UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADORINSTITUTO PEDAGÓGICO DE CARACAS

DEPARTAMENTO DE IDIOMAS MODERNOSPROGRAMA DE INGLÉS

CÁTEDRA DE LINGUISTICADIDÁCTICA DEL INGLÉS

Professor:Nahir Aparicio

Participant:Pérez, Veruska

Caracas, November 2011

•Hymes

•Wilkins

•Van Ek

•Widdowson

•Candlin

•Brumfit

• Johnson and

other British linguists

REPRESENTATIVES

SOME PRINCIPLES

• Language learning is learning to communicate.

• Teachers help learners in any way that motivates them to work

with the language.

• Language is created by the individual often through trial and

error.

• Intrinsic motivation will spring from an interest in what is being

communicated by the language.

• Communicative competence is the desired goal (i.e. the ability to

use the linguistic system effectively and appropriately).

To develop what Hymes

(1972) referred to as

"communicative competence”

Hymes's theory of communicative

competence was a definition of what a speaker

needs to know in order to be communicatively

competent in a speech community. In Hymes's

view, a person who acquires

communicative competence acquires both

knowledge and ability for language use.

Canale and Swain (1980) identified four dimensions:

• Grammatical competence.

• Sociolinguistic competence.

• Discourse competence.

• Strategic competence.

Howatt distinguishes between a "strong" and a "weak"

version of Communicative Language Teaching:

“Using English to learn it”

Advances the claim that language is acquired through

communication.

“Learning to use”

Stresses the importance of providing learners

with opportunities to use their English for

communicative purposes.