communicative competence by mc balderas

8/9/2019 Communicative Competence by Mc Balderas

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M. C. Luis Antonio Balderas Ruz

Facultad de Filosofa y Letras

UNIVERSIA AU!"N#MA E NUEV# LE"N

Communicative Competence in English


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No one knows everything about how people learnlanguages, but there is strong support for sharing,through strategy training, what we doknow.

Research shows us that learners who receivestrategy training generally learn better than thosewho do not, and that certain techniques for suchtraining are more beneficial than others. ( Rebeca!ford, "##$ %


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)etacognitionis our $no%led&e of co&niti'e (rocesses. Fla'ell )*+,- %ast/e first to coin t/e ter0 and referred to it as our a%areness of t/e learnin&(rocess. Later /e says1 2)etacognitionrefers1 a0on& ot/er t/in&s1 to t/e acti'e0onitorin& and conse3uent re&ulation and orc/estration of (rocesses in relationto t/e co&niti'e o45ects or data on %/ic/ t/ey 4ear1 usually in t/e ser'ice of

so0e concrete &oal or o45ecti'e6 )*+,78 9:*. )etacognitive awareness consists of three parts8

hinking of what one knows (metacognitive knowledge%

hinking of what one is currently doing (metacognitive skill%

hinking of what one*s current cognitive or affective state is (metacognitive e!perience%.


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rigins of communicative competence

The term communicative competence (CC) evolved as a result of a shift in

emphasis towards an emphasis on the ability to use language.

The term CC was coined by Dell Hymes (!"#$ !#%)$ who &uestioned Choms'ysnotion of competence since it did not account for the social and functional rules of

language There are rules of use without which the rules of synta* are

meaningless.

Communicative competence is that aspect of our competence that enables us to

convey and interpret meanings interpersonally within specific conte*ts.


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Communicativ

e

Competence

+inguistic

competence

,ociolinguistic

competence

Discourse

competence

,trategic

competence

knowledge ofmorphosyntax,vocabulary and

phonology(inc. orthography)

ability to connectsentences

in stretches ofdiscourse + to

make a meaningful

wholeout of a series of

utterances

ability to make repairs,cope with imperfect

knowledge, and sustainCommunication

knowledge of thesociocultural rulesof language and of

discourse


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+unctions of languagepeech acts

&ingusitic-grammatical competence

-unctions The purposes for which language is used (i.e. the

things people do through language)

.g.

The function of

instruction

/mperatives: ,it

down0$

Don1t sit down0...

-orms The linguistic means through which functions are

accomplished

may be

accomplished

by:

2uestions3ill you

sit

down4 3ould youmind

sitting down4

,imple 5resent: 6ow$

you

cut the cardborad in half


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+unctions and notionsaccording to functional (notional% syllabuses

7erbal behaviour can be analysed into % components

The performance of

linguistic

-86CT/96, :

The e*pression of or

reference to

69T/96,

e.g.describing$ e*pressing

li'es and disli'es$

greeting$ apologising$

suggesting$ or other speech

acts

;eneral: time$ distance$

&uantity$ &uality

,pecific personal

information$

education


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Communicative competence and thecommunicative approach to language teaching/

C&

-oreign language teaching in the !


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ome of the main factors involved in communication/

who we are tal'ing or writing to (participants)

what we are tal'ing or writing about (topic)

what the purpose of our message is (purpose>intention)

where we are (setting)

what we feel about the topic

the li'ely or actual responses from our listener or reader

how we feel towards our listener or reader

what sort of impression we want to give

how much time we have got.

the channel (?re the words said face to face or over the telephone4@ /n a

telegram or in a letter4)


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hift in the content and strategies of languagelearning

+earning concerns how to do things with language in different

conte*ts the aim of language learning is therefore not

simply in the mastery of the forms of language$ but the mastery

of forms in order to accomplish the communicative functions of

+anguage.


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&anguage functions

Communication may be regarded as a combination of acts

(speech acts) with intent and purpose$ and designed to bring

about some effect on the environment of hearers and spea'ers


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Communicative language teaching

/n C+T language learning is characterised as a process of developing the

ability to do things with language in communication as opposed to learning

about the language.


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)ultiple 0ntelligence vs &earnig tyle

)ultiple 0ntelligence

e0onstrates intellectual a4ility

&earning tyle

!/e %ay of learnin& to de0onstrate suc/

a4ility ;rof. Luis Ca4rera


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1hat are learning startegies2

&earning strategies are steps taken by students to enhance their own learning.

trategies are especially important for language learning because they are toolsfor active, selfdirected involvement, which is essential for developing

communicative

competence.

0. )emory trategies

3irect trategies 00. Cognitive trategies 000. Compensation trategies+?B6/6; ,TB?T;/,

0. )etacognitive trategies 0ndirect trategies 00. 'ffective trategies 000. ocial trategies

3iagram of the trategy ystem / verview. (riginal ource% by !ford, "##$
http://iteslj.org/Articles/Vitanova-Pronunciation.htmlhttp://iteslj.org/Articles/Vitanova-Pronunciation.html


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C))N E4R5E'N +R')E1R6

One of the aims of the "Common European

Framework of Reference: earnin! Teachin!

#ssessment" Council of Europe reference

document for the European an!ua!e $ortfolio isto help partners to describe the le%els of

proficiency re&uired by e'istin! standards tests

and e'aminations in order to facilitate comparisons

between different systems of &ualifications. For thispurpose the Council of Europe has de%eloped a

European Framework with common reference

le%els.


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E(E) OF #*+,#+E$ROF-C-E*C

?(rea'

through)

Movers

Starters

?%3aystageT EFlyers

+evel

Threshold5T +evel

%

%7antage-C +evel

F

C(ffective proficiency)

C? +evel

G

C%(astery)C5 +evel I


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Can understand the main points of clear standard input on familiar

matters regularly encountered in wor'$ school$ leisure$ etc. Can deal

with most situations li'ely to arise whilst travelling in an area wherethe language is spo'en. Can produce simple connected te*t on topics

which are familiar or of personal interest. Can describe e*periences

and events$ dreams$ hopes E ambitions and briefly give reasons and

e*planations for opinions and plans.

.

% Can understand the main ideas of comple* te*t on bothconcrete and abstract topics$ including technical discussions in

his>her field of specialisation. Can interact with a degree of fluency

and spontaneity that ma'es regular interaction with native spea'ers

&uite possible without strain for either party. Can produce clear$

detailed te*t on a wide range of subJects and e*plain a viewpoint on

a topical issue giving the advantages and disadvantages of various

options.

/6D56D6T 8,B

http://www.coe.int/T/0+1/$ortfolio/23E453/main6pa!es/le%els.html


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C Can understand a wide range of demanding$ longer te*ts$ and

recognise implicit meaning. Can e*press him>herself fluently and

spontaneously without much obvious searching for e*pressions. Canuse language fle*ibly and effectively for social$ academic and

professional purposes. Can produce clear$ wellKstructured$ detailed

te*t on comple* subJects$ showing controlled use of organisational

patterns$ connectors and cohesive devices.

.

C% Can understand with ease virtually everything heard or read.

Can summarise information from different spo'en and written

sources$ reconstructing arguments and accounts in a coherent

presentation. Can e*press him>herself spontaneously$ very fluently

and precisely$ differentiating finer shades of meaning even in more

comple* situations.

5B9-/C/6T 8,B


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? Can understand and use familiar everyday e*pressions and very

basic phrases aimed at the satisfaction of needs of a concrete type.

Can introduce him>herself and others and can as' and answer&uestions about personal details such as where he>she lives$ people

he>she 'nows and things he>she has. Can interact in a simple way

provided the other person tal's slowly and clearly and is prepared to

help.

.

?% Can understand sentences and fre&uently used e*pressionsrelated to areas of most immediate relevance (e.g. very basic

personal and family information$ shopping$ local geography$

employment). Can communicate in simple and routine tas's

re&uiring a simple and direct e*change of information on familiar

and routine matters. Can describe in simple terms aspects of

his>her bac'ground$ immediate environment and matters in areas of

immediate need.

?,/C 8,B


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REFERENCES8anzade len&uas. Es(a>a. Editorial ?RA#1 9--,.

Sc/arle A&ota and Sza4@ Anita1 Learner Autono0y8 A&uide to de'elo(in& learner res(onsi4ility. !/e Unitedin&do0 at t/e Uni'ersity ;ress. Ca04rid&e1 9---.

#ford1 Re4ecca L. Lan&ua&e Learnin& Strate&ies8 C/ate'ery teac/er s/ould $no%. !/e USA. #ford D D1*++-.

communicative competence by mc balderas

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