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M. C. Luis Antonio Balderas Ruz
Facultad de Filosofa y Letras
UNIVERSIA AU!"N#MA E NUEV# LE"N
Communicative Competence in English
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No one knows everything about how people learnlanguages, but there is strong support for sharing,through strategy training, what we doknow.
Research shows us that learners who receivestrategy training generally learn better than thosewho do not, and that certain techniques for suchtraining are more beneficial than others. ( Rebeca!ford, "##$ %
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)etacognitionis our $no%led&e of co&niti'e (rocesses. Fla'ell )*+,- %ast/e first to coin t/e ter0 and referred to it as our a%areness of t/e learnin&(rocess. Later /e says1 2)etacognitionrefers1 a0on& ot/er t/in&s1 to t/e acti'e0onitorin& and conse3uent re&ulation and orc/estration of (rocesses in relationto t/e co&niti'e o45ects or data on %/ic/ t/ey 4ear1 usually in t/e ser'ice of
so0e concrete &oal or o45ecti'e6 )*+,78 9:*. )etacognitive awareness consists of three parts8
hinking of what one knows (metacognitive knowledge%
hinking of what one is currently doing (metacognitive skill%
hinking of what one*s current cognitive or affective state is (metacognitive e!perience%.
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rigins of communicative competence
The term communicative competence (CC) evolved as a result of a shift in
emphasis towards an emphasis on the ability to use language.
The term CC was coined by Dell Hymes (!"#$ !#%)$ who &uestioned Choms'ysnotion of competence since it did not account for the social and functional rules of
language There are rules of use without which the rules of synta* are
meaningless.
Communicative competence is that aspect of our competence that enables us to
convey and interpret meanings interpersonally within specific conte*ts.
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Communicativ
e
Competence
+inguistic
competence
,ociolinguistic
competence
Discourse
competence
,trategic
competence
knowledge ofmorphosyntax,vocabulary and
phonology(inc. orthography)
ability to connectsentences
in stretches ofdiscourse + to
make a meaningful
wholeout of a series of
utterances
ability to make repairs,cope with imperfect
knowledge, and sustainCommunication
knowledge of thesociocultural rulesof language and of
discourse
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+unctions of languagepeech acts
&ingusitic-grammatical competence
-unctions The purposes for which language is used (i.e. the
things people do through language)
.g.
The function of
instruction
/mperatives: ,it
down0$
Don1t sit down0...
-orms The linguistic means through which functions are
accomplished
may be
accomplished
by:
2uestions3ill you
sit
down4 3ould youmind
sitting down4
,imple 5resent: 6ow$
you
cut the cardborad in half
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+unctions and notionsaccording to functional (notional% syllabuses
7erbal behaviour can be analysed into % components
The performance of
linguistic
-86CT/96, :
The e*pression of or
reference to
69T/96,
e.g.describing$ e*pressing
li'es and disli'es$
greeting$ apologising$
suggesting$ or other speech
acts
;eneral: time$ distance$
&uantity$ &uality
,pecific personal
information$
education
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Communicative competence and thecommunicative approach to language teaching/
C&
-oreign language teaching in the !
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ome of the main factors involved in communication/
who we are tal'ing or writing to (participants)
what we are tal'ing or writing about (topic)
what the purpose of our message is (purpose>intention)
where we are (setting)
what we feel about the topic
the li'ely or actual responses from our listener or reader
how we feel towards our listener or reader
what sort of impression we want to give
how much time we have got.
the channel (?re the words said face to face or over the telephone4@ /n a
telegram or in a letter4)
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hift in the content and strategies of languagelearning
+earning concerns how to do things with language in different
conte*ts the aim of language learning is therefore not
simply in the mastery of the forms of language$ but the mastery
of forms in order to accomplish the communicative functions of
+anguage.
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&anguage functions
Communication may be regarded as a combination of acts
(speech acts) with intent and purpose$ and designed to bring
about some effect on the environment of hearers and spea'ers
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Communicative language teaching
/n C+T language learning is characterised as a process of developing the
ability to do things with language in communication as opposed to learning
about the language.
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)ultiple 0ntelligence vs &earnig tyle
)ultiple 0ntelligence
e0onstrates intellectual a4ility
&earning tyle
!/e %ay of learnin& to de0onstrate suc/
a4ility ;rof. Luis Ca4rera
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1hat are learning startegies2
&earning strategies are steps taken by students to enhance their own learning.
trategies are especially important for language learning because they are toolsfor active, selfdirected involvement, which is essential for developing
communicative
competence.
0. )emory trategies
3irect trategies 00. Cognitive trategies 000. Compensation trategies+?B6/6; ,TB?T;/,
0. )etacognitive trategies 0ndirect trategies 00. 'ffective trategies 000. ocial trategies
3iagram of the trategy ystem / verview. (riginal ource% by !ford, "##$
http://iteslj.org/Articles/Vitanova-Pronunciation.htmlhttp://iteslj.org/Articles/Vitanova-Pronunciation.html8/9/2019 Communicative Competence by Mc Balderas
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C))N E4R5E'N +R')E1R6
One of the aims of the "Common European
Framework of Reference: earnin! Teachin!
#ssessment" Council of Europe reference
document for the European an!ua!e $ortfolio isto help partners to describe the le%els of
proficiency re&uired by e'istin! standards tests
and e'aminations in order to facilitate comparisons
between different systems of &ualifications. For thispurpose the Council of Europe has de%eloped a
European Framework with common reference
le%els.
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E(E) OF #*+,#+E$ROF-C-E*C
?(rea'
through)
Movers
Starters
?%3aystageT EFlyers
+evel
Threshold5T +evel
%
%7antage-C +evel
F
C(ffective proficiency)
C? +evel
G
C%(astery)C5 +evel I
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Can understand the main points of clear standard input on familiar
matters regularly encountered in wor'$ school$ leisure$ etc. Can deal
with most situations li'ely to arise whilst travelling in an area wherethe language is spo'en. Can produce simple connected te*t on topics
which are familiar or of personal interest. Can describe e*periences
and events$ dreams$ hopes E ambitions and briefly give reasons and
e*planations for opinions and plans.
.
% Can understand the main ideas of comple* te*t on bothconcrete and abstract topics$ including technical discussions in
his>her field of specialisation. Can interact with a degree of fluency
and spontaneity that ma'es regular interaction with native spea'ers
&uite possible without strain for either party. Can produce clear$
detailed te*t on a wide range of subJects and e*plain a viewpoint on
a topical issue giving the advantages and disadvantages of various
options.
/6D56D6T 8,B
http://www.coe.int/T/0+1/$ortfolio/23E453/main6pa!es/le%els.html
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C Can understand a wide range of demanding$ longer te*ts$ and
recognise implicit meaning. Can e*press him>herself fluently and
spontaneously without much obvious searching for e*pressions. Canuse language fle*ibly and effectively for social$ academic and
professional purposes. Can produce clear$ wellKstructured$ detailed
te*t on comple* subJects$ showing controlled use of organisational
patterns$ connectors and cohesive devices.
.
C% Can understand with ease virtually everything heard or read.
Can summarise information from different spo'en and written
sources$ reconstructing arguments and accounts in a coherent
presentation. Can e*press him>herself spontaneously$ very fluently
and precisely$ differentiating finer shades of meaning even in more
comple* situations.
5B9-/C/6T 8,B
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? Can understand and use familiar everyday e*pressions and very
basic phrases aimed at the satisfaction of needs of a concrete type.
Can introduce him>herself and others and can as' and answer&uestions about personal details such as where he>she lives$ people
he>she 'nows and things he>she has. Can interact in a simple way
provided the other person tal's slowly and clearly and is prepared to
help.
.
?% Can understand sentences and fre&uently used e*pressionsrelated to areas of most immediate relevance (e.g. very basic
personal and family information$ shopping$ local geography$
employment). Can communicate in simple and routine tas's
re&uiring a simple and direct e*change of information on familiar
and routine matters. Can describe in simple terms aspects of
his>her bac'ground$ immediate environment and matters in areas of
immediate need.
?,/C 8,B
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REFERENCES8anzade len&uas. Es(a>a. Editorial ?RA#1 9--,.
Sc/arle A&ota and Sza4@ Anita1 Learner Autono0y8 A&uide to de'elo(in& learner res(onsi4ility. !/e Unitedin&do0 at t/e Uni'ersity ;ress. Ca04rid&e1 9---.
#ford1 Re4ecca L. Lan&ua&e Learnin& Strate&ies8 C/ate'ery teac/er s/ould $no%. !/e USA. #ford D D1*++-.