Introducing an Effective Communication Model in Light of Emotioncy-Based Education

Document Type : Research Article

Authors

• Reza Pishghadam ¹
• Shima Ebrahimi ²

¹ Department of English, Ferdowsi University of Mashhad, Mashhad, Iran

² Department of Persian Language an Literature, Ferdowsi University of Mashhad, Mashhad, Iran

https://doi.org/10.22067/lts.v53i1.81074

Abstract

Effective interaction between teachers and learners plays a crucial role in the learning process. In order to create positive emotions and motivation for learners in the classroom environment, there should be a mutual relationship between the sender of the message, namely the teacher, and the receiver of that message, namely the student. Due to the importance of positive emotions in the learning process, the purpose of the present study is to introduce a teaching model that provides the basis for effective communication between learners and their teacher by means of involving their senses more deeply, which consequently leads to producing more positive emotions. Indeed, the teacher is considered as an envolver who controls the class and is authorized to identify and classify various concepts in the classroom. Should the teacher be able to use creative teaching methods for involving senses more, s/he can get the materials internalized more effectively in the learners’ minds. In such situations, s/he helps the learners as a facilitator in their emotionalization process. Moreover, the teacher can become the transvolver, who encourages the learners to move up the ladder of emotionalziation themselves. The authors of the present study have therefore introduced the teachers' roles as envolvers and transvolvers, and have used the two components of communication and senses to divide teaching techniques into envolving and transvolving categories. Envolving techniques have two subsets of centri-communication and centri-sensory, and transvolving techniques are also divided into peri-communicative and peri-sensory. It is expected that by utilizing such techniques, effective communication between the teacher and the students be established and the content be internalized more effectively in the long-term memory.

Keywords

• Emotioncy Based Education
• Envolving
• Transvolving
• Peri-senses
• Centri-senses
• Effective Communication

20.1001.1.22285202.1399.53.1.2.2

References

کتابنامه

ابراهیمی، ش. (1396). بررسی تأثیر تدریس مبتنی بر الگوی هَیَجامَد بر یادگیری نکات فرهنگی، هَیَجامَد، هیجانات، غرقگی، هوش فرهنگی، سبک‌های یادگیری و نگرش زبان‌آموزان غیرفارسی‌زبان زن در ایران. (رسالة منتشرنشدة دکتری). دانشگاه فردوسی مشهد، ایران.

ابراهیمی، ش. (1398). مدیریت حواس و محیط. در رضاپیش‌قدم (ویراستار)، معرفی الگوی مفهومی آموزش (ص. 177-209). مشهد: انتشارات دانشگاه فردوسی مشهد.

ابراهیمی، ش.، استاجی، ا.، پیش‌قدم، ر.، و امین‌یزدی، س. ا. (1396). بررسی تأثیر استفاده از الگوی هَیَجامَد بر نگرش به یادگیری فراگیران. مطالعات زبان و ترجمه، ۵۰(۲)، 1-31.

ابراهیمی، ش.، پیش‌قدم، ر.، استاجی، ا.، و امین‌یزدی، س. ا. (1397). بررسی تأثیر تدریس مبتنی بر الگوی هَیَجامَد بر هیجانات فراگیران غیرفارسی‌زبان زن در ایران. جستارهای زبانی، 9(3)، 63-97.

بیابانگرد، ا. (1384). روان‌شناسی پرورشی. تهران: ویرایش.

پیش‌قدم، ر.، ابراهیمی، ش.، و شکیبائی، گ. (1397). معرفی مفهوم سرمایة هیجانی‌حسی و بررسی تأثیرات آن در آموزش زبان دوم. مطالعات زبان و ترجمه، 51(2)، 1-26.

پیش‌قدم، ر.، ابراهیمی، ش.، و طباطبائیان، م. س. (1398). رویکردی نوین به روان‌شناسی آموزش زبان. مشهد: دانشگاه فردوسی مشهد.

پیش‌قدم، ر.، طباطبائیان، م. س.، و ناوری، ص. (1392). تحلیل انتقادی و کاربردی نظریه‌های فراگیری زبان اول از پیدایش تا تکوین. مشهد: دانشگاه فردوسی مشهد.

پیش‌قدم، ر.، و ابراهیمی، ش. (تیرماه 1396). معرفی الگوی هَیَجامَد و شیوه‌های افزایش آن در آموزش زبان فارسی به فراگیران غیرفارسی‌زبان. مقالة ارائه‌شده در دومین همایش ملی آموزش زبان و ادبیات فارسی، دانشگاه فردوسی مشهد، مشهد.

پیش‌قدم، ر.، و ابراهیمی، ش. (زیرچاپ). معرفی زباهنگ: مطالعه‌ای در ژن‌های فرهنگی ایرانیان. مشهد: دانشگاه فردوسی مشهد.

پیش‌قدم، ر.، و فیروزیان پوراصفهانی، ا. (1396). معرفی هَیَجامَد به‌عنوان ابزاری مؤثر در پذیرش نوواژه‌های مصوب فرهنگستان زبان و ادب فارسی. جستارهای زبانی، 8(5)، 79-105.

پیش‌قدم، ر.؛ ابراهیمی، ش.؛ شعیری، ح. ر.، و درخشان، ع. (زیرچاپ). معرفی زباهیجان به‌عنوان حلقة مفقودة قوم‌نگاری ارتباط: مکمل الگوی SPEAKING هایمز. جستارهای زبانی.

سلیمی، ح. (1382). مطالعة تأثیر رفتار معلم بر نظم‌پذیری دانش‌آموزان در مدرسه. نوآوری‌های آموزشی، 2(2)، 96-108.

شعاری‌نژاد، ع. ا. (1380). نگاهی نو بر روان‌شناسی آموختن یا روان‌شناسی تغییر رفتار. تهران: چاپخش.

شعبانی، ح. (1382). مهارت‌های آموزشی وپرورشی؛ روش‌ها و فنون تدریس. تهران: سمت.

طباطبائی‌فارانی، س.، پیش‌قدم، ر.، و مقیمی، س. (1398). معرفی الگوی هَیَجامَد به‌عنوان شیوه‌ای کارآمد برای کاهش اضطراب خواندن در زبان خارجی. مطالعات زبان و ترجمه، 52(2)، 35-63.

ملتفت، ق.، و خیر، م. (1391). رابطة بین ادراک دانش‌آموزان از سبک رفتاری معلمان با بهزیستی روان‌شناختی در آن‌ها. علوم رفتاری، 6(3)، 263-270.

 

Aristotle. (2010). Rhetoric (W. Rhys Roberts, Trans.). New York, NY: Pennsylvania State University.

Ayeni, A. J. (2011). Teachers’ professional development and quality assurance in Nigerian secondary schools. World Journal of Education, 1(2), 143-149.

Baines, L. (2008). A teachers’ guide to learning multisensory improving Literacy by Engaging the Senses. Virginia, VA: Association for Supervision and curriculum development (ASCD).

Berne, E. (1988). Games people play. New York, NY: Grove.

Bland, C. J., Wersal, L., VanLoy, W., & Jacott, W. (2002). Evaluating faculty performance: A systematically designed and assessed approach. Academic Medicine, 77(1), 15-30.

Campbell, A. M., Davalos, D. B., McCabe, D. P., & Troup, L. J. (2011). Executive functions and extraversion. Personality and Individual Differences, 51(6), 720-725.

Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419-444.

Cole, P. G., & Chan, L. K. (1994). Teaching principles and practice (2nd ed.). New York, NY: Prentice Hall.

Dai, Zh., & Li, H. (2014). On verbal competence. Journal of Arts and Humanities, 3(3), 17-22.

Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychologist, 38(4), 207-234.

Evans, V., & Green, M. (2006). Cognitive linguistics: An introduction. Edinburgh, Scotland: Edinburg University Press.

Frymie, A. B., & Houser, M. L. (2000). The teacher-student relationship as an interpersonal relationship. Communication Education, 49(3), 207-219.

Gayle, B. M., Preiss, R. W., Burrell, N., & Allen, M. (2006). Classroom communication and instructional: Advances through meta-analysis processes. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.

Greenspan, S. (1997). The growth of the mind and the endangered origins of intelligence. Reading, MA: Addison-Wesley Longman.

Greenspan, S., & Weider, S. (1998). The child with special needs. Encouraging intellectual and emotional growth. New York, NY: Perseus Books.

Hackathorn, J., Solomonb, E. D., Blankmeyerb, K. L., Tennialb, R. E., & Garczynski, A. M. (2011). Learning by doing: An empirical study of active teaching technique. The Journal of Effective Teaching, 11(2), 40-54.

Hamacheck, E. D. (1972). Human dynamics in psychology and education. Boston, MA: Allyn and Bacon.

Hosseini, A., Pishghadam, R., & Navari, S. (2010). The effect of English classes on promoting emotional intelligence. Language and Literature Studies, 42, 1-11.

Houghton, S., Wheldall, K., Jude, R., & Sharp, A. (1990). The effects of limited private reprimands and increased private praise on classroom behavior in four British secondary school classes. British Journal of Educational Psychology, 60(3), 255-265.

Irajzad, F. (2015). Stroke analysis of Persian, Arabic, and English teacher: A case of female teachers in the context of Iranian schools (Unpublished master's thesis). Ferdowsi University of Mashhad, Mashhad, Iran.

Isen, A. M., & Shmidt, E. (2007). Positive affect facilitates incidental learning and divided attention while not impairing performance on a focal task. Paper presented at the Emotions Pre-Conference at the Annual Meeting of the Society for Personality and Social Psychology, Memphis, TN.

Khorram, O. (2017). Into the heart of emotioncy: A qualitative account of Iranian EFL teachers' conceptions of trans-emotiony (Unpublished master’s thesis). Ferdowsi University of Mashhad, Mashhad, Iran.

Kyle, P. B. (1991). Developing cooperative interaction in schools for teachers and administrators. Individual Psychology, 47(2), 261.

Mazer, J. P. (2012). Development and validation of the student interest and engagement scales. Communication Methods and Measures, 6(2), 99-125.

Mazer, J. P. (2013). Student emotional and cognitive interest as mediators of teacher communication behaviors and student engagement: An examination of direct and interaction effects. Communication Education, 62(3), 253-277.

Montessori, M. (2004). The Montessori method: The origin of an educational innovation: Including an abridged and annotated edition of Maria Montessori’s the Montessori method. Lanham, Maryland: Rowman & Littlefield.

Nielson, K. A., & Lorber, W. (2009). Enhanced post-learning memory consolidation is influenced by arousal predisposition and emotion regulation but not by stimulus valence or arousal. Neurobiology of Learning and Memory, 92(1), 70-79.

Pekrun, R. (2014). Emotions and learning. Belley, France: Gonnet Imprimeur.

Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.

Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electronic Journal of Foreign Language Teaching, 6(1), 31-41.

Pishghadam, R. (2015, October 6-7). Emotioncy in language education: From exvolvement to involvement. Paper presented at the 2nd Conference of Interdisciplinary Approaches to Language Teaching, Literature, and Translation Studies. Ferdowsi University of Mashhad, Mashhad, Iran.

Pishghadam, R. (2016a, May). Emotioncy, extraversion, and anxiety in willingness to communicate in English. Paper presented at the 5th International Conference on Language, Education and Innovation. London, England.

Pishghadam, R. (2016b, March). Giving a boost to the working memory: Emotioncy and cognitive load theory. Paper presented at The First National Conference on English Language Teaching, Literature, and Translation. Ghoochan, Iran.

Pishghadam, R., Mahmoodzade, M., Naji Meidani, E., & Shayesteh, Sh. (2019). Teacher as envolver: a new role to play in English language discussion classes. Sri Lanka Journal of Social Sciences, 42(1), 41-45.

Pishghadam, R., Makiabadi, H., & Mohtasham, M. (2018). Cultural understanding of controversial issues in class and teacher credibility: Introducing the concept of involvement. Altre Modernita, 19, 191-207.

Randall, W. L. (1999). Narrative intelligence and the novelty of our lives. Journal of Aging Studies, 13(1), 11-28.

Reff, R. Ch. (2006). Developing the humor styles questionnaire-revised: A review of the therapeutic alliance (Unpublished doctoral dissertation). Ohio State University, Ohio.

Ryan, K., & Cooper, J. M. (2000). Those who can teach, teach (9th ed.). Boston, MA: Houghton Mifflin.

Sahlberg, P. (2007). Education policies for raising student learning: The Finish approach. Journal of Education Policy, 22(2), 147-171.

Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. Attention and Awareness in Foreign Language Learning, 9, 1-63.

Shams, L., & Seitz. A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411-417.

Shayesteh, Sh., Pishghadam, R., & Moghimi, S. (2019). Extending the boundaries of multisensory teaching: An introduction to the dual-continuum model of sensorial education. International Journal of Innovation, Creativity and Change, 4(4), 64-82.

Shirai, S. (2006, April). How transactional analysis can be used in terminal care. In International Congress Series (Vol. 1287, pp. 179-184). Elsevier, Germany.

Tabind, H., Ageely. H., & Bani, I. (2011). An ideal medical teacher. Education in Medicine Journal, 3(1), 54-59.

Teo, R., & Wong, A. (2000, December). Does problem-based learning create a better student: A reflection. In 2nd Asia Pacific Conference on Problem–Based Learning: Education across Disciplines (pp. 4-7). Singapore, Indonesia.

Vygot, F. (2002). A caring teacher: Explorations into primary school teachers' professional identity and ethic of care. Gender and Education, 14(3), 251-264.

Wubbels, T., Brekelmans, M., & Hooymayers, H. (1991). Interpersonal teacher behavior in the classroom. In B. J. Fraser, & H. J. Walberg (Eds.), Educational environments: Evaluation, antecedents, and consequences (pp. 141-160). New York, NY: Pergamon.