This can be a challenge to us Everyday terms teachers to manage with our own widely varying linguistic competence the large classes of mixed capability 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 mass media, journals and books, balance between the use of mother tongue and Uk to ensure acquisition of communication skills, or perhaps, an improved teaching-learning situation in the mother tongue and other languages, and spread of best English Vocabulary Teaching (ELT) practices around the globe, with an e-culture software are the new problems teachers have to deal with. Toll free number provider india
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 this. As John Swales says, “We may need to recycle not only our projects and our programs but also ourselves. inches In fact an affordable tutor should be able to operate within, what may be called, “here and now” situation. It is with some sort of inbuilt overall flexibility and functional 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 shown in GRE, TOEFL or IELTS etc, or their kind of tongue rotating, are merely damaging to the interests of non-native loudspeakers. We must 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 some text. 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 instructing, say spoken English, bring up to lack of intercultural communicative competence.
Many of the misunderstandings that arise in multicultural or international workplace are traceable to inter-group distinctions in how language can be used in sociable 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, settling linguistic and cultural distinctions. The focus should be on developing cultural and intercultural competence, tolerance (the divide and development of various Englishes is an illustration of grammatical and lexical tolerance), and mutual understanding. Rules of language use are culturally determined. I actually doubt those who speak about spoken English, or communication skills, care to train or develop intercultural franche abilities. This presupposes a good grasp of the own culture or way of communication, or the vocabulary etiquette, gestures and positions, space, silence, cultural affects, 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. Even though 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 essentially life skills, or talents for adaptive and positive behaviour, so necessary for successful living.
If one has to work in foreign countries and use English with others there, one must be sensitive to the broadly governed ways of speaking or talking to each other. The speech community’s (the language culture of the group of people) methods of communication cannot be taken for granted, when one seeks to learn or teach spoken English language. People fail or go through discomfort or embarrassment in negotiations in business or political affairs, or accomplishment of private goals thanks to incompetence in seduccion, negotiation, mediation, or conversation. It is their performance, their intercultural interactional proficiency which matters; it is situated in managing social conversation, and not merely communication, in the narrow sense of the word, or use of right grammatical form, syntax, vocabulary, or even certain polite phrases. The goal is to permit person to express what one wishes to convey and make the impression that one wishes to make, using language with a feeling of interaction and mutuality.