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/ http://journalarticle.ukm.my/5377/ http://journalarticle.ukm.my/5377/1/18_2_11_Rosemary.pdf

id	ukm-5377
recordtype	eprints
spelling	ukm-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
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
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/ http://journalarticle.ukm.my/5377/ http://journalarticle.ukm.my/5377/1/18_2_11_Rosemary.pdf
first_indexed	2023-09-18T19:43:58Z
last_indexed	2023-09-18T19:43:58Z
_version_	1777405776051044352

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

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