developing your communicative competence
TRANSCRIPT
Developing Your Communicative Competence
Interactive English, Listening, Speaking and Grammar
Theory of Communicative Competence• Knowledge about the form or structure of a language
isn’t a guarantee of being able to use it in actual communication situations.
• No evidence that students who do well on tests will excel in their careers.
• Castillo: from form and structure of language to functions of language.
• Language learning needs and communications situations become the crucial point of teaching.
Theory of Communicative Competence
Theory of Communicative Competence• Focused on grammar or rules of correct
usage for one’s language structure or form mastery.
• Basic Principle of a structure-based language teaching method: Audio-Lingual method or the Aural-Oral approach (new key approach to language teaching)
Theory of Communicative Competence
Theory of Communicative Competence• The advent of a new belief: language is
acquired in the context of natural situations.• Language Competence is seen as focusing
not on grammar or the structure of language alone but on its wider SOCIO-CULTURAL AND EXTRA-LINGUISTIC CONTEXT.
Theory of Communicative Competence
Theory of Communicative Competence• Framework of communicative
competence is associated with notions of language functions. (language functions – grammatical points)
• Grammatical Competence is mastery of the linguistic code; the ability to recognize:
Theory of Communicative Competence
Theory of Communicative Competence• lexical (spelling), • morphological (meaning-bearing units of
a language),• syntactical (meaning), • and phonological (sounds) features to
form words and sentences.
Theory of Communicative Competence
Theory of Communicative Competence• Learners in a communicative classroom learn to
use a rule of usage/grammar, not to state as was the intent of language teaching using the audio-linguistic method.
• In Communicative Approach, both form/structure and meaning in language are emphasized
• Language use and usage are two different aspects.
Theory of Communicative Competence
Theory of Communicative Competence4 Dimensions of Communicative Comp.:• 1. Grammatical Competence – linguistic
competence, mastery of linguistic code, ability to recognize the lexical (spelling), morphological (meaning-bearing units of a language), syntactical (meaning), and phonological (sounds) features to form words and sentences demonstrated by the ability to use a rule, not to state a rule.
Theory of Communicative Competence
Theory of Communicative Competence4 Dimensions of Communicative Comp.:• 2. Sociolinguistic Competence – understanding
and knowledge of the social rules of language. The social context in which language is used; the roles of participants; the information they share and the function of interaction has to do with the appropriateness of an utterance.
Theory of Communicative Competence
Theory of Communicative Competence4 Dimensions of Communicative Comp.:• 3. Discourse Competence – ability to produce
and understand a series of utterances that form a meaningful whole
• 4. Strategic Competence – ability to compensate for the communication breakdown and for imperfect knowledge of rules; like coping or survival strategies.
Theory of Communicative Competence
Theory of Communicative Competence• Language Teaching Approach = Rules of
Usage and Rules in Language or CLT• CLT – Communicative Language Teaching
or CA (Communicative Approach)
Communication Principles
Theory of Communicative CompetencePrinciples of CLT or CA:• 1. Communication involves much more than
simply knowledge of forms; depends on the ability to use forms in appropriate ways.
• Not only knowing the rules of grammar but also how to use the language skills in socio-cultural context the learners are exposed to.
Communication Principles
Theory of Communicative CompetencePrinciples of CLT or CA:• 2. Communication should result in the
performance of some real and specific tasks in a foreign language.
• This calls for the ability of the language learner to use language in actual situations
Communication Principles
Theory of Communicative CompetencePrinciples of CLT or CA:• 3. Communication cannot be easily analyzed into component
features without its nature being destroyed in the process.• It’s not enough to be able to decipher or produce individual
elements of the message. What is needed is the ability to work in the context of the whole.
• The meaning of the message should not be taken based on individual elements but the whole meaning of the message.
Communication Principles
Theory of Communicative CompetencePrinciples of CLT or CA:• 4. The 3 vital processes of communication are as follows• A. Information gap. Communication entails information
transfer in order to connect lapses interaction.• B. Choice. Communication involves choosing the ideas to
be expressed at a given moment and likewise adopting the appropriate linguistic forms to verbalize such concepts.
Communication Principles
Theory of Communicative CompetencePrinciples of CLT or CA:• C. Feedback. Communication must
adequately provide practice in using language for real purposes that is the verbalization of the speaker’s aims in everyday interaction.
Communication Principles
Theory of Communicative Competence• 5. The aforementioned processes of
communication can be solely implemented through practicing communicative activities thus affirming a cardinal tenet of learning – that is, one learns to do by doing.
Communication Principles
Theory of Communicative Competence• 6. Communication is severely hampered
by a number of glaring grammatical and phonological mistakes
Communication Principles
Theory of Communicative Competence• Inferred by authorities in the field of
language teaching methodology:• 1. The emphasis of the communicative
approach lends heavily on teaching communication competence, socio-linguistic competence (Canale and Swain: 1980)
Salient Features of the CA
Theory of Communicative Competence• 2. The communicative approach affords
the second language learners optimum practice in the use of the target language in as much as the corresponding repertoire of communicative techniques and activities promote greater interaction between learner and teacher and among learners.
Salient Features of the CA
Theory of Communicative Competence• 3. The communicative method’s concentration on
aspects of the use of language results in the commission of mistakes, particularly of grammar; however, formal accuracy must be sacrificed for language use.
• Obvious errors in language forms though, demand the language teacher’s immediate attention and rectification (correction) (Morrow: 1994)
Salient Features of the CA
Theory of Communicative Competence• 4. Learning to use the language at the
discourse or above the sentence level offers the students adequate activities in cohesion (how we join sentences together to form grammatical units) and coherence (how we organize our sentences to form sense units, a meaningful flow of ideas). (Freeman: 1986)
Salient Features of the CA
Theory of Communicative CompetenceGrammatical units
• Morpheme- smallest unit of speech• word- meaningful unit• phrase- string of words• clause- group of words
• Sentence- meaningful linguistic unit
Salient Features of the CA
Theory of Communicative CompetenceGrammatical units
E.g.The man whom you have seen is one of the best Vietnamese pianists.
Salient Features of the CA
Theory of Communicative Competence• 5. In communicative-oriented classrooms, the
seating arrangement adopted concretizes the invariable nature of group dynamics – that is, chairs are arranged in small groups, not in regimental rows.
• Such convenient structuring ensures maximum structuring and maximum student interaction and participation. (Morrow: 1993)
Salient Features of the CA
Theory of Communicative Competence• 6. The teacher facilitates his/her students’
learning by establishing situations likely to promote communication.
• During the activities, s/he likewise acts as an advisor – that is, answering students’ questions and monitoring as a co-communicator and engages in the communicative activity along with the students (Morrow: 1993).
Salient Features of the CA
Theory of Communicative Competence• 1. Speaking. A communicative approach
to speaking emphasizes the use of language above the level of the sentence.
• 2. Listening. This language skill cannot be isolated from other language skills.
4 Skills in CLT
Theory of Communicative Competence• 3. Reading. Reading is carried out for the purpose. It is
done in order to obtain information which is presented in written form.
• The trend in current practice is towards developing reading techniques such as scanning (to locate a known item), search reading (for information), skimming (to gain an idea of the organization of the text), receptive reading (to discover accurately what the writer wishes to convey), and responsive reading (to reflect upon what the writer has written). (White: 1993)
4 Skills in CLT
Theory of Communicative Competence• 1. Role PlayingHighlightsReduces the artificiality of the classroomProvides a reason for talkingAllows the learner to talk meaningfully to other learners.Enables the students to choose whatever language he or she pleasesDevelops the character of situation as the student wishes
Procedures & Techniques
Theory of Communicative CompetenceProcedures• Setting of the situation. The teacher outlines the
situation for the students to understand the nature of the role play.
• Role Preparation. The teacher allows the students to choose for themselves.
• The Role Play. A role play involve the whole class but more often the smaller groups within the class.
Procedures & Techniques
Theory of Communicative CompetenceProcedures• Follow up. A role play can be followed-up
in two ways: a) Corrections – During the role play, the teacher should have been making notes of mistakes and the most serious ones pointed out afterwards;
Procedures & Techniques
Theory of Communicative CompetenceProcedures• b) Conversation and further activity –
Most role plays lend themselves to discussion. Students can be asked to write their own role play in the form of language.
Procedures & Techniques
Theory of Communicative Competence• 2. SimulationsHighlights• Invites participation from students.• Provides opportunities for creativity and
imagination.• Offers those involved in the simulation a
chance to develop self-confidence and exercise strategic competence.
Procedures & Techniques
Theory of Communicative CompetenceProcedures• Preparation• The Simulation• Follow-Up: Correction and further
activity
Procedures & Techniques
Theory of Communicative Competence3. GamesHighlights• Fosters natural, creative, authentic
language behavior• Involves the use of functional categories
which will have wider applications
Procedures & Techniques
Theory of Communicative CompetenceThe Technique• Based on observation and memory• Based on interpretation• Based on individual/group interaction• Board Games, e.g. monopoly• Card games, e.g. Tarot• Pencil and paper games
Procedures & Techniques
Sample Activities to Develop CARole Playing and Simulations
Example 1Look at a Road Map (Either duplicated or projected)A stranger standing at point A asks the way to the bank1. Excuse me.2. Yes?3. Could you tell me how to get to the bank, please?
4. Yes, of course. Go along this road as far as the traffic lights. Then turn right into Kalaw Street and its on the left.5. Is it far?6. No, not very far.7. Thank you very much.8. You’re welcome.
Example 2Now, get a pair, taking turns to ask for and give directions to a stranger standing at a certain point who:1. Wants to get to the City Hall2. Wants to get to the post office3. Wants to get to the church4. Wants to get to the Fernando’s Supermarket5. Wants to get to the GSIS
Example 3Topic: The Miss Universe Pageant to take place in CCP Manila Bay• The planning committees work on finance, program, social
activities etc.• A television newscast with interviews of key personalities• A scene at the airport where one of the contestants has lost
her luggage, and other similar activities.• Listening to discussions and interviews of beauty contestants.• Reading proposed financial report, agenda items, and
proposal to set the scene.• Writing of invitations, planned questions for interviews…
Example 4At the Post Office (Sturtridge: 1993)A. I’d like to post this __________ please.B. Put it on the scales. Where to?A. To________________________.B. That’ll be________________________.A.________________________________.B.________________________________.
Example 5The Invitation (Sturtridge: 1993)You meet your friend B at the supermarket. You are having a party on Saturday and you would like B to come. The party is informal. Tell B what time to come. Say how glad you are that s/he is coming.Cues:- We’re having a party…- Are you doing anything on Saturday?- It’s very informal…- Come as you are.- That’s great. - That’ll be lovely
Example 6Borrowing Something (2 friends)
A BAsk B to lend you something. ___________________________________________ Ask reason.Give reason Agree: add a conditionAgree Give object to A (words or action)Thank B ____________________End of Conversation