Activity evaluation

Zafarova Shakhnoza
Activity evaluation
The conversation provides both language and cultural objectives by assisting learners in analyzing and identifying contextual factors such as level of familiarity, stakes in the situation, and social position relation to cultural goals and the use of informal or formal language in terms of language objectives. The provided dialogue is a complaint communication between the chairman and a staff. The boss, who has 20 years of working experience, urges the young colleague to avoid teasing particular pupils and coworkers in order to maintain a positive culture.
In terms of formality, in this activity role players utilized less formal language. For instance, the boss in order to greet employee uses the word “Hi” which opens the conversation. According to Cohen and Ishira (2008) such kind of opening phrase can be seen in requests, complaints, and a variety of other speech act types. Moreover, the participants address one another by name and I think it is quite common both in English and Uzbek culture. When it comes to their directness, it is clear that they are extremely rude to each other, which may be fairly visible towards the conclusion of their chat. As an example of indirect apologizing mentioned by Cohen (1981), the worker Initially, the worker continues to be polite in explaining the problem, claiming that he was utilizing comedy to make the lessons more funny and that it was not meant at anyone, particularly ladies.
As a disadvantage, the most part of the conversation shows rudeness between chairman and employee and it will somehow influence to the learners attitude toward the situation. Moreover, the actual element of the exercise is typical for numerous cultures and does not provide many chances for students to contrast it with their own cultures. I would suggested that it should have more aspects that indicates whose culture it represents.
The strongest point of the given activity is that it allows to create a better understanding of pragmatic ability, the second merit is one have a chance to look at the issues from various perspectives and the next is that it explains proper judgment.
Depending on the context, this speaking act can increase both productive and receptive abilities. In terms of receptive skills, students can read or listen to the conversation in order to enhance their receptive skills and for productive ability they can express their opinion or discuss given situation.
In terms of improvement, I would like to modify the last section of the discussion to make it more efficient and culturally relevant. For instance, in the part where employee claims “Well, maybe I should look for another job then- one where I am more appreciated just the way I am.” I would modify it like this way: “ I somehow agree with you. In my opinion, I don’t have enough knowledge about my students culture as before coming here I didn’t have much time to search and learn more about culture which is new for me. If you give me a chance I have one solution for this and during the lesson I am going to carry out “digital story telling” method in order to learn their identity and cultural background” As Cope&Kalantzis (2010) point out because of digital connectivity , their experiences may be shared not just with local communities but also with global audiences, providing for a fuller understanding of varied cultural, social, and historical settings. Why I decide to change this part is teacher should be aware of their students culture before making humor during the lesson. Although employee changes his workplace it would not help him to solve the problem because there are a lot of people in other places who has different identities. So, I think the best way of getting on well with students is to know or trying to know their culture and not to change workplace when coming across with single problem. According to Celce–Murcia (1995), "normal speech conduct in one culture is sometimes interpreted as disrespectful behavior in another."

References
CelceMurcia (1995 ) Rethinking the role of communication in language teaching. University of California USA.
Cohen and Ishira (2008) Teaching and learning Pragmatics
Darvin, R., & Norton, B. (2014). Transnational identity and migrant language learners: The promise of digital storytelling. Education Matters, 2(1), 55–66.