topic 3: FOUR LANGUAGE SKILLS

1. INTRO

2. THE FOUR LANGUAGE SKILLS

Main goal (LOMCE/RD126)

Competences RD126/O.65/2105)

C. in linguistic communication

Mathematical c. and basic competences in Science and Technology

Digital C.

Learn to learn

Social and Civic C.

Sense of initiative and entrepreneurship

Cultural awareness and expressions

Contents Blocks

Importance oral/written Andalusia 97/2015

Methodological Recommendations O. 17 March/2015

Objectives

Cuadro N.Mclaren and D.Madrid (2004) "Four skills"

Listening and Speaking. Oral Communication (interaction)

LISTENING

What is?

Why is complex and active process?

Sub-skills involved : Perceptive, language, comprehension, interaction

Why is important? (needed real life, motivation, silent period, input hypothesis, frequency hypothesis)

Didactic considerations: basic points (purpose, motivation, comprehensible input, stress, success oriented act.)

Tasks and activities: Before, While-after, after

Examples; Listen and do, listen and make

SPEAKING

What is?; Stages (cognitive, productive)

Didactic considerations (interaction, input, limitations...)

Procedures:

Acting out ( Functional dialogues, open dialogues, simulations, role-plays, mime-gestures-physical movement, grammar-demonstration dialogues, cultural dialogues, conversation-facilitation dialogues, phonetic dialogues)

Asking and answering questions

Playing with Language

Stages: Early production; Speech emergence; nearly fluent

Reading and Writing (Written comprehension and production)

Comparison between Oral and Written Lang

READING

WRITING

What is?

Sub-skills involved: prediction, skimming, scanning, cohesion, coherence, inference & interpretation

Sub-skills: before, while and after reading

Importance (motivation: intrinsic, extrinsic)

Reasons: why read?, why should practise?

Text selection: adapted, variety, enrich, cultural references, valuable information...

Objectives: silent reading, pace, cope variety, develop techniques...

Functional approach: product, audience, purpose, linguistic focus.

Reasons for teaching it: real life use, comm.comp., oral proficiency

Components: Grammatical, morpho-syntactic; sociolinguistic; discourse

Techniques: focus on process; simple, controlled, guided and free.

3. COMMUNICATIVE COMPETENCE

Concept

Chomsky 1965: abstract grammatical knowledge Competence

Hymes 1972: Communication and culture Communicative Competence

Subcompetences of Communicative Competence

A. Linguistic

B. Sociolinguistic

C. Discourse

D. Strategic

E. Sociocultural

Grammar

Lexis

Phonetics

Communicative lang. Competences in the CEF

A Linguistic

B. Sociolinguistic

C. Pragmatic

Lexical

Grammatical

Semantic

Phonological

Orthographic

Orthoepic

Discourse

Functional

Design