89
TECHNIQUES TO IMPROVE COMMUNICATION SKILLS IN STUDENTS OF COLLEGES OF TECHNOLOGY FOR
BETTER PLACEMENT
AFSHA JAMAL
2
Dr. Afsha Jamal
PREFACE
Students of Engineering colleges require an ever-increasing range of skills to maintain
relevance with the global environment of the new millennium. Communication skills are a vital
component of this, recognized by academia and industry alike. Indeed, communication skills are
considered a salient element in the make-up of the new global engineer. Since professional and
result oriented companies always seek for the employees who can communicate persuasively and
effectively. Communication skills were cited as the single most important decisive factor in choosing
managers. A lack of sufficient communication skills serves only to be disqualified in the placement
interviews.
Thus, after a brief look at the profile of the students of engineering, there is felt a need for the
study of the appropriate new techniques for improving their communication skills for acquiring
better placements. The aim of the present study is to suggest a few communicative techniques that
would help the students of engineering master the entire range of skills required for a successful
profession.
The study is based on the assumption that the students of engineering lack the required skills
for getting jobs. Therefore, the present study attempts to suggest a few techniques to be adopted by
the Engineering colleges for equipping the students with the essential skills.
The study focuses on the three Engineering colleges affiliated to Jawaharlal Nehru
Technological University (JNTU), Hyderabad. The three colleges under the study are Nimra College
of Engineering & Technology, Devineni Venkata Ramana and Dr. Hima Sekhar MIC College of
Technology. The study is presented in five chapters.
Chapter 1 discusses the evolution of communication briefly touching upon the development of
communication through advancements in technology since centuries immemorial. It also presents the
role of language in the process of communication.
It also mentions the introduction of English language in the Indian educational institutions. It
basing on their hold on communication skills.
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Dr. Afsha Jamal
It discuses a brief out look of the English syllabus introduced in the Engineering colleges of
JNTU, Hyderabad. The chapter concludes with a discussion of the objectives of the study and the
tools used for data collection.
A study of a few current communicative techniques is presented in the second chapter .It
discuses the role of both the learners and the teachers in Communicative Language Teaching (CLT)
technique and Content-Based Instruction.
It focuses on the characteristic features and relevance of Language for Specific Purposes
(LSP) in relation to the improvement of communication skills. A few definitions of English for
Specific Purposes (ESP) are presented followed by its characteristics. Besides a brief account of the
historical background of English for Specific Purposes (ESP), English for Science and Technology
(EST) and English for Occupational Purposes (EOP) are discussed.
Chapter 3 attempts to discuss the tools used to collect the necessary data and the
methodology adopted. The tools include questionnaires and semi-structured interviews. It further
presents the method used in developing the questionnaires. The description along with the objectives
It also discuses t
presented explicitly.
Chapter 4 comprises analysis of the data collected from the three affiliated Engineering
colleges of Jawaharlal Nehru Technological University (JNTU), Hyderabad. It presents an analysis
-structured
interviews.
Summaries of the students and teachers interviews are excessively discussed. It furthermore
presents an account of the data collected with the help of the questionnaires and semi-structured
interviews.
The concluding chapter 5 discusses and reveals the results of the study. It presents a few
suggestions and recommendations for improving the communication skills of the students of three
Engineering colleges under the present study.
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Dr. Afsha Jamal
ACKNOWLEDGEMENTS
There are many persons to whom I owe my thanks for their help, support, guidance and
suggestions in the completion of this dissertation. Above all, I owe my profound and sincere thanks
and gratitude to my research supervisor Dr. K. Sandhya, Department of English, Maris Stella
College, Vijayawada for her valuable advice and guidance throughout. She has been very considerate
and understanding.
I wish to thank the management of Nimra Group of Colleges and the Principal of Nimra
Institute of Science & Technology, Dr. Akbar Khan for inspiring me to academic excellence and
providing a positive academic work environment, which made it possible to complete my work.
I am grateful to Acharya Nagarjuna University, Guntur and CIEFL, Hyderabad, for the
references.
I sincerely thank all the students of three Engineering colleges ------- Nimra College of
Engineering & Technology, Nova College of Engineering & Technology and D.V.R& Dr.H.S.
MIC College of Technology. They have rendered a valuable help in the collection of data. I am also
thankful to the Management and the Principals of the above mentioned colleges for permitting me
to carry out the field work.
It is my good fortune to have benefited delightfully from several colleagues. The list of
friends and colleagues is too long to cite here. Nevertheless, I wish to mention my gratitude to my
colleagues, Imran, Shaheen Taj, Kamala, Muneera, Swarna, Juveria, Sheema, Abida and
Bhavani for their suggestions and technical help rendered in giving a final form to my dissertation. I
thank my friend Shafia for her support. I thankfully acknowledge the help of Siraj Ahmed and Raja
Sekhar in the use of the computer lab with utmost patience.
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Dr. Afsha Jamal
I owe my appreciation to my family friend Dr.V. Anuradha (Rtd), ANU, Guntur for her
unstinting support and assurance from the beginning of my M.Phil course.
I whole heartedly wish to express my gratitude to my affectionate husband Abdul Quddus
Basha for his kind cooperation and help by sharing my tensions, occasional disappointments and
happiness. I thank my beloved mother, Rafia Sultana and my adorable sisters, Ayesha, Shahna and
Hafiza for their consistent help. Finally I convey my thanks to my sweet children Abdul Aziz and
Abdul Rahim, besides my considerate mother-in-law Sheerin Begum for bearing with my busy
schedule.
I am indebted in more ways to my late father M.Khwaja Mohiuddin. He was a writer and
journalist and always encouraged me to pursue higher studies. Unfortunately, he is not here to
witness my academic excellence. I hereby, dedicate my dissertation to my memorable Abba.
AFSHA JAMAL
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Dr. Afsha Jamal
CONTENTS
Page No.
ACKNOWLEDGEMENTS
PREFACE
Chapter 1 INTRODUCTION 7-19
Chapter 2 COMMUNICATIVE TECHNIQUES 22-38
Chapter 3 METHODOLOGY 42-54
Chapter 4 RESULTS OF THE ANALYSIS 55-72
Chapter 5 CONCLUSION 74-77
BIBLIOGRAPHY 78-80
Annexure
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Dr. Afsha Jamal
CHAPTER-1
INTRODUCTION
Communication is one of the sixty-four arts celebrated by humankind. It provides a medium
for conveying information for all organisms including human beings. The ability of communicating
through a language separates human beings from all animals. Communication is the integral part of
any individual. People spend more time in communicating than doing anything else like talking,
caste, creed, gender and age.
There is ample evidence that communication skills have helped Homo Sapiens develop into
the advanced societies on Earth today. Further, the globalization of science, technology and
civilization demands the need for successful communication.
Huge competencies in the digital society compel the youth to be well equipped with the basic
skills of communication to obtain better placements .This pertains to the students of Engineering to
enhance their technological knowledge and thereby excel in their career.
Communication skills for the students of Engineering constitute several core elements such as
the fluency in the English language and the fundamentals of visual communication.
The range of employment for engineers and technologists is being expanded in the twenty-
first century. In such prevailing situations, students of Engineering are expected to possess multiple
skills to communicate perfectly in different situations. They are required to think creatively and
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Dr. Afsha Jamal
critically and demonstrate both interpersonal and team skills. There is a desperate need to possess a
set of soft skills demanded by recruiters. Since professional and result oriented companies always
seek for the employees who can communicate influentially and efficiently. Communication skills are
cited as the most important decisive factor in choosing the executives. A lack of sufficient
communication skills serves only to be disqualified in the placement interviews.
Accordingly, students of Engineering are required to possess an ever-increasing range of
skills to maintain relevance with the global environment of the new millennium. Communication
skills are a vital component of these, recognized by academia and industry alike. Indeed,
communication skills are considered an outstanding part in the make-up of the new global engineer.
Therefore, these skills have become stifled among the students of engineering discipline.
There is ample evidence that they lack the required standards of communication skills. Students who
are adept at communication skills have a considerable advantage over those who are not.
Furthermore, this lack of communication skills assists to undermine the whole profile of the
professional students.
Students of Engineering colleges require an ever-increasing range of skills to maintain
relevance with the global environment of the new millennium. Communication skills are a vital
component of this, recognized by academia and industry alike. Indeed, communication skills are
considered a salient element in the make-up of the new global engineer. Since professional and result
oriented companies always seek for the employees who can communicate persuasively and
effectively. Communication skills were cited as the single most important decisive factor in choosing
managers. A lack of sufficient communication skills serve only to be disqualified in the placement
interviews.
Thus, after a brief look at the profile of the students of engineering, a need is felt for the study
of the appropriate new techniques for improving their communication skills for acquiring better
9
Dr. Afsha Jamal
placements. The aim of the present study is to suggest a few communicative techniques that would
help the students of engineering master the entire range of skills required for a successful profession.
The study is based on the assumption that the students of engineering lack the required skills
for getting jobs. Therefore, the present study attempts to suggest a few techniques to be adopted by
the Engineering colleges for equipping the students with the essential skills.
The study focuses on the three Engineering colleges affiliated to Jawaharlal Nehru
Technological University (JNTU), Hyderabad. The three colleges under the study are Nimra College
of Engineering & Technology, Devineni Venkata Ramana and Dr. Hima Sekhar MIC College of
Technology and Nova College Of Engineering & Technology for Women.
This chapter discusses the importance of communication skills in the present scenario with an
emphasis on the need for improvement in the communication skills of Engineering students,
especially in the Engineering colleges affiliated to Jawaharlal Nehru Technological University
(JNTU), Hyderabad. After a brief look at the profile of the students of engineering, the researcher
has felt the need for study of the appropriate new techniques for improving their communication
skills for acquiring better placement. The aim is to help the students of engineering master the entire
range of skills required for a successful profession. Since in any profession, one of the important
skills that are looked for in a candidate is the ability to communicate persuasively.
Evolution of Communication:-
Many scholars have surveyed on the evolution of communication. In the view of one such
scholar R.K.Madhukar, the art of communication is as old as civilization itself. It is infact, older than
the written word or the spoken word. Human beings have learned to communicate much before they
learned to speak, read or write. They have learned to express through sounds, gestures and actions.
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Dr. Afsha Jamal
The art of communication has evolved over the years. It goes back in time to the biblical era,
mythological times and even to the pre historic period. People have learned to express them selves
even before they evolved fully into their present- form. It has been long yet fascinating and
rewarding journey through time from sounds, grunts, actions, signs, gestures and gesticulations to the
world of reading, writing and sophisticated methods of communication1
In the process of civilization, human beings have learned to interpret sounds, understand
actions and use signs and gesticulations to communicate. Messages are conveyed through sounds,
cries and drumbeats. The spoken word has added a new dimension to the world of learning. Sages
and saints of yore have learned to pass on the sacred verses and holy texts through word of mouth.
Thereafter, human beings have learned to use symbols and pictures to convey messages. This in turn
has led to the invention of writing. Early writings are engraved on stones and palm leaves. Further,
the invention of printing has brought about a great revolution in human civilization. Various
inventions have made possible the recording of the spoken word or ideas led to the evolution of
different languages likewise.
Gradually, the emergence of new media T.V has added new dimensions to the world of
communication. Advancements in technology have further enabled storage and retrieval of oral and
written records in an effective mode.
Ravi Kant Reddy, who has surveyed on the development of language expresses that the
dovedyot which means that language would take one up to KIEV (The first capital of ancient
it effectively conveys the message that language is a vehicle for meeting
people and going places. The saying reflects the importance given to a language centuries ago. It
sounds incredible that even in this age of technology; language continues to command respect and
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Dr. Afsha Jamal
remains the most powerful tool be it in English, Japanese, French, or Chinese. It is meant for
communication as well as san instrument for creation of wealth and above all shapes careers.2
Introduction of English in India:
India being a multi-lingual country needs a common language for communication. English
being considered as an international language is widely acknowledged and serves as an effective
medium of instruction in the Indian educational institutions. How English as a means of
communication is introduced in India is an interesting fact to be noted. In fact, the influence of
British rule is the primary reason for the spread of the common language. Apparently, the
introduction of English for communicative purposes has taken place in successive steps.
Therefore, in this direction, the charter act of 1813 has decreed that English would be taught
in the Indian education system although not as a replacement for the native languages. Thus, the
current system of education is mutually introduced and funded by the British in the 19th century
following the recommendations of Thomas Babington Macaulay. 3
Later, the use of English for educating the Indian masses is recommended by Lord Macaulay
nd February 1835). His Minute on Indian Education (1835)
encapsulates both the overt and invert agendas for such a policy. He has regarded that English
language is the only appropriate means to convey technical knowledge and scientific twist of
Indians. His intention is to prepare a small segment of Indians who would shortly use English as a
means of communication and connect the gap between India and the Western world. In spite of his
prudence, for diverse reasons he cannot bring up full-scale English based educational system for
Indians.4
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Dr. Afsha Jamal
In the same year, Lord William Bentinck has revitalized the earlier charter act with his New
Education Policy that determined that English should be the official language. From then onwards,
only those with western style education and knowledge of English are considered eligible for the
government employment or for a career in public life.5
Soon after, Sir Charles Wood has become successful in implementing English in Indian
educational institutions through a Dispatch in which he noted that English could be a suitable
medium at a higher level of education, because a sound knowledge of English is a requirement to
seek admission into the university. It has aimed at widening the availability of western oriented
knowledge. Accordingly, several universities are established under the London model in big cities
through out India. 6
Thus, the claim for universal education has resulted in an augment in the number of students
from all occupations joining educational institutions. In this direction, Kothari Commission [1964]
named after its chairperson; D.S.Kothari has manifested an important event in the history of
education in India. The commission is started by the Government to counsel on the national
prototype of education at all stages and in all aspects. The commission has powerfully felt that
education especially science based education, in unity with Indian culture and values can single-
handedly give the basis influential to the natio 7
Hence, the Kothari commission has recommended consolidation of advanced research
centers with an aim to achieve international principles in research areas especially in the field of
sciences. To attain these, the commission has undertaken the responsibility of making pertinent
suggestions for civilizing sectors of education such as scientific education and research.
Thus, English is adopted as the medium of instruction for natural sciences that has resulted
in the rapid growth of university education, especially in urban areas, according to a report released
by the study group appointed by the Ministry of Education, Government of India.8
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Dr. Afsha Jamal
The success of Indian Education Policy can be measured by the content of the recent address
of Dr. Man Mohan Singh, the prime minister of India.
Of all the legacies of the British Raj, none is more important than the English Language and the modern school system. That is of course, if you leave out Cricket! Of course, people here may not recognize the language we speak, but let me assure you that it is English! In indigenizing English as so many people have done in so many nations across the world, we have made the language our own. Today, English in India is seen as just another Indian language.9
Since the root cause of unemployment in the job market these days is lack of a grip over
language skills, especially the English language, the experts strongly suggest the students to realize
the importance of writing, listening and speaking skills so that the Engineering students will not drop
out in the race for placement in the big, wide commercial world.
K.S.S. Prasad, who deals with skills training in the Institute for Electronic Governance (IEG)
expresses his feelings regarding the importance of the communication skills in the highly
unpredictable job market .He mentions that there are a plethora of jobs. According to him, the man
power requirement arrived at by national level organization for 2008 relates to existence of 20 lakh
jobs in the IT, ITES, retail and other booming sectors in the country. Nevertheless, many are made
jobless. The one big reason for any unemployment that is there now arises due to lack of
communication skills. He expressed this in a programme conducted to highlight the importance of
communication skills for professional students. 10
Thus, number of educated youth is left unemployed due to lack of communication skills.
Chandra Sekhar also supports this view in his article. He reveals the fact that the students are
deprived of jobs due to the lack of skills. According to him in a placement drive convened by Sri
Krishna Devaraya University, the officials from HCL Technologies and BPO limited have screened
the Engineering students through a written and oral test. Most of the youth has fared reasonably well
in the written part, but are found to be lacking in basic communication skills. It is sad to point out
that the youth were unable to express their ideas in English though they excelled in the Technical
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Dr. Afsha Jamal
subjects. As a result, out of 216 candidates one is selected. It has baffled the organizers and
emphasized the need for improving communication skills.11
Soma Sekhar, at a H. R. conference held on Bangalore I T in 2006, also expresses the same.
The University of Bangalore has conducted a survey on the students of Computer training Course
from Hosdurga in Chitradurga district above 200km from Bangalore. The result of the survey
reveals that a one in four engineers is qualified in a skills assessment test conducted by Merit Track.
Total candidates participated in the test are about 90,000 out of which 27,450 candidates are
qualified. 12
Ravi Kant expresses that, English Language standards are appallingly low in Professional
colleges and this is eroding the confidence of students from rural areas He feels sad to point out that
a language that has put Indian students on the world map of dotcom, beating the equally brilliant
Chinese, Koreans and Philippines is nipping several Indian lives even before they blossomed here in
India.13
Thus, realizing the need for improving communication skills particularly in English,
Engineering colleges are requested by K.C. Reddy, chairman of Andhra Pradesh State Council of
Higher Education (APSCHE) to open an English Language Training Centre (ELTC) in the colleges
to vernacular students. In his view, English is to be taught throughout Engineering four-year course.
The B. Tech course comprises various fields of specialization viz, civil, mechanical,
chemical, electronics and communication. English is extensively used for academic and professional
purposes in this discipline. The prerequisites of the professions and the demand for communicative
competency require a call for a study of English offered in the Engineering colleges of JNTU.
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Dr. Afsha Jamal
English course at the undergraduate level of Engineering studies requires eq
need for both educational as well as professional requirements.
The educational tasks include oral and written communicative comprehension of lectures and
books, note-making, note-taking, paper presentation, participation in seminars, attending interviews
and so on The professional tasks include oral and written communication , involving business
dealings, interacting with their superiors and subordinates for planning and execution of work and so
on.
Apart from technical subjects, English communication course is introduced by JNTU to
impart communication skills to the Engineering students to meet the rising demand of the skills front
to relish success in placement interviews
A study of the prescribed English course material in the Engineering colleges gives us an
insight into the existing syllabuses and practices. A close look into the course contents, their
part of the study and reveal the needs of the students for acquiring better placements.
English in the Engineering colleges of JNTU:
The present thesis is concerned with the three affiliated colleges of Jawaharlal Nehru
Technological University , located in the rural areas of Krishna District namely Nimra College of
Engineering & Technology , Nova College of Engineering & Technology for Women and D.V.R &
Dr.H.S.MIC College of Engineering.
The above-mentioned Engineering colleges follow two prescribed textbooks and a few
Learning English: A Communicative Approach. Six units is followed for the
detailed study - An autobiography, APJ Abdul Kalam, abridged version is
prescribed for the non detailed study in the first year B.Tech course.
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Dr. Afsha Jamal
The objective of the course is to improve the language proficiency of the Engineering
students in English language with an emphasis on Listening, Speaking, Reading and Writing
(LSRW) skills and to develop the communication skills in both formal and informal circumstances.
The course material for the prescribed syllabus is selected to interest the students and to serve the
actual purpose.
However, there are no prescribed course textbooks for the grammar exercises for the
following topics: Reading and Writing, Reading Comprehension, Situational Dialogues, Letter
Writing, Essay Writing and Common errors, Subject-verb agreement, Use of Articles and
Prepositions, Tense and aspect and vocabulary.
Alternately, the Committee Board of studies of English Department of JNTU has suggested
ten books as reference for the above mentioned course contents. Students are given assistance on
grammar exercises and vocabulary improvement. The idea behind this is to cover all the key
concepts of effective communication in English language. The course material for the prescribed
syllabus is to interest the students and to serve the actual purpose.
The students who join the Engineering colleges are usually high intellectuals. They come
with different backgrounds and thus, bring along with them different levels of aptitude. With such
existing conditions in a class room teaching should be satisfactory to meet the requirements of all the
students.
In the second semester of third year B.Tech course, the students have to be well- equipped for
placement interviews. Hence, the study recommends the social interaction activities including
conversation and discussion sessions, dialogues and role-plays, simulations, skits, improvisations,
and debates. Therefore, a learner centered needs analysis of the learners should form the base for
improving communication skills of Engineering students.
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Dr. Afsha Jamal
As mentioned earlier, communication skills is a dire need in the present scenario, without
which a person can hardly make use of good use of the technical knowledge. English is the language
of communication in all the professional courses. Therefore, it is desirable that an educational course
has a strong foundation in English language. It is more important in the case of Engineering colleges.
Generally, the students that are admitted in Engineering course come from different media of
instructions. Hence, their first language is not English. These students face difficulty due to their lack
of exposure in the use of English. They are required to use English language appropriately, as they
enter an atmosphere where the demand for both written and spoken modes of communication in the
subject is increasing. Students are taught to use the technical discourse of a subject and use it in an
academic style following the conventions of essays, laboratory reports and research papers.14
Bringing in too much of the concept of a subject specification into the English classrooms
rarely interests the student. Thus, the disappointed students of Engineering colleges are likely to
approach private or off campus courses to develop their communicational skills.With the fast
growing requirements in the world of Information Technology, there is a demand for effective
communication among the professionals to meet the desired skill. Hence, a definite need is felt for
adopting techniques and approaches to improve the communication skills of the Engineering students
for acquiring better placements in the High-tech companies and organizations
Objectives of the study and the tools used for data collection:
The methodology adopted is a study of the English Language Communication Course
prescribed for the students of Engineering colleges of JNTU with a view to find out whether it
fulfills the objectives of improving communication skills. The study has undertaken a few steps and
appropriate steps to elicit data and
Study the effectiveness of course prescribed in helping the students to develop
communication skills.
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Dr. Afsha Jamal
Examine the need for oral and written communication of third year students in relation to
their needs and requirements. Assess the language needs of the students such as written
communication
Administer the questionnaires and conduct mock interviews to the third and final year
students to assess their skills and gather their views.
Analyze the data collected from three different colleges affiliated to JNTU.
Hypothesis:
The English language course has been introduced only to the first year students of
Engineering colleges. The students have a need to learn the English as a communicative course in all
the four years of B.Tech. The present study gives the researcher a scope to critically examine and
analyze the communicative competency of the students in the Engineering colleges affiliated to
JNTU through questionnaires and interviews.
The restrictions of the study are that it confines itself to examine only three colleges out of
232 Engineering colleges affiliated to JNTU. The questionnaires and the interviews are used as tools
to add the learning of course contents in use to examine their suitability for developing
communicational skills for better placements.
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Dr. Afsha Jamal
Conclusion:
The study analyses the English course books prescribed in the Engineering colleges of JNTU
ed for its communicative
value concerning academic as well as career functions. The study also examines whether the syllabus
has stated any specific objectives and whether these objectives are met. Based on these findings, the
study includes recommendations, suggestions and modifications of the existing approach of teaching
to a fuller satisfaction of the needs of the students.
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Dr. Afsha Jamal
End Notes
1. Madhukar R.K. Business Communication, Vikas Publishing House
Pvt Ltd, .Delhi, 2007 Pg.3.
2. Ravi Kanth Reddy.R. Making English Accessible Education Plus, The Hindu, Monday
Nov 12, 2007 Pg. 2.
3. Tricia Doyle. Western Education in Nineteenth Century, India 4 June1998-
http://www.qub.ac.uk schools/school of English/ imperial/india/educate,htm.)
4. Macaulay, Lord Speeches by Lord Macaulay with his Minutes
On Indian Education, Oxford: Oxford University Press 1935 Pg.23.
5. English Medium Education Wikipedia, the free encyclopedia, March, 2008.
(http://en.wikipedia.org/wiki/EnglishMedium_Education#The_PostColonial_Indian )
6. Government of India. Ministry of Education:
NewDelhi.1854Pg.5 (www.qub.ac.uk schools/school of English/imperial/india/educate,
html.)
7. Government of India Report of the Kothari Commission. Ministry of
Education:NewDelhi.1946.
(http://en.wikipedia.org/wiki/English_Medium_Education#The_Post_Colonial_Indian)
8. The study of English in India. A Report of The Study Group appointed by the Ministry of
Education, Government of India.
(http://en.wikipedia.org/wiki/English_Medium_Education#The_Post_Colonial_Indian)
9. Address by Prime Minister In Acceptance of Honorary Degree from Oxford University Dr.
Man Mohan Singh July 8, 2005. (http://pm india. nic.in/visits/content asp?id-44.)
10. Prasad K.S.S. English speaking still holds the key by Ravi Kiran Education Plus, The
Hindu, 12 Nov 2007 Pg. 2.
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Dr. Afsha Jamal
11. Chandra Sekhar B. Educated Rural Youth Lose Out At Placement Mela, Education Plus,
Anantapur, The Hindu, 12, Nov 2007 Pg. 2
12. Soma Sekhar G. R.N. Report on H.R. Conference, Banglore, 2007.
(Students smart. in /self development/comskills.html).
13. Ravi Kanth Reddy. R. Making English Accessible Education Plus, The Hindu, Monday,
Nov 12 2007 Pg.2.
14. _______. Making English Accessible Education Plus, The Hindu, Monday Nov 12, 2007 Pg.2.
.
15. Neil Mercer& JoanSwann Learning English: Development and Diversity. London New York:
Routledge.1961 Pg.5.
***
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Dr. Afsha Jamal
CHAPTER-2
COMMUNICATIVE TECHNIQUES
In this age, it has become an essential commodity to possess good communicational skills to
communication skills along with the technical knowledge. Lack of this makes them jobless, as the
Selection Committee selects those candidates who excel in effective communication. English
language is no longer confined to the study of colonial literature as in earlier days but has merged as
a language of communication the world over in all aspects such as trade, commerce, education and
so on. It has become a source of information and a medium through which transactions take place.
communication skills for better placement, it is felt necessary to consider certain current
Communicative Approaches as a branch of study to cater to their needs.
Thus, in attaining this, in 1971, a group of experts has begun to investigate the possibility of
developing language courses on a unit-credit system in which learning tasks are broken own into
related to all the other portions.1
One among these experts is D.A. Wilkins who proposes a communicative definition of
language that serves as a basis for developing communication syllabuses for language teaching.
understand and express. It is an approach that aims to: make communicative skill the goal of
language teaching and develop procedures for the teaching of the four language skills (LSRW) that
acknowledge the independence of language and communication.2
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Dr. Afsha Jamal
In other words, CLT technique adopts a learner-centered approach and experience-based
view and allows the learners to articulate their future language needs. The specific language needs of
the learners eventually form the base for CLT material design.3
Therefore, Communicative Technique in language teaching starts from a theory of languages
as communication. According to Hymes the goal of language teaching is to develop communicative
competence. His theory of communicative competence is a definition of what a speaker needs to
know in order to communicatively competent in the society. In his view a person who acquires
communicative competence which in turn requires both knowledge and ability for language usage
with respect to:
Whether something is formally possible.
Whether something is feasible in virtue of the means of implementation available.
Whether something is appropriate (adequate, happy, successful) in relation to a context in
which it is used and evaluate.
Whether something is in fact done actually performed and what its doing entails.4
Characteristics of CLT:
It can be helpful to discuss the characteristic features of CLT, before understanding the
concept. Johnson and Little wood consider CLT as an alternative learning technique ------a skill
learning oriented approach. According to this technique, the acquisition of communicative
competence in a language is an example of skill development, involving both cognitive and
behavioral aspect.
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Dr. Afsha Jamal
The behavioral aspect involves the implementation of these plans so that they can be genitive
and behavioral aspect. The cognitive aspect involves the internationalization of plans for creating
appropriate behavior for language use, these plans derive mainly from the language system they
include grammatical rules procedures for selecting vocabulary and social conventions governing
speech converted into confident performance in real time. This occurs mainly through practice in
converting plans into performance. CLT technique thus encourages an emphasis on practice to
develop communicative skills.
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Dr. Afsha Jamal
Objectives:
The study discusses the objectives of CLT technique as proposed by Piepho 6
An integrative and content level in which language is used as a means of expression.
A linguistic and instrumental level where language is learned in a semiotic system.
An affective level of interpersonal relationships and conduct is achieved (language is a means
of expressing values and judgments about oneself and others)
A level of individual learning needs (remedial learning based on error analysis)
Little wood distingui
includes tasks as learners communicating behind a screen to another learner. Social interaction
activities include conversation and discussion sessions, dialogues and role plays, simulations skills,
improvisation and debates.7
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Dr. Afsha Jamal
It is felt necessary to discuss the role of a student within CLT technique. According to Breen
and Cand between the
self, the learning process and the object of learning. The suggestion for the student is that he should
contribute as much as he gains and thereby learn in an independent way. 8
responsibility achieved and acknowledged mutually.
It is equally essential to discuss the role of teachers in the Communicative Language
Teach
in the following terms: The teacher has two main roles --- the first is to facilitate the communication
process between all the participation in the classroom and between these participants and the various
activities and texts. The second role is to act as an independent participant within the learning
teaching group.
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Dr. Afsha Jamal
Methodology:
e the
communication skills of the Engineering students for better placements, it felt appropriate to mention
a few methods suggested by the CLT advocates.
Finocchiaro and Brumfit offer a lesson out line suggesting CLT procedures as evolutionary
rather than revolutionary.
Presentation of a brief dialogue or several mini dialogues
Oral practice of each of utterance of the dialogue segment to be presented by the entire class.
Questions and answers based on the dialogue topics and situation.
Oral production activities proceeding from guided to freer communication activities. 9
Thus, Communicative Language Teaching technique is considered the best as an approach
rather than a method. It refers to a set of principles that reflect a communicative view of language
learning that can be used to support a wide variety of classroom procedures like:
Learners learn a language through using it to communicate
Authentic and meaningful communication should be the goal of classroom activities.
Fluency is an important dimension of communication.
Communication involves the integration of skills.
Learning is a process of creative construction and involves trial and error.
Richards.J.C 10
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Dr. Afsha Jamal
Content-Based Instruction:
The study further recommends another technique to be adopted by the Engineering Colleges
- Based Instruction.
CBT refers to an approach to second language teaching in which teaching is structured
around the substance or information that students acquire. Kranhe11offers the following definition:
It is the teaching of content or information in the language being learned with little or no
direct or explicit effort to teach the language itself separately from the content being taught.
Thus, CBT draws on the principles of Communicative Language Teaching. It focuses on real
communication and the exchange of information. The students learn the language as a by- product of
learning about real world.
Since the present thesis is concerned with the suggestion of techniques to be adopted so as to
improve the communication skills of students of Engineering colleges, it is keen to discuss Language
for Specific Purposes/ English for Specific Purposes, its background, English for Occupational
Purposes and English for Vocational Purposes
Language for Specific Purposes (LSP):
LSP is a movement that seeks to serve the language needs of learners who need to carry out
specific roles. For example, students, engineers, technicians, nurse and so on. They acquire core and
real world skills through the medium of a second language rather than master the language for its
own sake. LSP has focused particularly on English for Science and Technology (EST).
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Dr. Afsha Jamal
The Engineering Institutions offer English courses to help the students learn to read and write
technical articles. LSP/ESP in turn has given rise to a number of subfields such as ESP (English for
Specific Purposes), EOP (English for Occupational Purposes) and EAP (English for Academic
Purposes).
The study concentrates on the characteristic features and importance of LSP, helpful in the
improvement of communication skills. As mentioned earlier, English as a media is introduced in all
the academic courses as part of curriculum. English being the common language helps the students in
gathering information in various aspects of their academic and profession lives. The activities in the
General English for Specific Purposes section are designed to favor practice and learning of general
skills that might be used in a variety of contexts. Among many different abilities, special attention
has been paid to rhetorical strategies in both written and spoken interactions (e.g., give instructions,
write definitions, develop awareness of various argumentative strategies), and to instructions on how
to use e-mail exchanges and other Internet resources.
Hence, English for Specific Purposes (ESP) has been an attempt to cater to the language
needs of the professional students for specific purposes. ESP is a step which focuses not only on the
specific skills of language learning such as LSRW but also interpersonal skills, team work and so on.
A few scholars have offered definitions of ESP in their own terms.
According to Munby , ESP courses are those where the syllabus and materials are
determined in all essentials by the prior analyses of the communication needs of the learner , rather
than by non-learner reference
for General English or for treating English as a part of a General Education.11
much as an end in itself but as an essential means to a clearly identifiable g 12
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Dr. Afsha Jamal
P should properly be seen not as
any particular language product but as an approach to language teaching which is discussed by
specific and 13
Strevens defines ESP by making a distinction between four absolute characteristics and two
variable characteristics. The absolute characteristics are that ESP consists of English Language
Teaching, which:
Designed to meet specified needs of the learner
Related in content (that is, in its themes and topics) to particular disciplines, occupations and
activities.
Centered on language, appropriate to those activities in syntax, lexis, discourse, semantics,
and so on, and analysis of the discourse in contrast with General English.14
The variable characteristics are that ESP:
May be restricted as to the learning skills to be learned (for example reading only)
May not be taught according to any pre ordained methodology.
characteristics that are generally found to
specify as closely as possible what exactly it is that students have to do through the medium of
English.15
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Dr. Afsha Jamal
Dudley _Evans consider the three definitions of Alan Waters, Peter Strevens and Pauline
Robinson made on ESP and has identified some strengths and weaknesses in each of these. Based on
their understanding, they have redefined ESP in their own terms with slight modifications in the
absolute and variable characteristics in the following manner:
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Dr. Afsha Jamal
Absolute Characteristics:
ESP is designed to meet the specific needs of the learner.
ESP makes use of the underlying methodology and activities of the discipline it serves.
ESP is centered on the language on the language (grammar, lexis, and register) skills,
discourse and genres, appropriate to these activities.
Variable Characteristics:
ESP may be related to or designed for specific disciplines
ESP may use, in specific teaching situations, a different methodology
ESP is likely to be for professional learners.16
Historical Background of ESP:
A brief look into the historical background of ESP in the field of LSP gives us an insight into
international language continues to increase as more and more people are being required to learn
17
33
Dr. Afsha Jamal
It is in the 1960s that ESP has been recognized as a vital and innovative activity within the
movement of teaching of English as a second language. The growth of ESP has been due to the
developments in the increase use of English as the international language of science, technology and
business has given a thrust to the future of ESP. English language is no longer restricted to the
classrooms. Its use has become widespread and vibrant, affecting all the sectors of society and
economy. English has become a major medium of communication world- wide. The major demand
was felt for a variety of English language styles, which could cater to the different expressions
arising out of the varied needs. Thus a new form of using the language in the perspective of meeting
communication needs has been focused.18
The ESP as criteria of research emerged between the late 60s and early 70s. The research is
extended into written scientific and technical English for Science and Technology (EST). Because
the line of distinction is very thin between ESP and EST, both are mistaken to be one and the same.
The development in the sphere of language learning has sent ripples across the English
language teaching learning community. It is gradually felt that in the language learning process, the
position of learners is gaining importance, because the learners begin to determine their needs and
interests. As a result, there is a parallel rise in the importance of the English course material to meet
the needs of the learners. motivation levels and thereby makes learning
better and faster.
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Dr. Afsha Jamal
The development of ESP has taken place stage by stage. English for Science and Technology
(EST) made the greatest contribution. The overall purpose of an ESP course is to equip the learners
with adequate language skills to function successfully in a demanded situation. ESP is regarded as a
trendsetter in the field of LSP. The purpose of language learning has seen a dramatic twist with the
introduction of English as an international language. The two major divisions are English for
Academic purpose (EAP) and English for Occupational Purpose (EOP).English for Science and
Technology (EST) and English for Vocational Purposes (EVP) has been considered as a major
outcome of ESP.
Since EST is considered with Engineering studies, it is felt that a discussion of EST in detail
in the following sections is necessary.
EST Branch caters to the Science and Technological requirements through English.
hat
EST is a specified learning lessons dealing with Scientific content to be used by Scientists and
Technologists for various specialist purposes such as presenting a Scientific or Technical paper at a
conference, reading relevant literature or writing a paper propounding a theory and so on.
becomes more important to have a focused learning course /program catering to the varied needs of
each of these disciplines. The differences can be in the lesson content, standard of teaching aids or
the methods adopted. For example, the various scientific Disciplines are engineering, agriculture,
medicine and so on. Each of these had a different set of vocabulary, style of expression, recorded
19
The same level of difference applies to the present study conducted on the professional
course in Engineering, where there are further sub-branches namely civil, electronics, electrical,
35
Dr. Afsha Jamal
mechanical, and aeronautical and so on. Each of these sub-branches has a specific lessons and
specific language requirements, though all these branches make apply the skills in using the language
in general. Thus, the above given definition rightly applies down to the last level of a scientific study.
Therefore, to update one of all the most recent happenings, students participate in field
activities, where oral skills come into play in reporting the activity, but writing skills are important in
preparing the report. Therefore, it is necessary to evaluate the needs of the students so that they are
equipped with the right skills to aspire for better career opportunities.
English for Occupational Purposes:
As the title suggests this flow of English caters to the requirements of English practice in a
specialized setup or in a working situation. The working environment can base upon any profession
or job that requires specialized skills for working. To make the concept of EOP clear, it is useful to
look at some of the definitions of EOP.
Dudley, felt that there is a need to make a distinction between EAP and EOP as the purpose
purposes, it includes professional purposes in administration, medicine, law and business and
vocational purposes for non-professionals in work or pre-
clear, consider the following example language and discourse of medicine for academic purposes
will be useful to medical students, whereas language and discourse of medicine for occupational
purposes will be useful to practicing doctors. 20
use English as part of their work or professi
adapted keeping in view when the learners need to use it. Since in a professional set up, there might
be different stages, where the language requirement s also varies accordingly. Broadly, three
36
Dr. Afsha Jamal
situations have been identified to help classify EOP courses. They are pre-experience,
simultaneous/in experience and post experience.
A pre-experience EOP course may have only the basis or introductory particulars relating to
the profession. A simultaneous EOP course contains the core needs of the profession and provides
extensive learning experience. A post experience EOP course explores further particulars of the
profession or provides information on interdisciplinary research and so on.
The emergence of the EOP course goes back to late 60s in the type of standard letter formats,
to make complaints or requests for information. These resources existed in the form of model
papers, texts and dialogues. The focus was shifted to top business needs, mainly spoken in the mid
70s. During mid 80s the requirement w as towards behavioral skills in the business communication
situation such as attending calls, arranging and conducting meetings and seminars and so on. The
present day EOP explores not only the communication skills extensively but also management and
language training requirements.
English for Occupational Purposes (EOP) mainly focuses on the business requirements or
occupational needs of a profession. Generally, any EOP course comprises the following.
Particular terms and text formats for business dealings.
Clear styles for spoken interactions such as speeches, meetings, telephone conversations
and so on.
Linguistic terminology precise to that profession or field of activity.
Behavioral skills.
Approach and methodology to training.
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Dr. Afsha Jamal
The present learning takes EOP courses into thought because it focuses on Engineering
students, who immediately after taking up a job (pre-experience) or after they gain more experience
would benefit from an EOP course as appropriate at a point of moment.
The raising specialization of content in English language teaching curricula has seen its
mean rather than as an end itself. Teaching of English generally is treated as teaching with Utilitarian
Purpose.
ion subject and
assumes the role of 21
early secondary levels of education. It is generally taught keeping in mind the general education
age as part of broad
education.22
Usually, people use English language only when associated with an occupational, vocational,
academic or professional requirement. When wants are clear, learning aims can be defined in terms
of some detailed purposes in which the language substances are adapted. The outcome is that the
coaching is concentrated so as the students can pick up communicative ability in the concerned area.
The result can be impressive where such requirement for communicative ability with specially
designed materials is relevant to the needs of particular students to improve their communication
skills.
This chapter end with a brief discussion of Vocational Purposes encompasses settings where
English is used for finding or keeping a job, or, more generally, any activity that is related to work.
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Dr. Afsha Jamal
The tasks aim to create a set of practical abilities, consisting first of all of job-related vocabulary, and
then of efficient self-presentations and dynamic interactions in job interviews. These latter aims
obviously entail awareness of a whole series of verbal and nonverbal signs, related to linguistic,
social, and cultural values.23
Thus, English language has been fast in status and reputation recently due to the
understanding produced by the experts in the field of technical education.
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Dr. Afsha Jamal
End Notes:
1. Richards J.C and Theodore S. Rodgers Approaches and Methods in Language Teaching.
Cambridge University Press, 2001 Pg.154
2. _____. Approaches and Methods in Language Teaching Cambridge University Press,
Cambridge, 2001 Pg. 155.
3. _____. Approaches and Methods in Language Teaching. Cambridge University Press,
Cambridge 2001 Pg.158.
4. Hymes D. On Communicative Competence In J. B. Pride and J. Holmes (Ed)
Sociolinguistics Harmondsworth: Penguin. 1972 Pg.61.
5. Piepho, H. E. Establishing Objectives in the Teaching of English Cambridge University
Press, Cambridge 1981 Pg.62.
6. Littlewood. W. Communicative Language Teaching Cambridge University Press,
Cambridge, 1981.Pg.56.
7. Breen M and C. N. Candlin. The Essentials of a Communicative Curriculum in Language
Teaching Applied Linguistics, Cambridge University Press, Cambridge 1980 Pg. 89-112.
8. Richards J.C and Theodore S. Approaches and Methods in Language Teaching, Cambridge
University Press, Cambridge 2001 Pg.170-171.
9. _____. Approaches and Methods in Language Teaching, Cambridge University Press,
2001Pg. 172.
10. Kranhe. K. Approaches to Syllabus Design for Foreign Language Teaching New York.
Prentice Hall, 1987 Pg.65.
11. Munby John Communicative Syllabus Design. Cambridge University Press, Cambridge,
1978 Pg. 95. (www.asian_esp_journal.com june_2006_yvc.php)
12. Robinson Pauline. C. ESP (English for Specific Purposes): The Present Position. New
York: Pergamon Press, 1980 Pg. 76.
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Dr. Afsha Jamal
13. Hutchinson, T&A. Waters. English for Specific Purposes: A Learner Centered Approach
Cambridge: Cambridge University Press1987 Pg.54. (www.asian_esp_journal.com
june_2006_yvc.php)
14. Strevens, P. ESP After Twenty Years: A Re- Appraisal in Tickoo, M. L. (Ed) ESP: State of
the Art. Singapore. SEAMEO Regional Language Centre1988 (www.asian_esp_journal.com
june_2006_yvc.php)
15. Robinson Pauline C. ESP (English for Specific Purposes): The Present Position. New
York: Pergamon Press1980.In Dudley Evans, Tony & St. John Magie Jo Developments in
English for Specific Purposes: A Multidisciplinary Approach. Cambridge University Press,
Cambridge, 2000.
16. Dudley Evans, Tony & St. John Magie Jo. Developments in English or Specific Purposes:
A Multidisciplinary Approach. Cambridge University Press, Cambridge 2001 Pg 27-
30.(www.esp_world.co.info info_Articles_14 Designing ESP Courses)
17. Kennedy, Chris & Rod Bolitho. English for Specific Purposes. Macmillan Publishers
London: Ltd. 1984 Pg.78.
18. Dudley Evans, Tony & St. John Magie Jo Developments in English for Specific
Purposes: A Multidisciplinary Approach. Cambridge University Press, Cambridge, 2001
Pg.27-30.(www.esp_world.co.info info_Articles_14 Designing ESP Courses)
19. Trimble, Louis. English fort Science & Technology, A Discourse Approach, Cambridge
University Press, Cambridge 1985
20. Sysoyev, Pavel. English for Specific Purposes Course Using a Learner Centered
Approach; A Russian Experience. The Internet TESL Journal. (http://
itselj.org/Techniques/Sysoyev-ESP.html.) The Internet TESL, Journal, Vol VI, No.3, March
2000.
21. Mackay, R. & A.J. Mount ford (Ed) English for Specific Purposes. Longman Group Ltd,
London, 1978 Pg. 4.
22. _____. English for Specific Purposes. London: Longman Group Ltd, London, 1978 Pg. 4.
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Dr. Afsha Jamal
23. Peter Master and Donna Brinton, Teachers of English to Speakers of Other (Ed)Alexandria,
Languages (TESOL) 1998. Pp. xxii + 337 Vol. 4. No.1, July1999. (Silvia Bruti University
of Pisa<[email protected]>)
***
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Dr. Afsha Jamal
CHAPTER -3
METHODOLOGY
The previous chapter offers an analysis of the study of English for Specific Purposes with
focus on the need for the improvement of communication skills of the Engineering students. This
further helps in formulating the tools to understand the needs of the professional course. This chapter
discusses tools used to collect the necessary data and the methodology adopted.
The intention of the study is to evaluate the communication skills of the Engineering students
and suggest a few techniques to improve the same. Evaluation is done with the help of two tools ---
Questionnaires and Semi-Structured Interviews. The purpose is to identify the needs of the students
to obtain better placements and to get the advices and suggestions of the teachers. .The tools used
are:
A questionnaire for the students.
A semi-structure interview with the students.
A questionnaire for the teachers.
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Dr. Afsha Jamal
Method used in developing the questionnaires:
The draft versions of the questionnaires are given to experts in the field in order to
standardize the questionnaires before administering to the students and teachers. Necessary
modifications and additions are done following the suggestions of the experts.
Questionnaires are directed to the third year B-Tech students and the English teachers. Semi-
structured interviews are conducted for the first and final year B-Tech students. The information
elicits with the help of interviews, which in turn serves as support and supplements the information
obtained through the questionnaires.
Three colleges from Krishna District are selected to gather information. The three colleges
are Nimra College of Engineering and Technology (NCET), Nova College of Engineering for
Women (NCEW) and DVR & HS MIC College of Technology. The purpose behind selecting the
three colleges is to make the sample accurately representative. Two sets of questionnaires are
administered one for B.Tech students and MCA students and another for the English teachers of
the Engineering colleges. For this purpose, a total of 100 students and 6 teachers are selected from
the above-mentioned three colleges. The MCA, MBA and final year B-Tech students are also
interviewed on the importance of communication skills. The results of the first and final year
helped the researcher to understand a wider and different perception of the
professional requirements.
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Dr. Afsha Jamal
f 21 questions of which eight are direct questions while
the remaining 13 are of objective type. The questionnaire comprises of five different parts to seek
information and opinion of the students in the following areas like personal details, their perception
of the term communication skills, number of classes allotted for communication course, self-
assessment of their skills and to gather their suggestions of a few techniques for improving their
communication skills for acquiring better placements.
Objecti
to understand the profile of the students
to understand their perception of communication skills.
to elicit their suggestions of a few techniques to improve their communication skills for better
placements
year and name of the course, mother tongue, other languages known and name of the college.
Seventh question int
skills.
Eighth question seeks at an understanding of the frequency with which the students use
English in their day-to-day communication. Three choices were provided to assist answering the
question.
Ninth question tries to identify the problems encountered by the students while
communicating with others.
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Dr. Afsha Jamal
Tenth question lets the students mention the problem(s) against different categories given if
the answer to the question 9 is yes.
Eleventh question hopes to check if there is enough opportunity for communicating in
English in the classroom.
Twelfth question assists to enable the student conduct self-assessment on English language
proficiency.
Thirteenth question allows the students to prioritize the communication skills in a
professional course.
English, as they perceive it.
Fifteenth question serves to check if the students are satisfied with the classes allotted for the
skills development.
Sixteenth question intends to find out the important component in communication skills.
Seventeenth question wants to find out whether the skills development course helps them
improve their oral and written communication skills.
books and English communication lab syllabus.
Twentieth question is an attempt to realize the importance of good communication skills for
better placements.
The final question helps out to find the most neglected areas of the four skills LSRW.
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Dr. Afsha Jamal
Thus, this questionnaire is an attempt to understand the way the students acquire the skills,
their attitude towards English, necessity of English apart from their technical subjects for better
placements and their own perception of LSRW skills in their communication.
The above described questionnaire is administered to 75 Engineering students and 25 M.C.A.
students. The first section of the questionnaire helps in arriving at a profile of the students studying
in the Engineering colleges.
The proficiency in English language among the members of the sample varied widely.
Though the medium of instruction is English until intermediate the sample, students are not
proficient in English. Only 50 students out of 100 use English regularly in different contexts.
Students are also unaware of the situations in which they may need to use English for
communication.
Professional courses like Engineering need to emphasize the importance of communication
skills for placements. Some members of the sample showed low levels of confidence since they are
not proficient in English. This condition hampers their academic as well as psychological growth.
The students whose confidence levels are low, are those who have their schooling and
intermediate studies in regional medium of instruction. The researcher has noticed that even the
students who have their schooling through English medium feel that they cannot communicate
fluently in speech. All the members of the sample are found to be comfortable in written
communication.
be categorized as follows:
Students with regional medium background, who find it difficult to communicate in English.
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Dr. Afsha Jamal
Students with English medium background who could not communicate fluently in English.
Students who are fluent in using English.
Hence, there is a need to adopt a few techniques to improve the communication skills of the
Engineering students.
Besides administering the questionnaire to the students of the three Engineering colleges, an
attempt is made to elicit through the interviews. The purpose behind is to draw out the information
that is left out through questionnaire.
Thus, students of the three colleges under the study are interviewed. The students of the first
and final year B-Tech are chosen for the interview. The purpose behind selecting the final year
students is to know their perception of the need for communication skills in their professional course.
It is found that the final year students have to undertake project works as part of their study and that
they need to face campus interviews during the last two years of their study in the college.
Altogether 75 students are interviewed, 50 Engineering and 25 M.C.A. students from the
three colleges under the study. The students belong to all the branches of Engineering such as Civil,
Mechanical, Computer Sciences, Electronic Communication Engineering Chemical Engineering and
so on. It is a purposeful attempt made by the researcher to interview the students belonging to
different branches as it helped the researcher to know the communication skills requirements, needs
and opinion of the students from different branches. This information is used by way of
reinforcement of the information obtained through the questionnaire. The students are proven
cooperative and showed interest in participation and in answering the questions.
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Dr. Afsha Jamal
Summary of the interview questions:
The questions asked to the first and final year students of Engineering in the semi-structured
interviews can be sum up as follows:
suggestions towards the need for good communication skills for better placements. The first year
students are asked if they are aware of the term communication skills and its importance in their
English course books and their effectiveness in catering to their communicative needs. They are
enquired whether they are satisfied with content they are taught in the language classroom.
The final year students are asked if they feel the need for a course in communication skills
after they are explained the components that comprises in such a course, such as seminars, group
discussions few sessions on interview skills and so on.
After obtaining a positive response to the questions the researcher has felt that there, is a
scope for more information and an interrogation is finished further by seeking their opinion on
introducing a communication skills course in the final year of B-Tech. At the end of the semi-
structured interview, the final year students have commented on the first year English course books
and the researcher has observed the sessions in language laboratory.
Questions based on the project work, the role of English language, the skills required to
complete a project and the skills required for a campus selection are a part of the discussions.
e towards English classrooms, and the suggestions for
introducing a course in communication skills in the final year to help them, meet their professional
needs and so on formed a part of the semi-structured interview. These questions are developed to
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Dr. Afsha Jamal
furnish information that cannot be elicited through the questionnaire. Moreover, this is done to
ensure that the study is comprehensive and complete.
Interrogation is based on the first year students expectations from the prescribed English
course books and their effectiveness in catering to their communicative needs. They are enquired
whether they are satisfied with content they are taught in the language classroom.
After obtaining a positive response to the questions the researcher has felt that there, is a
scope for more information and has interrogated further to seek their opinion on introducing a
communication skills course in the final year of B-Tech. At the end of the semi-structured interview,
the final year students have commented on the first year English course books and the researcher
observed the sessions in language laboratory.
The present study also concentrates on the need for development of the soft skills required for
the placements.
As defined in Career Opportunities News, October 2002, Volume 20, Number 2, Ferguson
Publishing Company, 1
"A soft skill refers to the cluster of personality traits, social graces, facility with language, personal habits, friendliness, and optimism that mark each of us to varying degrees. Persons who rank high in this cluster, with good soft skills, are generally the people that most employers want to hire. Soft skills complement hard skills, which
ers in any given
situation helps one to complement academic intelligence/cognitive capacities (IQ) with a humane
understanding of issues. This Emotional Intelligence is known as soft-skills. It strengthens
individuals from within and helps them understand
situations. Technical skills education is different from soft skills education. Soft-skills training
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Dr. Afsha Jamal
require an in-
temperament and even work experience.
The present study focuses on the required development of soft- skills of the Engineering
students for better placements in this section.
Soft-skills like, punctuality, goal management, collaborative team skills and listening skills
are important facets of a well-rounded personality. These soft-skills are enormously valued in the
work place. Currently, as employment conditions become tougher, potential recruiters look for
personal attributes like attitude and values.
Hence, Technical and job related skills are necessary, but they are not sufficient when it
comes to progressing up the ladder. Professional managers expect their teams to be proactive and
communicate openly, since the traditional paternalistic style of leadership is becoming obsolete.
-
skills are very important in business. It is essential technically sound, but one should also have the
ability to convey the ideas to the masses in t 2
assignments. However, when it comes to growing in an organization it is the personality or soft-skills
that matters in organizations where several people with similar technical expertise compete for a
promotion. Therefore, training on soft-skills has become all the more relevant in country like India
where the education system does not delve into the personality development of the students.
houses have to take up the task of grooming employees who are the link between the company and
3
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Dr. Afsha Jamal
Sharpening communication skills involves two parts one is developing attitudes and attributes
and the other part involves fine-tuning communication skills to express attitudes, idea, and thoughts
in the best possible manner.
Accordingly, the crucial key to success is the perfect integration of ideas and attitudes with
appropriate communication skills in oral and written abilities and non-verbal areas. Attitudes and
skills are integral to soft skills. Each one influences and complements the others. The important faces
of a well-rounded personality are punctuality, goal management, collaborative team skills, and
listening skills.
Hence, soft skills education is to be imparted to the students in engineering colleges for
acquiring better placements. The thesis suggests that soft skills education could be improved through
GDs, debates, public speaking, mock interviews and role-playing activities. This is a very effective
way of helping students to learn how to don different hats and think about the best way to get a
placement. All these activities through language communication lab can be achieved and improve the
students communication skills in engineering colleges.
Thus, a lot of importance is laid on soft skills development and its requirement especially for
the Engineering students with technical background .To meet the requirement; the three colleges
under the study have taken measures in this direction. Accordingly, one period in a week is allotted
for soft- skills development to the third year B- Tech students in their second semester. The purpose
is to equip the students with the required skills to enable them to face the campus interviews
confidently.
O
The reason behind dispensing the questionnaire to the English Teachers is to understand the
placements.
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Dr. Afsha Jamal
questionnaire besides questions eliciting information on training and their suggestions for improving
A description of the objectives of formul
follows:
The first seven questions seek at building the profile of the teachers in terms of their name,
gender, qualifications, area of specializations, teaching experience and name of the college.
Eighth question endeavors to know whether the teacher has undergone any training in the
teaching of English language.
Ninth question undertakes to find out whether the number of classes allotted for skills
development was sufficient.
Tenth question is an effort to find out which language skill would benefit the students most.
Eleventh question is framed to identify the importance of developing speaking skills of the students.
Twelfth question strives to extract information for skills taught to the students during the
course.
Thirteenth question plans to know how the students get practice in improving communication
skills in the classrooms.
Fourteenth question efforts to identify the areas where the students have to use oral
communication skills .Four choices were given.
Fifteenth question wants to find out how they help the students in improving their
communication skills.
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Dr. Afsha Jamal
placements.
:
Teachers of the three Engineering colleges under the study are interviewed. It is a semi-
structured interview. The purpose is to focus on the aspects that the researcher may have missed out
in the questionnaire. These semi-structured interviews have helped the researcher to capture the
personal reactions of the teachers towards the importance of the communication skills.
The teachers, selected for the same purpose are six in total, from the colleges under the
survey. Two English teachers from each college ---------- NCET (Nimra College of Engineering and
Technology), NCEFW (Nova College of Engineering for Women) and MIC College of Technology
(DVRE&HS). The English teachers are very supportive and have helped the researcher in gathering
information adequately. Initially, the researcher has started with the prepared set of questions but as
the interview has progressed the number of questions increased.
Summary of the interview questions:
The questions are directed to
questioned related to the need of teachers in terms of communication skills development for the
students.
Questions are framed to seek information from the teachers whether, according to them,
students require communication skills components in the first year or the final year. Teachers are
asked as to what kind of methodology and material are used in language laboratories and its
usefulness to the students.
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Dr. Afsha Jamal
End Notes :
1. Career Opportunities News October 2002, Volume 20, Number 2, Ferguson Publishing
Company. (http://www.todaysengineer.org/ 2007/Jan-Feb/worldbytes.asp ).
2. Mayur Kumar Gadewar Are Technical/Job Related Skills Enough? (http://in.rediff.com/get
ahead/2005jun/30soft.htm.)
3. Sumeet Mehta Will Formal Training Enhance Your Soft Skills? (http://in.rediff.com/get
ahead/2005jun/30soft.htm).
***
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CHAPTER-4
RESULTS OF THE ANALYSIS
The previous chapter describes the tools used for collecting data. It discusses the aims and
collected from questionnaires as well as semi-structured interviews.
As mentioned in the early chapter, three Engineering colleges affiliated to Jawaharlal Nehru
Technological University (JNTU) are chosen for the study. The three colleges are NCET (Nimra
Engineering College of Science and Technology), NCEW (Nova College of Engineering for
Women) and DRS&HS MIC College of Technology (Devineni Venkata Ramana and Dr.Hima
Sekhar MIC College of Technology).
The data is collected with the help of both the questionnaire and semi-structured interviews.
Two sets of questionnaires are administered one for the teachers and another for the third year
students of the Engineering colleges.
while the rest of the 15 questions are of objective type.
The questions are in four different sections- elicit information and opinion of the students on
areas such as personal details, their perception of communication skills, self-assessment of their
skills and to gather their suggestions to improve communication skills for better placements.
The first six questions seek
course, their mother tongue and their proficiency in other languages. This helped to build a profile of
a cross section of students studying in Engineering colleges.
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Dr. Afsha Jamal
In all the three colleges, a large percentage (80%) of the students had Telugu as their mother
tongue and the rest of the students belong to Urdu (20%). Almost all the students spoke a minimum
of two languages besides their mother tongue.
The s
communication skills.
All the students answered positively to this question. They are aware of the meaning of
communication skills.
The eighth question seeks information on the frequency with which the students use English
for communication.
Table-1
Thus, out of 100 respondents from the three different colleges, 54 students use English to
communicate rarely, 43 always and only three students have revealed that they never communicate
in English.
It can be assumed that 54% of the students speak rarely in English and 43% of the students
use English always to communicate. This give us an understanding the English language has become
the primary mode of communication in professional courses. Majority of the students have low-level
standard of communication skills.
The following are the answers given in response to the ninth question as to whether they have
any problems while communicating. It focuses on the kind of problems, if there are any, students
face while communicating in English.
Never Rarely Always
3 54 43
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Yes No
65 35
Table-2
Out of 100 students, 65 students have problems while communicating. 35 students do not
have problems while communicating.
The tenth question mentions the problems faced by the students while communicating with
others. The respondents are allowed to choose more than one option.
The percentage of the students who face problems is more in number than those who do not
seem to have problems while communicating (i.e. 65% and 35%). An attempt is made to identify the
nature of the problem by giving multiple choices of the possible areas faced by the students. The
following are the choices:
Understanding Others
Selecting words Responding to a
group Any other
6 24 58 10
Table-3
Only 6 students have cited understanding others to be their problem. 58 students have
problem in choosing right words / phrases spontaneously in their communication. This shows that
more than 50% of the students do not have adequate vocabulary to communicate with people
effectively. 24 students have problems while responding to a group. This can be either because of
lack of confidence on their language competency or because of the fear of being criticized. Only 10
students have mentioned areas where they face problems. They are:
Not confident
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Dr. Afsha Jamal
Not fluent
Fear of making errors in their speech.
Not perfect in grammar.
Uneasiness.
The eleventh question attempts to check if the students are given enough opportunity to speak
in English in the classrooms.
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Yes No
63 31
Table-4
63 respondents have given a positive answer while remaining 31 respondents have given a
negative answer. There is variation in the percentages because the duration of each class cannot
contain greater opportunities for students to speak in the classrooms. This further explains that the
oral skills of the students are being greatly neglected.
The twelfth question attempts to find out how the students would assess themselves in the
language skills. Four options are given.
Average Good Very Good Excellent
50 34 12 7
Table-5
Around 50 students have felt that they are average in speaking English, while 30 students
regard themselves as good while 12 students have felt that they are very good at spoken English and
only 4 students have rated themselves as excellent in English.
The t
the
Language skills in their professional course. The responses of the students are as follows:
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Dr. Afsha Jamal
Listening Speaking Reading Writing
40 76 11 8
Table-6
Total 76% of the students have felt that the speaking skills must be given more importance
than the other three skills i.e. Listening, Reading and Writing. The percentage of other skills that are
given preference is 40for Listening, 11% for Reading and only 8% for Writing skills.
Thus, the least importance is given to both Reading (11%) and Writing (8%). Only 6% of the
students have given importance to all the four language skills in their professional course. The
majority of the students feel that more importance must be given to the Speaking skills.
The fourteenth elicits
English. To assist the answers four options were given.
Fluent Clear Confident Short of Vocabulary
7 20 26 47
Table-7
Fluent: 7 students have responded that they are fluent in their communication with others.
Clear: 20 students have responded that they were fluent in their communication with others.
Confident: 26 students regard themselves as confident.
Short of Vocabulary: 47 students have replied that they find themselves to be short of
vocabulary
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Dr. Afsha Jamal
Therefore, it can be assumed that lack of fluency stems out of lack of required vocabulary in
English.
The fifteenth question is asked to find out whether the classes allotted for improving skills
development in the first and third year fulfill the expectations of the students. The responses are as
follows:
Yes No
46 54
Table-8
46 students have answered yes while 54 students answered no. The data shows the
The sixteenth question obtains further information related to improving communication skills
by determining which language component are to be given the highest priority. The three
components selected by the researcher are Vocabulary, Grammar and Pronunciation.
Vocabulary Grammar Pronunciation
37 23 31
Table-9
The above given data proves that according to the students, Vocabulary has received highest
importance among all the skills (37%) followed by Pronunciation in second place (31%) and
Grammar in the third place (23%). Only 9 students regard all the three components are equally
important.
The seventeenth question is asked to find out whether the students consider the course
material prescribed in their fist year is useful presently for getting better placements.
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Dr. Afsha Jamal
Yes No
25 75
Table-10
25 students think that the prescribed course material prescribed in their first year are
useful for getting better placements. While 75 students feel that, they are not sufficiently useful at
present.
The eighteenth question is an open-ended question. It seeks information about the kind of
modifications that they like to make in improving their communication skills. The responses are
presented here:
The students have felt the need of certain classes making them aware of the importance of
communication skills. At least one hour per a week shall be allotted for such sessions.
Some students have thought that they shall be allowed to participate in activities related the
development of communication skills.
According to some other students, Seminars shall be conducted once in a week or fortnight.
Group Discussions shall be conducted often to improve the communication skills of the
students.
The students have felt that they shall be given encouragement in participating such activities.
Spoken English must be insisted in the college campuses.
Reading News papers must be encouraged.
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Dr. Afsha Jamal
Mock Interviews must be conducted often.
Practice must be given in oral skills.
Students must develop self-confidence and lose stage fear.
Many students have felt that spoken English must be made compulsory in the professional
colleges.
Students must be forced to speak in English for one hour daily.
Students must give speeches confidently.
Vocabulary must be improved.
Students must interact with each other and others only in English.
Some students mention that they must discard shyness.
Practice must be given in grammar.
Listening and speaking skills must be developed.
Some felt a strong need to attend training on soft-
They should understand the importance of communication skills.
Usage of mother tongues must be strictly prohibited in the college campuses.
Implementation of communication course must become compulsory throughout the four
years of B-Tech course.
The nineteenth question is also an open-
on improving their own communication skills.
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Dr. Afsha Jamal
In response to this, question 100 students suggested a few commendable techniques. The
techniques suggested by them in order to improve their own communication skills are as follows:
The students must participate in Group Discussions.
They must present papers in other colleges.
The students must speak only in English.
Students must be given a chance to interact with others during college hours only in English.
Express themselves in English.
Some students have suggested learning a few new words daily and practicing to improve their
vocabulary.
Listen carefully.
Listening and Speaking skills must be stressed.
Communication skills are useful in facing interviews.
The subject experts must give lectures on the development of communication skills.
The habit of speaking in English helps a lot during placement interviews.
Personality development is essential.
Students must lose stage fear.
Fluency is compulsory.
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Dr. Afsha Jamal
Clarity is important.
The t
communication skills are necessary for better placements.
All the 100 students have responded to this question positively.
The twenty first question elicits the information on the areas of communication skill that are
being neglected in their professional course.
Listening Speaking Reading Writing
20 75 3 2
Table-11
According to the above data, 75% students have felt that Speaking skills are being
neglected.20%,3%and 2% students have felt that Listening, Reading and Writing skills are being
neglected respectively in their professional course.
Therefore, the students of Engineering colleges lack skills such as creativity,
communication, problem solving and independent thinking and they felt that it is very important
to foster the skills in future prepare them face the challenges ahead in the age of globalization.
Thus, the data collected from the students of the three colleges under study enables the
researcher to conclude that there is a definite need for suggesting few techniques to improve the
communication skills of students of the three Engineering colleges.
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Dr. Afsha Jamal
The analysis is carried out on the six teachers of three different colleges. Following is a
detailed discussion on how the conclusion was arrived at.
The starting seven questions throw light upon the profile of the teachers (educational
background, experience, etc).Out of six teachers; only one teacher has qualified M.Phil. The rest are
post-graduates in English. Two are associate professors, while four of them are lecturers in English.
The eighth question attempts to find out whether the teachers have undergone any training.
Four of them have undergone specialized training.
Ninth question attempts to know their views on the number of classes allotted for developing
skills. The response of the teachers is that they are not satisfied with the allotted classes. They need
more sessions, especially for the development of the oral skills of the students.
The tenth question is framed to find out the important language skill according to the teachers
priority. One teacher has rated listening as an important skill and the other stressed on writing.
The e
speaking skills for the professional students. All of them have replied positively. They agree that
Engineering being a versatile profession, students come across various situations where they need to
interact freely with different people on different occasions. The crucial element of all these
interactions is the ability to express fluently and communicate ideas and opinions freely. Therefore,
the requirement of training in speaking is highly valued.
The twelfth question tries to know the current level of speaking skills being taught. While
five of them have mentioned that a range of 40%to 60% is being devoted to improve speaking skills
are not allotted according to the schedule.
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Dr. Afsha Jamal
The thirteenth questions extract ing the practice given in oral
communications. They have answered that the students are encouraged to participate in role-plays,
group discussions, dialogue delivery, speech activities and interaction in the class.
The fourteenth question attempts to elici
students need to develop for improving communication skills. All the six teachers have felt that the
four options (group discussions, seminars, interviews and debates) are very useful in improving the
communication skills of the students.
The fifteenth question is asked to know if the teachers extend additional help to the students
in developing communication skills. Most of them have opined that they have helped the students in
presentation skills and group discussions. Few of them feel that they help in interview skills. Only
one of them has answered that newspapers, articles, magazines, technical journals etc; are brought to
the class to give the students an opportunity of experiencing the language through authentic
materials.
The sixteenth question attempts
communication skills of the Engineering students for better placements. Their suggestions are as
follows:
Use of multi media kits in the classrooms makes the classrooms lively and interesting and
provide instant and interactive learning.
Teachers must get an opportunity to use the latest material available to improve
communication skills. They feel that it provides the students a larger scope for learning.
Speaking skills must be developed a lot.
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Dr. Afsha Jamal
A semi-structured interview has been carried out for the first and final year students of the
three Engineering colleges. The purpose of these interviews is to get the candid responses, which
perhaps can not come into the forefront through questionnaires. The questions are asked mainly on
communication skills its importance, their needs, their views on their course material etc.
To form out the responses with respect to communication skills, it is felt that communication
skills play an important role in their professional life, since it helps in their careers.
According to these students, Speaking skills as against other skills are more important, as it
improves chances of success in their career. It is also argued by some of the students that Writing
plays an important role in their profession, in due course of their career helps in such activities like
writing reports, drafting letters and applications ,project works and so on.
Some students feel that Speaking skills are not developed with the help of the prescribed
course books. Practice in these skills is given only in the language laboratories but
insufficient, but insufficient. Students from regional medium find the course book to be less
useful when compared to language laboratory. They find the language laboratories to be
interesting and productive in terms of language improvement.
Some other students have arguedthat they do not get enough opportunity to speak in the
classroom. They felt that Speaking as a skill can be developed through practice. Therefore,
sufficient practice brings an improvement among the students in acquiring the Speaking skills
required to face placement interviews.
A few students have the opinion that the component of communication skills must be
introduced in the first year of the Engineering course and be continued until the final year of
their course. Consequently, there can be a gradual development of skills and offer them the
opportunities of mastering the require skill.
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Dr. Afsha Jamal
Students from regional medium express their difficulty and inability to cope with the course.
They face problems while expressing their ideas in both written and spoken form. Such
students opine that a basic course in communication skills is most welcome in the first year
itself.
Some students feel that there is no correlation between what is learnt in the language
classrooms and laboratory sessions and what is tested in the final examinations.
Some students seem to have a different opinion. They realize the importance of
The topics comprises Group Discussions regarding the life and influences of certain people in
the life of Abdul Kalam his views on Science & Technology, Leadership qualities, etc.
The activities that comprise the lessons give enough opportunity for the students to enhance
their communication skills.
Such students express their happiness in terms of the English course that has been prescribed
to them.
In the English laboratory they are given practice in pronunciation and accent.
A personality development and communication skills training is suggested by these students.
They feel that oral communication skills must be given more prominence as it helps them in
expressing their views confidently.
They further have conveyed that they are good at coping with the technical subjects but feel
inadequate in expressing their ideas.
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Dr. Afsha Jamal
Students whose medium is English are found to be developed inadequately in the language
skills. These students need extra orientation in the language to meet the needs of the
students in professional courses.
is amiable. There is a lot
of co-ordination between the students and the teachers.
The students feel remorseful that it gets over by the end of their first year course. The reason
for this sort of feelings is that they are not fully equipped with the required skills.
A semi- structured interview is carried out also for the final year students from the three
colleges under the study. The sample final year students are selected for the semi-structured
interview. 25 students from each college are interviewed totaling up to 75 sample students. The
students are co-operative and responded well. They have felt that there is a need for a course in
English during third and final year of Engineering. They express their happiness at the introduction
of English language laboratory sessions for their juniors from the current academic course i.e. the
current 2007-2008 batch B-Tech students who will be going through the Advanced English language
laboratory syllabus in their third year. At the same time, they have regretted that they are deprived of
such laboratory sessions during their academic year.
The final year students are of the opinion that:
Seminars must be conducted frequently so that they can acquire an overall development in
communication skills.
Others have felt that seminars in core subject papers must not be compulsory and the choice
shall be given to the students.
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Dr. Afsha Jamal
Some students have opined that they must be given practice and exposure in communication
skills components and its various aspects.
Communication components must include group discussions, seminars, interview skills,
presentation skills and so on thereby allowing them to get practice in speaking to a group of
people to overcome stage fear.
They have felt a definite need of the inclusion of communication skills tasks in the final year
to be considered as these skills would fetch them their jobs.
Some students have the feeling that mastering communication skills within duration of one
year is not realistic. According to them, a process has to be acquired over a period.
Suggestions:
The course that is introduced in the first year is suggested to be continued until the final year.
Since, English course being introduced only in the first year is a drawback, because, there are
certain skills, which require more and more practice. Thus, a communication course must be
introduced over the period of four years of Engineering course. This facilitates the students to
grasp the art of communicating through adequate practice. Otherwise, there is a possibility
that their confidence is hampered.
ideas and making their aim clear. There is a due need for such a course, as the students are
expected to face aptitude tests and campus interviews in the third year. Developing
communication s skills is a gradual process. A course in communications skills must be
introduced throughout the four years B-Tech course in the view of these students.
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Altogether six English teachers are selected for a semi-structured interview. They have given
patient in giving all the required data to the researcher. The information sought from the teachers is
helpful and highlighted a few important practical issues supportive for the research.
The teachers have felt the need for a communications skills training in English throughout the
fours B-Tech course. Since, English language with specific skills help to sharpen the chances
in the professional life.
The teachers also have expressed oral skills must be formed a part of the final year
examinations. Marks must be allotted to the speaking skills in the final examinations, so that
students are forced to think and practice the required skills. Emphasis must be laid on
practical skills like seminars, group discussions and presentation of papers and so on.
According to the teachers, students show enthusiasm to develop their speaking and writing
skills, though there is not much enough time to meet the needs of the students, as the students
have to take a series of internal examinations and assignments during the semester.
As the students did, the teachers too felt the communications skills tasks must be introduced in
all the four years of B-Tech course, especially laying stress on the four skills. Thereby,
resulting in the overall development of the language skills. They want more sessions of
language laboratory be introduced focusing on the oral skills.
All the teachers are of the opinion that speaking skill is of vital importance,
One of the suggestions made by the teacher is to design the communications skills training on
the terms of English required for GRE and TOEFL exams. Consequently, that benefits those
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Dr. Afsha Jamal
students who like to go abroad for further studies, but for others the design cater to improve
all the four skills equally. This definitely helps them durin
***
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Dr. Afsha Jamal
CHAPTER-5
CONCLUSION
The present study has been carried out to suggest a few techniques to improve the
communications skills of students of Engineering colleges for better placements. In chapter-4, the
study discusses the data collected by the researcher to assess the communications skills of the
students of the three Engineering colleges under the survey and their responses and needs through
questionnaires and semi-structured interviews.
Students of Engineering, as future professionals need to perform effectively and need to have
the ability to be fluent, spontaneous and effective in the use of language skills. With the changing
scenario and the raise of competency level in the job market, thereby demand proficiency in
communications skills.
Results of the study:
The results of the present study are:
The study reveals that most of the students of the three Engineering under the survey colleges
are found to be not fluent in the use of English language. They are found to be uncomfortable
in articulating in formal English.
The study has found that a student from English medium of instruction manages to use
English language for communication far better than the students from regional medium of
instruction.
The study has further found that the students are aware of the importance of developing
effective communications skills. One of the common difficulties faced by the students is that
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Dr. Afsha Jamal
they are not confident in using English language for communication but are self-assured in
their subject matter.
The students have expressed their inability in using the spoken language. Both the English
faculty and the students have agreed that speaking and writing are the most required skills for
success at placements interviews.
The students will be benefited if communicative tasks are introduced throughout the four
years B-Tech course. There will be a result in the development of communications skills
among all the students.
Students must be aware of the potential barriers to communication and improve their
interpersonal communication.
They have to plan and revise well before passing any written message, so that the messages
are clear and concise.
They have to develop concentration to improve listening skills.
Students must improve their fluency and enrich their knowledge;
They must improve their listening skills and try to create an interest.
Students can make their communications more effective by improving their speaking skills.
Students may be technically sound in their subject but seem to be weak in all forms of
communication. They can take up a training programme to change their style in speaking and
writing messages.
Students must enrich their vocabulary to be confident in speaking.
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Dr. Afsha Jamal
Students must improve their interpersonal skills to overcome the barriers and feel
comfortable while talking to strangers.
Students should spend more time in reading and acquiring information by all means to excel
in their communication.
Students must be able to identify the barriers to communication and thereby develop
interactive communication skills.
The tasks related to their profession can be introduced to enable the students improve
effective communications skills.
Certain tasks like report writing and letter writing must be taught during the final of their B-
Tech course. It helps the students, because by then, they will have gained practical language
of the subject apart from its theory and will have taken up project work. This will impart a
better exposure to the language; process and presentation require in report writing and make
the task relevant and useful at the stage of their study.
The group discussions and debates can be taught through a separate module.
resentation skills. These tasks can be
carried out with the help of visual aids.
Communications skills training must comprise the contents like conversational skills,
presentation skills and other writing skills pertaining to the context of an Engineering
profession.
The activities in the General English for Specific Purposes section are designed to favor
practice and learning of general skills that can be used in a variety of contexts. Among many
different abilities, special attention has been paid to rhetorical strategies in both written and
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Dr. Afsha Jamal
spoken interactions (e.g., give instructions, write definitions, develop awareness of various
argumentative strategies), and to instructions on how to use e-mail exchanges and other
Internet resources.
Thus, if the current communicative approaches are introduced in the Engineering colleges,
there will take place a successful improvement of overall communications skills of the students of
Engineering colleges. A section in oral communications can focus on the importance of preparation,
presentation, content and other practical aspects of public speaking.
Students shall be made to understand the essential characteristics of communications skills
such as the process, the variables, the barriers and the essential features that make communication
successful and so on.
Essentially, the committee board of JNTU must introduce the Conversational English with an
aim to improve effective speaking skills that are regularly used in their daily interaction in a wide
variety of contexts throughout the four years course of B.Tech. The language forms and functions
that are taught must be contextualized, that is language items and the corresponding skills to be
taught in relation to the specific situations faced by the students after they take up any profession.
***
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Dr. Afsha Jamal
