5. The Role of Language Variables in Effective Communication-Lt. K. Sasi Kiran

Abstract

Proficiency in the English language requires a mastery over its skills in order to be able to apply it to everyday life. Global mobility of students and academicians has helped in accepting the English language across the globe. Looking from a wider point of view, one will be able to understand the tremendous advantage that the English language gives to a person if he has a good exposure and knowledge of it. In the transitional era, the significance of English can be viewed from different perspectives. In countries, especially where English is the second language or the foreign language, motivation can be the key factor for its development. As the famous proverb goes “don’t give your students fish, but teach them how to fish”. It explains the notion of motivating a student and also indirectly conveys a great message to the teacher. In 1972, Gardner and Lambert introduced the idea of instrumental motivation which focuses a learner’s desire for utilitarian purposes. On the other hand, one should learn a language not for selfish motives but for multi-functional use.

The scenario of language teaching and learning needs an analysis and upgrading in a rapidly changing society, like the present time. English has often turned out to be book centred. Many institutes teach English mainly for the sake of acquiring good results. But, the real joy of learning a language is often forgotten, in the course of time. In order to have a mastery over the language, the teacher also needs to keep on updating herself by being aware of the current issues and the changing situations around her. She needs to be creative in order to properly integrate these evolving issues and changing situati8ons into the curriculum in a meaningful way. Through display boards, role plays, situational vocabulary, etc., the learning abilities can be highly enhanced.

The teacher needs to be aware of the varied abilities of the students and plan the syllabus and practice sheets accordingly. The skills of preparation before teaching the lesson, classroom management during the lesson and evaluation after the lesson are highly essential.

Preparation Skills

It is centred on the main purpose of the lesson: i.e. a topic on which the theme is centred, the aims and objectives, vocabulary, structure, and above all the learning outcome. The teacher needs to study the lesson thoroughly from different points of view, keeping in mind the varied abilities of students. The four skills of listening, speaking, reading and writing can also be included in the lesson plan. The required materials should be prepared adhering to the needs of the students. They can be flash card boards, topics for role plays, visuals aids, etc.

Teaching and Classroom Management Skill

The teacher has to be a role model for the students. The voice, accent, stress and intonation can be easily handled by a teacher if she is aware of its presentation value. Dedication and a sense of belonging to the institute will bring in a lot of fruitful results. The positive attitude of the teacher towards the student, especially when he is a slow learner is a great importance. Creating an English environment in the language learning is important. In the course of time, communication should have an ultimate shift from teacher-centred to learner-centred classes. Various approaches to syllabus are designed to meet the goal and aim of the language teaching. The method used to reach out to the students can make a difference. The communicative approach, English for special purpose (ESP) approach, and Humanistic approach, are all very effective.

The Communicative Approach

It can be summed up under a broad term. Its goal is not only communication but also educating to competence. Many syllabuses were developed under communicative approach, for e.g. teaching a language in order to understand how it functions differently. They emphasize the appropriate usage of the language and on performing a task by getting information, solving puzzles, etc. Communicative approach also makes children liberated and helps them to learn and grow in a free environment where a teacher acts only as a facilitator.

English for Special Purpose (ESP) Approach:

As the proverb goes, ‘Necessity is the mother of invention’, so does the ESP approach, which evolved out of a need for the utilitarian purpose of the learner. The focal point of ESP approach is to serve the purpose of a learner. It is meant for a learner whose English is neither the mother tongue not the language of social communication. In fact, the learner needs the language for an extensive use in his/her work. Limited vocabulary, situations, and sentence patterns were commonly used in the EPS approach. But, with the recent development and new innovations, flexibility has entered into both EPDS and communicative language teaching. By incorporating these techniques into the curriculum, the learner of the languages can be greatly helped.

Humanistic Approach

The holistic development of a human being rather than focusing only on their intellectual capacity is the main concern of humanistic approach. It does not bear any linguistic theory of pedagogical facts but in fact it emphasizes on the care-and-share attitude of a person. Thus the pedagogic and psychological insights lead to a natural way of learning. This methodology is the latest and the most thought-provoking. Two methods are used to adopt this approach i.e. the silent way and the Community language learning.

The Silent Way

Caleb Gattegno, a teacher of mathematics, proposed this method in the 1960s. ‘Teaching should be subordinate to learning’ was the main concept of his method. The teacher remains almost silent and the learners do all the talking.

Fidel chart and the Cuisinere rods are the two important aids used by the teacher. The Fidel chart consists of blocks which are of different colours; each colour block represents the different sounds in the language. The Cuisinere rods are wooden rods of different lengths, representing different words or sounds that are used to form words and sentences. The Fidel chart is displayed in the class and the teacher silently points out twice towards it and the learners observe it silently. The third time the teacher says /a/, the learners repeat the sound. This method is applicable to teach vowel consonant. When the teacher finishes her turn, the learners take the initiative and come forward to repeat the word. There is a lot of peer correction and peer instruction taking place. The Cuisinere rods method is similar to the above but here, instead of sounds, words are used. The colour rods are depicted in such a way that a sentence is formed. The teacher then shows it to the class and the students repeat it. Learning takes place through observation and repetition.

The pedagogical principles of these methods are: The teacher is silent and the learners are not threatened. A non-threatened environment suits best for learning. Active involvement is facilitated and errors are dealt with, self-mo0nitoring is encouraged and peer-corrections are welcomed.

Community language learning

This method was developed by Charles Curran. Having worked with adults for many years, he concluded that the teacher has to be a counselor more than a figure of authority or a judge. He felt that while learning new concepts in a new environment, the learner feels threatened when faced with unfamiliar things. To counter this, the teacher should become a counselor first, wherein he/she not only knows the target language but also is able to understand the inner struggle of a learner. The teacher helps the learners to overcome their fear and develops positive attitudes towards learners. Community language learning takes place in small groups or large groups. Learners not only learn a foreign language but their personal feelings are also taken into consideration. Tape recording is the main aid used for this method. Learners sit in a circle with a tape recorder placed in the centre and the teacher-counsellor interacts with the learners in turn, outside the circle. The teacher gives the learners the language and the learning activities needed and they operate the tape and speak into it. Later, the tape recorder is taken away by the teacher – counselor and the mistakes are recorded. Then the teacher prepares a transcript of it. The learners are made aware of their mistakes and self-correction and clarification of doubts takes place.

Two other methods are incorporated into the humanistic approach; they are Suggestopaedia and Total physical response. Suggestopaedia is a method advocated by Dr. Gorgi Lozanov, a Bulgarian doctor of medicine. This method was used in primary schools in Bulgaria and now it is of great help for teaching language to the adults. The pedagogical principles involved are:

• “ Learning takes place in a relaxed and happy way
• “Active participation is involved.
• “Learning is given more importance than the time factor.
• “Language is emphasized through role plays, games, etc.

A conscious awareness is brought about through this method of Suggestopaedia. Learners overcome their feeling of fear and a positive attitude is developed. The main principles of Suggestopaedia are:

• “ There is a collaboration of the conscious and the unconscious
• “The power of the mind is reserved and access is gained.
• “Learners are relaxed, happy and joyful in their environment and show interest to learn a new language and new things.
• “Feeling of fear is removed and courage is built up.

This method is used in the classroom through posters, charts, music, and graphics, learners relax on a comfortable chair arranged in a semi-circle facing the charts and visuals which are placed around them. Learners are asked to close their eyes and listen to the music and they do exercises like breathing. Through mime and action new identities are sketched out by the teacher for the learners. The teacher takes the lead to read a dialogue which is in the targeted language. After that only the mother tongue learners listen for a day and the next day they take the lead to read further and to imagine themselves as the characters. Thus the task of learning is done by giving them an enjoyable activity, for e.g. the teacher throws a ball and the person which catches it performs a task.

Teacher Training

Teachers can be sent to various training programmes where they can have a better exposure. This in turn can be useful for the welfare of the institution and she can impart her knowledge in a better way to the learners. Data collection can be made and adopted to the demanding and changing situations. But, flexibility according to the situation is more im0portant than pure imitation. The teacher should be a great inspiration to the students. She should be able to cater to the different I.Q. levels of the learners. Thus the role of the teacher is extremely significant in the integral development of the students and it will help to transform the society in this transitional era. Based on these variables of language the effective communication can be developed in a language learner.