14 methods and techniques communicative competence

14 METHODS AND TECHNIQUES THAT FOCUS ON ACQUISTION OF COMMUNICATIVE COMPETENCES Methods and techniques that focus on acquisition of communicative competences ● Specific methodological foundations for teaching English ●

Method vs Approach vs Technique â—?

Approach: a set of correlative assumptions dealing with the nature of language and the nature of language teaching and learning.

â—?

Method: an overall plan for the orderly presentation

of language material, no part of which contradicts and all of which is based upon the selected approach. â—?

Technique: implementation, that which actually

takes place in the classroom.

It is not convenient to decide on one method only, but using the proper methodoly and technique in every context: pupils' age, former learning experience, environment...

Take also into account the methodological approach recommended by the Curriculum.

Social, Interaction, Communicative. PBL

14. 1. New tendencies in FLT 14.1.1. CLIL (Content and Language Integrated Learning) Introducing contents in traditional curriculum subjects using the foreign language as the medium of communication.

Link with curriculum

Awareness of transferable skills and knowledge

Pupil confidence Cognition

Communication Communicative Interaction

Developing cognitive skills linked to concept formation and understanding

Content Progression of knowledge, skills of the curriculum

Culture PRINCIPLES OF CLIL

Exposure to alterative perspectives for awareness of otherness and self

14.1.2. Cooperative Learning

Cross curricular competences

Teaching technique in which small teams, each with students of different levels of ability and with a certain role for team work, use a variety of learning activities to improve their understanding of a subject.

Increases retention

Satisfaction with the learning experience

Social skills

Oral communication skills Positive race relationships

Self-esteem

Positive Interdependence

Conditions

Each member makes a unique contribution for a joint effort Face-to-face interaction Explaining, discussing and connecting new knowledge

Promotes learning and academic achievement

Interpersonal skills Leadership, decision making, communication Group processing

Individual and group accountability

Discussion and agreement for achievement

Small groups, ideally 4 PBL

14.1.3. Learner centeredness Conditions:

- Proper atmosphere for exploration of meaning. Classroom must provide involvement, interaction, socialization with business.

- Opportunities to confront new information using research/ former experience. Active role for construction of knowledge.

- New meaning acquired through personal discovery: individualization and adaptation to own style and pace for learning.

Students responsible En Organize the subject of planning and m cor e l b c aug o o r ' around the problem defining the l p l a t b in t ora e ec ents learning experience n c eam tio n d nti n e Co h stu s h t u . wit text an a con ke it nity Demonstration of Ma ortu results of learning opp PBL through a product Competences approach or performance

14.1.4. Communicative Language Teaching Student-centered and based in communication and real-life situations.

Exercises: ●

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Using FL for communication in real-life situations –

Goal is to communicate needs and thoughts

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Multimedia used for simulating situations

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Teacher and peer listening.

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Sociocultural aspects.

Set up by the teacher, but student-centered. Active participation.

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High motivation

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Including techniques: comprehension questions and listening for gist.

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Visual aid, role-play...

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Teachers must have another role: less speaking, more observing and assessing.

14.2. Specific methodological foundations for teaching English â—?

Learning a FL: a process of creative construction where students use natural strategies to establish their own rules parting from linguistic input.

Close to interests, applicable To diff situations

Not linear, cyclic

Varied input necessary

Meaningful linguistic and non-linguistic experiences

Contextualized communicative situations

Global approach Parents: essential role Mistakes (natural) = interlingua Exercises centered on classroom and closest environment

Interaction

Communicative Strategies (similar to language acquisition)

Learning process

Already known tasks as centre Integration of aims, contents and assessment

Oral and written skills integratedly Cooperation In production

Non-linguistic production for beginners

1. Comprehension 2. Internalization 3. Production

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Organization and sequencing contents: –

Criterion:

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Adaptation to child's cognitive development ● Interesting topics for the foreign language ● Cyclic approach for systematic introduction of knowledge ● Use language for task solving, linked to prior knowledge ● Use of language as a means of instruction and communication Steps: ●

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Contextualized usage, parting from global comprehension of all elements: actions, objects, procedures, roles...

Recognizing language and producing it in other contexts: checking, re-elaborating and diversifying Another phase of generalization: new contents integration.

Contents will appear and used in new situations.

PBL

Bibliography ●

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BLAIR, RW. (1982): Innovative Approaches to Language Teaching. Rowley, Massachussetts.

DUNN, O. (1982): Developing English with Young Learners. Macmillan. London.

FRIES, C. (1945): Teaching and learning English as a foreign language. Ann Arbor.

University of Michigan Press.

KRASHEN, B. (1984): The Natural Approach.

Language Acquisition in the classroom.

Pergamon Press. Oxford.