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On the Relationship between the Iranian Efl Teacher's Sense of Commitment and Their Self-Esteem
| Content Provider | Semantic Scholar |
|---|---|
| Author | Khoshbakht, Samane Ghabanchi, Zargham |
| Copyright Year | 2016 |
| Abstract | 1.IntroductionConcept mapping can be used to transform theoretical knowledge and understanding into concrete visual signs and descriptions that are suitable for comparison and measurement. The concept-map strategy can show who is in most need of support and when this support should be given by making the learning process visible. Through communication people discuss and share ideas either orally or in writing. In this study, communication is considered as fluency and accuracy. According to Alam (2013), Oral communication is a bidirectional process between the speaker and the listener which involves the productive skills of speaking and the receptive skills of comprehension (Byrne, 1986).Stabb (1992) considers listening and speaking as oral communication skills. As he says, "spoken communication abilities mean both speaking and listening to oral language, either process of talking and listening are lifelong activities and probably our crucial communication device". Stabb emphasizes that, while good instructions and lots of practice can help improve listening skills, this won't happen without meaningful talk in the classroom" (p.7). Fundamentally, oral language is concerning communicating with other people. It involves a process of using thinking, knowledge and skills in order to listen and speak effectively. Oral language presents in every part of the school curriculum. The advancement of oral language has gained an importance as great as that of reading and writing skills, at every level, in the lesson planning. Chaney argues that "speaking is the process of making and exchanging meaning through the use of verbal and non-verbal symbols, in different contexts" ( 1998, p. 13).Today's world says that the goal of teaching speaking should be improvement of students' communicative skills because, only in that way, students will be able to express themselves and learn how to follow the social and cultural rules in each communicative situation, appropriately. English speaking proficiency is considered one of these important skills; so the learners should be provided with an overall understanding of speaking skills. In the Applied Linguistics literature, although the word 'proficient' is often used interchangeably with words such as 'good', 'fluent', 'knowledgeable', 'bilingual', 'competent', and so on, it is not always easy to understand what speaking proficiency involves; the term may be applied quite differently from researcher to researcher (Galloway, 1987; McNamara, 1996).One of the most important educational strategies introduced since the 1970s was conceptmapping. They allow the existing experience and understanding to be taken into consideration when building new concepts into the more noticeable framework. By using concept maps, learners make use of their previous knowledge to understand the new concepts. It establishes a link between unknown and known information that leads to a great knowledge and understanding (Novak, 2010). Gunter and Mintz (2010) state that the teacher -according to Socrates- should help the learners organize their thoughts in order to build new understanding from prior knowledge. Socrates method is learning by process of asking questions and answering perplexing questions.Concept-mapping is a kind of learning strategy in which writing and drawing have a vital role. Folse (2010) noticed that when you ask people to write about his thoughts relating to a particular topic before speaking about it, either the quantity and/or the quality of discussion will be improved. According to Mayer (2003), concept mapping is used to prepare knowledge to the learners in order to form a mental framework and retain new information for recalling and producing. Questioning techniques used as teaching strategies and their possible impact on learners' learning has led many researchers in this field to examine the relationship between their integration into teaching speaking strategies. As Novak and Canas (2006) state concept maps represent hierarchical tree structure in which the main concept is located at the top followed by subordinate words or concepts in less important positions. … |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://profdoc.um.ac.ir/articles/a/1057051.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
