| 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 |
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.
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.