ANALYZING COMMON LANGUAGE ERRORS IN CLASSROOM COMMUNICATION OF ENGINEERING TEACHERS- AN EMPIRICAL STUDY

This paper reports the findings from the study that assessed common English language errors in classroom communication of engineering teachers by conducting pre and post tests using T and Z tests. The study used four language parameters in teaching (LPT) in terms of introduction(I), methodology(M), use of technology enabled sources (TES)and non verbal communication (NVC). The study was conducted in three stages. Firstly an analysis of common errors in teaching was made in the pre test, through video recordings; secondly the teachers were trained /orientated in the effective use of classroom techniques in terms of language functions. Finally during the post test teachers lectures were recorded and found that the errors were minimized. The data was statistically analysed on the basis of testing of hypothesis. There was a significant difference noticed in the use of language functions used by the teachers in which the female teachers reported using language functions more effectively than that of male teachers. Thus, the study identifies common errors in teaching also suggesting effective techniques for classroom teaching, developing effective communication skills.