LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 9 September 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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A Study on Testing the Proficiency of Discourse Knowledge in Engineering College Students in Coimbatore, Tamilnadu, India

P. Mangayarkarasi, M.A., M.Phil., M.Ed.

Abstract

The different aspects of discourse are Structure, Meaning, Style, Function and Situation. The focus of this questionnaire is to investigate the proficiency level of the respondents in the area of discourse knowledge with special reference to Structure. Knowledge about discourse may be structural, conceptual and functional. Structural knowledge about discourse incorporates knowledge about words, sentences and their organization. While imparting writing skills, teaching grammar related to the sentence level alone is not sufficient Writing requires both grammatical competence and discourse competence. Since English is multifaceted, awareness should be created among L2 learners about micro- level and macro- level aspects of discourse: syntax and semantics on a sentential level, cohesion and coherence on a textual level and so on.

Key Words: Discourse Knowledge, Aspects of discourse, Structure, writing skills, Cohesion.

Introduction

Students writing in second language are acquainted with social and cognitive challenges that are related to second language acquisition. Writing skills must be acquired through experience. Enough practice can help students acquire proficiency in the use of the language as well as writing strategies, techniques and skills. Writing also involves composing, which implies the ability either to tell or retell pieces of information in new texts, as in expository or argumentative writing. Perhaps it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of ‘writing down’ on the one end, to the more complex act of composing on the other end. (Omaggio Hadley, 1993).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

P. Mangayarkarasi, M.A., M.Phil., M.Ed.
Department of English
Sri Ramakrishna Engineering College
Vattamalaipalayam, NGGO Colony
Coimbatore-22
Tamilnadu
India
mangai_sanju@yahoo.com
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