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  1. 1. Communicative competence MONTSE IRUN MIRUN@DAL.UDL.CAT
  2. 2. Index (c) Montse Irun  Communicative competence  Definition  components  Communication  Communication in the classroom
  3. 3. Communicative competence (c) Montse Irun
  4. 4. Definition Communicative competence is what a speaker needs to know in order to be communicatively competent in a speech community. (c) Montse Irun
  5. 5. Communicative competence (c) Montse Irun Linguistic Competence (N. Chomsky, 1965) Communicative competence (D. Hymes, 1972)
  6. 6. Components of the communicative competence (c) Montse Irun Linguistic Competence Socio- Linguistic Competence Discursive Competence Strategic Competence Socio- cultural Competence Canale & Swain (1980), Canale (1983), Van Ek y Trim (1984)
  7. 7. Components definition (c) Montse Irun
  8. 8. Communication (c) Montse Irun
  9. 9. Why communication?  Language is a dynamic resource for the creation of meaning.  Communication is our aim in foreign language teaching. (c) Montse Irun
  10. 10. Communication  Communication is Speaking and interacting Reading and listening Writing When there is a message to convey (focus on the message). Monologue o dialogue When the emphasis is on beginning or holding social relationships (focus on social needs)(c) Montse Irun
  11. 11. (c) Montse Irun What does communication entail?  Communicating orally (speaking, listening, interacting)  Communicating in written form: texts that explain, tell, describe, organise ideas, tell how to do things, try to convince, etc.  Master audiovisual languages
  12. 12. (c) Montse Irun
  13. 13. Communication in the classroom (c) Montse Irun
  14. 14. Overview  Which percentage of class time is devoted to each skill?  And to English as a formal system? (c) Montse Irun
  15. 15. Overview  “L’objectiu bàsic és la comunicació. Si el que s’ha de saber sobre la llengua és en profit de la comunicació, endevant.[ ..]. Jo els hi dic que el que m’interessa és que utilitzin la llengua, no que la coneguin. No em serveix de res que em diguin que el present continuous es fa amb un verb amb – ing i precedit del to be.” (Teacher 3) (Cots, Irun, Llurda, 2002) (c) Montse Irun
  16. 16. Overview T: Pepe, what did you do in summer? P: I goed to Majorca and met Rafa Nadal. T: No, you went to Majorca. Maria, what did you do? T: Pepe, what did you do in summer? P: I goed to Majorca and met Rafa Nadal T: Great! So you WENT to Majorca. Maria, what did you do? (c) Montse Irun
  17. 17.  There si no point in learning how to use the verbal tenses if they don’t know how to use them communicatively What’s the point of knowing when to use a verbal tense if it is not used in communication?
  18. 18. Communication in the classroom BICS •Socialising •Managing the classroom CALPS •Learning contents •Communicating contents Learning skills •Developing speaking and writing •Sharing written and oral texts
  19. 19. Make your students use English communicatively and effectively Make your student use English communicatively and effectively
  20. 20. Three principles  the communication principle: Activities that involve communication promote lg learning.  the task principle: Activities that involve the completion of real-world tasks promote learning.  the meaningfulness principle: Learners must be engaged in meaningful and authentic language use for learning to take place.
  21. 21. Influences  The primary function of language is for interaction and communication.  Language is a system for the expression of meaning.  Authentic materials should be used.  True communication is purposeful.  Activities are better carried out in small groups in which interaction among students are maximized.
  22. 22. Characteristics of communicative activities  communicative purpose  communicative desire  content (what) not form  variety of language  no teacher intervention  no materials control (Rod Ellis) (c) Montse Irun The activities that truly communicative have features of information gap, choice, and feedback; they must be guided by the teacher for unrehearsed situations.
  23. 23. Is this activity communicative?  Look at these two pictures. What do they like doing in their free time? (c) Montse Irun
  24. 24. Skills and communication Language practice Communication Speaking Correcting exercises orally Expressing an opinion Listening Listening to this and try to understand everything Listening to the news Writing Writing the questions to these answers Writing an e-mail to your friend Reading Reading a text in order to answer the questions that follow Reading about your favourite actor (c) Montse Irun
  25. 25. Four conditions for language learning  Exposure to input.  Attention focused  Do something with it  Comprehensible  Authentic  Interesting  Production of output  What kind?  Memorization  How?  Motivation  Types (c) Montse Irun Instruction hastens the process (communicative activities)
  26. 26. Characteristics of effective activities  End product.  Real objective.  Simple.  Interesting.  All students participate.  Students use English a lot.  Highly motivating.  Real communication.  Acceptably accurate. (c) Montse Irun
  27. 27. An activity is effective if …  Motivating (topic, activity)  Communicative  Meaningful (own meaning, no structural focused)  Authentic (real world)  Aims to achieve an objective/ result (c) Montse Irun
  28. 28. Implications in the class  Use English for practical aims (tasks)  Don’t avoid communicative obstacles.  Solve problems through interaction.  Make students responsible for the activity management (c) Montse Irun
  29. 29. Key Competencies Content Tasks Cooperative Learning European Common Framework Communicative Competence PRE-TASK Topic and task presentation TASK Activities – Attention to form and use - Planning Rich Socialization Teaching Proposal (c) Montse Irun
  30. 30. Task  Meaning  End Product  Real world activity  Assessment according to the result. (c) Montse Irun
  31. 31. Useful websites http://scottthornbury.wo unicative-approach/ Minute 7’ 50’’ to 30’ (c) Montse Irun
  32. 32. (c) Montse Irun