Please enable JavaScript.

Coggle requires JavaScript to display documents.

THEME 4. COMMUNICATIVE COMPEPTENCE, ANALYSIS OF ITS COMPONENTS (3.…

- - - - social interaction (acquired)
      - serves a purpose (communicate)
      - Unpredictability/creativity (authentic comm involves reduction of uncetainty)
      - involves BOTH (non)verbal L (code+gestures)
      - ACT COMMUNIC: sender+message+receiver. Complex process BUT applies to every situation characteristics
    - - Sps speaks out of his/her own volition
      - Sp has a comm purpose: get results
      - Sp selects from stored, appropriate L for a purpose
      - directely LINKED to Comm Lang Teaching implementation in L2 class
    - - social interaction that involves unpredictability/creativity/authentic L
      - takes place in disourse / sociocultural context
      - carried out under limited conditions
  - - - Language: faculty of speech present in humans (ability to talk),
      - Lange: L system (totality of Lang)
      - Parole: act of speaking (dynamic, social activity in a place/time)
      - COMPETENCE: how a person uses L in producing and understanding sentences (PERFORMANCE)
    - - L > finite system of rules toproduce an infinite set of correct sentences
      - Sps' subconscious knowledge of graammatical rules = linguistic competence
    - - opposed to B), L + than a system
      - EFFECTIVE / COMMUNICATIVE COMM: reached by ability of Sp to select certain gramm struct depending on social situation
      - 4 parametres to rules system that underlie comm behaviour
        
        Systematic potentia**l**: NSp has a system that has potential for creating lang (=Chomsky's 'competence'
        
        Appropriacy: NSp knows what lang is appropriate ina given situation (context)
        
        Occurance: NDp knows frequency, so utt needs to be possible from a grammatical point of biew and performable
        
        Feasability: whether sth is possible in the L. No rule to ban 20-adj pre-head constr, but ...
        
        A linguistic exponent can have +1 function, if St are to acquire comm competence they must choose the most appropriate form given context
    - - COMMUNICATIVE COMPETENCE (underlying ssystem of knowledge)
      - COMMUNICATIVE PERFORMANCE (realisation of that knwoledge under limiting/environmental conditions)
- - - - affective variables
        
        L encouraged to use repertoire of strategies
        
        L's confidence and willingness compensate diff in grammar accuracy
        
        contribute to effective comm
      - L2 L must acquire following contents
        
        Attitudes: stimulalte tolerance, hamonious relationships, interest in meeting NatSp: lives of celebrities, habits and traditions, songs, films, ..
        
        Prodcedures: compae socio-cultlural aspects of Eng-Sp and Spain with authentic materials.
        
        Concepts: socio-cultliral asects English-sp countries and presence in Spain (anglicisms, borrowings, folklorw)
      - Most diff competence in EFL > NOT what people say BUT what they DON'T say but ALL understand BUT the L
      - designed to achieve deeper understanding of way of lif and forms of thought / cultural aspects
      - MEC's 5th component to be added to C&S's 4 dimensions
    - - SC essential component Comm Comp, crucial at beginning stages L2 learning. Swain and Canale > learners be shown how to implement in L2 strategies possessed in L1.
      - CLASSIFIC COMM STRAT ACCORDING TO: types of problems / behaviour / strategies
        
        Achievement strategies
        
        Retrieval S.
        
        sensory procedures
        
        searching other lang
        
        semantil fields
        
        formal similarity
        
        waiting for the term to appear
        
        Coop strategies
        
        intra/inter lingual transfer
        
        code switching
        
        Function reduction strategies: L reduce goal to avoid diff in execution
        
        formal reduction strategies: Learners reduce system to avoid incorrections/influency
      - No ideal Sp/hearer SO ability to comm w/s restrictions. COMM STRATEGIES
        
        message modification
        
        topic avoidance
        
        circomlucition
        
        Seeking clarification
        
        Emphasis
        
        Repetition
        
        Rephrasing
      - enhance effectiveness in the message
      - handle lexico-grammatical inadequacies
      - (Non)Verbal comm strategies > enable Sps handle breakdowns in communication.
    - - WIDOWSON'S A: That's the phone! B: I'm in the bath. A: Ok
        
        BUT do form coherent discourse
        
        acceptance of excuse
        
        excuse for no complience
        
        request
        
        no signal of cohesion
      - logical development of ide and meanings achieved thru:
        
        relevance of meaning
        
        non-contradiction
        
        progression of meaning (from theme to rheme = from given to new info)
        
        repetition of ideas
      - relationship among diff meanings in a text
        
        attitudes
        
        comm functions
        
        literal meanings
    - - based on general knowledge of the world, familiarity inferred context maening: values, intentions and purposes of reader/listener - writer/speaker
      - not always explicit (overt expression)
      - creates text unity to facilitate interpretation
      - DEVICES: anaphora, deixis, lexical cohesion, etc.
      - how utt linked in discourse
    - - show unity thru cohesion in form and coherence in meaning
      - different genres
  - - - social varieties
      - occupational varieties
      - geographical varieties
    - - level of formality acc to context
        
        intimate
        
        familiar
        
        neutral
        
        formal
        
        frozen
    - - Expression of Folk Wisdom
        
        proverbs, idioms, familiar quotations
        
        accummulated folk wisdom (used in headlines)
        
        mixed formula to reinforce common attitudes
      - Politenes conventions
        
        varies from culture to cultre
        
        positive / negative politeness
        
        Grice's cooperative pple
      - Linguist markers of social relations
        
        FACTORS
        
        register of discourse
        
        closeness of relation
        
        relative status
        
        Diversity of Ls and cultures
  - - - demonstrate competence by using the rule, NOT by stating it
      - Mastery of linguistic code (recorgnise features)
        
        phonological
        
        syntactic
        
        morphological
        
        lexical
      - Knowledge/sill required to understand and express literal meanings of utts
- - - - COMMUNICATIVE LEARNING P.: real comm promotes learning
      - TASK P.: activities in which langused to carry out meaningful tasks
      - MEANINGFUL P.: meaningful lang
  - - - CLASSROOMS space/time limitations, prevent real comm situations. To make up Ts should recreate real situations > activities with variety of interaction
      - WHOLE CLASS or LOCKSTEP: T+CLASS / T+ 1 ST interaction
      - PAIR WORK
      - GROUP WORK
    - - TEXT BOOKS
      - TASK-BASED MATERIALS: roleplay, simulations, drills, games
      - REALIA (authentic material): magazines, songs, tv series, ads, maps, charts, ...
    - - AUTHORITARIAN, traditional, teacher-centred
      - HARMER'S roles
        
        controller
        
        assessor
        
        organiser
        
        prompter
        
        participant
        
        resources originator
        
        tutor
        
        observer