THE ROLE OF SEMANTICSTHE ROLE OF SEMANTICSININ

COMMUNICOLOGY COMMUNICOLOGY WITH WITH

REFERENCE TO LANGUAGE TEACHINGREFERENCE TO LANGUAGE TEACHINGAND LEARNINGAND LEARNING

Seyed Hossein FazeliSeyed Hossein Fazelifazeli78@yahoo.comfazeli78@yahoo.com

Department of Linguistics, University of Mysore, Mysore.Department of Linguistics, University of Mysore, Mysore.

International Conference on “Quality Improvement in Educational International Conference on “Quality Improvement in Educational Communication” 29-30Communication” 29-30thth March2008-Tiruchirappalli March2008-Tiruchirappalli

OUTLINEOUTLINEIntroductionIntroduction1. The reality and nature of communication1. The reality and nature of communication 2. Understanding nature of “communication” based on the mathematical models2. Understanding nature of “communication” based on the mathematical models 3. Entity of “Communication”3. Entity of “Communication”4. The process of acquiring of “meaning”4. The process of acquiring of “meaning” 5. Where is meaning? (In communication)5. Where is meaning? (In communication) 6. The elements of messages in communication6. The elements of messages in communication7. General view about communication7. General view about communication 8.The Concept of “Meaning”8.The Concept of “Meaning” 9. General perspective about the process of “Meaning”9. General perspective about the process of “Meaning” 10. Characteristics of meaning in communication10. Characteristics of meaning in communication 11. The use of meaning in communication11. The use of meaning in communication 12. The Suggested categories OF HUMAN communication 12. The Suggested categories OF HUMAN communication 13. Language learning and teaching13. Language learning and teaching 14. Language learning and Human Communication14. Language learning and Human Communication 15. Individual differences through language learning15. Individual differences through language learning 16. Vocabulary in the first and second languages16. Vocabulary in the first and second languages 17. Cultural content as a main role player in language learning and teaching through 17. Cultural content as a main role player in language learning and teaching through communicationcommunication 18. The emphasis of communication and culture in language learning and teaching18. The emphasis of communication and culture in language learning and teaching 19. Communication strategies in Educational Communication19. Communication strategies in Educational Communication 20. Results20. Results 21. Conclusion21. Conclusion ReferencesReferences

IntroductionIntroduction  

1. The reality and nature of communication1. The reality and nature of communication

The term “communication” in Webster dictionary The term “communication” in Webster dictionary (1970) was used as equal to “impact,”, “bestow,” (1970) was used as equal to “impact,”, “bestow,” “convey,” and “have interaction” and so on“convey,” and “have interaction” and so onDefinitions and Models of CommunicationDefinitions and Models of Communication Aristotle and CommunicationAristotle and CommunicationLasswell(1948) and CommunicationLasswell(1948) and CommunicationWright(1957)and CommunicationWright(1957)and CommunicationAranguren(1970) and CommunicationAranguren(1970) and CommunicationSmith (1988) and CommunicationSmith (1988) and Communication

2. Understanding nature of “communication” 2. Understanding nature of “communication” based on the mathematical modelsbased on the mathematical models

In “self to self communication” situationsIn “self to self communication” situations If we suppose that:If we suppose that:

** M = “Meaning which exists in the mind of sender of M = “Meaning which exists in the mind of sender of message during the specific communication, as it message during the specific communication, as it

is called Communication A.”is called Communication A.”

** M′ = “Meaning which consist in the mind of receiver of M′ = “Meaning which consist in the mind of receiver of message during the specific communication, message during the specific communication, as it is called Communication A.” as it is called Communication A.”

** ** Among the two individuals communication, one of Among the two individuals communication, one of the below states, will occur:the below states, will occur:

1.State one1.State oneM'/M=1,M'/M=1, Two individuals communicate Two individuals communicate each others each others completelycompletely

2.State two2.State twoM'/M=0,M'/M=0, Two individuals did not Two individuals did not communicate communicate each otherseach others

3.State three3.State threeM'/M <1,M'/M <1, Two individuals communicate Two individuals communicate each each others, but not completelyothers, but not completely

4.State four4.State fourM'/M >1,M'/M >1, Two results will occur: Two results will occur:

A-Complete communication A-Complete communication B - B - Self communication Self communication

In group and mass communication situationsIn group and mass communication situations

If we suppose that:If we suppose that: **M = “Meaning which exists in the mind of sender or M = “Meaning which exists in the mind of sender or

senders of message along the specific communication as senders of message along the specific communication as it is called Communication A”.it is called Communication A”.

** M'= “Meaning which exists in the mind of receiver or M'= “Meaning which exists in the mind of receiver or receivers of message along the specific communication receivers of message along the specific communication at it is called Communication A.”at it is called Communication A.”

** n= number of sender of message (n for one sender). n= number of sender of message (n for one sender).** n' = number of receiver of message (n for one receiver). n' = number of receiver of message (n for one receiver).* ** * Among the process of communication, of group and Among the process of communication, of group and

mass communication, one of the below states will occurmass communication, one of the below states will occur

1.State one1.State one ∑ ∑M ∑MM ∑M' ' n∑Mn∑M'' = or = 1, complete communication= or = 1, complete communication n nn n'' n n'' ∑M ∑M2.State two2.State two n∑Mn∑M'' =0, Communicative situation=0, Communicative situation nn''∑M∑M 3.State three3.State three n∑Mn∑M'' <<1, 1, Only communication will be done, Only communication will be done, nn''∑M ∑M which is not complete which is not complete (incomplete) communication (incomplete) communication

4.State four4.State four

n∑Mn∑M'' >>1, Two results : A. Complete B. Self 1, Two results : A. Complete B. Self

communication communication communicationcommunication nn''∑M∑M

3. Entity of 3. Entity of CommunicationCommunication

The process aspect of communicationThe process aspect of communication

Communication is not static, but it is dynamicCommunication is not static, but it is dynamic

Communication does not have starting or ending Communication does not have starting or ending pointpoint

The elements and parts of communication, have The elements and parts of communication, have mutual interactions to each othersmutual interactions to each others

4. The process of acquiring of meaning4. The process of acquiring of meaning

Human is defined as a communicative animalHuman is defined as a communicative animal

Johnson and Johnson and acquiring of meaningacquiring of meaning

Berlo and W.Jones and acquiring of meaningBerlo and W.Jones and acquiring of meaning

Noam chomsky and acquiring of meaningNoam chomsky and acquiring of meaning

5. Where is meaning? (In communication)5. Where is meaning? (In communication)

Berlo and the place of meaningBerlo and the place of meaning

Wallas and the place of meaningWallas and the place of meaning

L.Norman and the place of meaningL.Norman and the place of meaning

Saches and the place of meaningSaches and the place of meaning

General view about the place of meaningGeneral view about the place of meaning

6. The elements of messages in communication6. The elements of messages in communication Message as prints, sounds, shake landings and any type Message as prints, sounds, shake landings and any type of sign that can be used to show meaning( W. Schramm of sign that can be used to show meaning( W. Schramm 1954) 1954)

Message codeMessage code

Message contentMessage content

Message treatmentMessage treatment

Structure of arranging of code, material and treatment of Structure of arranging of code, material and treatment of messagemessage

7. General view about communication7. General view about communication Judgments (J) are as result of dominance of subjective (S) Judgments (J) are as result of dominance of subjective (S) on objective (O), G. Hegealon objective (O), G. Hegeal

Judgments (J) are as result of dominance of objective (O) Judgments (J) are as result of dominance of objective (O) on subjective (S), K.Marxon subjective (S), K.Marx

Judgments (J) are combination of objective (O) and Judgments (J) are combination of objective (O) and subjective, M. Webersubjective, M. Weber

ELEMENTES IN COMMUNICATIONELEMENTES IN COMMUNICATION1.Meaning source of message sender 1.Meaning source of message sender 2.Meaning source of message receiver 2.Meaning source of message receiver 3.Communication ability 3.Communication ability 4.Encoder 5.Code sender 6. Channle 7.Message 4.Encoder 5.Code sender 6. Channle 7.Message 8.Code receiver 9.Decoder 10.Evaluation of message8.Code receiver 9.Decoder 10.Evaluation of message11.Send back 12.Evaluation of send back 13.Noise11.Send back 12.Evaluation of send back 13.Noise

8.The 8.The ConceptConcept of Meaning of Meaning The main problem in meaningThe main problem in meaning

One dynamic bilateral action occurs among the receiver One dynamic bilateral action occurs among the receiver with the messagewith the message based on based on a particular Social-cultural a particular Social-cultural experienceexperience (J. Watson 1984) (J. Watson 1984)

Language,Dictionary and MeaningLanguage,Dictionary and Meaning

We use language to express our meaning We use language to express our meaning

9. General perspective about the process of 9. General perspective about the process of MeaningMeaning

Extremely, the words do not have any meaningExtremely, the words do not have any meaning Meanings are in the humansMeanings are in the humans Meanings are as cause to replyMeanings are as cause to replyMeaning are as personal propertiesMeaning are as personal properties Meanings will learned, added or deleted but will not be Meanings will learned, added or deleted but will not be foundfound““Communication” does not include any transformation of Communication” does not include any transformation of meaning meaning Meaning is not in the message Meaning is not in the message The elements and components of language, are lack of The elements and components of language, are lack of meaning and they are as symbol and guidance meaning and they are as symbol and guidance Some people have codes for some meanings; however, the Some people have codes for some meanings; however, the other people do not have other people do not have One type of egocentric in communicationOne type of egocentric in communication

10. Characteristics of meaning in communication10. Characteristics of meaning in communication Meaning is not in the message Meaning is not in the message

Meaning is in the humanMeaning is in the human

Meanings are as personal properties Meanings are as personal properties

Meaning is learned, added or deletedMeaning is learned, added or deleted

Language is lack of meaningLanguage is lack of meaning

Meaning is undiscoveredMeaning is undiscovered

Meaning is un transferableMeaning is un transferable

11. The use of meaning in communication11. The use of meaning in communicationTo know the people; we should know their To know the people; we should know their conception of language conception of language

Implicit meaning of individuals are represented Implicit meaning of individuals are represented through the wordsthrough the words

Meanings are represented Meanings are represented inin particular point of particular point of timetime Berlo stated one story that he had asked one Berlo stated one story that he had asked one person: “why does he call one pig, pig?” that person: “why does he call one pig, pig?” that person answered: “because pig is piggish” person answered: “because pig is piggish”

12. THE SUGGESTED CATEGORIES 12. THE SUGGESTED CATEGORIES OF HUMAN COMMUNICATIONOF HUMAN COMMUNICATION

Machine to machine Animal Human Machine to machine Animal Human communication communication communicationcommunication communication communication

Man-Machine communication Man-Animal

communication

Man to mancommunication

Mass communication Group communication Self to Self communication

Verbal communication Non verbal

communication Verbal communication

Non verbalcommunicationVerbal

communication

Non verbalcommunication

13. Language learning and teaching13. Language learning and teaching learning is “acquiring or getting of knowledge of a subject or skill by learning is “acquiring or getting of knowledge of a subject or skill by study, experience, or instruction” study, experience, or instruction” learning is relatively permanent change in a behavioral tendency and learning is relatively permanent change in a behavioral tendency and is the result of reinforced practice is the result of reinforced practice The concept of learning, as it is understood today, has been generally The concept of learning, as it is understood today, has been generally influenced by the psychological study of the learning process influenced by the psychological study of the learning process Teaching may be defined as “showing or helping someone to learn Teaching may be defined as “showing or helping someone to learn how to do something, giving instruction, guiding in the study of how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand something, providing with knowledge, causing to know or understand Teaching is guiding and facilitating learning, enabling the learner to Teaching is guiding and facilitating learning, enabling the learner to learn, setting the condition for learning and language teaching learn, setting the condition for learning and language teaching includes the activities which are intended to bring about language includes the activities which are intended to bring about language learning learning Your understanding of how the learner learns, will determine the Your understanding of how the learner learns, will determine the philosophy of education, your teaching style, your approach, methods philosophy of education, your teaching style, your approach, methods and classroom techniques and classroom techniques

14.Language learning and Human Communication14.Language learning and Human Communication

Language is acquiring the ability to use its structure Language is acquiring the ability to use its structure within general vocabulary (sign) under essentially within general vocabulary (sign) under essentially the condition of human communication the condition of human communication

Acquisition of the language, associated with units Acquisition of the language, associated with units and patterns of content that together constitute the and patterns of content that together constitute the language language

All language learning occurs through experience All language learning occurs through experience

15. Individual differences through language 15. Individual differences through language learninglearning

Language learning proceeds at different rates for different Language learning proceeds at different rates for different persons under seemingly the same conditions persons under seemingly the same conditions

The differences are related to different capacities which are The differences are related to different capacities which are the results of genetic potential plus total past experiencesthe results of genetic potential plus total past experiences

Total past experiences, include the total social, cultural, Total past experiences, include the total social, cultural, religion and the other effect ons and experiences of religion and the other effect ons and experiences of individuals individuals

16.Vocabulary in the first and second languages16.Vocabulary in the first and second languages

The core vocabulary of the first language is learned at home The core vocabulary of the first language is learned at home in the great struggle of the child to communicative for his in the great struggle of the child to communicative for his needs needs

In learning a second language, the student is not usually In learning a second language, the student is not usually forced to acquire the same sort of vocabularyforced to acquire the same sort of vocabulary

The vocabulary of a second language can be decided by the The vocabulary of a second language can be decided by the teacher, the text book, or the school; it is in fact so selectedteacher, the text book, or the school; it is in fact so selected

The words of a second language are not translation of the The words of a second language are not translation of the words of the first language words of the first language

17. Cultural content as a main role player in 17. Cultural content as a main role player in language learning and teaching through language learning and teaching through

communicationcommunication

We cannot teach a language well, without to grips with its We cannot teach a language well, without to grips with its cultural contentcultural content

There can be no real learning of language without There can be no real learning of language without understanding something of the patterns and value of understanding something of the patterns and value of culture of which it is apart culture of which it is apart

The complete understanding of one subject occurs when the The complete understanding of one subject occurs when the learner will be able to connect among previous learned learner will be able to connect among previous learned meaning and new experience and also analyze and express it meaning and new experience and also analyze and express it

18.18.The emphasis of communication and culture The emphasis of communication and culture in language learning and teachingin language learning and teaching

Classroom goals are focused on all of the component of Classroom goals are focused on all of the component of communicative competence and not restricted to communicative competence and not restricted to grammatical or linguistic competencegrammatical or linguistic competence

Language technique and designed to engage learner in the Language technique and designed to engage learner in the pragmatic, authentic, and functional use of language for pragmatic, authentic, and functional use of language for meaningful purposesmeaningful purposes

In the communicative classrooms, the students ultimately In the communicative classrooms, the students ultimately have to use the language, productively and receptively, in have to use the language, productively and receptively, in unrehearsed contentunrehearsed content

19. Communication strategies in Educational 19. Communication strategies in Educational CommunicationCommunication

While learning strategies deal with the While learning strategies deal with the receptive domain, intake, memory, receptive domain, intake, memory, storage and recall, communication storage and recall, communication strategies pertain to the employment of strategies pertain to the employment of verbal or non-verbal mechanisms for the verbal or non-verbal mechanisms for the productive communication of informationproductive communication of information

20. Results20. ResultsThe second language text book designers and language The second language text book designers and language teachers should be based on that language includes the teachers should be based on that language includes the symbols onlysymbols onlyBoth of the text book design and teaching should be done Both of the text book design and teaching should be done based on the communicative view of the learning based on the communicative view of the learning Individual potential in the learning are differentIndividual potential in the learning are differentMeaning of different individual are not same in both same Meaning of different individual are not same in both same and different languages and different languages Similarities in individuals can be helpful and useful in Similarities in individuals can be helpful and useful in communicationcommunication The similarities of meaning are as joint point or aspect The similarities of meaning are as joint point or aspect makes possible to joint the teacher and learner for different makes possible to joint the teacher and learner for different purposes of learning purposes of learning The meaningful situation can be made based on the cultural, The meaningful situation can be made based on the cultural, social and the others social and the others The two languages are not translation of each othersThe two languages are not translation of each others

21. Conclusion21. ConclusionLanguage teaching and learning is as a type process of Language teaching and learning is as a type process of communication among the teacher, learner, and text book communication among the teacher, learner, and text book and so on and so on

If semantics will be so more equipped with the help of the If semantics will be so more equipped with the help of the other branches, it can be as main criteria in the study of other branches, it can be as main criteria in the study of many universal situationsmany universal situations

The study of nature of meaning and communication and The study of nature of meaning and communication and also the role of meaning in communication can be used for also the role of meaning in communication can be used for different purposes such as educational communication different purposes such as educational communication

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I acknowledge that I did the main I acknowledge that I did the main frame of my work through the frame of my work through the process of Dr. Mehdi Mohesniaan process of Dr. Mehdi Mohesniaan raad’s works .raad’s works .

THANKTHANKYOUYOU