Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/10116
Title: Lateral thinking strategies for second language enhancement of learners at tertiary level: an experimental study
Researcher: Nageswari R
Guide(s): Sundarsingh J
Keywords: English Literature
Communication Skills
Indian educational system
Upload Date: 26-Jul-2013
University: Karunya University
Completed Date: November, 2011
Abstract: The purpose of this study was to enhance communication skills by implementing lateral thinking skills as strategies through tasks so as to enable second language (L2) learners at tertiary level to attain appropriate and desirable competency level. Indian educational system is so complex that students at the entry level of Under Graduate programme come from various states and central educational boards with different language competency level. English is offered along with regional languages in almost all the schools where the medium of instruction is either English or regional language. This acquisition complexity has its own impact on the language competency of students when they enter the Under Graduate programmes. The present study revolves around these entrants and their language development. Though students learn English for about twelve years before entering college education, they struggle in expressing themselves effectively. The major problem is their struggle in overcoming first language interference coupled with their inability in overcoming inhibitions and the complicated language learning objective in the higher education context. It affects second language acquisition and proficiency at the college level. It was assumed by the researcher that the lack of skillful thinking impeded the process of learning English. Hence the implementation of strategies to activate lateral thinking skills was suggested. newlineThinking skills can enhance the learning ability of the learners. Learning occurs when newlinethe mind makes connections between known and unknown; knowledge is constructed by using the thinking process according to the cognitive theory of learning (Gleitman 1995). newlineProblem solving activities encourage the cognitive process of learning (Nunan 1989).
Pagination: 230p.
URI: http://hdl.handle.net/10603/10116
Appears in Departments:Department of English

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01_title.pdfAttached File22.64 kBAdobe PDFView/Open
02_certificate.pdf9.9 kBAdobe PDFView/Open
03_declaration.pdf9.37 kBAdobe PDFView/Open
04_acknowledgement.pdf17.88 kBAdobe PDFView/Open
05_contents.pdf8.86 kBAdobe PDFView/Open
06_list of tables.pdf19.27 kBAdobe PDFView/Open
07_ist of figures.pdf16.73 kBAdobe PDFView/Open
08_abstract.pdf15.2 kBAdobe PDFView/Open
09_chapter 1.pdf91.05 kBAdobe PDFView/Open
10_chapter 2.pdf185.68 kBAdobe PDFView/Open
11_chapter 3.pdf163.59 kBAdobe PDFView/Open
12_chapter.4.pdf1.16 MBAdobe PDFView/Open
13_chapter 5.pdf49.83 kBAdobe PDFView/Open
14_work cited.pdf151.78 kBAdobe PDFView/Open
15_appendix.pdf2.01 MBAdobe PDFView/Open
16_samples.pdf8.06 MBAdobe PDFView/Open


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