This document discusses communicative competence and strategies. It identifies four components of communicative competence: linguistic, sociolinguistic, discourse, and strategic. It then discusses the roles of students and teachers, with students as negotiators in the learning process and teachers as facilitators. The document outlines features of communicative activities, including information gaps, choice, and feedback. It provides examples of communicative activities such as role plays, running dictations, and games.

1. Identifying
Communicative
Strategies
By M.Ed Josué Sánchez Marín

2. What is the Communicative Competence?
•It is the intuitive functional knowledge and control
of the principles of language usage.
•It has four components.

3. LINGUISTIC
•Grammar, vocabulary and conventions of its
written representation.

4. SOCIOLINGUISTIC
•Knowledge of sociocultural rules of use, i.e. knowing
how to use and respond appropriately.

5. DISCOURSE
•It deals with organizing words, phrases and
sentences in order to create conversations,
speeches, poetry, email messages, newspaper
articles etc.

6. STRATEGIC
•It is the ability to recognize and repair
communication breakdowns before, during, or after
they occur.

7. Student’s and teacher’s
role
(?)

8. Student’s:
•The role of learner as negotiator (between
the self, the learning process, and the object
of learning) emerges from and interacts with
the role of joint negotiator within the
classroom procedures and activities which
the group undertakes.

9. Teacher’s:
•Facilitator of communication process
•Some secondary roles:
-Organizer of resources and as a resource
him/herself.
-A guide of the class procedures and
activities.
-Researcher and learner.

10. How would you represent
those components?

11. Communicative Strategies
(How can we identify them?)

12. • Everything that is done is done with a communicative intent.
• Students use the language a great deal through communicative
activities such as games, role plays, and problem-solving tasks.
• The use of authentic materials.
• It is considered desirable to give students an opportunity to
develop strategies for understanding language as it is actually
used.
• Activities are often carried out by students in small groups. Small
numbers of students interacting are favored in order to maximize
the time allotted to each student for communicating.

13. What are the features of truly
communicative Activities proposed
by Morrow (in Johnson and Morrow
1981)?

14. Information Gap

15. •It exists when one person in an
exchange knows something the
other person does not.

16. Choice

17. •the speaker has a choice of what she will say
and how she will say it. If the exercise is
tightly controlled so that students can only
say something in one way, the speaker has no
choice and the exchange, therefore, is not
communicative.

18. Feedback

19. •A speaker can thus evaluate whether or not
his purpose has been achieved based upon
the information she receives from his listener.
If the listener does not have an opportunity to
provide the speaker with such feedback, then
the exchange is not really communicative.

20. Examples of Communicative
Activities

21. Featured
Communicative Activity:
The Role Play

23. 1. Running Dictation

24. 2. Find the liar

25. 3. Predictions

26. 4.The lying game

27. 5. Pass the Bomb

28. FinalThoughts

29. THANKS!