Copyright © 2018 Authors. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. International Journal of Engineering & Technology, 7 (4.36) (2018) 665-668 International Journal of Engineering & Technology Website: www.sciencepubco.com/index.php/IJET Research paper Enriching Cognizance at the Tertiary Level Students During Transition K. Jeyagowri 1* , R. Abilasha 2 , M. Ilankumaran 3 1 Research Scholar in English, Noorul Islam Centre for Higher Education, Kumaracoil, Kanyakumari District, Tamil Nadu, India. 2 Assistant Professor of English, Holy Cross College (Autonomous), Nagercoil, Kanyakumari District, Tamil Nadu, India. E-mail:abilasharajan@yahoo.com 3 Professor of English, Noorul Islam Centre for Higher Education, Kumaracoil, Kanyakumari District, Tamil Nadu, India. E-mail:mikumaran@yahoo.com *Corresponding author E-mail:jgowri427@gmail.com Abstract English language, as a global lingua franca, has its own respect and importance throughout the world. It is considered to be the shrine of knowledge. It is significant to acquire the English language proficiency, to be placed in good jobs. Though every college gives prime importance to English language, unfortunately most of the students fail to acquire good command over the language. In certain cases, students have the poor ability to comprehend learning at the college level because of their different educational background or capability. There are certain hurdles that affect the students from learning the language. Cognizance is an important component of the tertiary level students. Enriching cognizance of students refers to how the learners develop their knowledge in order to get a better idea of learning, awareness of the language skills they notice, and the observation of language learning. The objective of cognizance is to provide more knowledge to students. It promotes self-motivation of the students and enhances their basic skills of learning. Cognitive skill develops the student’s learning skills, notice, recollection and thoughts. This article deals with how cognizance in language learning is developed and thereby to sharpen their skills of learning. Furthermore, this paper analyses the causes and effects of the students’ transitional dilemma at the tertiary level in acquiring language efficacy. It offers some ideas and results based on the problems among the students in attaining the fluency in communication through developing cognition skills. Moreover, the study proposes to help the students to achieve the objective of education. Keywords: Enriching, knowledge, motivation, education, cognizance, strategies, language, develop, tertiary level, transition, objective. 1. Introduction Every phase of educational as well as career life considers English language learning as a vital factor towards a successful life. Students come across different kind of learning situations at the level of schools and colleges. In general, language is taught based on different requirements and aspects. Schools focus on tutoring or training the students for exam. College focusses on teaching language in a more practical way by equipping students’ skills needed for employment as they have different approaches towards learning. Moreover, learning the language at school level is totally different from college. The students in schools have the most typical tension of memorizing things and present it in the exam, and in college, they could feel the transformation in learning the language. This paper critically appraises the factors encountered by the students when they meet the new environment in college. Beyond that, there are certain barriers that affect the students from learning the language. This paper also highlights enriching cognizance as an element to acquire English language skills during the period of transition at tertiary level education. 2. Problems in language learning Learning the language for twelve years in schools does not make a student master of it. The reasons may be many. In some cases, the students may hail from the rural background, so the bilingual method is adopted in classrooms for the better understanding of the students in rural area. When a student does not understand English, they seek the help of translation from native language. This method helps the students especially the slow learners to some level. Thus, the students never get exposed to the English language. It is considered to be a wrong practice by the ELT experts. English grammar is imposed on the students at school level. Grammar is the foundation step for communication, but the basic grammar is not properly taught in schools. So, the students sought the learning process with the habit of memorization. Learning in school is an important phase. The students are not exposed to a practical way of learning English. When the students move to college, they face a new environment and a completely different system. It is considered as the transition phase of the students. More than that, the students are influential towards media as well. They develop their passion towards college life by the influence of movies and dramas. In school life, the students feel like straining for learning and also constrains to learn obedience, order and respect. When the students enter college life, they feel like they got liberty and forget what they have learnt in school. According to them, college life is nothing to be cared of education and all. The students automatically forget their responsibilities which should be carried out to achieve their goals. They also think that bunking the classes is not at all cared in colleges. These views make them difficult