Teaching Competency of English Language Teachers

intercourse AS AN IMPORTANT SOFT adroitness IN LANGUAGE TEACHING Mrs. N. Mahalakshmi D. T. Ed. , M. A. , M. Ed. , NET. , PGDACE. look for Scholar Department of Education Annamalai University - emailprotected com diddle - slope is being taught as a second actors line in our Indian schools. As it is our national verbiage, frequently greatness is given to this wrangle in our culture system. The diction instructors ar expected to be more competent to stimulate the staple fiber expertnesss of the diction so as to increase the communicative competency of the learners.Now-a-days, around the bend acquirements argon considered as another all- beta(prenominal) font of the instructors for efficient teaching. Regarding the subdued skills, communion skill is the approximately outstanding integrity that is unavoid fitted by the language teachers to optimize the erudition experience of the learners. This paper tries to reveal the accept of Effective Communicatio n Skill as one of the important soft skill for the language teachers. The concept of soft skills frail skills put up be said to mix all sayings of generic skills that implicate the cognitive elements associated with non-academic skills. semisoft skills argon set to be the most critical skills in the current orbicular reproduction and the era of technology. The reorientation of education for sustainability also relates the importance of these soft skills. Soft skills in Education Vast explore and expert opinions have been sought in the effort to determine the specific soft skills to be implemented and accustomd in higher institutions of learning. Based on the research findings obtained, seven soft skills have been identified and chosen to be implemented in higher education as * communicatory skills * Thinking skills and problem solving skills * squad work force Life-long learning and entropy management * Entrepreneur skill * Ethics, honest and professionalism and * Lea dership skill The important soft skill geted for the language teacher Communication is as important panorama of language teaching. Effective discourse skills are required for telling language teaching. Teachers of incline are expected to have good command over the language and give excellent communicating skills. Communication skills include using the target language effectively, the management of speaking, body language and seventh cranial nerve expressions, jactitate and shade of voice and interpersonal skills.It is veryistic that they have some presuppositions about communication and communication skills which are considered to be one major factor in searchly an effective teacher. According to Dettmer, Thurston, and Dyck (1996), West and waist (1988), and Carl Rogers (1962) communication is among the most important skills for educators to possess. The role of communication is emphasized also by Lunenburg & Ornstein (1996, p. 176) as Communication is the animatio nblood of the school it is a process that links the individual, the group, and the organization.A infract in meaning amongst the speak up and the received message prat constitute problems in the outcome of even the better(p) teaching decision. Poor listening skills, dubious use of literal and nonverbal language, paltry semantics, and differing ranks are all items that can distort a message. To become effective communicators, educators must be aware of these voltage problems and consciously work to eliminate them from their mobroom interactions. They must also become cozy about the importance of language in the learning process which gives a springy role to language teachers.Body language of the teacher In the communication skill, the body language and the facial expression of the teacher is of much importance which arrests students participation. The presence that a teacher has in the classroom is crucial in determining how much learning takes blot and how well learn ing takes place. A focus free atmosphere is extremely important in language learning classroom. to a greater extent than what behaviour reveals, it is the non-verbal behaviour that is of significance. Self respect, sure-footed behaviour and tone and fondness turn over are some positive indicators.Some of the ways in which body language can improve the desired atmosphere inwardly the class are * Keeping eye contact with the student you are talking to, and with every student in the class * Standing tall and walking in with show held high, instead of shuffling in, head bowed * Having a calm, relaxed face cheerful and laughing easily * Using facial expressions that show you are listening and responding to what the student is saying * Smiling and nodding when a student is saying something Linguistic competency versus Communicative competence run-in is a mother fucker of communication.One can communicate ideas, thoughts, feelings, opinions, attitudes, information and even misinf ormation through language. Different slew express the same idea in different run-in. Language is a tool serving four main functions. These important functions are important for effective communication in the language classroom. The important functions of the language are * Social function * informatory function * Expressive function * directing function Keeping in judicial decision these four important functions of language, lets examine if our students are effective communicators in slope.Most of our graduates are good at piece beautiful and very literary answers to questions on Shakespeare, Wordsworth and other great writers. However, their literary competence isnt enough for them to be satisfactory to communicate effectively and efficiently in everyday situations. The ability to communicate requires us to use language to perform interpersonal functions such as starting a conversation, joining and leaving a conversation, making the hearer feel comfortable, giving options, and so on. Mere linguistic competence isnt sufficient.Of course, theres no denying the value of linguistic mastery, which is the basis for communicative competence. Without run-in and grammar patterns, one cant think of building communicative competence. However, rules of use are more essential than rules of grammar. Many graduates wear upont know how to take in themselves and how to introduce others they dont know how to have for information politely, how to disagree tactfully, how to offer suggestions, and so on This is one very significant aspect that we need to pay attention to. Secondly, their English is bookish.They dont know that excerption of syntax and expression depends on the topic, the occasion, and the human relationship between the speaker and the tender. Its important to know what to say, when, to whom and how. Thirdly, the students need to be told that the vocabulary and syntax of spoken English are different from vocabulary and grammar of scripted English. They seem to be unaware of the fact that the words and grammar of spoken English are simpler than those of written English. As a result, they dont use contracted forms and question tags magic spell conversing and their English sounds bookish.Developing the communication skills of the learners In language teaching developing the skill of listening, speaking, discipline and writingskills should be given importance. These language skills are the foundation of communication skills. A good communicator is a keen and concerned listener. Even a good listener cannot be an effective speaker. In regularise to be a good speaker, one has to master the accent, the rhythm and the intonation of the English language. Also one has to mind the tone of voice and make an effective use of facial expressions, gestures, eye contact, and posture.An excellent communicator uses verbal and non-verbal language to achieve the best effect. In order to develop good communication skills of the students, the lan guage teacher need to * develop the listening, speaking, reading and writing skills * to be able to use language to perform sundry(a) functions * master the rhythm, accent and intonation of the language * understand the differences between spoken and written language * remember the difference between meanings and messages Conclusion To remedy this situation we need to connect literature teaching with life outside(a).In language teaching, the academic world and the real world should not stand asunder as islands. From the standpoint of the learner, the great make off in the school comes from the learners inability to utilize the experiences he gets outside the school. To fill up this gap, the communication skill should be given importance in language teaching. Developing communication skills of the learners requires the skill of language teachers. So, the communication skill should be given primary importance twain at the pre-service and in-service level of the language teaching .REFERENCE * Applbaum, L. et. al. , 1973, perfect Concepts in Human Communication, Confield Press, London * Brown, H. D. 1981, Principles of Language Learning & Teaching, Prentice Hall, Enlewood Cligts. * Corner, J. et. al. , 1993, Communication StudiesAn canonic Reader, Edward Arnold, London. * Dickinsen L. and Carver D. J. 1980. Steps Towards Self-direction in Foreign Language Learning in Schools. ELT. Vol. 351-7. * Dickinsen L. 1987. Self-instruction in Language Learning. Cambridge, Cambridge University Press.