Communicative Skills (1)
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Transcript of Communicative Skills (1)
7/30/2019 Communicative Skills (1)
http://slidepdf.com/reader/full/communicative-skills-1 1/19
What iscommunicative
ability?Littlewood, W. (1996 ). What's communicative ability. En W. Littlewood, Communicative Language
Teaching (págs. 0-0). UK: Cambridge University Press.
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Structural and functional
views of language• Structural
• Grammatical system, describing ways inwhich linguistic items can be combined.
• The sentence structure is stable and
straightforward
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Structural and functional
views of language
• Functional
• Meaning
• The communicative function is variable and
depends on specific situational and social
factors
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• A single linguistic form can express a number of
functions
• A single communicative function can be expressed
by a number of linguistic forms
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ree aspec s ounderstanding functional
meaning• The ability to understand linguistic structures and
vocabulary
• Knowledge of the potential communicative functions of
linguistic forms
•The ability to relate the linguistic forms to appropriate
nonlinguistic knowledge, in order to interpret the specific
functional meaning intended by the speaker
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Social meaning
• Interpretation of the social situation
• The social situation determines the nature of the
language
•The language can help determine the social
atmosphere of the situation
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Relating forms to
meaning
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Techniques
• These techniques are used to
enable students to acquire linguisticforms and relate them to
communicative function,
nonlinguistic reality and socialcontext.
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Structural practice
• Focus attention sharply and unambiguously on an
important feature of the structural system
• Prompt: John has written the letter
• Response: He wrote it yesterday.
• P: John has seen the film.
• R: He saw it yesterday.
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Relating structure to
communicative function• Learners must make linguistic choices that are not
mechanical but correspond do specific meanings to be
conveyed
• P: By the way, has john written the letter yet?
• R: Yes, he wrote it yesterday.
• P: Ha he seen the film yet?
• R: Yes he saw it yesterday.
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Relating language
to specific meanings• The learner adapts his language so that it reflects
some aspect of non linguistic reality, such as theconcrete situation, a picture or personal knowledge
• P: Shall we go to the cinema?
• R: Oh no, I don’t feel like going to the cinema. Or The cinema? Yes, that’s a good idea.
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usocial context
• Students must learn to relate language to the social
meanings that it carries and to use it as a vehicle
for social interaction.
• Learners begin to interact as equal partners in a
exchange.
• S1: Which one do you prefer, tea or coffee?
• S2: I prefer tea.
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Social Interaction
activities
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Social interaction
activities• Learners must pay greater attention to the social as well as the
functional meaning that language conveys.
• The classroom is also a real social context in its own right
• Using the foreign language for classroom management
• Using the foreign language as a teaching medium
• Conversation or discussion sessions
• Basing dialogues and role plays on school experience
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Simulation and role-playing
• The learner’s focus should be more firmly on the
communication of meaning
• Learners must identify with their roles in theinteraction more deeply
• Learners must create the interaction themselves,
on the basis of their roles and the meaning that
arise
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Continuum which links pre-
communicative and
communicative activities
• Control
• Creativity
• Performing
memorized dialogues
• Contextualised drills
• Cued dialogues
• Role-playing
• Improvisation
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Communicativeactivities: some
general
considerations
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Purpose of
communicative activities• They provide “whole-task practice”
• They improve motivation
• They allow natural learning
• They can create a context which supports learning
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• When using Functional communicationactivities and social interaction activities
the learner has to activate and integrate
his pre-communicative knowledge and
skills, in order to use them for the
communication of meanings. Students
are therefore now engaged in practicing
the total skills of communication.