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:
[email protected]
Abstract
The ability to communicate in English clearly and effectively is
recognized as a pre-requisite 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 pre-requisite 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 x 1 = 2)
2. Given two items each of a sentence or two, examinees are asked to
validate the inference drawn from them as valid/ invalid.
(2 x 1 = 2)
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.
(2 x 1 = 2)
4. 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.
(2 x 1 = 2)
II. Given a passage of 250/300 words examinees are asked to answer five
inferential comprehension questions.
(5 x 2 = 10)
III. Given five short passages examinees are asked to identify/write topic
sentences for them.
(5 x 2 = 10)
IV. 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.
(5 x 2 = 10)
II. Given five passages examinees are asked to identify and explain the
levels of communication in each of them – Interpersonal/
Organizational/ Mass. (5 x 2 = 10)
III. 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).
(10 marks)
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.
