The Effect of Shared Reading on Communicative Competency by Devangini Mahapatra Chauhan - Essay Example

The Effect of Shared Reading on Communicative Competency By Devangini Mahapatra Chauhan Learning a language has always been a great challenge. While this is a matter of creating awareness, it is also a matter of creating certain comfort level that will trigger communicative competency in that language. To be more precise, the teaching of a language can take place on the basis of the communicative approach – i.e., through reading, listening and repeating exercises that will prompt greater teacher – student interface and thus help correct any deviations on the spot. A vital element of this approach or model is communicative competency which is the goal that a language learner strives to achieve. Base Hypothesis to Define Shared Reading In context of the communicative approach to language learning, I would like to start touching upon the models proposed by Krashen as far as motivation and effectiveness of technology in teaching goes. This will lay the structure for us to consider the nuances of shared reading in the linguistic context. (Mercer et al, 1996) The first model is called affective filter hypothesis. We will study this model from the perspective of bilingualism. It has been assumed that every child has a first language before he or she knows it. But we must remember, there are also many homes in various parts of the world where children are brought up with a more or less equitable exposure to two and sometimes, even three languages – both in the written and spoken forms. For example, an average curriculum in India for any school includes English as well as a second language, which is more often than not Hindi (the national language), and finally a third language until the age of 13 (this is generally the regional or local language). Therefore, to study this hypothesis we must keep in mind that there are individuals who grow up with equally strong holds over two or even more languages. (Mercer et al, 1996) To begin with this hypothesis works on the assumption that there is a filter in every individual’s mind that impedes the process of the second (or third) language or L2 entering into one’s awareness. The elements that are required to cross this phase include relaxing techniques and the creation of a congenial learning environment. A congenial environment more often than not signifies cooperation and a certain comfort level in carrying out various reading and writing exercises. This further sets the platform for shared reading. It is therefore, an accepted fact that shared reading must be initiated among children when they are very small as this is the time when they are the least intimidated by interaction with other people their age, or a teach they are comfortable with, where these teachers may even include parents. This is owing to the fact that shared reading exercises take place both in school and at home, where children have let their guard down. (Johnson, 1996. p 82 to 137) If we delve further into the hypothesis, we will find that this filter is sensitive to risks and other factors that create insecurity or discomfort. Therefore, according to this model, language should be taught through the transmission of explicit messages and not just instructive methods – this promotes a better medium for conscious awareness. This calls for some amount of creativity which is best practiced when the child is at his most comfortable best. In this context, the underlying element that is being made use of is motivation. This provides a strong theoretical basis for convincing someone to create a desire to reach for something. This is special importance in language learning through the use of multimedia because attractiveness in instruction helps deviate from the regular and this creates an atmosphere of motivation for the learner. This atmosphere in turn promotes the relaxation scope to learn at one’s own pace and level of interest or create the required levels of the same at a sub conscious level. (Mercer et al, 1996) This person friendly theory supports the psychological aspects of intrinsic and extrinsic motivation. In a nutshell, the extrinsic motivation model is one that studies behavioral patterns emerging from the desire to attain external awards as well as a certain position in the work place, society etc. This is of special importance in a classroom where pronunciation and grammatical accuracy becomes a matter of gaining an upper hand. Intrinsic motivation, on the other hand, is more challenging in the sense that it stems from those activities that are performed for the sake of performing them – there is no outward motivation as such. In psychology, this kind of motivation is very difficult to deal with and is often experienced in classrooms. The factors that can enhance the level of motivation in this case include challenges, competition and cooperation in exercises that revolve around shared reading. In this context, one will find that one the basis of such models, it is possible to follow a communicative and collaborative approach which will further the cause of shared reading through pedagogical factors as discussed below. (Johnson, 1996. p 154 to 177) Elements of Pedagogical Factors in Communicative Competency In order to zero in on the projects that deliver effective communicative and collaborative principles in their implementation, one needs to manage the complex of non efficient learning activities. This poses a question regarding the exact nature of various elements of the technology and multimedia being used in the learning process and their pedagogic elements. Thus, in pedagogical context, the designers and teachers may focus on these components as an end when providing a certain level of motivation through their material. (Johnson, 1996. p 44 to 89) Here, it is clear that the development of communication skills is the ends for which teaching and learning programmes and methodologies are simply the means. This helps define the learning process along quantitative and qualitative parameters. These parameters are as follows: The general competences of language learners or users consist in particular of their knowledge, skills and existential competence as well as their ability to learn. This creates a relevant context for literacy which stems from the communities where the flow of the same happens at various stages of learning. Knowledge, also known as declarative knowledge, has been defined as knowledge that follows experience to take the form of empirical knowledge. As far as the level of reception on a student’s part goes, one needs to delve deeper and ask questions regarding his or her multilevel background knowledge, perspectives, and language skills. This accommodates the aim of effective management of decisions and production within teams, with strong communication approach orientations. This sets the stage for linguistic appeal created by a certain language in context of the language that one has been exposed through. Through shared reading, the teacher identifies those factors that influence how a student pronounces a certain word or frames a certain sentence. This creates scope for correction and building a model where through shared reading, the student and teacher can help each other. This also gives an impetus to other students to help each other. Considering the fact that knowledge comes from shared experience, factors like shared values and beliefs held by social groups in other countries and regions, as well as a sense of common history, etc., are essential to intercultural communication where students are made to interact on the basis of topics like native place, so as to promote a certain comfort level in taking to the language naturally. While the methodology may be culture-specific to a certain extent, they relate to various universal parameters and constants. Owing to the fact that knowledge is conditioned by the nature, in context of richness and structure which helps in picking up another language, linguistic competency is triggered by a good working relationship between knowledge and communicative competence. Skills and know-how relates to the ability to carry out procedures than on declarative knowledge, through various forms of existential competence which facilitate knowledge recall even at a relaxed level. This depends largely on repetition and experience for the acquisition of certain facts. This is a method for creating intrinsic motivation in the affective filter hypothesis where recall of information depends on the processing of the same. This is in turn, dominated by the motivation, which has to come through communication. In this regard, the learning of a new language is facilitated especially where the use of shared reading for a communicative approach is concerned. This is owing to the fact that the hypothesis facilitates the exercise of drawing parallels with certain aspects of language learning through the exposure of the learner to some amount of illustrative material in the learning process. Existential competence has been defined as the summation of a variety of individual characteristics, personality traits and attitudes. These characteristics, creates a willingness to engage with other people in social interaction in order to attain a certain level of self identity. This type of competence goes beyond personality characteristics to include culture related interface which can be sensitive in nature as far as inter cultural perceptions and relations are concerned. Existential competence comes from variations in the scope a student identifies when learning a new language – especially when he or she is ready to take the risk of cultural misunderstanding to gain further insight into communicative competency. This relates to the affective filter hypothesis due to the fact that the learner has reached a stage where such variations are considered as learning curves in concepts like ‘learning styles’ or ‘learner profiles’. Ability to learn: through a mobilization of existential competence as well as declarative knowledge and skills, the ability to learn is conceived as a tool of creating awareness in terms of practical use of the language. Through a process of discovery, the ability to learn draws on various types of competence to accommodate another language, culture or even a new field of study. (Johnson, 1996. p 56 to 97) References: 1. Johnson, Keith (1996). Language Teaching and Skill Training. Oxford: Blackwell. 2. Mercer, N; Swann, J (December, 1996). Learning English: Development and Diversity. London: Routledge. Read More