Instructional Communication Concepts & Techniques

**3.7. Concepts of 'Noise' and 'Span of control' in Instructional Communication** Sound is 'noise' in communication. Noise has the capacity to alter message or meaning in communication. The message has to pass through a channel (pathway through which messages travel) such as voice, radio, email, pa...

**3.7. Concepts of 'Noise' and 'Span of control' in Instructional Communication** Sound is 'noise' in communication. Noise has the capacity to alter message or meaning in communication. The message has to pass through a channel (pathway through which messages travel) such as voice, radio, email, paper, etc. The word 'noise' in communication refers to a [barrier] to communication that may alter or destroy the message that is being relayed. What are such barriers between the teacher and the learners in classroom communication? How can they be tackled? Noise reduces the amount of information which is sent between those who are communicating (teachers and students). Noise could be physical, psychological or linguistic. **Physical**: Physical noise include an inaudible or loud sounds from speaker sets, markets in full session, low or loud conversation, sound from workmen's tools or from moving vehicles. **Psychology**: Psychological noise includes poor mental and emotional disabilities. **Linguistic:** Linguistic noise relates to one's inability to use the language of communication. Linguistic noise falls into three categories namely: a. Semantic. which may occur as a result of the wrong choice Of words or the use of words with unfamiliar meaning (s). b. Grammatical, which is manifested in the form of faulty sentence construction, misapplication of rules of language or misuse of punctuation marks. c. Phonological, which manifests itself in poor pronunciation, e.g. 'piles' when 'files' is meant. To reduce the incident of noise, often repeat the messages, repeat some particular important part of the message(s) several times or try to improve upon them by using examples and analogies. This ensures that message squeezes through the noise to the receiver. The concept of span of control was developed in the United Kingdom in 1922 by Sir Ian Hamilton. The concept is interpreted to mean the amount of interactions between managers and their subordinates as well as the number of direct reports a manager has in his/her organization. Span of control is critical in understanding organizational design and behaviours within an organization, such as the approach used to interact with employees and the effectiveness of communication between each level within an organization. In classroom instruction, span of control will involve the teacher-learner ratio, the level of interaction between the instructor and the learners and relationship between the instructor and the learners with respect to communication and language use to facilitate teaching/learning process. **3.8. Role of the Teacher in Encouraging Oral Communication among Students** Instructional Communication involves effective use of strategies by teachers to fit a particular situation in a classroom lesson. Teachers maintain flexibility with learners, acknowledging their contributions, giving them encouragement, being role models to learners, giving them challenges and opportunities for expression, giving directions, giving assistance, allowing questions and giving appropriate answers, etc. Importantly, classroom talk helps students to learn, reflect on what they learn and to communicate their ideas, knowledge and understanding. In achieving this, the teachers have a lot of roles to play which include making use of effective strategies such as pair work, small-group discussions, ''hole-class' discussions, presentations debate, questions and answers, storytelling, etc. **3.9. Barriers to Effective Communication and Instruction Delivery** Prominent among the barriers to effective communication and classroom instruction include: noise, poor voice audition by the instructor, overcrowded class, non-conducive learning environment, difficult and ambiguous expressions by instructors, diversion from the subject matter, unhealthy learning environment, incompetence of the teacher, bad pronunciation, lecturing in odd hours, etc. These and others are to be identified and proffered solutions to. **3.10 Implementation of Modern Communication Techniques** Different techniques have been developed in communication technology, which instructional technology (IC), like any other areas of study, can integrate into classroom language instruction to facilitate students' effective use of language and to foster good learning outcomes. Some of the techniques are: **3.10. 1. Information and Communications Technology (ICT)** ICT covers any device or product that is capable of storing, retrieving, manipulating, transmitting or receiving data/information electronically in a digital form. ICT comprises of the traditional computer-based technologies (office applications, ie. word processing, spread sheet, etc; specialized applications, i.e. accounting package, engineering, language packages, etc) and the more recent fast-growing range of digital communication technologies (i.e. the communication of data by electronic means through different electronic networks, i.e. telephones. wireless signals). **3.10. 2. Digital Language Approach (DLA)** The digital language approach focuses on the use of digital photography and computer creativity software to enhance language learning among students. The approach has been long recognized as a powerful strategy for providing students with unique and highly contextualized occasions for literacy development, and for acquisition of language, the formation of basic literacy concepts and the development of students reading and speaking skills. **3. 0.3. Computer-Assisted Language Learning (CALL)** Computer-Assisted Language Learning involves the study and use of computer applications and software in language teaching and learning. Different applications abound that teachers can use to facilitate the teaching/learning of every subject in the school curriculum. **3.10. 4. Communicative Language Teaching (CLT)** Communicative Language Teaching or communicative approach is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Language use and communicative language is given emphasis in classroom instruction. The learners are actively involved in oral communication in the classroom. It is a negation of the traditional approach to language learning which gives emphasis to reading and writing. This approach grew in Europe in the 1970s and early 1980s as a result of the increased demand for language learning, especially English in many nations of the world for many purposes. **Points to Consider in Enhancing Effective Communication** 1. Prepare learners to listen attentively to the tasks at hand (Learning readiness). 2. Give clear, precise and concise instruction to lead the learners. 3. Learners be given enough time to internalize (he received message before responding to the demands of the task. 4. Teacher to avoid unnecessary prolixity and not giving ambiguous instruction when learners are to perform a language task. 5. Motivate learners to think independently and use language in their own terms. 6. Emphasis should be geared towards the content not the language of expression (grammar). 7. Learners should be allowed to use the language freely without any interruptions. 8. Where necessary, learners be scaffolded (supported) to do the right task. 9. Learners be given a variety of learning tasks and various alternatives with which to do the task. 10. Teachers to generate feed-back from the learners at the end of a task performed to ascertain their level of understanding as well as where to reinforce. 11. The phenomenon of turn-taking be made to play so that every learner participates. **3.10.5. Task Based Language Teaching (TBLT)** Task Based Language Teaching focuses on the use of authentic language through meaninfu1 tasks. Different tasks are given to learners to perform which in effect will help them to use the target language. It is a child-centered method that encourages students to use language meaningfully on their own. Tasks such as making a telephone call, visiting a doctor, buying and selling in the market are examples of task based language teaching. **3.11 Helping Learners to Think and Communicate Independently** This is closely related to motivation; an assistance learners need to be given so as to perform better in a typical language class. Observations have shown that if learners are scaffolded (helped and encouraged) to think or perform language tasks independently, learning becomes much easier and permanent in them. The following are ways to help learners think and function independently. 1. Give learners as much exposure as possible, that is, speak as much English in the class as possible, so that they can get used to listening to it. This makes them feel that they are in English environment. 2. They need to be given as much opportunity as possible to use the language. This can be attained by giving them group or pair work to perform, allowing them to think in their own ways and express their opinions on the lesson for them to participate actively and communicatively. 3. Teachers to show learners resources to help them improve both within and outside the classroom. 4. Learners should be allowed to choose/think of activity they want or the one that appeals to them most. This will help learners to engage in thinking as regards the activity beforehand. 5. Helping learners to evaluate their strengths and weaknesses and identify how they could improve. 6. Asking learners to communicate in group or pairs to find certain information and feedback. 7. Raising awareness of lesson aims and giving learners an overview of the learning tasks/activity that can help them to think in terms of their own goals. This unit examines the skills that can be developed for effective communication, effective communication skills combine a set of skills. Communication skills like clarity of expressions, audibility, use of intonation patterns, audience review, etc and nonverbal communication or the use of body language are essential for development. **3.12. Language as a Tool for Communication** Language is unarguably the most potent tool for human communication and interactions. The nature of language such as duality, vocal, conventionality, writing, arbitrariness, systematical, innateness, etc. should be explored. In addition, the general roles of language in the society should be identified and discussed. This should be narrowed down to the target language. Elements of communication such as encoder, message, channel i.e. medium, decoder and feedback should be discussed in relations to oral and written communications.