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4.COMMUNICATIVE COMPETENCE - Coggle Diagram
4.COMMUNICATIVE COMPETENCE
1. COMMUNICATIVE COMPETENCE
1.1 Nature of communication
Halliday
"exchange and negotiation of information btw at least 2 individuals through the use of verbal/non-v, oral-written, production/comprehension processes
Main features
Second
: it always has a purpose
Third
: it involves a high degree of unpredictability and creativity
First
: social interaction
Finally
: involves verbal and non-verbal language
1.2 Notion of competence
Chomski
Language
: a finite system of rules which allows us to produce an infinite set of grammartically correct sentences. Subconscious knowledge called
LINGUISTIC COMPETENCE
Competence: knowledge of lang
Performance: producing and understanding
Hymes
Coined the
COMMUNICATIVE COMPETENCE
4 parametres:
Systematic potential
Appropriacy
Occurrence
Feasibility
Saussure
Langue
: the language system
Parole
: the act of speaking
Canale and Swain
Communicative competence:
system of knowledge required for communication
Communicative performance:
realisation of the knowledge
2. THE COMPONENTS OF COMMUNICATIVE COMPETENCE
Grammatical Com
The mastery of the linguistic code, the ability to recognise the lexical, morphological, syntactic and phonological features
Sociolinguistic Com
An understanding of the social context
Discourse Com
The ability to understand and produce both spoken and written texts of diff genres which show unity through coherence and cohesion
Strategic Com
The ability to handle breakdowns in communication
Socio-cultural Com
Added by the Spanish Ministry of Education.
Pupils must acquire:
Concepts
Procedures
Attitudes
3. IMPLICATIONS FOR EFL
Communicative Approach
Important factors in a communicative class
Materials
3 types: - Text books - Task based - Realia
Communicative activities
A Communicative activity must be: Interactive, Unpredictable, within a context, authentic, and developed within a relaxed atmosphere
Students' groupings
Whole class or lockstep - Pair work - Group work
Teacher's roles
Several roles are assumed by teachers. Harmer mentions the roles as: controller, assessor, organiser, prompter, participant, resource, tutor...
Input
The language to which the student is exposed