Comm.competence through dialogue

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Comm.competence through dialogue

  1. 1. COMMUNICATIVECOMPETENCE THROUGH DIALOGUES Arlenne M. Fernández Cand. Master in Teaching EFL Univ. De Jaen España
  2. 2. Dialogues• In foreign language teaching classrooms, every teacher will eventually find dialogues in his/her textbook. Teachers need to know how to cope with dialogues presented within the units.• Keeping all this in mind, we will see some key points in teaching dialogues in the EFL classrooms.
  3. 3. Why do we use dialogues?• We should keep in • We can either mind that dialogues teach new are a useful source vocabulary, stress of materials to on the present the pronunciation or functional language focus on a and students mostly language item with enjoy working on the help of them when they are dialogues presented regardless of appropriately. learner’s ages and levels.
  4. 4. Steps and Activities Before presenting Set the scene for the dialogue the dialogue using some materials Teach new words such as and structures:• vocabulary, • stick figure• grammar or drawings on the• communicative blackboard, • board figurines, orfunctions. puppets, or • the illustrations in the student’s book.
  5. 5. Steps and Activities While presenting the dialogue • If the dialogue is in a CD or cassette let students listen to it a• Read the dialogue at few times so that they normal speed, once or can hear the native twice, indicating the speakers. different speakers as • Ask questions on the you read. You may dialogue. These change your voice, use questions should test facial expressions and the students’ gestures or point to the understanding of the figurines, pictures or meaning of the drawings. dialogue.(Books open or closed)
  6. 6. Steps and Activities• Put key words or • Give clues for visuals for the substitutions in the dialogue on the dialogue. Remember board. These should that the substitutions be content, not must fit in with the structure words and sense of the whole get students (books dialogue. Students closed) reconstruct should also be the dialogue from encouraged to use these key words. their own substitutions
  7. 7. Steps and Activities After presenting the • According to the dialogue students´ level you can provide them with• Get students to key words to make continue where the them create their own dialogue stops. (e.g a dialogues. writing or speaking activity in pairs, groups • They can role play or individually) their creations after having checked the pronunciation in their dictionaries.
  8. 8. Conclusion• In teaching setting not encouraged to get only are students involved in this process active, but teachers by activities such as need to bring their reading aloud, role- “creativity” to the play, substitution drills, classroom as well. pair/group work, Teachers should be question and answer, or able to create an problem solving. attractive teaching atmosphere by means Pure repetition or of audio-visual materials, and students memorization of should be a dialogue is NOT a communicative
  9. 9. References• Alright, R. "Language Learning Through Communicative Practice" in the Communicative Approach To Language Teaching, ed. C.J. Brumfit; J.K Jhonson. OUP.1979.• Hymes, D. "On Communicative Competence" In Sociolinguistics, ed. J.B. Pride; J. Holmes. Harmondsforth: Penguin, 1972.• Lavery, C. “Having fun with dialogues”. 2006. http://www.britishcouncil.org/languageassistant-teaching-tips- dialogues.htm• Pigg, D. "Choosing and Using Dialogues" in TESOL vol.10. September,1976. Charleston Latin 21,06,06, 10;34• Pilleux, M. “The Dialogue: A Useful Tool in Language Teaching”. TESOL Quarterly, vol 3. No3. pp 203-206• İsmail Çakır. “Bringing External Situations into the ELT Classrooms Through Dialogues”. Turkey 2009. http://www.hltmag.co.uk/feb09/less01.htm

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