The Role of Oral Communicative Tasks (OCT) in Developing the Spoken Proficiency of Engineering Students

Autor/inn/en	Shantha, S.; Mekala, S.
Titel	The Role of Oral Communicative Tasks (OCT) in Developing the Spoken Proficiency of Engineering Students
Quelle	In: Advances in Language and Literary Studies, 8 (2017) 2, S.161-169 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Oral Language; Task Analysis; Statistical Analysis; Comparative Analysis; Control Groups; Experimental Groups; Engineering; Engineering Education; Second Language Learning; Second Language Instruction; Teaching Methods; Indians; Language Proficiency; Skill Development; English (Second Language); Language Usage; Language Processing; Achievement Gains; Scoring Rubrics; Questionnaires; Student Attitudes; Pretests Posttests; Foreign Countries; Grammar; Language Fluency; Pronunciation; Quasiexperimental Design; Observation; College Students + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Aufgabenanalyse; Statistische Analyse; Maschinenbau; Ingenieurausbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Inder; Language skill; Language skills; Sprachkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Sprachverarbeitung; Achievement gain; Leistungssteigerung; Scoring formulas; Auswertungsbogen; Fragebogen; Schülerverhalten; Ausland; Grammatik; Aussprache; Beobachtung; Collegestudent
Abstract	The mastery of speaking skills in English has become a major requisite in engineering industry. Engineers are expected to possess speaking skills for executing their routine activities and career prospects. The article focuses on the experimental study conducted to improve English spoken proficiency of Indian engineering students using task-based approach. Tasks are activities that concentrates on the learners in providing the main context and focus for learning. Therefore, a task facilitates the learners to use language rather than to learn it. This article further explores the pivotal role played by the pedagogical intervention in enabling the learners to improve their speaking skill in L2. The participants of the study chosen for control and experimental group were first year civil engineering students comprising 38 in each group respectively. The vital tool used in the study is oral communicative tasks administered to the experimental group. The oral communicative tasks enabled the students to think and generate sentences on their own orally. The "t" Test was computed to compare the performance of the students in control and experiment groups. The results of the statistical analysis revealed that there was a significant level of improvement in the oral proficiency of the experimental group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01