English Pedagogy MCQ Quiz - Objective Question with Answer for English Pedagogy - Download Free PDF

In the current globalized world, the role of English has expanded beyond its status as just a subject or foreign language. English is now a vital medium for communication, international collaboration, and access to global knowledge. 

Key Points

•  English is essential for communication, global integration, and access to knowledge because it connects individuals across linguistic and national boundaries. In education, much of the world’s scientific, technical, and academic content is available primarily in English.
• It also enables participation in global conversations, access to the internet, and international employment opportunities.
• Teaching English helps students develop the ability to engage in meaningful communication, express themselves confidently, and adapt to a rapidly changing world.

Hint

• Referring to English as merely a foreign language overlooks its practical and functional significance in today’s context.
• Focusing solely on passing exams limits the purpose of language learning to short-term academic goals rather than real-world application.
• Describing it as something imposed by the system ignores its actual relevance and usefulness in daily life and global interactions.

Hence, the correct answer is it is essential for communication, global integration, and access to knowledge.

Continuous and Comprehensive Evaluation (CCE) is an assessment system recommended by the National Curriculum Framework (NCF) 2005. In the context of language learning, CCE aims to shift the focus from exam-oriented performance to continuous observation and feedback that supports overall development. 

Key Points

• Providing regular feedback and promoting holistic development are central to the philosophy of CCE in language learning. This approach ensures that learners are assessed not only on written tests but also on their listening, speaking, reading, and writing skills over time.
• By observing progress in a continuous manner, teachers can identify strengths and areas for improvement, making learning more personalized and meaningful.
• It also emphasizes emotional, social, and creative aspects of language use, thus nurturing the learner as a whole. This method reduces exam stress and builds confidence through constructive feedback and diverse learning experiences.

Hint

•  Conducting exams more frequently may increase pressure and goes against the stress-reducing aim of CCE.
• Focusing only on textbook-based achievement limits evaluation to narrow academic goals and ignores real language use.
• Replacing exams with oral tests overlooks the need for a balanced evaluation of all language skills and doesn’t reflect the comprehensive nature of CCE.

Hence, the correct answer is provide regular feedback and promote holistic development.

Reading activities in the classroom are generally categorized into three stages: pre-reading, while-reading, and post-reading. Each stage has specific objectives to support comprehension and engagement with the text. While-reading activities are those that guide students to interact directly with the content as they read.

Key Points

• Asking factual and inferential questions based on the text during reading keeps learners engaged with the material and deepens their comprehension.
• Factual questions help readers retrieve specific information, while inferential questions encourage them to think beyond the surface and draw conclusions based on clues within the text. This process sharpens critical thinking and reinforces comprehension skills.
• When such questions are posed during reading, they help students stay focused and monitor their understanding, aligning with the goals of a while-reading activity. It ensures active involvement and supports meaning-making as the reading progresses.

Hint

• Brainstorming the topic is a pre-reading activity aimed at activating prior knowledge and preparing learners for the text.
• Predicting the story from the title also belongs to the pre-reading stage, helping set expectations and engage curiosity.
• Discussing the theme after reading is a post-reading activity meant to reflect on the overall message and integrate learning.

Hence, the correct answer is asking factual and inferential questions based on the text.

The National Curriculum Framework (NCF) 2005 highlights a child-centered approach to language learning. It recommends that the teaching of English in schools should move beyond traditional rote-based methods and focus on developing communicative competence. 

Key Points

• Meaningful engagement with language in real contexts allows children to use English in situations that are relevant and familiar to them.
• When students interact through conversations, storytelling, role plays, or project-based learning, they naturally develop their speaking, listening, reading, and writing skills.
• This approach promotes deeper understanding because learners connect new words and structures to experiences they already know. It encourages critical thinking, creativity, and the confidence to express themselves.
• In alignment with NCF 2005, this method helps children see language as a tool for communication rather than just a subject to be memorized. Such practices make learning enjoyable and sustainable, fostering long-term language development.

Hint

• Grammar drilling and textbook translation focus on rote procedures rather than meaningful use, often leading to mechanical learning without understanding or context.
• Rote memorization of vocabulary might help in short-term recall but fails to develop the ability to use words appropriately in communication.
• Reciting poems without understanding limits the learner’s appreciation of the language’s rhythm, emotion, and meaning, turning language learning into a superficial activity.

ଯେତେବେଳେ ପିଲାମାନେ ସ୍କୁଲ ଯିବା ଆରମ୍ଭ କରନ୍ତି ଏବଂ ସ୍କୁଲର ଅନ୍ୟ ପିଲାମାନଙ୍କ ସହିତ ଶୈକ୍ଷିକ କାର୍ଯ୍ୟକଳାପରେ ନିୟୋଜିତ ହୁଅନ୍ତି, ସେତେବେଳେ ଶିକ୍ଷଣ ଅକ୍ଷମତା ନିର୍ଣ୍ଣୟ କରାଯାଏ। ଏହା ସମୟ ପୂର୍ବରୁ ଜନ୍ମ, କମ୍ ଓଜନ ଏବଂ କୁପୋଷଣ ଯୋଗୁଁ ହୋଇପାରେ।

Key Points 
ଡିସଲେକ୍ସିଆର

• ଡିସଲେକ୍ସିଆ ଏକ ପଠନ ବ୍ୟାଧି। ଡିସଲେକ୍ସିଆ ଥିବା ବ୍ୟକ୍ତିମାନେ ପଠନର ବିଭିନ୍ନ ଦିଗରେ ଅସୁବିଧାର ସମ୍ମୁଖୀନ ହୋଇପାରନ୍ତି, ଯେପରିକି ଶବ୍ଦ ଡିକୋଡ୍ କରିବା, ଲିଖିତ ପାଠ୍ୟକୁ ଚିହ୍ନିବା ଏବଂ ବୁଝିବା, ଏବଂ ବନାନ।
• ଡିସଲେକ୍ସିଆ ଥିବା ବ୍ୟକ୍ତିମାନଙ୍କ ପାଇଁ ଲେଖିବା ମଧ୍ୟ ଏକ ଚ୍ୟାଲେଞ୍ଜିଂ ହୋଇପାରେ, କାରଣ ସେମାନେ ବନାନ, ବ୍ୟାକରଣ, ବିରାମ ଚିହ୍ନ ଏବଂ କାଗଜରେ ସେମାନଙ୍କର ଚିନ୍ତାଧାରା ସଜାଡ଼ିବାରେ ସଂଘର୍ଷ କରିପାରନ୍ତି।

ଡିସଗ୍ରାଫିଆ:

• ଡିସଗ୍ରାଫିଆ ଏକ ଲେଖା ବ୍ୟାଧି । ଏହା ଏକ ଶିକ୍ଷଣ ଅକ୍ଷମତା ଯାହା ଲେଖା କ୍ଷମତାକୁ ପ୍ରଭାବିତ କରେ, ଯେଉଁଥିରେ ହସ୍ତଲେଖା, ବନାନ ଏବଂ କାଗଜରେ ଧାରଣାଗୁଡ଼ିକୁ ସଂଗଠିତ କରିବାରେ ଅସୁବିଧା ଅନ୍ତର୍ଭୁକ୍ତ।
• ଡିସଗ୍ରାଫିଆ ଥିବା ବ୍ୟକ୍ତିମାନେ ଅକ୍ଷର ଗଠନ, ବ୍ୟବଧାନ ଏବଂ ସେମାନଙ୍କର ଲେଖାର ସାମଗ୍ରିକ ପଢ଼ିବା ପାଇଁ ସଂଘର୍ଷ କରିପାରନ୍ତି। ସେମାନେ ସେମାନଙ୍କର ଧାରଣାଗୁଡ଼ିକୁ ସଂଗଠିତ କରିବାରେ ଏବଂ ସେମାନଙ୍କର ଲିଖିତ କାର୍ଯ୍ୟରେ ସୂଚନାର ଏକ ତାର୍କିକ ପ୍ରବାହ ବଜାୟ ରଖିବାରେ ମଧ୍ୟ ଚ୍ୟାଲେଞ୍ଜର ସମ୍ମୁଖୀନ ହୋଇପାରନ୍ତି।

ତେଣୁ, (a) ଏବଂ (b) ଉଭୟ ବକ୍ତବ୍ୟ ସଠିକ ।

Remedial Teaching is an integral part of the teaching-learning program, also known as compensatory or corrective teaching.

• The objective of remedial teaching is to give additional help to learners who have fallen behind the rest of the class in any topic or subject.
• It is the process of identifying slow learners and providing them with the necessary help and guidance to overcome their problems.

Key Points

Purpose of Remedial Teaching:

• To eliminate ineffective habits

• To make learners learn better by giving additional help
• To teach again the language items not properly learned

• To arise learners’ interest in learning with stimulating approaches

• To transmit practical experiences to learners according to their diverse needs

Hence, it becomes clear that the purpose of remedial teaching is to teach again the language items not properly learnt. 

Language skill refers to the ability to use a language properly. In other words, the learner should be fully proficient in all the four skills of the language: listening, speaking, reading, and writing.

Key Points

• Language is a purely human and non-instinctive method of communicating ideas, emotions, and desires by means of voluntarily produced symbols. 
• All the language skills are interrelated and in order to provide more focused and significant learning situations, teachers must integrate the language skills while teaching and practicing the language.
• For example, when we speak, we also listen simultaneously. When we write, we also read. This engagement with language enables us to internalize the underlying grammaticality of the language.

Thus, it can be concluded that children's listening, speaking, reading, and writing skills are developed not in linear or isolated processes.

The teaching method is a way to put theory into practice. It generally describes the pedagogy of children, general principles, and management strategies that are to be used through the whole teaching-learning process.

• The teaching of English grammar must be done in a way so that it could reduce the errors and compel students to use English in their daily-life and could give them confidence and satisfaction while using the grammar. 

Key Points

Informal method:

• The children learn their first language by informal method. This method proves useful at the early stage when pupils are taught orally .
• This method includes the learning in an informal way. Informal learning that results from daily life activities related to work, family, or leisure. 
• The teacher does not compels students to learn language in a structured environment instead learning takes place by the continuous use of language.
• The students uses the language generally in a  discussion, while speaking, reading and writing, talking about their experiences, and debates over a certain topic, etc.

Hence, it could be concluded that a method of teaching English grammar in which the language is taught not by rules but by usage is called Informal method.

Additional Information

Other methods of teaching English grammar:

NCF (National Curriculum Framework) 2005 is one of the four NCFs published in India by NCERT. It seeks to provide a framework for the betterment of educational purposes and experiences. 

• Language is a medium through which human beings tend to communicate with each other by using various attributes of a language that are symbols, gestures, words, etc.
• The main purpose of teaching a language is to enable the children to use it practically while communicating with others.

Key Points

• The objectives defined by NCF 2005 regarding language teaching-learning includes:

Ability to understand various verbal and non-verbal clues

• A child must be able to understand various verbal and non-verbal clues coming from the speaker for comprehending what has been said i.e., the competence to understand what one says and what one hears.
• Verbal clues can be one/two-word phrases, etc. and non-verbal clues can be silence, face expressions, hand movements, etc.

Ability to read with comprehension, and not merely decode:

• The ultimate test of reading ability is a critical appreciation of an unseen text that is at least one stage above the cognitive level of the reader.
• The child must be able to construct meaning by drawing inferences and relating to the text with his previous knowledge.
• He must also develop confidence in reading the text by critically analyzing it.

• The child should be able to employ her communicative skills in a variety of situations.
• He must be capable of expressing his ideas and thoughts in different kinds of situations smoothly.
• He must be able to engage in a discussion in a logical, analytical and creative manner. 

• Writing involves a rich control on grammar, vocabulary, content, punctuation as well as abilities to organize thoughts coherently often using a variety of cohesive devices such as linkers.
• A child should develop the confidence to express her thoughts effortlessly and in an organized manner.

• In a language classroom, a child should get ample space to develop her imagination and creativity.
• Classroom ethos and healthy teacher-student relationships build confidence to enable the children to use their creativity.

​Hence, it is clear that knowing the history of language is not an objective of language teaching-learning as per the objectives given by NCF-2005. 

A morpheme is the smallest unit of meaning that can't be broken up. Eg- 'un' in the word unable.

Key Points

It is a meaningful linguistic unit of a word which:

• can't be divided into smaller meaningful parts.

• repeatedly convey lexical/grammatical meaning.

• assign a particular grammatical property to a word.

Hence, we conclude that Morpheme is the ​smallest unit of meaning that cannot be broken up.

Additional Information

Kothari Commission (1964-66) is also known as Indian/National Education Commission.

• It was set up under the chairmanship of 'Daulat Singh Kothari' to examine all aspects of educational sectors in India to produce appropriate strategies and guidelines for the upliftment of education.

Key Points

The Three-Language Formula as Stated in the 1968 Policy which was based on the recommendations of the Kothari Commission, 1964-66.

• The First language: It has to be studied must be the mother tongue or the regional language.
• The Second language: In Hindi-speaking States, the second language will be English or some other modern Indian language. In non-Hindi-speaking States, the second language will be Hindi or English.
• The Third language: The third language is taught at a later stage in school, and that too for a shorter time, as it is needed only in limited context i.e. in a social situation where neither first nor second language could help the child to communicate.

Additional Information

• The national policy on education, 1986 has introduced continuous and comprehensive reform in the education system for the overall qualitative improvement.
• The national commission on teachers was set up in 1983 under Prof. D.P. Chattopadhyaya. The commission laid certain important criteria for the selection of trainees for the teaching profession.

Hence, from the above-mentioned points, it becomes clear that the Kothari commission recommended the 'Three Language Formula'. 

Realia refers to the objects associated with everyday life to be used in the classroom. Using realia in the language class means bringing real objects as teaching aids as it is a tangible teaching-learning aid which:

• includes coin, newspaper, map, tickets, fruits, vegetables, etc.

• makes learning more interesting by bringing the class to real-life.

• ensures the use of accurate and realistic teaching-learning materials.

• Encourages classroom interaction and helps in meeting individual differences.

Key Points

• Realia has also been included as part of CLT (communicative language technique), i.e. posters, advertisements, maps, train schedules, graphs.
• The tasks set have a specific communicative purpose and train the learners to be fluent as well as accurate, although CLT has tended to emphasize fluency over accuracy. 

Hence, we conclude that using ‘realia’ in the language class means bringing real objects as teaching aids. 

Phonics: There are many definitions used- 

• Method of reading instruction that breaks language down into its simplest components
• Teaching reading by training beginners to associate letters with their sound values
• A method of teaching reading that focuses on letter-sound relationships
• When we describe the sound we use, with reference to these criteria we are concerning ourselves with matters of phonetics. When we talk about how phonemes function in language, and in what ways they relate to each other in a language we are referring to the abstract side of the sound of language.
• Only by studying both phonetics and the phonology of a language, it is possible to acquire a full understanding of the use of sounds in the spoken form of that language.

Thus, it is clear that Phonics approach is based on letter and sound. 

Evaluation is a systematic process of collecting, analyzing, and interpreting evidence of students’ progress and achievement. Continuous evaluation is required in teaching for successful learning. It needs to be integrated with the process of teaching and learning.

Continuous Comprehensive Evaluation refers to a school-based evaluation, which covers all aspects of school activities related to a child’s development.

• It emphasizes two fold objectives such as continuity of evaluation and assessment of learning outcomes in a comprehensive manner.
• Comprehensive Evaluation emphasizes on evaluation and assessment of learning outcomes in a comprehensive manner.
• Continuous comprehensive evaluation is the assessment of learners while learning.
• It also encourages continuous interaction with parents with regard to their children’s progress and performance.
• It promotes a learner-friendly environment, thereby optimizes student learning.

Hence, it becomes clear that Continuous comprehensive evaluation is the assessment of learners while learning.

Assessment is a process of collecting, receiving and using data for the purpose of improvement in the learning process. Observation schedule, portfolio and assignment, anecdotal records are the assessment tools for language learning.

Key Points

Let's understand in brief:

Hint

• Realia is not an assessment tool rather it is a teaching-learning material. It refers to the real objects associated with everyday life to be used in the classroom. Eg- newspaper, coin, map, etc.

Hence, we conclude that realia is not an assessment tool for language learning.