‘Computer Assisted Language Learning’

Subject: English Language Teaching (Paper-12)

Study: MA

Year: Semester – III

Guided By: Mr. Parthsir Bhatt

Submitted To: Department of English

University: MKBU

‘Computer Assisted Language Learning’

Prologue:

            The computer is a new tool for teaching and learning in 21^st century. But it was established as tool in language teaching and learning in the 1990s. The computer becomes personal after it in the sense of size and easiness of using and operating it. So it creates a history in Human Life and brings a new revolution I study and education. It increases knowledge of human and develops a particular skill in human being. It becomes a hand of human in day to day life and now it also takes place in field of education in positive sense. So now it emerges as a significant gizmo for ‘Language Teaching and Learning’. The extensive use of software, LAN (Local Area Network) and the internet has created colossal opportunities for learners to enhance their communicative abilities. But basic thing if we want to refer here then we has to know something about background.

History of Computers in Language Learning:

            As we see previously, the usage of computer in language teaching and learning is a new trend in educational field. It was started much early in 1980s and 1990s. But the major technological change came after in early 1990s. Mainly and very firstly, computers were seen as taskmasters. It includes a number of content courses, and mainly for English grammar and Computer science. They were provided by the PLATO system. It was held by Bitzer after 1960. It was started in many universities. Students started learning with the help of presentation and become mastered in each and individual topic. They use to give tests in computer lab. Another step was establishment of ‘language lab’. It came in existence. The electronics becomes handier and it becomes trend in tutoring. The revolution in electronics given us increasingly faster, smaller and more powerful desktop and computers and now in 21^st century ‘multimedia’ has become virtually synonymous with computer and now a days laptop replaces personal computers, too. As Elizabeth Hanson-Smith said:

“With these changes, issues in Computer-Assisted Language Learning (CALL) have also evolved from an early emphasis on how to use the new technology to research on technology’s effects on learning.”        

Here Elizabeth tries to convey that now society is changing and it is very clear but for noticing those changes with the help of technology, is also becomes part of a human life. But as we know everything has its own drawback. Technology also has its own disadvantage as per views of ‘Higgins and Johns’. It was come after 1984. The major argument on this topic is, “Is the computer was ‘master’ or ‘slave’ for learning process: was the computer to be a replacement for teachers, or merely an obedient servant to the student?” This point we see further in this write-up.

            Some basic concepts of learning L2 were given by scholars, like:

      Communicative Approaches, Krashen, 1982

      Content based Learning, Cantoni - Harvey, 1987

      Task based Learning, Nunan, 1989 and 1995

These are some key concepts in language learning but these concepts can be learnt with the help of ‘Multimedia’, too. These are all enhanced by the use of the computer. Computer Assisted Language learning (CALL) has branched out in many ways in communicative pedagogy.

              Technology gives a boost in language learning when Sydney Papert (1993) and some other scholars applied the rules of Dewey (1938) and Piaget (1950) to the use of computers. Sydney Papert was a creator of the computer language LOGO. They also add ‘Constructivism’ as the problem solving for the duration of tasks, projects and assignments. They replace teachers with the technology and computers. Chamot and O’Malley were the chief proponents of this view and they call this the Cognitive Academic Language Learning Approach (CALLA). They started work on it in 1996a. This approach fulfills need of learner and it makes students aware about their own learning process and to organize and structure their learning themselves. So here we can say that now technology is a helping hand for tutor and learner both. The technology is a current trend in market for language learning and with the help of computers language awareness also takes place in society.

Comparative Studies:

              Here comparison is little bit confusing word that to compare but with what?? So, here we try to compare Computer Assisted Language Learning with ‘traditional methods’ of language teaching. In olden times classrooms are the only places where a person can study and learning second language. Mother language is usually studied in home and with the help of surrounding atmosphere only. But now this is not just enough for education and language learning and teaching. In some researches, scholars noticed that which type of activities students carry out in the computer environment may be very different from those in conventional classrooms.

For example:

v  Basically students don’t know that how to write an email with the help of latter writing in traditional class.

v  Computer based listening activates cannot performed in the class.

v  Students cannot act upon computer based learning games.

v  Computer assisted students replied immediately to the task.

The Computer as Research Tool:

                        In current time computer is using as primary research tool, either to elicit data or to recover data directly and indirectly. The computer can be helpful in working like a person and even it obeys all commands. As we know it is a machine, and it is work on human commands only. So it can be a support for any human. We can do so many things with the help of computers like: data collection, record learner production, record keystrokes, compare huge text corpora, create audios and videos and many such things. So here another point raises that now human is a master of the computer or slave of the computer? It is a new burning issue but computer can helpful to any person in even day to day life and scholars are also gave their valuable inputs in the field of the computer.

For example:

v  Liou reports on using computers to record data interactive processes in 1995.

v  Wright was studying on the effect of computers that played simulations has on L2 development in, and after 1998.

v   Ehsani and his friend Knodt (1998) worked on different speech technologies that might assist in oral language research.

v  Murphy – Judy includes articles on pronunciation and on-line writing (1998).

v  Hulstijin (2000) provides an excellent summary of computer elicited data collection techniques and how computerized tools record learner process.

v  Chapelle also provided a useful overview of Computer Assisted Language Learning (CALL) and second language acquisition.

Motivation:

            First thing is what is motivation?? How it works on the mind of a person or any human being? Here motivation means a particular reason to do such work. English dictionary have specific meaning for this word: “An incentive or reason for doing something”. So, scholars observed that computers motivate students in performing tasks and doing activities. Students are getting familiar with computers very well and computers are like trusted friends for them. So they depend on computers for some specific work and propose. Students’ attitude towards computers is also positive in current situation. But as it draw back ‘computer phobia’ is also came in existence. But then even computers are now handy and very easy as language learning and teaching tools. With some few exceptions, computers are highly motivational in using for teachers and learners and for all in language learning and teaching both.

For example:

v  Soo (1999) links motivation and Computer Assisted Language Learning styles. He wants to convey that if teaching style was mot matched with students’ learning style then it can be boring for students and it also can less motivate students, too.

v  Jakobsdottir and Hooper (1995) bring into being that when computers convert text into audio; learners’ motivation and listening skills improvise.

Motivation is an area that deserves close study and it also includes cultural and ethnographic issues, too which can touch motivation.

Linguistic Analysis and Skills Acquisitions:

            Researchers have scrutinized that how computers improve the instructed acquisition.

These are some examples of it:

v  Pronunciation, Eskenzi, 1999

v  Grammatical structures, Collentine, 2000

v  Lexical items, Laufer and Hill, 2000

  Broader skills are also getting attention of scholars. Here are some examples of it:

v  Examine reading and comprehensive skills by Chaus and Plass in 1997.

v  Nergretti used conversational analysis in web – based activities in, after, 1999.

v  The connection between reading, writing, speaking and creative and critical thinking was explore by Sullivan in 1998.

These are some basic positive learning effects of teaching composition with the help of word processing. Researchers proved that students can write more and can make global revisions with the help of word processing. Since 1980s it (word processors) has been taken for granted in much of the academic settings with little research in comparing.

Drill, Grill and Computer Adaptive Tests:

            A clear explanation of best practice in Computer Assisted Language Learning (CALL) is an understanding of how average classroom activities and tasks can be improved electronically and with the help of technology. The computer has repeatedly demonstrated its usefulness very often as an enduring, patient and obedient taskmaster. We can say that it is just ‘no complains guy’ in learners’ life. It gives instant feedback to learners for each and every answer, correct or incorrect. Some language teachers teach themselves enough about electronic to create their own tailored interactive drills and tests, either software based or internet based.

            Some programs are known as ‘sophisticated programs’. They respond to student answer by increasing or decreasing the difficulty or subsequent question or exercise. This is known as basic strategy of Computer Adaptive Test (CAT) or Computer Based Testing (CBT). This is such as the computerized TOEFL (Test of English as a Foreign Language). Some specific programs permit students to ensue as fast as desired thought a curriculum roughly tailored to their individual strengths and weakness. The computer follows system of instructional delivery for transferring of knowledge and skill. Elizabeth Hanson Smith wrote in her essay that:

“A human teacher – does not always match the needs of the language learner, who must ultimately interact, negotiate meaning and communication with others in various output modes and for various purposes well beyond the acquisitions of specific facts.”

The Four Skills (Speaking, Listening, Reading, and Writing), Grammar and Vocabulary:

            The computer is now becoming basic necessary part of human life and gives immediate feedback to learners and helps tutors and practice on the computer can provide more than a teacher in the classroom. The computer can makes things easy and understandable. In very common it is very handy and very practical way of learning and teaching. So, in some following areas we can see that how it can be done:

v  Speaking Skills:

           Now in any smart phone we can see feature of speech recognition technology. Our smart phone can recognize our voice. We can input our sound in the computer as voice mail or video email. This shows advancement of technology. Some programs like, Dynamic English (1997) and ELLIS (1998) also use this speech recognition technology. So there is no doubt in it that this plays vital role n the design of speaking activities in future. Now even we can get some softwares which give chance to learner to refine their language.

v Listening Skills:

           Listening itself is a skill and with the help of the computer, students can get hours of listening input, with correct comprehensions and questions. Easy control, easy repetition and immediate playback are some perfect feature for learning which are easily provided by the computer.  The main drawback of this usage of the computer is being short of verbal interaction and negotiation of meaning. But as new technology is arriving and new changes are came in existence this drawback may change in positive way. With the help of internet students can self access much authentic listening content. For example:

v  www.bbc.co.uk/worldservice (British Broadcast World Service)

v  www.voa.gov (Voice of America)

v  Real English, a CD ROM series, incorporates input for beginners from over 850 videotaped interviews of native speakers from three continents.

Many content CD ROM and DVDs also provide audio files, too for listening practice. Even these types of CDs and DVDS can give students a special feel of childhood because it seems that they are listening rhythms like they use to listen during their childhood.  These CDs and DVDs provides audio file of text also. So, it is very cheerful to listen a book. It also increases understanding of listener about text with the help of tone and accents. This type of technology is an opportunity to hear the rhythms and accents of the language as written and spoken by native speakers.

v Reading Skills:

To read long passages on the screen of the computer is such a boring and  tedious process and it is not also healthy too so this is not recommended here but with the help of computer we can prepare some games or time frames for reading in which, screens moves out after some particular time. So this can be helpful to students in their reading practice and it will increase their reading speed also. These activities can be time consuming for the teacher to prepare manually.

Example:

v  A demonstration of a Macintosh software program, New Reader, which performs all these tasks, may be obtained from its author.

Writing Skill and Composition:

One of the first computer technologies readily adapted by language teachers is the word processor. Computers can enhance all aspects of

the writing process, allowing easy revision and multiple drafts, spell – checking;

also, increasingly sophisticated translation suggestions and grammatical advice are available, which may be used with caution by advance writers.

v  Grammar and Vocabulary Practice:

Beyond naked drills and exercise, teachers find the grammar and vocabulary games can be very helpful to the students for motivation, too. They can practice these types of activities in group of two or there.

As an example:

      Puzzle maker allows learners to construct puzzles on line based on their own word lists. (www.puzzlemaker.school.discovery.com)

v    Concordance Programs:

These are another means to vocabulary and grammar practice for language learning and language teaching.  The program searches a text for a word or phrase, presenting them with about 10 words of surrounding text. Students can view many examples of usage and compare them to their own writing without having to search manually through many pages of text. This software is often published with sets of text specifically designed for classroom use.

Example:

            Mills and Salzmann (1998) have developed what is in effect an online concordance, Grammar safari, which helps students use search engines to find typical collection and grammatical or rhetorical items on the internet.

v    Authenticity, Tasks, Content and Strategies:

Main question in any field in current time is authenticity, importance of authentic language and audience. Tasks are now also becoming the computer based and the computer is now a base of Computer Assisted Language Learning. So it must be taken in consideration. The computer allows language learners to communicate with native speakers around the world, with the help of internet. Organized exchanges allow classes to communicate in safe, guided atmosphere; like,

·         Sayer’s Orillas project for K – 12

·         Vilmi’s HUT Internet Writing Project for university exchanges

One more advanced proposal for more advanced independent learner, many poetry and fiction writers, movie stars and rock bands have their own websites and they encourage their fans to write for them and they respond to it positively. Here I can mention a software named ‘Bulletin Board’, which is easy to use and give chance to writing to language learners. But for teachers writing to explore ideas for the internet, the collection of lesson plans in Boswood (1999) is a good place to begin learning about how to use email and distance communication effectively.

One more detailed opportunity for using authentic language is the multi user object oriented (MOO) environment, where students enter a virtual reality. It gives chance to students to arrange their class virtually and also give freedom to design their class with the help of this technology. Students can play language games at the Student Union, too; teachers may set up a classroom in which to meet and conduct an online lesson.

New exceedingly motivating use of technology is multimedia projects using presentation software such as Microsoft PowerPoint of Hyper Studio. These softwares provide writing; insert photos, videos, sound files and drawing tools.

One extremely wide range of content is available on the internet for adaptation to language lessons. These types of programs provide readymade teaching materials and online lessons which may be adapted from language learners. One best model program in this area is the ‘Division of English as an International Language (DEIL). But after all these we can say that these all stuff can be useful if any individual is personally interested to take advantage of technology, otherwise this cannot help him or her, who is lack of love towards technology.

Conclusion:

              Elizabeth Hanson Smith said:

“Until recently technology has driven pedagogy, at first because of its limitations and now because of the increasing availability and speed of computers and the expansion of the internet as a multimedia tool.”

Here she tries to convey that now technology is a trend but it is still difficult to cultivate habit to turn towards technology into students is quite difficult because particular mind frame is set for tutor and learner both but now time is changing it is also another fact. Main factor, which makes this thing possible, is the money. Still rates of computers and powerful internet connection are higher in cost and it turns into its limitations. But then even in some parts of the world, now it is theoretically possible to connect every student to online discussion, online education and information through wireless services. We can also see some advancement in technology like, audio and monitor may be embedded in eyeglasses and a voice controlled computers strapped into a backpack for communication and study anywhere, anytime.  

              But here one thing also anyone has to mention that it is like a threat too in human mind. Now there is a fear that May technology replaces teachers is being displaced by the desire offer all learners to the information systems that run the world economy. The technology is deployed to its best advantage. Now teachers’ roles are changing. Now they have to taught students that how to use technology to find their answers. Now their role becomes that of guide, mentor, encouraging students to take responsibility of their own learning, helping them to learn at their own swiftness.    

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‘Waiting for Godot: Title’

Subject: The Modernist Literature (Paper-IX)

  

Study: MA

Year: Semester – III

Guided By: Dr. D. Baradsir

Submitted To: Department of English

University: MKBU

‘Waiting for Godot’: Title

Prologue:

            ‘Waiting for Godot’ is a modern play written by Samuel Beckett. It was written or we can called it was first performed on 5^th January, 1953. This play has modern art in it as per critics. It is also known as an absurd play and it was performed under genera of the absurd theater. It was originally written in French language but after that it was translated by its own author, Samuel Beckett himself, so we can say that originally and as translated version it is a genuine play by author only and because of it words can be differ in both versions but basic concept and idea is not changing in it.

            This play contains only five characters and only two of them are most important or protagonist, named Vladimir and Estragon. Three another characters are Pozzo, Lucky, A boy and last but not the list is Godot, for whom they are waiting in entire play.

            The protagonists of this play are waiting for Godot and so this play is named as ‘Waiting for Godot’. So we can understand easily that Godot is something which is something, who comes and who is that much important that two people are constantly talking about it and waiting for it. So it has its existence into the title of this play so here we can see rule of Aristotle about tragedy that, tragedy’s name can be based on some important character’s name. This play’s title itself indicates waiting for something, quest for something, and wishes for something. It plays vital role to create a curiosity among the audience about this play from beginning. This title indicates that something will happen and be ready for it. Title has its important part in this whole play because it is the only reason for this play. This sentence in often use by main character, Vladimir. Estragon use to ask:

“What are we doing here?”

Vladimir replays: “Waiting for Godot.”

This how this title is used in whole play and so it is natural that anyone can understand that Mr. Godot must be very important person and it must occupied extremely chief place in both person’s life and in play and that’s why he is the only person who is remain absent in beginning and he will come later on in this play.

The source of the title:

            The source for the full title of the play caused similar anxiety. It creates some kind of vagueness in the mind of the audience. It is monotones by nature. The most convincing Marcadet’ and it was written by Balzec. In that play, ‘Marcadet’, the return of a person suggestion in this case of title is that, it comes from Eric Bentley, who traces the title of another play, ‘named Godean is restlessly awaited. The frustration of waiting is a part of Balzec’s play and the same frustration we can find in Samuel Beckett’s play. Martin Esslin has heartily endorsed another suggestion and so have several commentators. According to another suggestion, the title of           Beckett’s play comes from Simone Will’s play ‘Waiting for God’. It has been pointed out that Beckett and Simone knew each other well and that Beckett’s play appeared a year after the publication of Simone’s. The influence of will on Beckett is thus a distinct possibility. If this view be accepted, then ‘Waiting for Godot’ can be understood as a religious allegory. According to yet another view, the source of the title for the play was Odets’s ‘waiting for lefty’. It is believed that the name “Odets” might have itself have suggested to Beckett the name ‘Godot’. There is still another possibility Beckett’s title may have its source in Tom Kromer’s book called ‘Waiting for Nothing?’ (Jana)

Meaning of the Title, ‘Waiting for Godot’:

           

            This title, ‘Waiting for Godot’ simple means that this play is about waiting. It just shows that waiting is happening or some story about waiting must be there in play. ‘To wait means to delay movement or action until the arrival or occurrence.’ It means this title shows lack of action on the stage. It merely just about waiting for something named Godot nothing else. It is also known as action less plot and because of that it is also known as absurd play and modern play. But main curious part of this title is name Godot. It is very curios. It has no meaning at all as one point of view. But as another point of view it has so many interpretations and meanings, too. So it is depend on viewer’s thoughts and director’s thoughts that how they look at Godot and what are they looking for as Godot. Characters are also can be included in this point. So the same thing but in different vision, it is the basic thing in this title. When Samuel Beckett was asked about Godot’s meaning he replayed very calmly:

“If I know I would say so in the play.”

But basically we can say that in French language Godo means ‘Eau (water)’, means something which is life of our lives and in English language Godo means ‘God’ again powerful factor, which is deeply rooted in our life. In Iris language this word, Godo is usually uses for ‘God’. So these are some basic and meaningful meaning of this play’s title. These are some dotes and as we know that to see literature means to connecting dotes and see what emerges as a picture. But here we also can conclude that nothing clear picture of literature is emerges from this play. Something is visible but it is not clear, it is very vague idea about human life and society. It shows nothingness. This play creates nothingness in human mind. (Jana)

            In Waiting for Godot, Samuel Beckett produces a truly cryptic work. On first analysis the play, one is not sure of what, if anything, happens or of the title character's significance. In attempting to unravel the themes of the play, interpreters have extracted a wide variety symbolism from the Godot's name. Some, taking an obvious hint, have proposed that Godot represents God and that the play is centered on religious symbolism. Others have taken the name as deriving from the word from French language for a boot, godillot. Still, others have suggested aconnection between Godot and Godeau, a character who never appears in Honore de Balzac's Mercadet; Ou, le faiseur. Through all these efforts, there is still no definitive answer as to whom or what Godot represents, and the writer has denied that Godot represents a specific thing, despite a certain ambiguity in the name. Upon study, however, one realizes that this ambiguity in meaning is the exact meaning of Godot. Though he seems to create greater symbolism and significance in the name Godot, Beckett actually rejects the notion of truth in language through the insignificance of the title character's name. By creating a false impression of religious symbolism in the name Godot Beckett leads the interpreter to a dead end.

           

This play is merely presenting boredom, waiting, ignorance, pain, suffering and that type of things only. This play shows that humans are suffering from this type of things only. Human life is full of alienation, loneliness, in quest of something, mainly in quest of his/ her identity only. If we want and we have such a thought for our self that we can relate our self with the two characters of the play named, Vladimir and Estragon. They are mentioned as just two characters on the stage. They have no past, they have no future, what they are doing in present is not clear. They are just waiting for Godot to come that is true but why?? It is not clear, too. They even don’t know that who is Godot and where is he come from. They just know that he will come and they have to wait for him at any cost. They have no son, no daughter, no wife, no parents, no friends, no followers, nothing. They are just waiting for something to come. So we can also say that in our life the same thing happens. We are just going on waiting and waiting and waiting only. We also have no past, no future just nothing. As we are alone we also haven’t friends, guide, philosophers, husband, wife, son, daughter, mother, father, relatives in our life. We just alone and we have to play our role of life to just waiting for something which is not even known to use and even which is exist in this world is also not known to us. Samuel Beckett said in the play:

“We wait. We are bored. (He throws up his hand.) No, don't protest, we are bored to death, there's no denying it. Good. A diversion comes along and what do we do? We let it go to waste ... In an instant all will vanish and we'll be alone once more, in the midst of nothingness!” (Beckett)   

Here in these lines, Beckett’s existentialist ideas show through clearly in Vladimir’s comment. For these thinkers, life isn’t pleasant. “…bored to death…” has double meaning. Bored to the point of misery and bored “till death.” “Come, let’s go to work” implies that it doesn’t stop humans from trying find meaning.

            They two are known about all that stuff but they cannot leave that place. They cannot leave their greed to meet Godot. Even at a moment they also decide to leave that place but then even they stuck their self at that place only. Vladimir said:

“Let us not waste our time in idle discourse! Let us do something, while we have the chance! It is not every day that we are needed. Not indeed that we personally are needed. Others would meet the case equally well, if not better. To all mankind they were addressed, those cries for help still ringing in our ears! But at this place, at this moment of time, all mankind is us, whether we like it or not. Let us make the most of it, before it is too late! Let us represent worthily for once the foul brood to which a cruel fate consigned us! What do you say? It is true that when with folded arms we weigh the pros and cons we are no less a credit to our species. The tiger bounds to the help of his congeners without the least reflection, or else he slinks away into the depths of the thickets. But that is not the question. What are we doing here, that is the question. And we are blessed in this that we happen to know the answer. Yes, in this immense confusion one thing alone is clear. We are waiting for Godot to come—” (Beckett)

If we minutely read these words spoken by Vladimir in this play then we can easily understand that he is just going on speaking things but nothing is done on the stage. There are only words, words and words.

            Here I am adding some lines by Shakespeare:

“This world is a large play and every man has its own role in it.”

I think the same thing is happened here in this play. Every person has its own role without any other people nearby them. Every person has his own individuality. He has to perform his role lonely on the stage of world.

            As the insignificance of Godot is established the lack of meaning expands to other names in episodes with Pozzo. Pozzo, himself, affirms the lack of meaning in a name as he periodically refers to "Godin . . . Godet . . . Godot . . . anyhow you see who I mean". He confuses the name with other words and seemingly feels no real need to learn the right one. Regardless of the language he uses, Vladimir and Estragon understand what he means. By correctly naming Godot, Pozzo would give too much significance to the name. In refusing to even regard the name as important, Pozzo communicates the misleading nature of Beckett's language and acts appropriately. In addition, Vladimir and Estragon expand the scope of meaninglessness to other names when Pozzo first meets the pair. Introducing himself, Pozzo exclaims, "I am Pozzo!" and asks "I say does that name mean nothing to you?”. The name does, in fact, mean absolutely nothing. Just as Godot is meaningless, so are the play's other names. Vladimir and Estragon continue to repeat the name Pozzo, while interchanging it with Bozzo, and Vladimir concludes, "I once knew a family called Gozzo". The insignificance of all the words comes to the fore. Pozzo, Bozzo, Gozzo, and Godot are indistinguishable nonsense. When Vladimir and Estragon are referred to with their nicknames, all five names of the play have two syllables and end in a vowel sound. Furthermore, if the silent, final letter is removed from Godot, it appears as a mere variation of Gogo and Didi as Godo. In this way, characters' names are reduced to incomprehensible utterances that an infant might make. Beckett's language is totally separate from knowledge or truth. His names cannot be distinguished from one another and are completely devoid of any real meaning.

Conclusion:

            Godot is conventionally seen as a differential word- play on God with certain kind of French spelling. But it is important to note that Beckett does not use the French synonym of God, which is 'Dieu' but rather plays on its English counterpart. Whether a symbol of divinity or spirituality or not, Godot is a signifier nevertheless a proper noun, even a signature. There is no signified for it. Instead of trying to read Godot symbolically and trying to find out if it represents God or the meaning of life or a political master, or a patronymic, going by Beckett's own notion of the symbol which always emphasizes on the objectness of the object than on its symbolic import, what director Peter Brook calls a "pure symbol", I think we should see Godot as a seductive but hollow symbol which, once investigated, returns to its self-reflexivity. Thus, Godot symbolizes Godot only and nothing more, nothing less.

            Godot, a meaningless word or mere sound, reveals the insignificance of all Beckett's language. While the play contains obvious ambiguities into the word's meaning, they are all for show. There is no real meaning. The interpretation of Godot's religious significance, while this significance is clearly alluded to, leads to interpreter into a long, blind alley of meaninglessness. Just as Estragon's boots contain nothing inside them, there is no central meaning to the word Godot. Furthermore, this meaninglessness can be expanded to all of Beckett's language; full of hints of a greater significance, language hides the triviality of all things described. Only after this revelation can one finally get towards the central meaning of Beckett's play; there is no meaning. His characters engage in ridiculous language to pass the time and to "give [them] the impression [they] exist". Illusions of significance continue throughout the play, but, in truth, the play comes from nothing and ultimately ends in nothing. Beckett exposes the pitfalls of a language that attempts to create meaning when none exists. Waiting for Godot is not a commentary on religion or really anything for that matter. Its meaning comes in its meaninglessness. That is the play's greater truth.

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Works Cited

Beckett, Samuel. <http://www.top10-best.com/w/top_10_best_waiting_for_godot_quotes.html>.

—. "Wikipedia, The Free Encyclopedia." 26 09 2014. Wikipedia, The Free Encyclopedia. <http://en.wikipedia.org/wiki/Waiting_for_Godot>.

Jana, Dr. Arghya. <http://arghyajanaliteratureguide.blogspot.in/2012/09/write-note-on-title-of-play-waiting-for.html>.