Beruflich Dokumente
Kultur Dokumente
Agenda
1. Background
2. Communicative Competence
3. Communicative Language Teach.
4. Communicative Tests
Background 1
The origins of Communicative
Language Teaching (CLT) are to be
found in the changes in the British
language teaching dating from the late
1960s.
It was developed in the 1970s in
reaction to the formal and mechanical
types of exercises used under the
audiolingual approach.
Background 2
Stems from changing educational
realities in Europe.
It required the need for greater efforts to
teach adults the major languages of the
European Common Market.
In 1971, experts began to investigate
the possibility of developing language
courses on a unit-credit system.
It means learning tasks are broken
down into portions or units, each of
which is related to all other portions.
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Background 3
British linguist, D.A. Wilkins, proposed a
functional or communicative definition of
language that could serve as a basis for
developing communicative syllabuses
for language teaching (in 1972).
Wilkins attempted to demonstrate the
systems of meanings that lay behind the
communicative uses of language, rather
than describe the traditional concepts of
grammar and vocabulary.
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Background 4
Wilkins described two types of
meanings:
notional categories (concepts such as
time, sequence, quantity, location,
frequency)
categories of communicative function
(requests, denials, offers, complaints)
Notional-Functional Syllabi
Notional-Functional Syllabi are different
than traditional structural syllabuses.
Structural Syllabi are organized
according to grammar topics.
Notional-Functional Syllabi are
organized as
Notions: Space, time, quality,
Contexts/situations: travel, health,
education
Functions: Asking-giving permission,
reporting, denying, etc
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Communicative Competence 1
The aspect of our competence
that enables us to convey and
interpret messages and to
negotiate meanings
interpersonally within specific
context.
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Communicative Competence 2
It is relative, not absolute, and
depends on the cooperation of all
the participants involved.
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Linguistic vs Communicative
Competence
Linguistic
Competence
Communicative
Competence
What native
speakers know about
the language. It is
the knowledge of the
forms in the
language.
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Grammatical Competence
The aspect of communicative
competence that covers the
knowledge of lexical items and of
rules of morphology, syntax,
sentence-grammar semantics, and
phonology.
It is the linguistic competence
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Discourse Competence
It complements grammatical
competence.
It is the ability we have to connect
sentences in stretches of discourse and
to form meaningful whole out of a series
of utterances.
It may be both spoken and written.
Grammatical comp. focuses on
sentence-level grammar, discourse
competence is concerned with
intersentential relationships.
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Sociolinguistic Competence
It is the knowledge of the sociocultural
rules of language and of discourse.
It requires an understanding of the
social context in which language is
used:
the roles of the participants
the information they share
the function of the interaction
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Strategic Competence
It is the competence underlying our
ability to make repairs, to cope with
imperfect knowledge and to sustain
communication through paraphrase,
repetition, avoidance.
These strategies may be both verbal
and non-verbal.
It is very crucial since it is also the way
we manipulate language in order to
meet communicative goals. E.g.
Salesmen
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Teachers Roles
Facilitator of communication
Co-communicator
Decision maker to establish
situations to enable students to
communicate with each other
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Student Roles
Communicators
Active managers of their own
learning
Negotiators of meaning
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Principles 1
The goal is to enable students to
communicate in the target language.
Language functions are emphasized
over forms.
All four language skills are studied from
the beginning.
Native speakers culture is important to
learn for social and contextual clues.
Target language use is preferred in the
classroom.
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Principles 2
Pair, group work or whole class
activities are seen as they enable
interaction among learners.
Students feelings are regarded as
important and they are encouraged to
express themselves.
Students mistakes are first tolerated (in
speaking) as they are seen as normal in
the learning process.
The intent and the role of the
interlocutors must be studied.
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Advantages
Emphasis on social and real-life use of
language incorporating functions
Importance to the interaction and
experience of learners
Emphasis on context and situation
Encouraging the use of target language
More active students in the classroom
More fluent speakers of the target
language
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Disadvantages
Too much emphasis on fluency can
lead to decrease in accuracy
Functions of a language can be difficult
to categorize and order
Evaluating communicative competence
may not be as standard, objective and
practical as other methods based on
structures.
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Sample Communicative
Speaking/Listening
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Sample Communicative
Reading/Writing
References
elik, S. (Ed.). (2014). Approaches and Principles in
English as a Foreign Language (EFL) Education.
Ankara: Egiten Kitap.
Kitao, S. K., & Kitao, K. (1996). Testing
communicative competence. [On-line]. The Internet
TESL Journal, 2(5). Available: http://www.aitech.
ac.jp/~iteslj/Articles/Kitao-Testing.html
Larsen-Freeman, D. (2011) Techniques and
Principles in Language Teaching. Hong Kong: OUP.
Richards, J. C., & T. S. Rodgers. (1990). Approaches
and Methods in Language Teaching.New York:
Cambridge University Press.
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