Discourse Based English Course A SASTRA
DISCOURSE BASED ENGLISH COURSE FOR TECHNOLOGY
STUDENTS: A SASTRA EXPERIMENT
Mr. M. AMALRAJ
Assistant Professor (Grade I), Department of English, Srinivasa Ramanujan Centre,
SASTRA University, Kumbakonam – 612 001. Email: mamalraaj@gmail.com
Abstract
The ability to communicate in English clearly and effectively is recognized as a prerequisite for all technology students in the context of the globally widening space in which
they are to function. Most of the textbooks followed in various universities are developed
around sentence-based grammatical structures. Linguistics has developed to accommodate
the concept of discourse i.e., use of a structured, meaningful stretch of language in a context
for a purpose. This concept when adopted by ELT experts results in a text-based language
teaching and learning operating at the suprasentential level. SASTRA University, Thanjavur
has been experimenting with such an approach to English language teaching and learning for
the last five years. The present paper critiques the objective, the material, the methodology
and the evaluation procedure adopted by the University, with a view to evolve a new national
model of English language teaching.
Definition of Keywords in Discourse: use, stretch, meaningful, structured, context, purpose.
1.
Use: Discourse is concerned with the actual use of language not the normative usage.
2.
Stretch: Discourse is suprasentential, though it subsumes the small units of phoneme,
morpheme and syntax. They are all access road to discourse.
3.
Meaningful: The combination of sentences in a discourse should be meaningful. For
example,
“Excuse me, could you tell me where the big street is?
Thank you so much –”
This will not constitute a discourse.
4.
Structured: Discourse has a structure, unity and self-sufficiency. The content and the
strategy – like narration, description, process writing, comparison, cause and effect,
argument, etc. – will go together. It is well-organized.
5.
Context: Discourse is embedded in the context. It is concerned not only with what is
said and how it is said, but with who are the participants in the discourse, what is their
relationship, and when and where it takes place. Again no use of language takes place as
an isolated activity. It has a cotext operating as its background.
6.
Purpose: No use of language is for its own sake. It has a purpose to achieve – to
influence others’ response.
1. Introduction
The ability to communicate in English clearly and effectively is recognized as a prerequisite for all technology students in the context of the globally widening space in which
they are to function. Most of the textbooks followed in various universities are developed
around sentence-based grammatical structures. Linguistics has developed to accommodate
the concept of discourse i.e., use of a structured, meaningful stretch of language in a context
for a purpose. This concept when adopted by ELTexperts results in a text-based language
teaching and learning operating at the suprasentential level.
During the last five years, SASTRA has made great strides to empower its students in
English language to enrich their employability. SASTRA University has restructured its
English courses, in terms of Strategies in Communication and Technical Communication. The
curriculum has clear objectives, backed up with course material and interactive classroom
methods. To check the realization of the desired output, the evaluation process has no
memory testing theory questions, but only application questions in terms of rehearsing them
to write letters and reports of different kinds, to speak English in interpersonal, group and
presentation modes, to read with greater agility and clarity, and to attune them to listening
with accuracy. There are also forums like Athenaeum and Nonesuch Club that encourage
students in public speaking through symposia and debates and reviewing books. To ensure
quality, the IQAC (Internal Quality Assurance Cell) named the Staff Study Circle meets
fortnightly to share methods of teaching of the various components of the syllabus, and recent
developments in English Langauge Teaching.
SASTRA University also offers certificate programme on specific areas like Effective
Writing, English for Competitive Examinations, etc. By way of extension programme of the
newly designed Technical English Course, the School of Humanities and Sciences, SASTRA
University conducts bridge courses for the benefit of lateral entry students.
Starting in Semester I with Strategies in Communication in listening, speaking,
reading and writing, the course concentrates on Technical Communication in Semester II.
This helps the students to make effective presentation and writing reports and projects. The
overwhelming response from the learners to the shift in learning from memory to problem
solving methods persuades the authors of this paper to suggest this programme as a viable
model for other institutions of technology in the country.
2. Semester I – Strategies in Communication
2.1 Course Description
Strategies in Communication undertakes to introduce B.Tech. students to the general
aspects of communication, with special emphasis on scientific discourse.
2.2 Course Objective
At the end of the course, the learner will be able to use all the four skills – listening,
speaking, reading and writing with confidence on various topics of general interest.
2.3 Course Content
In Unit I seven literary texts are introduced as communication models to be used for
training students in LSRW skills through their active discussion, role play and presentation.
Unit II is concerned with speech practice in various interpersonal interactions. Some basic
rules to pronunciation are also introduced. Unit III deals with developing reading skills
through comprehension, note-making and summarizing. Unit IV concerns itself with writing
at micro-level – various vocabulary and grammatical features of writing. Unit V aims at
introducing students to discourse features and paragraph writing. It deals with cohesion and
coherence and discourse based writing such as definition, description, comparison and
contrast, narration, argument, etc. Seminar Presentation – is meant for Classroom Practice
and Internal Assessment.
2.4 Methodology
There will be less and less of teacher talking and more and more of student
participation in terms of pair/small group/large group discussions and seminar presentations.
2.5 Evaluation
There will be no question on the theories of communication. Students will write 10
assignments and 3 tests at the formative stage. There will be a summative examination of 3
hours. The formative and summative tests will be so designed that they will help assess the
learning outcome of the programme in terms of student performance.
2.5.1 Question Paper Pattern
Time: 3 hours
Maximum: 100 marks
PART – A
I.
Rewrite as directed: (5 x 2 = 10)
1.
Given two sentences examinees are asked to rewrite them by eliminating the
Indianisms.
2.
(2 x 1 = 2)
Given two items each of a sentence or two, examinees are asked to validate the
inference drawn from them as valid/ invalid.
3.
Given two pairs of words often confused in usage examinees are asked to distinguish
their meaning by using them in sentences of their own.
4.
(2 x 1 = 2)
(2 x 1 = 2)
Given two sentences examinees are asked to disambiguate them by making clear their
implications through identifying the grammatical function of the keywords. (2 x 1 = 2)
5.
Given two rambling sentences examinees are asked to tighten them to achieve
simplicity, clarity and precision.
II.
(2 x 1 = 2)
Given a passage of 250/300 words examinees are asked to answer five inferential
comprehension questions.
III.
(5 x 2 = 10)
Given five short passages examinees are asked to identify/write topic sentences for
them.
IV.
(5 x 2 = 10)
Given five passages examinees are asked to identify the rhetorical strategies – such as
narration, description, enumeration, classification, definition, process writing,
comparison and contrast, cause and effect, and argument – involved in them. (5 x 2=10)
PART – B
V. a.
Given a passage of 250/300 words examinees are asked to make notes for it,
selecting the important points and their sub-points, condensing and formatting the
same.(5 marks)
b.
Using the notes examinees are asked to write a summary of the same passage.
(5
marks)
c.
Given ten sentences in a jumbled order examinees are asked to rearrange them in
their logical/ coherent order.
(5
marks)
VI. a.
Given a passage with ten grammatical errors, examinees are asked to identify the
errors and write the corrected version of it. The areas of errors are: subject-verb
concord, noun-pronoun concord, appropriate tense forms (including aspects,
question, negative and active-passive), articles, adjectives and prepositions.
(10
marks)
b.
Given a passage of 100 words examinees are asked to rewrite the same into a
cohesive paragraph using discourse markers/ linkers.
(5
marks)
VII.
Given three titles and their appropriate rhetorical strategies, examinees are asked to
write on one of them an essay of 300 words.
(15
marks)
VIII.
Given three titles Examinees are asked to write an essay of 300 words based on their
reading of the prescribed texts.
(15
marks)
3. Semester II – Technical Communication
3.1 Course Description
Technical Communication focuses on developing proficiency of B.Tech. students in
communication skills specific to their studies and likely demand in their workplace thereafter.
3.2 Course Objective
At the end of the course learners will be able to use English for all purposes of
technical communication – make effective interpersonal interactions, make effective
presentations and write various types of reports in appropriate format.
3.3 Course Content
Unit I introduces the students to communication models where certain significant
features like Courtesy, Body Language, cultural differences can be learnt indirectly by their
participation in discussion, role play and presentation. Unit II introduces them to the full
import of technical communication, Unit III to the special features of listening, Unit IV to the
intricacies of speaking on technical subjects and Unit V to the special features of technical
writing.
3.4 Methodology
Teachers will be guides on the side, than sages on the stage. Students will learn the
nuances of technical communication through their active participation in pair/small
group/large group discussions and seminar presentations.
3.5 Evaluation
There will be no questions on theory. Students will do 10 assignments and three tests
at the formative stage and one comprehensive summative examination of 3 hours at the end
of the course. The formative and summative tests are designed to assess the outcome of the
programme in terms of student performance.
3.5.1 Question Paper Pattern
Time: 3 hours
Maximum: 100 marks
PART – A
I.
Given five passages examinees are asked to identify and explain the nature of
communication in each of them as General/ Technical.
II.
Given five passages examinees are asked to identify and explain the levels of
communication in each of them – Interpersonal/ Organizational/ Mass.
III.
(5 x 2 = 10)
(5 x 2 = 10)
Given five passages examinees are asked to identify and explain the flow of
communication in each of them – Downward/Upward/Lateral or Horizontal.(5 x 2 = 10)
IV.
Given five passages examinees are asked to rewrite them using you/your or positive
language.
(5 x 2 = 10)
PART – B
V.
a. Given a passage with five errors the examinees are asked to edit and proofread, using
appropriate symbols.
(5
marks)
b. Given five items of reference, examinees are asked them to present them in the
appropriate pattern/ format and arrange in the alphabetical order of first names of the
authors.
(5
marks)
c. Transcoding with internal choice. Given a passage of verbal description examinees
are asked to transcode the same into a visual representation using bar chart/ pie
diagram, etc. or given a chart/ figure/ diagram they are asked to transcode the same
into a verbal description.
(5
marks)
VI. a. Given some specifications examinees are asked to write a user manual/ product
description for a particular product (internal choice between the user manual and
product description).
marks)
(10
b. Given certain details examinees are asked to write a memo/ email message (internal
choice between writing a memo and email message.
(5
marks)
VII.
Given details the examinees are asked to write a report/ proposal/ article in 300
words (internal choice between writing report, proposal and article).
(15
marks)
VIII.
Given three titles based on their reading the texts prescribed examinees write an
essay of 300 words.
(15
marks)
4. Feedback from Students
In order to collect the views of the students who are the ultimate stakeholders of the
courses, Prof.G.Venkatraman, Associate Professor, SASTRA University conducted a survey
on 30 students of II Semester B.Tech. programme of SASTRA University. A questionaire
with six close-ended questions with a three point scale and three open-ended questions was
used for the survey. The questions were intended to elicit their responses on the usefulness of
the course. The responses were collated, tabulated and percentage analysis carried out. The
analysis of each item is shown under.
1. 95% of the respondents averred that the course is either very relevant or relevant.
2. 95% of the respondents stated that the content of the course is either highly
adequate or fairly adequate.
3. 51.66% responded that the distribution of Theory/Practical is even.
4. 83.33% held that the syllabus distribution and coverage is satisfactory.
5. 96.66% stated that they like the course.
6. 90% of the respondents are of the view that the course helps them to develop
problem-solving skills (15% - very much; 75% - reasonably)
5. Inference
From the statistical analysis of students’ feedback it is clear that over 90% of the
students are for the course. Thus it is seen that the course very well serves the intended
objectives of making the students of technology confident in communication.
6. The Learning Outcome
Thus the English Department of SASTRA University, Thanjavur has been trying to
address the national problem of lack of communicative skills among the students by
introducing certain modifications in its English language curriculum, in the teaching
methodology and testing and evaluation systems. The learning outcome of the two courses in
English which are taught during I and II Semesters of the B.Tech programmes offered at the
university is very encouraging. Not only the performance in the classroom and examination
of English, but their participation in the learning of other subjects has touched pleasing notes.
The feedback of the students also confirms the same.
7. Concluding Remarks
The course, by being different from usual, hones not only the communicative skills of
the learners but the creative, analytical and problem-solving skills. The learners find the
courses interesting and useful. The teachers, while teaching and evaluating, identify the keen
interest shown by the students and the desirable outcome. Thus the SASTRA University’s
experiment in redesigning the English course as Communication Skills course with definite
emphasis on learning rather than teaching has brought about changes in the syllabus,
methodology and evaluation. This, in turn, has contributed to the devlopment of
communication skills among students.
References
1.
Problem
Solving
in
Exams.
Examination
Wing.
University
of
Melbourne:
http://www.services.unimelb.edu.au/llsu/exams/exam003.html
2.
Department of English. 2010. Strategies in Communication. Thanjavur: SASTRA University
Publication. pp.309
3.
Department of English. 2010 (2011).
Technical Communication. Thanjavur: SASTRA
University Publication. pp.356
4.
Ramani, P. 2006. Technical Communication Skills. Thanjavur: SASTRA University Publication.
pp.205
5.
Seshadri, K.G. 2005. English Communication. Thanjavur: SASTRA University Publication.
pp.130
M.AMALRAJ
Formely Assistant Professor of English in Srinivasa Ramanujan Centre, SASTRA University,
Kumbakonam. Mr. Amalraj has got 20 years of teaching experience. He has taught English
programmes to Graduate and Post-Graduate students of Engineering, Arts and Science.
Mr.M.Amalraj is currently working on Karnad and Tendulkar’s representation of the Indian
patriachal system for his Ph.D. He has attended many seminars and published six articles on literature.
Now he is a Managing Director of Infant Jesus Educational Institutions, Thanjavur,
Tamilnadu.
STUDENTS: A SASTRA EXPERIMENT
Mr. M. AMALRAJ
Assistant Professor (Grade I), Department of English, Srinivasa Ramanujan Centre,
SASTRA University, Kumbakonam – 612 001. Email: mamalraaj@gmail.com
Abstract
The ability to communicate in English clearly and effectively is recognized as a prerequisite for all technology students in the context of the globally widening space in which
they are to function. Most of the textbooks followed in various universities are developed
around sentence-based grammatical structures. Linguistics has developed to accommodate
the concept of discourse i.e., use of a structured, meaningful stretch of language in a context
for a purpose. This concept when adopted by ELT experts results in a text-based language
teaching and learning operating at the suprasentential level. SASTRA University, Thanjavur
has been experimenting with such an approach to English language teaching and learning for
the last five years. The present paper critiques the objective, the material, the methodology
and the evaluation procedure adopted by the University, with a view to evolve a new national
model of English language teaching.
Definition of Keywords in Discourse: use, stretch, meaningful, structured, context, purpose.
1.
Use: Discourse is concerned with the actual use of language not the normative usage.
2.
Stretch: Discourse is suprasentential, though it subsumes the small units of phoneme,
morpheme and syntax. They are all access road to discourse.
3.
Meaningful: The combination of sentences in a discourse should be meaningful. For
example,
“Excuse me, could you tell me where the big street is?
Thank you so much –”
This will not constitute a discourse.
4.
Structured: Discourse has a structure, unity and self-sufficiency. The content and the
strategy – like narration, description, process writing, comparison, cause and effect,
argument, etc. – will go together. It is well-organized.
5.
Context: Discourse is embedded in the context. It is concerned not only with what is
said and how it is said, but with who are the participants in the discourse, what is their
relationship, and when and where it takes place. Again no use of language takes place as
an isolated activity. It has a cotext operating as its background.
6.
Purpose: No use of language is for its own sake. It has a purpose to achieve – to
influence others’ response.
1. Introduction
The ability to communicate in English clearly and effectively is recognized as a prerequisite for all technology students in the context of the globally widening space in which
they are to function. Most of the textbooks followed in various universities are developed
around sentence-based grammatical structures. Linguistics has developed to accommodate
the concept of discourse i.e., use of a structured, meaningful stretch of language in a context
for a purpose. This concept when adopted by ELTexperts results in a text-based language
teaching and learning operating at the suprasentential level.
During the last five years, SASTRA has made great strides to empower its students in
English language to enrich their employability. SASTRA University has restructured its
English courses, in terms of Strategies in Communication and Technical Communication. The
curriculum has clear objectives, backed up with course material and interactive classroom
methods. To check the realization of the desired output, the evaluation process has no
memory testing theory questions, but only application questions in terms of rehearsing them
to write letters and reports of different kinds, to speak English in interpersonal, group and
presentation modes, to read with greater agility and clarity, and to attune them to listening
with accuracy. There are also forums like Athenaeum and Nonesuch Club that encourage
students in public speaking through symposia and debates and reviewing books. To ensure
quality, the IQAC (Internal Quality Assurance Cell) named the Staff Study Circle meets
fortnightly to share methods of teaching of the various components of the syllabus, and recent
developments in English Langauge Teaching.
SASTRA University also offers certificate programme on specific areas like Effective
Writing, English for Competitive Examinations, etc. By way of extension programme of the
newly designed Technical English Course, the School of Humanities and Sciences, SASTRA
University conducts bridge courses for the benefit of lateral entry students.
Starting in Semester I with Strategies in Communication in listening, speaking,
reading and writing, the course concentrates on Technical Communication in Semester II.
This helps the students to make effective presentation and writing reports and projects. The
overwhelming response from the learners to the shift in learning from memory to problem
solving methods persuades the authors of this paper to suggest this programme as a viable
model for other institutions of technology in the country.
2. Semester I – Strategies in Communication
2.1 Course Description
Strategies in Communication undertakes to introduce B.Tech. students to the general
aspects of communication, with special emphasis on scientific discourse.
2.2 Course Objective
At the end of the course, the learner will be able to use all the four skills – listening,
speaking, reading and writing with confidence on various topics of general interest.
2.3 Course Content
In Unit I seven literary texts are introduced as communication models to be used for
training students in LSRW skills through their active discussion, role play and presentation.
Unit II is concerned with speech practice in various interpersonal interactions. Some basic
rules to pronunciation are also introduced. Unit III deals with developing reading skills
through comprehension, note-making and summarizing. Unit IV concerns itself with writing
at micro-level – various vocabulary and grammatical features of writing. Unit V aims at
introducing students to discourse features and paragraph writing. It deals with cohesion and
coherence and discourse based writing such as definition, description, comparison and
contrast, narration, argument, etc. Seminar Presentation – is meant for Classroom Practice
and Internal Assessment.
2.4 Methodology
There will be less and less of teacher talking and more and more of student
participation in terms of pair/small group/large group discussions and seminar presentations.
2.5 Evaluation
There will be no question on the theories of communication. Students will write 10
assignments and 3 tests at the formative stage. There will be a summative examination of 3
hours. The formative and summative tests will be so designed that they will help assess the
learning outcome of the programme in terms of student performance.
2.5.1 Question Paper Pattern
Time: 3 hours
Maximum: 100 marks
PART – A
I.
Rewrite as directed: (5 x 2 = 10)
1.
Given two sentences examinees are asked to rewrite them by eliminating the
Indianisms.
2.
(2 x 1 = 2)
Given two items each of a sentence or two, examinees are asked to validate the
inference drawn from them as valid/ invalid.
3.
Given two pairs of words often confused in usage examinees are asked to distinguish
their meaning by using them in sentences of their own.
4.
(2 x 1 = 2)
(2 x 1 = 2)
Given two sentences examinees are asked to disambiguate them by making clear their
implications through identifying the grammatical function of the keywords. (2 x 1 = 2)
5.
Given two rambling sentences examinees are asked to tighten them to achieve
simplicity, clarity and precision.
II.
(2 x 1 = 2)
Given a passage of 250/300 words examinees are asked to answer five inferential
comprehension questions.
III.
(5 x 2 = 10)
Given five short passages examinees are asked to identify/write topic sentences for
them.
IV.
(5 x 2 = 10)
Given five passages examinees are asked to identify the rhetorical strategies – such as
narration, description, enumeration, classification, definition, process writing,
comparison and contrast, cause and effect, and argument – involved in them. (5 x 2=10)
PART – B
V. a.
Given a passage of 250/300 words examinees are asked to make notes for it,
selecting the important points and their sub-points, condensing and formatting the
same.(5 marks)
b.
Using the notes examinees are asked to write a summary of the same passage.
(5
marks)
c.
Given ten sentences in a jumbled order examinees are asked to rearrange them in
their logical/ coherent order.
(5
marks)
VI. a.
Given a passage with ten grammatical errors, examinees are asked to identify the
errors and write the corrected version of it. The areas of errors are: subject-verb
concord, noun-pronoun concord, appropriate tense forms (including aspects,
question, negative and active-passive), articles, adjectives and prepositions.
(10
marks)
b.
Given a passage of 100 words examinees are asked to rewrite the same into a
cohesive paragraph using discourse markers/ linkers.
(5
marks)
VII.
Given three titles and their appropriate rhetorical strategies, examinees are asked to
write on one of them an essay of 300 words.
(15
marks)
VIII.
Given three titles Examinees are asked to write an essay of 300 words based on their
reading of the prescribed texts.
(15
marks)
3. Semester II – Technical Communication
3.1 Course Description
Technical Communication focuses on developing proficiency of B.Tech. students in
communication skills specific to their studies and likely demand in their workplace thereafter.
3.2 Course Objective
At the end of the course learners will be able to use English for all purposes of
technical communication – make effective interpersonal interactions, make effective
presentations and write various types of reports in appropriate format.
3.3 Course Content
Unit I introduces the students to communication models where certain significant
features like Courtesy, Body Language, cultural differences can be learnt indirectly by their
participation in discussion, role play and presentation. Unit II introduces them to the full
import of technical communication, Unit III to the special features of listening, Unit IV to the
intricacies of speaking on technical subjects and Unit V to the special features of technical
writing.
3.4 Methodology
Teachers will be guides on the side, than sages on the stage. Students will learn the
nuances of technical communication through their active participation in pair/small
group/large group discussions and seminar presentations.
3.5 Evaluation
There will be no questions on theory. Students will do 10 assignments and three tests
at the formative stage and one comprehensive summative examination of 3 hours at the end
of the course. The formative and summative tests are designed to assess the outcome of the
programme in terms of student performance.
3.5.1 Question Paper Pattern
Time: 3 hours
Maximum: 100 marks
PART – A
I.
Given five passages examinees are asked to identify and explain the nature of
communication in each of them as General/ Technical.
II.
Given five passages examinees are asked to identify and explain the levels of
communication in each of them – Interpersonal/ Organizational/ Mass.
III.
(5 x 2 = 10)
(5 x 2 = 10)
Given five passages examinees are asked to identify and explain the flow of
communication in each of them – Downward/Upward/Lateral or Horizontal.(5 x 2 = 10)
IV.
Given five passages examinees are asked to rewrite them using you/your or positive
language.
(5 x 2 = 10)
PART – B
V.
a. Given a passage with five errors the examinees are asked to edit and proofread, using
appropriate symbols.
(5
marks)
b. Given five items of reference, examinees are asked them to present them in the
appropriate pattern/ format and arrange in the alphabetical order of first names of the
authors.
(5
marks)
c. Transcoding with internal choice. Given a passage of verbal description examinees
are asked to transcode the same into a visual representation using bar chart/ pie
diagram, etc. or given a chart/ figure/ diagram they are asked to transcode the same
into a verbal description.
(5
marks)
VI. a. Given some specifications examinees are asked to write a user manual/ product
description for a particular product (internal choice between the user manual and
product description).
marks)
(10
b. Given certain details examinees are asked to write a memo/ email message (internal
choice between writing a memo and email message.
(5
marks)
VII.
Given details the examinees are asked to write a report/ proposal/ article in 300
words (internal choice between writing report, proposal and article).
(15
marks)
VIII.
Given three titles based on their reading the texts prescribed examinees write an
essay of 300 words.
(15
marks)
4. Feedback from Students
In order to collect the views of the students who are the ultimate stakeholders of the
courses, Prof.G.Venkatraman, Associate Professor, SASTRA University conducted a survey
on 30 students of II Semester B.Tech. programme of SASTRA University. A questionaire
with six close-ended questions with a three point scale and three open-ended questions was
used for the survey. The questions were intended to elicit their responses on the usefulness of
the course. The responses were collated, tabulated and percentage analysis carried out. The
analysis of each item is shown under.
1. 95% of the respondents averred that the course is either very relevant or relevant.
2. 95% of the respondents stated that the content of the course is either highly
adequate or fairly adequate.
3. 51.66% responded that the distribution of Theory/Practical is even.
4. 83.33% held that the syllabus distribution and coverage is satisfactory.
5. 96.66% stated that they like the course.
6. 90% of the respondents are of the view that the course helps them to develop
problem-solving skills (15% - very much; 75% - reasonably)
5. Inference
From the statistical analysis of students’ feedback it is clear that over 90% of the
students are for the course. Thus it is seen that the course very well serves the intended
objectives of making the students of technology confident in communication.
6. The Learning Outcome
Thus the English Department of SASTRA University, Thanjavur has been trying to
address the national problem of lack of communicative skills among the students by
introducing certain modifications in its English language curriculum, in the teaching
methodology and testing and evaluation systems. The learning outcome of the two courses in
English which are taught during I and II Semesters of the B.Tech programmes offered at the
university is very encouraging. Not only the performance in the classroom and examination
of English, but their participation in the learning of other subjects has touched pleasing notes.
The feedback of the students also confirms the same.
7. Concluding Remarks
The course, by being different from usual, hones not only the communicative skills of
the learners but the creative, analytical and problem-solving skills. The learners find the
courses interesting and useful. The teachers, while teaching and evaluating, identify the keen
interest shown by the students and the desirable outcome. Thus the SASTRA University’s
experiment in redesigning the English course as Communication Skills course with definite
emphasis on learning rather than teaching has brought about changes in the syllabus,
methodology and evaluation. This, in turn, has contributed to the devlopment of
communication skills among students.
References
1.
Problem
Solving
in
Exams.
Examination
Wing.
University
of
Melbourne:
http://www.services.unimelb.edu.au/llsu/exams/exam003.html
2.
Department of English. 2010. Strategies in Communication. Thanjavur: SASTRA University
Publication. pp.309
3.
Department of English. 2010 (2011).
Technical Communication. Thanjavur: SASTRA
University Publication. pp.356
4.
Ramani, P. 2006. Technical Communication Skills. Thanjavur: SASTRA University Publication.
pp.205
5.
Seshadri, K.G. 2005. English Communication. Thanjavur: SASTRA University Publication.
pp.130
M.AMALRAJ
Formely Assistant Professor of English in Srinivasa Ramanujan Centre, SASTRA University,
Kumbakonam. Mr. Amalraj has got 20 years of teaching experience. He has taught English
programmes to Graduate and Post-Graduate students of Engineering, Arts and Science.
Mr.M.Amalraj is currently working on Karnad and Tendulkar’s representation of the Indian
patriachal system for his Ph.D. He has attended many seminars and published six articles on literature.
Now he is a Managing Director of Infant Jesus Educational Institutions, Thanjavur,
Tamilnadu.