Analyzing Academic and Professional Communicative Needs of English Language Teachers

Abstract

This study examines the communicative needs of English teachers, aiming to identify key challenges and design need based pedagogical interventions to enhance their efficiency in the classroom and educational settings. Through a quantitative method involving surveys, and classroom observations, the study explores areas where teachers come across difficulties, including vocabulary usage, grammar application, non-verbal communication, classroom management, student engagement, drafting curriculum vitae, etc. Analysis of the collected data reveals frequent barriers that hinder clear communication, with particular emphasis on managing discussions, encouraging student participation, and adapting language use to various situations. The findings show that the development of a comprehensive pedagogical course focused on addressing these challenges through practical strategies, communication exercises, and skill-building activities will be highly useful. By bridging communicative gaps, this course intends to prepare teachers with the tools needed to develop a more comprehensive learning environment. The study contributes to the broader field of teacher education by emphasizing the importance of communicative competence and suggesting methods that can be customized to enhance teaching effectiveness.