1 Language as communication

1. LANGUAGE AS COMMUNICATION

Oral language ● Written language ● Factors defining a communicative situation: listener, code, functionality and context. ●

Introduction â—?

Linguistics as a science (Saussure, 1916) Saussure

Bloomfield

Jakobson

Sapir

Chomsky

Switzerland

USA

Prague

USA

USA

Structuralism

American Structuralism

Phonemics

Anthropology

Cognitive Sciences

Sapir-Wolf hypothesis

Generativis m

Parole vs Langue Human original code vs artificial codes

Natural (native) language vs Artificial language (scientific...)

Language influences the way of thinking

Decline of behaviourism

1.1. LANGUAGE AS COMMUNICATION ●

Language (not dialect): when two people find each other's speech inuntelligible

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6 thousand different languages in the world.

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Languages are dynamic: constantly adapt to social, cultural and environmental conditions.

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There are no primitive languages (grammar complexity – technological development relationship).

human is the only specie with symbolic communication systems.

Animals and plants communicate, but

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Symbolic communication:

users' convention.

sounds given a meaning by

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Words as meaningful units: infinite flexibility for adapting.

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Example: deaf people's sign language (with visual gestures, no sounds) .

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Language as a set of rules for producing SPEECH –

Speech: patterned verbal behaviour

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Regional dialect vs. Social dialect Geographically isolated

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Socially isolated

Pigdin: simplified, improvised language, used by people who do not share a language, for communicating mainly for commercial reasons.

Limited grammar and vocab from both languages is combined. ●

Pidgin becomes first language of population:

CREOLE language

1.2. ORAL LANGUAGE ●

Traditionally undervalued: it was automatically acquired by children.

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From 1970: new pedagogical priorities: speaking well and listening comprehension.

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Human language is mainly oral.

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Oral language is the roots of affective, social and intellectual life (it's daily, vital and permanent for communication)

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Children learn it before attending school

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Command of OL is necessary for writing acquisition and oral communication mistakes influence written expression.

1.2.1. Characteristics of OL ●

Specific methodology and treatment needed because its complexity for teaching.

Need to add the special difficulties of the oral code to the general ones.

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Work on rhythm and intonation.

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OL does not allow planning and organizing as WL: it is more complicated.

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Influence of the interlocutor presence: subjectivity level – affective interferences while communication.

1.2.2. Aspects and development of OL ●

OL system's components (Lindfors) –

Phonology: rules for combining sounds.

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Semantics: rules for combining morphemes (smallest unit of meaning) for creating words.

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Syntaxis: rules for combining morphemes in sentences. + Pragmatics: rules for language in use, the ability to speak appropriately in different situations.

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Development of OL: natural accomplishment – innate ability to find rules for speaking through interaction among genes, environment and child's thinking abilities.

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12-18 months: first words

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4 – 4,5 years: able to communicate easily w/ complex sentences (kindergarten)

But language acquisition is not exactly predictable for all children.

Environment is really important: provide linguistic and extralinguistic resources (non verbal communication)

1.2.3. Methodology for teaching OL ●

Final aim: pupil's fluent production of spoken language –

Practice listening skills in classroom

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Developing understanding ability * poor undertanding --> anxiety --> inhibits ability to speak

METHODOLOGICAL PRINCIPLES ●

Activity: practice everyday

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Socialization: through students' interaction

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Individualization: adapted to each characteristics

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Motivation: starting from interests and experience and creating an adequate linguistic context and atmosphere

Provoke: feel the need of communicating from their personal experience.

MAIN FORMS AND TECHNIQUES OF ORAL COMMUNICATION DIALOGUES ●

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Conversation - free / spontaneous - discussion (for high grades) Dramatization / Role-playing

MONOLOGUES ●

organization, fluency and listener's attention strategies ●

gestures and body language, fluency, imagination and creativity ●

Interview and survey Telephone Conversation Voice as unique instrument for expressing feelings, purpose... with rhythm and pronunciation.

Narration - storytelling

- picture narrating / describing - story compiling ●

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Exposition or explanation

Reading dialogues aloud

1.2.4. Assessment of OL â—?

Final aim: finding out if the pupil has achieved the objectives proposed.

Evaluation

Continuous and formative Personalized

Conditioned by

Take into account - Classroom: affective and favourable atmosphere.

- Development towards selfassessment.

- Grading of aims of evaluation.

Oral Communication Evaluation

Way of expressing Personality Intelligence and emotions

Process Diagnostic of difficulties Registering w/notes or recording

Correction w/ students' interaction Awareness of objectives and assess. criteria

Reinforcement and extension for improving

1.3. WRITTEN LANGUAGE ●

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It is secondary for Structuralism when learning L2.

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Its methodology is not much investigated

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Not considered that it is different to OL in some characteristics in techniques

WL has different norms and rules, although it is the same code as OL. –

The interlocutor is not present as we write: the context is different for receiver and transmitter.

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There is no feedback for adaptation while writing.

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It is less expressive: there is no body language or elements of expression as in OL (accent, rhythm, intonation). But there are question and exclamation marks.

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Natural unit: paragraph (WL) vs sentence (OL,

because interaction and improvisation)

1.3.1. Methodology of WL. Techniques. ●

Teach WL after OL. Writing also reinforces OL as students practise vocabulary and structures learnt before.

CONTROLLED PRACTISE STAGE

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Scrambled sentences to order logically Word or expression substitution Missing interlocutor dialogue – text Short texts wih alterantive expressions to choose Short letters between classmates telling them to do something interesting

GUIDED OR DIRECTED Expressing ideas with help: how to express by writing.

Functions: apologizing, accepting an offer, denying a request, asking for info to a PRODUCTION STAGE friend or institution... Register: formal / informal expressions. In Primary: cohesion. ● ● ●

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FREE PRODUCTION STAGE

Complete the gaps in a paragraph. (letter with gaps) Link sentences logically Use series of pictures to express their ideas by writing a short essay.

Listen to a short description of an event/situation and take notes.

Use oral instruction to write a short text.

Write a text with minimal help. Express own opinions about a topic.

Preparatory exercises for young learners: ● ●

Read an article in a magazine or newspaper.

Talk orally about and interesting topic

1.3.2. Assessment of WL ●

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Written texts: fix them at appropriate level.

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Students should not suffer anxiety

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Need to work different kind of exercises

When prepareing a WL test, take into account: What kind of test is it?

Analyze results and make changes

List of linguistic items to be covered

Make an useful key for fast correction

Length, layout and format

Decide on marks

Avoid unkown vocabulary

Give example for every exercise

Evaluate different sections according to importance/ time spent

Write questions, Decide on gaps ...

1.4. OL vs WL Oral Language Characteristics

Written Language

Immensely ancient

Comparatively recent

Primary form of language

Secondary form

Universal among humans

Attribute to wealth

Dies without trace

Dies but leaves trace

Daily communicative means

When oral language fails

Perfection and progressive Progressive learning of written domination of expression, but the expression, mainly in school child is already competence when comes to school Phonetic and auditive problems

Handwriting and spelling problems

Modifies rapidly

Modifies more slowly

Quickly and automatically

Time for correction and reflection

Speakers influence each other directly

The writer has indirect and put off influence on the reader

Subjective

Objective

Affection is direct

Affection is indirect

Oral Language Aims

Written Language

Maintain the thematic unity Acquire ability to express ideas Express oneself orderly, clearly and coherently

Resources

Articulation of sounds Pause Accent, intonation, rhythm Lexicon, semantics, morphosint.

Words for reinforcement Onomatopoeias Ellipsis Incomplete sentences Extralinguistic signs Bodily gesture Speed Pitch

Handwriting and spelling Paragraph Underlining Punctuation signs Separation of sentences The picture Typeface/ Fonts

Genres

Dialogue Interview, survey Dramatization Monologue Conference

Written conversations Test Theatre play Narration Report

Oral Language Methodology

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Techniques Evaluation

Purpose

Active – learn to speak well and listen comprehensively.

Social – establish direct livingtogeher Individual – every child's attitudes Motivation – part from own experience and interests

Dialogue Monologue

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Active – learn spelling and different writing styles Social – establish indirect living together Individual Motivation

Letter, e-mail Narration

Pronunciation ● Expression and usage of lexicon and structures - Means: recording ●

Written Language

Spelling ● Expression and usage of lexicon and structures - Means: written composition ●

Foment the pleasure of speaking and writing

1.5. FACTORS OF THE COMMUNICATIVE SITUATION 1.5.1. What is communication?

THE PROCESS OF TRANSFER OF INFORMATION IN WHICH AN ADDRESSER TRANSMITS A MESSAGE TO AN ADDRESSE

1.5.2. Elements of communication ●

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CODE: limited, arbitrary and extensive mixture of signs and signals (previously established rules) CHANNEL JAKOBSON: the means by which the code is transmitted (air, wire...)

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ADDRESSER: transmitter (an instrument, an animal or a person)

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ADDRESSEE: receiver – the person interpreting the message

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MESSAGE: the content

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CONTEXT: the situation

NOISE

1.5.3. Means of communication OTHER CODES FOR COMMUNCATION

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MEANS OF COMMUNICATION

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Tactic comm.: shaking hands Visual comm.: traffic lights or nodding for greeting Acoustic comm.: sound the horn Personal contact Telephone E-mail Letter

1.5.4. Functions of the communicative act ●

Malinowski (1884-1942): Functionalism (1923) –

Cognition: relating information

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Expression: indicating mood

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Conation: exerting influence

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Bühler (1879 – 1963): in 1934 –

Representation of states of affair

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Expression of sender's feelings

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Appeal to the receiver

Jakobson (Prague): Structuralism and functionality –

Referential (denotative): to convey information

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Emotive (expressive): to express attitudes, feelings and emotions.

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Conative: to persuade or influence others

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Phatic: to establish and maintain social relations

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Metalingual: to clear up difficulties about intentions, words and meanings.

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Poetic: to indulge in language for its own sake.

Others: Halliday (1970), Britton (1970), Morris (1977), Brown & Yule (1983).

1.6. CONCLUSION ●

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The purpose of learning a language: communication There are always, at least, two people: addresser and addressee. So, there is always INPUT and OUTPUT.

There are, in conclusion, four skills to be learnt INPUT

OUTPUT

spoken

listening

speaking

written

reading

writing

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OL is almost automatically learnt; WL, not.

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One important difference: WL lasts, OL not.