The Fourth Industrial Revolution can be regarded as Industry 4.0 connected with the developments, innovative approaches and technological advancements held in the year 2011 at Germany. It is the amalgamation of many digital technologies such artificial intelligence (AI), robotics, Internet of Things (IoT) cloud computing, big data, 3D printing etc. The present study is qualitative in nature and focuses on graduate readiness, the challenges faced by the engineering students of SOA university, Bhubaneswar to meet the industry 4.0 requirements because technical degree is not only the gateway to their success in industry rather they should equip themselves with various soft skills like English language development, communication, personality development, leadership, critical thinking, problem solving and team building skills to meet the expectations of their employers. The objective of this study is to analyze the current education practices and the industry requirements and come out with best possible solutions for industry readiness of graduate engineers for a successful corporate career. The study has put some valuable insights on the problems faced by the 5 th semester students related to language acquisition and their readiness for future industrial demands. Furthermore, universities should also come out with appropriate suggestions and recommendations to enable graduate engineers for future industry readiness.
Proficiency in English is very important for students of Engineering and other professional courses because it is the medium of instruction in higher academics besides being the lingua Franca of all global transactions. It is a welcome development that people in the field I. IntroductionProficiency in English is very important for students of Engineering and other professional courses because it is the medium of instruction in all higher academics and it is widely used as the medium of communication in all offices within our country. English is also the predominant language for international commerce, trade, international relations, tourism, science, technological research, and education. Engineering students have to use English to deal comprehensively with the countless lectures conducted in English, comprehend countless sentences and paragraphs written in English in the engineering text books and reference books, tutorials, projects and dissertation papers. Academic success therefore is predominantly dependant on English language proficiency of the students. Besides that the world is increasingly becoming a small place and job opportunities are not just limited to India alone, thus competence in English is very important for the engineering students in India, not only for their academic career but also for their prospective professional life. With this background it is pertinent to explore the teaching-learning process effectiveness and the perspectives on the proficiency in English for our engineers. The National PerspectiveFrom Indian national development perspective proficiency in English for our scientists and engineers is important English as it is the dominant language of science and technology. Proficiency in English is also important for the academics and research bodies as a good number of the scientific papers or journals in the world are written in English.. English as an international language of science (EILS) has led some users to enjoy preferred treatment and status. Hence it is imperative that our students have the requisite proficiency in English if we want our country to occupy leadership position in the field of science and technology.This country has lost the advantage it had to become the most preferred destination for the IT and ITES industry and for providing teachers of English to countries like China, Turkey, South Korea and others. In this era of globalization and job crunch, if our engineers and scientists continue to be complacent about their proficiency in English Language, the country shall once again be relegated. The Individual PerspectiveDecades ago it was generally believed that engineers were to do technical things behind stage and therefore did not need any higher level of proficiency in English. The engineering curriculum therefore didn"t give any emphasis to developing communication skills in English. With India fast becoming a global economy and English being the language of global business, the Indian companies are increasingly focusing on English language skil...
Folk narrative (tales) is the reflection of culture for a particular group of people, it's an amalgamation of the traditions common to a particular culture, subculture or group. These include tradition of narrating tales and proverbs. Ever since story telling has been a very alluring feature to understand a culture as well as helps in language learning. The frequent repetitions make them excellent for reinforcing new vocabulary and grammar. The natural rhythm that is associated with the tales is useful to work on stress, rhythm, and intonation in pronunciation. It is difficult for a learner to learn a language which is not his mother tongue. The cultural elements of folktales help to bridge common ground between cultures and bring out cultural differences. It develops cultural awareness that is essential if we are to learn to think in another language and understand the people who speak it. In this paper, it is analysed that can these folktales be used as a language learning tool? First of all, however, we would like to consider the definition of folktales and explain the hidden subtypes behind the term. Apart from looking at folk tales in general, this paper would take a look at their function it also discusses the reasons for using these in school. The main purpose of this study is to examine the role of folk narratives in teaching English to young learners as second language.
250 under graduates and management students of SOA University of 1st year, taken at random, were selected as subjects in this case study. 3 groups comprising of 30 students in each at random were given training on soft skill viz. grammar, vocabulary and speaking ability with 1 credit hour as extra class on Saturday during course curriculum Rest 160 students in same batch were taken as control. After one year of the of the final examination, means with incubation period of one year after the training period, it was found that 22(73.33%),18(60.0%),and 28(93.33%) students belonging to Grammar, Vocabulary and Speaking ability group, respectively got a placement in the campus selection. The overall placement in the batch of students under trial was estimated as 105(42.0%) and the students without soft skill training was as low as 37(23.13%), recorded in control group.
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