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2. LANGUAGE AS COMMUNICATION.
2.1 INFORMATION AND COMMUNICATION.
Therefore, as you can see in the figure, communication takes place when the
message transmitted can be located in the medium zone left in the space
between novelty and confirmation, which correspond to the right and left
extremes of the horizontal axis of figure 1.
That means that when we teach .
Once the definition of language has been presented, I am going to develop the
concept of Communicative Competence which is related to the concept of
communication. As Dell Hymes says in his book On Communicative
Competence, written in 1971 and published by Penguin, in order to learn a
language, a native speaker does not only need to utter grammatically correct
forms (as Chomsky thought), he also have to know the rules of use, that is,
where and when to use a sentence, and to whom. Thus, Hymes replaced
Chomskys notion of Linguistic Competence by his own concept of
Communicative Competence.
The D108/2014, 4th July, which establishes the teaching requirements for
primary education in the Valencian Government, bases the development of the
students communicative competence in the foreign language on the Canale
and Swains classification of the communicative sub-competences. Then, we
can constitute just a different way of explaining Hymes sub-competences
that implies:
The functional aspects of oral language constitutes a fourth reason for its pre-
eminence: we use oral language for a much wider range of tasks, and the
written language is usually used in substitution for the oral form, due to
different reasons, (such as that the receiver is not physically present).
Despite these differences, there are many aspects in which the written and
spoken language have mutually interacted and nowadays, their dependence
has been proved to be reciprocal.
Also I adapt the activities depending on the students needs following the
order of 16th July of 2001 by which the education to students with special need
is regulated in Infant and Primary Education. In this regard, the Communicative
Approach fosters the creation of varied interactions: teacher-student(s),
student-teacher, student-student(s).
Also, we can communicate for different purposes, and they have been called
language functions. According to Roman Jackobson, the main functions of
language are:
In this topic, I have studied the definition and the main properties of language
as well as the concept of Communicative Competence. Then I have compared
spoken and written language, dealing first with the historical attitudes and then
outstanding the main differences between writing and speech. Finally I have dealt
with the communication theory, the key factors that affect any communicative
interaction and the main functions of language according to Jackobson.
In order to develop this topic, the following bibliography has been used:
Burcet, Josep (1997): Ingeniera de intangibles. Germania
Shannon, Claude &Weaver, Warren (1963): The Mathematical Theory of
Communication. Univ. Of Illinois Press.
Harmer,J (1991): The Practice of English Language. Longman
Hymes, Dell (1971): On Communicative Competence. Penguin
Read Carol (2007): 500 Activities for the Primary Classroom. Macmillan
Education.
Crystal, David (1987). The Cambridge Encyclopaedia of Language. CUP
LEGAL FRAMEWORK.
Organic law 8/2013, 9th December, for the improvement of educational
quality (LOMCE)
RD 126/2014 of 28th February.
D 108/2014 of 4th July
Order of 20th of December of 1994 about Cross Curricular Contents.
Order 16th July of 2001, about educative attention to the students with
special educative needs
Recommendation 2006/962 of the European Parliament and the Council of
18 December 2006 on key competences for lifelong learning.
RC 7/2014 of 15th of July which implies the instructions for the
organization of the schools of Primary Education during the 2014-2015
school year.
ELP which is a project launched in 2001 by the Council of Europe in an
effort to support learner autonomy and plurilingualism
MAIN CONCEPTS
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