#59, Research Paper: Teaching how to present ‘Opinions and Views’ to develop Independent rhetorical writing in the Students of Professional Courses

Teaching how to present ‘Opinions and Views’ to develop Independent rhetorical writing  in the Students of Professional Courses

by Dr. K. Madhavi Reddy, Sr. Asst Professor of English, CVR College of Engineering, Ibrahimpatan, Hyderabad

In the present context of teaching/ learning reading and writing in L2 instruction, most often it is observed that the professional students have necessary  technical background but are unable to acquire proficiency in their academic skills (reading-writing) and then deprived of proving themselves in job market later in their career. Therefore, an attempt has been made in this study to identify the needs of the learners arising in an academic context and accordingly develop materials to equip the students with the required skills of reading-writing.

This article primarily aims to help the students pursuing technical and management courses to identify facts and opinions based on the information related to evidences, statistical data, and reports. This kind of exposure related to presenting views and opinions is felt necessary to prepare the students pursuing professional courses for advanced writing skills with special reference to structuring and developing arguments which are duly analyzed and evaluated based on the propositions and issues encountered by the professional students in an academic context. Hence, the task based article focuses on varied texts related drawn from science, technology, and magazines etc. The reading texts enable the students learn and adapt the style of presenting data based on the information given in the text coherently.

I. Introduction : In academic writing it is important to learn how to present views and opinions based on a proposition. It is also important to learn the skill of explaining and discussing view points and opinions based on facts in writing. These skills promote not only efficient decision making skills but also inculcate independent thinking and presentation which are crucial in formal writing. (more…)

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#59, Article: English Language Communication Skills Laboratory for Engineering Students: Syllabus, Objectives, Advantages and the Role of Teacher

English Language Communication Skills Laboratory for Engineering Students: Syllabus, Objectives, Advantages and the Role of Teacher

by A. RAMESH BABU

Abstract:

English Language Communication Skills Laboratory, a course for undergraduate engineering and technology students studying at colleges affiliated to the Jawaharlal Nehru Technology University, Hyderabad, India was introduced in August 2005. The main objective of the course is to develop students’ communication skills and send them for campus placement or recruitment. It would help not only for the rural and regional medium background students but also English medium students to improve their communication skills. Many students are in hesitation and worry to come on the dais to present a paper. This paper gives a detailed picture of the English lab syllabus, objectives and advantages to students by lab which make develops students’ communication skills in English, the problems of the students and the role of teacher in guiding students in the English lab.

Like Intermediate English course, the first-year Engineering English course has also focused on reading and writing skills. Final examinations are based on only the student’s these skills. In this context, it was decided that students should be trained in the skills which recruiters look for engineering students who prepare for on-campus recruitment so English language communication skills laboratory was introduced in August 2005. The main objective of the lab is to prepare the students for campus recruitment. The lab makes the students to habit of listening and speaking with accurate pronunciation. Students can record their own voice and play back for self evoluation. It acts as a platform for learning, practicing and producing language skills through interactive lessons and communicative mode of teaching. Language laboratories are for drills and for listening comprehention. It is also used for consolidating the learning. Language lab may have the following objectives, purposes, functions to work upon. (more…)

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#59, Research Paper: Using Cartoons to Help Students Learn English

Using Cartoons to Help Students Learn English

by Tarun Patel, Asst. Professor, Department of Communication Skills, CHARUSAT

Abstract

With the recent development of EFL/ESL studies, researchers are using diverse directions to analyze the language acquisition of the young learners (YL) and are examining more day-to-day issues. What is widely accepted in this regard is that kids are basically prone to learn new ideas from their sources of entertainment rather than formal instructions, and that they usually cannot adhere to an instructional target set before them. Watching cartoons is indeed a ‘happy experience’ for the young children and is the basis for ‘an attractive and enjoyable learning environment’. Due to this entertaining appeal and their wide availability, cartoons have become one important resource from which today’s kids take a great amount of English language input and try to use that to communicate with people around them. The present paper overviews the content of some famous cartoons, delivers several case studies of some young kids and then shows how cartoon-watching has accelerated these youngsters’ English learning, and how it has influenced their language development in general. In addition, there is an attempt to demonstrate how the enthusiasm or high motivation, tender age, positive attitude and willingness for acculturation bridge between YL and L2 learning/acquisition.

Key Words

Watching cartoons, Learning English (L2), Young Learners(YL), Learning Environment, Language Development and use. (more…)

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