The IUP Journal of English Studies
Dialogic Paradigm in Teaching and Assessing English for Specific Purposes (ESP) in Higher Education

Article Details
Pub. Date : Dec, 2019
Product Name : The IUP Journal of English Studies
Product Type : Article
Product Code : IJES81912
Author Name : M Chandrasena Rajeswaran
Availability : YES
Subject/Domain : Arts & Humanities
Download Format : PDF Format
No. of Pages : 15

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Abstract

The present status of English as a global language demands a new perspective not only to teaching and learning English in India but also to assessing English proficiency of the learners. In the globalized work culture, engineering graduates’ oral proficiency in English ensures their adaptability and career growth. Engendering opportunities for interaction in the English for Specific Purposes (ESP) classrooms and utilizing the communicative activities themselves for formative and summative oral assessments is proposed in this paper, because only oral assessment could induce the undergraduates to learn to speak in English. Further, it deliberates on dialogic teaching approaches and assessment methodology and tools to fine-tune the oral communication skills of ESP learners in the higher education portals of India.


Introduction

Language teaching pedagogy perceives assessment as a compartmentalized component in a teaching-learning process. As such, its significance is immense at different levels of language teaching. The written and oral assessments are necessary for the purpose of assessing the effect of teaching and the depth of the learner’s input comprehension and adoption of it as “intake.” They help the teacher implement techniques to improvise the input materials so as to make them easy for learning and retention in the short-term and long-term memory of the learners.


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