DOI: 10.36347/sjahss.2017.v05i12.003

Pages: 1780-1785

Second Language Teaching in classroom situation is still a process of research and experimentation since no methodological paradigm has proved to be efficacious in ensuring total skill development among the L2 learners. Nevertheless a persistent attempt is being seen among both the policy makers and the practicing teachers of second language to try out the commonly accepted theoretical paradigms in the L2 classroom situations. Thus oftentimes it becomes a challenging task for the second language teacher. The teacher has to make hectic effort to generate the four fundamental language skills among the learners in a heterogeneous classroom situation. Generally, in the Indian situation the L2 teachers are inclined to practice the Bilingual Method to generate competencies among the learners. But the heterogeneous levels of learners due to varied degree of capability cannot be equalized in terms of skill development through this method that makes use of mother tongue equivalent and translation device in teaching English in the classroom situations. On the contrary, if teaching situation is controlled through Task-Based method which is activity oriented and learner-centric, second language learning may be a joyful experience so that the learners get motivated to be associated in the language process. The present Study is an attempt to explore experimentally the comparative effectiveness of the Bilingual Method of teaching and teaching with Task-Based method in the second language classroom situation.