This can be a challenge to us Everyday terms teachers to manage with our own widely varying linguistic competence the large classes of mixed capacity students. Non-availability or high cost of books and instructional material are the challenges in the same way tests and exams seem to be to have become the only goal in themselves. In addition, lack of students'(and even teachers’) motivation, administrative apathy, inaccessibility to electronic multimedia, journals and books, balance between the use of mother tongue and British to ensure acquisition of communication skills, or perhaps, an improved teaching-learning situation in the mother tongue and other languages, and diffusion of best English Vocabulary Teaching (ELT) practices throughout the world, with an e-culture user interface are the new problems teachers have to deal with. agence de communication le mans
As teachers we need to work on our own affirmative action programmes, despite constraints of our situation. In order to do something totally new, we may have to give up the. As John Swales says, “We may need to recycle not only our projects and our shows but also ourselves. inch In fact an affordable instructor should be able to operate within, what may be called, “here and now” situation. It is with some sort of inbuilt overall flexibility and practical purpose that one can practice ELT in the days ahead.
With sensitivity for the chinese language (to me, language 2 more a matter of pleasure and beauty than of rules and structure), I would like to say that the yardsticks of the British or American native speakers, or their standards as mirrored in GRE, TOEFL or IELTS etc, or their kind of tongue turning, are merely damaging to the interests of non-native audio system. We need to develop our own standards, rather than teaching to sound like Londoners or North Americans. Pronunciation must be intelligible and not detract from the understanding of a communication. But for this nobody must speak the so called standard English (that makes inter- and intra-national communication difficult). David Crystal too values this reality and favors ‘local taste’ of English language in India and somewhere else. The problems of educating, say spoken English, connect to lack of intercultural communicative competence.
Many of the misunderstandings that take place in multicultural or international workplace are traceable to inter-group distinctions in how language is employed in social communication rather than to lack of fluency in English. In fact indigenous speakers need as much help as non-natives when using English to communicate internationally and inter-culturally. This is understanding the how of negotiation, mediation, or interaction. We need to teach with positive frame of mind to intercultural communication, discussing linguistic and cultural variations. The focus must be on developing cultural and intercultural competence, tolerance (the divide and development of various Englishes is an occasion of grammatical and lexical tolerance), and mutual understanding. Rules of language use are culturally determined. I actually doubt dozens of who speak about spoken English, or communication skills, care to educate or develop intercultural franche abilities. This presupposes a good grasp of the own culture or way of communication, or the terminology etiquette, gestures and posture, space, silence, cultural impact on, verbal style etc.
Understanding and awareness of non-verbal behavior, cues and information is an integral part of interpersonal communication in many real-life situations, including business and commerce. Nevertheless research is needed to understand the role of visual support in our situations, it does seem to be relevant in making students aware of the situation, discourse, paralinguistic features and culture. This can be advantageous in teaching smooth skills which are fundamentally life skills, or talents for adaptive and positive behaviour, so necessary for successful living.