Effective communication

1
Effective communication

• Sharing or exchanging information with someone by
  speaking, writing, using equipment (Collins
  Cobuild English Dictionary for Advanced Learners)
  or - miming, gestures, which leads to mutual
  understanding

2
It simply helps in life

• It is important that your intentions are properly
  understood

3
What is communication between people?

• The conveying of information with a view to
  causing them to be known or understood by
  someone.
• Information is conveyed by means of messages
  sets of signs. These may include sentences, oral
  statements, inscriptions, pictures, pieces of
  music, gestures, facial expressions, etc.

4
The power of symbols

• People convey some messages by means of symbols,
  e.g.
• The Sony Walkman culture of the youth,
• The clothes that people wear,
• Piercing, tattoos, etc.,
• Talismans

5
Nonverbal communication

• 1. Visual
• 2. Tactile
• 3.Vocal
• 4. Use of time, space, and image

6
What makes you communicative/ totally
uncommunicative?

• The expression of your face,
• The sound of your voice
• Judging before comprehending
• Not listening

7
Listening skills

• Listen openly and with empathy
• Judge the content, not the messengercomprehend
  before you judge
• Ask, repeat, rephrase to fully comprehend
• Use body language (active body state)
• Respond in an interested way that shows you
  understand the problem
• Listen between lines
• State your position openly be specific, not
  global

8
Theories of second languague acquisition (SLA)

• Language Teaching Methodology
• Theories of language and learning
• Instructional design features
• Observed teaching practices

9
The learning and teaching environment

• The atmosphere in the classroom
• Attitudes
• Methods
• Approaches

10
Methods Approaches

• Within methodology a distinction is often made
  between methods and approaches, in which methods
  are held to fix teaching systems with prescribed
  techniques and practices, whereas approaches
  represent language teaching philosophies that can
  be interpreted and applied in a variety of
  different ways in the classroom.

11
A communicative approach to teaching

• INTELLIGENCE TYPES AND APPROPRIATE EDUCATIONAL
  ACTIVITIES
• Linguistic - lectures, worksheets, word games,
  journals, debates
• Logical - puzzles, estimations, problem solving
• Spatial - charts, diagrams, graphic organizers,
  drawing, films
• Bodily - hands-on, mime, craft, demonstrations
• Musical - singing, poetry, Jazz Chants, mood
  music
• Interpersonal - group work, peer tutoring, class
  projects
• Intrapersonal - reflection, interest centers,
  personal values tasks
• Naturalist - field trips, show and tell, plant
  and animal projects
• The challenge here is to identify these
  intelligences in individual learners and then to
  determine appropriate and realistic instructional
  tasks in response. Howard Gardner (1983)

12
Communicative Language Teaching (CLT)

• Communicative Language Teaching advocates to a
  broad set of principles such as
• Learners learn a language through using it to
  communicate.
• Authentic and meaningful communication should be
  the goal of classroom activities.
• Fluency is an important dimension of
  communication.
• Communication involves the integration of
  different language skills.
• Learning is a process of creative construction
  and involves trial and error.

13
The role of a teacher

• Some schools of methodology see the teacher as
  an ideal language model and commander of
  classroom activity (e.g., Audio-Lingual Method,
  Natural Approach, Suggestopedia, Total Physical
  Response) whereas others see the teacher as a
  background facilitator and classroom colleague to
  the learners (e.g., Communicative Language
  Teaching, Cooperative Language Learning).

14
Teaching methods and Teacher Learner roles

• Situational Language Teaching Teacher - Context
  Setterand Error Corrector, student Imitator
  and Memorizer
• Audio-lingualism Language Teacher - Modelerand
  Drill Leader, student - Pattern Practicer and
  Accuracy Enthusiast
• Communicative Language Teaching Teacher - Needs
  Analystand Task Designer, student -
  Improvisorand Negotiator
• Total Physical Response Teacher - Commanderand
  Action Monitor, student - Order Takerand
  Performer
• Community Language Learning Teacher -
  Counselorand Paraphraser, student Collaborator
  and Whole Person
• The Natural Approach Teacher Actor and Props
  User, student Guesser and Immerser
• Suggestopedia Teacher - Auto-hypnotistand
  Authority Figure, student Relaxer and
  True-Believer

15
Words easily confused, misspelt, etc.

• Examples
• I ring my Mother every day.or everyday?
• How do you write forty four?or fourty-four?
• Keep your foot on the brake.or break?

16
Pun play on words

• A clever and amusing use of a word or phrase that
  has two meanings, or of words with the same sound
  but different meanings He made this punSeven
  days without water make one weak. (1week)
• or
• The peasants are revolting. It can be
  interpreted as meaning either that the peasants
  are fighting against authority, or that they are
  disgusting. -)

17
Play on words cd.

• During the lecture on Scotland I once asked my
  students a simple question
• Where did Scots take the food from?
• The answer was the ship whereas it should have
  been the sheep, of course.
• We should also be careful when using the word
  sheet!!!

18
Homophones

• In linguistics, homophones are words with
  different meanings which are pronounced in the
  same way but are spelled differently. For
  example write and right are homophones.

19
THE LANGUAGE OF ADVERTISING

• The proces of communication in advertising may be
  explained in the following way
• Advertising is a mode of communication whose
  success depends on the audiences understanding
  of the message (Wojtaszek 2002 134)

20
Two theories originating from Grices inferential
model

• The communication process between the authors of
  advertising slogans and these advertisements
  receivers
• G. Leechs Theory of Politeness
• Expanding the number of maxims and principles
  governing the process of inferring
• Sperber and Wilsons Relevence Theory
• It is enough to guide the hearer towards the
  speakers meaning and thus reduce the number of
  maxims into only one.

21
Relevance in everyday life

• Thanks to background knowledge we have we find
  the information we hear relevant. We associate
  things.
• ACan you lend me some money
• BI have to go to the bank.
• (we know that A is not talking of a river bank)

22
The Relevance Theory

• In the framework of Relevance Theory, the
  advertisers task may be explained in the
  following way the advertiser must make certain
  assmptions about the audiences knowledge and
  resources, which are essential in the process of
  inferencing (Wojtaszek 2002 134), because if he
  is mistaken as to the hearers knowledge the
  hearer will either misunderstand the message or
  he will feel offended. (Grices inferential model
  of communication)

23
Inference

• An inference is a conclusion that you draw about
  something by using information that you already
  have about.
• Inference is the act of drawing conclusions about
  something on the basis of information that you
  already have.

24
The Relevance Theory

• Thanks to background knowledge we have we draw
  proper conclusions. It is playing on
  associations. Visual stimuli used in
  advertisements which evoke associations are a
  good example of this theory.

25
The Theory of Politeness

• What is meant is everyday communication and
  goal-oriented speech situations in which speakers
  use language with the purpose of producing a
  specific effect in the minds of the hearers.

26
The maxims of the Theory of Politeness

• 1. Tact maxim the more costly to the hearer
  the action, the less polite.
• 2. Generosity maxim minimizing benefit to
  self or maximizing cost to self.
• 3. Approbation maxim minimizing dispraise of
  other or maximizing praise of other.
• 4. Modesty maxim minimizing praise of self or
  maximizing dispraise of self.

27
Three other maxims of the Theory of Politeness
which also affect peoples behaviour

• 5. Maxim of agreement
• Example A English is a difficult language to
  learn.
• B True, but grammar is quite easy. (partial
  disagreement is often preferable )
• 6. Sympathy
• Example Im terribly sorry to hear that your
  cat is dead.
• 7. Phatic maxim avoiding silence or keeping
  talking.

28
Irony and banter principles

• Irony principle a polite way of being impolite
• Example Some of his words were not Sunday
  school words or Thats all I wanted With
  friends like him, who needs enemies
• Banter principle an impolite way of being
  polite (sign of intimacy since bantering
  means teasing or joking)

29
Interest and polyanna principles

• Interest principle one should say what is
  unpredictable, and hence interesting
• Example It made my blood boil.
• Polyanna principle participants in a
  conversation prefer pleasant topics to unpleasant
  ones
• Example instead of saying dismissed we may say
  redundant.

30
References

• Christison, M. (1998). Applying multiple
  intelligences theory in preservice and inservice
  TEFL education programs. English Teaching Forum,
  36 (2), 2-13.
• Gardner, H. (1983). Frames of mind. New York
  Basic Books.
• Howatt, A. (1984). A history of English language
  teaching. Oxford Oxford University Press.
• Larsen-Freeman, D. (2000). Techniques and
  principles in language teaching. Oxford Oxford
  University Press.
• Pawley, A., Syder, F. (1983). Two puzzles for
  linguistic theory Native-like selection and
  native-like fluency. In J. Richards R. Schmidt
  (Eds.), Language and communication. London
  Longman.
• Richards, J., Rodgers, T. (2001). Approaches
  and methods in language Teaching (2nd ed.).
  Cambridge Cambridge University Press.
• Trela, A. (2005). Advertising slogans in view of
  Leechs Theory of Politeness and Relevance
  Theory. Praca magisterska na kierunku filologia w
  zakresie filologia angielska