- Universiti Pendidikan Sultan Idris

TEACHERS' COMMUNICATION SKILLS AND
STRATEGIES IN THE ESL TEACHING CONTEXT
FAHAINIS MOHD. YUSOF
UNIVERSITI PENDIDIKAN SULTAN IDRIS
2013
ABSTRACT
The
study examined the types and purposes of communication skills and strategies (CSs) used by
English teachers in secondary classrooms. In addition, the teachers' perceptions of
communication skills and CSs were also examined. Two excellent English
language teachers in
secondary schools in the northern regions of Malaysia were involved. Data were collected from
classroom observations and interviews. Findings based on observations show that the teachers'
communication with the students started with sociating, directing, givirig instructions as well as
summarising. The most common communication skills used by the teachers in the classrooms
were explaining, questioning and
eliciting. There were also nonverbal communication skills used
by the teachers such as eye contacts, facial expressions and hand movements. When dealing with
their communication difficulties, the communication
strategies (CSs) employed by the teachers
were confirmation check,
comprehension check, clarification request, reformulation, repetition,
circumlocution, code switching and non-linguistic strategies. Data from interviews suggest that
the teachers' language backgrounds and beliefs influenced how
they used their communication
skills. The findings provide new empirical evidence that communication skills were related to
and intertwined with communication strategies. The
findings of this study provide insights on the
excellent teachers' communication skills and strategies in line with the Professional
Up-skilling
of English Language Teachers (pro-ELT) as stated in the
Malaysia Education Blueprint 2013-
2025.
iv
Kemahiran Komunikasi Dan
Strategi Komunikasi Guru Dalam
Inggeris Sebagai Bahasa Kedua
Konteks
Pengajaran Bahasa
Kajian ini mengkaji jenis dan tujuan kemahiran komunikasi dan strategi komunikasi yang
digunakan oleh guru-guru Bahasa Inggeris di sekolah menengah. Di samping itu, persepsi
mereka terhadap kemahiran komunikasi dan strategi komunikasi turut dikaji. Dua orang guru
cemerlang Bahasa Inggeris di sekolah-sekolah menengah di utara Malaysia telah terlibat dalam
kajian ini, Data telah dikumpulkan daripada pemerhatian bilik darjah dan temu bual. Dapatan
daripada pemerhatian bilik darjah menunjukkan bahawa komunikasi guru-guru dengan pelajar
bermula dengan penyapaan, direktif, memberi arahan serta meringkaskan maklumat. Kemahiran
komunikasi yang paling biasa digunakan oJeh guru dalam bilik darjah ialah memperjelas,
menyoal dan mencungkil maklumat. Terdapat juga kemah iran komunikasi bukan lisan
digunakan oleh guru-guru iaitu penggunaan hubungan mata, ekspresi muka dan pergerakan
tangan semasa mengajar. Untuk menangani kesukaran komunikasi, strategi komunikasi yang
digunakan oleh guru ialah semak pengesahan (confirmation check), semak kefahaman
(comprehension check), permintaan penjelasan (clarification request), perumusan
(reformulation), pengulangan (repetition), lilitan bahasa (circumlocution), peralihan kod (code
switching) dan strategi bukan linguistik. Dapatan daripada temu bual menunjukkan bahawa latar
belakang dan kepercayaan bahasa guru mempengaruhi kemah iran komunikasi mereka.
Penemuan kajian memberikan bukti empirikal baharu bahawa kemahiran komunikasi saling
berkait dengan strategi komunikasi. Hasil kajian ini memberikan lebih kefahaman berkenaan
kemahiran dan strategi komunikasi guru cemerlang selaras dengan Peningkatan Profesionalime
Kemahiran Guru Bahasa Inggeris (pro-ELI) seperti yang dinyatakandalam Pelan Pembangunan
Pendidikan Malaysia 2013-2025.
v
TABLE OF CONTENTS
Page
DECLARATION
ii
ACKNOWLEDMENTS
iii
ABSTRACT
iv
ABSTRAK
v
TABLE OF CONTENTS
vi
LIST OF TABLES
x
LIST OF FIGURES
xi
LIST OF
xii
ABBREVIATIONS
CHAPTER ONE
INTRODUCTION
1
1.]
Background of the Study
1
1.1.1
1.1.2
Classroom Communication
4
The
5
Importance
of Teachers'
Communication Skills
1.2
1.3
Statement of the Problem
Purpose of the Study
11
1.4
Research
Questions
Significance of the Study
Operational Definitions
Organization of the Study
Summary of Chapter One
12
ENGLISH LANGUAGE TEACIDNG IN
MALAYSIA
Introduction
19
1.5
1.6
1.7
1.8
CHAPTER TWO
2.0
6
12
14
17
18
19
22
2.1
Conceptual
2.2
Communicative Competence
24
2.3
Communicative
28
2.4
Context and
Framework
Language Teaching
Background:
English Language Teaching In Malaysia
2.4.1
The Aims of English Language Teaching
Secondary Schools
2.4.2 New Secondary School Integrated
2.5
Curriculum
Teacher Education Philosophy and its
for the Roles of Teachers
2.6
Summary of Chapter Two
vi
30
in
Implications
32
33
34
CHAPTER THREE
EMPIRICAL LITERATURE REVIEW
35
3.0
Introduction
35
3.1
Communication Skills
3.1.1 Teacher Talk and
38
3.1.2
42
36
Language
Class
Developing
Rapport
3.1.3 Teacher Error Correction
3.1.4 The
Importance
of Teacher's
42
Follow-up
43
Moves
3.1.5
3.1.6
3.2
3.3
Questioning
Explanations
44
48
Research on Teacher Communication
Communication Strategies as Strategic Competence
3.3.1 Conceptualisation of Communication
49
55
57
Strategies
3 .3.1.1Psycholinguistic
Perspective
Perspective
Communication Strategies
57
3.3.1.2 Interactional
58
of Teacher Communication Skills
68
3.4
Research
3.5
Categories
3.6
Summary of Chapter Three
73
75
on
60
CHAPTER FOUR
METHODOLOGY
4.0
Introduction
75
4.1
Research
Design
Participants
78
4.2.1
82
4.2
4.3
Pilot
4.3.1
4.3.2
4.4
4.5
80
Excellent Teacher
Study
84
Process of Pilot
Study
of
Pilot
Findings
Study
Data Collection Procedures
91
4.4.1
Non
4.4.2
Interviews
98
4.4.3
Documents
100
Data
participant
Observations
84
85
Analysis
94
101
Procedures for the Analysis of the Non­
Participant Observations
4.5.2 Procedures for the Analysis of the
4.5.1
101
105
Interviews
4.6
4.7
Trustworthiness
Summary of Chapter Four
107
CHAPTER FIVE
5.0
ANALYSIS AND FINDINGS
Introduction
109
109
5.1
Findings of the Classroom Observations
5.1.1 Personal Background
5.1.2 English Teaching Experience
111
vii
106
110
III
5.1.3
5.2
Taxonomy of Teacher Communication
Skills and Communication strategies
Research Question 1: What communication skills
do teachers
use to
113
114
communicate with their students
when teaching in their
secondary
school
classrooms?
5.2.1
Securing Students'
126
5.2.2
Organising
Directing
133
Presenting/Explaining
Evaluating/Correcting
140
5.2.3
5.2.4
5.2.5
5.2.6
Attention
5.2.1.1 Socializing/Estab lishing
and Maintaining
Classroom Rapport
Feedback-
Eliciting
Types of Questions Prompted
5.2.6.1
5.2.6.2
5.2.7
5.3
131
Function of Teachers' Elicitation
Questioning
136
141
142
143
152
5.2.8 Summarising
5.2.9 Teacher Talk and Language
5.2.10 Use of Voice
5.2.11 Nonverbal Communication Skills
5.2.12 Summary of Findings
Research Questions 2 and 3: What kind of
155
156
160
165
167
169
communication difficulties, if any, do teachers
experience when teaching? and What kind of
communication strategies do teachers use to cope
5.4
with their difficulties?
5.3.1 Confirmation Checks
170
5.3.2
173
Comprehension Check
5.3.3 Clarification Request
5.3.4 Reformulation
5.3.5 Repetition
5.3.6 Circumlocution
5.3.7 Code switching
5.3.8 Non-linguistic strategies
5.3.9 Summary of Findings
Research Question 4: How do teachers
their
own
175
176
180
182
185
186
187
perceive
contexts?
5.4.1 The Procedures of the Interview
5.4.2 Findings ofInterviewData
5.4.3
189
communication skills in their teaching
189
Communication Skills and Communication
190
191
strategies
Explaining
Giving instructions
196
5.4.3.1
5.4.3.2
viii
192
5.4.3.3
5.4.3.4
5.4.3.5
5.4.4
Questioning
Managing errors
Eliciting
197
199
201
5.4.3.6 Difficulties
203
Personal Perspectives on Communication
skills Acquisition of communication skills
205
Communication Skills in
Summary of Findings
209
-
5.4.5
5.4.6
Teaching contexts
212
5.5
Summary of Chapter Five
213
CHAPTER SIX
DISCUSSION OF FINDINGS
215
6.0
Introduction
The First Research Question
The Types and Purposes of Communication Skills
(ComS) Used by the Teachers When Teaching
The Second and Third Research Questions
Communication Difficulties
The Fourth Research Question
215
6.1
6.2
6.3
217
234
243
6.4
Summary
CHAPTER SEVEN
257
7.1
CONCLUSIONS AND RECOMMENDATIONS
Summary of the Study
The Researcher's Reflections
7.2
The
266
7.0
of Chapter Six
7.3
Implications of This Study
7.2.1
Implications for ESL Classrooms and ELT
in Malaysia
7.2.2 Implications for ESL Teachers
7.2.3 Implications for Research in Communication
Skills and Communication Strategies
Limitations of the Study
7.4
Recommendations for Future Research
253
258
263
267
272
278
284
285
References
287
Appendices
313
ix
List of Tables
Page
Table 3.1
A
Table 3.2
Comparison between the Interactional and Psycholinguistic
Perspectives
Bowers' Categories of Teacher Communication Skills
70
Table 3.3
Bleach's
71
Table 3.4
Table 4.1
Williams et al.'s Communication
Background of Teachers
Table 4.2
Categories
of Teacher Communication Skills
86
Table 4.3
Categories
of Communication
89
Table 4.4
Taxonomy
of Teacher Communication Skills and Communication
Categories
59
of Teacher Communication Skills
Strategies
72
83
Strategies
90
Strategies
Table 4.5
Relationship
Table 4.6
Proposed
Table 5.1
A
between the Research
Methods and Instruments
Questions,
Data Collection
Timeline of Data Collection
Summary
92
93
of Recorded Classroom Lessons and the Use of
115
Communication Skills and Communication Strategies of Teacher
Lee
Table 5.2
Summary of Recorded Classroom Lessons and the Use of
Communication Skills and Communication Strategies of Teacher
A
117
Nor
Table 5.3
of Communication Skills and Communication
of
Order
Importance of Teachers Lee and Nor
Ranking
x
Strategies
in
119
List of Figures
Page
Figure 2.1
Conceptual Framework of Excellent Teacher's Communication
Figure 4.1
An
Figure
5.1
Skills
Example of Recorded Data Coded a Communication Skill
Questioning and a Communication Strategy of Confirmation Check
Inter-relationships
among
Perception, Practice and Progress
xi
22
of
104
208
List of Abbreviations
CA
Communicative Approach
CLT
Communicative Language
ComS
CSs
Communication Skills
Communication Strategies
EC
Ethnography of Communication
ESL
English as a Second Language
GC
Guru Cemerlang
New Secondary School
NSSIC
xii
Teaching
Integrated Curriculum
CHAPTER 1
INTRODUCTION
This
introductory chapter provides
importance of undertaking
a
chapter
also describes the
research
questions, significance
a
brief overview
of
the factors that
underpin
the
research into teachers' communication skills. This
study background, problem statement, the
of the
study
purpose, the
and definition of terms. The structure of
the thesis is also outlined.
1.1
In
of the
Background
Study
1997, the Ministry of Education of Malaysia (MOEM) introduced The Education
Act 1996 to
English
as
replace
a
the Education Act 1961. The
second
language
in the country
subject of instruction" (MOEM, 1996)
new
act reaffirmed the
(MOEM, 1997) and
"a
position
of
compulsory
in all schools. In the Mid-term review of the
7th
2
Malaysian Plan, 1996-2000,
allocation for education and
per cent from the allocation under the
Planning Unit, 1996).This
10thMalaysian
skills but also to
as a
Malaysia
goals
further
only
to
equip
1.6
(Economic
in the Mid-term review of the
individuals with the
developing nation,
it
is
the ambition of the
fully developed country by the year
a
of Vision 2020, formulated
by strong
are now
being
taken
appropriate knowledge
and
by
Tun Mahathir
envisaged
(Hanafiah, 2000).
that
In
Malaysian leaders
to make
2020. This ambition is in line with the
moral and ethical values with
and resilient
dynamic,
strengthened
1991-1995
by
produce responsible citizens with strong moral and ethical values.
Minister of Malaysia, in 1991. It is
fused
6th Malaysian Plan,
Plan, 2010-2015. Education and training efforts
and intensified, not
Today,
was
increased
training has
Mohamed, the former Prime
Malaysia
an
an
could be
a
united nation,
economy that is
effort to
develop
competitive,
a
technically
competent labour force that will be essential for the attainment of Vision 2020, the
Malaysian government
who
can
communicate in
Malaysians
advantage
becomes
is also very much
need
of new
an
English effectively.
linguistic proficiency
career
active
aware
opportunities
participant
as
of the need to
From the
produce Malaysians
perspective
and competency in the
of Vision 2020,
to take
language
Malaysia experiences rapid development and
in the attempt to
keep
up with
today's globalised
world
(Hamidah,2010).
For that purpose,
a
strategic planning that was
a
variety
of programmes
introduced in the
are
planned through
10thMalaysian Plan,
a
2011-2015
variety of agendas including economic, social, political and,
five year
covering
last but not
least,
education. In the economic sector, most local and international business is conducted
in
English.
Given the
rapid expansion
of global business activities,
a
growing
number
3
of individuals find that
communicating
successful in
so
much
2020
depends
in
communicating
system of a country needs
help achieve
the
an
is very
on
English,
the
success
challenging. According
and to increase
of the nation
Development
can
(Gill, 2004).
Master Plan
a
to
nation
of its education system. To be
educational model which
development
and Education
English
education is the main determinant of the future of
Nair-Venugopal (2001),
because the nation
in
productivity,
the education
produce graduates who
can
This is in line with Vision
One
2006-2010.
of the
key
components of both documents is the urgent need for competent teachers in
communication.
Internationally,
schools
skills
further
require
(Johnson, 2009).
teachers
as
active
to address issues
are
immediately
it is evident that
numbers of ESL teachers in
professional development
who work
surrounding their
sources
(Ball
secondary
their communication
development generally position
democratically
work. A
relevant to teachers'
improve
to
Current views of professional
participants
learned from various
large
major goal
in their
learning
is to build
communities
understandings
that
professional practice, drawing on what they have
&
Cohen, 1999; Bransford, Brown, & Cocking,
2000; Lieberman & Miller, 2001; Kuh et al., 2005; Sidelinger, 2010).
The
receiving
a
mam
problem facing
great deal of information
school ESL teachers
with the
teacher educators in
are
on
Malaysia
teaching methodology,
still ineffective in the classroom due to their
linguistic demands required
activities in the classroom
(Lim
&
to
effectively implement
is that
many
despite
secondary
inability to
cope
communicative
David, 1995; Menon, 1993; Thang & Wong, 2005).
4
addition, there has been little emphasis
In
on
effective
use
of communication skills for
teaching and learning activities (Johnson, 2008).
1.1.1
Classroom Communication
Classroom communication includes face-to-face interactions and the communications
necessary between the
takes
place.
As
use
and parents; to discuss
indicate that
they
actions"(p.16).
ensure
that
learning
Briscoe, Arriaza, and Henze (2009) suggest, it is within these face-to­
face interactions that teachers
faculty,
involved in the classroom to
participants
are
one
"communicate expectations of students,
propose
disciplinary action,
carry out
of the ways
normal communication in the
to
policies, praise people,
listening,
That is
language
why
community
-
changes
and for
in curriculum,
a
host of other
classroom communication differs from
the main purpose of communication in
a
classroom is to instruct and inform.
In
addition, communication in
highly regulated patterns
whom have
in
society
a
the class from
the
topic into
whole).
The
beginning
smaller
to
(the
teacher has the
setting
is
unique
end;
units,
higher
he
or
she
can
because it has
students, both of
status in the classroom if not
status of the teacher allows him
higher
choose the
topic,
or
her to conduct
decide how to divide
control who talks, and when and where
Teachers, whether consciously
order to orchestrate
classroom
of communication between teachers and
different status
as a
a
or
not, communicate
they do
(usually by using language)
learning events in their classroom. According to
Mercer
(1995),
so.
in
5
teachers
use
communication in the classrooms in order to
elicit relevant
knowledge
describe the classroom
looking
from students, to
experiences
at the classroom
that
communication patterns that
Importance
"Successful
things:
to
that students say and to
hoped
that
by
of their communication skills and
in their classrooms and will be able to
for their students to learn.
provide opportunities
of Teachers' Communication Skills
and
teaching
things
share with students. It is
more aware
currently exist
evaluate whether these patterns
The
they
to
three
communication, teachers' communication skills will be
identified and teachers will become
1.1.2
respond
accomplish
learning depends
teacher's effective
the
on
use
of
communication skills with hislher pupils" (Bleach, 2000, p.10). In second language
teaching,
Brown
(2001, p.165)
teaching, interaction is,
stresses
that "in the
era
of communicative
in fact, the heart of communication; it is what communication
is all about". Communication in the classroom influences students'
participation
in classroom activities
"interaction is the collaborative
or
more
people, resulting in
interactional view
sees
language
(Farrell, 2009).
Brown
(2001, p.165)
exchange of thoughts, feelings,
a
reciprocal
effect
on
perception
or
of and
states that
ideas between two
each other". In
addition,
an
language
as a vehicle for the realization of interpersonal relations and for the performance of social
transactions between individuals
Language teaching content, according to this view, may be
and
of
organized
by
specified
patterns
exchanges and interaction or may be left unspecified, to
...
be
shaped by the inclinations ofleamers in interactions. (Richards
This view is
manager of the
a
major
learning
influence
on
and
Rodgers, 2001,
discussions of
situation and facilitator of
p.
21).
language pedagogy.
learning,
a
As
a
teacher needs to be
6
aware
of the nature of classroom
with his/her students
language use
(Johnson, 2009).
constantly communicating
and be able to communicate
This is
with their students
important
verbally
and
effectively
because teachers
are
non-verbally (Bleach,
2000; Nesamalar, 2002).
According to Bleach (2000),
their students understand what
teachers' communication skills
say and how
they
that the skills of voice, teacher talk and
and
listening
proportion
are
used for
manage the
use
by
of non-verbal
say.
Bleach
those that
(2000)
help
proposes
language, explaining, questioning, discussing
students' attention. In the classroom,
getting
of communication
they
are
a
large
the teacher is non-verbal. Teachers also need to
cues
in order to communicate
students. Non-verbal communication in this
study,
effectively
may take the
following
with the
forms of
how the teachers present themselves to students: appearance; eagerness; confidence;
and
of
degree
caring
that teachers demonstrate. This is the
perspective
that will be
taken in this research.
1.2
Statement of the Problem
The
To
of teachers
quality
an
important
produce professional teachers,
standard of the
teachers
are
responsible
challenge (Wan
the sole factor to
to
help
impart knowledge
role in
effective
teaching profession.
group to take this
.
plays
producing good quality of teaching.
measures
Teachers
are
Mohd Zahid,
must be identified to raise
the
important and
2003).
critical target
This further indicates that
achieve excellence in education. Teachers
to the students and it is
the
important
that teachers
are
are
7
able to master every form of skills
the
use
class control,
of effective communication skills. In the
communication
knowledge
another
including
plays
takes
an
place
important
between
one
(Shukri, 1997). Subsequently,
and
teaching
learning context,
role in the classroom because
able to draw the students' attention in the
teaching
one
group to
good teaching techniques
and
learning
of
exchange
individual to another and from
teachers with
and
teaching techniques,
process
will be
(Abdullah
&
Ainon, 2002; Kogut & Silver, 2009).
In this millennium and with the advent of the information age, it is
that the status of teachers in
should be
Nunan
rigorous increase
(2002, 1996,
classroom
mental
a
pp.
experience
representations
According
learning
in initial teacher
training and
(2000)
"Teachers with
new
experiences
(2007),
modes of delivery. As
training but with
limited store of schemata
able to verbalize that
Kenneth
a more
states
a
of classroom
process will not take
skills will create
Bleach
to
be
will have
understanding and being
defined, clarified and refined. There
Malaysia should
86-87) remarks,
...
a
variety of
and events, which
communication, the teaching
without
place. Therefore,
teachers with
learning
good
(Bleach, 2000). They
have the
someone
and
communication
ambience for the students.
that, in general, teachers of English
their communicative purpose. On the other hand,
potential
schemata,
crucial to both
are
that
assume
challenge
they
can
analyzed, they
are
of how best to
convey their messages and how to remain in the communication until
skills has the
or no
understanding.
successful teaching and
difficulties
little
". It is the
communicate well. However, when their oral communication skills
face
imperative
they achieve
with great communication
to influence others and effective communication
strategies
will
8
lead to
this to
happen, teachers
that will mould
importance
of
must be satisfied in their work to
quality students. Furthermore,
and
teaching
process is
being
depending
on
learning
there
the
influence
that teachers who
that the
their
can
school
has
teaching
(2012) study
and
profession because only quality
being focused
very
on even
motivated to carry out
related to the
excellent
good,
in
or
how the
vice
upgrading
the
(2002)
of the
the need of
learning atmosphere
give appropriate recognition
learning. However,
effected teaching
highlighted and
work harder to
satisfaction among excellent teachers. Both factors
crucial to
be
an
always issues
Woods and Weasmer
colleagues and
work. In addition, Kazi et al.
the
produce
In order for
are
versa
teachers'
opinion
satisfied in their work will strive harder to achieve excellence,
are
good rapport with
influencing
are
Floyd, 2006).
process which will be
carried out in schools. A teacher
professionalism (Abd. Rahim, 2007).
have
Guerrero &
(Canale, 1983; Bygate, 2003;
success
job
the main elements in
in the classroom.
Thus, it is
outstanding teachers
able to master effective
very
in their
teaching
seldom, teacher's communication skills in their work
though
a
are
skills and
thinking
are seen as
to efficient and
teachers
improve their quality of
teachers
playa larger
role and
a
wider scope in
and
are
being
perfect job.
Moreover, in Malaysia, Hashim Adnan, (NST, Aug 8, 2011) National Union of
the
Teaching Profession President,
English is
states that the reason for the students' poor level of
not the curriculum but the fault of teachers. This is
language proficiency.
From the
major fmding of
the survey,
closely
linked to their
Malaysian
Education
Ministry deputy director-general
Datuk Dr Khair Mohamad Yusof revealed that two­
thirds of 70,000
English teachers
in
when the initial
profiling
of the
Malaysia failed
English
teachers in
to reach a
Malaysia
proficient English level
was
made. As
a
result,
9
the teachers
Professional
proficiency
Up-skilling
as
to sit for the
required
were
well
as
of
Cambridge
English Language
Placement Test and to attend the
Teachers
a
of English teachers'
knowledge, understanding, skills
with
in
teacher to choose
students
knowledge
communication skills such
emerge, for
and
In
to the
as
reaching
and
explaining, questioning
ineffective communication skill of
but also
engage
students'
communication with students
aware
have
an
teacher,
a
a concern
communication skill not
it
(Groundwater-Smith, 2003).
can
effective classroom communication
study
appears to be
weight on the interaction and
Malaysia,
there is
one
or
of the few and
only
generate interactive
Because of
not.
could
among the
that,
teachers
of their communication skills and ask themselves whether
statement, the present
skills
learning
good
good
listening (Farrell, 2009).
instance, unmotivated situation, passive learning, and boredom
can
abreast
those aims, teachers should have
because it
In
keeping
This situation then leads the
methodology.
a
already
deeper understanding
and abilities in
students. It is essential for teachers to have
need to be
a
this is the
whole class instruction with aims to teach, manage and instruct the
a
altogether easily.
However, due
first step towards
potentially important
enhance
to
pedagogic competence (MOE, 2013). Underlying
belief that it may be
rapid changes
(Pro-ELT)
they
Hence, in light of the
one
of the first that puts
communication of the teachers.
a
lack of research conducted
(Roselan, 2001; Syofia, Zamri,
Jamaludin &
on
teachers' communication
Hamidah, 2012; Rozita & Abdul
Rashid, 2012). Most studies have been conducted with Bahasa Melayu excellent
teachers. Rozita and Abdul Rashid (2012),
of five Bahasa
of
Melayu excellent
investigate
the
practice
teachers in the classroom. In the
teaching writing in Bahasa Melayu by
the
of teaching
study,
the
writing
practice
language teachers in the classroom
9
the teachers
Professional
proficiency
required
were
to sit for the
Cambridge Placement
Up-skilling of English Language
as
well
as
a
of English teachers'
knowledge, understanding,
with
in
teacher to choose
students
potentially important
first step towards
In
as
reaching
those aims, teachers should have
and
explaining, questioning
a
because it
but also
engage
students'
communication with students
already
aware
have
an
learning
In
skills
a
good
it
teacher,
a concern
can
to be
one
or
could
among the
only
generate interactive
Because of that, teachers
of their communication skills and ask themselves whether
effective classroom communication
good
listening (Farrell, 2009).
communication skill not
(Groundwater-Smith, 2003).
statement, the present study appears
weight on the
abreast
This situation then leads the
methodology.
students. It is essential for teachers to have
need to be
keeping
instance, unmotivated situation, passive learning, and boredom
can
this is the
deeper understanding
skills and abilities in
the ineffective communication skill of
to
a
enhance
to
whole class instruction with aims to teach, manage and instruct the
a
communication skills such
emerge, for
and
knowledge
altogether easily.
However, due
(Pro-ELT)
pedagogic competence (MOE, 2013). Underlying
belief that it may be
rapid changes
Teachers
Test and to attend the
not.
of the few and
they
Hence, in light of the
one
of the first that puts
interaction and communication of the teachers.
Malaysia,
there is
a
lack of research conducted
(Roselan, 2001; Syofia, Zamri,
on
teachers' communication
Jamaludin & Hamidah, 2012; Rozita & Abdul
Rashid, 2012). Most studies have been conducted with Bahasa Melayu excellent
teachers. Rozita and Abdul Rashid
of five Bahasa
of
Melayu excellent
(2012), investigate
the
practice
teachers in the classroom. In the
of teaching
study,
the
teaching writing in Bahasa Melayu by the language teachers in the
writing
practice
classroom
10
focuses
using
on
teacher's verbal
various
developed,
approaches,
methods and
that
techniques
Teachers' communication skills
because the
English
communicative competence. This led to
forms of
language,
different
interpretations
to
focus
a
on
to
important for teaching English language in
the communicative
language
towards
students'
on
approach (CA)
a
planned, prepared,
are
communication skills.
curriculum focuses
communicative
teaching (CLT) using
are
teaching writing
Thus, this study seeks
and concluded with assessments and feedbacks.
explore English language excellent teachers'
Malaysia
of ways in
application including variety
shift away from
communication and
of communicative
developing
focus
a
on
accuracy and the
fluency. Although
this
language teaching,
there
approach
are
to L2
interpretations typically focuses on functions of language use
and
of language in the L2 classroom. In other words, instead of
focusing
on
the sentence
emphasis
on
fluency
level forms, it centers
accuracy, and
intentions
acquire
such
a
using
on
focus
the
on
encouraging
linguistic
resources
available to
study. This research chooses to study
excellent
potential
teaching, therefore,
there is
"excellent" teachers because the
and skills, excellent work
for
as
teaching.
In
evaluating
or
they practise their
a
need for
Malaysian
performance, communication,
professional growth. Moreover,
it is relevant to
are
communication skills in
addition, their communication skills
assessing
over
teachers with excellent
best from the best and that is to observe whether excellent teachers
communicators and how
use
them, teachers should model and
of Education has defined Excellent Teacher
personality, knowledge
authentic
learners to communicate their messages and
effective communication skills when
Ministry
an
discourse level functions. With its
a more
can
be used
other teachers' communication skills.
as
study
and
the
competent
everyday
benchmarks when
Finally,
the focus of this
11
study
is
on
English
Excellent Teachers and their communicative
competencies
as
teachers, their communication skills and communication strategies in their teaching
contexts in order to elucidate
teaching principles
classroom
1.3
good practices
of the
to
four
study
to
is to determine
as
English
displayed in their
as
second
Second
Language (ESL)
language (L2) classrooms.
specific aims:
investigate teachers'
classroom
(b)
in the
Study
teachers' communication skills
(a)
English teachers
settings.
Purpose
are
correspond to the English language
and features to be shared with other
The overall aim of this
There
which
identify
communication skills when
they
engage
In
their
teachings;
the communication difficulties
they
face when
communicating
in
the classrooms;
(c)
to determine the
strategies used to
overcome
these communication
and
(d)
to examine the teachers'
perceptions
of their communication skills.
difficulties;
12
1.4
Research Questions
Specifically,
teaching.
The
the
study
examines the ESL teachers'
communication skills when
study addresses the following research questions:
Q 1.
What communication skills do teachers
when
teaching in their secondary school
Q2.
What kind of communication difficulties, if any, do teachers
use
to
communicate with their students
classrooms?
experience when
teaching?
Q3.
What kind of communication
strategies
do teachers
use
to cope with their
communication difficulties?
Q4.
How do teachers
perceive
their
own
communication skills in their
teaching
contexts?
1.5
This
Significance
study
significant
of the
Study
of ESL teachers' communication skills in their
for many
reasons.
documenting teachers'
teaching
contexts is
First, this study would address the paucity of research
communication skills in relation to
of research attention to the
challenges
communication would introduce
a
teaching practices.
The lack
of communication skills in classroom
gap in ESL
professionals' and general educators'
13
knowledge. The population of ESL teachers
few decades
(Harison Mohd Sidek, 2010).
dealing
are
& Airil
Suryani
steadily in the last
grown
of the
first
Little is known about how ESL
with their communication skills when
Haimi, 2012). This study
ESL teachers because
one
Malaysia has
(Teacher Education Division, 2007), yet communication skills of teachers
remained unknown
teachers
in
they are supposed to
few attempts
would
with the excellent
be the benchmark. This
study is apparently
therefore,
excellent teachers
in terms
communication skills in the Malaysian ESL secondary classrooms. It is
of this
findings
regarding the
study
and
study is hoped to
provide
experience
can
newly appointed
communication in their
citizens who
are
teachers in
well-rounded, skilful
and cherish the
teachers will be able to learn from the
importantly
what
excellence. Therefore, this
research in this
study
English
as
area
is also
a
reevaluating the
The invaluable
practices.
study
may
provide
a
helping
them
will be of great
the most suitable and effective
to
produce Malaysian
goal of achieving national unity.
experiences
they
hoped that the
in the country. In
respective schools. This
adopting
of
understanding
be shared among the other teachers in
of the excellent teachers
do and do not do in
towards the excellent achievement of their students and
This
practices
teachings towards excellence and
in this selected school; most
much
be able to assist the teachers in
students' communication in their
assistance to
Aspiring
eye opener and
and weaknesses of their communication skills and
knowledge
improve
an
excellent teachers' communication skills and
relation to that, this
strengths
will be
Nik
start
investigate
to
teaching (Hazlina,
contributing
consistently maintaining
useful
launching pad
the
for further
of interest.
significant
because it would extend and
integrate
Second Language (ESL) teaching. The influence of
the
theory of
conceptions
of