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.

1. COMMUNICATIVE COMPETENCE
Betty
TEACHING SPEAKING

2. What is Communicative Competence
Glossary of communication (Pertti Hume, 2001)
Communication competence is the ability to take part in
effective communication, which is characterized by
skills and understandings that enable communication
partners to exchange messages successfully diversity,
have advanced language skills, and behave with
patience.
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3. What is Communicative Competence
The desired outcome of the language learning
process is the ability to communicate
competently, not the ability to use the language
exactly as a native speaker does.
Developing the communicative competence of the learners
is one of the major goals for English teaching and is
considered as that “the essence of English teaching is
communication” and ‘communicative competence is the
initial and ultimate goal of English teaching”(Wang,1996)
(http://www.nclrc.org/essentials/goalsmethods/goal.htm)
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4. What is Communicative Competence
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5. Communicative competence
Linguistic competence is knowing how to use
the grammar, syntax, and vocabulary of a
language. Linguistic competence asks: What
words do I use? How do I put them into
phrases and sentences?
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6. Communicative competence
Sociolinguistic competence is knowing how to
use and respond to language appropriately,
given the setting, the topic, and the
relationships among the people
communicating.
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7. Communicative competence
Discourse competence is knowing how to
interpret the larger context and how to
construct longer stretches of language so
that the parts make up a coherent whole.
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8. Communicative competence
Strategic competence is knowing how to
recognize and repair communication
breakdowns, how to work around gaps in
one’s knowledge of the language, and how
to learn more about the language and in the
context.
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9. Teaching Speaking
Speaking is the process of building and
sharing meaning through the use of verbal
and non-verbal symbols (Vanesa,2008)
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10. Teaching Speaking
Speaking ability as the measure of knowing
a language. Fluency is defined as the ability
to converse with others, much more than
the ability to read, write, or comprehend
oral language.
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11. Speaking involves three areas of
knowledge
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12. Teaching Speaking
Mechanics (pronunciation, grammar, and vocabulary): Using
the right words in the right order with the correct
pronunciation
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13. Functions (transaction and interaction): Knowing
when clarity of message is essential
(transaction/information exchange) and when
precise understanding is not required
(interaction/relationship building)
Teaching Speaking
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14. Teaching Speaking
Social and cultural rules and norms (turn-taking,
rate of speech, length of pauses between
speakers, relative roles of participants):
Understanding how to take into account who is
speaking to whom, in what circumstances, about
what, and for what reason.
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15. Teaching speaking: communicative
competence
Instructors help their students develop this body
of knowledge by providing authentic practice that
prepares students for real-life communication
situations.
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16. Teaching speaking: communicative
competence
Instructors help their students develop the ability
to produce grammatically correct, logically
connected sentences that are appropriate to
specific contexts, and to do so using acceptable
(that is, comprehensible) pronunciation.
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17. Why use Drama in Speaking Teaching
I hear and I forget,
I listen and I remember,
I do and I understand
(Chinese proverb)
Tell me, and I’ll forget.
Show me, and I may not remember.
Involve me, and I’ll understand.
(Native American proverb)
Both sentences are true specializing when studying a language. If
learners want to be perfect at any language they should be “do”
practice using it or “involve” in speaking situations.
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18. Why use Drama in Speaking Teaching?
John Somers (1994) defines drama as a method, as
a means of communication and points out that
drama tools help us achieve our goals in all school
areas and subject.
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19. Why use Drama in Speaking Teaching?
Drama can be fundamental in establishing better
communication, because it shows many aspects of
life and includes also elements related to
creativity and fantasy.
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20. Why use Drama in Speaking Teaching?
Help students to develop oral skills; because it
seems that in schools the emphasis has been on
written production and, together with this, of
course, putting emphasis on reading.
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21. Why use Drama in Speaking Teaching
Enhance not only creativity and imagination but also
sensitivity towards others.
Help students to extends to understanding and feeling
sympathy for the experience of others
more confident in themselves when they want to
communicate or speak.
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22. Why use Drama in Speaking Teaching?
Drama provides with plenty of imagined
situations in which a shared understanding of
place, time, characters and other contextual
information becomes crucial to the quality of the
experience
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23. Why use Drama in Speaking Teaching?
The key to good drama lies in “working with
ideas” may open up different opportunities to
students. They can create spaces in which they
argue, discuss, ask and answer questions, both
rationally and passionately, engaging their
emotions and their reason at the same time.
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24. Why use Drama in Speaking Teaching?
Drama (storytelling and scenarios) can provide
students with the possibility of performing
interactively in a transformed space, where
meaningful communication can take place
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25. Drama activities for teaching speaking
Role play
Simulations
Drama games
Guided improvisation
Acting play scripts
Prepared improvised drama
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26. Drama meets the need of criteria for a
good speaking activity
Interaction among students
Personalized
Information gap
Provoked thinking
Interesting and fun
Variety
Good length
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27. Drama meets the need of criteria for a good
speaking activity
Focusing on language patterns
Volume (a lot of speaking)
Validity (practicing speaking)
Suitable for different level of English
Minimal teacher assistance
Focusing on Fluency rather than accuracy
The end product
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28. Conclusion
Speaking is an activity used by someone to
communicate with other. It takes place every
where and has become part of our life.
Using Drama in Speaking teaching is considered
as the effective method. According to Tulay
(2007) “Drama is the centre of existence” ,“it is a
valuable form of communication” and it provides
students with an opportunity to work together
cooperatively on a share life.
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29. Disscussion
Is it possible to use Drama activities for
developing speaking competence of primary
students?
What are the advantages and disadvantages?
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30. “Drama with children” project in
Goettingen
March, 2013
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31. “Drama with children” project
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32. “Drama with children” project
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33. “Drama with children” project
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34. “Drama with children” project
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35. “Drama with children” project
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36. Thank you for listening!
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