TOPIC 1. LANGUAGE AS COMMUNICATION: ORAL AND WRITTEN LANGUAGE. FACTORS DEFINING A COMMUNICATIVE SITUATION: ADRESSER, ADDRESSEE, FUNCTINALITY AND CONTEXT. 1. INTRO TRODUCT DUCTIION (Current curricular regulations. Having a good competence. Summary) 2.
LANGUAGE LANGUAGE AS COMMUNI COMMUNICA CATION TION:: ORAL AND WRITTEN WRITTEN LANGUA LANGUAGE GE 2.1. Definitin f !""#ni!$tin (Canale. Use of a shared code. Existence of comprehension and production processes) 2.2. O%$& $n $n' (%itten &$n)#$)e (Stages in the processes of comprehension and production) 2.*. C+$%$!te%iti! (Differences beteen ritten and oral languages. Differences beteen spontaneous and planned language) 2.-. Nn/e%0$& !""#ni!$tin (Examples. !mportance. "he #oint of verbal and non$verbal elements. "%&)
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FACTORS ACTORS DEFINING DEFINING A COMMUNI COMMUNICA CATIVE TIVE SITUA SITUATION: TION: ADRESSER, ADRESSER, ADDRESSEE, FUNCTINALITY AND CONTEXT *.1. C"nent in in $ !""#ni!$ti/e i it#$tin ('aobson. Elements. %rocess. %hases codification* emission* reception* decoding) *.2. F#n!tin$&it ('acobson+s ('acobson+s language functions emotive* conative* phatic* referential* poetic* metalingual. ,an E+s functions) *.*. Cnte3t (-inguistic and non$linguistic context. Historical and sociocultural contexts. CD the importance of the context. Use of situational contexts)
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TEAC4ING TEAC4ING COMMUNIC COMMUNICA ATION: FROM FUNCTIONA FUNCTIONAL L TO ACTION ACTION 5ASED SYLLA5Y (Debate in the mid$tentieth century. -anguage function) -.1. O#% $%$!+ (CE&. /ction$based approach. Communicative and facilitating activities)
6.
INFORMA INFORMATION TION AND COMMUNICA COMMUNICATION TION TEC4NOLOG TEC4NOLOGIES IES (0ritten language publishing houses* text processor* e$mails* chats* blogs* forum* social netor. 1ral language Sype)
7.
CONCLUSION (0ritten and oral languages are essential. "eachers must promote. Communicative comp. not only linguistic comp.)
8.
5I5LIOGRAP4Y (2adrid 3 2c-aren* Harmer* &ichards 3 Schmidt* &D* D456* 1. 76 /ugust)
1. INTRO NTROD DUCT UCTION ION
7
"he current curricular regulations for the teaching of foreign languages in Spain* such as CD 78759466: and the 1rder of /ugust 76 th* 466;* prescribe an approach hich focuses on communication and interaction. "his means that teachers and their syllabuses must contribute to develop communicative competence in their students. Having a good competence in a language means being able to use the language in terms of four sills listening* speaing* reading and riting. "hus* students should be able to comprehend oral and ritten language and produce oral and ritten messages. !n the present unit* e are going to deal ith these aspects hich allo communication such as oral and ritten language and non$verbal language. "hen* e ill see different factors in a communicative situation and finally* our current approach hich focuses in communication. 2. LANGUAGE AS COMMUNICATION: ORAL AND WRITTEN LANGUAGE $. Definitin f !""#ni!$tin
1ne of the more complete definitions of communication has been formulated by Canale <= as the exchange and negotiation of information beteen at least to individuals through the use of verbal and non$verbal symbols* oral and ritten9visual modes and production and comprehension processes>. "hus* in this definition there are three fundamental notions* the exchange of information* the use of a shared code* the existence of comprehension and production processes. "he exchange of information implies a ill to communicate and an information gap. ?oth personal and sociocultural aspects play a fundamental role in this process. "he use of a shared code implies a shared noledge of reality and of the symbols used to represent it. !t can be verbal or non$verbal. "he existence of comprehension and production processes re@uires the use of complex cognitive sills in order to codify and decode the message. 0. O%$& $n' (%itten &$n)#$)e
"here are three different stages in the processes of comprehension and production. !n oral and ritten comprehension the phases are perception* analysis and use. !n perception stage the focus is on the sounds or letters in order to get meanings. !n analysis stage the sense of the text is reconstructed ith the help of a macro$structure. !n use phase the information is dran up and ne schemes are created. 1n the other hand* the stages in oral and ritten production are more difficult. "hey are construction* transformation and performance phases. !n construction phase the 4
appropriate meaning are selected according to the communicative intention. !n transformation stage these intentions are transformed by applying grammatical rules. -ast phase is performance* here the message is physically expressed. !. C+$%$!te%iti!
0ritten and oral languages sho clear differences. 2adrid and 2c-aren (466A) highlight seven characteristics
%ermanence the ritten language is permanent and oral language vanishes. %rocessing time in ritten language the receiver has greater time to process the information. Distance riter and reader are in different context (ritten language). 1rthography ritten language lacs suprasegmental elements. Complexity in ritten language* sentences tend to be more complex. ,ocabulary ritten lexical register is richer. ormality ritten texts are more formal.
Sometimes* oral language shares the characteristics of ritten language as in a lecture as ell as it happens on the other ay round* hen ritten language such as class notes loo lie oral language. "hus* another ay of differentiating languages is distinguishing beteen spontaneous and planned language. Some of the characteristics that differentiate them are the folloing $ !n spontaneous language simple sentences are used $ !n spontaneous language connectors and structures are easier $ !n planned repetitions are avoided $ !n spontaneous language participants use self$corrections* doubts and repetitions '. Nn/e%0$& !""#ni!$tin
Communication not only taes place in oral or ritten forms but also through non$ verbal procedures. 0e can name among others body language* facial expressions* mime* traffic lights* the sign language used by deaf people or musical signs. "his type of communication is very important* especially hen the linguistic competence of participants is lo. "his is hy teachers favour students+ noledge of non$linguistic communication and of the different meanings that signs can have in different cultures. !n fact* the #oint introduction of verbal and non$verbal elements is a natural phenomenon in communication. rom a didactic point of vie* the information e get from the speaers+ gestures* position or loo among others* are so important that hen it does not agree ith the content of the message* it can create serious doubts about its interpretation. 1n the other hand* the use of non$verbal elements grants the listeners+ comprehension of the message and in the same ay* students can use these non$ linguistic procedures for expressing themselves. 5
!n this sense* e should emphasise the importance of certain foreign language teaching methods that are based on a physical response to verbal actions* such as the "otal %hysical &esponse method hich as developed by 'ames /sher. *.
FACTORS DEFINING A COMMUNICATIVE SITUATION: ADRESSER, ADDRESSEE, FUNCTINALITY AND CONTEXT $. C"nent in $ !""#ni!$ti/e it#$tin
&oman 'aobson proposed a theory of communication. !n this theory different elements form intervenes $ /ddresser is the person ho originates the message $ /ddressee is the person to hom the message is addressed $ Channel is the medium through hich the message travels $ 2essage is the content and particular grammar and lexis $ Code is the language or dialect hich is used $ Context is the social or physical circumstances of communication "he ay in hich communication taes place in the 'aobson+s model can be explained in the folloing ay addresser sends a message to the addressee. "o be operative* the message re@uires a context hich must be understandable to the addressee. / common code to the addresser and addressee is also re@uired and of course* a physical channel of communication. !n all simple communication acts there are four clearly defined phases 7. Codification. !t is carried out by the addresser* turning the initial idea into a group of linguistic signs. 4. Emission. !t is the phase in hich the message is transmitted through the channel. !t can be oral or ritten. 5. &eception* hen the message is received. A. Decoding. "he addressee interprets the message by decoding it. 0. F#n!tin$&it
'aobson+s description of communication process alloed him to define six language functions hich are the folloing
E"ti/e: communicating the emotions of the addresser such as the collo@uial inter#ection Cn$ti/e: looing for modifying the addressee+s behaviour as ith the command for example P+$ti!: maing sure that the channel is oring as hen e say hen taling by phone Refe%enti$&: carrying information* for example <"he Earth is round>
A
Peti!: in hich the essence of the message is the form* not the meaning. /n example is the invented ord Met$&in)#$&: focusing attention on the code itself such as asing <0hat is the meaning of rill>
'aobson+s classification is not the only one. !n the research <"he "hreshold -evel for 2odern -anguage -earning in Schools>* 'an ,an E also mentions six basic functions defined for the purpose of teaching foreign languages $ !mparting and seeing real information $ Expressing and finding out intellectual attitudes $ Expressing and finding out emotional attitudes $ Expressing and finding out moral attitudes $ etting things done $ Socialising Children in %rimary Education need not no hich function is being used in each moment but they ill start to be aare of the different ays of communicating themselves according to each context. !. Cnte3t
/ll the elements hich appear in a communicative situation are present ithin a context. "he context has to sub$divisions the linguistic and non$linguistic context. "he linguistic context is made up by all those linguistic forms that surround a specific linguistic form. or example* in the folloing dialogue 9 <"hey are fine* than you>* e no that the ord refers to the speaer+s parents. 0ithin the non$linguistic context* e can distinguish the historical context and the sociocultural context. "o ensure the effective communication beteen the addresser and the addressee* they must share certain data such as personal* of the place and sociocultural data. "he importance of creating a context is also present in Cron Decree 78759466: in the introductory paragraphs or this reason* it is a good idea to use situational contexts for the foreign languages teaching* especially at early stages. "hese contexts may be familiar for the children such as the school* home* the supermaret* the par* and so on. 4.
TEAC4ING COMMUNICATION: FROM FUNCTIONAL TO ACTION 5ASED SYLLA5Y
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"he debate in the mid$tentieth century on the best methodology for teaching communication in the foreign language led to the definition of language functions first and later to the definition of communicative competence* hich is our main aim currently. "he concept of language function is relevant because it confers meaning to purely linguistic elements lie syntax* lexis or phonetics. "he functions are the use that e mae of these elements to communicate meaning to give or as information* to greet* to describe a person* etc. "he syllabi hich ere centred on teaching language for different functions ere called functional syllabi. 0ith time* linguistics understood that there are other elements in communication in a foreign language hich cannot be ignored* mainly related to the communicative competence. "he current syllabi in education are based on it. $. O#% $%$!+
"he approach to follo can be found in the common European rameor of &eferences for -anguages (CE& hereafter) and it is mentioned in the introduction of the oreign -anguage /rea in Cron Decree 78759466:. !t is called an action$based approach and it aims at the development of communicative competence through the performance of tass and activities. /ccording to the CE&* these tass include language activities hich are those tass here language has to be used and students communicate in it. "hey can be divided into tass and communicative pedagogical tass* both focusing in meaning. !n order to prepare the student to be able to carry out these communicative tass* teachers can use non$communicative tass called facilitating tass by David Funan. 6.
INFORMATION AND COMMUNICATION TEC4NOLOGIES
!nformation and Communication technologies can help us to develop the students+ communicative competence. 2ost publishing houses offer graded reading series as ell as specific eb sites to complement these texts ith reading and riting exercises. 2oreover* our students find computers very motivating and they can use the text processor or rite emails. 1n the other hand* they can practise their ritten sills in a great number of sites such as in chats* blogs* forum or even social netors such as aceboo. ?ut not only the ritten sills can be practised using the ne technologies. "he main example of that is the program Sype. 0ith this platform* students can communicate ith other people as in a real oral conversation. "hey can tal to other person or people at real time and as ell as they are atching each other. So it includes both linguistic and non$linguistic communication. :
7.
CONCLUSION
Having said that* e can affirm that ritten and oral languages are essential in order to ac@uire a total Communicative Competence in the foreign language* in our case English. -anguage sills have to be developed in the %rimary grades and teachers have to promote them in the classroom* creating a place for interaction in every English lesson. Hoever* e must remember that the main ob#ective is to achieve communicative competence* not only the linguistic competence. !f e ant students to be able to communicate e ill have to teach them the verbal and non$verbal tools and offer them a reason hy. "his ay* language learning has a real meaning. 8.
5I5LIOGRAP4Y
2adrid* D. and 2c-aren* F. 466A. "E- in %rimary Education. Universidad de ranada. Harmer* 'eremy.466;. "he %ractice of English -anguage "eaching. -ongman. &ichards* '. 3 Schmidt* &. 7G5. -anguage and communication. Fe Bor. -ongman. &eal Decreto 78759466:* de ; de diciembre (?1E de diciembre de 466:) por el @ue se establecen las enseIanJas mKnimas de la EducaciLn %rimaria. Decreto 4569466;* de 57 de #ulio* (?1'/ de de agosto de 466;) por el @ue se establece la ordenaciLn y las enseIanJas correspondientes a la educaciLn primaria en /ndalucKa. 1rden de 76 de agosto de 466;* (?1'/ de 56 de agosto de 466;)* por la @ue se desarrolla el currKculo correspondiente a la EducaciLn %rimaria en /ndalucKa.
"he legislative documents are cited in Spanish* as e can find their bibliography references.
DIDACTIC TRANSPOSITION TOPIC 1
FINAL TASK Students write a letter to a classmate explainin w!ic! !is"!er summer plans are
ACTI#ITI$S
$%$RCIS$S
TI&IN'
R$SO(RC$S
CO'NITI#$ PROC$SS$S
Distinuis! 1a,Displa- a w!ic! t!e model wit!
One
T!e I./,
Anal-tical,
SC$NARI) OS
&$T*ODOL O'+
T!e
Inducti0e in2ormation
;
main parts o2 a letter are,
di22erent parts o2 a letter on t!e AN I./,,
session,
Note3oo4s,
Practical,
classroom,
processin5 cooperation6
Two
Text3oo4s, Note3oo4s, Ta3lets, T!e I./,,
Anal-tical, Re2lecti0e, Practical,
T!e classroom,
Communicat i0e,
T!e Internet,
'roup wor4,
Note3oo4s,
Anal-tical, Re2lecti0e, Practical
T!e classroom,
Communicat i0e, Indi0idual and pairwor4,
13, Distinuis! t!e di22erent parts o2 a letter 1c, Orderin 0arious parts o2 a letter presented as separate pieces 7, .rite t!e parts t!at are missin in a sample letter,
7a, Identi2w!ic! t!e missin parts are,
8, Carrout a 3rainstormi n on t!e c!art in2ormation and ma4e an outline,
8a, Sa- ideas a3out t!e content o2 t!e letter
9,.rite a letter to a 2riend,
9a, .rite a dra2t letter,
sessions,
73, Complete t!e missin parts,
83, Select in2ormation 8c, Draw an outline on t!e 3oard
93, Re0ise t!e dra2t wit! a partner 2or errors,
T!ree sessions,
Creati0e,
9c, .rite t!e de2inite model,
G
