LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13 : 1 January 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Copyright © 2012
M. S. Thirumalai
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Knowledge of Pedagogy and ICT for
Effective Communication in Language Teaching

Shafeeq. C.P., M.A, M.Ed

Abstract

Effective communication is an essential part of any kind of teaching. It is very much true with the language teaching-learning process. Though CLT is appreciated by many applied linguists, it is not well implemented in many EFL contexts. For successful communication in the present day language teaching, it is necessary for the teachers to possess pedagogical and ICT perceptions that can make the best use of the promise of CALL and CMC.

Key words:ICT, CLT, CALL, and CMC

Introduction

Effective communication is the key to any field that requires interpersonal relationships. Teaching is an area that is much dependent on teacher-learner communication. Effective communication results in effective teaching. Also, it helps in strengthening learner-teacher relationship. Interactions and discussions are considered the most widely accepted means of class-room communication. Education implications of modern theories point out the shortcomings of passive one-way learning. The very idea of learner–centred approach is based on communication. These facts remind us of the importance of communication skills on the part of a teacher for the development of a better teaching-learning process.

However, many teachers fail to recognize this, and they prove to be ineffective teachers. Even teacher education centres fail to understand the realities and fail to equip the future teachers with better communication skills. “One of the most neglected aspects of teacher training is thorough preparation in the diverse communication skills that are needed by good teachers in today's schools” (Morgan, 1989).

When ineffective communication occurs in language teaching, the catastrophe can have far reaching consequences, as the essence of language is to communicate. Language teachers need to be effective communicators with a thorough knowledge of various aspects of communication strategies in their dealings with their learners, knowing the fact that interpersonal communication skills form almost half of language teaching. Considering this fact, Communicative Language Teaching (CLT) has been appreciated by many applied linguists and language educators as an effective language teaching approach. However research shows that CLT has been facing problems in its implementation stage.

Sometimes, lack of diligence on the part of the teachers stands in the way of successful implementation of the teaching-learning process. However, many teachers correctly identify the communicative activities of CLT and understand what CLT means. At the same time, they uphold many misconceptions. These misconceptions and the resulting barriers to the implementation of CLT are found in many Asian ESL and EFL contexts. Because of these misconceptions and barriers, teachers cannot implement CLT in class rooms (Chowdhury, 2012).

This article deals with some of the most important aspects that can be helpful to form the perceptions of an ideal language teacher of our times.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Shafeeq. C.P., M.A., M.Ed.
Department of English
Najran University
KSA
cp.shafeeq@rediffmail.com
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