Language Needs Situated in a Context-Sensitive Workplace
DOI:
https://doi.org/10.11113/lspi.v3n2.37Abstract
The fast-paced, technologically advanced modern world has embraced English as the current ‘lingua franca’ of tertiary education, international commerce, tourism and diplomacy. International business, collaboration and global exchange seem to depend on effective communication in English. Malaysia is currently experiencing an emerging trend to focus on workplace specific language needs. This is to meet the incumbent demands of social and economic development in contemporary Malaysian society where employees with high English language proficiency are invariably in demand. Nowadays, pushed mainly by economic and political needs, almost all trades and professions around the world demand people who are able to use English effectively as an essential tool for establishing meaningful communication, and as an essential condition in order to work in today’s global context. Data for the study reveals a diverse spectrum of language needs that should characterize an employee who fits into the context-sensitive workplace. Meeting these language needs point to a positive direction in helping to create a more competitive form of human capital for the nation.
Keywords:
References
Altbach. 2004. Globalisation And The University: Myths And Realities In An Unequal World. Tertiary Education and Management. 10(1): 3-25.
Beer, W. R. 1985. Language Policy and Unity. New York: Rowman and Littlefield.
Brown, J. D. 2001. Using Surveys In Language Programs. Cambridge: Cambridge University Press. 11-16.
Canale, M. & Swain, M. 1980. Theoretical Bases Of Communicative Approaches To Second Language Teaching And Testing. Applied Linguistics. 1: 1-47.
Crystal, D. 1997. The Cambridge Encyclopedia Of Language. Cambridge: Cambridge University Press.
Executive Summary Universiti Malaya Report. 2002.
Dudley-Evans, T. & St John, M. J. 1998. Developments in English for Specific Purposes: A Multi- Disciplinary Approach. Cambridge: Cambridge University Press.
Graddol, D. 2006. English next: Why global English may mean the end of English as a Foreign Language. British Council Report.
Fullan, M. G. 1991. Change Forces: The Sequel. London: Cassell.
Hymes, D. 1971. Language Acquisition: Models And Methods. New York: Academic Press.
Jobstreet.com. 2005. http://myjobstreet.com.career/jeci/default.html Article retrieved 25 May 2006
Haughey, M. 2002. A Global Society Needs Flexible Learning. In V. Jakupec, & J. Garrick (Eds.). Flexible Learning, Human Resources And Organizational Development: Putting Theory To Work. London: Routledge. 121-145.
Humphrey, S. 1992. A National Skills Recognition System–Setting Standards And Establishing Credentials. In Education In The 1990s: Competencies, Credentialism, Competitiveness? Canberra: AGPS. 58-71.
Lynch, B. K. 1996. Language Program Evaluation: Theory And Practice. Cambridge: Cambridge University Press.
Mansfield, B. 1989. Competence And Standards. In J. Burke (Ed). Competency-Based Education And Training. London: The Falmer Press. 55-71.
National Economic Action Council. 2004. Study on the employment in Malaysia. http://www.NEAC.gov.my. Article retrieved 10 June 2006.
Rogers, E. M. and Shoemaker, F. F. 1971. Communication Of Innovations: A Cross-Cultural Approach. New York Free Press.
Schachter, J. 1990. Communicative Competence Revisited. In B. Harley, B P. Allen, J. Cummins, & M. Swain (Eds.). The Development Of Second Language Proficiency. Cambridge: Cambridge University Press. 39-49.
