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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges TestDaf. Workshop: Zuordnung von Testaufgaben und Leistungen zum Gemeinsamen europäischen Referenzrahmen für Sprachen. Fulda. Threshold Level, (http://www.linguee.de/englisch-deutsch/uebersetzung/threshold +level.html) TRANTER, G., 2003, Der Gemeinsame Europäische Referenzrahmen - Warum? Wie? Was? In: Klett VHS- Tipps, 10/03, Nr. 36, 3-6 WOLFF, D., 2003, Hören und Lesen als Interaktion: zur Prozesshaftigkeit der Sprachverarbeitung. In: Der fremdsprachliche Unterricht Englisch 64/65, 11-16. ZOLMECKE, G., 1993,Texte hören, lesen und verstehen. Eine Einführung in die Schulung der rezeptiven Kompetenz mit Beispielen für den Unterricht Deutsch als Fremdsprache. Berlin: Langenscheidt. 325
Ugur Demiray Prof. Dr., Faculty of Communication Anadolu University, Eskisehir, Turkey Ilknur ISTIFCI Assist Prof. Dr., English Preparatory School Anadolu University, Eskisehir, Turkey saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges ROLE AND FUNCTION OF META COMMUNICATION CONCEPT as NONVERBAL COMMUNICATION FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE ABSTRACT This paper examines and focuses on some issues and questions related to effective use of meta communication concept as nonverbal communication for teaching language as a foreign language by giving some language tips on how to teach meta-communicative items in the foreign language class. As is well-known, communicative language ability includes linguistic, pragmatic, discourse and strategic competences and a communicatively competent language learner is required to have these abilities to communicate in the target language. “Meta Communication” is the process between message designers when they are talking about the learning process, as distinguished from their articulation of the “substantive” learning, itself. The hope is to increase the focus on the substantive knowledge and understanding being developed, by providing a separate channel for the support communication, and to do it in an easy, focused, and context aware manner (McLean, R. S. (2005). Verbal communication is supported by a raft of non-verbal signs and cues that reinforce what we are saying or clear up any ambiguities. For example, we may cross our arms when we feel threatened by what somebody else is saying, or we nod our heads when we agree with what s/he is saying. Nonverbal behaviors, whether they involve the hands, the eyes, or the muscle tone of the body, usually occur in packages or clusters in which the various verbal and non-verbal behaviors reinforce each other. Like verbal communication, nonverbal communication exists in a context, and that context determines to a large extent the meanings of any nonverbal behaviors. The same nonverbal behavior may have a totally different meaning when it occurs in another context. It is also important to mention culture in teaching meta-communication as the nonverbal behaviors are generally culture specific. Although nonverbal communication gives clues to what speakers are thinking about or enhances what they are saying, cultural differences may also interfere with understanding a message (e.g., Pennycook, 1985). Thus, there can be misunderstandings in communication. It is essential to remember that the metacommunication which accompanies any message is very powerful. The receiver will use these clues to help them to interpret what you mean, but more importantly they will often take the meaning from the meta-communication rather than from the words themselves, particularly when what you are saying conflicts with what you are doing. Hence, understanding or interpreting nonverbal messages accurately is especially important for second/foreign language (L2) learners whose comprehension skill is more limited. Since meta-communication is creating meanings to solve relationships of body language (Demiray, 2009), listening and speaking teachers may also concentrate on exposing students to the samples of body language, gesture, facial expressions, posture, eye-gaze and interpersonal distance by showing authentic videos of real life use. INTRODUCTION Communication not only lies at the heart of the teaching process, but it also emerges as the most basic requirement of a liveliness and existence. In fact, “living is to communicate” in a sense. The humankind, since 326
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ekaterina protasova helsinkis unive
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usuli enis magaliTi saxelmwifo enis
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katri raiki tartus universitetTan a
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imersia saxelmwifo enis swavlebis s
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TinaTin kiRuraZe ilias saxelmwifo u
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a. passionate b. Pathetic c. enthus
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Ekaterina Protassova University of
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Dace Dalbina, Vineta Vaivade Latvia
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Plurilingualism and plurilingual co
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Page 276 and 277: REFERENCES saxelmwifo enis swavlebi
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REFERENCES saxelmwifo enis swavlebi
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