Main Article Content
Abstract
In Second Language Teaching in classroom situation low achievers are challenging segment of learners. The ESL teacher has to devise experimental strategy to grow the four fundamental language skills among the learners in a heterogeneous classroom situation. Usually in the Indian situation the teacher tends to practice the Bilingual method which is also known as the Traditional Method to develop competencies among the learners. But the learners specifically the low achievers need to be taught with techniques that are primarily and methodically learners-centred. They can hardly be made equally competent through this method that makes use of grammar rules and translation device in teaching English in the classroom situations. On the contrary, if teaching situation is manipulated through structural functional method, second language learning happens to be a joyous experience to the low achievers to such an extent that they feel motivated to be merged in the L2 learning process. The present study is an attempt to explore the comparative effectiveness of teaching the low achievers through the bilingual method and teaching them with structural functional method in the second language classroom situation.