Development Of Module On Pragmatics Of World Englishes And Its Effect On Intercultural Communicative Competence

Abstract

English in India is studied right from pre-nursery. In spite of thirteen years of compulsory newlineschool education in English, competence is not achieved. This is because in India grades, newlinemarks and degree are more important than proficiency. The traditional way of teaching English newlinefocuses on the study of literature, syntax, phonology and morphology. With the legacy of newlinecolonization, admiration for the native variety and accent, English remains the language of the newlineBritish, with very little to minimum focus on the functional or contextual use of the language. newlineNeed-based intercultural education remains ignored in the curriculum. Evaluation is done newlinethrough essays, report writing, question answers, figures of speech, poetry and comprehension. newlineThe amalgamation of LSRW skills is expected to be achieved through English language newlineeducation. India being a multilingual country, English is a second language and taught in newlineisolation, hence it remains irrelevant to the context. With such background, students at newlineundergraduate level fail to fulfill the expectations of the practical corporate world. With this newlineneed in mind, the researcher aims towards developing students Intercultural Communicative newlineCompetence by developing a module on Pragmatics of World Englishes.