Abstract:
Library science graduates need to find employment in libraries to use the expertise they gain as students. Career opportunities in state libraries being negligible seeking work in private sector libraries is the option they have. Yet, because of the advanced oral proficiency. The interviewees are expected to display at career related viva voice examinations of the private sector, they fail to impress interviewers, and as result lose chances of employment. To help them face interviews satisfactory as well as tackle job related speech, providing them oral practice is a must. However, given the wide range of writing tasks needed to be taught to address the Final Examination needs, allocating separate time slots for speech is impracticable. Besides, tackling speech in isolation does not appear to be productive. As a solution to this, the presenter designed special illustrations to teach key writing areas of the Final Examination. Specialty of these illustrations was their ambiguity. To unravel the ambiguity students had to interpret the pictures differently. The focus of the class during this time being meaning, students did not mind using their interlanguage to interpret pictures. The use of the language for a communicative purpose enabled students to acquire it naturally. At the same time different interpretations provided raw materials for the writing tasks. Diverse interpretations that emerged in class were sorted out later and relevant once were arranged under different column headings of a specially designed table. Column were named as “Problem”, “Cause”, “Solution”, “Motivation”, “Reaction”, “Request” and so on, depending on the nature of the task. Contents in the column were orally practiced further and used to write letters reports, notices. Technique helped tackle both speech and writing simultaneously. Class room observations and feed back obtained from students suggest that the technique is effective and learner friendly.
