{"id":3968,"date":"2013-05-01T11:00:51","date_gmt":"2013-05-01T11:00:51","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=3968"},"modified":"2013-05-01T11:00:51","modified_gmt":"2013-05-01T11:00:51","slug":"a-critical-study-of-the-course-in-communication-skills-offered-in-the-engineering-colleges-affiliated-to-gujarat-technological-university-gtu-by-pushpendra-c-sinora","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=3968","title":{"rendered":"‘A Critical Study of the Course in Communication Skills Offered in the Engineering Colleges Affiliated to Gujarat Technological University (GTU)’ by Pushpendra C. Sinora"},"content":{"rendered":"

Abstract<\/b><\/span><\/p>\n

In this rapidly changing globalized world, proficiency in English is considered as one of the crucial employability skills. It is considered life skill or \u2018survival skill\u2019 in the 21st<\/sup> century. Students of professional courses especially Engineering need to be able to think critically, solve problems, communicate clearly, be creative and work in a team in order to get placed in a reputed company. The need for the students of engineering to be trained in a multitude of transferable skills is high (Hatakka, 2005). While the demand for talented engineers is high in MNCs, there is a huge skills shortage in the country. Employers complain about fresh recruits from engineering colleges not being \u2018industry ready\u2019. The urgent need to improve technical students\u2019 communication skills has been emphasized by educationists as well as employers. Narayanan, Chairman, NASSCOM, (Warrier, 2007) said \u201cThe industry has moved forward rapidly and technology also has changed but the educational institutions and the curriculum have not changed that rapidly. There is a dire need to bridge the gap by providing additional training to the people who are coming out of colleges so as to make them industry-ready.\u201d This perceived problem of lack of communication skills among engineering students makes the researcher raise a key question whether there is a gap between the course of Communication Skills<\/i><\/b> taught in the Engineering colleges affiliated to Gujarat Technological University (GTU<\/b>), Gujarat and the academic and professional needs of the students and whether there is a need to revise the course of so as to meet language needs of the budding engineers for proper application in the workplace context and also in real- life situations. The study involves a survey conducted by administering questionnaires upon 60 students and 30 English teachers of various engineering colleges affiliated to GTU. The evaluation of the course has necessitated the urgency of implementing Course-Book to enhance teaching-learning process of Communication.<\/span><\/p>\n

Introduction<\/b><\/span><\/p>\n

The importance of English, in India and in Gujarat, as a subject of formal studies and as a skill has been under scrutiny and debates for decades now. However English has been indispensable virtually for all disciplines. While English has been a compulsory subject for conventional degrees, \u2018communication skills\u2019 in one form or the other, in one name or the other, has been a subject of concern for technical, vocational and professional courses. At present, because of the globalization and liberalization, there is a need for developing effective communication skills. In settings like India, ELT and Communication Education have become synonymous. English being the preferred medium of formal communication and language being the basic development of communication skills, English Language Teaching has a vital role to play in the development of communication skills. Students of professional colleges need a great deal of help in improving their ability to communicate in English to obtain easier entry into the corporate world. Keeping this objective at the focal, most of the syllabi of the course of communication skills are designed in almost all the universities imparting professional education in Gujarat. Similarly, it also brought out a change of syllabus in the technical education too along with the transition of syllabi into other professional programs.\u00a0<\/span><\/p>\n

The present syllabus of Communication Skills in all the Engineering Colleges of Gujarat affiliated to Gujarat Technological University (GTU) aims at catering to the needs of students to develop their inter-personal and professional communication abilities. It claims to be designed especially to meet students\u2019 current and future language and communication skills. It also attempts to develop their proficiency in the four language skills i.e. Listening, Speaking, Reading and Writing of English language along with enhancing their knowledge of grammar and vocabulary. The course contains guidelines for teachers wherein they are made aware about the process and evaluation pattern for the course. Though, no specific and exclusive textbook is prescribed, rather, many reference books covering some of the contents of the syllabus are suggested as teaching and reading material for students as well as teachers. There is no specific course book designed or prescribed, rather isolated syllabus contents focus on developing essential skills requisite to fulfill professional requirements of the job market.<\/span><\/p>\n

Review of Related Literature<\/b><\/b><\/span><\/p>\n

The increasing specialization of content in English teaching curricula saw its beginning in the early 1960s. English language plays a major role in transmitting knowledge as a means rather than as an end in itself. Teaching of English generally is treated as teaching with utilitarian purpose. English language usage taught at the school level is less communicative in nature, but consists more of how the syntactic rules of English operate. Generally, adults use English language only when associated with an occupational, vocational, academic or professional requirement. When needs are clear, learning aims can be defined in terms of these specific purposes under which the language content are tailored. This results in focused teaching such that the learner picks up communicative ability in the required area. The results can be impressive where such a requirement for communicative ability is matched with specially designed materials relevant to the needs of particular students. According to Mackay, \u201c A difference in approach from the current \u2018start at the beginning again\u2019, or remedial \u2018solutions\u2019 is needed, when English ceases to be an examination subject and assumes the role of instrument of communication\u2019.<\/b><\/span><\/p>\n

To meet the rising needs of English language teaching, variants of general ELT have paved way to English for Specific Purposes (ESP), English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). In all the above-mentioned variants, the nature of the purpose involved is self-indicative. ESP marks advancement in the conventional framework of ELT, which defines the teaching requirements depending upon the specific needs of different groups of students. MJAL, vol: 1:1 February 2009 1:1 English language teaching in India: a theoretical study Narayanan, et.al.<\/span><\/p>\n

ESP advocates the designing of special courses instead of one multi-purpose course, to suit the needs of various groups of students. The concept of ESP is said to be particularly appropriate for teaching English to students of science and technology (EST). Besides, English at the undergraduate level of engineering studies differs from English in other undergraduate courses because it has a specific purpose unlike a general purpose in other colleges. It differs from other courses in the three aspects, such as relevance, register and style. These three aspects gain prominence in material designing because the course must equip the learners for both academic and professional requirements. Their academic functions include oral and written communication, comprehension of lectures and books, note-making, note-taking, paper presentations, participation in regional, national and international seminars and taking interviews.<\/span><\/p>\n

Rationale for the Study<\/b><\/span><\/p>\n

\u2018The time has come to create a second wave of institution building, and of excellence, in the fields of education, research and capability building so that we are better prepared for the 21st century.\u2019 <\/i>(PTI, August 2, 2005) <\/i>says Dr. Manmohan Singh, Prime Minister, India at the inaugural of National Knowledge This goal, according to NKC, can be achieved by creating a favourable environment for equitable and universal access to knowledge resources. In view of this, the central government and the state governments in India have been striving to upgrade the standards of education and have been adopting strategies to cater to the varying needs of learners across the country.<\/span><\/p>\n

According to National Knowledge Commission, \u201cThe current curriculum should be modified to provide greater flexibility, interdisciplinary perspective and choice of electives. The focus in the teaching\/learning process should be on integrating skills such as problem solving and logical reasoning, process orientation, learning ability, English communication and programming fundamentals. Industry participation to discuss real life case studies should be encouraged. Laboratory courses must be revamped to develop a healthy attitude towards experimental work. Environment must be created to encourage students to participate in co-curricular activities.\u201d <\/i>(Pitroda Sam, 2008, NKC web)<\/span><\/p>\n

Education Reforms in India has in general emphasized 24 dimensions out of which 06 dimensions are related to Curriculum design and evaluation. Owing to the emerging needs of the state for hi-tech industrial development, it has become imperative to generate a stock of highly technically skilled manpower. This in turn has necessitated bringing about sustainable improvement in the overall quality and growth of technical education, including engineering education in Gujarat. As a result, it has generated the need to assess and evaluate present syllabus used to develop essential language skills and thereby satisfying the learners\u2019 professional needs to be successful at a workplace. It is because, it is syllabus which is generally considered accountable for the effective teaching and learning program which should be based on the needs of program. As Widdowson (1984) said, the syllabus is a framework within which activities can be carried out to facilitate learning. In a nut shell, the successful and masterly designing and implementation of the syllabus materials is accountable and prerequisite for the effective teaching and learning of the course. Therefore it is very much necessary to find out how effective the course of Communication Skills is. The effectiveness of the course can be evaluated through continuous assessment or by conducting survey targeting teachers, learners, methodology and components of the course. This will provide \u2018wash back\u2019 effect and may lead to bring out necessary changes in the existing program.<\/span><\/p>\n

As the range of employment for engineers and technologists expand in the twenty-first century, there is a need to teach multiple skills to engineering students. As engineering students are required to communicate effectively in different situations, think creatively and critically, demonstrate good interpersonal and team skills, and have a set of soft skills demanded by recruiters, the course of Communication Skills<\/i> should be modified based on the needs of students and expectations of recruiters.<\/span><\/p>\n

Statement of the Problem<\/b><\/b><\/span><\/p>\n

\u201cA CRITICAL STUDY OF THE COURSE IN COMMUNICATION SKILLS OFFERED IN THE ENGINEERING COLLEGES AFFILIATED TO GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)\u201d<\/b><\/span><\/p>\n

Definition of Terms:<\/b><\/b><\/span><\/p>\n