This document provides an overview of mediation skills and activities in language teaching. It discusses mediation as one of the four language teaching activities along with reception, production, and interaction. Mediation involves reformulating information from one language to another or from one form to another, such as translating, interpreting, summarizing, or paraphrasing. The document outlines the differences between oral and written mediation and strategies for mediation activities. It also discusses translation and summarizing as two specific mediation activities, providing details on how to incorporate them into language teaching.
This document provides an overview of the course Psycholinguistics. It will examine the psychological processes involved in language, including how language is acquired and how it interacts with other cognitive systems. Some key topics that will be discussed include models of language processing, the modularity of the language system, the role of innate linguistic knowledge versus environmental learning, and controversies in the field regarding rules, neural localization of language, and applied implications. Experimental methods like priming and brain imaging techniques will be important for exploring these open questions in psycholinguistics.
This document discusses a study on how intercultural competence affects the translation process of English students at Tridinanti University in Palembang, Indonesia. The study analyzed translations done by fourth semester English students with different cultural backgrounds. It found that while the students had diverse cultures, they demonstrated the same ability to translate the target language well by considering its cultural context. Most translations showed good word choice, correct grammar and syntax, and could be understood by readers. The document provides background on intercultural communication, translation, and the relationship between language, culture and translation competence.
This document provides details about an assignment on communication skills given to students. It includes the names and roll numbers of 8 students. It then discusses the importance of English communication skills in the present time and provides a brief history of the English language. The rest of the document defines communication, explains the communication process which includes ideation, encoding, transmission, decoding and feedback. It distinguishes between general and technical communication. Finally, it lists and describes various factors that influence the communication process such as sender and receiver, code, channel, topic, message, context, feedback, noise, barriers and filters.
This document discusses language from three perspectives: as a system, as discourse, and as ideology. It examines various theorists' views on language including Chomsky's innateness hypothesis and universal grammar, Halliday's view of language as meaning potential, and Hymes' notion of communicative competence. The document also discusses components of competence, dimensions of language ideologies, and areas of language knowledge and ability. It concludes by restating the three perspectives of language and outlining pedagogic precepts about the components of competence.
This document defines communicative competence and outlines its key components and how it can be developed in language learners. Communicative competence refers to a learner's ability to use language appropriately depending on context. It has four main components: linguistic competence, sociolinguistic competence, discourse competence, and strategic competence. Teachers can help students develop communicative competence by focusing on language functions, using functional syllabuses, discourse analysis, pragmatics, styles and registers, and addressing nonverbal communication.
Language refers to systems of human communication using written or spoken symbols, while a language refers to a variety used by a particular group. There are over 6,900 languages spoken worldwide grouped into over 90 language families. Languages diversified over time as dialects of proto-languages split due to geographical distance. Language enables human communication and is a distinctly human ability to express thoughts, ideas, and information through structured symbolic systems. It plays a crucial role in human interaction, identity, knowledge acquisition, and connecting people and ideas.
Issues in applied linguistics 15 feb (1)SamerYaqoob
The document defines linguistics as the scientific study of language, including its structures, uses, development and acquisition. It discusses key aspects of linguistics such as what constitutes a language, how languages differ from animal communication systems, and the main components and branches of linguistic study. The summary focuses on three main points:
1) Linguistics is defined as the scientific study of language, its structures and uses, as well as how language is developed and acquired.
2) Key differences between human language and animal communication are that human language is open-ended, arbitrary, social and can involve displacement of concepts.
3) Acquiring a language involves learning its phonological, morphological, syntactic and semantic rules at both
This document discusses language as communication and the factors that define a communicative situation. It covers spoken and written language, noting that spoken language is more spontaneous while written language allows more time for planning. The document also discusses the elements of communication, including the sender, receiver, message, context and feedback. It analyzes the functions of language and the role of context and nonverbal communication in interactions.
This document provides an overview of the course Psycholinguistics. It will examine the psychological processes involved in language, including how language is acquired and how it interacts with other cognitive systems. Some key topics that will be discussed include models of language processing, the modularity of the language system, the role of innate linguistic knowledge versus environmental learning, and controversies in the field regarding rules, neural localization of language, and applied implications. Experimental methods like priming and brain imaging techniques will be important for exploring these open questions in psycholinguistics.
This document discusses a study on how intercultural competence affects the translation process of English students at Tridinanti University in Palembang, Indonesia. The study analyzed translations done by fourth semester English students with different cultural backgrounds. It found that while the students had diverse cultures, they demonstrated the same ability to translate the target language well by considering its cultural context. Most translations showed good word choice, correct grammar and syntax, and could be understood by readers. The document provides background on intercultural communication, translation, and the relationship between language, culture and translation competence.
This document provides details about an assignment on communication skills given to students. It includes the names and roll numbers of 8 students. It then discusses the importance of English communication skills in the present time and provides a brief history of the English language. The rest of the document defines communication, explains the communication process which includes ideation, encoding, transmission, decoding and feedback. It distinguishes between general and technical communication. Finally, it lists and describes various factors that influence the communication process such as sender and receiver, code, channel, topic, message, context, feedback, noise, barriers and filters.
This document discusses language from three perspectives: as a system, as discourse, and as ideology. It examines various theorists' views on language including Chomsky's innateness hypothesis and universal grammar, Halliday's view of language as meaning potential, and Hymes' notion of communicative competence. The document also discusses components of competence, dimensions of language ideologies, and areas of language knowledge and ability. It concludes by restating the three perspectives of language and outlining pedagogic precepts about the components of competence.
This document defines communicative competence and outlines its key components and how it can be developed in language learners. Communicative competence refers to a learner's ability to use language appropriately depending on context. It has four main components: linguistic competence, sociolinguistic competence, discourse competence, and strategic competence. Teachers can help students develop communicative competence by focusing on language functions, using functional syllabuses, discourse analysis, pragmatics, styles and registers, and addressing nonverbal communication.
Language refers to systems of human communication using written or spoken symbols, while a language refers to a variety used by a particular group. There are over 6,900 languages spoken worldwide grouped into over 90 language families. Languages diversified over time as dialects of proto-languages split due to geographical distance. Language enables human communication and is a distinctly human ability to express thoughts, ideas, and information through structured symbolic systems. It plays a crucial role in human interaction, identity, knowledge acquisition, and connecting people and ideas.
Issues in applied linguistics 15 feb (1)SamerYaqoob
The document defines linguistics as the scientific study of language, including its structures, uses, development and acquisition. It discusses key aspects of linguistics such as what constitutes a language, how languages differ from animal communication systems, and the main components and branches of linguistic study. The summary focuses on three main points:
1) Linguistics is defined as the scientific study of language, its structures and uses, as well as how language is developed and acquired.
2) Key differences between human language and animal communication are that human language is open-ended, arbitrary, social and can involve displacement of concepts.
3) Acquiring a language involves learning its phonological, morphological, syntactic and semantic rules at both
This document discusses language as communication and the factors that define a communicative situation. It covers spoken and written language, noting that spoken language is more spontaneous while written language allows more time for planning. The document also discusses the elements of communication, including the sender, receiver, message, context and feedback. It analyzes the functions of language and the role of context and nonverbal communication in interactions.
1. Speech and writing have key differences in how meaning is communicated. Speech relies on voice, rhythm, stress and body language while writing relies on words on a page.
2. Speech is often spontaneous while writing is usually planned and can be edited. Writing is also more permanent whereas speech can be changed as it is produced.
3. A written text can communicate across space and time while speech is for immediate interactions.
Power Point - Acquiring Knowledge for Second Language UseIndra Kurniawan
This document discusses the different types of knowledge and competencies required for second language use. It distinguishes between academic competence, which prioritizes reading, listening and writing skills, and interpersonal competence, which prioritizes listening and speaking skills. The document outlines the components of language knowledge including vocabulary, morphology, phonology, syntax and discourse. It explains how these different components relate to academic versus interpersonal language use.
Communication is the exchange of thoughts, messages, or information through various means such as speech, visuals, writing, or behavior. Effective communication requires a sender, a message, and a recipient. Barriers can interfere with effective communication, including physical barriers, ambiguity, differing abilities, and more. Communication occurs not just between humans but also between animals, plants, bacteria, and within individual organisms. Models of communication describe the process as involving a sender, message, channel, and receiver.
Communicative competence refers to an individual's knowledge and ability to use language appropriately in social contexts. It was proposed by Hymes as an expansion of Chomsky's notions of linguistic competence and performance. Hymes argued that communicative competence includes not just knowledge of grammar but also sociocultural knowledge necessary for effective communication. It encompasses grammatical, sociolinguistic, discourse and strategic competencies. Later theorists like Canale and Swain, and Bachman further developed and categorized the dimensions of communicative competence.
The document outlines the course syllabus for Communication Studies Term 1. It includes 3 modules that cover gathering and processing information, language and community, and speaking and writing. Students will learn about expression, comprehension, genres, summarization skills, current issues research, and organizing skills. They will examine the characteristics of language and English Creole languages. Assessment includes short response papers, a longer exam, and an internal assessment completed in the second term.
The work of speech organs necessary for making speech sounds is called articulation. According to
The specific character of articulation, especially according to the presence or absence of the obstruction speech sounds are divided into vowels and consonants. The most substantial difference between vowels and consonants is that in the articulation of vowels the air passes freely through the mouth cavity, while in making consonants an obstruction is formed in the mouth cavity or in the pharynx and the flow of the air meets a narrowing or complete obstruction. Vowels have no fixed place of articulation, the whole of the speaking apparatus takes part in their formation, while the articulation of consonants can be localized, and an obstruction or a narrowing for each consonant is formed at a definite place of the speaking apparatus. In producing vowels all the organs of speech are tense, while in making consonants, the organs of speech are tense only in the place of obstruction. Voice prevails in vowels while in most consonants noise prevails over voice. Vowels are syllable forming sounds while consonants are not, as a rule.
The document defines communicative competence as the knowledge and ability needed to communicate appropriately in different social contexts. It refers to both linguistic competence, or knowledge of language rules, and sociolinguistic competence, or understanding social relationships and cultural norms. Communicative competence involves mastering vocabulary, grammar, pronunciation, and the ability to interpret messages and combine ideas coherently based on the social situation.
On the relationships between linguistics and language teachingZahraQuluzadeh
This document discusses the relationship between linguistics and language teaching. It explores how different linguistic theories, such as structuralism, transformational-generative linguistics, and functional linguistics, have influenced language teaching methodology and curriculum. While linguistics studies the nature of language itself, language teaching focuses on applying linguistic theories to help students learn a language. Applied linguistics acts as an intermediary that interprets linguistic research and makes it practical for language teachers and learners. Language teaching can also provide feedback to test linguistic theories and determine which ones have useful applications. Overall, there are interactions between linguistics and language teaching, but they remain distinct disciplines.
1. The document summarizes an English language arts methods course, including discussions on grammar instruction approaches like Andrews' LEA model and Weaver's minimal approach.
2. It also covers topics like semantic environments, what constitutes "good English," and examples of status-marking errors.
3. Recommendations are made for focusing grammar instruction on the needs of students and using techniques like incidental lessons, inductive lessons, writing conferences, and mini-lessons.
The document discusses four important language skills for teachers and learners: listening, speaking, reading, and writing. Listening involves both bottom-up processing of sounds and top-down processing using context clues. Speaking refers to oral communication skills that can differ from formal written language. Reading is an interactive cognitive process between the reader and text through which the reader gains knowledge. Writing serves to communicate ideas, thoughts, and feelings through the visual representation of language using written symbols in an ordered system.
This document discusses speaking as an interactive process of constructing meaning between a speaker and hearer. It addresses factors like linguistic form, physical context, and sociocultural norms that influence oral communication. Misunderstandings can occur due to a lack of shared linguistic or cultural knowledge between participants. While speaking involves difficult skills like producing speech and comprehending language, it can also incorporate easier elements like body language. The document outlines theories and aspects of effective speaking like turn-taking rules, maintaining coherence, and accommodating the listener.
This document outlines the curriculum for an Oral Communication in Context course for senior high school students. The course covers key concepts like the nature and elements of communication, functions of communication, communicative competence strategies in various speech situations, and types of speeches. Students will understand communication models and skills, analyze functions of communication, demonstrate communicative strategies in different contexts, and proficiently deliver various speech types using effective principles of writing and delivery. The course aims to develop students' listening and speaking abilities for effective oral communication in a variety of situations.
The document discusses the Discourse Theory of second language acquisition. Some key points:
1. The Discourse Theory views language development as occurring through participation in communication. Learners discover language meanings through interaction, not just exposure.
2. Both first and second language are acquired through communication. The process is similar for both, with learners constructing sentences from examples in discourse.
3. According to the theory, the linguistic environment shaped jointly by the learner and native speaker influences the order and speed of second language acquisition. Grammar is acquired based on frequency of structures in input.
Interaction and second language acquisition: an ecological perspectiveVera Menezes
This document discusses interaction and second language acquisition from an ecological perspective. It argues that interaction is essential for language acquisition, as humans have an innate drive to socially interact. While classroom interaction is important, experiences outside the classroom through interaction in natural environments and mediated interactions enabled by technology can also greatly contribute to second language acquisition. The conclusion advocates for teachers to help students broaden their opportunities for interaction beyond the classroom to explore new linguistic worlds.
Nature and Purpose of Teaching English (Language)Jaycel Jose
Language uses symbols like sounds, gestures or written characters to represent objects, actions, events and ideas in a meaningful way that follows certain rules to allow people to understand each other and generate an infinite number of messages. The purpose of teaching language is to help students communicate effectively through speaking, reading, writing and listening.
The importance of teaching language in the classroomdiegofvl1
The document discusses the importance of teaching culture when teaching foreign languages. It notes that language and culture are intertwined and that culture is not just about historical elements but also values and thought patterns. In the past, foreign language teaching did not focus enough on culture, but approaches then started incorporating more cultural elements in the 1960s-1970s to make language learning easier. By the 1970s, methods shifted from a grammatical to a more communicative approach that focused on natural cultural exchange. Teachers must teach cultural aspects of a language as an interpersonal process so students become accustomed to different values from the target language culture. Showing students ways to interact and experience different cultures in the classroom allows them to learn culture over time through practice
This document discusses L2 learning and teaching. It defines L2 as any language learned after one's first language. There is disagreement about whether L2 knowledge consists of underlying rules, linguistic patterns/structures, or a means of communication. Learners acquire L2 through innate capacity, prior knowledge, processing input, interaction, restructuring knowledge, and automatization. Success varies due to social context, experience, the relationship between L1 and L2, age, aptitude, motivation, and instruction quality. Near-native competence is unlikely in pronunciation for older learners and requires extensive varied input and feedback. Implications include considering learners' goals, priorities, dimensions of learning, strengths/limitations, and incremental progress
The document defines communicative competence as the ability to communicate one's intended message. It identifies four main competences needed for communicative competence: grammatical, discourse, pragmatic, and strategic competence. Grammatical competence involves language rules, discourse competence involves coherent texts, pragmatic competence involves context-appropriate language, and strategic competence involves efficiently conveying one's message. The document also discusses teaching language from a communicative perspective, focusing on both form and meaning through authentic use of all four competences.
Classical organizational theory developed in the early 20th century and focused on identifying the most efficient and productive ways to structure and manage organizations. The two main perspectives were scientific management, championed by Frederick Taylor, which aimed to optimize workers' motions; and administrative management, developed by Henri Fayol and others, which addressed overall organizational structure. Taylor studied manufacturing processes to determine the most efficient workflows, while Fayol identified five core management functions and 14 principles for effective administration. Max Weber later described bureaucracy as the ideal organizational form, based on hierarchy, rules, impersonality and merit-based promotion. Critics argue classical theory may reduce employee autonomy and creativity.
The managerial grid model (1964) is a situational leadership model developed by Robert R. Blake and Jane Mouton. This model originally identified five different leadership styles based on the concern for people and the concern for production. The optimal leadership style in this model is based on Theory Y.
1. Speech and writing have key differences in how meaning is communicated. Speech relies on voice, rhythm, stress and body language while writing relies on words on a page.
2. Speech is often spontaneous while writing is usually planned and can be edited. Writing is also more permanent whereas speech can be changed as it is produced.
3. A written text can communicate across space and time while speech is for immediate interactions.
Power Point - Acquiring Knowledge for Second Language UseIndra Kurniawan
This document discusses the different types of knowledge and competencies required for second language use. It distinguishes between academic competence, which prioritizes reading, listening and writing skills, and interpersonal competence, which prioritizes listening and speaking skills. The document outlines the components of language knowledge including vocabulary, morphology, phonology, syntax and discourse. It explains how these different components relate to academic versus interpersonal language use.
Communication is the exchange of thoughts, messages, or information through various means such as speech, visuals, writing, or behavior. Effective communication requires a sender, a message, and a recipient. Barriers can interfere with effective communication, including physical barriers, ambiguity, differing abilities, and more. Communication occurs not just between humans but also between animals, plants, bacteria, and within individual organisms. Models of communication describe the process as involving a sender, message, channel, and receiver.
Communicative competence refers to an individual's knowledge and ability to use language appropriately in social contexts. It was proposed by Hymes as an expansion of Chomsky's notions of linguistic competence and performance. Hymes argued that communicative competence includes not just knowledge of grammar but also sociocultural knowledge necessary for effective communication. It encompasses grammatical, sociolinguistic, discourse and strategic competencies. Later theorists like Canale and Swain, and Bachman further developed and categorized the dimensions of communicative competence.
The document outlines the course syllabus for Communication Studies Term 1. It includes 3 modules that cover gathering and processing information, language and community, and speaking and writing. Students will learn about expression, comprehension, genres, summarization skills, current issues research, and organizing skills. They will examine the characteristics of language and English Creole languages. Assessment includes short response papers, a longer exam, and an internal assessment completed in the second term.
The work of speech organs necessary for making speech sounds is called articulation. According to
The specific character of articulation, especially according to the presence or absence of the obstruction speech sounds are divided into vowels and consonants. The most substantial difference between vowels and consonants is that in the articulation of vowels the air passes freely through the mouth cavity, while in making consonants an obstruction is formed in the mouth cavity or in the pharynx and the flow of the air meets a narrowing or complete obstruction. Vowels have no fixed place of articulation, the whole of the speaking apparatus takes part in their formation, while the articulation of consonants can be localized, and an obstruction or a narrowing for each consonant is formed at a definite place of the speaking apparatus. In producing vowels all the organs of speech are tense, while in making consonants, the organs of speech are tense only in the place of obstruction. Voice prevails in vowels while in most consonants noise prevails over voice. Vowels are syllable forming sounds while consonants are not, as a rule.
The document defines communicative competence as the knowledge and ability needed to communicate appropriately in different social contexts. It refers to both linguistic competence, or knowledge of language rules, and sociolinguistic competence, or understanding social relationships and cultural norms. Communicative competence involves mastering vocabulary, grammar, pronunciation, and the ability to interpret messages and combine ideas coherently based on the social situation.
On the relationships between linguistics and language teachingZahraQuluzadeh
This document discusses the relationship between linguistics and language teaching. It explores how different linguistic theories, such as structuralism, transformational-generative linguistics, and functional linguistics, have influenced language teaching methodology and curriculum. While linguistics studies the nature of language itself, language teaching focuses on applying linguistic theories to help students learn a language. Applied linguistics acts as an intermediary that interprets linguistic research and makes it practical for language teachers and learners. Language teaching can also provide feedback to test linguistic theories and determine which ones have useful applications. Overall, there are interactions between linguistics and language teaching, but they remain distinct disciplines.
1. The document summarizes an English language arts methods course, including discussions on grammar instruction approaches like Andrews' LEA model and Weaver's minimal approach.
2. It also covers topics like semantic environments, what constitutes "good English," and examples of status-marking errors.
3. Recommendations are made for focusing grammar instruction on the needs of students and using techniques like incidental lessons, inductive lessons, writing conferences, and mini-lessons.
The document discusses four important language skills for teachers and learners: listening, speaking, reading, and writing. Listening involves both bottom-up processing of sounds and top-down processing using context clues. Speaking refers to oral communication skills that can differ from formal written language. Reading is an interactive cognitive process between the reader and text through which the reader gains knowledge. Writing serves to communicate ideas, thoughts, and feelings through the visual representation of language using written symbols in an ordered system.
This document discusses speaking as an interactive process of constructing meaning between a speaker and hearer. It addresses factors like linguistic form, physical context, and sociocultural norms that influence oral communication. Misunderstandings can occur due to a lack of shared linguistic or cultural knowledge between participants. While speaking involves difficult skills like producing speech and comprehending language, it can also incorporate easier elements like body language. The document outlines theories and aspects of effective speaking like turn-taking rules, maintaining coherence, and accommodating the listener.
This document outlines the curriculum for an Oral Communication in Context course for senior high school students. The course covers key concepts like the nature and elements of communication, functions of communication, communicative competence strategies in various speech situations, and types of speeches. Students will understand communication models and skills, analyze functions of communication, demonstrate communicative strategies in different contexts, and proficiently deliver various speech types using effective principles of writing and delivery. The course aims to develop students' listening and speaking abilities for effective oral communication in a variety of situations.
The document discusses the Discourse Theory of second language acquisition. Some key points:
1. The Discourse Theory views language development as occurring through participation in communication. Learners discover language meanings through interaction, not just exposure.
2. Both first and second language are acquired through communication. The process is similar for both, with learners constructing sentences from examples in discourse.
3. According to the theory, the linguistic environment shaped jointly by the learner and native speaker influences the order and speed of second language acquisition. Grammar is acquired based on frequency of structures in input.
Interaction and second language acquisition: an ecological perspectiveVera Menezes
This document discusses interaction and second language acquisition from an ecological perspective. It argues that interaction is essential for language acquisition, as humans have an innate drive to socially interact. While classroom interaction is important, experiences outside the classroom through interaction in natural environments and mediated interactions enabled by technology can also greatly contribute to second language acquisition. The conclusion advocates for teachers to help students broaden their opportunities for interaction beyond the classroom to explore new linguistic worlds.
Nature and Purpose of Teaching English (Language)Jaycel Jose
Language uses symbols like sounds, gestures or written characters to represent objects, actions, events and ideas in a meaningful way that follows certain rules to allow people to understand each other and generate an infinite number of messages. The purpose of teaching language is to help students communicate effectively through speaking, reading, writing and listening.
The importance of teaching language in the classroomdiegofvl1
The document discusses the importance of teaching culture when teaching foreign languages. It notes that language and culture are intertwined and that culture is not just about historical elements but also values and thought patterns. In the past, foreign language teaching did not focus enough on culture, but approaches then started incorporating more cultural elements in the 1960s-1970s to make language learning easier. By the 1970s, methods shifted from a grammatical to a more communicative approach that focused on natural cultural exchange. Teachers must teach cultural aspects of a language as an interpersonal process so students become accustomed to different values from the target language culture. Showing students ways to interact and experience different cultures in the classroom allows them to learn culture over time through practice
This document discusses L2 learning and teaching. It defines L2 as any language learned after one's first language. There is disagreement about whether L2 knowledge consists of underlying rules, linguistic patterns/structures, or a means of communication. Learners acquire L2 through innate capacity, prior knowledge, processing input, interaction, restructuring knowledge, and automatization. Success varies due to social context, experience, the relationship between L1 and L2, age, aptitude, motivation, and instruction quality. Near-native competence is unlikely in pronunciation for older learners and requires extensive varied input and feedback. Implications include considering learners' goals, priorities, dimensions of learning, strengths/limitations, and incremental progress
The document defines communicative competence as the ability to communicate one's intended message. It identifies four main competences needed for communicative competence: grammatical, discourse, pragmatic, and strategic competence. Grammatical competence involves language rules, discourse competence involves coherent texts, pragmatic competence involves context-appropriate language, and strategic competence involves efficiently conveying one's message. The document also discusses teaching language from a communicative perspective, focusing on both form and meaning through authentic use of all four competences.
Classical organizational theory developed in the early 20th century and focused on identifying the most efficient and productive ways to structure and manage organizations. The two main perspectives were scientific management, championed by Frederick Taylor, which aimed to optimize workers' motions; and administrative management, developed by Henri Fayol and others, which addressed overall organizational structure. Taylor studied manufacturing processes to determine the most efficient workflows, while Fayol identified five core management functions and 14 principles for effective administration. Max Weber later described bureaucracy as the ideal organizational form, based on hierarchy, rules, impersonality and merit-based promotion. Critics argue classical theory may reduce employee autonomy and creativity.
The managerial grid model (1964) is a situational leadership model developed by Robert R. Blake and Jane Mouton. This model originally identified five different leadership styles based on the concern for people and the concern for production. The optimal leadership style in this model is based on Theory Y.
The document outlines several fundamental principles of administration and supervision in education. It discusses principles like administration being democratic, cooperative, scientific, based on educational philosophy, creative, and evaluated based on results. Specific principles mentioned include recognizing individual differences, utilizing group expertise, being fact-conscious, integrating personality development with educational goals, encouraging growth through creativity, and ensuring parallel responsibility and control throughout the educational system.
Presentation on World System Theory for PS 212 Culture and Politics in the Third World at the University of Kentucky, Summer 2007. Dr. Christopher S. Rice, Instructor.
This document discusses classical organizational theory and scientific management. It provides background on Frederick Taylor's scientific management principles from the early 1900s, which aimed to optimize workflows. Taylor's four principles focused on finding the most efficient way to perform tasks, matching workers to jobs, close supervision, and using rewards/punishments. The document outlines various time and motion studies Taylor conducted to determine optimal work methods, and how these increased productivity but also led to more monotonous work. It provides context on the development of administrative theory and focus on classical organizational models like scientific management.
This document discusses educational theory and its application to educational administration. It defines theory as a set of concepts, assumptions, and generalizations that systematically describe and explain behavior. The key functions of theory are to provide explanations of phenomena, guide empirical research, enable cumulative research, and guide practical decision-making. Components of theory include concepts, assumptions, and generalizations. The document argues that theory can help educational administrators understand how schools work as organizations and inform their practices around leadership, change management, and balancing formal and informal power structures.
The document discusses the system theory, which views organizations as sets of interconnected and interdependent parts. It describes system theory's key premises, including that organizational success relies on synergy between subsystems like departments and employees. The document outlines characteristics of system theory like boundaries and goal-directedness. It also discusses advantages like facilitating environmental interaction and disadvantages like impracticality. Finally, it explains how system theory is used in modern organizations to measure performance and interactions between individuals and departments.
The document discusses the organization and functions of the Department of Education and Culture in the Philippines. It outlines the various bureaus and boards under the department including Planning, Financial Management, Administration, and Information Services. It also describes the roles of the Secretary of Education and Culture as well as the different divisions within the Bureau of Elementary Education such as Curriculum Development, Staff Development, and Physical Facilities. Finally, it provides details on the duties and responsibilities of elementary school principals.
Managerial grid (A group Presentaion on Organization Development)Ankita Bharti
It is a group presentation on Robert Blake's contribution to Organization Development. It gives an insight into different managerial styles a manager could follow and what does each of these signifies.
Robert Blake and Jane Mouton proposed the managerial grid model in the 1960s to analyze leadership styles. The grid depicts two dimensions - concern for production and concern for people. Different combinations of high and low scores on these dimensions define five leadership styles: impoverished management, country club management, task management, middle-of-the-road management, and team management. The model is used in grid training to help managers identify their own styles and move towards the ideal of high concern for both production and people. Some criticisms are that the model ignores external factors and there may be additional aspects of leadership not covered.
The document discusses the concepts of authority, responsibility, accountability, and organizing as they relate to delegation of authority within an organization. It defines authority as the power to make decisions, responsibility as the obligation to perform assigned duties, and accountability as being answerable to superiors for work performed. It notes that authority can be delegated to subordinates, but accountability remains with the delegator. The document also outlines factors important for effective delegation of authority and potential obstacles.
The document summarizes the key contributors to classical organizational theory, including Frederick Taylor's scientific management theories, Henri Fayol's administrative management principles, Luther Gulick's expansion of Fayol's management functions, and Max Weber's ideal bureaucracy. It discusses some of their major ideas, such as Taylor's time and motion studies, Fayol's 14 management principles, Gulick's addition of budgeting as the 7th management function, and Weber's classification of authority and characteristics of rational-legal authority. The human relations movement emerged from the Hawthorne experiments in the 1920s-1930s, shifting focus to social and psychological factors.
General systems theory provides a framework for understanding systems as interconnected and interdependent entities that interact with their environment. Some key aspects of systems theory relevant to information systems design include: conceptualizing the system as a whole prior to examining subsystems; defining the goals, inputs, outputs, and transformation processes of the system; accounting for entropy and feedback mechanisms; recognizing that systems have a hierarchical structure and differentiated parts; and allowing for equifinality in design. Systems theory emphasizes taking a holistic view of the system and understanding the relationships between its components.
This document provides an overview of a course on purposive communication. The course aims to develop students' communicative competence through multimodal tasks that allow them to communicate effectively to multicultural audiences. It covers key concepts like communication definitions, processes, principles, ethics, and types (verbal and non-verbal). Course requirements include exams, quizzes, assignments, and attendance. The document outlines session topics such as communication defined, processes and ethics, and aspects and types of communication.
Communication in Filipino Organization .pptxRemAlforte
There are three main modes of communication: interpersonal, interpretative, and presentational. Interpersonal communication involves two-way exchange between individuals through various channels like texting or calls. Interpretative communication is one-way without feedback, where the receiver interprets the sender's intended message from written or spoken content. Presentational communication is also one-way but meant for an audience, such as formal speeches or presentations. These modes are important for conveying information smoothly, devising plans effectively, building relationships, and facilitating decision-making and problem-solving.
1. Communication is the process of transmitting information from a sender to a receiver. It requires that all parties involved share a common language or system of semiotic rules.
2. There are various types of communication including verbal communication, nonverbal communication, written communication, and communication between humans and non-human animals. Communication also occurs between plants, fungi, bacteria, and other living organisms.
3. Global communication is important for businesses operating internationally as they must be aware of different cultural communication norms and protocols across countries. How information is transmitted influences both information sharing and the formation of social bonds within groups.
1. Communication is the process of transmitting information from a sender to a receiver. It requires that all parties involved share a common language or system of semiotic rules.
2. There are various types of communication including verbal communication, nonverbal communication, written communication, and communication between humans and non-human animals. Communication also occurs between plants, fungi, bacteria, and other living organisms.
3. Global communication is important for businesses operating internationally as they must be aware of different cultural communication norms and protocols across countries. How information is transmitted influences both information sharing and the formation of social bonds within groups.
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.
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Task 2: Following Directions. Listen to the following directions and do what I say:
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Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more.
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2. 1.
Introduc,on
• Nowadays, the approach recommended by educational authorities for ELT is a
communicative, eclectic, and task-based one in which communication and interaction using
all skills, both receptive and productive, are to be fostered in all stages of the learning
process.
• The final goal of language is not language itself but language as an instrument for
communication, “…so that SS can use the language to understand, to speak, to read and to
write.”
In this unit we will analyse what pertains to mediation skills and activities
in the national and regional legislation
RD 1631/ 06
We will focus on:
D 231/ 07 - the processes of oral and written mediation
Directive Aug - their differences, stages and strategies
10 / 07 - their educational implication
3. 2.
Ac,vi,es
of
linguis,c
communica,on:
media,on
2.1.
Linguis+c
communica+on
Communication is the activity or process of giving information to other people or
other living things using signals such as:
speech
body movements
or radio signals.
In a narrower sense, it can be defined as a mutual exchange between two or more individuals.
Obviously, language is just one of the many tools used in the process of communication, since
verbal communication is only one side of the issue. Actually, a conversation includes a great
variety of non-verbal communication.
4. Canale stated in 1983: “…communication is understood as:
the exchange & negotiation of information between 2 individuals through the use of
verbal and non-verbal oral and written modes & production and
symbols comprehension processes
Communication is a process of information exchange.
Psychological and sociological aspects are involved in it.
In communication we must use a shared code.
This code implies a shared knowledge of reality and of the symbols used
to represent it- This is studied by Semiotic and Semiology mainly.
Both the message production and comprehension involve processes which require
cognitive skills to code and decode the message.
This is the field of Cognitive Psychology.
5. According to Jakobson (1960), in a model of linguistic communication, there are two layers of
description: one describing the various elements of language use, and one which shows what
humans do with the language when they use it.
The elements in Jakobson’s model are:
CONTEXT (Referent) ADDRESSEE
ADDRESSER CHANNEL
MESSAGE CODE
6. • The emitter or addresser and recipient or addressee need to share a code, made
up of a series of signs.
• These signs are made of something material associated to a meaning.
• The relationship between the meaning and the material sign is conventional
• The emitter encodes a message when s/he chooses an element of the code and emits
it; and the recipient decodes the message, when s/he understands it and responds
accordingly.
• The context is the situation where the communicative act is produced, and it is
known by both the emitter and the recipient.
• Finally, the channel is the medium through which the message is transmitted.
• Another concept which is present in the process of communication is that of noise,
which is any disturbance that may appear in the channel of communication.
• Its presence is the reason for the quantity of redundancy we find in messages.
7. 2.1.1.
Communica+ve
modes
The Interpersonal Mode
• Two-way communication between individuals using receptive skills (listening and reading,
sometimes enhanced by viewing) and productive skills (speaking and writing, sometimes
enhanced by showing).
• The interpersonal mode is characterized by active negotiation of meaning among
individuals, either listeners and speakers, or readers and writers.
• Participants observe one another to see how well their meanings and intentions are being
communicated and make adjustments and clarifications accordingly.
• As a result, there is a higher probability of ultimately achieving the goal of successful
communication in this mode than in the other two modes.
• The interpersonal mode is most obvious in conversation, but both the interpersonal and
negotiated dimensions can be realized through reading and writing, such as the exchange of
personal letters or of electronic mail (e-mail) messages.
8. The Interpretative Mode
• One-way communication using receptive skills of listening and reading, & sometimes
viewing.
• The interpretive mode is focused on the cultural interpretation of meanings that occur in
written & spoken form without active negotiation of meaning with the writer or speaker.
• Such instances of "one-way" reading or listening include the cultural interpretation of texts,
movies, radio and television broadcasts, and speeches.
• Interpretation differs in that it implies the ability to "read (or listen) between the lines."
• Since the interpretive mode does not allow for active negotiation between the reader &
writer or the listener & the speaker, it requires knowledge of culture from the outset.
• It must be noted, however, that cultural literacy and the ability to read or listen between the
lines are developed over time and through exposure to the language and culture.
9. The Presentational Mode
• 1-way communication using productive skills of speaking and writing, sometimes showing.
• The presentational mode refers to the creation of formal messages to be interpreted by
listeners or readers without opportunities for the active negotiation of meaning.
• The presentational mode describes how the creator of a written or spoken utterance orders
the presentation of text to achieve the maximum comprehension by an audience.
• Examples include the writing of reports and articles or the presentation of speeches.
• These examples of "one-way" writing and speaking require a substantial knowledge of
language and culture from the outset, since the goal is to make sure that the listening or
reading audience will readily understand the messages conveyed.
10. 2.2.
Media+on
CEFRL (2001): mediation = one of the four types of activities in the foreign language
classroom, the remaining three being reception, production and interaction.
• Mediation makes communication possible between people who are unable, to
communicate with each other directly.
• Translation or interpretation, a paraphrase, summary or record, provides a third
party with a (re)formulation”
• In most cases, the user is producing their own text to express their own meanings.
• In others, they are acting as a channel of communication between two or more
persons, mediation, may be interactive or not.
• Most situations involve a mixture of activity types. For example, students read a
text, answer comprehension questions and then summarize it.
11. 2.3.
Ac+vi+es
for
media+on
2.3.1. Translation and interpretation
Kaye (2009) considers a negative impact on learners and then on teachers:
1. Translation teaches learners about language, but not how to use it
2. It does not help learners develop their communication skills
3. It encourages learners to use L1, when the aim of modern teaching is to remove
it from the classroom except in cases of relevant code-switching
4. Translation activities are tricky to set up and entail a great deal of preparation
5. Translation requires a motivated class
6. The teacher needs a sophisticated knowledge of the L1 and the L2 culture.
12. However, translations can have a positive impact, too:
1. Translation can practice all language skills.
2. They require accuracy, clarity and flexibility.
3. Translation is by its nature a highly communicative activity.
The challenge is:
– to make sure that the content being communicated is relevant
– and that we exploit all possibilities for communication during the activity:
Translation in groups can encourage learners:
– to discuss the meaning and use of language
– as they work through the process of understanding
– and then looking for equivalents in another language.
13. Kaye proposes activities which include translation.
Some have communicative potential and other focus on language forms:
1. Groups work on translating sections of a text, and then regroup parts into a text
2. Learners bring in examples of L1 language or L2 for discussion and translation.
3. Learners bring in short texts/news items/jokes, explain why they like them, use
them for translation, and compare their versions (or an ´official´ version).
4. Learners translate and then other learners back translate.
5. Learners look at ´poor´ translations and discuss the causes of errors.
6. Learners find different kinds of texts for comparison and translation: e.g. e-mails,
graffiti, technical texts, post-its.
Translation is also present in grammar and vocabulary activities.
Such activities can allow the teacher to focus students´ attention on points of
possible interference from L1, false friends and lexical fields.
14. 2.3.2. Summarizing
• Summarizing involves putting the main idea or ideas of a text into your own words,
including only the main point or points.
• Yatsko (2011): text summarizing has been widely used in foreign language teaching
(FLT) since it involves such skills as memorizing and using in speech or writing a
number of lexical units, transforming syntactic structures and defining connections
between sentences.
• Summary writing activities are included in:
1. Graded reader work, as students are asked to summarize a chapter.
2. Any reading comprehension task, where the summary reflects the
comprehension of the text.
3. Other writing tasks in which students reflect ideas of somebody else´s texts,
oral or written, like lyrics, speeches, explanations and recipes.
15. 2.3.3. Paraphrasing and quoting
• As part of a summary of an article, a chapter, or a book, a writer might include paraphrases
of various key points blended with quotations of striking or suggestive phrases.
Quotations must be identical to the original, attributed to the original author.
Paraphrasing, involves putting a passage from source material into your own words.
• Activities to paraphrase provide a chance to manipulate different aspects of language at the
same time: skills, grammar, vocabulary, or L1 and L2 comparisons.
• Summarizing, paraphrasing and quoting are important academic skills for the study of
different text, not only in the foreign language. A reading comprehension activity which
concludes by a summary paraphrasing or quoting is legitimate in secondary education.
• The steps to follow:
ü Students read the entire text, noting the key points and main ideas.
ü They summarize in their own words what the single main idea of the text is.
ü They paraphrase important supporting points that come up in the text.
ü They consider any words that should be quoted directly.
16. 3.
Strategies
for
oral
and
wri<en
media,on
• Strategies which students are supposed to follow to make translation or
summarizing beneficial for their competence in communication in the foreign
language.
• This theoretical framework is given by the principles of action-oriented approach.
One important approach especially influential in the field of translation and
intercultural communication is intercultural language education or teaching (ILT).
• Learners acquire language by accomplishing tasks. The intercultural curriculum
focuses less on tasks that exchange information and more on tasks that explore how
we construct a sense of cultural identity.
17. Pedagogy for ILT is based on the following five principles:
• Active construction
• Making connections
• Social interaction
• Reflection
• Responsibility
• Mediation strategies reflect ways of coping with the demands of using finite
resources to process information and establish equivalent meaning.
18. • The process involves:
1. Pre-planning to organize and maximize resources: developing background
knowledge, locating supports, preparing a glossary…
2. How to tackle the task: considering the interlocutors´ needs, formulating what
has just been said, generally juggling with two units simultaneously (previewing).
Sts note ways of expressing things to extend their glossary (noting possibilities,
equivalences), and to construct islands of reliability. They also need to use
techniques to avoid breakdown – whilst maintaining previewing (bridging gaps).
3. Evaluation takes place at a communicative level: (checking congruence) and at a
linguistic level (checking consistency of usage) and, with written translation, leads
to repair through consultation of reference works and people knowledgeable in the
field concerned (thesaurus and experts)
19. • Learning to learn is a skill indicated by the CEFRL :
it includes handling dictionaries, creating glossaries and making informed choices
of lexical items to use in the process of mediation or other activities.
There exist different types of dictionaries.
• The nature of word lists: general and restricted dictionaries.
• The kind of information: translation, pronouncing, etymological.
• The language in which the information is given: monolingual vs. bilingual
dictionaries.
• The prospective user: advanced learners of English; children, students,
• The medium which is used: paper, DVD.
20. • The main skills that students need to develop when using dictionaries are:
1. Finding words quickly; it involves knowing the type of the dictionary, its
characteristics, or knowing how to handle the software which includes the list of
words
2. Finding the right meaning of an English word
3. Finding the right spelling
4. Finding the right English translation of a word in your language
5. Knowing when to use the dictionary
21. 4.
Conclusion
• FL study involves direct work will all linguistic skills, as established by the National and
Regional Decrees, as well as by the CEFRL and the EPL.
• Besides, cultural awareness and linguistic mediation have emerged over the last few
decades as a significant part of the language teaching and learning process. That is, L2 users
need to understand L2 communication as a holistic process and thus be aware of their own
needs and those of others when proper understanding is not fully guaranteed by the first
stages of the communication process.
• Besides, the contribution to Key Competences, namely, Digital and information
processing comp, and Social and Civic comp. will naturally enrich the possibilities to
practise mediation skills in a real context, with speakers of the L2 from different
countries, thanks to the endless possibilities of ICT nowadays.