CONTENTS
Chapter I Introduction 1
1.1 Overview of English Language Communication in Indian Companies 2
1.2 Importance of English Language Communication for Indian Managers 3
1.3 English as a Second Language in India 6
1.4 English in Indian Schools 7
1.5 English Learning Problems in Vernacular Medium Schools 8
1.5.1 English Learning Problems in Gujarati Medium Schools 8
1.6 English in Higher Education and Related Problems 10
1.7 Methods of Teaching English 12
1.7.1 Translation 12
1.7.2 Conventional Method 13
1.7.3 Lack of Skilled English Teachers 13
1.8 Problem Areas of English Language Learning 14
1.8.1 Fluency 14
1.8.2 Pronunciation 14
1.8.3 Confidence 15
1.8.4 Vocabulary 15
1.8.5 Grammar 16
1.9 Research Gaps and Rationale of the Study 16
1.10 Research Problem 17
1.11 Objectives of the Study 18
1.12 Scope of the Study 19
1.13 Summary 19
Chapter II Review of Literature 21
2.1 English as a Second Language 21
2.2 Second Language Learning Theories 22
2.3 English in India: A Historical Perspective 26
2.4 English in Gujarat: Teaching and Its Related Problems 28
2.5 Suggested Methods for Teaching English 31
2.6 Global Presence of English 33
2.7 Requirement of English in Companies 36
2.8 English in Management Institutes in Gujarat 38
2.9 Summary 43
Chapter III Research Methodology 45
3.1 Research Design 45
3.2 Selection of Respondents 47
3.3 Sampling Methods 49
3.3.1 First Stage Sampling 49
3.3.1.1 Selection of companies 49
3.3.1.2 Selection of management institutes 50
3.3.2 Second Stage: Selection of Respondents 51
3.3.2.1 Selection of managers 51
3.3.2.2 Selection of reporting heads 52
3.3.2.3 Selection of management students 52
3.3.2.4 Selection of management faculty members 52
3.4 Sample Size 52
3.5 Tools of Data Collection 53
3.5.1 Questionnaire 55
3.5.2 Personal Interview 56
3.5.3 Non-participant Observations 58
3.6 Variables 59
3.6.1 Variables Used for the Managers 59
3.6.1.1 Profile of the managers 60
3.6.1.2 Differences in methods of teaching English 60
3.6.1.3 Effects of methods of teaching English on adequacy in ELCS 61
3.6.1.4 Use of English at home/at company 61
3.6.1.5 Impact of English language communication skills on professional status in companies 62
3.6.1.6 Self-assessment of English language communication skills 62
3.6.2 Variables used for the reporting heads 64
3.6.2.1 Introduction 64
3.6.2.2 Expectation of English language communication skills from managers 65
3.6.2.3 Managers’ abilities in English language communication 65
3.6.3 Variables for management students 67
3.6.3.1 Profile of the management students 67
3.6.3.2 Comprehension of lectures conducted in English 67
3.6.3.3 Use of English in classrooms and social interactions 68
3.6.3.4 Efforts of management institutes to improve English language communication skills 69
3.6.4 Variables for management faculty members 69
3.6.4.1 Profile of the management faculty members 69
3.6.4.2 Differences in English language communication skills of management students 70
3.7 Analysis Plan 71
3.7.1 Analysis for quantitative data 71
3.7.2 Analysis for qualitative data 72
3.7.2.1 Qualitative content analysis 73
3.7.2.1.1 Method of coding the categories 74
3.7.2.2 Non-participant observations 76
3.8 Summary 77
Chapter IV Managers 79
4.1 Profile of the Managers 80
4.2 Differences in Methods of Teaching English 88
4.3 Effects of Methods of Teaching English on Adequacy in ELCS 93
4.4 Use of English at Home/at Company 96
4.5 Impact of English Language Communication Skills on Professional Status in Companies 100
4.6 Self-assessment of English Language Communication Skills 104
4.7 Qualitative Content Analysis 112
4.7.1 Fluency 114
4.7.2 Grammar 115
4.7.3 Pronunciation 121
4.7.4 Accent 124
4.7.5 Confidence 127
4.8 Findings: Managers 129
4.9 Summary 135
Chapter V Companies Expectations: Reporting Heads 138
5.1 Introduction 138
5.2 Expectation of English Language Communication Skills from Managers 145
5.3 Managers’ Abilities in English Language Communication 151
5.4 Findings: Reporting Heads 160
5.5 Summary 162
Chapter VI Management Students 164
6.1 Profile of the Management Students 164
6.2 Comprehension of Lectures Conducted in English 169
6.3 Use of English in Classrooms and Social Interactions 179
6.4 Efforts by Management Institutes to Improve ELCS of Management Students 184
6.5 Non-participant Observations 188
6.6 Findings: Management Students 190
6.7 Summary 192
Chapter VII Management Faculty Members 193
7.1 Profile of the Management Faculty Members 193
7.2 Differences in English Language Communication Skills of Management Students 198
7.3 Findings: Management Faculty Members 222
7.4 Summary 223
Chapter VIII English Language Communication for Manager 225
8.1 Existing English Language Communication Programs 225
8.2 Proposed English Language Communication Skills Program 228
8.2.1 Aim of the Program 228
8.3 Proposed Contents for English Language Communication Skills Program 229
8.3.1 Grammar 229
8.3.2 Vocabulary 230
8.3.3 Writing 230
8.3.4 Business and online writing 231
8.3.5 Body language 232
8.3.6 Presentation skills 232
8.4 Methods of Training 233
8.5 Flow of English Language Communication Skills Program 234
8.6 Summary 235
Chapter IX Results and Conclusion 237
9.1 Major Findings 240
9.2 Discussion on Major Findings 242
9.3 Proposed English Language Communication Skills Program 248
9.4 Limitations and Future of the Study 249
9.5 Implications of the Study 250
9.6 Final Discussion 261
References 263
Appendix 287