COMMUNICATIVE COMPETENCE

COMMUNICATIVE COMPETENCE

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  FACULTATD DE CIENCIASDE LA EDUCACIÓN HUMANAS Y TECNOLOGÍA ESCUELA DE IDIOMAS JOJAIRA HERNANDEZ GISELL LEMA MAYRA QUIROZ PATRICIA TOTOY
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  COMMUNICATIVE APPROACH  Thecommunicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.
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  The Principles ofthe Communicative Approach:  Learners learn through using it to communicate  Authentic and meaningful communication should be the goal of classroom activities  Fluency is an important dimension of communication  Communication involves the integration of different language skills  Learning is a process of creative construction and involves trial and error
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  Common Activities in theClassroom:  Role play  Interview  Information gap  Games  Surveys  Pair work
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  Example, In theclassroom  Classroom activities guided by the communicative approach are characterized by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learner-centred, and there may be use of authentic materials.
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  So what isthe teacher’s role in this? The teacher has two main roles: To facilitate the communication process in the classroom To act as an independent participant within the learning-teaching group
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  The idea was originallyderived from Chomsky’s distinction between competence and performace. Competence shared knowledge of ideal speaker-listener set in a completely homogenous speech community. Performance: process of applying underlying knowledge to actual language use.
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  To be communicativecompetent means, roughly speaking, to be able to communicate that which you wish to communicate. The desired outcome of the language learning process is the ability to communicate competently, not the ability to use the language exactly as a native speaker does.
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  The notion ofcommunicative competence is one of the theories that underlies the communicative approach to foreign language teaching. To be communicative competent you need skills within the following areas:
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  Grammatical competence the abilityto use the rules of the language to understand and produce the language correctly Discourse competence the ability to understand and produce coherent texts (written and oral) within various genres Pragmatic competence the ability to understand and produce utterances that are suitable for the context in which they are uttered Strategic competence the ability to efficiently use the skills available to you to get your message across - strategies Fluency Interrelation between the elements of communicative competence
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  Grammatical competence the ability touse the rules of the language to understand and produce the language correctly Linguistic competence Is knowing how to use the grammar, syntax, and vocabulary of a language. Linguistic competence asks: What words do I use? How do I put them into phrases and sentences?
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  Sociolinguistic competence Is madeup of two sets of rules: sociolinguistic rules of use and rules of discourse. They believe that knowledge of these rules will be crucial in interpreting utterances for social meaning
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  The ability to understandand produce coherent texts (written and oral) within various genres Discourse competence
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  Strategic competence Is madeup of verbal and non-verbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or to insufficient grammatical competence
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  In the earlystages of language learning, instructors and students may want to keep in mind the goal of communicative efficiency: That learners should be able to make themselves understood