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    Sergio Marín Cruz
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    1. The document discusses communication in the foreign language classroom, noting that communicative competence and the ability to communicate simple messages in everyday situations are educational objectives. Communicative competence involves linguistic, sociolinguistic, discourse, strategic, and sociocultural skills. 2. Both verbal and non-verbal communication are important. Verbal communication development relies on comprehensible input and social interaction. Non-verbal cues like eye contact and gestures also contribute meaning. 3. Extralinguistic strategies can aid language acquisition, like using pictures and realia that provide context clues to support understanding. Different media like phone versus face-to-face interaction impact communication differently as well.

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    1. The document discusses communication in the foreign language classroom, noting that communicative competence and the ability to communicate simple messages in everyday situations are educational objectives. Communicative competence involves linguistic, sociolinguistic, discourse, strategic, and sociocultural skills. 2. Both verbal and non-verbal communication are important. Verbal communication development relies on comprehensible input and social interaction. Non-verbal cues like eye contact and gestures also contribute meaning. 3. Extralinguistic strategies can aid language acquisition, like using pictures and realia that provide context clues to support understanding. Different media like phone versus face-to-face interaction impact communication differently as well.

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    67 views5 pages

    Resumen TEMA 2

    Uploaded by

    Sergio Marín Cruz
    1. The document discusses communication in the foreign language classroom, noting that communicative competence and the ability to communicate simple messages in everyday situations are educational objectives. Communicative competence involves linguistic, sociolinguistic, discourse, strategic, and sociocultural skills. 2. Both verbal and non-verbal communication are important. Verbal communication development relies on comprehensible input and social interaction. Non-verbal cues like eye contact and gestures also contribute meaning. 3. Extralinguistic strategies can aid language acquisition, like using pictures and realia that provide context clues to support understanding. Different media like phone versus face-to-face interaction impact communication differently as well.

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    of 5

    1. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM.

    Communication in the foreign language classroom is strongly related to


    communicative competence and, in the same way to the objective f) of Primary
    Education: ‘acquire, in at least, one foreign language, the basic communicative
    competence that enables them to express and understand simple messages and to function
    in everyday situations’.
    For that reason, this competence is also established in the Order 65/2015 of 21st
    January which describes the relation among Competences, Contents and Evaluation
    Criteria for Primary Education. The desired final result of the language learning process
    is the ability to communicate competently, not the ability to use the language as a native
    speaker does.
    Moreover, communicative competence is made up of five sub-competences,
    described by Canale and Swaim: linguistic, sociolinguistic, discourse, strategic and
    sociocultural competence.
    - Linguistic competence is knowing how to use words and how to put them into
    phrases and sentences.
    - Sociolinguistic competence is knowing how to use and respond to language
    appropriately depending on the situation given.
    - Discourse competence is knowing how to interpret the larger context and how to
    construct words, phrases and sentences in a coherent way.
    - Strategic competence is knowing how to recognize and repair communication
    breakdowns and how to learn more about the language and in the context.
    - Socio-cultural competence or ability to familiarize with the social and cultural
    context in which the foreign language is spoken.
    Linguists like Chomsky, Barnett or Pearson defend that the acquisition of a second
    language and to learn to communicate is a essential tool in our current world, as states the
    Organic Law for the Improvement of the Quality of Education 8/2013 of 9th December
    (LOMCE): ‘The domain of a second foreign language has become a priority in education
    as a consequence of the process of globalization in which we live’.
    1.1.Verbal Communication.
    After a time where oral language was considered less important than written language,
    new pedagogic orientations have given priority to lingual language. In this sense, this fact
    can be seen in the Educational Law which states that: ‘comprehension and oral
    expressions will be prioritized’.

    In addition, oral language development needs two essential elements: comprehensible


    input and social interaction. The language learning environment should be structured to
    include input as well as encourage the two-way communication by social interaction.
    1.1.1. Characteristics of oral language.
    It is more complex to teach oral language than to teach written language. This, we
    need specific methodology and treatment:
    - In oral language we have to treat phonic and prosodic of speech, as it is remarked
    in the methodological guidelines of the Order 17th March, 2015.
    - The application of written language allows us to plan and organize the
    communicative activities.
    - Oral communication is more complex because the interlocutor is directly present
    and she/he has direct influence on the other interlocutor. For this reason, ‘role-
    play, dramatizations, interviews or debates’ are elements of block of contents of
    the Order 17th March, 2015.

    1.1.2. Aspects and development of oral language.


    According to Lindfors, oral language is a complex system that relates sounds to
    meanings and is made up of three components: the phonological, the semantic and the
    syntactic one.
    These components will be progressively incorporated through the three cycles, as it
    is stated in the Royal Decree 126/2014 of 28th February which is established the basic
    curriculum for Primary Education. In this sense, learners obtain the ‘communicative
    competence’ at the end of the Primary stage, specified in the Order ECD 65/2015 21st
    January.
    Firstly, the phonological component involves the rules for combining sounds.
    Secondly, the semantic component is made up of morphemes, the smallest units of
    meaning that may be combined with each other to create words. Finally, the syntactic
    component consists of the rules that enable people to combine morphemes into sentence.
    1.1.3. Main forms and techniques of verbal communication.
    This methodology is divided into three different stages, as have stated it linguists like
    Brown or Byrne.
    The first one is the presentation stage in which assimilation of the language used and
    language elements take place. According to methodological guidelines of the Order 17th
    March 2015, the ideal resource is the dialogue. The teacher must control the amount as
    well as the quality of the input.

    The next stage is usually called controlled practice. In this case, pupils use the material
    presented in the previous stage. Basic structures are questions formulated by the teacher
    or the pupils themselves. Moreover, the teacher functions as a corrector.

    Directed and free production make up the creative stage. During the directed
    production the teacher decides on the context, situation to be practised. First, it is done
    with the teacher, then in groups. On the other hand, during free production the students
    themselves choose the language to use. Now the teacher functions as an animator and
    assistant.

    Some of the activities which may be used are the following:


    a) Conversation
    The term conversation refers to the continuous exchange of the roles of speaker and
    listener.
    An example would be the following:
    ‘The talk show interview’
    Let the students work in pairs. The host student prepares five questions related to the
    Unit’s topic. This question list will be asked to the interviewed student, simultaneously
    he will answer the question.

    b) Dramatization.

    This is a very complex form of dialogue as it does not only use oral expression, but
    also gestures and body language. Learners can practise expression, dialogue, verbal
    fluency and creativity. A good activity would be a storytelling inspired by a fairy tale.

    c) ‘Jazz chants’

    These songs help non-native speakers learn new vocabular, rhytm or intonation by
    doing them. It is a very effective and enjoyable way to learn, based on combination
    of repetitions. Example:

    It lives in a river,
    Snap, snap, snap
    It has a long snout
    Snap, snap, snap

    1.2.NON-VERBAL COMMUNICATION.
    Theorists like Krashen, Asher or Rivers, whose collective work focused on non-verbal
    communication, have remarked the importance and categories of this type of
    communication:
    a) The importance of Non-verbal communication.
    The way something is expressed may carry more significance and weight than the
    words themselves. Accompanied by a smile or a frown, said with a loud or a gentle
    voice, the contents of our communications are framed by our perceptions of their
    context. Hence, according to the second objective of the Foreign Language Area and
    the block of contents ‘Production of oral texts’ of the Order 17th March, attention is
    paid to the use of non-verbal communication in conversations.

    b) The major categories of Non-verbal communications include the following:

    - Personal Space: this category refers to the distance which people feel comfortable
    approaching others or having others approach them. Different distances are also
    assigned for situations involving intimate relations, ordinary personal
    relationships or public places.

    - Eye contact: eye contact modifies the meaning of other nonerbal behaviour. Eye
    contact can have a very significant influence when you are interacting with people.
    Among a group of people, a speaker will often make eye contact with a person
    s/he wants a response from.

    - Position: together with the distance between people and the angle of eye contact
    it can be included in a more general category of ‘proxemics’ (the study of spatial
    distances between individuals in different cultures and situations).

    - Posture: a person’s body communicates a rich variety of messages. Posture can


    communicate a number of things

    - Paralanguage: ‘Non-lexical’ vocal communications may be considered a type of


    non-verbal communication. This category includes a number of sub-categories:

    o Pacing (rapid, slow…)


    o Intensity (loud, soft)
    o Tone (nasal, whining)
    o Pitch (high, medium, low)
    o Pauses (meaningful, disorganized)
    - Facial expression: the face is more highly developed as an organ of expression in
    humans than any other living being. Some facial expressions become quite
    habitual.

    - Gesture: there are many kinds of gestures. Gesture can be used to replace verbal
    communication. Different finger or hand gestures can convey a range of meanings
    in different cultures, from insults to approval or even attraction. Many good
    speakers o storytellers use hand gestures to illustrate their stories.

    - Locomotion: the style of physical movement I space also communicates a great


    deal, as well as affecting the feelings of the person doing the moving.

    2. EXTRALINGUISTICS STRATEGIES.
    These strategies may be influenced by the following aspects:
    1. Krashen distinguishes between acquisition, the subconscious process, and
    learning, the conscious process. Krashen defends that we acquire a new rule by
    understanding messages that contain this new rule. This is done with the aid of
    extralinguistic context and our previous linguistic competence. Therefore,
    pictures and other realia are so valuable to the beginning language learner.
    2. Communication by using media (telephone, e-mail) in comparison with face-to—
    face communication shows that the main differences are that face-to-face
    communication gives you access to extralinguistic cues like facial expression.
    3. From a language acquisition perspective, it can be distinguished between the level
    of English proficiency required for interpersonal communication and the level
    required for academic purposes. One important difference is that interpersonal
    communication is context-embedded with extralinguistic cues such as gestures
    and facial expressions to aid communication. In contrast, academic language is
    context-reduced without extralinguistic cues to aid in communication.
    4. Extralinguistic variables such as social status, styles, ethnicity, and language
    background may all be contributing factors to the reduction process of
    pronunciation.

    2.1.Non-verbal reactions to messages in different contexts.


    As mentioned above, non-verbal communication refers to the fact that about 38
    percent of language is communicated by paralanguage. About 55 percent comes through
    non-verbal. Hence, feelings and emotional responses are not so much based upon what
    another person says, but upon what another person does.
    Non-verbal cues can be ambiguous because no dictionary can classify them. Their
    meaning varies not only by culture and context, but by degree of intention. They are also
    continuous: it possible to stop talking, but it is generally not possible to stop non-verbal
    cues.
    For that reason, as LOMCE states: ‘The purpose of Primary Education is […] to
    facilitate students’ acquisition of basic notions of culture’. It is important that learners
    learn to develop in communicative situations in other cultures, assimilating and producing
    language from respect.
    Examples of non verbal reactions to messages in different contexts.
    1. TPR (Total Physical Response).
    This method, developed by James Asher, is based on the idea of non-verbal reactions.
    It is a method which motivates pupils a lot because it usually interrupts classroom rutine.
    2. Instructions.
    When we ask our students to do something in class, this action can be considered a
    non-verbal reaction. They can be asked to colour a picture, to move as for example in the
    game Simon Says.

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