Tema 2 de_Ingles.pdf

INGLÉS

LA COMUNICACIÓN EN LA CLASE DE LENGUA EXTRANJERA. COMUNICACIÓN VERBAL Y NO VERBAL. ESTRATEGIAS EXTRALINGÜÍSTICAS: REACCIONES NO VERBALES A MENSAJES EN DIFERENTES CONTEXTOS

1. INTRODUCTION 2. COMMUNICATION 2.1. Types of Communication 2.2 Introduction to Semiotics

3. COMMUNICATION IN THE E.F.L. CLASSROOM

3.1. Components of communicative competence 3.1.1.Grammatical competence 3.1.2 Sociolinguistic competence 3.1.3. Discourse competence 3.1.4. Strategic competence 3.1.5. Sociocultural competence

4. VERBAL AND NON-VERBAL COMMUNICATION

4.1. Body language 4.2. Paralanguage . 4.3. The role of non-verbal communication 4.4. Extralinguistic Strategies: non-verbal reactions to messages in different contexts. 4.5. Total Physical Response 4.5.1.Theory of language 4.5.2. Theory of learning 4 5 3 A Total Physical Response based curriculum 4.5.3.1. Objectives 4.5.3.2. Syllabus :. 4.5.3.3. Types of teaching and learning activities 4.5.4. The teacher’s role 4.5.5 The students’ Role

5. - BIBLIOGRAPHY

1. INTRODUCTION.

Among the multiple aspects that make up the current legacy of the Communicative Approach to TEFL (Teaching English as a Foreign Language), we can undoubtedly highlight the progressive agreement on the idea that people learn a language to use it and to add to their lives a new form of representation of reality. During the last two decades, the popularity of the term ‘communicative competence’ has grown among teachers, researchers and linguists, although there has not been any real unanimity either

in

the

conceptualisation

or

in

the

application

of

the

theory.

The most restrictive perspective of communicative competence and its development in the foreign language curriculum continues to cling to a linguistic view of its contents that, apart from the methodological aspects, differs in few things from the traditional views postulated by ‘grammar supporters’. A more holistic and pertinent view is defended in the current Educational System, although it is true that it has not been totally assimilated in our schools due to different reasons. At the present time, the capacity to communicate plays a very important role in the educational programs in most of the countries in Europe.

2. COMMUNICATION

In the development of this theme, we will try to define communication in the foreign language class. Therefore, we should previously establish the theoretical bases of

what is called communication . The English theorist Ivan Armstrong Richards first defined communication in the following way:

Communication takes place when a mind acts upon its environment so that another mind is influenced, and in that other mind an experience occurs which is similar to the experience in the first mind, and is partly caused by that experience”.

By the first quarter of the last century, there was a growing interest in new communication technologies which led many specialists to attempt to isolate communication as the objective of their own interests. However, it was not until the 1960s when Marshall McLuhan’s theory ‘The medium is the message? appeared. This author associated many contemporary psychological and sociological phenomena with the media employed in modern culture. McLuhan stimulated a great number of film-makers, advertisers, photographers, and other communication professionals, who argued that contemporary society has drifted from a print culture to a visual one.

Recently the main focus of interest in communication seems to be moving away from McLuhan’s theories and to be centring upon

• mass communication industries

• the perception of different kinds of communication.

• the dynamic of verbal and non-verbal communication

• the use of technological means for artistic and social purposes, including the f ield of education

According to Breen and Candlin (The Essentials of a Communicative Curriculum in Language Teaching, 198O, Morrow (Techniques of Evaluation for the Notional Syllabus, 1.977), and Widdowson (Teaching Language as Communication ) we can define communication

as:

‘The exchange and negotiation of information between two or more individuals through the use of verbal and non-verbal symbols, oral or written, by means of production and comprehension processes and such information is constantly changing and qualified by such features as further information, context, choice of language forms, non-verbal behaviour, etc’

2.1. Types of Communication

If we consider communication as the exchange of meanings among individuals through a common system of symbols, can conclude that humans are able to master a great q uantity of communication techniques such as the emission of sounds or the use of their bodies to make gestures and to transmit information by means of facial expressions, etc

2.2 Introduction to Semiotics.

Semiotics is the science that studies the structure of all the possible systems of signs and of the role that they play in the way in which we create and perceive meanings.

That is to say, it deals with communication in all its modalities (hearing, sight, touch, smell and taste) and in all its contexts(dance, cinema, politics, food, clothes, etc). 22.1

Classification

of

languages

according

to

semiotics.

a) Auditory-vocal:

• Primary: speech • Physiological vocal reflexes (e.g. coughing). • Musical effects (cg. whistling). • Paralanguage (parallel language, e.g. whispering). b) Visual

• Primary sign language for deaf-mutes  (non verbal communication). • Written codes including ‘light codes’ such as Morse code and traffic-lights) c) Tactile (their linguistic function is quite limited):. • Primary: the languages for deaf/blind people. • Secret codes. d) Olfactory e) Gustatory

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