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English For Effective Communication

This document discusses various issues related to effective English oral communication. It addresses the role of pronunciation and how one's native language, slang, lack of familiarity with the language, and differences between British and American English can influence pronunciation. It also discusses accuracy, efficiency, affective factors like emotion, and the interaction effect of environment and social/cultural background. The document then examines the role of listening and approaches to promote it. It defines and provides examples of different types of classroom listening: reactive, intensive, responsive, selective, extensive, and interactive. It emphasizes developing top-down understanding and integrating listening with other skills through authentic communicative activities.

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inthirabaanu
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3K views5 pages

English For Effective Communication

This document discusses various issues related to effective English oral communication. It addresses the role of pronunciation and how one's native language, slang, lack of familiarity with the language, and differences between British and American English can influence pronunciation. It also discusses accuracy, efficiency, affective factors like emotion, and the interaction effect of environment and social/cultural background. The document then examines the role of listening and approaches to promote it. It defines and provides examples of different types of classroom listening: reactive, intensive, responsive, selective, extensive, and interactive. It emphasizes developing top-down understanding and integrating listening with other skills through authentic communicative activities.

Uploaded by

inthirabaanu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ENGLISH FOR EFFECTIVE COMMUNICATION

ISSUES IN ENGLISH ORAL COMMUNICATION


(a) THE PLACE OF PRONUNCIATION
(a) Influence of ones own mother tongue
(b) Influence of slangs and jargon
(c) The speaker is not familiar with the language
(d) Differences between British and American English
(b) ACCURACY AND EFFICENCY
(a) The ability to use the right words at the right time and situation
(b) The ability of the receiver to understand language
(c) AFFECTIVE FACTORS
(a) The emotion,feeling and mood of the speaker and receiver
(d) THE INTERACTION EFFECT
(a) The environment and socialculture background
(b) Disease in communication-Glossophobia ( The refusal to use the
language)
(e) THE ROLE OF LISTENING
(a) The role of the instructor and student
(b) Noise pollution-traffic congestion,construction noise,mining,etc
APPROACHES THAT PROMOTE LISTENING
(a)It is a physical response that uses ample language to listen and use their 1
ELT method towards natural responses
DESIGNING AND SPEAKING TECHNIQUES
(a)Principles of designing and speaking techniques cover the spectrum of
learner needs from language based focus on accuracy for message based
focus on interaction ,meaning and fluency.
(b)Techniques should be intensically motivating
(c)Techniques should utilize authentic language and context
(d)Provide appropriate feedback and correction
(e)Touch on students response and correct mistake
(f)Capitalize on the natural link between listening and speaking
(g)There must be a two way communication that;interpersonal and
enterpersonal communications
(h)Give students opportunities to initiate communication
(i)Encourage development of listening and speaking strategie
LISTENING STRATEGIES
(a)Looking for keywords
(b)Non verbal clues to meaning
(c)Predicting a speakers purposeby context of the spoken discourse

TASK 1 : DEFINITION AND EXAMPLE OF TYPES OF CLASSROOM LISTENING


PERFORMANCE
(f) Reactive
(g) Intensive
(h) Responsive
(i) Selective
(j) Extensive
(k) Interactive
I.

REACTIVE
A.Requires little meaningful processing
B.The role of listener as a tape recorder is limited(Nunan
1991b:18),otherwise the listener might not achieve fruition

C.The only role that this performance can play in an interactive


classroom is in brief choral or individual drills that focus on
pronunciation
II.

III.

IV.

INTENSIVE LISTENING
A.Techniques whise only aim is to focus on components
(phonomes,words,intonation,disclosed markers,etc)of discourse.
B.Include bottom up skills(refers to using the incoming input as the
basis for understanding the message)
Examples of intensive listening performance:
Students listen for cues in certain choral or individual drills
The teacher repeats a word or sentence several times to imprint
it in the students mind
The teacher asks students to listen to sentenceor a longer
stretch of discourse and to notice a specified element,e.g
intonation,stress, a contraction, a grammatical structure,etc..
RESPONSIVE LISTENING
A.A significant proportion of classroom listening activity consists of
short stretches of teacher language designed to elicit immediate
reponses.
B.The students task in such listening is to process the teacher talk
immediately and to fashion an appropriate reply
Examples include:
Asking questions
Giving commands
Seeking clarification
Checking comprehension
SELECTIVE LISTENING
A.Task of the students is not to process everything that was said but
rather to scan the material selectively for certain information
B.Requires field independence on the part of the listener
C.Differs from intensive listening in that the course is in relatively long
lengths
Examples of such disclosure includes:
Speeches
Media broadcasts
Stories and anecdotes
Conversations in which learners are eavesdroppers

Techniques promoting selective listening skills could ask studentsto listen for:

Peoples names
Dates
Certain facts or events
Location ,situation , context ,etc..
Main ideas/conclusions

V.

EXTENSIVE LISTENING
A . Could from listening to lengthy lectures to listen to a conversation
and deriving
a comprehensive message or purpose.
B .Aims to develop a top-down, global understanding of spoken
language(top-down ,refers to the use of background knowledge in
understanding the meaning of a message
C.May require the student to invoke other interactive skills(notetaking,discussion)for full comprehension

VI.

INTERACTIVE LEARNING
A. Include all of the five types as learners actively participate in
discussions, debates, conversations ,role-plays and other pair and
group work.
B. Their listening performance must be intracely intergrated with
speaking(and any other)skills in the authentic give and take of
communicative interchange
REFERENCES

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