Enriching Cognizance at the Tertiary Level Students During Transition

  • Authors

    • K. Jeyagowri
    • R. Abilasha
    • M. Ilankumaran
    https://doi.org/10.14419/ijet.v7i4.36.24219

    Received date: December 18, 2018

    Accepted date: December 18, 2018

    Published date: December 9, 2018

  • Enriching, knowledge, motivation, education, cognizance, strategies, language, develop, tertiary level, transition, objective.

  • Abstract

    English language, as a global lingua franca, has its own respect and importance throughout the world. It is considered to be the shrine of knowledge. It is significant to acquire the English language proficiency, to be placed in good jobs. Though every college gives prime importance to English language, unfortunately most of the students fail to acquire good command over the language. In certain cases, students have the poor ability to comprehend learning at the college level because of their different educational background or capability. There are certain hurdles that affect the students from learning the language. Cognizance is an important component of the tertiary level students. Enriching cognizance of students refers to how the learners develop their knowledge in order to get a better idea of learning, awareness of the language skills they notice, and the observation of language learning. The objective of cognizance is to provide more knowledge to students. It promotes self-motivation of the students and enhances their basic skills of learning. Cognitive skill develops the student’s learning skills, notice, recollection and thoughts. This article deals with how cognizance in language learning is developed and thereby to sharpen their skills of learning. Furthermore, this paper analyses the causes and effects of the students’ transitional dilemma at the tertiary level in acquiring language efficacy. It offers some ideas and results based on the problems among the students in attaining the fluency in communication through developing cognition skills. Moreover, the study proposes to help the students to achieve the objective of education.

  • References

    1. Abilasha R & Ilankumaran M, “New Trends in English Language Teaching – A Novel Perspective”, International Journal on Studies in English Language and Literature (IJSELL), Vol.2, No.11, (2014), pp.46-52.
    2. Abilasha R. Ilankumaran M, “Incarnation of ICT in English Language Teaching”, Research Journal of English Language and Literature, Vol.2, No.4, (2014), pp.216-220.
    3. BECTA, “What Research Says about Interactive Whiteboards”, (2003), pp.1-4.
    4. Husain K, “Language Learning Strategies and Communication Strategies: A Synthesis”, Indian Journal of Applied Linguistics, Vol.32, (2006), pp.23-40.
    5. Brown AL & Bransford JDF, Learning, Remembering and Understanding Cognitive Development (4th Edition), (1983), pp.78-166.
    6. Flavel JH, Meta-cognition and Cognitive Monitoring: A New Era of Cognitive Development Inquiry, (1979), pp.906-911.
    7. Harmer J, How to Teach English: An Introduction to the Practice of English Language Teaching. Harlow, (1978).
    8. Pressley M & Woloshyn V, Cognitive Strategy Instruction that Really Improves Children’s Academic Performance (2nd Edition). Cambridge, MA: Brookline, (1995).
    9. Abilasha, R, “Short Stories as a Genre of Literature to Teach Speaking Skills”, International Journal on Studies in English Language and Literature (IJSELL) with IF 3.537, Vol.6, No.1, (2018), pp.25–27.
    10. Abilasha R, “Smart Classrooms: An In-built Innovation of the Millennium English Language Education”, International Journal of English Language and Literature in Humanities (IJELLH) with IF 5.7, Vol.6, No.4, (2018), pp.348-355.
    11. Delbio A, “Psychological Influence of Dyslexia and Apraxia Affecting Second Language Acquisition on Young Learners”, International Journal of English Language and Literature in Humanities with IF 5.7, Vol.6, No.4, (2018), pp. 81-90.
    12. Jeya Gowri K, “Challenges involved in ELT During Transition from Higher Secondary Tertiary Level”, International Journal of English Language and Literature in Humanities (IJELLH) with IF 5.7, Vol.6, No.4, (2018), pp.31-38.
    13. Micah V, “Configuring Theories and Techniques to Minimize Mother Tongue Influence (MTI) in Second Language Classrooms”, International Journal of English Language and Literature in Humanities (IJELLH) with IF 5.7, Vol.6, No.4, (2018), pp.17-29.
    14. Jerose Flashan U, “The Objectives of Teaching English as a Second Language at Different Levels of Learning”, International Journal of English Language and Literature in Humanities (IJELLH) with IF 5.7, Vol.6, No.4, (2018), pp.39-52.
    15. Vinothees AP, “Importance of Accuracy in Developing English Speaking Skills”, International Journal of English Language and Literature in Humanities (IJELLH) with IF 5.7, Vol.6, No.4, (2018), pp.143-151.
    16. Deepa P, “Activity Based Learning Enhances Speaking Skills with Poetry as a Tool”, International Journal of English Language and Literature in Humanities (IJELLH) with IF 5.7, Vol.6 No.4, (2018).
    17. Abinisha S, “The Harvest of Humans as Portraryed by Manjula Padmanabhan in Harvest”, International Journal of English Language and Literature in Humanities (IJELLH) with IF 5.7, Vol.6 No.4, (2018), pp.338-341
    18. Sreena S & Ilankumaran M, “Types of Communication Skills and the Ways and Means to Enhance Them”, International Journal of English Language and Literature in Humanities (IJELLH), Vol.6, No.4, (2018), pp.492-498.
    19. Abdul Majeed CT, “Teaching English Using Programmed Instruction”, International Journal of English Language and Literature in Humanities (IJELLH) with IF 5.7, Vol.6, No.4, (2018), pp.511-521.
    20. Abilasha R, “Fourth World Literature: A mouth Piece of Indigenous Languages”, World Literature: A Critical Outlook, (2018), pp.1-6.
    21. Delbio A, “English Language: A Tool to Express the Repressed Psyche of the Fourth World”, World Literature: A Critical Outlook, (2018), pp.42-45.
    22. Jeya Gowri K, “Prescriptions of Fourth World Elements at the Tertiary Level for Global Acclaim”, World Literature: A Critical Outlook, (2018), pp.97-100.
    23. Sreena S, “The Role of Teachers in Developing Second Language Acquisition”, International Journal of Research in Humanities, Arts and Science with IF 2.135, Vol.2, No.9, (2018), pp.40-43.
    24. Abilasha R, “English Language Teaching: Challenges and Strategies from the Indian Perspective”, International Journal of Engineering and Technology (IJET), Vol.7, No.3, (2018), pp.202-205.
    25. Delbio A, “Theories, Techniques, Methods and Approaches of Second Language Acquisition: A Psychological Perspective”, International Journal of Engineering and Technology (IJET), Vol.7 No.3, (2018), pp.192-197.
    26. Jeya Gowri K, “Application of Theories, Techniques, Methods and Approaches to Develop Second Language Skills – A Study based on Transition from Schooling to College”, International Journal of Engineering and Technology (IJET), Vol.7, No.3, (2018), pp.210-215.
    27. Deepa P, “Teaching Literature Enhances Communication Skills – A Study with Special Emphasis on Poetry”, International Journal of Engineering and Technology (IJET), Vol.7, No.3, (2018), pp.187-191.
    28. Fittgerald J, “English as a Second Language learners”, Cognitive Reading Processes: A Review of Research in the United States, Review of Educational Research, Vol.65, (1995), pp.145-190.
    29. Ilankumaran M & Venugopalan P, “Communication Skills in English through Developmental Speaking, Contemporary Discourse”, Peer-Reviewed Vol.3, No.2, (2012).

  • Downloads

  • How to Cite

    Jeyagowri, K., Abilasha, R., & Ilankumaran, M. (2018). Enriching Cognizance at the Tertiary Level Students During Transition. International Journal of Engineering and Technology, 7(4.36), 665-668. https://doi.org/10.14419/ijet.v7i4.36.24219