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TOPIC 2 - Coggle Diagram
TOPIC 2
Communication in the Foreign Language Class
1.1. The nature of communication
Process of sending and receiving messages that enables to share K, I, T, F, E & A through
linguistic & non-linguistic means
J. Harmer: Generalizations about nature of communication and its importance to teaching-learning process of a language
Speakers address when the want to say something
Listeners want to listen to what they have to say
Speakers communicate to give ideas, express pleasure or greet someone
Listeners are interested in that purpose
Speakers select from their language store: Noam Chomsky's ability to produce endless correct sentences
Listeners process and understand what they are saying
Whenever communication takes place there is:
Addresser
Addressee
Communicative purpose
Medium
When organising communicative activities they must
Deal with a variety of language
Have a communicative purpose
Create desire to communicate
1.2. The Communicative Approach in the English lesson
1970 as a reaction to grammar-focused approaches
Noam Chomsky
learn not through imitation and reptition
ability to produce and understand sentences they haven't heard before
Michael Halliday draw attention towards the importance of the world and our relationships to it in the formation of linguistic code
language learning= learning of communicative proficiency NOT mastery of structures.
Dell Hymes: COMMUNICATIVE COMPETENCE
complement Chomsky's theory of competence
add cultural and communicative dimension
leaners ability to use grammatical structures and to learn how to use those structures in a community with appropriateness
Canale & Swain: add 4 dimensions
Grammatical competence
Discursive competence
Strategic competence
Sociolinguistic competence
complemented by Sociocultural competence
1980: Council of Europe incorporated this view into a set of specifications for the first-level communicative syllabus
Threshold English Level
Language learning objective: TO COMMUNICATE
to communicate= to use language appropriately with accuracy and fluency
1.3. Important factors in the Communicative class
Materials
promote communicative language use
task-based materials: complete a task thought the use of language
realia: authentic materials, originally with no educational purpose, reduce gap between classroom and real world
text-based materials
Communicative activities
tasks carry our for real communication
message focused to foster unconscious learning of the structures
interactive
unpredictable
authentic
developed within a context
relaxed atmosphere
Students' groupings
class not ideal
create environment that resembles real-life situation with variety of interpersonal relationships and situations
to achieve that organise space in flexible way which facilitates diverse groupings that will help communicative competence
Pair work
increase speaking time, improve personal relationships, increase self-confidence, more relaxed and develop fluency, real-life situation
noisy, organisation time-consuming, use mother tongue and lose sight of the purpose, impossibility to correct all
Group work
increase speaking time, improve personal relationships, increase self-confidence, more varied contributions, more relaxed and fluency develop
noisy, organisation time consuming, mother tongue, lose sight of purpose, students' roles and characteristics influence in some doing all the work and other none
Whole group
get involved in communicative situation, get sense of belonging, get general understanding of students' progress
not chance to say something of their own, shy students
Roles
TEACHER: facilitator & monitor: organise communicative activities & control students' performances. Nor responsible for students' error-free sentences. Develop a different view on students' errors and own role in facilitating language learning.
STUDENTS: participate in cooperative activities, feel comfortable in listening to peers in pair and group work, not rely on teacher for model, take on a greater degree of responsibility of their own learning process
Input
language students are exposed to
first oral, then written
applicable to wide range of situations related to students' interests
accompanied by contextual support to foster understanding
Input Hypothesis
in order acquisition to take place present students enough comprehensible input that is slightly beyond their current level of understanding
More varied & abundant : better communicative skills