It is a challenge for English language teachers to handle the large classes of students with mixed skills with our widely differing language competence. The unavailability or high cost of books and educational materials is a challenge, as tests and exams alone seemed to be the only goal. In addition, there is a lack of motivation among students (and even teachers), administrative apathy, access to electronic media, magazines and books, mother tongue and English language use to ensure communication skills, or perhaps a better teaching. learning the language of the mother tongue and other languages, as well as the international dissemination of the best English language teaching (ELT) practices on the e-culture platform, are new problems teachers have to find
. our own resolution programs despite the limitations of our situation. To do something new, we have to give up the old one. As John Swales says, "We may have to work not only on our projects, but also on our programs, but on ourselves." In fact, a practical teacher should be able to work within what can be called "here and now". With some kind of built-in flexibility and utility for practicing ELT in the coming days
With the sensitivity of language (for me, the use of language is more of a joy and beauty than the rules and structure), I would like to emphasize that British or American native speakers, GRE, TOEFL or IELTS etc. native. We need to develop our own standards instead of teaching like Londoners or North Americans. Pronunciation should be understandable and should not harm the understanding of the message. For this, however, no one needs to speak to the so-called standardized English (which makes inter- and international communication difficult). David Crystal also appreciates this reality and supports the local taste of English in India and elsewhere. The problems of teaching, say spoken English, relate to the lack of intercultural communication competence.
Many of the misunderstandings in a multicultural or multinational workplace can be traced to inter-group differences in how the language is used in interpersonal communication rather than being lacking fluently in English. In fact, native speakers need as much help as non-natives when using international and intercultural interaction in English. We understand the way negotiation, mediation or interaction. Learn the positive attitude of intercultural communication by discussing linguistic and cultural differences. Emphasis is placed on developing cultural and intercultural competences, tolerance (the spread and development of different Englishs is an example of grammatical and lexical tolerance) and mutual understanding. The rules of language use can be determined culturally. It is unquestionable for anyone who speaks English or communication skills, for teaching or developing intercultural communication skills. It presupposes the use of one's own culture or mode of communication, as well as language etiquette, gestures and postures, space, silence, cultural effects, verbal style, etc. Proper understanding
. Interpersonal communication is an integral part of many real-life situations, including business and commerce. Although research is needed to understand the role of visual support in our situations, it seems relevant to familiarize students with the context, discourse, paralinguistic characteristics, and culture. This can be beneficial in the training of soft skills that are basically life skills or the skills needed for adaptive and positive behavior, so they are necessary for a successful life. talk or talk to each other. The ways of communicating with the speech community (the language culture of the ethnic group) cannot be taken for granted when it comes to learning or teaching the spoken English. People disrupt or suffer discomfort or confusion during negotiations in business or political affairs, or in achieving personal goals due to persuasion, negotiation, mediation or incompetence. This is a question of their performance, intercultural interaction competence; lies in the interaction of social interaction, not just in the strict sense of the word, or in the correct grammatical form, syntax, vocabulary or even some polite sentences. The goal is to allow us to express what we want to convey and to give the impression that language that has interaction and reciprocity is used.
not creating business value and creating better business results. Social insight, such as (social) networking sites, smart phones, mobile, tablet PCs, voicemail, e-mail and other e-business tools such as a computer network, teleconferencing and video. an integrated conference for corporate planning. This means that we need to be able to share the information, find the expertise, make the connection, and work together on creative solutions to business challenges. Demonstrate leadership and management features, innovation and decision-making; be able to identify with the common values and beliefs of the organization; and more importantly, intercultural and interactive capabilities should be demonstrated with the sensitivity of change and adaptation when working in a foreign country or a multinational company.
In short, the individual's personal, whether oral or written communication needs: be consistent with the philosophy of communication – the goals and values, aspirations and promises, principles and policies of the organization – as well as being able to host.
I suggest that lifestyle, language, business philosophy, and finance, government, cultural shock, housing, food, gender, family, etc. (foreign) market, often unable to accept a culture of culture for a short period of time. It is important to be sensitive to the intercultural business environment or to clarify the symbols of each culture, how they are identical and how they differ.
Such a staff development program gives us the opportunity to rethink issues of "communicative" teaching, especially business communication. If communication is the purpose of English (or any other language) education, and "communicative" materials do not express what Dell Hymes called "communication competence", and Noam Chomsky is mentioned as communication performance, we need to rethink classroom practices and research and materials from time to time. Chomsky focused on one of the ideal speaker-students of a language at sentence-level grammar level, and Hymes, as a sociolinguist, addressed real speaker students who interpret, express and discuss the report in different social situations; it focused on language as a social phenomenon and reflected its use as a discourse unit. Dell Hymes also referred to "compliance" as the socialization of competence and performance, ie "when, when not talking, and what to talk to and to whom, when, where, in what way." Chomsky accepted it and called it "pragmatic competence" (ie, the rules of use). Thus, Dell Hymes "communicative" Chomsky is "pragmatic" and includes the knowledge of sociolinguistic rules, or the adequacy of the statement beyond the knowledge of grammar rules. The expression resulted in the meaning of words, successful communication of knowledge of linguistic and sociolinguistic rules in both oral and written communication
Michael Canale and Merril Swain referred to "appropriations" in various documents on communication competences. “Sociolinguistic competence”. In fact, they offer another term "strategic competence", that is, they are able to use communication strategies such as approximation (or paraphrase strategy, for example, for water pipes for "tube" or "flower" if the leaf is close to the design). reports), word coins, circumcision (ie description of objects or ideas "It looks like …", "It's made …", etc. when a temporary forgot a precise word), borrowing, including literal translation and linguistic mixture, asking for help, ie. "What do you mean?" "I didn't know how to say it," etc. mime and all of this Strategic competence (Canale and Swain) refers to the ability to enhance or improve conversations, and the same as Chomsky's "pragmatic competence" or "Fluency. Brumfit and others are using the" pragmatic "term in the liquid sense. FLUENCY) and SOCIOLINGUISTIC
The accuracy of language knowledge or communication is much broader than grammatical competence; the linguistic skills of listening, reading and writing, spelling, discourse (especially the interrelationship between sentences and paragraphs and mutual interdependence) and the mother
The pragmatic competence or fluency of communication refers to the simplicity and speed of the term, ie how to speak, how to stay silent because it does not know the word (the ability to paraphrase) and other strategies. learning, including how to listen to themselves and to be able to self-repair and edit at the same time;
Sociolinguistic competence or appropriation is the type of text (stories, dialogues, non-fiction passages, etc.) and language functions, formal or informal different levels / grades, or types of engagement. and the use of language in authentic situations
I doubt whether we would follow such a communicative curriculum by understanding communicative competences in terms of language ability, pragmatic ability and sociolinguistic ability. However, its acceptance should help students become independent learners; should have language forms, tools and strategies to help them overcome communication difficulties both inside and outside the classroom. From this point of view, communicative competence should be considered as communicative performance, as the communicative curriculum should be basically performance-based, ie the learner's expertise should be increased.
Quote by Brendan Carroll: “The use of language is the purpose of learning the official forms or use of the language as one of the means of achieving the goal, so the ultimate criterion for learning a language is the learner's effectiveness in communicating with the settings that he enters.
POOR COMMUNICATIVE PERFORMANCE
Workplace skills such as teamwork, cultural awareness, leadership, communication and IT skills are just as important as business / management students' learning outcomes. It would be poor communication if, for example, someone made a multimedia presentation without knowing how to use the equipment and having technical difficulties, or "trying to revive a boring topic simply by improving the content of the content, not graphics. Those who listen badly are confused by those who need to repeat the information. e-mails were created at a moment of anger. " and their own language learning goals. At college and university level, teachers can help as they teach the positive attitude of inter- and intra-cultural communication, the skills of negotiating linguistic and cultural differences.
is the language and its teaching in different contexts I speak. Yet, as I say, I keep in mind the earthly reality, that is, poor reading skills, fluency and even understanding; poor communication ability with limited experience in writing, speaking and listening, unless of course the secondary teaching of the English language or further language improves at school level, and there is a need for a supportive classroom climate and positive pupils' attitudes towards secondary school education recognized for learning. Teachers and students alike should be aware of what to do, how to do it and when and why it should be done as part of self-regulatory strategies.
As the other stake in the English language learning community, owners in the country need to revise and adapt appropriate strategies and policies that include tolerance and multilingualism to remain relevant in the coming decades. The aim of the review is to move forward with reasonable perspectives on measures to improve communication skills and higher discourse competences, with extended inter- and interdisciplinary bases to get to know (not memorize) and apply themselves.
COMMUNICATION IN THE BUSINESS
Separation, let me come back to business communication. From the point of view of ESP, we must be aware of what we do in the classroom, as we have to do with the specific needs of students. For example, if we teach written communication, it is taught in the specific context of Business, possibly with the sense of 'rhetorical functions', ie the logical organization of knowledge or information, as observed by actual use. For students, business, trade, finance, administration, marketing, manufacturing, personnel, etc. They must have authentic reporting materials. You need to understand the logical steps taken when writing the report, between "gathering information" and "aggregation." and 'Appendix'. In short, they need to carry out activities that are challenging and credible in the business field: they will have to read and think about the content of the report; consider the structure and organization of the report; think about the language used to express content; and they need to use this knowledge to report the ability to report. The variety of writing tasks can include paragraph writing, extension of notes, end of paragraphs, section of sentences to paragraph, use of appropriate punctuation marks, connectors, sub-chapters, presentation of non-verbal information, or textual transmission of information (graph, chart, table, sketch, etc.); linking findings, conclusions, and recommendations, key points in writing descriptive and evaluative summaries, etc. All these students already know and need to know. They learn, learn, and re-learn both formal and informal terms in the conventions of the discipline to which they belong.
As I mentioned, the success of their careers depends on good writing and speaking skills, as well as proper etiquette and student skills and understanding skills. Skills requiring special attention include writing information and analytical reports, writing suggestions, writing notes, writing letters, oral presentations, and feeling grammar, punctuation, word, sentence and paragraph.
The methodology should encourage students to learn from each other through production and hosting activities. We can take advantage of developments in the case study approach, use role plays and simulations that place students in realistic and stimulating situations to create spontaneous personal interaction and creative use in a business environment
. Teamwork and simulations can help future business people develop their skills for meetings and negotiation, as well as the necessary English language skills for autonomous operation. The challenge is not to teach a discourse about discourse, but to provide a pragmatic and customized input that is ready for students to process in an authentic learning environment.
In other words, instead of "simple business communication", "emphasis should be placed on what I have already said," interaction in the business environment ". This is not only the business language, but also the cultural conferences held in the intercultural environment of the meetings and negotiations, which must be aware and learned. As far as teaching is concerned, it helps learners learn how to learn, how to create learning opportunities, and understand how language and business strategies relate to each other. If we follow a student-centered approach, there may be a three-step process: first, to introduce (= a good model) to induce (= induction of the learner's effective learning) and finally to interact (=
I would like to quote Christopher Brumfit from the SPEAQ Convention opening speech in Quebec City (June 1982): "… can be regarded as communicative as a methodology as a curriculum or material. We use our expertise, innovation, repair, information, and criticism. I know that there is no universal teaching method or an ideal curriculum for language teaching ie We can also use any didactic technique without excluding behavioral practices and, in practice, using the mother tongue, if necessary, at different points in the teaching process. I stand for the eclectic approach, because different methods of different students have always worked and there is no best method. With our freedom to choose and accept the concept of serving our teaching, in a reasonable historical sense, flexibility and adaptability, enabling us to choose between different approaches, methods, and techniques, we can meet today's and tomorrow's challenges. I see that teaching consists essentially of an eclectic methodology that includes what is valuable in the teaching system or method and refuses to recognize bad teaching or wrong learning. In every educational environment, the sensitive and rational application and continuous evaluation of the practices chosen must be incorporated.
The English language was practiced in the social, economic, political, educational and philosophical "hothouse" to use Peter Strevens, and the quality of the Indian Hothouse is different from the state. An environment – leadership, administrative, institutional, academic and curriculum – should be created that not only promotes quality education and effective learning, but also deals with real communication in many natural, intelligent and understandable languages. This means that students have to read and listen to a living language; they should speak and write so that the trained speakers understand everywhere. In the end, they must be able to produce and understand culturally appropriate natural discourse.
In summary, teachers should recognize the changes that shake all human circumstances with new technology and new social structures. new values, new human relationships, new features. As Young Yun Kim notes, "Because of the complexity, diversity and rapid pace of change, we are" aliens "in our own society." The challenge is to understand the "differences in differences" in international / intercultural exchanges, learning business negotiations and written communication. Language teaching alone cannot improve its communication skills in business English unless we realize that language learning involves learning culture – its own culture and other culture. Language and culture together teach and share "us" and "differences" to reflect their own culture from an outsider's perspective, and thus less ethnocentric and tolerant of the values and ways of foreign people
it seems to be highly culturally biased and value-based, even if western ethno-centricism, including North America, does not meet our communication difficulties. But we must be open to all local features of communication and interaction. If we consider English as the lingua franca of business negotiations, we should not forget that this is not the mother tongue of one or most of the negotiators. From this point of view, the English language used is generally the kind in which the mother tongue is not only disturbed by sound and sound, but also by the cultural norms and attitudes of the speakers. Citing Susanne Neimeir: “For example, their non-verbal behavior does not automatically become" Englishized "non-verbal behavior, but is usually rooted in their home culture. verbal and non-verbal signs that are used, misunderstandings still occur, because the signals are differently encoded and decoded on the other's culture, or not at all. ”
developing mutual understanding for cultural wealth and cultural diversity, and constructive, non-stereotypical use of individual and group knowledge in the learning capabilities of business communication, in both oral and written languages. It seems necessary to integrate discourse analysis, decision-making and general patterns of meetings and effective conversation as well as the role of cultural influences in actual business situations. In fact, it is important that professional students have the opportunity to experience the meaning of communication and business with different people who are obviously in many different ways
In today's globalized business environment, business English teachers are different in business communication. understand their analytical and practical approaches, especially intercultural understanding and flexibility, adaptability and tolerance strategies, one of the keys to making the most of economic opportunities, Business Communication students need to learn to find their own strategies, or use structural and stylistic tools to succeed for business interaction. In my opinion, their verbal communication in the "ESL" context would be largely "EIL" to work together using English as a common language.
I hope at the end of the program, after sharing with each other what you have done, and how, we are more enlightened and aware of what we need to do to succeed in the coming days. Mutual interaction should help develop a policy framework to support the teaching of economically valuable language skills at higher and / or professional levels
(Text of the Special Presentation of the Author in AICTE SPONSORED STAFF DEVELOPMENT PROGRAM, HUNGARIAN HUNGARIAN AND A t WORKING METHODS at the National Institute of Science and Technology (NIST), Berhampur, Odisha, March 23, 2012
– PROFESSOR (DR) RKSINGH
And Social Sciences , Dhanbad 826004 India
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