The document discusses the importance of developing listening, speaking, reading, and writing (LSRW) skills for engineering students and professionals. It notes that surveys have found communication skills to be very important for engineers. Various universities have introduced programs focused on technical communication and English for specific purposes to develop students' LSRW abilities. However, results have not been fully satisfactory due to factors like low English proficiency and lack of exposure. The document proposes that LSRW skills be systematically taught using effective strategies and material in order to improve engineering students' communication skills.

1. LSRW: The Science of Language Learning Ms.Anubha Shrivastava

2. Objective: Ineffective Engineers ! Analyzing the causes Discussing LSRW as a solution

3. Professionals Need Communication

4. It’s a Life Skill! To express and share their ideas effectively To pursue advance or higher studies To secure a higher level of position To develop a healthy working environment To lead a team from the front To attain timely promotion

5. Literature Review EAP (English for Academic Purposes) researches like: Ferris (1998), Ostler (1980), Christison and Krahnke(1986) surveyed L2 students enrolled in engineering courses and found that communication skills are relatively more important.

6. Ostler’s study indicates 90% students felt the need to develop the ability to read Followed by the need to listen and take notes(84%) Ask questions in the class (68%) Write research papers (58%)

7. Huckin and Olson(1983) Discussed which skills are important for engineering career Referred the survey conducted by the American Society for Engineering Education Responses were received from 4057 experienced engineers Communication skills ranked above any other type of skill, capturing five of the nine “most –needed” categories

8. What’s Up? Mississippi State University introduced Technical Communication Program (TCP) . Begun in 1999, TCP chiefly consists of three related efforts: Technical Writing The Writing Tutor Program The Coursework Integration Initiative

9. TOMSK Polytechnic University (TPU), Russia Analyzing all these factors TPU developed a course for engineers entitled “English for Specific Purpose” (ESP). ESP focuses the learner’s attention on the particular technology and communication skills required in the engineering profession.

10. IIT, Kanpur IIT, Kanpur conducted a national survey in 1990 developed courses: Introduction to Technical Communication Advanced Technical Writing

11. The Gap Even after all these efforts results are not satisfactory

12. Ineffective Engineers…Why ? Below average proficiency in English language Lack of exposure and low level of confidence Casual attitude towards LSRW skills Scarcity of skillful trainers

13. Why Second Language? To be literate in the 21 st century is to be able to manage communication across languages and cultures In a multi-lingual society modern engineering professionals must also be able to communicate effectively in a shared tongue

14. English Only? It enjoys the status of Lingua Franca. It has been widely accepted as the most widespread language in the world. (Tattersal ) It is cited as the …major language of international business, diplomacy, science and professions . (Kitao)

15. How to Improve ?

16. L istening S peaking R eading W riting

17. LSRW is the correct order of teaching the skills Robert Lado (1957). The mastery of any language depends mainly on LSRW skills. As the four skills are interrelated, the active skills depend on the passive skills for their fluency and development. Among the four skills, the speaking and writing are called as active and productive skills. Reading and listening are called passive and receptive skills. LSRW : Natural Process of Learning

18. Teach a Second language You need material

19. Language Learning Material could obviously be Cassettes, Videos, CD-ROMs Dictionaries, Grammar Books, Prescribed Text Newspapers, Magazines, Photographs Live Talks, GD, Debate, Instructions given by a teacher Tasks Written on Cards or Presentations

20. But important thing is: It need to be deliberately used to increase the learners’ knowledge and / or experience of the language (Tomlinson 1998)

21. Catching Attention is Difficult

22. Material Should : Catch Attention Help in relieving the anxiety Sustain the Motivation Be made suitable for different learning styles and attitudes Provide variety through different types of texts and activities Allow learners to use language for a real purpose

23. LSRW as a Master Tool

24. Listening (at least) half of Effective Communication

25. Strategies Tell them to do a specific activity : listening for general content, listening to fill up information, listening for specific information, listening for pronunciation, etc. They can be asked to listen and take notes as they listen. Remind them of using the active listening techniques (such as mirroring, paraphrasing, summarizing, and clarifying questions it will give them the details they need). Do pairing (according to their language efficiency) and ask partners to tell each other about the topic they heard. Spend a minute or two with each pair to make sure they are using active listening skills correctly. Offer praise or suggestions for improvement when necessary.

26. They can be asked to listen and take notes. Remind them of using the active listening techniques (such as paraphrasing, summarizing, and clarifying questions it will give them the details they need). Do pairing (according to their language efficiency) and ask partners to tell each other about the topic they heard. Spend a minute or two with each pair to make sure they are using active listening skills correctly. Offer praise or suggestions for improvement when necessary. Ask students why they did not remember much after listening. Discuss how they could improve their listening skills.

27. Do pairing (according to their language efficiency) and ask partners to tell each other about the topic they heard. Spend a minute or two with each pair to make sure they are using active listening skills correctly. Offer praise or suggestions for improvement when necessary. Ask students why they did not remember much after listening. Discuss how they could improve their listening skills. Students should be given practice in listening to the sounds of the language to be able to recognize them, to distinguish between them to mark stress and recognize and use the right intonation in sentences.

28. Ask students why they did not remember much, after listening. Discuss how they could improve their listening skills. Students should be given practice in listening to the sounds of the language to be able to recognize them, to distinguish between, them to mark stress and use the right intonation in sentences. Teach them to listen to the non verbal communication: ask them to pay attention to the gestures, posters and other non verbal cues while they are listening. Audio-visual aids too can be used for the purpose. Motivate them to apply rules of active listening even in the informal situations.

29. Students should be given practice in sounds. They should be able to recognize them, to distinguish between them, to mark stress and use the right intonation in sentences. Teach them to listen to the non verbal communication: ask them to pay attention to the gestures, posters and other non verbal cues while they are listening. Audio-visual aids too can be used for the purpose. Motivate them to apply rules of active listening even in the informal situations.

30. Teach them to listen to the non verbal communication. Ask them to pay attention to the gestures, postures and other non verbal cues. Audio-visual aids too can be used for the purpose. Motivate them to apply rules of active listening even in the informal situations. Instead of huge language labs, individual portable gadgets like I pods or CD players should be promoted.

31. Motivate them to apply rules of active listening even in the informal situations. Instead of huge language lab promote individual portable gadgets like I pods or CD players.

32. Speaking

33. Strategies If You want to make students speak…. You keep Mum!

34. Use introduction as ice breaker (confidence) (Don’t interrupt !) Tell them to describe objects / situations / people, etc (analysis) Ask students to record descriptions (interesting!) Playing it back will work as the feedback (correction)

35. “ engineering graduates are expected to give oral presentation as part of their work” (Keane and Gibson 1999). Presentation on Technical topics (Real Purpose, interpersonal skills) Ask them to give feedback on presentations, it will help them : to think about the exercises more deeply recognize others viewpoints how to provide constructive criticism to peers.

36. Role play, Individual/ Group activities, Just A Minute (JAM) Sessions ( team spirit) Mock interviews (empathy, negotiation) Group discussion (agreement) Debate (convincing arguments , polite disagreement)

37. Reading maketh a full man (Bacon)

38. Strategies Provide tips on library skills (curiosity, interest) Suggest them informative and light reading stuff Ask to recognize coherence/sequencing of sentences Ask them to identify the topic sentence Arrange reading comprehensions from simple to difficult / familiar to unfamiliar text Specific reading: skimming/scanning, intensive/ extensive.

39. WRITING An individual effort but … more rule-bound

40. Strategies Aim at developing awareness about writing as an exact and formal skill Plan activities to equip them with the components of different forms of writing, beginning with the lower order ones Select topic, ask every student to write one sentence each on board Assign to arrange all the sentences in a proper order individually

41. Give feedback and discuss importance of coherence, emphasis, unity and cohesiveness Make pairs. Ask each student to write anything that they finds interesting Swap notebooks and ask them to make note on what their partner has written Conduct writing workshops on letter, report, resume, paper, and project writing (provide samples) Provide remedial feedback

42. Conclusion Effective communication increase employability Engineers too, should master this skill English is important as a second language The scope of English should be broadened to include other soft skills like communication skills, group discussions, Presentations, public speaking etc

43. Teaching material should serve individual needs & real purpose If utilized strategically, LSRW can help engineering students to improve their communication skills Communication skills should be introduced as formal subject through out the course

44. Thank you