Recent Trends in Communicative Syllabus

Introduction

The educators in the other parts of the world are proposing to adopt the other language in their teaching. Their aim doesn’t change in the traditional aim of learning. Through the different adaptation on the languages such as the English, Japanese, French, and other languages make the students be more open about the global changes. The importance of language can be compared in the importance of the nationality and if a student manages to learn the various languages, for sure there is a need for a little adjustment and can give the student an opportunity to communicate with the other people. Language is the most basic way to communicate and the students definitely create different perception in the emerging communicative syllabus.

The Communicative Syllabus

The communicative syllabus is design because of the increasing concern and attention. The syllabus incorporated the movement in the grammatical and situational syllabus to the communicative or notional or functional syllabus. The approach to the communicative syllabus is truly functional into the language teaching and rests on the functional view of the nature of language and the cognitive view of learning the specific language. The comprehensive model and adaptation establish the communicative competence in the present and future settings (Leimbigler, 2004).

The communicative syllabus promotes the teaching of languages and actually intended not to use only within the four corners of the classroom but also for the curriculum development (Diffey, 1992). The continuous development on the syllabus only pertains that the education doesn’t stop in the use of the natural language but also with the concern on the modern languages. This critical view about the languages states that the communicative competence is indeed needed within the pedagogical settings (Domke-Damonte, 2002).

The Evolution of the Communicative Syllabus

The communicative syllabus for teaching the discipline in learning the second language acquired the popularity in other developing countries. Teaching the second-language can provide the needs of the learner groups which are in the matter of the circumstances such as the challenges that come along with it (Leimbigler, 2004). The importance of learning the second language emphasizes in the future application of the student. For example, the businessman can gain advantage in communication if he has the knowledge about the second learning (Domke-Damonte, 2002).

Due to the different applied methods and approach establish the proficiency guidelines. The adaptation of the nations on the communicative model investigates the effectiveness of the multidimensional approach which integrates in the language and the cultural component. The value system of the communicative syllabus develops in an increasing complex in teachers and in learning. The intentions in teaching the different languages are in a broad concept in the communication requirements. Teaching the type of pronunciation or how to say the word, read, and writes the words in the foreign language is part of teaching. The communicative competence is in the replacement of the grammatical forms and covering the different approach in learning the languages. In the combination of the linguistic-functional and experiential-communicative activities, the creation of the relationships and the exchanges of information can be established. Moreover, the involvement of the teacher is placed on the involvement of the particular crucial performance levels (Diffey, 1992).

Task-Based Language Learning and Second Language Acquisitions

The communicative learning in the schools is emphasized in the syllabus and its guiding principles take an essential part in the teaching languages. Through the measurement of the effectiveness of the trends in the learning the languages, the task-based language learning and second language acquisitions can be the most applicable and effective way to promote the communicative learning. First, the task-based are the meaning-based activities that are related in the actual communicative needs of the learners. On the other hand, the acquisitions on the second language are genuine and natural in the classroom. The activities involve the participation of the other students and through the simple communication the rare and discrete linguistic forms can be acquire simultaneously. The priority of the learners to commit in finding existing linguistic resources describes their concern and attention in learning the languages and in return, creating their own structure of languages with the appropriate meaning enclosed to it (Klapper, 2003).

Conclusion

“Learn the different languages, and you already traveled the world”. This quotation of the anonymous philosopher is one of the basic sayings that respect the values of other languages. In addition, a person can identify the other person not only through their skin color but also in the way they speak. The languages carry the culture and the nationality of the person and through the languages people can understand each other.

References:

Diffey, N., 1992. Second-Language Curriculum Models and Program Design: Recent Trends in North America, Canadian Journal of Education, Vol. 17. No. 2 [Online] Available at: http://www.csse.ca/CJE/Articles/FullText/CJE17-2/CJE17-2-06Diffey.pdf [Accessed 02 March 2010].

Domke-Damonte, D., 2002. Language Learning and International Business, SAM Advanced Management, Vol. 66, No. 1.

Klapper, J., 2003. Taking Communication to Task? A Critical Review of Recent Trends in Language Teaching, Language Learning Journal, No. 27 [Online] Available at: http://www.ittmfl.org.uk/modules/teaching/1b/paper1b4.pdf [Accessed 02 March 2010].

Leimbigler, S.Z., 2004. Towards a Communicative Curriculum for Teaching Chinese to Students in Japan, NUCB JLCC, Vol. 6, No. 2 [Online] Available at: http://www.nucba.ac.jp/cic/pdf/njlcc062/p073_82.pdf [Accessed 02 March 2010].

Effective Communication

Communication

There are many definitions and principles about communication. Communication is the process of exchanging information. The information is conveyed through words, tone of voice, and body language (Alvarado, n.d.). Also communication is the foundation for all team functioning. It requires the team members to cooperate and establish development by integrating the plans (Woods and Coutts, 2001).

Communication is an important set of tools that can resolve conflicts. The communication skills allow people to listen without judging or assuming, gain more information, and gain better understanding (Brunson, Zephryn, & Masar, 2002). And communication can be in a form of using technologies that have evolved and continue to shape the nature of communication, work arrangements, and organizational culture. The human dynamic of the communication practices should remain on the central focus of the organization, not the technology used to facilitate it (Gardner, McNair, and Tietjen, 2004).

The Barriers

Team members need to recognize and value the different competencies and approaches of different disciplines. The key to team success is to value the differences on the team and use such diversity to achieve the team’s common purpose. Effective teams seek to manage conflict to avoid the threat or the destruction it might bring for the whole organization (Woods and Coutts, 2001). Mature teams and the members can have the chance to select the most appropriate conflict-handling style for the situation. And a successful resolution of conflict requires the ability to communicate effectively, as well as to confront issues, not people, focusing for a better solution.

There are several barriers in communication that are also called the influencing factors that delay the continuous flow of communications. The non-assertive behavior, task pre-occupation, anger or frustration, personal bias, team diversity, or lack of confidence blocks the information. The inappropriate priorities, organizational structures, distractions, interruptions, or rank differences can distort or alter the right information (Alvarado, n.d.). These barriers can make it difficult for one member to understand the finer points in the meanings, intentions, and reactions of other team. Some degree of cultural competency must be settled in place for the team to effectively communicate with each of the team members.

Team Behaviors

Different behaviors within an organization can affect the communication expertise of each individual. It is natural for the people to act in their own ways, but to create a delaying tactic such as conflicts is not a good indication to build a good organization of professionals (Woods and Coutts, 2001). The diversity and values within an organization is more prone to have poor communications (Brunson, Zephryn, & Masar, 2002).

Conflict is a natural and unavoidable part of human affairs that can directly affects the relationship with each other. And it can be managed through the collaboration, coordination and appropriate accommodation. The whole team must meet the skills of each member and identify the root-cause of the conflict. The conflict resolution strategies are processes of communicating across differences (Brunson, Zephryn, & Masar, 2002).

Decision-making and conflict resolution are also components of the communication process that must be acknowledges by teams. Establishing a decision is essential, and the process must also take resolution of conflicts because conflict is inevitable.

Enhancing Effective Communication

To be effective communicators, team members must be aware on different forms of communications, how to use them effectively, and the barriers to the communication process (Alvarado, n.d.). Providing an effective communication can deliver the whole team in coordination and have an efficient mechanism for exchange of information. An ideal and disciplinary team can establish a good communication through the use of a system that can clearly states all the information and managed to use those information for the team’s strategy.

Effective communication relies on listening, explaining perceptions, acknowledging, and discussing the differences and similarities in views. Part of the process is that everyone must recommend appropriate treatment, and negotiating agreement. A diverse workplace, language and cultural barriers can exist within the organization (Woods and Coutts, 2001).

The acknowledgement of information can be used as an informative way to understand the given communication. The team can provide different related information in accordance to the entire’s teams operation. It is better is there is someone who will take some time to jot down notes or repeat the information just to ensure that the communication is accurately received. In an organization, most of the people use standard terminology in communicating, like the codes to make the long words shorter. An individual can ask for any clarification when it is needed thus, it’s for the good for the team. A communicator must ensure that the statements are direct and not flowery, and he should make sure that the information can be only passed on appropriate individuals that have the same concern for the mission or plans.

The team must communicate all the information needed by those individuals to the other teams that are also part of the same project, with that, the conflict or competition can be lessen and promotes cooperation and understanding. If it is possible, use non-verbal communication such as recording or written proposal to provide the needed information (Alvarado, n.d.). An effective communication was supervised by communication agreements, trust building, and understanding the entire teams. So to speak, the formal communication agreements are also effective in establishing norms (Gardner, McNair, and Tietjen, 2004). Strategies apply communication principles have a greater chance in developing the organizational environment. Business communication faculty would likely benefit from a more detailed discussion of the unique dynamics in confronting miscommunication and conflicts.

References:

Alvarado, G., (n.d.). Effective Communication. Team Coordination Training Student Guide. [Online] Available at: http://www.uscg.mil/hq/cg3/cg3pcx/training/tct/chap7.pdf. [Accesses 09 Nov 2009].

Brunson, R., Zephryn, C., & Masar, S., 2002. The Art in Peacemaking. A guide to Integrating Conflict Resolution Education into Youth Arts Programs [Online] Available at: http://www.arts.gov/pub/ArtinPeacemaking.pdf. [Accessed 09 Nov 2009]

Gardner, C., McNair, J., & Tietjen, P., 2004. Communication in a Virtual Organization, Business Communication Quarterly, 67(2)

Woods, A., & Coutts, L., 2001. Conflict Resolution. Team Communication and Conflict Resolution, Core Curriculum [Online] Available at: www.americangeriatrics.org/education/gitt/3_topic.pdf [Accessed 09 Nov 2009]