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WHAT IS COMPETENCE AND PERFORMANCE?

WHAT IS COMPETENCE AND PERFORMANCE?. What is competence ? What is performance ? What is communicative competence ?.

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WHAT IS COMPETENCE AND PERFORMANCE?

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  1. WHAT IS COMPETENCE AND PERFORMANCE?

  2. What is competence? • What is performance? • What is communicativecompetence?

  3. Competence(Chomsky’sterm (1965) :thenativespeaker'sidealisedknowledge of theabstractsystem of rules of thelanguage, knowledgethat can produceandunderstand an infinitenumber of sentences. • Performance:theactualuse of thatlanguage in concretesituations.

  4. Communicativecompetence: Therelationshipandinteractionbetweenthenativespeaker'sgrammaticalcompetence (orknowledge of therules of thelanguage) andSociolinguisticCompetence (orknowledge of therules of languageuse).

  5. WHAT IS COMMUNICATIVE LANGUAGE TEACHING? Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.

  6. Margie S. Berns, an expert in the field of communicative language teaching, writes in explaining Firth's view that "language is interaction; it is interpersonal activity and has a clear relationship with society. In this light, language study has to look at the use (function) of language in context, both its linguistic context. 5). (what is uttered before and after a given piece of discourse) and its social, or situational, context (who is speaking, what their social roles are, why they have come together to speak)" (Berns, 1984, p 5)

  7. WHERE DOES COMMUNICATIVE LANGUAGE TEACHING COME FROM? • .The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction.

  8. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular.

  9. HOW DO THE ROLES OF THE TEACHER ANDSTUDENT CHANGE INCOMMUNICATIVE LANGUAGE TEACHING? Teachers in communicative classrooms will find themselves talking less and listening more--becoming active facilitators of their students' learning (Larsen-Freeman, 1986). The teacher sets up the exercise, but because the students' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor. A classroom during a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task.

  10. . Communicative language teaching is different from other approaches because it focuses on student interaction with the teacher and other students as a means of creating language skills in a new language • Students are given “real-life” situations that are often explored through role-playing exercises in which the student uses the new language • Language learning relies heavily on memory and memory techniques vary within a single language

  11. It seems that communicative language teaching does have the benefit of providing learners with immediate results in that they will begin to be able to communicate very quickly in the new language.

  12. DISTINGUISHING FEATURES OF CLT * Effortsto make tasks and language relevant to a target group of learners *Realisticsituations * The use of authentic, from-life materials * Itsattempt to create a securenonthreatening atmosphere

  13. THE WEAKNESSES OF CLT * Itneedsvocabulary but giveslittleguidanceabouthowtohandlevocabulary * CLT focus on learner-centeredapproach BUT; Learners bring preconception of what teaching and learning should be like, which when unrealized can lead to learner confusion and resentment.

  14. Makingclassroom learning communicative is the absence of native speakers • Dueto some physical limitations, such as the purpose of learning English, learning environments, teachers’ English proficiency, andthe availability of authentic English materials, CLT meets much more difficulties during its application.

  15. Classroomactivitiesused in CLT • ExampleActivities • Role Play • Interviews • InformationGap • Games • LanguageExchanges • Surveys • PairWork • Learningbyteaching

  16. WHAT COMES FIRST TO THE MINDWHEN WE SAYCHILD?

  17. WHY? It is difficult ; • togetthestudents' attention • to be abletocommunicate • tobecome an inputfacilitator

  18. Thisteacher ,who I know can speakperfectTurkish,is mean.Why is shespeakingtome in a languagethat I can not understand?

  19. MotivatingYoungLearners:Ten TeachingTips • 1. Show an interest in yourlearner'slivesandtellthemaboutyours. • 2. Findoutwhatyourlearnersareinterested in. • 3. Useappropriatematerialandpersonalisewhereverpossible

  20. 4. Treatyourlearnerslikeadults, don'tpatronise. • 5. Fundoesn'talwaysmeangames, videos, andsongs (but they can help). • 6. Pace in a class can be maintainedbyvaryingthe… • Activity • Studentfocus • Interaction

  21. 7. Takeintoaccountattentionspans. • 8. Findoutaboutschoolpolicy. Establishtheclassruleswithyourlearnersandsticktothem. • 9. Praiseandencourage • 10.Avoidconfrontingand/orhumiliatinglearners in front of theirpeers

  22. Classroomlanguagemayincludesome of thefollowing:

  23. PRINCIPLES OF LEARNING AND LANGUAGE LEARNING • 1.Piaget has demonstratedchildrenlearntohands-on experiencesandthroughmanipulation of objects in the 1955) environment.Theylearnbydoing. • 2.Vygotskysaysthatchildrenlearn in socialcontext,in groupswheresomegroupmembersknowmorethanothers. Childrenneedtousethenewlanguagewitheachotherandwiththeteacher.

  24. 3.Interms of theclassroomcontext,an implication is thatlearnersneedopportunitiestouseandtoexperimentwiththenewlanguage.Mistakesare a naturalandinevitablepart of languagelearning. • 4.Languageacquisitionoccursthroughsocialinteraction,throughhavingtousethelanguagewithothers in authenticcommunicationsettings.Learnersneedto talk witheachotherandneedtohavelanguageinputfromothers.

  25. www.eltcafe.net wikipedia.orgwww.rememberanything.comingilizcekaynaklar.blogcu.comwww.monografias.comwww.youtube.comwww.math.mun.cawww.eslflow.com

  26. TUĞBA ÇOLAK • AYÇA YILDIRIM • CEYLAN TUĞAL • MİNE GÜLBAHAR 

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