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An integrated teaching model to develop english proficiency of ESL management students

The gap between receptive and productive English language skills is perceived to be unusually large among ESL students in the culturally segregated states of India. While the students’ listening and reading comprehension skills strengthen with class lectures and reading assignments, their speaking a...

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Main Author: Varghese, Rosemary
Format: Article
Language:English
Published: Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2012
Online Access:http://journalarticle.ukm.my/5377/1/18_2_11_Rosemary.pdf
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spelling my-ukm.journal.53772016-12-14T06:38:17Z http://journalarticle.ukm.my/5377/ An integrated teaching model to develop english proficiency of ESL management students Varghese, Rosemary The gap between receptive and productive English language skills is perceived to be unusually large among ESL students in the culturally segregated states of India. While the students’ listening and reading comprehension skills strengthen with class lectures and reading assignments, their speaking and writing skills remain underdeveloped. The purpose of this study is to create an integrated teaching model to improve the English proficiency of management students in order to make them more employable. The model combines two models of curriculum design with two models of teaching methodology. Using the basic ESP model of curriculum design, the other models are incorporated into it to achieve three objectives, to reduce the unusually wide gap between receptive and productive language skills, to gain proficiency in business communication tasks and to improve identified language deficiencies. The model is applied to a sample of ESL management students. The business communication tasks required at the corporate level as well as the language deficiencies of the respondents are assessed and are used to create the course design. Their motivation and attitude levels are measured. Learner-centered assessment techniques and learning styles are analysed in order to incorporate these into the teaching learning process. Along with the teaching methodology suggested in the model, these inputs provide the entire framework for an intervention that aims to achieve the stated objectives. Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2012 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/5377/1/18_2_11_Rosemary.pdf Varghese, Rosemary (2012) An integrated teaching model to develop english proficiency of ESL management students. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 18 (2). pp. 105-117. ISSN 0128-5157 http://www.ukm.my/ppbl/3L/3LHome.html
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description The gap between receptive and productive English language skills is perceived to be unusually large among ESL students in the culturally segregated states of India. While the students’ listening and reading comprehension skills strengthen with class lectures and reading assignments, their speaking and writing skills remain underdeveloped. The purpose of this study is to create an integrated teaching model to improve the English proficiency of management students in order to make them more employable. The model combines two models of curriculum design with two models of teaching methodology. Using the basic ESP model of curriculum design, the other models are incorporated into it to achieve three objectives, to reduce the unusually wide gap between receptive and productive language skills, to gain proficiency in business communication tasks and to improve identified language deficiencies. The model is applied to a sample of ESL management students. The business communication tasks required at the corporate level as well as the language deficiencies of the respondents are assessed and are used to create the course design. Their motivation and attitude levels are measured. Learner-centered assessment techniques and learning styles are analysed in order to incorporate these into the teaching learning process. Along with the teaching methodology suggested in the model, these inputs provide the entire framework for an intervention that aims to achieve the stated objectives.
format Article
author Varghese, Rosemary
spellingShingle Varghese, Rosemary
An integrated teaching model to develop english proficiency of ESL management students
author_facet Varghese, Rosemary
author_sort Varghese, Rosemary
title An integrated teaching model to develop english proficiency of ESL management students
title_short An integrated teaching model to develop english proficiency of ESL management students
title_full An integrated teaching model to develop english proficiency of ESL management students
title_fullStr An integrated teaching model to develop english proficiency of ESL management students
title_full_unstemmed An integrated teaching model to develop english proficiency of ESL management students
title_sort integrated teaching model to develop english proficiency of esl management students
publisher Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
publishDate 2012
url http://journalarticle.ukm.my/5377/1/18_2_11_Rosemary.pdf
http://journalarticle.ukm.my/5377/
http://www.ukm.my/ppbl/3L/3LHome.html
_version_ 1643736390279626752
score 13.211869

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