![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](https://image.slidesharecdn.com/communicativecompetence-170126000822/85/Communicative-competence-15-320.jpg)
Uploaded byMontse Irun
Communicative competence
The document discusses communicative competence and its importance in language teaching. It defines communicative competence as the knowledge needed to communicate effectively in a community. Communicative competence has five components: linguistic competence, sociolinguistic competence, discursive competence, strategic competence, and sociocultural competence. The document emphasizes that the goal of language teaching should be effective communication and emphasizes using authentic materials and meaningful, purposeful activities to develop students' communicative skills in the classroom.
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Communicative competence
- 1.
- 2. Index (c) Montse Irun Communicative competence Definition components Communication Communication in the classroom
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- 4. Definition Communicative competence iswhat a speaker needs to know in order to be communicatively competent in a speech community. (c) Montse Irun
- 5. Communicative competence (c) Montse Irun Linguistic Competence (N.Chomsky, 1965) Communicative competence (D. Hymes, 1972)
- 6. Components of the communicativecompetence (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. Components definition (c) MontseIrun http://www.learnalberta.ca/content/eslapb/about_communicative_competence.html
- 8.
- 9. Why communication? Languageis a dynamic resource for the creation of meaning. Communication is our aim in foreign language teaching. (c) Montse Irun
- 10. Communication Communication is Speakingand 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. (c) Montse Irun Whatdoes 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
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- 13. Communication in the classroom (c)Montse Irun
- 14. Overview Which percentage ofclass time is devoted to each skill? And to English as a formal system? (c) Montse Irun
- 15. Overview “L’objectiu bàsicés 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. Overview T: Pepe, whatdid 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. There sino 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. Communication in the classroom BICS •Socialising •Managingthe classroom CALPS •Learning contents •Communicating contents Learning skills •Developing speaking and writing •Sharing written and oral texts
- 19. Make your studentsuse English communicatively and effectively Make your student use English communicatively and effectively
- 20. Three principles thecommunication 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. Influences The primaryfunction 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. 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. Is this activitycommunicative? Look at these two pictures. What do they like doing in their free time? (c) Montse Irun
- 24. Skills and communication Languagepractice 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. Four conditions forlanguage 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. Characteristics of effectiveactivities End product. Real objective. Simple. Interesting. All students participate. Students use English a lot. Highly motivating. Real communication. Acceptably accurate. (c) Montse Irun
- 27. An activity iseffective if … Motivating (topic, activity) Communicative Meaningful (own meaning, no structural focused) Authentic (real world) Aims to achieve an objective/ result (c) Montse Irun
- 28. Implications in theclass 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. Key Competencies Content Tasks Cooperative Learning European CommonFramework Communicative Competence PRE-TASK Topic and task presentation TASK Activities – Attention to form and use - Planning Rich Socialization Teaching Proposal (c) Montse Irun
- 30. Task Meaning EndProduct Real world activity Assessment according to the result. (c) Montse Irun
- 31. Useful websites http://scottthornbury.wo rdpress.com/tag/comm unicative-approach/ Minute 7’50’’ to 30’ (c) Montse Irun
- 32.