Teaching Communication Skills to Large Classes

Teaching Communication Skills to Large Classes – Part 1 ,[object Object],[object Object],[object Object],[object Object],University of London London School of Hygiene & Tropical

Organisation of the Lecture ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

1. Concept of large class ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

2. What are the challenges of a large class numerically when it comes to students’ learning ability? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

3 (a) ADVANTAGES of teaching large classes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

3 (b) DISADVANTAGES of teaching large classes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

4. Your own definition of communication skills ,[object Object],[object Object],( National Joint Committee for the Communicative Needs of Persons with Severe Disabilities, 1992, p. 2): http://www.unm.edu/~devalenz/handouts/defcomm.html Communication: " Any act by which one person gives to or receives from another person information about that person's needs, desires, perceptions, knowledge, or affective states. Communication may be intentional or unintentional, may involve conventional or unconventional signals, may take linguistic or non-linguistic forms, and may occur through spoken or other modes ." rrtcpbs.fmhi.usf.edu/rrtcpbsweb/glossary.htm “ The set of skills that enables a person to convey information so that it is received and understood. Communication skills refer to the repertoire of behaviors that serve to convey information for the student.”

5. What is interesting or unusual about teaching communication skills in L2 (a second or foreign language) in monolingual classes as opposed to multilingual classes? ,[object Object],[object Object],[object Object],[object Object],[object Object]

6. Do you feel that the overall aim of communication skills classes is to promote fluency or accuracy? Or both? Or perhaps something else as well? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

7. There seem to be 2 types of language used in oral communication. One is fairly teach-able, the other is more difficult to teach. Can you identify these 2 types, and say why one of them may be more difficult to teach. ,[object Object],[object Object],[object Object]

8. In ELT, how would you define a communication breakdown? Are there any pedagogical approaches that can be used to resolve such crises? 9. In the context of Palestinian territories, is it easier to teach oral or written communication skills? Why? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

10. Which elements are crucial for WRITTEN communication to be effective? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

11. Which elements are crucial for ORAL communication to be effective? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

12. There is a sub-type of communication that normally accompanies ORAL communication. What is it? Is it easy to teach? ,[object Object],[object Object],[object Object],[object Object]

13. What is INTERCULTURAL communication, and what are its successful elements. How can we equip our students with a good knowledge of IC? ,[object Object],[object Object],[object Object],[object Object]

14. Identify types of communication that can be one-sided, and possibly exclude direct or delayed involvement of the recipient. 15. From your experience of EFL learners, who is normally a better communicator: a fluent student or an accurate student? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

16. Effective teaching techniques ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

17. Is the Arabic-speaking world driven more by the oral tradition or by the written tradition when it comes to communication? How does it compare with European cultures? 18. Do your students prefer oral or written communication in English? Why? ,[object Object],[object Object],[object Object],[object Object]

1 9. In international ELT, the 21st century appears to emulate an eclectic pedagogical approach which promotes a judicious use of approved teaching methods and approaches. Which particular teaching method or approach seems most beneficial for teaching communication skills in large classes? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

20. What would be the necessary conditions for the adult secondary and tertiary Palestinian ELT classroom to make the teaching of communication skills to large classes successful or effective? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Teaching Communication Skills to Large Classes

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