Alexandru Ioan Cuza University (ROMANIA)
About this paper:
Appears in: EDULEARN10 Proceedings
Publication year: 2010
Pages: 6027-6032
ISBN: 978-84-613-9386-2
ISSN: 2340-1117
Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain
The act of communicating is an intrinsic dimension of human beings, a way through which man connects with others and finds a place in society and in the world.
The verbal expression is complemented during direct communication by paraverbal and nonverbal components. We communicate not only by what we say but also by tone, gesture, expression and the position of our body, that is, with all our being. Each person represents an ensemble of signs (look, gestures, facial expressions, attitude. etc.) which transmits a certain message to the receptor. As a result, the absence of the intention to communicate does not cancel communication. In its essence, communication means sharing, communion. The verb “to communicate” is a transitive one and it is used with a complement (somebody communicates something, about something etc.) The use of the reflexive intransitive verbal form (somebody communicates oneself by what one communicates) expresses the relation established between the subject of the communication and the act of communicating itself. Thus, the sender transmits information about something that is outside him but at the same time he also transmits information about himself.
The specificity of didactic communication is given by the intentionality of the didactic language, by the existence of pre-established objectives and by the possibility to adapt the discourse according to feed-back. Didactic communication involves two interlocutors precisely defined: on the one hand, the teacher, on the other hand, the pupils. Each one comes with one’s own need to communicate, with one’s convictions, beliefs and expectations. In what regards the learning circumstances, the main purpose of communication is to meet the need to learn.
We may say that a successful didactic activity depends to a great extend on the success of the teacher-student communication. The talent with which the teacher approaches the student’s need to learn, the gift one shows when one builds one’s pedagogical discourse, the skills one shows when it comes to make information accessible according to the class level are only some of the solutions to an equation in which to communicate also means to form.
to communicate, to communicate oneself, didactic communication, interrelationship, motivation, influencing factors, intentionality.