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Topic 2
Topic 2
1. INTRODUCTION:
Communication is used in everyday Iife situations. There are many
different types of communication involving our lives.
We use language mainly to communicate with people. Therefore, we
could say that communication is a key word for us as English
teachers. Not only it is the essence of human interaction, but also it
is the centre of language learning.
Chomsky was one of the first linguists to try to explain why a child
learns a language. He believed that the infants begin to produce
language by a process of deduction using the input received and with
natural resources construct an internal grammar.
Hymes notes that a child does not just know a set of rules. Children
also know how, when and when to use it when a native speaker
speaks.
Hymes distinguished four aspects of Communicative competence:
Systematic potential: systematic potential means that the native
speaker possesses a system that has a potential for creating a lot of
language. This is similar to Chomskys competence. We study if an
utterance is possible according to the forms of expression available.
Appropriacy: Appropriacy means that the native speaker knows what
language is appropriate a given situation. An utterance will be
appropriate in relation to a context.
VERBAL COMMUNICATION:
3.1.
DEFINITION OF THE VERBAL COMMUNICATION: is a system of
communication that uses word s to talk or to write.
3.2.
LISTENING & SPEAKING: Listening is decoding the sound
according to acquire rules (phonology: study of phonemes).
Speaking is the encoding of the acquired sounds deduced by
listening into signals (Phonetics: study of sounds).
4. NON-VERBAL COMUNICATION:
4.1.
DEFINITION OF NONVERBAL COMMUNICATION: defined as the
body language and paralanguage as the study of how things are
said (perception & interpretation).
4.2.
FUNCIONS OF THE NONVERBAL COMMUNICATION:
To express attitudes to the speaker:
To express positive or negative emotions.
To support the verbal communication message.
To replace verbal communication.
To help manage social encounter.
To assist in control. Influence and submission.
To assist in the presentation of the self.
John Cleese and Skinner stated the following: Most of our attitudes and
characteristics are grounded in our family experience and family
relationships.
Desmond Morris people signal to each other their attitudes, needs, desires
and feelings more powerfully through unconscious body movements than
through word mouth.
Abercrombie: We speak with our vocal organs, but we converse with our
entire bodies.
Prosodic features:
Intonation and Stress are the principal prosodic features operative in
English.
Paralinguistic features:
6.
CONCLUSION:
In this topic we attempted to demonstrate the nature of verbal
communication. The spoken language in each productive and
receptive form depends not only on the understanding of sounds but
also on the creation of these sounds.
The context of this communication includes many elements, which
are aids in the process, and we should be aware of how we can
maximize verbal and non-verbal items to encourage children to infer
meaning and to use all sorts of extra-linguistic strategies to improve
communication.
By means of meaningful motivating activities, which use aspects
such as body-movement and gestures. We can motivate our young
learners of English to believe that communication in English language
is in within their reach.
7. BIBLIOGRAPHY:
Current legislation:
LOMCE 8/2013 December 9th organic Law for the Improvement of the
Quality of Education.
Royal Decree 126/2014 February 28th, which establishes the basic
curriculum for primary education.
Decree of the Valencian Government 108/2014 July 4 th which
establishes the curriculum for primary education.