Last week I read a article called "English Language Teaching and Learner's Communicative Competence in Japan" by Shogo Kashiwase at Utsunomiya University. I think it is really useful article, because I'm considering the definition of "communication" now.
He investigated what communication is and what we should do to develop the competence of general communication in schools.
Human communication is realized through 5 senses: hearing, smelling, tasting and touching. Communication has 2 stages of encoding and decoding.
General communication is to exchange massages, information and intention. The messages are composed of complex bundle of feelings, attitude, beliefs and values. General communication is a package of signals, a total of actions.
Speech communication can send many variety of messages to other people. Speesh communication is supported and complemented by other channels of communication such as distance, place, timing, action, body movement, and so on.
He said Japanese people are required to develop the skill of general communication through all of the 5 perceptual senses, dynamics of general communication. English teaching for Japanese people is to develop their general communicative competence through English.
I still don't decide what communication is I am going to define, but I am sure general communication and speech communication he analyzed.
Tuesday, May 15, 2007
Tuesday, May 08, 2007
My thesis2 5/6
1) My sentral question
What kind of activities help developed children's communication skill?
2)Summary of the article
Mr.Hall recommended me to read good books called "新学習指導要領にもとづく英語科教育法" by 望月昭彦.
He defined communication as exchanging something messages between more than two persons. It surely includes the decoding and the encoding. The kinds of mediums notify them are a sound, intonation, letters, an expression, a gesture, and so on. The content of message are ceremonial communication, informative communication and persuasive communication. In English classroom superficial greeting and conversation and para-communication activity is not communication. So it's important for students to cultivate "practical communication" at junior high and high school.
3) How does this article relate to my thesis?
I want to investigate into communication. If I do so, I have to define "communication". This book is wrriten about communication. When I will define "communication", this book help me.
What kind of activities help developed children's communication skill?
2)Summary of the article
Mr.Hall recommended me to read good books called "新学習指導要領にもとづく英語科教育法" by 望月昭彦.
He defined communication as exchanging something messages between more than two persons. It surely includes the decoding and the encoding. The kinds of mediums notify them are a sound, intonation, letters, an expression, a gesture, and so on. The content of message are ceremonial communication, informative communication and persuasive communication. In English classroom superficial greeting and conversation and para-communication activity is not communication. So it's important for students to cultivate "practical communication" at junior high and high school.
3) How does this article relate to my thesis?
I want to investigate into communication. If I do so, I have to define "communication". This book is wrriten about communication. When I will define "communication", this book help me.
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