New professional translation learner also needs to become very relaxed in the subject field or fields they will work in. Because most professional translators lack a comprehensive education and training in anything other than their languages, part of their education should include subject knowledge and culture. This cannot come directly from the translation texts themselves as the learner simply does not generally translate texts of sufficient length or depth. Proficient learner need to develop a thorough understanding of many things regarding wide knowledge of culture of both source and targeted language besides language vocabulary and linguistic genius.

Finally, the people involved in running the teaching of translation services should have excellent understanding in the international translation profession, as well as substantial ability to manage international level of translation teaching program. Because for last decades there are huge demand of Spanish known profession in USA but profession of Spanish translation service are not available up to that level which can meet the requirement. This is issue is not confine within Spanish language same cases with many others foreign language like German, French, Arabic and Chinese too.

What is Distance Education?

Establish a definition of Distance Education, after analyzing how define some educational institutions. Examine the origin of distance education and compare the term with similar expressions.
Before attempting to explain the complex and controversial issue is useful to define the terms in question. In this case, before defining distance education, we should first define Education.

Education
A dictionary definition of education is:
“The act or process of educating or being educated.” Or more simple “The act of imparting knowledge.

It is important to note that the words in the definitions above are action or process. But Education is associated with a place such as school, university, schools and not the process.

Learning
With regard to the concept of learning, there are various conceptions and interpretations. Examine some of them, as well as elements of them.
We call learning modality or man’s ability to learn, which occurred as a result of motor activities that cannot be attributed simply to the process of growth and development as human beings.
We can say that learning is a process of acquiring knowledge and skills. For this process can be defined as learning, rather than passing a simple restraint must involve retention of knowledge or skill in question to allow for their demonstration at a future time. Learning can be defined in a more formal “as a relatively permanent change in behavior or potential behavior, comes from experience.”

We note that learning can be understood:

As a product, ie the result of an experience or a change that comes with   practice.
 As a process in which the behavior changes, improves or controls.
 As a function since it is the change that occurs when the subject interacts with the information (materials, activities and academic experiences).

In the 80s there were three major changes on the theme of education and learning.
1. The passage of a psychosocial orientation of education to their integration into   a theory of teaching.

2. The paradigm shift from a predominantly behavioral, cognitive orientation to another.
3. Expanding the concept of learning which includes cognitive and effective.

For now define that distance education is a form of education, referring to the process, but this process is done remotely. For what could be defined as the act or process of educating or being educated, when this process is done remotely without using a physical space where members are meeting the educational process.
Consider that the concept of education includes the teaching-learning process, according to modern interpretations of the same, thus acting to achieve a better relationship with existing and common concepts.
The Distance Education Program was conceived as a means of informal education that would integrate with people who, for cultural, social or economic not adapt or no access to conventional education systems.

Definitions of other institutions

Let’s see how some institutions define distance education.
Combination of education and technology to reach their audience through large distances is the hallmark of distance learning. This amounts to a strategic means to provide training, education and new communication channels for businesses, educational institutions, government and other public and private agencies. With predictions of being one of the seven major developments in the area of education in the future, distance education is crucial in our geopolitical situation as a means of disseminating and assimilating information on a global basis .- (Texas A & M University) .
Distance Education is distributing education that does not require students to be physically present in the same place with the instructor. Historically, Distance Education meant studying by correspondence. Today, audio, video and computer technology are most common modes of transmission: (The Distance Learning Resource Network DLRN).
The term distance education represents a variety of education models have in common the physical separation of teachers and some or all students (University of Maryland).
At its basic level, distance education takes place when students and teachers are separated by physical distance and technology (voice, video, data and impressions) often in combination with face to face classes, is used as a bridge to reduce this barrier (Distance Education at a Glance).

Using the above definitions we can identify three criteria for distance education.

These are:
• Separation of teachers and students, at least in most parts of the process,
• The use of technological means to unite education teachers and students,
• Using two-way communication between students and instructors.

Like terms.
 Now to distinguish between some similar terms, synonyms, Distance Education.
To define more clearly the issue now discuss terms associated. There are many terms that are used as synonyms for Distance Education. While many of these terms are related, there are differences. Usually when people use one of these terms or otherwise, unless they have a specific purpose related to distance education.

These terms include

Distance Learning (Distance Learning)
The school and instructor control of distance education but the learning is student responsibility. The student is responsible for obtaining the knowledge, understanding or application through the educational process.
Learning is the result of education. The teacher provides the environment that makes learning possible, but the student is performing it.
Distance learning can be considered a product of distance education.

Open Learning (Open Learning)
Open learning is a possibility of access to educational opportunities. Opening up opportunities for groups of the population that traditionally lacked the prerequisites for higher education. Open learning has changed the concept that education must be conducted within a prescribed schedule and school formal means.

Distributed Learning (Distributed Learning)
Distributed learning, also known as learning networks, combining different ways of sending mail. It is characterized by user groups and modes of communication, all computerized. The distributed learning are increasingly combining internal computer networks (Intranets) running on LANs (local area networks) and Internet.

Flexible Learning (Flexible Learning)
Flexible Learning seeks to optimize every opportunity for education. Recognizes that not all students learn the same way. Flexible learning focuses on learning strategies for individual students. Using all the strategies and techniques available to maximize the educational process. Flexible learning aims to be student-centered, emphasizing the responsibility of students, learning to train and rhythm of individual advancement.

At a basic level distance education takes place when educators and students are physically separated and technologies (video, voice, data, and print) are used combined with witnessing activities to reduce the impact of distance learning.

The distance education programs are providing adults a second chance at higher education and are helping those with limited time, distance, work or physical limitations, to update the skills required in their work.

How is Distance Education?
Currently using a variety of electronic means to send or receive support materials for distance education. Each institution determines the most appropriate media, in which it has at its disposal and its students well, and with them makes the combinations that best suit their capabilities. The media can be classified into four broad categories:

Voice: The educational tools related to the voice can be divided into passive and interactive. Among the former are the telephone, audio conferencing, voice mail and shortwave radio. The technological tools are passive voice audio recorders. Interactive technologies allow simultaneous communication in both directions, send and receive, while in the passive the student only receives the message and cannot answer it at that time.

Video: Inside find the video images, such as computer presentations (slide shows, Power Point, etc.) Filmed moving images (movies, videos, digitized film, etc.). And moving images transmitted in time real. These can be in one direction, such as those sent via satellite or commercial television or may be through computers in desktop video conferencing or interactive video conferencing.

Data: Applies to the information sent and received through computers. In this category are four broad categories:

• Computer Aided Education (Computer-assisted instruction (CAI))
• Administered by Computer Education (Computer-managed instruction (CMI))
• Education for Computer Multimedia through. (Computer-Based Multimedia (CBM)
• Education through Computers. (Computer-mediated education (CME))

Materials: This was the basic form of distance education programs, from the current systems evolved. It includes textbooks, study guides, workbooks, curricula, case studies, etc.. Currently one of the forms printed have been displaced by data sent via computer and made available to students via the Internet, where it is common to find programs of classes, lectures, study guides and some materials more. The student can now consult the Internet, forward them to your computer or print if desired.

Is Distance Education Effective?
Many educators ask if distant students learn as well as traditional students. Researchers who have compared the methods of distance education with traditional forms have concluded that distance education can be as effective as traditional forms of education face when using the methods and technologies, ie, when there is interaction between students and when they have timely feedback from the teacher.
One of the key questions associated with educational technology is whether it helps or not student learning. There have been two main approaches used to investigate the media. It compares the new medium (radio, tv computer) with a traditional classroom. In these studies comparing distance education with traditional methods in the classroom. Many studies have shown no significant difference in the achievements made as a result of the comparisons. The result achieved by students is not a function of the mode of teaching. Some studies have found higher returns when students used interactive computer programs, including email, video one way or two-way communication and media.
Other studies have focused on the learning context rather than a specific means of transmission. These studies have shown that students perform better when you combine several means of delivery and teaching techniques. They have studied the effects of using desktop videoconferencing used to evaluate the work of other colleagues or the effect of participating in large workgroups. The interaction between collaborative working groups and new educational technologies generally produce positive outcomes for students.
Finally, some studies have identified several factors that appear to be particularly important in distance education. A high level of student motivation, hard work and ethical, academic and technical support to students include measures which generally produce good results in the students. Support to students has been defined as providing not only academic, but also the identification and solution of problems of students, providing opportunities for interaction between students and teachers, and the ability to keep them motivated through monitoring of achievements and feedback.

Key elements in Distance Education
At first we define education as a process and as such has elements that play roles in the process. We discuss the key elements of distance education process and the changes they have experienced their roles for the effects of technology.

Students: Regardless of the context in which to develop education, the role of students is learning. This is a daunting task that usually in most cases requires motivation, planning and the ability to analyze and apply knowledge they learn. When distance education is to have a special burden that are separated from their companions, and they have near them who share their interests and knowledge. Furthermore, with the new technologies are now able to interact with peers who may live in very different to his, and enrich their learning experiences with others, and the experience of their teachers.
Educators: The effectiveness of any distance education process rests firmly on the shoulders of educators and teachers. In a traditional classroom, the teacher’s responsibilities also include determining the specific content of the course, understand and address the particular needs of students. In distance education teachers must also:

• Develop an understanding and knowledge of the characteristics and needs of distance learners with little or no personal contact.

• Adapt teaching styles taking into consideration the needs and expectations of a wide and diverse audience.

• Knowing how to operate educational technology while keeping their attention on their roles as educators.

• Operate effectively as a facilitator and as a content provider.

Consultants: It’s a new character in distance education that is used in remote sites to support the teacher or principal instructor, providing advice and support to students and being a bridge between students and lead teacher. Carry out functions such as installation of equipment and software meet the jobs and tasks, and use tests are the eyes and ears of the teacher in distant sites.

Support Staff: They are responsible for the numerous technical details and communication required in a distance education process function effectively. Usually responsible for the registration of students, duplication and distribution of materials, shipment of textbooks, control and distribution of correspondence between students and teachers, scheduling courses, checking grades, following the development of courses . On the technical side of educational technology, are responsible for the installation and operation of communication networks, installation or development of software required for the process of distance education, technical assistance with questions from students or correcting faults and communication problems, or performance.

Administrators: Administrators are directly related to the planning and implementation of distance education programs. Once in operation the programs achieve coordination among support personnel, technical, academic to ensure there are material resources, technological and human resources to achieve the objectives of the institution. Maintain the academic focus of distance education programs.

Why teach at a distance?
Teachers in a traditional school classroom support the realization of its kind in that they can observe the behavior of their students. Eye contact is an essential element for imparting knowledge. A quick glance lets them know who is paying attention and taking notes, who is preparing to ask a question or comment. It also allows them to detect a student who is bored and tired, as it is equally clear. Good teachers are attentive to the manifestations of their students’ behavior and modify the alternate class activities according to the circumstances they detect.
In contrast, the distance teacher has little or no eye contact with students. In addition to the few contacts that are distorted or are somehow affected by the barriers imposed by technology. It is more difficult to maintain a stimulating teacher-student discussion when you are not seeing the faces or when to expect the arrival of the sound between the two remote sites.

However, many teachers who use it have the idea that the opportunities offered by distance education outweigh the obstacles to the use of technology. In fact, many instructors agree that the distance that requires preparation courses to help improve their performance as teachers. The challenges of distance education means are offset by opportunities for:

• To reach a wider audience of students.

• Meet the needs of students who cannot attend regular classes at universities due to limited work, time or space.

• Engage in class participation of experts from other areas that are located anywhere and that would not otherwise be accessible to students.

• Gather students of different cultural, economic, social and with varied work experiences and knowledge.

• Make education and training accessible to students in remote areas.

• Allowing can continue their studies without having to stop working and getting paid.

• Ensure that students can get expert advice from highly skilled teachers.

From a strictly educational standpoint, not managerial or administrative, that is, from the perspective of the creation, production, dissemination and critical evaluation of knowledge, technology can be applied in four basic ways which are:

1. How to help education?

2. How direct support learning?

3. “As an analytical tool for thinking systemically education?

4. How research helps to intellectual, scientific or artistic creation?

We do not doubt the enormous positive impact which the use of various telecommunications technologies in educational processes. Benefits are reported in economy of time in more individualized to the specific needs of each user, to facilitate content learning through greater connection audiovisual sensory and sequential themes, subjects studied, to shorten geographical distances, to communicate quickly to multiple people simultaneously, in rapid dissemination of findings, research and knowledge on student interaction with the learning experience and I can go on citing many advantages for the educational process appropriate use of technologies. It is a way of encouraging active student participation in learning.

 What to do to be successful learning?
Good educational practice is essentially the same distance to the traditional good educational practice and the factors that influence education are generally universal in different environments. Since the technology using distance education requires more planning and preparation, teachers who teach distance should consider the following factors to improve its effectiveness:

• It requires extensive planning and evaluation of equipment and training courses. The distance students appreciate teachers who are well prepared course and being organized.

• Students perform better when the program and class materials are well presented. The use of images and graphics and interactivity contributes to the understanding by students of the course. However, the use of visual aids should be considered in terms of the environment in which they taught the class and possible characteristics of students.

• Teachers need to be trained in the use of equipment and techniques suitable for distance education. Students learn best when the teacher dominates the hardware and software used for distance education.

Many distance students need advice and support to perform most of the learning experience. The support they can get from the combination of interaction with the teacher or other students through discussion forums and tools that will provide the teacher.

• Students appreciate timely feedback on course content, examinations or assessments and projects or works to be performed.

• Students will gain great benefits from learning to participate in small learning groups. These groups provide support and encouragement as well as feedback on course work and tasks. The groups also provide them with the assurance that if they need help, where will get it.

• Students generally stay more motivated if they are in contact with the teacher or counselor. The formal contact within the course design can be used as a motivational tool.

• The use of local facilitators who are responsible for developing a friendly environment for working with students and those familiar with the team and the course content, increase student satisfaction with the course.

For teachers, participating in distance education programs requires the improvement of skills they already have, rather than the development of new skills, so they must put attention to the following aspects.

• Evaluate the content really can be included and addressed effectively in any course. Given the logistics that distance education requires, submit the same content at a distance usually requires more time to present it in a classroom.

• Note that students who participate in your course will probably have different learning styles. Some team will facilitate learning, while others will be excellent independent work.

• Diversify and schedule the course activities and avoid long readings. Interleave content presentations with discussions and exercises for students. Keep in mind the medium or combination of them, which will run the course and discover all the advantages we offer.

• humanize the course keeping the focus on student learning and not the medium of transmission or technology.

• Consider using some components of printed material to supplement non-print materials.

• Use examples and case studies of local students as possible and support their students to understand and apply its knowledge environment of the course. Remember that the circumstances and environments in which students will be located are varied.

• Impulse their students to share experiences with peers and with the group. You can learn much more by sharing the experiences of all, in orderly fashion. Ask them to explain how things in their environment and how they apply the knowledge they are acquiring.

• Be concise. Use short statements and comprehensive. Ask things directly. Always remember that the distances make communication slower and that students need more time to respond.

• Develop strategies to strengthen students for review, repetition and remediation. For this, the phone counseling, email or audio conference can be very useful.

• Stay relaxed. Students need to familiarize participants with the new form of distance education in which they are participating. After the initial period the rate of progress in improving learning.
If the teacher uses appropriate strategies for interaction and feedback can identify and meet the individual needs of their students, while establishing adequate mechanisms to enable it to constantly improve the course. To improve interaction and feedback, keep the following:

• Use questions that students can study before classes to promote critical thinking and well-informed participation of students. Use the time on his side and avoid the improvisations of the students. Let them investigate and substantiate their shares.

• Since the beginning of the courses ask students to make contact with you and each other through e-mail to feel accustomed to the process. Maintain electronic communication forums can be a very effective tool.

• Establish and respect for their office hours at that distance learners can locate him by telephone, audio conferencing or desktop videoconferencing. Use the evening or night if the majority of students work during the day.

• Keep a variety of forms of interaction and feedback. The easier it is for different types of students select one in which they feel most comfortable. Consider also the personal visits whenever possible.

• Communicate with all sites or all students, if possible every week, especially early in the course. Determine students not participating in the first session and establish communication with them.

• Keep forms of communication available to discuss matters related to the content, relevance, the course syllabus, shipping materials, work in teams and form of instruction.

• Have students keep a journal about their experiences and thoughts on the process and ideas about course content. Ask them to send their units frequently.

• Use local facilitators to stimulate interaction when their students are hesitant to ask questions or participate.

• Ensure that all students have equal opportunities to participate. Diplomatically but firmly discourage students’ attempts to monopolize or sites wishing to participate in class time.

• Make detailed comments on the work or opinions received, refer them to additional sources of information where they can enrich their learning. Answer promptly by the most effective and expeditious disposal.

BENEFITS OF DISTANCE  EDUCATION
• No boundaries of time or place.

• Ability to offer courses according to needs at the right time.

• Adaptation of content.

• Greater possibility of renovation continues.

• Provision of courses taught by professionals from the Association.

• Sharing Resources: Distance education enables the institutional resources of a school or institution will be used to teach students from other schools or institutions

• Greater access to students: Through distance education, students have access to instruction in more than one location, instead of only the local instruction. This makes learning more accessible for many students.

• Improving the quality of education: Distance education should be considered as a future goal of the organizations and institutions, as well as how to take advantage of any special characteristics of a remote location.

• Flexibility in time and space
Provides participants the flexibility to access the study material and study schedule that allows asynchronous, anywhere where they are

• Rate of custom study
Allow time management and use of the hours that best suit the participant according their own needs

• Specialized Faculty
It puts teachers experts in the field of knowledge available to participants

OTHER BENEFITS

• Autonomy in the study.

• Convenience.

• Flexibility.

• Time saving.

• Tutoring.

• Lower Costs.

Why are successful students?

Research suggests that students involved in distance education programs have certain characteristics that influence their performance in the courses:

• Student volunteers are seeking more education.

• Have college education goals

• They are highly motivated and self disciplined.

• Are older than those attending universities.
Studies have also shown that the following factors are important in both traditional and distance education.

• Willingness to seek help from the instructors.

• Serious attitude throughout the course.

Conclusion:
A high level of student motivation, hard work and ethical, academic and technical support to students include measures which generally produce good results in the students. Support to students has been defined as providing not only academic, but also the identification and solution of problems of students, providing opportunities for interaction between students and teachers, and the ability to keep them motivated through monitoring of achievements and feedback.

Everybody and everything around us keep on conveying something. This transmission by X can become a communication only when Y responds to it. This is parallel to the Radio and T.V. Stations joyful programmes and our reception of them only after switching on the Radio or Television in our homes. The sheer functioning-condition of the glowing and getting units single-handedly is not adequate. Communication does not take place even if one of the ends is ‘dead’ or fails to act in response. The units have to be synchronized in the same wave length.

For e.g., In a satellite or cell phone the transmitted messages are not received if they are not oriented in the right direction or if the location of the earth stations or the booster stations are beyond the wave-reaching distance. In the same way, what is conveyed by x to y becomes a message only when one of them reaches down and the other reaches out-like two persons stretching and shaking their hands simultaneously. In other words, Communication is very much like Kumar booking a box from Coimbatore, its transport by a lorry and Gopi receiving it in Chennai. The receipt of the box and its contents in good condition depends upon several factors. They are…

1. The contents should be good.

2. The box should be sturdy enough to bear the stress during loading, transmission and unloading.

3 Kumar should have packed the contents well.

4. The fleet operators should have handled it properly.

5. The box should reach the destination in time.

6. Gopi should wait for its arrival and collect it immediately.

            In the same way, communication between individuals is achieved adequately only if most of the factors associated with it are adopted, at least, by the communicator.

Factors Facilitating communication:        

•The speaker and the listener being face to face.

•Their being neighbors, acquaintances, friends or relatives.

•Good knowledge of the subject or topic of talk.

•The context, the place, purpose, time etc.

•Men are infinitely more powerful and resourceful than mechanical gadgets.

•Successful communication can take place even if the inviduals at one end are not capable of adapting and updating themselves.

•It is very much like changing the direction of the cell phone or increasing the potency of the booster units.

Communicative Competency – CC:

Communicative competency generally refers to the aptitude to make use of the words, language precisely, properly and athletically. All-time-greats like Shakespeare and Kambar could never have known us. The actors in the cinemas do not know who the viewers are. They cannot meet all those who read or view their productions. The newspaper publishers also address only a faceless audience. The case with most speakers is also the same. A president or a chief minister addressing a large gathering can see only those at vision’s distance. They cannot also know what each one among the audience need and expect.

Yet, some have become the most read authors / best sellers or crowd-pullers because of their communicative competency. Quite a few of then are sought and admired not only by their contemporaries, but also by future generations. They and their works become classics. What differentiates these masters and billions and billions of us who also speak and write is the level of competency in using a medium. The difference, however, is only in degree not in kind. Every one of us can increase the level of CC.

It is often considered fewer than three broad heads;

•Grammatical Competency

•Sociological Competency and

•Strategic Competency

Grammatical Competency (GC)

           GC is largely associated with the written form of a language. It is the ability to use the words and the structures of a language accurately.

• Let us consider two sentences in Tamil and English

•(Subject)         (Object)           (Verb)              – SOV

•Arjunan  defeated Duriyodhanan

•(Subject)         (Verb)              (Object)           – SVO

•He                  ran                   very fast

•(Subject)         (Verb)              (Adverb)          – SVA

•(Subject)         (Adverb)          (Verb)              – SAV

From the above sentences we come to know that

In both Tamil and English the ‘subject’ comes first.

In English the ‘verb’ follows the ‘subject’ immediately, in Tamil it comes only at the end.

Usually, the ‘object’ and ‘adverb’ succeed the verb in English. In Tamil they preced

Sociological Competency (So-C):

            So-C is largely associated with the spoken form (our talk) of a language. It is the ability to interpret and produce sentences appropriately. We come to know when to use what type of sentence while interacting with a particular person, at a particular place and at a particular time.

•i)        ”Pen”  – to a friend.

            If he were my chum, I wouldn’t even wait for him to give it. I myself pick it from his pocket.

•ii)        “Can I have your pen” – to an acquaintance.

            I am sure he would lend his pen. Yet I don’t pick it myself.

            I wait for him to give it.

iii) “Would you please lend your pen for a minute” – to  a stranger.

            I am not sure whether he would offer it. I am prepared for a negative response also.

iv)        “Get me the pen” – to an attendant.

     I might just want him to bring the pen or express my displeasure that he had not been diligent to check whether my pen is on my working – table.

v)         “Where is the pen”? – To my wife / son.

            I don’t want to know the place where the pen is. I am perhaps angry that someone had taken it and forgotten to keep it back.

            This difference in our use of words is not confined to a few situations, place, time or person.

            It is observable in all our communications.

            To take one more instance, let us suppose somebody sounds me (enquires) about the eligibility of one Mr. X before deciding to appoint him as one of the directors in a company.

I say “X is good” if I wish to recommend.

If I choose to be non-committal. I say “X is not bad”.

If the very mention of Mr. X reminds me of his extra ordinary

Qualities

I say “What a wonderful person!”.

If I have not at all come across the enquired – about person.

I give expression to my inability to give any opinion by just

asking.

“Mr.?”

Strategic Competency st.c)

•This covers both writing and speaking

•The problems can be at different ends-the medium, the communicator the communicatee , the context, the content etc

•St.c is not just an application skill, as using a theorem to solve a rider. It is an adoption-cum-adaptation skill.

•When a particular word or usage is not recallable we should not fumble or appear idiotic

  For Instance, While talking about X, if I am not able to recall the word Astronaut I should be able to say immediately that Mr. X is a pilot who operates a space vehicle .st.c is not just code-switching, like the transliteration of English words in Tamil alphabet (E.g.. Bus-     Table –    or digital coding of sounds).Knowledge of definitions, Synonyms and one-word substitutes are of great help in such contexts.

The Greater need for CC

As the interacting time between individuals is getting reduced due to the increasing competition in every walk of life, our competency or in competency in communication can push us up or seal our fate.

•Even a minor scantiness or inadequacy in our CC can, at times, result in the waste of several years’ efforts. It is very much like a little snag causing the delay or failure of a space mission; the space-craft may even burn out or the entire scheme may have to be abandoned.

•Life-pattern has, today, changed so much, that even conversation which plays an important role in attaining CC has got reduced and almost stopped-even among the members of the same family.

Competency in Listening

•Orienting our hearing is listening.

•Men are much more than the other creatures in their response to and use of sounds. They are not cats or parrots.

•When a sound gets produced, it is heard by all. But men hear as well as “listen” only if they choose to.

•We are not also cassettes which record something in a sound-proof glass-chamber.

•Nor, do we obey the orders of the operator who copies some song or speech.

•Our hearing – listening – recording patterns are very individualistic and peculiar.

•Hearing is involuntary; listening is a voluntary activity. Listening to more and different persons’ talk is the best foundation for developing the other linguistic skills.

•Competency is listening is very necessary for learners in schools and colleges, reporters, subordinates taking orders from their superiors, especially over phone.

•To some, like lawyers, judges, psychiatrists and consultants “Listening” is the most important of all the language skills.

Situations demanding C in Listening

•Radio-Broadcasts; News; discussions on topical issues; lesson-lectures for correspondence course students; views on important events; short dramas; announcements; messages; live descriptions of festivities; running commentaries of popular games.

•Railway station / Bus stand Announcements.

•Mobile Announcing- govt; police; traders; meet-organizers.

•Speeches in political / religious Rallies.

•Special lectures / addresses – by experts / VIPs.

•Oral transmission of religious scriptures and literature – Vedas, hymns.

•Telephone messages.

•Oral instructions before exams.

•Information offered at Reception counters.

Competency in speaking

Only those speakers who are conscious of the non-speaking listener and attempt to offer the information which the latter may want or appear to want can become competent and popular speakers. A competent speaker makes everyone around feel at home. Even those opposed to him or his views turn to be willing listeners. In addition to the linguistic materials (words) at his command a good speaker makes the optimum use of the nonverbal factors-also-tonal changes, Physical postures and facial expressions-to achieve what he had attempted to.

Situations Demanding C in Speaking

•Traveling in a Bus, Train, etc.

•Enquiries about seat reservations, market trend etc.

•Conversing with peers.

•Seeking Clarifications from teachers.

•Meeting government officials.

•In-person reporting to the superiors.

•Subject confined paper presentation.

•Addressing a public gathering

•Introducing a Chief – guest.

•Making even the strangers feel at home.

•Creating a market for something new.

•Inviting V.I. Ps in person.

•Stating our physical condition (ailment) to a doctor.

•Briefing our case to a lawyer.

•Presenting our arguments before a judge.

•Describing our findings in a seminar.

•Introducing the elite to the chief – guest.

•Welcome address.

•Propose Thanks. 

Competency in Reading

            Competency in Reading is the ability to go through a printed/written text mentally or vocally in such a way that the content is understood by the reader he or the others,

For e.g.. “Beware of dogs” can mean several of the following – one or all at the same time.

•It informs the presence of dogs on the other side of the gate.

•It indicates that the dogs within are trained to pounce on strangers.

•It warns the people outside not to enter without calling the people inside.

•It helps us know the mind of the inmates, their desire to protect their property, their doubts about security, their view about the general society etc.

The words in the above notice are only three. But they can have 3, 13, 30 or even

number of significance.

Steps in the ladder of Reading:

From guided reading to independent reading;

•From oral reading to silent reading;

•From slow reading to reading at an increasingly faster pace;

•From reading only descriptive or narrative books to reading information-packed works;

•From reading only the prescribed books to reading other works on the same subject;

•From a narrow reading in only one subject to  a wider reading in increasing number of fields;

•From the reading of suggested books to the voluntary reading of many more;

•From fun-reading to functional reading for a purpose.

•From reading the pictorially illustrated books to reading the non-illustrated ones;

•From reading books on identifiable “concretes” to the reading of books on abstract “vague”

•From reading the available to reading the selected books;

•From cover to cover reading to selective reading.

•From reading to know the obvious to get at what is left untold;

•From simple reading to reflective reading;

•From reflective reading to critical reading;

•From critical reading to evaluative reading etc;

            The facts below prove that most of us are yet to achieve sufficient proficiency in reading

•Borrowing books from the libraries is almost nil.

•Bookshops store more “guides” than original works.

•Book-buying has almost ceased.

•What little is bought is also mostly of the recreational variety, suitable only for young children who are to be gradually weaned from viewing mere visuals only.

•The number of books prescribed for the language courses have gone down.

•The study of books under the non-detailed section is also being given up.

•Teachers don’t fight shy of taking the “guides” to classrooms or make them the basis for the notes they give.

•Most students in colleges do not buy or read even the prescribed text books. 

Situations demanding C in Reading

1. Newspapers

2. Magazines               

3. Reference Books

4. Legends in picnic spots; pilgrim centers.

5. Announcements in institution’s notice-boards.

6. Unedited copies of speeches

7. “Literature” about a particular drug.

8. Do’s and don’ts in the use of a gadget-cooker, camera etc.

9. Annual reports of companies / firms.

10. Plus-minus points of shares in deposit seeking forms.

11. Govt orders; court orders; regd. Notices; property documents.

12. Contract agreements.

Competency in Writing

•Competency in writing is the ability to write sentences grammatically, appropriately, differently, effectively etc., It is often believed that the need for writing has decreased with the coming of computers. The truth, however, is the reverse of it; the need to write has only increased.

Writing skills- Step by step

•“Develop the hints”- question guides us to build on a foundation.

•“For or against” –question give us freedom to take any side.

•“Discuss” – question develops our potential to consider the merits/ demerits of something.

•“Substantiate” – question helps to confine ourselves to one side, even if we do not know it.

•“précis- writing”, summarizing-question shows that way to condense and edit.

•In the beginning the skill is gained only with the guidance of a teacher . But our dependence should decrease and stop at the earliest. we should learn to prune our writing by ourselves.

•This is very crucial because more and more are trying to be popular mainly through writing in mass media-papers and journals.

 Situations demanding competency   in Writing

•Booking ticket in bus, train or plane.

•Application for a course or job.

•Preparing bio-data.

•Request for something / facilities.

•Complaints about difficulties faced.

•Writing to unknown officials, persons ( govt. traders etc).

•Advertisements for a product.

•Reporting for a media.

•Publish to a faceless audience.

Other Skills

•Note-making skill is the ability to comprehend the “listened to” or “the read” consider their relative significance and jot down the important points briefly – all simultaneously.

•Reproducing / reporting/ transmitting skill is the ability to write the noted-down points in sentence- form in an interesting, convincing and comprehensible way.

•Descriptive skill is the ability to state all the features of X to provide as complete a picture of it as possible.

•Narrative skill is the ability to recount generally in a chronological order the events that had occurred over a long period.

•Paraphrasing skill is the ability to reformulate reword or reshape the structure usually of a written work.

•Metaphrasing skill is the ability to rewrite in a different form / genre.

•Formulating skill is the ability to concretize – give a shape to something which is subjective or abstract

•Organizing skill is the ability to bring into one fold the limitless information which has to be cognized the learner.

•Creative skill is the ability to evolve something from one’s own thought, perception or imagination.

•Composition skill is a combination of   writing, formulation and creative skills.

•Comprehension skill is the ability to grass something quickly on one’s own.

•Discrimination skill is the ability to distinguish and choose X as the most valuable amongst a lot.

•Interpretation skill is the ability to understand and elucidate what is hidden , obscure or difficult to most.

•Presentation is the skill to introduce something in an easy and comprehensible manner.

•Translation furthers the ability of L1 speaker to converse or correspond with L2 speaker.

 Teaching and learning CC

Teaching and Learning communicative competency is a recovery operation and a salvaging exercise. We are not imparting or gaining something new. We only rejuvenate to a dormant potential.

The innate CC of man, particularly of children and the young which appears almost lost due to the interfering conditions at home,  schools, colleges and out in the streets has to be given only a new life.

Our CC is not dead. It is only in hibernation. But this hibernation duration has been too long .Yet all is not lost.

The efforts of the teacher and the student will have to be combined and complementary.

 Conclusion

A teacher is, in the beginning of his career, only a more-information-stored-disc. His learning gets confirmed only when he starts teaching. The teacher realizes that teaching should ensure that the students grasp what he wants them to know. In other words, teaching is a communication at its best. The difference between a great teacher and a not-so-good teacher is basically a difference in their competency to communicate. The greater the CC of the teacher, the greater is his contribution to the rise of a better and better feature generation. Communicative competency take part as an essential role in underneath civilization and in making  us citizens of the world. That alone can make our (humanity’s) dream, of establishing a non-visa-requiring-world, a reality.

The intuitive algorithm

Roger Penrose considered it impossible. Thinking could never imitate a computer process. He said as much in his book, The Emperor’s New Mind. But, a new book, The Intuitive Algorithm, (IA), suggested that intuition was a pattern recognition process. Intuition propelled information through many neural regions like a lightning streak. Data moved from input to output in a reported 20 milliseconds. The mind saw, recognized, interpreted and acted. In the blink of an eye. Myriad processes converted light, sound, touch and smell instantly into your nerve impulses. A dedicated region recognized those impulses as objects and events. The limbic system, another region, interpreted those events to generate emotions. A fourth region responded to those emotions with actions. The mind perceived, identified, evaluated and acted. Intuition got you off the hot stove in a fraction of a second. And it could be using a simple algorithm.

Is instant holistic evaluation impossible?

The system, with over a hundred billion neurons, processed the information from input to output in just half a second. All your knowledge was evaluated. Walter Freeman, the famous neurobiologist, defined this amazing ability. “The cognitive guys think it’s just impossible to keep throwing everything you’ve got into the computation every time. But, that is exactly what the brain does. Consciousness is about bringing your entire history to bear on your next step, your next breath, and your next moment.” The mind was holistic. It evaluated all its knowledge for the next activity. How could so much information be processed so quickly? Where could such knowledge be stored?

Exponential growth of the search path

Unfortunately, the recognition of subtle patterns posed formidable problems for computers. The difficulty was an exponential growth of the recognition search path. The problems in the diagnosis of diseases was typical. Normally, many shared symptoms were presented by a multitude of diseases. For example, pain, or fever could be indicated for many diseases. Each symptom pointed to several diseases. The problem was to recognize a single pattern among many overlapping patterns. When searching for the target disease, the first selected ailment with the first presented symptom could lack the second symptom. This meant back and forth searches, which expanded exponentially as the database of diseases increased in size. That made the process absurdly long drawn – theoretically, even years of search, for extensive databases. So, in spite of their incredible speed, rapid pattern recognition on computers could never be imagined.

Instant pattern recognition

IA was proved in practice. It had powered Expert Systems acting with the speed of a simple recalculation on a spreadsheet, to recognize a disease, identify a case law or diagnose the problems of a complex machine. It was instant, holistic, and logical. If several parallel answers could be presented, as in the multiple parameters of a power plant, recognition was instant. For the mind, where millions of parameters were simultaneously presented, real time pattern recognition was practical. And elimination was the key.

Elimination = Switching off

Elimination was switching off – inhibition. Nerve cells were known to extensively inhibit the activities of other cells to highlight context. With access to millions of sensory inputs, the nervous system instantly inhibited – eliminated trillions of combinations to zero in on the right pattern. The process stoutly used “No” answers. If a patient did not have pain, thousands of possible diseases could be ignored. If a patient could just walk into the surgery, a doctor could overlook a wide range of illnesses. But, how could this process of elimination be applied to nerve cells? Where could the wealth of knowledge be stored?

Combinatorial coding

The mind received kaleidoscopic combinations of millions of sensations. Of these, smells were reported to be recognized through a combinatorial coding process, where nerve cells recognized combinations. If a nerve cell had dendritic inputs, identified as A, B, C and so on to Z, it could then fire, when it received inputs at ABC, or DEF. It recognized those combinations. The cell could identify ABC and not ABD. It would be inhibited for ABD. This recognition process was recently reported by science for olfactory neurons. In the experiment scientists reported that even slight changes in chemical structure activated different combinations of receptors. Thus, octanol smelled like oranges, but the similar compound octanoic acid smelled like sweat. A Nobel Prize acknowledged that discovery in 2004.

Galactic nerve cell memories

Combinatorial codes were extensively used by nature. The four “letters” in the genetic code – A, C, G and T – were used in combinations for the creation of a nearly infinite number of genetic sequences. IA discusses the deeper implications of this coding discovery. Animals could differentiate between millions of smells. Dogs could quickly sniff a few footprints of a person and determine accurately which way the person was walking. The animal’s nose could detect the relative odour strength difference between footprints only a few feet apart, to determine the direction of a trail. Smell was identified through remembered combinations. If a nerve cell had just 26 inputs from A to Z, it could receive millions of possible combinations of inputs. The average neuron had thousands of inputs. For IA, millions of nerve cells could give the mind galactic memories for combinations, enabling it to recognize subtle patterns in the environment. Each cell could be a single member of a database, eliminating it (becoming inhibited) for unrecognized combinations of inputs.

Elimination the key

Elimination was the special key, which evaluated vast combinatorial memories. Medical texts reported that the mind had a hierarchy of intelligences, which performed dedicated tasks. For example, there was an association region, which recognized a pair of scissors using the context of its feel. If you injured this region, you could still feel the scissors with your eyes closed, but you would not recognize it as scissors. You still felt the context, but you would not recognize the object. So, intuition could enable nerve cells in association regions to use perception to recognize objects. Medical research reported many such recognition regions.

Serial processing

A pattern recognition algorithm, intuition enabled the finite intelligences in the minds of living things to respond holistically within the 20 millisecond time span. These intelligences acted serially. The first intelligence converted the kaleidoscopic combinations of sensory perceptions from the environment into nerve impulses. The second intelligence recognized these impulses as objects and events. The third intelligence translated the recognized events into feelings. A fourth translated feelings into intelligent drives. Fear triggered an escape drive. A deer bounded away. A bird took flight. A fish swam off. While the activities of running, flying and swimming differed, they achieved the same objective of escaping. Inherited nerve cell memories powered those drives in context.

The mind – seamless pattern recognition

Half a second for a 100 billion nerve cells to use context to eliminate irrelevance and deliver motor output. The time between the shadow and the scream. So, from input to output, the mind was a seamless pattern recognition machine, powered by the key secret of intuition – contextual elimination, from massive acquired and inherited combinatorial memories in nerve cells.