elt1 seminar final

8/2/2019 ELT1 Seminar Final

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ELT1

Seminar Week 4

Topic: Communicative Competence

Lecturer: V Mai TrangClass: 09E7

Group 4: Th Thanh Dung

ng Th HngTrn Th TrangBi Th Huyn Trang


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Outline

1. Introduction

2. Body

2.1. Definition

2.2. Aspects

2.3. Activities

3. Conclusion4. Discussion


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Introduction

What is the goal of language teaching?

Hymes, a Virginian linguist, sociolinguist,

(1972) believed that the goal of language

teaching is to develop communicativecompetence (CC).

What is communicative competence?

CC is one of the most controversial terms

in the field of general and applied linguistics.


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History of CC

First introduced by Hymes in 1972 in response

to Chomskys concept of grammatical

competence.

Developed by

Canale andSwain

(1980)

Canale(1983)

Bachman(1990))

Celce-Murcia,

Zoltan and

Thurrell(1995)

Bachmanand

Palmer(1996)


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Definition

Competence: the ability to do sth well

Communicative Competence: a person'sability to communicate information and ideas

in a foreign language

Oxford Advanced Learners Dictionary, 8th edition


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The ability to converse or correspond with a

native speaker of the target language in areal-life situation, with emphasis oncommunication ofideas rather than oncorrectness of language form.

http://www.education.com/definition/co

mmunicative-competencelanguages/

Marcelo Melo (2010): To be communicativecompetent means, roughly speaking, to beable to communicate that which you wish tocommunicate.
http://www.education.com/definition/communicative-competencelanguages/http://www.education.com/definition/communicative-competencelanguages/http://www.education.com/definition/communicative-competencelanguages/http://www.education.com/definition/communicative-competencelanguages/http://www.education.com/definition/communicative-competencelanguages/http://www.education.com/definition/communicative-competencelanguages/http://www.education.com/definition/communicative-competencelanguages/http://www.education.com/definition/communicative-competencelanguages/http://www.education.com/definition/communicative-competencelanguages/


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Hymes: Speakers of a language have to have

more than grammatical competence in orderto be able communicate effectively in a

language; they also need to know how

language is used by members of a speechcommunity to accomplish their purposes.

knowledge ability CC


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CC = knowledge of the grammatical rules of a

language and ability of appropriate use in

social contexts.

CC includes knowledge/awareness of:

when to say

where to say

to whom to say

what to say how to say


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Aspects of CC

CC

Strategic

Competence

DiscourseCompetence

LinguisticCompetence

ActionalCompetence

Sociocultural

Competence


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Discourse Competence

DC is to do with the selection, sequencing and

arrangement of words, structures, utterances to

achieve a unified spoken/written text.

DC can be seen as the ability to understand,create and develop forms of the language that

are longer than sentences (stories,

conversations, letters, ) with the appropriatecohesion, coherence and rhetorical

organization to combine ideas.


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Example: Consider the following short discourse in English:

Once upon a time there was an old woman named Mother

Hubbard, who had a dearly-loved dog named Bowser. Mother

Hubbard was very poor and didn't always have enough food

for herself and her pet.

One day Bowser came running up and barked hopefully to

show his mistress how hungry he was. Mother Hubbard went

to the cupboard to get her poor doggie a bone, because she

felt sorry for him. But when she got to the cupboard it was

bare, and so poor Bowser went hungry.


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1. Which type of discourse is it?

Is it a description, process, narration of

argument? Show the evidences.

2. How many characters are there? Underline

the words that refer to each of them.

3. Which are the main events of this story?


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Linguistic competence

Linguistic competence consists of knowledge

of such linguistic systems as syntactic (thuc

v c php), morphological (thuc v hnh thi

hc), lexical (thuc v t vng), phonological(thuc v m v hc), and orthographic (thuc

v chnh t) systems needed to realize

communication in speech or writing.


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The one who has linguistic competence

is able to:

Recognize whether the word belongs to the

language or not.

E.g: A. Slip B. Slib C. Sbill

Know the morphology, such as prefix, suffix.

E.g: A. post- graduation

B. friendliness

C. enrichen


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Distinguish sentence and non-sentences.

E.g: A. The accident was seen by thousands.

B. The accident was looked by thousands.

Distinguish some sentences which have the same

structure but the different meanings.

E.g: A. The cow was found by the stream.

B. The cow was found by the farmer.

Know some sentences with different structure, but

related meanings.

E.g. The police examined the bullet.

The bullet was examined by the police.


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Communicative activities

Definition: Communicative activities include anyactivities that encourage and require a learner to

speak with and listen to other learners, as well as with

people in the program and community.

Benifits: help turn the English classroom into an active,

safe, and enjoyable place where literacy- and

beginning-level learners can learn what they need and

want to learn.

Challanges: Language learners may be initially

disconcerted when their English teacher begins asking

them to get up and move around, work in pairs or

groups, and talk to one another.


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Activities in CLT

Information gap

Class survey

Games


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Information gap

Highlights: In information gap, each student has information thatthe other student(s) dont have.

Objective: Learnersfindand share information by asking andanswering questions in order to complete a task.

Context: This activity can be used in all levels or with multilevelgroups.

Estimated time: usuallyranges between 20 and 35 minutes.

Materials: The teacher prepares a master handoutbased oninformation, language structures, and vocabulary the students have

been working on. Then, the teacher deletes pieces of informationon two sets of handouts

Bad point: Teachers cannot evaluate correctlycompetence ofstudents if they do not observe carefully.


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Example

student A:

Read the story to your partner. When you

find a blank , ask your partner for help.

The Pilgrims came from (1) ___________.

They came on the ship, the Mayflower, in the

winter of (2) ________. Before theseimmigrants

landed on shore at Plymouth Rock, they

signed a

document to form a simple government

called the

(3) _________________.

Listen to the story. Help your partner with

words on the list.

1. Atlantic Ocean

2. Squanto

3. Massasoit

Now, take turns reading the entire story.

Student B:

Listen to the story. Help your partner with

words on the list.

1 England

2. 1620

3. The Mayflower Compact

Read the story to your partner. When you

find a blank, ask your partner for help.

The Pilgrims had a difficult time because

many

were sick from crossing the (1)

the weather was very cold, and they had

only a little food. Native Americans including

(2) ____________ and (3)____________

helped the immigrants by giving them food

and advice.

Now take turns reading the entire story.


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Class Survey

Highlights: As ice-breaking activity, especially at the beginningof a course.

Objective: Learners gather information about a particulartopic.

Context: This class survey activity is especially useful forbeginning levels.

Estimated time: Time varies according to how muchinformation is gathered.

Materials: The teacher needs to make a survey form solearners can easily askthe question or questions and recordanswers.

Bad point: It quite boring


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Example

Please ask the question of every student in class.

Write down the names.

Name: _________________________________

Date : __________________________________

What is your first name? (Spell it, please)

_________________________________

Where are you from?

_____________________________________


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Games

Highlights: Games give learners opportunities to usethe language they are learning in non-threatening,enjoyable contexts.

Objective: Specific goals such as learning numbers ornew vocabularyare associated with particular games.

Context: depend on level of classes.

Estimated time : Games should take less time

Materials: Items vary according to the game, but manycan be homemade

Bad points: it wastes of time and affects to the lesson.


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Example


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Conclusion

CLT aims at producing students who arecommunicatively competent.

CC = knowledge of the grammatical rules of a

language and ability of appropriate use insocial contexts.

CC includes Discourse competence, Linguistic

competence, Actional competence,Sociocultural competence and Strategiccompetence.


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Reference:

http://www.sil.org/lingualinks/languagelearni

ng/otherresources/gudlnsfralnggandcltrlrnngp

rgrm/whatisdiscoursecompetencetextu.htm

http://www.nclrc.org/essentials/goalsmethod

s/goal.htm

http://www.english-e-corner.com/linguistics


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Discussion

1. Due to exam system in Viet Nam, teachingEnglish at high school should emphasizemuch more on grammar and reading rather

than communication skills.Do you agree with the statement. Why andwhy not?

2. How to motivate your students to balance 4skills while they only want to learn grammarto pass exams and get high mark?


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THANK YOU SO MUCH

FOR YOUR ATTENTION!

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