According to Lewis (2009) in his book “Understanding Pupil Behaviour: Classroom Management Techniques For Teachers” mentioned that there are some effects if the teachers don’t know about the students’ characteristics such as stress and Post-Guru Syndrom. Stress happens when they feel unable to maintain an classroom in which students can get on with their work and teachers can teach without unnecessary interruption, it is usually part of failure teacher in managing the classroom misbehavior of students and Post-Guru Syndrom happens when the teachers become inconsistent to implement the appropriate technique in teaching for students and finally
Both of these authors write about similar ways of learning, but their ways also differentiate from each other. From Robinson’s point of view, he states that people learn in different ways. In his writing, he describes two exotic techniques for learning, real and good reasonings. One of the reasonings that he talks about is that we utilize our minds to choose what to believe is real also known as good reasoning. However, we do this whether the belief is right or missing tentative details or has evidence to prove it.
You can punctuate, reinforce, emphasize, and enliven your communication with any cues of non-verbal communication stated above. As non-verbal communication is one of the items in the Assessment Instrument of Teaching and Learning, it is advisable for us to fully exploit our non-verbal traits to ensure the effectiveness of teaching. The positive outcome of our teaching quality can further be enhanced and reinforced by incorporating the four types of communications into the teaching and learning process. Remember that verbal and non-verbal communication work together to convey a message. You can improve and enhance your spoken communication by effectively utilizing body language that reinforces and supports what you are saying.
While it is a bit of an exaggeration, students clearly feel that classroom-based speaking practice does not prepare them for the real world. Is why I choose to do small but very concrete steps on how to express a simple idea like What are the priorities on your life?, giving the example with my ideas on the board as the same time it was expressed, the students seemed to get the activity instruction clearly so they proceeded to wrote and then speak with a partner about they priorities they wrote down before. Research by Peter Skehan5 on Task-based Learning shows that giving student’s preparation time significantly increases the range of language used in the performance of the task, whereas the accuracy of the language is not as influenced. If this is so, then it seems sensible to give students preparation time when encouraging them to use new language.
The relationship of epistemology, methodology, and methods in advance qualitative research are of inestimable importance. Their interrelationship is uniquely suited to the proper function of the three methodologies, but with special attachment to qualitative study. Each component are interdependent on the other, and justify each other. So are all of the approaches in qualitative research, where the researcher as the instrument is able to synergize all of the parts in to a holistic whole. Epistemology justifies and evaluate while modifying methodology which in-turns guides and evaluates methods.
Abstract: Pragmatic competence has become, especially in the last few decades, one of the issues that attracted attention in the field of language learning as an essential part of language competence. The realization that having a good command of linguistic knowledge in target language would not be enough to master the language has created the need to investigate the value and effect of pragmatic competence in language education. The following research paper aims at studying different articles related to pragmatic competence stressing on the Impact of Textbook-Based Input on L2 Learners' Pragmatic Comprehension. It will be approached both on the critical reading and critical thinking levels taking into consideration the pragmatic and the linguistic
The Effect of Teachers’ Language Awareness on Their Reading Task Design Ability The importance of teachers’ role in educational systems is undeniable. An obvious parallel can be found between quality of teacher education courses and teachers’ act in their classes. It is a matter of concern in EFL contexts that so many teachers of English seem to have such limited knowledge of the language they are teaching (Thornbury, 1997). There are some reports in some parts of the world which claim that teachers are not well trained (Townsend & Bates, 2007). LA should be one of the main parts of pre-service and in-service courses’ content in order to train teachers with sufficient language awareness to do well in their classes.
Adding the perspective element means that I must be able to predict the recipient’s reaction to my message, choose the body language and words that allows the audience to captivate the whole message and not just part of it. Jargon and slang words should be avoided and if there are possibilities of misunderstandings due to cultural or language barriers, I undertake some research or seek help with others to address issues in advance. § Choosing the Channel I need to choose the best channel of communication to send my message. Emails can be used to send simple straightforward messages. In case of complex tasks, the best channel is face to face interaction.
There are several ways that can be used to improve the communication, and they are embrace the approach of audience- centred, promoting the open communication climate, constructing lean and efficient messages, executing to ethical communication, accommodate the difference of culture, and last but not least, fostering the professionalism in relationship. Audience centred communication description effectiveness (n.d), stated that the communicator or the speaker will evaluate every each one of the listener in order to resolute the body language, and the content. Massila Hamzah (2010) wrote that in order to be a good speaker, the speaker must keep the audience in the mind all of the time during the communication process by learn about the audience 's age, level of education, status and background. This will help the speaker to plan in designing the speech content to delivering the message. To elaborate, Audience centred communication description effectiveness (n.d), highlights that the speaker must identify the audience from different angle so that it will be much easier to the speaker to understand the listener 's attitude and values and beliefs.
Risager (as cited in Cunningsworth, 1995) states that Foreign language teaching textbooks no longer just develop concurrently with the development of foreign language pedagogy in a narrow sense, but they increasingly participate in the general cultural transmission with the educational system and in the rest of society (p. 90). Since the underlying system is not explicitly stated, it requires us to look at course books in detail to understand the unstated values. Stereotypes Stereotypes can be defined as 'the conventionalized ways of talking and thinking about other people and cultures ' (Kramsch 1998: 131). Stereotypes may result in learners whose cultural ineptitude will affect detrimentally their personal language acquisition