Language Lab - Survey: Dell Software Review

 Hello readers !

          Once again warmly welcome to my blog. The current age is the age of information and technology.

💠Advantages : 

•  Helps in enhancing four basic skills.  
• It provides Test, So, learner can evaluate themselves.
• As it has a feature of phonetics, Lerner can develop pronunciation skills. 
• This software, perfectly fits in primary schools. 
• Different levels helps in displaying the standard of students. 

      

💠 Disadvantages : 

• Take much time to start. 
• Seems quite an old software.  
• It has lots of stuff.
• It is difficult to carry out in all the classes. 
• It should be affordable.       

💠 Some glimpses of the task :

Thank you......

Conflict between Tradition and Modernity in “ The Swamp Dwellers”.

 Assignment

The African Literature

• Dabhi Rita A.

• M. A Sem :- 4

• Roll no. :- 20

• Topic : Conflict between Tradition and Modernity in “ The Swamp Dwellers”.

• email : dabhirita1198@gmail.com

• Enrollment no. :- 2069108420200007

• Submitted : Department of English, Maharaja Krishnakumarsinhji Bhavnagar University

Conflict between Tradition and Modernity in “ The Swamp Dwellers”.

Abstract : The Swamp Dwellers (1986) is a play by Wole Soyinka. Wole Soyinka is a writer from Nigeria, and he was the first African to be honored with a Nobel Prize, winning the 1986 Nobel Prize in Literature. The Swamp Dwellers focuses on the struggle between the old and the new ways of life in Africa. It also gives us a picture of the cohesion that existed between the individual and southern Nigerian society. The conflict between tradition and modernity is also reflected in the play. The play mirrors the socio-cultural pattern, the pang and the sufferings of the swamp dwellers and underlines the need for absorbing new ideas. The struggle between human beings and unfavourable forces of nature is also captured in the play. Soyinka presents us the picture of modern Africa where the wind of change started blowing. In "The Swamp Dwellers"  we find that the controversy of Modernity and Tradition are often pop up in this play through the two main Female characters named Desala and Alu.

💠 Introduction :

                   The Swamp Dwellers is written by Wole Soyinka. Soyinka (born July 13, 1934) was the first African to be honored with a Nobel Prize, winning the 1986 Nobel Prize in Literature. Soyinka was politically active during Nigeria’s struggle for independence, even getting arrested later during the Nigerian Civil War. The Swamp Dwellers reflect the life of the people of southern Nigeria. He wrote many works like, 

• Poems from Prison (1969)

• A Shuttle in the Crypt (1971)

• The Lion and The Jewel (1959)

• The Trials Of Brother Jero (1960)

• Death and the King's Horseman (1975)

• A Dance of the Forests (1960)

• King Baabu (2001)

💠 Swamp Dwellers :

          Here in the , “The Swamp Dwellers" Wole Soyinka described the major concern of the old way and the new way of life in the Nigerian Society, and also in Africa. In this play we can see how Alu and Makuri who is husband-wife continuously waiting for his son Awuchike but he never come back.That’s why this play also considered as an “absurd play” or a“Beckettian play.” Igwezu and Awuchike are twins.The controversy of Modernity and Tradition are often pop up in this play through the 2 main Female characters named Desala and Alu. And the whole story unfolds around the three major categories of the characters :

1. Parents

2. Corrupt Priests

3. And their followers and individuals who are always moving and changing.

Use of River, Serpent, Swamp and use of city life these are extreme opposition sin the play. From the beginning of the play they are talking about the death of his son but clearly mention whether he is really dead or not. Swamp is anarchic and they are living in chaos.

•Tradition :

A tradition is a belief or behavior passed down within a group or society with symbolic meaning or special significance with origins in the past. 

In the play Alu, Makuri and Igwezu are represents the Tradition.

● Modernity :

     Modernity, the self-definition of a generation about its own technological innovation, governance, and socioeconomics. To participate in modernity was to conceive of one’s society as engaging in organizational and knowledge advances that make one’s immediate predecessors appear antiquated or, at least, surpassed. 

In the play Awuchike and Desala are represents the Modernity.

💠Conflict between Tradition and Modernity in “ The Swamp Dwellers”. :

In the play Wole Soyinka described the conflict between modernity and tradition; new and old; village and town, superstition and reason.The African society is communal whereas the Western society is individualistic. 

In the play Alu and Desala are both the woman characters who represent the conflict between tradition and modernity.

Alu - Tradition

Desala - modernity

In the very beginning of the play , it starts with the description of Tradition by portraying the image of a village.

“A village in the swamps. Frogs rain and other noises. The scan is a hut on stilts, built on one of the scattered semi-firm islands in the swamp. The walls are marsh stakes plaited with hump ropes. Near the left down stage are the baskets he makes from the rushes which are strewn in front of him.”

The above lines portray the life of a village or Traditional way of life. We can see that in this play both Awuchike and Igwezu exaggerate too much with the life of the city or Modernity. To some extent traditional life is good because you have your own beliefs and looking towards your life, but the bad is not accepting the changes in the life. Too much exaggeration is bad for your life which is clearly shown in this play.

Igwezu went into city life to earn more in his life but he didn’t accept the reality of modernity. There is starvation for shelter in the city, so called sophisticated life in the city. So , Awuchike and Igwezu both have been suffering from this life because of the exaggeration of their life.

Makuri : It’s a lie. All the young men go into the big town to try their hand at making only some of them remember their folk and send a word or once in a while.

Alu: You'll see. When Igwezu returns, you'll find that he never saw a trace of him.

Makuri: And if he didn’t ? The city is a large place. You could live there all your life and never meet half the people in it.

So, through this above line Soyinka portrays Modernity or city life. There are the advantages as well as disadvantages of living the life in the city. Living in modernity , there are more opportunities than the old way of life. But there are no emotions or feelings among the people. This is the harsh reality of city life. You will lose yourself in the city.

They are too traditional people. They believe that the river bed is the perfect bridal bed. This comes up in a conversation between Makuri and Alu when they were remembering their past.

Makuri: Ah those days were really good. Even when times were harsh and the swamp overran the land, we were able to laugh with the Serpent.....but these young people... They are no sooner born than they want to get out of the village as if it carried a plague. I bet none of them has ever taken his women into the swamps.

Through these lines Makuri wants to say that no matter but the old way or Traditional way of life is the best way to live. He remembers the days that people laugh also in the critical situation of their life. But nowadays , In Modernity expressing amusement is very difficult.

Igwezu:- I have had my feast of welcome. I found it on the farm where the beans and the corn had made an over lasting potage with the mood.

When Igwezu talks about Awuchike because Desala leaves him for Awuchike. Igwezu doesn’t earn that much money like Awuchike that is when he talks about him we come to know that because of city life or to much exaggeration destroy family structure.

Makuri: It ruins them. The city ruins them. What do they seek there expect money?

Through this above line we can see Makuri portrays how Modern Life is! And also indicates the modern people that they attracts more towards luxurious life.

💠 References :

• Kasarachi, Okpeh, and Kasarachi Collins. (PDF) THE SWAMP DWELLERS: A SIMILITUDE TO PRESENT DAY. www.researchgate.net/publication/330875129_THE_SWAMP_DWELLERS_A_SIMILITUDE_TO_PRESENT_DAY.

• Rahman, Muhammad Mushfiqur. Instances of Powerful Family Bond in Soyinka’s The Swamp ... www.researchgate.net/publication/269753037_Instances_of_powerful_family_bond_in_Soyinka's_The_Swamp_Dwellers.
• Soyinka, Wole. The Swamp Dwellers. Oxford University Press, 1973.

My Experience on making Digital Portfolio

Hello readers !

Digital portfolio

               We all know that learning is the process of acquiring new understanding, knowledge, behaviours, skills, values, attitudes, and preferences. So , here I'm sharing my experience on making Digital Portfolio. When I first came to the department I was unaware of many digital platforms like google site, slideShare, linkedin, and many but slowly over time in these two years I learned a lot about digital platforms. For the first time I learned about a digital portfolio in the ICT workshop. I don't have any laptop or PC, so the whole digital portfolio I create in my mobile. While making a Digital Portfolio I faced many problems and challenges But I never gave up. As we know that ' practice makes you perfect'. Finally now I'm happy to say that the Department makes me a Digi Student. 

            In my digital portfolio I have uploaded my all the assignments, presentation, presentation videos, my all the transcripts, my mobile photography and my creative corner. So it was good experience for me. It builds my confidence and capabilities. While making Digital Portfolio I have learnt so many new things.

👉 Here im sharing my link of Digital Portfolio. So, visit my DP and give your valuable feedback. I am eagerly waiting for your response. ( Click on the Digital Portfolio to view my Digital Portfolio)

DIGITAL PORTFOLIO

👉https://sites.google.com/view/ritadabhi11

Thank you.........

Film Censorship in India

 

Film censorship in india from RitaDabhi1

Globalization in The White Tiger

 

Globalization in The White Tiger from RitaDabhi1

Igbo culture in Things Fall Apart

 

Igbo culture in Things Fall Apart from RitaDabhi1

Harry Potter : Group Task worksheet

 Hello readers !

              Once again welcome to my blog. 

CLICK HERE to view the group task......

Relation between Old Man and Manolin.

 Assignment

American literature

Dabhi Rita A.

M. A Sem :- 3

Roll no. :- 20

Topic :- Relation between Old Man and Manolin.

email : dabhirita1198@gmail.com

Enrollment no. :- 2069108420200007

Submitted : Department of English, Maharaja Krishnakumarsinhji Bhavnagar University.

Relation between Old Man and Manolin.

💠 Preface :

            We all know that mutual understanding means understanding and comprehension between the two concerned persons or more. Actually it indicates how they understand each other and how they are strong and stable in their friendship and their personal sensibility. In any kind of friendship, may be between two men or a man and a woman, mutual understanding and concern is the basic criterion to stabilize the relationship between them so that no third party can destroy that mutual understanding or relationship. And also in friendship age doesn't matter. The same is true in case of Hemingway’s notable work, “The Old Man and the Sea”. It is Hemingway's masterpiece work and he was awarded The Nobel Prize for literature in 1954. 

💠 About author :

                            Ernest Hemingway, in full Ernest Miller Hemingway, (July 21, 1899—July 2, 1961), American novelist and short-story writer, awarded the Nobel Prize for Literature in 1954. He was noted both for the intense masculinity of his writing and for his adventurous and widely publicized life. His succinct and lucid prose style exerted a powerful influence on American and British fiction in the 20th century. He published seven novels, six short-story collections, and two nonfiction works. Three of his novels, four short-story collections, and three nonfiction works were published posthumously. Many of his works are considered classics of American literature.Hemingway's fiction often used grammatical and stylistic structures from languages other than English.In 1954, when Hemingway was awarded the Nobel Prize for Literature, it was for "his mastery of the art of narrative, most recently demonstrated in The Old Man and the Sea, and for the influence that he has exerted on contemporary style. His notable works are:

(1925) In Our Time

(1926) The Sun Also Rises

(1929) A Farewell to Arms

(1937) To Have and Have Not

(1940) For Whom the Bell Tolls

(1952) The Old Man and the Sea                          

💠 The Old Man and the Sea :

                    The Old Man and the Sea, short heroic novel by Ernest Hemingway, published in 1952 and awarded the 1953 Pulitzer Prize for fiction. It was his last major work of fiction. Herel we find that Santiago ( Old man) is the protagonist of the novella. The story centres on an aging fisherman who engages in an epic battle to catch a giant marlin. In this novella Ernest Hemingway who used various mejor themes like, the honor in struggle, defeat and death, pride is a source of greatness and determination etc. The novella also proffers a close mutual attachment between the hero of the novel and his fishing associate Manolin. The loving, caring, devotional attitude of Manolin makes the protagonist Santiago is very active agent of the novel. They are actually friends in need than friends indeed. Their relationship is built on mutual understanding and respect and bonding. So let's discussed about the relationship between Old man and Manolin in detail.

◾Father son relationship :

                         The relationship between Manolin and Old man is one of apprentice and teacher that grows into a deeper, meaningful friendship. Manolin looks up to the Old man and respects him as a once successful fisherman despite his parents' feelings towards the old man. He also views the old man as his spiritual father and inspiration. In turn, Santiago selflessly teaches Manolin his craft and is sympathetic to his needs. Unlike Manolin's father, Santiago shows concern and genuine interest in Manolin. There is also a mutual respect between Santiago and Manolin. Santiago respects the fact that Manolin is willing to carry on his legacy and trusts him to do so. Santiago develops a love for Manolin and views him like a son. In turn, Manolin appreciates the opportunity to learn from the old man and shows great affection for Santiago. Their relationship begins as apprentice/teacher and transforms into father/son. 

◾Friend and Mentor :

                  In the early stages of their friendship, Santiago and Manolin's relationship was more like that between a mentor and the person he is training. Towards the beginning of the novel they are much perpetrated to each other. Manolin , the boy had come to the old man learn how to fish as a young boy of only five years old. They had been together till Manolin became adolescent. The novel opens with Santiago having gone eighty four days without catching fish, and at the end forty days the boy had been force by his father to go on another boat even then they are still very much together bound by a deeper love and self-respect:

“The old man had taught the boy

 to fish and the boy loved him.”

Thus the disciple and tutor relationship transcends to a father and son relationship. In Manolin’s words:

 “If I cannot fish with you, I would 

 like to serve in some way.”

The boy serves every way and takes care all parochial needs of the old man. The boy is worried about the long run of bad luck of Santiago. He offers his tutor to purchase sardines to use as his bait, Santiago boldly refuses to take that help. But he insists him to take his help. The old man gets pleasure when disciple said:

 I remember everything from 

 when we first went together.

Not only are Santiago and Manolin companions, Santiago also serves as Manolin's counselor, a person who instructs and teaches another person. In the novella we can find out that Manolin appears only at the beginning and at the end. Though Manolin has no physical role as such in the old man’s struggle with Marlin and the sharks but by staying constantly in the thought of Santiago throughout the adventure has a psychological impact on the novel. 

◾Human relationship :

                          The old fisherman (Santiago) and the boy ( Manolin) value human relationships above materialism. The boy, in fact, provides warmth and sustenance to him when he needs it most. The boy's father and many of the other fishermen put material considerations first; a man must catch fish, otherwise he has no money. Manolin wants to accompany the old man again because he has done what his parents wanted him to do. He has "made some money". Now he wants to return to follow old Santiago. The relationship as many critics have suggested is very much like that between Christ and one of his disciples. Yet Hemingway is clearer than his symbol-oriented critics: "the old man had taught the boy to fish and the boy loved him."

                    In spite of a solitary life that Santiago has been living for years, he finds his only comfort in the company of the boy and surprisingly he is in him. To Santiago, Manolin is the imaginative construct to console himself. Santiago feels his strength enhance with the presence of the boy who has always supported him as he says again and again, "I wish I had the boy to help me and to see this." Corbett says, "He has developed a friendship a working relationship a love with the boy who begin fishing with him when the boy was only five."

                         Both Manolin and Santiago are very honest in their personal and professional life. Inspite of his parents objection he goes to Santiago only to support and stay with him in his unfortunate days. Manolin knows very well how to worship his preceptor. Definitely this disciple-preceptor relationship depends on their better understanding; otherwise it would not be possible. Santiago very frankly admits that the boy, Manolin is his only guide and mentor who can keep him even alive:

 “Fishing kills me exactly as it keeps me

 alive. The boy keeps me alive. I must

deceive myself too much.”

💠 Conclusion :

                  Manolin though immature in age shows his maturity while representing inner strength and going against his family. He is a loving son, instigator, instructor, close observer as well as the old man’s connecting link to the rest of the world. The old man communicates with the rest of the world through the boy. Thus the Santiago-Manolin relationship is a testament to Hemingway's skill of portraying independent relationships and their importance in life. The image of "Last Supper" may be well indicated here. Manolin plays the role of Jesus Christ who offers the old man food to rejuvenate and survive his life: "Come on and eat. You can't fish and not eat... keep the blanket around you. ...you'll not fish without eating while I am alive.." Manolin is a positive force in Santiago's life who comes to revive his life. The boy also brings coffee and ointment for Santiago's injury. He is the nurse guide and Angel to Santiago. Thus in manolin's character there is a mingling of masculinity and femininity. In this novella, Manolin's love for Santiago is the love of the disciple for his master and the love of a son to his adopted father and vice-versa.

💠 Work cited :

BERNAD, MIGUEL A. “The Old Man, the Sea and Hemingway.” Philippine Studies, vol. 7, no. 3, 1959, pp. 295–304. JSTOR, www.jstor.org/stable/42719458. Accessed 5 Dec. 2020.

Gurko, Leo. “The Old Man and the Sea.” College English, vol. 17, no. 1, 1955, pp. 11–15. JSTOR, www.jstor.org/stable/495716. Accessed 2 Dec. 2020.

Hemingway, Ernest. The Old Man the Sea. Cape, 1961. 

Saha, Santosh, and Dolon Chapa Ghosh. THE MUTUAL. UNDERSTANDING BETWEEN SANTIAGO AND MANOLIN IN “THE OLD MAN AND THE SEA OF HEMINGWAY,” 2015. 

Yang, Hong, and Zhenzhen Zhang. “Analysis of the Power of the Old Fisherman Santiago in the Old Man and the Sea.” Proceedings of the 2014 International Conference on Education, Management and Computing Technology, 2014, doi:10.2991/icemct-14.2014.51. 

Bonfire ( Holika Dahan)

 Hello readers !

                 Welcome to my blog. This perticular blog is part of my Sunday reading task. Here I have to put my views about the Bonfire or Holika Dahan. We all know that India also sees a large number of festivals, mainly because of the prevalence of diverse religions and groups.       

💠 Myth of Holika Dahan :       

~ PC by Me

                  The triumph of good over evil is a tried and tested theme resurfacing in early scriptures time and again. Holi is one such festival with the prime theme of good beating away evil.

             According to the Hindu mythology : Legend goes that Lord Vishnu had assassinated the younger brother of the demon lord, Hiranyakashipu. Apart from avenging his brother’s death, the demon king had the ulterior motive of ruling the heaven, the earth, and the underworld by defeating Vishnu. Powered by a boon granted to him, Hiranyakashipu thought he had become invincible. On his orders, his whole state started praying him, dismissing the gods. But his son, Prahalad, maintained his deity to be none but Vishnu. Angered, the tyrant king decided to kill Prahalad with the help of Holika, Hiranyakashipu’s sister, who was immune to fire. A pyre was lit and Holika sat on it, clutching Prahalad. But Prahalad emerged out of the fire unscathed, whereas Holika burned to ashes. Hiranyakashipu, too, was eventually killed by Vishnu. Even today, the story of Holika is re-enacted by actors on Holi. Bonfires across the country are lit up to celebrate the burning away of the evil spirits.

            Apart from india we all know that many other countries ate also celebrate bonefire festival. but their rituals and beliefs are deferent.

Approaches and Methods of Second Language Acquisition.

 ASSIGNMENT

ELT :1            

• Dabhi Rita A.
• M. A Sem :- 3
• Roll no. :- 20
• Topic : Approaches and Methods of Second Language Acquisition.
• email : dabhirita1198@gmail.com
• Enrollment no. :- 2069108420200007
• Submitted : Department of English , 
• Maharaja Krishnakumarsinhji Bhavnagar University

💠Approaches and Methods of Second Language Acquisition.

💠 Introduction :

                    In this globalization English language serves the students with great deal. The role and influence of English today are gaining a higher speed in the world. The practices in language teaching are based on the theories concerning the nature of language and language learning. These theories together form the first component of a method. The theories are practices and used as a teaching method. The instructor can have a clear vision on theories to implement them in the classroom. Various approaches and methods played a vital role in the second language acquisition. 

                      So, let's discuss various approaches and methods one by one...

💠Approaches :-

◾Structural Approach :

                Through the structural approach we can learn English or any other language fluently. structural approach teaches to learn sentences in a systematic manner which involves the structure, sequencing and pattern arrangement of a words to make a proper and complete sentences with meaning. The basic principle underlying the approach is: Language is speech, not writing. Structural Approach is not a method of teaching. This approach focuses on the question as what to teach in language. The teacher can use any method to teach the structures. Structural Approach means arranging the words to form a correct sentence. Which is very important in English.

For example :

  

a) The young man married the foolish girl. 

 b) The foolish man married the young girl. 

                      

                  The word ordered in English to be fixed. But Change of word order result in change of meaning or sentences. This arrangement is called a Structure. The principles of structural approach are giving importance to speech in learning language. A structure is taught in a meaningful situation. It gives Importance to pupil's activity and not the activity of teaching.     

◾Situational Approach :

          We all know that language is a product of situation and without appropriate situation there is no language with true sense. Our mind itself gets active only by situation. The situational approach indicates as to how a teacher should create a real situation in the classroom. Pattison in his book, „Modern Methods of Language Teaching‟ says at the main principles of language learning is contextualization. Every structure is practiced in situation. There are two kinds of situation. They are Real situation and Artificial situation. 

  1. Real Situation : To learn a foreign language, the learner may visit the area where it spoken. They may get a lot of real situations to learn the structure and vocabulary. In this process, learning becomes meaningful and purposeful.

 

  2. Artificial Situation : In some cases, the real situation may not be possible. So the teacher can create the situation in the classroom. This situation leads them to learn the structure and vocabulary. This is an artificial situation. 

🔹Here we can find many merits or demerits of the situational approach like,

∆ Merits of the Situational Approach

(1) It creates interest among the students.

(2)Action chains make the classroom atmosphere lively.

(3) Emphasis is given on learning by play.

(4)Lot of examples can be given.

(5) Lot of material aid is used to make the learning stable and interesting.

(6) The teacher can make his illustrations clear by using various materials or by pictures etc.

(7) Stress is given on learning through hearing.

∆ Demerits of the Situational Approach

(1) It is suitable only in the lower classes as this approach cannot be made applicable to the 

senior classes.

(2) Text books cannot be taught by this method.

(3) Only well selected sentence patterns can be taught by this approach.

(4) That minimum makes the classroom dull.

(5) Trained teachers are required for it.

(6) Prose, poetry, rapid reader etc. cannot be taught through this approach.

(7) Sometimes it becomes difficult to relate the statement of the teacher with the created 

situation.

◾The Communicative Approach : 

                           The Communicative Approach, also known as communicative language teaching (CLT). Communicative language teaching emphasizes “self-direction for the learners”. A language is needed to communicate some functions like arguing, persuading and promising. A speaker can choose a particular way to express his intention. It is done through the interaction between the speaker and the learner. Structure and vocabulary are given importance for communication. Target Language is used in communicative approach without banning Native Language. Communicative Approach advocates the use of authentic language materials like Newspaper article, radio or Television in order to avoid the problems. In this approach, the learners are given scrambled sentences to arrange in proper way. It is an active centred approach. This approach develops the fluency in speaking. 

◾Natural Approach :

        The natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. In the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input. It is a language teaching approach which acts as a reproduction of the way how human being acquires the native language. This approach follows the communicative approach to language teaching. This approach views communication is the primary function of language. Natural approach belongs to traditional approach of language acquisition. The naturalistic feature of first language acquisition is utilized in second language acquisition. 

◼️ Methods :

              A method is a plan for presenting the language material to be learned, and should be based upon a selected approach. In order for an approach to be translated into a method, an instructional system must be designed considering the objectives of the teaching/ or earning. Here we can find many methods like,

• Grammar Translation Method
• Direct Method
• Audio-lingual Method

So, let's discuss these methods one by one.

🔸 Grammar Translation Method :

                   Grammar Translation Method also known as the Classical Method. And It is the oldest method of teaching English.The grammar–translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Ancient Greek and Latin. In grammar–translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the source language, and to further students' general intellectual development. In this method, the English teachers will translate each and every word, phrase, and sentence into English from Mother Tongue. This method is used when the English language started in countries. This method gives more importance to writing skill rather than speaking. Reading and writing is given importance. All the skills are not used properly.

🔸 Direct Method :

               Direct Method, also known as the ‘oral‘ or ‘natural‘ method, originated around the 1900s as an alternative to the traditional grammatical translation method. Direct method is a method of teaching a foreign language without the link of mother tongue. Direct method does not focus the structure of grammar. It gives importance to speaking skill. In this method English is taught by conversation. A lot of practice in hearing and speaking the language is imparted. The students are given phonetic knowledge. There is no use of mother tongue in the method. It gives importance to the unit of sentence and not the individual words. Grammar rules are taught inductively. Vocabulary is taught not by giving special care but it is given through speech activity. New words are taught with the help of objects or pictures. This method improves the pronunciation. Audio visual aids are used in order to give interest.

🔸 Audio lingual Method :

            Originally this method is called 'armyl' method. This method emerged at the end of 1950s. During this time foreign language was given great attention. Learner listen to the recording of language and models to get familiar with the language. The features of Audio lingual methods are  

• Learner can practice various drills in target language 
• Language lab is introduced as an important teaching aid  
• Learner use only the target language and not the mother tongue  
• Dialogues are given importance
•  It focuses on all the skills.

◼️ Conclusion :-

            So, There are various methods and approaches,which are being used in the process of language teaching and learning. Flipped classroom is one such model, which has grown in popularity and effectiveness across disciplines and levels. The unique features of this method are about taking learning beyond the classroom context, variety of activities in the classroom, collaborative teaching and learning and so on. Likewise, natural approach of teaching English language is an effective approach, which advocates for an idea of learning language naturally and more importantly, without much emphasis on grammar. This study proposes a modality with the combination of natural approach and flipped classroom model for teaching English language.Also, a process chart for the application of this method has been proposed for the teacher. They can use it as it is or alter it suiting their class-room context.

💠 Work cite :

• A. Delbio, and M. Ilankumaran. PDF Theories, Techniques, Methods and Approaches of Second Language Acquisition: a Psychological Perspective. July 2018, www.researchgate.net/publication/326413110_Theories_Techniques_Methods_and_Approaches_of_Second_Language_Acquisition_a_Psychological_Perspective. 
• Sam, Praveen. Natural Approach of Teaching English Language on a Flipped ... July 2016, www.researchgate.net/publication/307566500_Natural_Approach_of_Teaching_English_Language_on_a_Flipped_Classroom_Platform_to_Tertiary_Level_Engineering_Learners. 
• Wm. H. Carpenter. “The 'Natural Method' of Language-Teaching.” Science, vol. 8, no. 203, 1886, pp. 611–615. JSTOR, www.jstor.org/stable/1760137. Accessed 29 Nov. 2020.

What is Absurd Theatre ? "Waiting For Godot" as Absurd play.

 

ASSIGNMENT

Modernist Literature

• Dabhi Rita A.
• M. A Sem :- 3
• Roll no. :- 20
• Topic :- What is Absurd Theatre ? "Waiting For Godot" as Absurd play.
• email : dabhirita1198@gmail.com
• Enrollment no. :- 2069108420200007
• Submitted : Department of English , 
• Maharaja Krishnakumarsinhji Bhavnagar University.

💠What is Absurd theatre? Justify "Waiting For Godot" as Absurd play.

◾Keywords : Introduction , What is Absurd Theatre , Waiting For Godot as absurd play, Conclusion.

💠Introduction :

                         The play "Waiting for Godot" written by Samuel Beckett (April 13, 1906 - December 22, 1989). This play written in French 1948, is a play dedicated to the absurd. This work is based on the belief that the universe is irrational and meaningless and the search for order brings the individual into conflict with the universe. "Waiting for Godot" is the best example of absurd literature where leafless tree and no development of plot show human condition. So, this play totally deals with the life of a modern man and it's purposeless life. “Waiting for Godot” is one of the masterpieces of Absurdist literature. Elements of Absurdity for making this play are so engaging and lively. Beckett combats the traditional notions of Time. It attacks the two main ingredients of the traditional views of Time and Memory. 

                   So, first let's discuss what is the meaning of Absurd theatre.

💠 What is Absurd theatre :-

              The phrase ‘The Theatre of Absurd’ or ‘Absurd Drama’ gained currency after Martin Esslin’s book ‘The Theatre of Absurd’ was published in 1961. Esslin points out that there is no such thing as a regular movement of Absurd dramatists. The Theatre of the Absurd delineates the insoluble problem called “identity crisis” though humans put in vigorous effort in searching for an answer to the question, “who am I?” (Esslin 53). Here we can not find any clear definition of theater of absurd. However, Martin Esslin provided an informal definition of absurd plays and “absurd theater” in following words:

          "If a good play must have a cleverly constructed story, these [plays of absurd] have no story or plot to speak of; a good play is judged by subtlety of characterization and motivation, these are often without recognizable characters and present the audience with almost mechanical puppets; a good play has to have a fully explained theme, which is neatly exposed and finally solved, these often have neither a beginning nor an end; if a good play is to hold the mirror up to nature and portray the manners and mannerisms of the age in finely observed sketches, these seem often to be reflections of dreams and nightmares; if a good play relies on witty repartee and pointed dialogue, these often consist of incoherent babblings.”

💠 Characteristics of the absurd play :-

                      Here we can find out some characteristics of the absurd play which plays a vital role in the absurd play. 

• No story or plot
• Neither a proper beginning nor ending
• No characterization and motivation
• Unexplained themes
• Useless dialogues
• Imitation of dreams or nightmares instead of nature

💠“Waiting for Godot” as an Absurd Play :

                      Samuel Beckett’s ‘Waiting for Godot’ belongs to the tradition of the Theatre of Absurd. In the play, practically nothing happens, no development is to be found, there is no beginning and no end. In the play we find out that the entire action boils down in an absurd setting of a country side road with two tramps Vladimir and Estragon who simply idle away their time waiting for Godot, about whom they have only vague ideas. 

◾No story or plot :

                       The play "Waiting For Godot" is divided into two acts, but there is no beginning and no end. The play does not tell any story nor does it has a plot. The play starts with waiting and ends with it. Characters do not go anywhere. They stand still in front of the audience and do nothing except passing the ball. They talk and pass the time. The play lacks action.Vladimir and Estragon wait for Godot and the audience perceive that perhaps the real story of the play will start after Godot’s arrival but Godot does not appear on stage nor is he introduced to the audience. 

◾ “Waiting for Godot” is Absurd Play due to Lack of Characterization :

                    Beckett’s deliberate efforts result in displaying the presence of Vladimir and Estragon on the bare stage stripped of any social position or historical context. We don't know past of the characters. The barren stage stands symbolic to the universe where the two tramps are thrown to confront with the basic situations of their existence and undergo through the dilemma of choices and expectations. And this situation ultimately makes Vladimir and Estragon passive and impotent before time.We know only their names and their miserable situation. Their motifs are unclear. Thus they surrender themselves to the ‘absurd waiting’ for Godot. Often they grow tedious of the wait and decide to go but they fail as they say : 

Estragon:- I’m tired! Let’s go. 

Vladimir:- We can’t 

Estragon:- why not 

Vladimir:- We are waiting for Godot. 

(Act 1 )                   

◾No Beginning and End:

                      "Waiting For Godot" has no beginning and no end.It starts with a waiting and ends with it. Both acts start and end in the same way. It is a journey from nothingness to nothingness. Vladimir and Estragon, show the condition of modern men and they live a meaningless life. They are waiting for a person whose name is Godot and they do not know about Godot who Godot is and will he come or not.They say they are waiting but Godot does not come and the act ends with waiting. Valdimir and Estragon’s dialogues also revolve around one thing. tructurally the play is of two acts and the second act is the replica of the first. 

 “Nothing happens, nobody comes … nobody goes, it’s awful!”.

◾Useless Dialogues Make “Waiting for Godot” as an Absurd Play:

                      Dialogues create action in every play. Action looses its importance without worthy dialogues. In case of “Waiting for Godot ”, no action has been presented, therefore, dialogues are boring and they are written just to pass the ball. Thus, they are meant to pass the time. Word “nothing” has been repeated numerously in the play. It actually indicates nothingness in it. Thus, dialogues of the play are nothing but incoherent babbling. “Waiting for Godot” can be called an absurd play due to this trait of absurd theater. Vladimir and Estragon’s dialogues also revolve around one thing. They repeat the same dialogues in whole drama like,the play concludes with a famous exchange:

 Vladimir: Well Shall We Go

Estragon: Yes Let’s Go.

But they don’t move.  

◾Unexplained Themes:

                          Beckett combats the traditional notions of time. The principal theme of the play is "waiting", to wait means to experience the action of time "waiting for Godot " is a dramatic statement of the human situation itself.In fact Godot is nothing but the name for the fact that the life ,which goes on pointlessly is wrongly interpreted as "waiting for Something", what appears to be the positive attitude of the tramps amounts to be a double negation of their existence. They are unable to recognise the pointlessness of their existence. Apart from this Samuel Beckett who used various important themes like , human condition, absurdism and nihilism, and friendship. The human condition: The hopelessness in Vladimir and Estragon's lives demonstrates the extent to which humans rely on illusions—such as religion, according to Beckett—to give hope to a meaningless existence.

💠 Conclusion :-

               So, This play “Waiting for Godot ” is a masterpiece of the absurd literature. It focuses on the absurdity of life. It describes all the elements of the absurdity through the two main characters “Vladimir” and “Estragon”. This play totally deals with the life of a modern man and discuss the useless existence of a human beings and also discuss that how a modern man live a meaningless and purposeless life. The play has often been interpreted as a parable where Godot stands as God, or for a mythical human being or for the meaning of life, death or 

something eventful. Waiting for Godot deals with the absurdity of man’s existence in this universe. 

💠work cite :

Ahmed, Anwaar. “ANWAAR AHMED.” "Waiting for Godot" as an Absurd Play | Absurd Theater Characteristics, 3 Sept. 2019, www.askliterature.com/drama/samuel-beckett/waiting-for-godot/waiting-for-godot-as-an-absurd-play/. 

Beckett, Samuel. Waiting for Godot: a Tragicomedy in Two Acts. Faber & Faber, 2015. 

Esslin, Martin. Theatre of Absurd. Penguin Books, 1968. 

Trivedi, Naveen. Waiting for Godot as an Absurd Play. www.scribd.com/doc/137677751/Waiting-for-Godot-as-an-Absurd-Play.