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TOPIC 3: COMMUNICATION PROCESS. FUNCTIONS OF LANGUAGE. LANGUAGE IN USE.…
TOPIC 3:
COMMUNICATION PROCESS. FUNCTIONS OF LANGUAGE. LANGUAGE IN USE. NEGOTIATION OF MEANING
1. INTRODUCTION
The topic deals with language and focuses on its use in communication.
Language is an essential tool for the complex expression of evolved societies, for the expanse and maintenance of civilisation as we know it; without language, we would not be humans.
The topic is divided into 7 parts.
2. THE COMMUNICATION PROCESS
2.1. Characteristics of communication
Since ancient times. - Halliday -> communication = tool of social interaction with a communicative purpose.
More than just speaking and listening,
Traditional definition = exchange of meanings between individuals through a common system of symbols.
Not simple / Not universarlly accepted definition.
Communication theorists task -> asnwer = Who says what to whom with what effect.
Study of human communication = semiotics.
Verbal / non verbal, oral / written, formal / informal, intentional / unintentional.
2.2. Elements of the communication process
One of the most productive schematic models of a communication system -> Russian linguist Roman Jakobson (1960).
Six elements: addresser, addressee, message, contact, code, context.
3. FUNCTIONS OF LANGUAGE
3.1. Bühler's model
Plato -> 1st instrumentalist definition of language = language primarily serves the purpose of communication (linguistic tool).
Centuries later -> anthropological perspective (Malinowski) = language has two main purposes = pragmatic and ritual.
Pragmatic = practical use of language for everyday situation.
Ritual = use of language associated with ceremonies or religious activities in a culture.
1923 (Karl Bühler) -> model of language functions which linked the process of communication to the actual use of language. Three functions = expressive, conative and representational.
3.2. Jakobson's model
He extended Bühler's model with three more functions and also associated a communication function to each of the components of the communicative process.
Emotive: fisrt person. Speaker's attitude to the topic. Subjectivity. Emphasised by: interjections, intonation, loudness, pace, emphatic speech.
Conative: directed towards the addressee and his/her response. Influence the receiver to act ot think some way. Vocatives and imperatives.
Poetic: message as a signifier. Draw the attention to the hearer to the form of the message itself. Literary or poetical use of language.
Phatic: channel of communication. Helps enter in communication and stay in communication. Interjections, specific formulae to greet or keep a dialogue.
Metalinguistic: linguistic code. Use of the same codes for the message to be understood. Statements and denotation.
Referential function: context. Statements and denotation.
(DIBUIXAR ESQUEMA)
3.3. Halliday's model
Halliday grouped all the functions into three interrelated metafunctions: ideational (to express ideas or experiences), conative (to initiate, establish or maintain social relationships), textual (to create written or spoken texts).
4. LANGUAGE IN USE AND THE NEGOTIATION OF MEANING
4.1. Language in use
A native speaker = know more than how to understand, speak, read and write. Knowledge of a language = competence as to when to speak, what to talk about with whom, when, where, in what manner.
Speech = social event -> competence learnt through experience with language in use.
Rivers (1981) -> two levels of language use (manipulation of language elements in order to express our meaning comprehensively according to the demands of the language system; expression of personal meaning).
Both pragmatic and semantic fields = important role. Semantics = study of the meaning of words and the use the speaker make of it. Pragmatics = relation between signs and the listener's interpretations of them.
4.2. The negotiation of meaning
Difficulty in communicating when the resources in the foreign langauge are limited. The effort to overcome difficulty = negotiation of meaning.
Strategies and tactics are involved on the part of the native speaker and the learner.
Strategies = prevent communication problems.
Tactics = repair communication problems.
Result of negotiation of meaning = make input comprehensible and promotes Second Language Acquisition.
5. EDUCATIONAL CONTENT
The Decree 187/2015 (linguistic field) establishes = students should achieve communicative and linguistic skills in order to communicate (orally and written) with the world in different contexts -> 5 dimensions, 11 competencies.
This topic related to all the dimensions and competencies of the linguistic field as students will foster their reading, writing, oral and literary skills when working with these concepts + cross-curricular attitudinal and multilingual dimension.
This topic can be brought to class in different ways.
Activity for all the levels of ESO,(adjusting the level to their needs), related to one of the concepts explained in this topic: the elements of the communication process.
Students will be required to create a dialogue (in pairs) taking into account and distinguishing all the elements of the communication process. Thus focusing on the written dimension field (competencies 7, 8 and 9) and the reading comprehension dimension (competency 5) as well as competency 2 in the digital set of competencies. Moreover, the task will be integrated in the Avancem program.
Legal framework taken into account:
Decree 187/2015, of August 25th, on the organisation of Compulsory Secondary Education.
Decree 150/2017, of October 17th, which regulates attention to diversity in the framework of an inclusive educational system.
Order ENS/108/2018, of July 4th, which determines the requirements of the assessment procedure in Compulsory Secondary Education.
When tacklin this topic in class: - Different strategies BUT communicative, meaningful, transferrable, productive and contextualised activities -> activate their Higher Order Thinking Skills (Bloom's Taxonomy).
Student-centred.
UDL + multilevel activities / adaptations.
Gender equality.
Digital resources = Whatsapp Generator (zeoob.com) -> competency 2 + VLE (Symbaloo) -> competency 6.
Sequence of activities = initial, development and synthesis phases.
Group, individual and peer work and assessment.
Three types of assessment + regulation / errors + feedback / fordward.
6. CONCLUSION
Important get to know the communication process and the functions of language to improve their English knowledge and command BUT foster their digital, personal and social skills.
Teachers = willing to evolve, learn, adjust and adapt to the current needs of society AND provide appropriate tools to succeed in a constantly changing and evolving world.
7. BIBLIOGRAPHY
Decree 187/2015.
Decree 150/2017.
Order ENS/108/2018.
Ellis, R. Understanding Second Language Acquisition. OUP.
Jeremy, H. The practice of English Language Teaching. Longman.