|Institution:||University of Tasmania|
|Keywords:||Language and education; Language arts; Communication in education|
|Full text PDF:||http://eprints.utas.edu.au/20527/1/whole_McCannHugo1974_thesis.pdf|
It will surely be accepted that one of the basic requirements of teaching is communication. One hopes when one starts a course of study for students that some significant level of comounication will be achieved. All of the recent work in knowing and thinking; in the theories of the development of the child, of consideration of curricula, of teaching and learning ' strategies, of modes of evaluation,all of this requires an understanding and investigation of communication. When we consider communication, we must attempt to answer the title - "How transitive is the verb 'to teach?". The simplest model of communication is a rather mechanistic one, though it will be fruitful to use it as an initial area of consideration. Encoder line or code decoder (Model A) For communication to take place, the line must obviously contact the decoder, and he must be able to decode the message. If I use an electric system, when I press a button, it must close a circuit and cause, either a buzzer to sound, or a light to flash. The person who hears or sees, the event may understand it as a sign or have his curiosity aroused, or ignore it altogether, because it has no meaning for him, that is to say, he has no previous experience with which to compare the event, and therefore sees it as meaning - hearing. These three short volumes, bound together here, are the basic text for the Language and Education Course referred to in the submission of Division of Teacher Education. The course was developed in order to acquaint serving teachers with recent and important work in the study of language with special reference to education.