Ppp1
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This document discusses language as communication and the factors that define a communicative situation. It covers spoken and written language, noting that spoken language is more spontaneous while written language allows more time for planning. The document also discusses the elements of communication, including the sender, receiver, message, context and feedback. It analyzes the functions of language and the role of context and nonverbal communication in interactions.
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Ppp2
This document discusses verbal and non-verbal communication in a foreign classroom. It defines communication and verbal communication, which uses sounds or symbols to exchange messages either spoken or written. Non-verbal communication conveys messages without words through gestures, facial expressions, eye contact, tone of voice. The document also discusses communicative language teaching which uses authentic contexts, task-based approaches where students build competence to complete tasks, and extralinguistic strategies like improvisation when knowledge is limited.
Ppp11
This document discusses vocabulary teaching and learning in the foreign language classroom. It defines key lexical and semantic concepts like lexicon, semantic field, and lexical field. It also categorizes different types of word relationships such as synonyms, antonyms, and polysemy. Additionally, it provides examples of necessary vocabulary for socializing, asking questions, and expressing attitudes. Finally, it outlines didactic guidelines and methodology for effectively introducing, practicing, and producing new vocabulary in the classroom.
Ppp21
The document discusses planning for teaching English as a foreign language. It describes how to structure didactic units with objectives, contents, methodologies and evaluations. Key aspects of planning include sequencing skills and topics appropriately for students' levels, using a task-based methodology, and focusing on communication and developing students' basic competences. Teachers should maximize instructional time, create a positive learning environment, use a variety of materials, and employ continuous evaluation throughout the learning process. Well-planned didactic units help guide students' learning and development of English language skills.
Ppp9
This document discusses English phonetics and phonology. It covers the key concepts of phonetics, phonology, vowels, consonants, models and techniques for teaching pronunciation, and differences between English and Spanish phonological systems. Phonetics studies how sounds are physically produced, while phonology studies how sounds combine to form meaning. English has more complex patterns of stress, rhythm and intonation than Spanish. Techniques for teaching pronunciation include repetition, songs, stress and rhythm activities, and role plays focusing on suprasegmentals. Errors must be corrected indirectly to avoid damaging fluency.
Nature and Purpose of Teaching English (Language)
Language uses symbols like sounds, gestures or written characters to represent objects, actions, events and ideas in a meaningful way that follows certain rules to allow people to understand each other and generate an infinite number of messages. The purpose of teaching language is to help students communicate effectively through speaking, reading, writing and listening.
Communicative Laguage Teaching
CLT is an approach to language teaching that developed in the 1960s as a reaction against previous structural and grammatical approaches. It focuses on developing students' communicative competence and ability to use language functionally. Some key principles are that meaning and communication should be prioritized over form, language is best learned through interaction, and fluency is the primary goal. The teacher acts as a facilitator, and students practice communicating through activities using authentic materials. Errors are tolerated as students focus on fluency, and evaluation assesses communicative ability.
Teaching Language Skills
The document discusses four important language skills for teachers and learners: listening, speaking, reading, and writing. Listening involves both bottom-up processing of sounds and top-down processing using context clues. Speaking refers to oral communication skills that can differ from formal written language. Reading is an interactive cognitive process between the reader and text through which the reader gains knowledge. Writing serves to communicate ideas, thoughts, and feelings through the visual representation of language using written symbols in an ordered system.
The importance of teaching language in the classroom
The document discusses the importance of teaching culture when teaching foreign languages. It notes that language and culture are intertwined and that culture is not just about historical elements but also values and thought patterns. In the past, foreign language teaching did not focus enough on culture, but approaches then started incorporating more cultural elements in the 1960s-1970s to make language learning easier. By the 1970s, methods shifted from a grammatical to a more communicative approach that focused on natural cultural exchange. Teachers must teach cultural aspects of a language as an interpersonal process so students become accustomed to different values from the target language culture. Showing students ways to interact and experience different cultures in the classroom allows them to learn culture over time through practice
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Ppp2
This document discusses verbal and non-verbal communication in a foreign classroom. It defines communication and verbal communication, which uses sounds or symbols to exchange messages either spoken or written. Non-verbal communication conveys messages without words through gestures, facial expressions, eye contact, tone of voice. The document also discusses communicative language teaching which uses authentic contexts, task-based approaches where students build competence to complete tasks, and extralinguistic strategies like improvisation when knowledge is limited.
Ppp11
This document discusses vocabulary teaching and learning in the foreign language classroom. It defines key lexical and semantic concepts like lexicon, semantic field, and lexical field. It also categorizes different types of word relationships such as synonyms, antonyms, and polysemy. Additionally, it provides examples of necessary vocabulary for socializing, asking questions, and expressing attitudes. Finally, it outlines didactic guidelines and methodology for effectively introducing, practicing, and producing new vocabulary in the classroom.
Ppp21
The document discusses planning for teaching English as a foreign language. It describes how to structure didactic units with objectives, contents, methodologies and evaluations. Key aspects of planning include sequencing skills and topics appropriately for students' levels, using a task-based methodology, and focusing on communication and developing students' basic competences. Teachers should maximize instructional time, create a positive learning environment, use a variety of materials, and employ continuous evaluation throughout the learning process. Well-planned didactic units help guide students' learning and development of English language skills.
Ppp9
This document discusses English phonetics and phonology. It covers the key concepts of phonetics, phonology, vowels, consonants, models and techniques for teaching pronunciation, and differences between English and Spanish phonological systems. Phonetics studies how sounds are physically produced, while phonology studies how sounds combine to form meaning. English has more complex patterns of stress, rhythm and intonation than Spanish. Techniques for teaching pronunciation include repetition, songs, stress and rhythm activities, and role plays focusing on suprasegmentals. Errors must be corrected indirectly to avoid damaging fluency.
Nature and Purpose of Teaching English (Language)
Language uses symbols like sounds, gestures or written characters to represent objects, actions, events and ideas in a meaningful way that follows certain rules to allow people to understand each other and generate an infinite number of messages. The purpose of teaching language is to help students communicate effectively through speaking, reading, writing and listening.
Communicative Laguage Teaching
CLT is an approach to language teaching that developed in the 1960s as a reaction against previous structural and grammatical approaches. It focuses on developing students' communicative competence and ability to use language functionally. Some key principles are that meaning and communication should be prioritized over form, language is best learned through interaction, and fluency is the primary goal. The teacher acts as a facilitator, and students practice communicating through activities using authentic materials. Errors are tolerated as students focus on fluency, and evaluation assesses communicative ability.
Teaching Language Skills
The document discusses four important language skills for teachers and learners: listening, speaking, reading, and writing. Listening involves both bottom-up processing of sounds and top-down processing using context clues. Speaking refers to oral communication skills that can differ from formal written language. Reading is an interactive cognitive process between the reader and text through which the reader gains knowledge. Writing serves to communicate ideas, thoughts, and feelings through the visual representation of language using written symbols in an ordered system.
The importance of teaching language in the classroom
The document discusses the importance of teaching culture when teaching foreign languages. It notes that language and culture are intertwined and that culture is not just about historical elements but also values and thought patterns. In the past, foreign language teaching did not focus enough on culture, but approaches then started incorporating more cultural elements in the 1960s-1970s to make language learning easier. By the 1970s, methods shifted from a grammatical to a more communicative approach that focused on natural cultural exchange. Teachers must teach cultural aspects of a language as an interpersonal process so students become accustomed to different values from the target language culture. Showing students ways to interact and experience different cultures in the classroom allows them to learn culture over time through practice
Function of language
This document discusses the micro and macro functions of language. It outlines seven micro functions: physiological, phatic, recording, identifying, reasoning, communicating, and pleasure functions. The physiological function releases physical and nervous energy through expressions like curse words. The phatic function facilitates sociability in communications like greeting letters. The four macro functions are ideational, interpersonal, poetic, and textual. The ideational function involves conceptual thinking, while the interpersonal function emphasizes language as a social tool to project the speaker. The poetic function manipulates language creatively, and the textual function creates cohesive and coherent long-form writing or speech. In conclusion, these are one perspective on language functions, and other approaches may identify different functions or names
Communicative language teaching_(clt)2
This document discusses the background and key principles of Communicative Language Teaching (CLT). It describes how CLT emerged in response to the need for language teaching to focus on communicative proficiency. CLT is not based on any single model and draws from theories of communicative competence, language functions, and the purposes of language. Central to CLT is that the goal of language teaching is communicative competence and that language learning involves developing skills for communication. Accuracy and fluency are both important aims.
Communicative language teaching (CLT)
The document discusses communicative competence theory proposed by Hymes in contrast with Chomsky's linguistic competence theory. Hymes argued that competence involves not just grammatical knowledge but also sociocultural knowledge to use language appropriately in different contexts. He coined the term "communicative competence" to emphasize that language learning must involve actual communication skills, not just grammatical accuracy. This shifted the field's perspective and led to the development of communicative language teaching, which focuses on providing opportunities for authentic communication using meaningful tasks and feedback to develop students' sociolinguistic skills.
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This document provides information about language and its functions from a presentation given by Aditi Bhushan. It discusses language as a medium for social participation and problem solving. It also outlines the four fundamentals of language as listening, reading, speaking and writing. The document then describes the components of language development, including phonology, semantics, grammar and pragmatics. Finally, it lists several key characteristics of language such as it being a means of communication, arbitrary, a system of symbols, always changing, learnt, follows conventions and evolves, made up of habits, based on common cultural experience, and unique.
Teaching speaking- Communicative competence
Communicative competence refers to the ability to communicate effectively and involves linguistic, sociolinguistic, discourse and strategic competence. Developing students' communicative competence is a major goal of English teaching. Drama activities can be used to teach speaking as they involve students, make learning personalized and interactive, and focus on fluency over accuracy. Some benefits of using drama include enhancing creativity, oral skills, confidence, cultural understanding, and providing authentic contexts for meaningful communication. Role plays, simulations, games and improvisations are drama activities that meet criteria for good speaking practice by focusing on interaction, personalization and fluency development.
Teaching language functions
This document discusses teaching language functions. It defines language functions as the purpose of language use and how context impacts meaning. It recommends teaching functions through presentation, practice, and production stages. Functions should be presented with context and appropriateness in mind. Common functions include social functions like apologizing and academic functions like defining. Teaching methods include information gap activities, role plays, story strips, drills and games to involve students and develop other skills.
Ppp20
1. The document discusses foreign language education in primary schools in Spain. It emphasizes the importance of learning foreign languages for social, educational, and economic reasons.
2. It outlines the objectives, contents, basic competences, methodology, and evaluation process for teaching foreign languages. The goals are to develop language skills like listening, speaking, reading and writing.
3. Methodology should be active, participatory, and focus on communication. Teachers are encouraged to create a supportive environment to engage students and reduce anxiety about making mistakes.
History of language teaching by Howatt
The document provides a history of language teaching methods from the Classical period to the mid-20th century. It discusses several key reformers in the early-to-mid 20th century who proposed new methods, including François Gouin and his Series Method using connected sentences to represent a series of actions, Claude Marcel who emphasized understanding meaning over linguistic elements and prioritized reading comprehension, and Thomas Prendergast whose Mastery System used "mastery sentences" containing frequent words and structures. These reformers moved teaching away from the traditional Grammar Translation Method and toward more communicative, meaning-based approaches.
Communicative approach slideshare (1)
The communicative approach focuses on using language for real communication between learners. It involves meaningful interactions where learners' natural acquisition strategies are used, such as asking classmates personal questions. This approach is based on the idea that successful language learning comes through communication. Teachers following this approach aim to involve learners in solving communication problems in the target language so that learning occurs naturally. A variety of methods, techniques, and theories inform the communicative approach and how it is implemented in the classroom.
hymes and bachman's theories/model of communicative competence
Dell Hymes was an influential linguist known for developing the concept of communicative competence. He argued that knowledge of grammar rules alone is not sufficient for language use, and that speakers must also understand appropriate social usage. Hymes proposed that communicative competence includes not only linguistic competence, but also sociolinguistic, discourse, and strategic competence. Lyle Bachman later expanded on this model by dividing organizational competence into grammatical and textual competence, and pragmatic competence. Together, Hymes and Bachman shaped understanding of the full range of knowledge and skills required to communicate effectively.
Communicative language teaching
Communicative Language Teaching (CLT) emerged in the 1970s in response to the inability of students to communicate effectively in the target language despite knowing its rules. CLT aims to develop students' communicative competence through activities that involve meaningful communication rather than just linguistic competence. Key aspects of CLT include focusing on functions like inviting and declining rather than just structures, viewing language as a social tool, emphasizing group work and information sharing tasks over repetition drills, and giving students authentic opportunities to use language pragmatically and appropriately within different social contexts. While flexible, CLT lessons generally follow the model of presenting communicative objectives first before practicing and then producing language through functional activities.
The Nature and Structure of Langauge
This document discusses the nature and structure of language as well as the purpose of language teaching in secondary schools. It defines what constitutes a language and identifies the building blocks of language from phonemes to sentences. It also outlines some key properties of human language including that it is creative, structured, meaningful, and referential. The secondary English curriculum aims to develop students' communicative, cognitive, and academic competencies through a communicative, interactive, and collaborative approach to prepare them for global trends.
Communicative approach by Fernanda Torres
This document discusses the communicative language teaching approach. It originated in the 1960s-1970s as a reaction against traditional grammar-based teaching methods. The goal is to develop communicative competence by using real-life language in meaningful activities. Key features include a focus on interaction, error correction, and preparing students to communicate in the target language's culture. The teacher facilitates communication and students practice communicating. Examples involve information exchanges and role plays. Benefits are increased motivation and effective communication skills.
Communicative competence
Communicative competence refers to an individual's knowledge and ability to use language appropriately in social contexts. It was proposed by Hymes as an expansion of Chomsky's notions of linguistic competence and performance. Hymes argued that communicative competence includes not just knowledge of grammar but also sociocultural knowledge necessary for effective communication. It encompasses grammatical, sociolinguistic, discourse and strategic competencies. Later theorists like Canale and Swain, and Bachman further developed and categorized the dimensions of communicative competence.
Slides clt
Communicative language teaching (CLT) emphasizes interaction as both the means and goal of language learning. CLT originated in changes to British language teaching in the 1960s and was further developed in the 1970s. It aims to make communicative competence the goal by developing procedures for teaching the four language skills. CLT views language as a social tool for communication and interaction. Lessons focus on meaningful tasks and activities that involve real-world language use, such as role plays, information sharing, and problem-solving.
Communicative competence
Communicative competence refers to the ability to communicate effectively and involves several competencies. It includes grammatical competence involving language rules, discourse competence involving coherent texts, pragmatic competence involving context-appropriate language, and strategic competence involving communication strategies. Being communicatively competent means having the skills to convey one's intended message. Teaching should focus on developing all competencies together through authentic language use involving listening, speaking, reading and writing.
Communiticative Language Teaching
This document provides an overview of Communicative Language Teaching (CLT) as an approach to language instruction. It discusses the theoretical foundations and origins of CLT in the 1960s-1970s as a response to prior methods. Key aspects of CLT covered include its focus on developing communicative competence over grammatical rules, use of task-based and interactive activities, emphasis on meaning over form, and the teacher's role as facilitator. The document also examines models of CLT syllabus design and criticisms of its approach.
Communicative approach
The document discusses the key principles and techniques of communicative language teaching (CLT). It emphasizes that CLT focuses on developing students' communicative competence through meaningful, authentic activities that require real communication. CLT aims to engage students in using language functions for different purposes and considers fluency and accuracy equally important goals. Errors are viewed as a natural part of the learning process.
Communicative approach presentation
The communicative approach focuses on using language as a medium for communication rather than just studying its structure. It emphasizes meaningful interaction and real-life language use over rote learning of grammar rules. Classroom activities aim to simulate real-world situations through techniques like role-plays, information gaps, and group projects. While grammar is still taught, the goal is practical communication skills rather than academic knowledge of the language.
Communicative Language Teaching (CLT/CLL)
Communicative Language Teaching (CLT) originated in the 1960s in response to the limitations of prior language teaching approaches that focused on grammar rules without developing communicative ability. CLT emphasizes using language for meaningful communication and having students engage in interactive activities. Key representatives who advocated for CLT include British applied linguists like Henry Widdowson and American sociolinguists such as Dell Hymes. The goal of CLT is to develop students' "communicative competence" through focus on interaction, problem solving, and performing language functions rather than just mastering structures.
Ppp3
The document discusses the development of linguistic skills including oral and written expression and comprehension. It covers four main language skills - listening, speaking, reading, and writing. For each skill, it outlines principles for practice, including input preceding output, realism, and variety. It also discusses communicative competence and subcompetences including grammatical, discourse, sociolinguistic, strategic, and sociocultural competence.
Understanding language
The document discusses the key components of language:
- Semantics refers to the system of meanings expressed by words and phrases. Learning new words is difficult for children.
- Phonology is the system of speech sounds in a language. Children learn the phonemes of their native language.
- Morphology studies the smallest units of meaning, like morphemes and affixes, which are critical to vocabulary development.
- Syntax involves combining words and morphemes into sentences according to grammatical rules.
- Pragmatics governs social uses of language based on context, turn-taking, and shared understanding between speakers.
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Function of language
This document discusses the micro and macro functions of language. It outlines seven micro functions: physiological, phatic, recording, identifying, reasoning, communicating, and pleasure functions. The physiological function releases physical and nervous energy through expressions like curse words. The phatic function facilitates sociability in communications like greeting letters. The four macro functions are ideational, interpersonal, poetic, and textual. The ideational function involves conceptual thinking, while the interpersonal function emphasizes language as a social tool to project the speaker. The poetic function manipulates language creatively, and the textual function creates cohesive and coherent long-form writing or speech. In conclusion, these are one perspective on language functions, and other approaches may identify different functions or names
Communicative language teaching_(clt)2
This document discusses the background and key principles of Communicative Language Teaching (CLT). It describes how CLT emerged in response to the need for language teaching to focus on communicative proficiency. CLT is not based on any single model and draws from theories of communicative competence, language functions, and the purposes of language. Central to CLT is that the goal of language teaching is communicative competence and that language learning involves developing skills for communication. Accuracy and fluency are both important aims.
Communicative language teaching (CLT)
The document discusses communicative competence theory proposed by Hymes in contrast with Chomsky's linguistic competence theory. Hymes argued that competence involves not just grammatical knowledge but also sociocultural knowledge to use language appropriately in different contexts. He coined the term "communicative competence" to emphasize that language learning must involve actual communication skills, not just grammatical accuracy. This shifted the field's perspective and led to the development of communicative language teaching, which focuses on providing opportunities for authentic communication using meaningful tasks and feedback to develop students' sociolinguistic skills.
Language and its Function
This document provides information about language and its functions from a presentation given by Aditi Bhushan. It discusses language as a medium for social participation and problem solving. It also outlines the four fundamentals of language as listening, reading, speaking and writing. The document then describes the components of language development, including phonology, semantics, grammar and pragmatics. Finally, it lists several key characteristics of language such as it being a means of communication, arbitrary, a system of symbols, always changing, learnt, follows conventions and evolves, made up of habits, based on common cultural experience, and unique.
Teaching speaking- Communicative competence
Communicative competence refers to the ability to communicate effectively and involves linguistic, sociolinguistic, discourse and strategic competence. Developing students' communicative competence is a major goal of English teaching. Drama activities can be used to teach speaking as they involve students, make learning personalized and interactive, and focus on fluency over accuracy. Some benefits of using drama include enhancing creativity, oral skills, confidence, cultural understanding, and providing authentic contexts for meaningful communication. Role plays, simulations, games and improvisations are drama activities that meet criteria for good speaking practice by focusing on interaction, personalization and fluency development.
Teaching language functions
This document discusses teaching language functions. It defines language functions as the purpose of language use and how context impacts meaning. It recommends teaching functions through presentation, practice, and production stages. Functions should be presented with context and appropriateness in mind. Common functions include social functions like apologizing and academic functions like defining. Teaching methods include information gap activities, role plays, story strips, drills and games to involve students and develop other skills.
Ppp20
1. The document discusses foreign language education in primary schools in Spain. It emphasizes the importance of learning foreign languages for social, educational, and economic reasons.
2. It outlines the objectives, contents, basic competences, methodology, and evaluation process for teaching foreign languages. The goals are to develop language skills like listening, speaking, reading and writing.
3. Methodology should be active, participatory, and focus on communication. Teachers are encouraged to create a supportive environment to engage students and reduce anxiety about making mistakes.
History of language teaching by Howatt
The document provides a history of language teaching methods from the Classical period to the mid-20th century. It discusses several key reformers in the early-to-mid 20th century who proposed new methods, including François Gouin and his Series Method using connected sentences to represent a series of actions, Claude Marcel who emphasized understanding meaning over linguistic elements and prioritized reading comprehension, and Thomas Prendergast whose Mastery System used "mastery sentences" containing frequent words and structures. These reformers moved teaching away from the traditional Grammar Translation Method and toward more communicative, meaning-based approaches.
Communicative approach slideshare (1)
The communicative approach focuses on using language for real communication between learners. It involves meaningful interactions where learners' natural acquisition strategies are used, such as asking classmates personal questions. This approach is based on the idea that successful language learning comes through communication. Teachers following this approach aim to involve learners in solving communication problems in the target language so that learning occurs naturally. A variety of methods, techniques, and theories inform the communicative approach and how it is implemented in the classroom.
hymes and bachman's theories/model of communicative competence
Dell Hymes was an influential linguist known for developing the concept of communicative competence. He argued that knowledge of grammar rules alone is not sufficient for language use, and that speakers must also understand appropriate social usage. Hymes proposed that communicative competence includes not only linguistic competence, but also sociolinguistic, discourse, and strategic competence. Lyle Bachman later expanded on this model by dividing organizational competence into grammatical and textual competence, and pragmatic competence. Together, Hymes and Bachman shaped understanding of the full range of knowledge and skills required to communicate effectively.
Communicative language teaching
Communicative Language Teaching (CLT) emerged in the 1970s in response to the inability of students to communicate effectively in the target language despite knowing its rules. CLT aims to develop students' communicative competence through activities that involve meaningful communication rather than just linguistic competence. Key aspects of CLT include focusing on functions like inviting and declining rather than just structures, viewing language as a social tool, emphasizing group work and information sharing tasks over repetition drills, and giving students authentic opportunities to use language pragmatically and appropriately within different social contexts. While flexible, CLT lessons generally follow the model of presenting communicative objectives first before practicing and then producing language through functional activities.
The Nature and Structure of Langauge
This document discusses the nature and structure of language as well as the purpose of language teaching in secondary schools. It defines what constitutes a language and identifies the building blocks of language from phonemes to sentences. It also outlines some key properties of human language including that it is creative, structured, meaningful, and referential. The secondary English curriculum aims to develop students' communicative, cognitive, and academic competencies through a communicative, interactive, and collaborative approach to prepare them for global trends.
Communicative approach by Fernanda Torres
This document discusses the communicative language teaching approach. It originated in the 1960s-1970s as a reaction against traditional grammar-based teaching methods. The goal is to develop communicative competence by using real-life language in meaningful activities. Key features include a focus on interaction, error correction, and preparing students to communicate in the target language's culture. The teacher facilitates communication and students practice communicating. Examples involve information exchanges and role plays. Benefits are increased motivation and effective communication skills.
Communicative competence
Communicative competence refers to an individual's knowledge and ability to use language appropriately in social contexts. It was proposed by Hymes as an expansion of Chomsky's notions of linguistic competence and performance. Hymes argued that communicative competence includes not just knowledge of grammar but also sociocultural knowledge necessary for effective communication. It encompasses grammatical, sociolinguistic, discourse and strategic competencies. Later theorists like Canale and Swain, and Bachman further developed and categorized the dimensions of communicative competence.
Slides clt
Communicative language teaching (CLT) emphasizes interaction as both the means and goal of language learning. CLT originated in changes to British language teaching in the 1960s and was further developed in the 1970s. It aims to make communicative competence the goal by developing procedures for teaching the four language skills. CLT views language as a social tool for communication and interaction. Lessons focus on meaningful tasks and activities that involve real-world language use, such as role plays, information sharing, and problem-solving.
Communicative competence
Communicative competence refers to the ability to communicate effectively and involves several competencies. It includes grammatical competence involving language rules, discourse competence involving coherent texts, pragmatic competence involving context-appropriate language, and strategic competence involving communication strategies. Being communicatively competent means having the skills to convey one's intended message. Teaching should focus on developing all competencies together through authentic language use involving listening, speaking, reading and writing.
Communiticative Language Teaching
This document provides an overview of Communicative Language Teaching (CLT) as an approach to language instruction. It discusses the theoretical foundations and origins of CLT in the 1960s-1970s as a response to prior methods. Key aspects of CLT covered include its focus on developing communicative competence over grammatical rules, use of task-based and interactive activities, emphasis on meaning over form, and the teacher's role as facilitator. The document also examines models of CLT syllabus design and criticisms of its approach.
Communicative approach
The document discusses the key principles and techniques of communicative language teaching (CLT). It emphasizes that CLT focuses on developing students' communicative competence through meaningful, authentic activities that require real communication. CLT aims to engage students in using language functions for different purposes and considers fluency and accuracy equally important goals. Errors are viewed as a natural part of the learning process.
Communicative approach presentation
The communicative approach focuses on using language as a medium for communication rather than just studying its structure. It emphasizes meaningful interaction and real-life language use over rote learning of grammar rules. Classroom activities aim to simulate real-world situations through techniques like role-plays, information gaps, and group projects. While grammar is still taught, the goal is practical communication skills rather than academic knowledge of the language.
Communicative Language Teaching (CLT/CLL)
Communicative Language Teaching (CLT) originated in the 1960s in response to the limitations of prior language teaching approaches that focused on grammar rules without developing communicative ability. CLT emphasizes using language for meaningful communication and having students engage in interactive activities. Key representatives who advocated for CLT include British applied linguists like Henry Widdowson and American sociolinguists such as Dell Hymes. The goal of CLT is to develop students' "communicative competence" through focus on interaction, problem solving, and performing language functions rather than just mastering structures.
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hymes and bachman's theories/model of communicative competence
hymes and bachman's theories/model of communicative competence
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The document discusses the development of linguistic skills including oral and written expression and comprehension. It covers four main language skills - listening, speaking, reading, and writing. For each skill, it outlines principles for practice, including input preceding output, realism, and variety. It also discusses communicative competence and subcompetences including grammatical, discourse, sociolinguistic, strategic, and sociocultural competence.
Understanding language
The document discusses the key components of language:
- Semantics refers to the system of meanings expressed by words and phrases. Learning new words is difficult for children.
- Phonology is the system of speech sounds in a language. Children learn the phonemes of their native language.
- Morphology studies the smallest units of meaning, like morphemes and affixes, which are critical to vocabulary development.
- Syntax involves combining words and morphemes into sentences according to grammatical rules.
- Pragmatics governs social uses of language based on context, turn-taking, and shared understanding between speakers.
Understanding language
The document discusses the key components of language:
- Semantics refers to the system of meanings expressed by words and phrases. Learning new words is difficult for children.
- Phonology is the system of speech sounds in a language. Children learn the phonemes of their native language.
- Morphology studies the smallest units of meaning, like morphemes and affixes, which are critical to vocabulary development.
- Syntax involves combining words and morphemes into sentences according to grammatical rules.
- Pragmatics governs social uses of language based on context, turn-taking, and shared understanding between speakers.
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1. Speech and writing have key differences in how meaning is communicated. Speech relies on voice, rhythm, stress and body language while writing relies on words on a page.
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3. A written text can communicate across space and time while speech is for immediate interactions.
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The document discusses language as communication through three main sections. It begins by defining communication and analyzing communication models and factors. It then examines language as human communication, covering definitions, origins, characteristics, and functions. Finally, it highlights the differences between spoken and written language. Key aspects covered include definitions of verbal and non-verbal communication, Shannon's linear communication model, Jacobson's linguistic model of communication functions, and differences in psychological processes between oral and written communication.
Beyond the sentence
The document discusses various aspects of analyzing and understanding texts. It defines what constitutes a text and explains that texts must be cohesive, coherent, and have a communicative purpose. It describes different ways that texts can achieve cohesion through lexical, grammatical, and rhetorical devices. It also discusses how context, register, genre, and the interaction between the reader and the text all contribute to a text's coherence and meaning. The document provides examples of activities teachers can use to help students understand and produce coherent texts.
Linguistic Best Presentation.pptx
Language serves several functions:
- It allows humans to communicate ideas, emotions, and desires through a system of symbols. Language functions can be studied at the micro level of individual uses in society or the macro level of ideational, interpersonal, and textual functions.
- At the micro level, language serves physiological functions like expression, as well as phatic functions like social interaction, recording information, identifying objects, reasoning, communication, and providing pleasure.
- At the macro level, the ideational function involves conceptualizing experience and logic; the interpersonal function involves interaction between individuals; and the textual function involves organizing messages cohesively. Language thus allows rich expression and social connection through its diverse functions.
Discourse Analysis
The document provides an overview of discourse analysis, including its origin, importance, differences between text and discourse, linguistic functions, cohesive devices, interpersonal functions, conventions of conversations, cooperative principle, and background knowledge. It discusses how discourse analysis was first employed by Zelling Harris and defines discourse analysis as the study of how stretches of language used in communication assume meaning, purpose and unity for their users.
Discourse Analysis
The document provides an overview of discourse analysis, including its origin, importance, differences between text and discourse, linguistic functions, cohesive devices, interpersonal functions, conventions of conversations, cooperative principle, and background knowledge. It discusses how discourse analysis was first introduced by Zelling Harris and defines it as the study of how stretches of language assume meaning and purpose. The document also distinguishes between the textual and interpersonal functions of language.
Functions of Language
Definition of language
Characteristics of language
Its basic functions
Others functions of language
MULTI.pptx
This document defines and discusses multimodal texts. It begins by explaining that multimodal texts combine two or more communication modes, such as written language, spoken language, visual patterns, audio, gestures, tactiles, and spatial arrangements to convey meaning. Examples of multimodal texts include picture books, textbooks, graphic novels, comics, and posters. The document then identifies and describes five key elements or modes of multimodal texts: linguistic, visual, audio, gestural, and spatial. It provides examples to illustrate each mode. In the last section, it lists some forms of communication and prompts the reader to identify which multimodal text elements are used in each.
Copy Of Discourse Analysis Presented To Miss Rabia
This document provides an overview of discourse analysis, including its origin, importance, and key concepts. It discusses how discourse analysis focuses on language use beyond the sentence level and how it examines both interpersonal and textual linguistic functions. Key aspects covered include the difference between text and discourse, coherence and cohesion, conversational interactions, and the cooperative principle underlying most conversations.
Discourse Analysis Presented To Miss Rabia
This document provides an overview of discourse analysis, including its origins, importance, and key concepts. It discusses how discourse analysis focuses on language use beyond the sentence level and how it examines both interpersonal and textual linguistic functions. Key aspects covered include the difference between text and discourse, coherence and cohesion, conversational interactions, and the cooperative principle underlying most conversations.
Discourse Analysis Presented To Miss Rabia
This document provides an overview of discourse analysis, including its origins, importance, and key concepts. It discusses how discourse analysis focuses on language use beyond the sentence level and how it examines both interpersonal and textual linguistic functions. Key aspects covered include the difference between text and discourse, coherence and cohesion, conversational interactions, and the cooperative principle underlying most conversations.
Copy Of Discourse Analysis Presented To Miss Rabia
This document provides an overview of discourse analysis, including its origins, importance, and key concepts. It discusses how discourse analysis focuses on language use beyond the sentence level and how it examines both interpersonal and textual linguistic functions. Key aspects covered include the difference between text and discourse, coherence and cohesion, conversational interactions, and the cooperative principle underlying most conversations.
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Copy Of Discourse Analysis Presented To Miss Rabia
Copy Of Discourse Analysis Presented To Miss Rabia
Copy Of Discourse Analysis Presented To Miss Rabia
Copy Of Discourse Analysis Presented To Miss Rabia
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Ppp1
- 1. TOPIC 1. LANGUAGE AS COMMUNICATION: SPOKEN AND WRITTEN LANGUAGE. FACTORS DEFINING A COMMUNICATIVE SITUATION: SENDER, RECEIVER, FUNCTIONALITY AND CONTEXT.
- 2. 1. INTRODUCTION Communication is the most powerful tool in the learning/ teaching process. To learn another language, increases our potential to meet other people, cultures and therefore becoming more competent in this globalized world.
- 3. COMMUNICATION Human communication is an act by which an individual establishes contact with another and transmits information through a common system of symbols. Interactions take place via spoken or written language, which use words, although we can use other means such as body language (gestures), voice tonality (pitch), olfactory (perfumes), etc; even our silences connote some intention.
- 4. SPOKEN LANGUAGE Spoken language requires the phonological and auditory system and brain areas to associate sounds with objects or situations. The development of spoken language will follow three periods: 1. Prelinguistic period: during the first year of life the children imitate sounds, cry, whisper… 2. Linguistic development period: from the 12th to the 18th month the children produce isolated words. Up to the 24th month involves the “two- words” period. 3. Perfecting period: from the age of 4 onwards, acquisition of the syntactic rules allows children to produce an unlimited number of new sentences.
- 5. WRITTEN LANGUAGE Written language is the representation of language in a textual medium through the use of a set of signs or symbols. It requires mastering 4 main aspects: 1. Reading is a process of interpreting; a sender encodes information that a receiver must decode using the same code. 2. Writing is firstly a technique to become a mean of expression and an art. It is the process by which a person encodes textual information. 3. Spelling is the writing of a word with the necessary letters and in an accepted standard order. 4. Composition is the process of creating written works or pieces of literature. For example: poetry.
- 6. SPOKEN AND WRITTEN LANGUAGE SPOKEN LANGUAGE WRITTEN LANGUAGE More spontaneous. It’s basically a conscious process. Allows real- time modifications. Gives us more time to think, can be planned and edited. Requires human link since at least two Can be done alone. interlocutors are present. Uses simple sentences: Subject- verb- object Complex sentence structures. structure. Repetition is common. Avoids redundancies. Feedback is immediate. May or not to have feedback. Less elaborate (but, about…) More elaborate and literary (nonetheless, with respect to…) Uses sounds through the voice. Uses textual signs or symbols. Human language is mainly oral. The command of oral language is necessary for the later acquisition of written language. Requires more fluency. Requires more accuracy.
- 8. FUNCTIONS OF LANGUAGE • Representational: Focused on the contents of the message, it mainly uses statements and questions. E.g. “It’s sunny today.” • Expressive or emotive: When expressing own feelings. Intonation plays an important role. E.g. “Nice to see you again!” • Conative: When the sender wants to alter the receiver’s behaviour. E.g. “Come here, please.” • Aesthetic or poetic: When searching beauty. • Metalinguistic: When the language is used to talk about the language itself. E.g. “The verb is in the subjunctive.” • Phatic: The purpose of the message is to check that the communication circuit is still in place. E.g. “Hum”.
- 9. THE CONTEXT Context includes all the linguistic elements surrounding the speech act. The context will condition the way in which the conversation takes place. • Field refers to the situation in which the text is functioning. • Mode refers to the function of the speech within the conversation. It includes the channel and the way the message is expressed (narrative, didactic, poetry…). • Tenors are the participants within a given communication and the role they play (friends, colleagues…).
- 10. NON VERBAL COMMUNICATION Non verbal components have a strong weight within the conversation. According to recent research, more than 90% of we want to communicate will relies on non verbal components. Our gestures, voice pitch, facial expressions, nodding and body language in general will enrich and complete the message between the participants in a communicative event.