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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/8/2/2019 ELT1 Seminar Final
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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!