UNIT UNIT 2: COMM COMMUN UNIC ICA ATION ION IN THE LANG LANGUA UAGE GE LE LESS SSON ON.. LINGUISTIC AND NON-LINGUISTIC COMMUNICATION COMMUNICATION 1. COMM COMMU UNIC NICATION ION Communication abilities at a very early stage are one of the primary aims of foreign language teaching. Mode Modern rn appro approac ache hess to comm communi unica cati tion on do not not incl includ udee only only ling lingui uist stic ic production but gesture, behaviour, mime and other aspects occurring in first language communication. The The commu communi nica cati tive ve use use of the the visu visual al and and tact tactil ilee modes modes in thei theirr nonnonlingui linguisti sticc aspect aspectss is referred referred as “non-ve “non-verbal rbal”” commun communica icatio tion n or “body “body language”. Communication means to say something to someone with a communicative purpose and in an appropriate way. 2. COMMUN COMMUNICA ICAT TION IN TH THE E CLAS CLASSRO SROOM OM The main aims in language ea!hing a"e: Using oral and writing language in classroom actions. • Using idioms and sentences congratulations, congr atulations, greetings,!" • Using e#tralinguistic strategies gesture, body language,!" • An# hese a"e he !$nens: Conc Concep eptu tual al lin lingu guis isti tic" c"$$ iden identi tify fyin ing, g, greet greetin ing, g, desc descri ribi bing ng,, as%i as%ing ng,, • e#pressing needs and emotions, &uantify, ob'ect location, re&uesting, denying, offering,! (rocedures (rocedures non-linguist non-linguistic"$ ic"$ acting, doing what they are commanded commanded • total (hysical )esponse" *ocio*ocio-cul cultur tural$ al$ %nowin %nowing g games, games, sports sports and tradit tradition ional al songs songs in that that • language. C$mmuni!ai$n g$als: The learner gets a social and linguistic development$ • +ets an internal linguistic consciousness • Ta%es Ta%es part in a social interaction +ets a cultural %nowledge of that society and their habits, and also a • way to science, technology and international relations +ets practice in everyday activities • ear earne ners rs can can unde underst rstan and d much much more more that that they they can can spea spea%, %, so curre current nt language ca be used in the classroom. %. COMMUNICA COMMUNICATI TI&E &E LEARNIN LEARNING G AND AND TEACH TEACHING ING ACTI&ITI ACTI&ITIES ES There is almost almost an unlimited unlimited range of activities activities within the communicat communicative ive approach information sharing, negotiation of meaning and interaction"
Most Most commu communica nicativ tivee techni techni&ue &uess operat operatee by providi providing ng inform informati ation on and holding it from the others, creating an information gap. very communicative activity has these characteristics$ / desire to communicate • / communicative form • • / variety variety of contents and language The teacher0s role must be to facilitate the communication process and be involved as a participant within the group, analysing needs, counselling, managing the process and organising resources. earners must interact within the group. *uccessful communication can only be achieved through group interaction. '. NONNON-&E &ER( R(AL AL COMM COMMUN UNIC ICA ATION ION The communicative event is not based on the verbal component only. 1t also implies paralinguistic devices such as gesture, facial e#pression, body language, sight. They are information and emotional e motional sources. These non-verbal acts are culturally related. 2ifferent cultures may use different gestures hand using, head movement, !e.g.$ nodding in 3ungary is opposite to everywhere else" There There is also also the silent silent languag languagee li%e li%e the physica physicall dista distance nce maint maintain ained ed between individuals, the sense of time appropriate for communication under different conditions! The sight directs very well communication. 1f we do not li%e someone we put our eyes away, insecurity ma%es eyes go down or if we are very interested our eyes are widely open to ma%e the spea%er go on. ). E*TR E*TRAL ALIN INGU GUIS ISTI TIC C ST STRA RAT TEG EGIE IES S The most common strategies of language learning are$ earning grammar rules and using them • 1mitating linguistic habits • earning vocabulary and structures by heart • • 4inding out strategies, ma%ing hypotheses, contrasting them and getting the %nowledge 5on verbal reactions to messages in different different conte#ts$ • +ames$ guessing games, drawing games,! 2rama$ acting, miming, ! • )ole play$ using sentences as a native spea%er, which is funny and • vividly remembered. Total otal (hysica (hysicall )espon )esponse$ se$ is a teachi teaching ng metho method d built built around around the co• ordination of speech and action. 1t attempts to teach language through physical activity. activity.
6
The The more more inte intens nsiv ivel ely y a memo memory ry conn connec ecti tion on is trac traced ed the the stron stronge gerr the the memory association will be and the more li%ely it will be recalled. 1t ma%es second language learning a process li%e first language ac&uisition. Comprehension abilities precede productive s%ills but they transfer from one to others. The speech directed to children consists mainly of commands. Most of the grammatical structures of the target language and hundreds of le#ical items can be learned from the s%ilful use of the imperative. The lower the stress is the greater the learning is. *uccessful learning normally occurs in stress controlled classrooms, in pleasurable e#periences and low an#iety situations. +ram +ramma mati tica call feat feature uress and and le#i le#ica call item itemss are are sele select cted ed accor accordi ding ng to the the clas classr sroo oom m situ situat atio ions ns and and the the ease ease they they can can be lear learnt nt.. Total tal (hysi (hysica call )esp )espon onse se is uses uses afte afterr lang langua uage ge pres presen enta tati tion on and and prac practi tice ce in orde orderr to consolidate structures and vocabulary. The teacher is the director of the stage play and pupils are the actors. The teacher decides what to teach, how to present the new material, how to select materials. Correction should be used only when our pupils will really benefit from it. in the beginning the learner cannot attempt efficiently to the corrections because all attention is directed to producing utterances. ear earne ners rs list listen en atte attent ntiv ivel ely y and and resp respon ond d physi physica call lly y to our our comm comman ands. ds. Teachers monitor and encourage to spea% when learners fell ready to spea%. +"$!e#u"e: • 7arming up or introductory review r eview • 1ntroduction of new language, new commands and new items *imple &uestions which can be answered with a gesture such as pointing • (upils utter commands. Manipulating teacher and pupils0 behaviour. behaviour. • )eading )eading and writing writing activitie activitiess blac%board, blac%board, noteboo%s, !". 7riting, riting, • reading and acting out the sentence. 1t is very suitable for our primary lessons. 1t is only valid for beginners. 7hen our pupils0 %nowledge is very limited we do not e#pect them to tal%$ they have to watch, listen and act. 8ur main ob'ective is to provide children as much understable listening as we can while they are doing an en'oyable activity. The use of gesture allows them to tal% when they cannot spea%. Commands can be responded by physical actions e.g.$ point"
9
