![]() Last date for submission of full paper: 29th August 2016 Intimation of acceptance of abstracts: 22nd August 2016 Last date for submission of abstracts: 14th August The font to be used is Times New Roman with font size 16 for headers, 14 for sub-titles and 12 for titles. Papers for Round Table Presentation not exceeding 5 pages should be submitted by the participant.ħ.Ěll abstracts and papers must carry Full Name, Contact Number and Address of the author.Ĩ. ![]() The abstract not exceeding 300 words should be submitted on or before 08TH AUGUST, 2016 through e-mail to submitted will be reviewed and the shortlisted applicants will be informed.Ħ. They can be based on personal experiences and researches.ģ.Ĝase studies may be presented separately.Ĥ. Techniques for Reading/Writing/Listening/SpeakingĢ. Techniques of teaching Vocabulary/Reading/WritingĤ.Ğnglish for other Medicines (Ayurvedic, Siddha, etc.)Ĥ. ĮSP- Technical English (Psycho, Socio and Applied Linguistics)Ĥ. The Symposium focuses on creating a common platform to discuss the usage of specific vocabulary and registers, to create interest in reading and to improve presentation and writing skills The Literary Seminary aims at sharing the different factors of the English language through an assemblage of Technocrats, Scientists, Medical and Business experts. Albert P’ Rayan –Prof of English and Higher Education and Freelance writer of The Indian Express Suchetha Nair – Delivering an ESP Curriculum: Classroom Priorities Lal – Curricular Challenges and Particular Solutions Sudha Seshyan – Director, Medical Education, Chennai Sucheta Nair –Faculty of English in British council,Singapore ĝr.Lal –Prof of English from the University of Trivandrum.Based on the findings of this study, PDI will enable instructors to create chances for students to learn in authentic professional environments, contexts and culture that are casted in the real-life business situations. Finally The findings of this study are beneficial instructors who are seeking innovative instructional methodology to improve their teaching of business English writing. The findings also indicate that both PPI and PDI modules trigger the dynamics and positive atmosphere however, PDI resulted in more vigorous dynamics as student movements and interactions were relatively higher. Students’ difficulties in formulating grammar and rules in writing on their own, and students’ perception of learning as a burden were found as the challenges occurred in both modules. Results of the study indicate that the fundamental dichotomies between both approaches include the tangibility, authenticity and contextuality. Qualitative data from the focused-group discussions and observation field notes were analyzed thematically using the grounded theory while students’ writing scores were cross-examined. Data were collected from direct observations, focused-group discussions, and students’ writing scores. The students were randomly divided into two groups and put into either PPI or PDI training module. A total of 46 Thai students majoring Business English program in a Thai university took part in this study. It assessed the effectiveness and examined practical issues of the implementation of each method. The study reported in this article compared two different inductive instructional methods implemented in a Business English writing training, including paper-based instruction (PPI) and product-based instruction (PDI). ![]() This paper studies the growth of business English, the components of effective business writing and the need to teach business writing to tertiary students, which will enable them to be successful in the business world. The corporate world demands accurate business writings and our students have to be trained to meet the demands of the business world. At the end of the tasks, they were able to write a good memo. In order to improve their memo writing skills the students had to undergo four tasks. They lacked the essential skills in writing a memo. The students were given a pre-test on memo writing. To this end, a group of second year Indian BCA students was taken as samples for the study. In this respect, this paper aims to focus on the need to teach memo-writing skills to tertiary students. Though English is being taught in schools and colleges, Indian students miserably fail to produce a good quality lengthy composition. In India, English has become an important means of communication and learning in the education and professional setup. Employers are looking for employees who are skilled in the language skills. Due to globalization and rapid growth in business communication, the need to learn the English language has also gained momentum. English has become an inevitable means of communication.
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