Abstract
This paper discusses about the problems and limitations of the engineering students in gaining achievement and proficiency in language exams and realia. As the students aim at mere passing the subject, they are not able to develop proficiency to communicate in real situations. Due to the academic pressure in their disciplinary studies, engineering students pay little contribution for enhancing linguistic and communication skills. Qualitative ethnography research is conducted to understand the practical difficulties and learning experiences of the students. It is found that the motivation level of the students is low as far as language learning is concerned. The present research implies on the use of cognitive knowledge, discursive techniques and peer interaction in open tasks and suggests how it aids them to display better performances in both achievement and proficiency tests.
Highlights
IntroductionLanguage teachers face a role of insurgency as they doubt what really to do in the English classroom
Language teachers face a role of insurgency as they doubt what really to do in the English classroom. They are entrusted with the two great jobs in academics—one is to produce 100% results in the exam and the is to make the student to competently communicate in English. The former is based on achievement tests with a valid notion of measuring structural and functional components prescribed in the course (Cummins, 1984; Davies, 1991), and the latter is oriented towards developing discursive skills with adequate sociocultural and strategic competence (Stern, 1983)
Do the prescribed academic syllabus and evaluation processes aim at testing achievement or proficiency? Do the pedagogical syllabus really targets on promoting language proficiency and communicative competency? Do teachers need to promote achievement oriented learning for promoting academic results? Do students become proficient through achievement tests? Do achievement and proficiency tests can be simultaneously undertaken with the same syllabus content and instructional practices? How far the language faculty can do justice in their job and face the challenges of real classroom culture? These are the questions often posed in the academic circles but little achieved in solving the above problems
Summary
Language teachers face a role of insurgency as they doubt what really to do in the English classroom They are entrusted with the two great jobs in academics—one is to produce 100% results in the exam and the is to make the student to competently communicate in English. The former is based on achievement tests with a valid notion of measuring structural and functional components prescribed in the course (Cummins, 1984; Davies, 1991), and the latter is oriented towards developing discursive skills with adequate sociocultural and strategic competence (Stern, 1983). The above question ponders on analysing students’ limited English proficiency and its effect on academic progress and social communication
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