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Communicative Competence and The Communicative Approach
Transcript of Communicative Competence and The Communicative Approach
The Communicative Approach
By the end of this session, participants will be able to:
1. List and define the four components of Communicative Competence, plus pragmatics
2. Explain the relationship between Communicative Competence and the NEC
3. Describe at least 4 characteristics of the Communicative Approach
4. Analyze a unit from the Ecuadorian textbook in order to determine how each of the MOE's competencies can be addressed while teaching the unit
So why is this topic important?
National English Curriculum Guidelines
it states the two main objectives of the curriculum (p.7). They are:
To ensure high-school graduates reach a minimum B1 language proficiency level according to the CEFR
To build up learners’ communicative language competence in its linguistic, sociolinguistic and pragmatic components through the development of the 4 language skills
According to Canal and Swaine (1980), Communicative Competence is made up of 4 components
1. Grammatical Competence
2. Sociolinguistic Competence
3. Discourse Competence
4. Strategic Competence
The knowledge of how to use the grammar, syntax, and vocabulary of a language.
The ability to create grammatically correct utterances.
What words do I use? How do I put them into phrases and sentences?
Knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating (e.g. rules of politeness, norms for language between generations, sexes, classes, etc.)
Sociolinguistic competence asks: How can I
express a specific attitude
(courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?
Moves beyond just the grammatical aspect to incorporate interaction, context and culture
Is knowing how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole.
The ability to produce coherent and cohesive utterances.
Discourse competence asks: How are words, phrases and sentences put together to create conversations, speeches, email messages, newspaper articles?
Is knowing how to recognize and repair communication breakdowns
and how to work around gaps in one’s knowledge of the language in order to
keep communication flowing.
Strategic competence asks: How do I know when I‘ve misunderstood or when
someone has misunderstood me? If there is misunderstandings, what strategies
will I use to get back on track?
To build up learners’ communicative language competence in its
components through the development of the 4 language skills.
The functional use of language - knowing how to use language in order to express a "speech act" appropriately
Inviting, thanking, offering, apologizing, requesting, suggesting, demanding, etc. are all examples of SPEECH ACTS
SPEECH ACTS are intended to convey a given
Social cultural norms of a particular group guide pragmatics
How people communicate and interpret intentions and react to them in the context of language use
A mom says to her daughter: "Your room is a mess!"
A girlfriend says to her boyfriend: "There's a sale on diamonds this weekend at the mall."
If both the speaker and the recipient are pragmatically competent, then the intention will be transmitted and understood correctly.
The notion of communicative competence is one of the theories that underlines the COMMUNICATIVE APPROACH to foreign language teaching.
The COMMUNICATIVE APPROACH
Communicative Language Teaching (CLT)
Communicative Language Learning (CLL)
Emphasizes interaction as both the means
and the ultimate goal of learning
Makes use of real-life situations and authentic materials
Uses a combination of different methods
Learners learn through using language to
Authentic and meaningful communication should be
the goal of classroom activities
Fluency is an important dimension of communication
Communication involves the integration of different
Learning is a process of creative
construction and involves trial and error
The Teacher's Role:
To facilitate the communication process in the classroom
To act as an independent participant within the learning-teaching group
The Student's Role:
Communicators who are actively engaged in making themselves understood and in understanding others
Oral Guided Practice vs. Oral
Teachers often confuse oral practice with oral communication
In general, the goal of guided oral practice activities is to improve accuracy, whereas the goal of communicative activities is to improve fluency
Guided oral practice activities are useful in beginning foreign language teaching, they do not replace actual communication.
1. Analyze the material presented in unit 5
2. Determine how each of the MOE's competencies (Linguistic, Sociolinguistic and Pragmatic) can be addressed through the use of the material presented in unit 5
3. Be prepared to explain how the material in unit 5 would be used to help students develop each competency
After paying close attention to each skit, decide which competency or competencies the ELL must work to develop.
Now that we have a clear
understanding of the Communicative
Approach, do you think there is a
oral guided practice
Oral Guided Practice
(1 thing at a time)
(one correct answer)
Open (no single answer)
Focuses on fluency