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COMMUNICATIVE COMPETENCE

COMMUNICATIVE COMPETENCE. WORKSHOP FOR TEACHER TRAINING SESSIONS ON HOW TO USE MATERIAL FOR COURSE: LAS COMPETENCIAS COMUNICATIVAS DE LA LENGUA INGLESA-BASIC ENGLISH 1 APRIL 15-16, 2010 HOTEL MELIA, MÉXICO, D.F. HISTORY.

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COMMUNICATIVE COMPETENCE

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  1. COMMUNICATIVE COMPETENCE WORKSHOP FOR TEACHER TRAINING SESSIONS ON HOW TO USE MATERIAL FOR COURSE: LAS COMPETENCIAS COMUNICATIVAS DE LA LENGUA INGLESA-BASIC ENGLISH 1 APRIL 15-16, 2010 HOTEL MELIA, MÉXICO, D.F.

  2. HISTORY • Grammartranslationmethod and Audio-Lingual methodwere popular in foreign and secondlanguageteachinguntilthemid20th century. • Theunderlyingbehaviouristicprinciple of the A-L methodwaseventuallycriticized.

  3. NOAM CHOMSKY (late 50’s) • Distinctionbetweencompetenceand performance • LanguageAcquisitionDevice (LAD) • Linguistsshouldstudycompetence

  4. DELL HYMES (1971) • Notion of competence(grammar) extended tobecommunicativecompetence(pragmatic) • Communicativecompetence= knowing • when and whennottospeak • whattotalkaboutwithwhom, when, where and in whatmanner

  5. M. Canale and M. Swain (1980) • ExtendHymes’ view of communicativecompetenceto 4 areas: • Linguisticcompetence • Socio-linguisticcompetence • Discoursecompetence • Strategiccompetence

  6. COMMUNICATIVE LANGUAGE TEACHING • Basedon concept of communicativecompetence • Givesopportunitiesforauthenticlanguage use (information gap) • Focusesonmeaningratherthanform-though sub skills of grammar, vocabulary and pronunciation are notignored • Learningshouldbemeaningful and relevanttoneeds of students • Taskbasedlanguageteachingadvocated • Pragmatic, socio-cultural approachemphasized

  7. ORGANIZATION OF BASIC ENGLISH I • Title Page: What It's About (objectives) • Section I: Work It Out • Section II: Try It Out • Section III: Polish It Up • Section IV: Wrap It Up • LanguageReview • Appendix (A, B, C, D)

  8. COMMUNICATIVE COMPETENCE IN BASIC ENGLISH 1

  9. LINGUISTIC COMPETENCE • Example: VI. ENGLISH/SPANISH CONTRAST Look at the charts, and answer the questions after each chart. Chart A. Imperatives Abre tu Open yourbookto page 10. Abra su libro en la página 10. Take out your pencils. Sacatuslápices. Take your pencils out. Saquesuslápices. Saquen levantes. Don‘t pick it up. No la levante. No lo levanten. In theimperative, whatistheonlyform of theverb in English? Whatwordmeanstu, su, tus, sus in English? In English, how do youknowifthecommandis singular or plural?

  10. SOCIOLINGUISTIC COMPETENCE • Cartoons: • Proverbs : Actionsspeaklouderthanwords! • “Notes” and “Think” sections

  11. DISCOURSE COMPETENCE Example: IV. LOGICAL SEQUENCE OF INSTRUCTIONS- Write these instructions in a logical sequence. • Take one of the exams. • Answer the questions correctly. • Read the instructions carefully.  • Look at the entire exam. • Stand up. • Take out a pencil and begin the exam. •  Walk over to the teacher's desk. • Go back to your chair and sit down. • If you don't understand the instructions, ask your teacher.

  12. STRATEGIC COMPETENCE • How do yousay X in English? • How do youpronounce X in English? • How do youspell X? • Whatdoes X mean?

  13. CONCLUSION • Briefhistory of communicativecompetence • Organization of Basic English 1 • Communicativecompetencesreflected in material of Basic English 1

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