pride in travelling out so far in search of such a catch. Contrarily, one could argue that this pride was beneficial as it allowed Santiago an edifying challenge worthy of his heroism. In the end, Hemingway suggests that pride in a job well done, even if pride drew one unnecessarily into the situation, is a positive trait.

Success:-
               
The novel is indeed remarkable for its stress on what man can “do” and on the world as an arena where heroic deeds are possible. In this universe everyone has a role to play and Santiago’s role is to pursue the great marlin: “that which I was born for”, he reflects. To be a hero means to dare more than other man. To be a hero means to expose oneself to greater dangers and therefore more greatly to risk the possibilities of defeat and depth. Santiago fulfils this test of heroism about such a man it would be absurd to say that things are done to him and that he does little. On the eighty-fifth day Santiago rows far beyond the customary fishing area. That is itself doing something big. Because he goes out too far in the sea, he catches the great fish. The fish is so powerful it pulls his skiff even farther out so far that he cannot get back in time to prevent the marlin being eaten up by the sharks. The greatness of the experience and the inevitable nature provides human beings with unlimited opportunities for the great experience. The experience carries with it a heavy tragic price. Santiago’s achievement creates a sensation among the fishermen in his village. The tourists of the story mistake the marlin for a shark but they too are struck by a sense of the extraordinary.

Conclusion:-
                 
 There are many themes in this novella but the main theme is heroism. We can see some heroic deeds which are done by the character Santiago.


Paper no : 15 Assignment

Assignment Name: Mori Utsavi Bharatbhai Roll No. : 33 Enrolment No. : 2069108420180037 M.A.Sem: 4 Year: 2017-2019 Email id:...