Communicative Competence In Language Teaching

communicatory competence In Language TeachingIn this essay, I will first define what Communicative Competence is and what it includes. Secondly, making reference to the European public Framework of source for Languages, I will synthesize why gaining Communicative Competence in a foreign speech communication is so principal(prenominal) and why it should be the main goal in an side Classroom. To finish with, I will summarize the best ways of education Communicative Competence. Task-based language teaching will be the model I will commit as an example of how Communicative competency should be taught and the role instruction should pay in the Classroom.Communicative Competence refers to the ability of understanding, producing, and interpreting the disparate Communicative events taking into account not only their explicit sense (what it seems to be more adjacent for us), and also its implications that is to say, what the speaker wants to say, what the listener wants to understa nd, their relationship, the social context, etc. Therefore, Communicative Competence has to do with the social, cultural, and mental rules that determine the substance abuse of a particular language in a particular situation.This term was introduced by Hymes in language teaching in 1972, to complete Chomskys Linguistic Competence term which couldnt explain each the factors which be important for a communicative part or in a communicative situation. gibe to him, Linguistic Competence only deals with the experience of language rules and forms, and Communicative Competence includes as well the knowledge that each(prenominal)ows someone to communicate correctly and appropriately. Therefore, Communicative Competence is the only means we use to transform language into Communication rather of Linguistic Competence.According to the European Common Framework of Reference for Languages Communicative Competence is divided inLinguistic Competence it refers to the ability of producing u tterances in an efficient way in all its grammatical levels. It is formed by these competences lexical, grammatical, semantic, phonologic and orthographic competence.Sociolinguistic Competence it is the ability of understanding and producing different utterances in different contexts of use where different factors play an important role, such as the relationship amid participants, their situation, etc. Aspects to take into account here are social relationships markers, politeness norms, popular wisdom expressions, present differences, dialect and accent differences, etc.Pragmatic Competence It makes reference to the ability of acting efficiently in a language taking into account grammatical forms and meaning to complete a text (spoken or written) in different communicative events. It includes students mastery of texts, discursive genres, and community speech interpretation. To master this, there are chooseed rhetorical, cohesive or cohesion devices for confabulational organizati on.Strategic Competence it has to do with the individuals effective use of language by means of his capacity for using verbal and non-verbal resources to fix errors that can be produced when communicating due to different events that may limit the communicative process.Communicative competence is the first of the eight raw material competences that a learner has to have acquired by the end of ESO, but not only this, it is in the equal way important to have acquired as well a B1 level of Communicative Competence in a Foreign Language to be admitted in University as the European Common Framework of Reference for Languages dictates.COMMUNICATIVE COMPTENCE IN TEACHINGTeachers in ESO should develop in students communicative abilities and strategies in order to remove a B1 level in Communicative Competence by the end of this period, this competence should be acquired in all areas speaking, reading, listening, and writing. Therefore, this has to be the main goal in the English Classroom . In order to analyze how Communicative Competence is implemented in school, Ive chosen the task-based method, which is a continuation of Communicative Language Teaching jibe to magnetic pole Ellis.Task-based language teaching is a teaching method based on tasks whose main purpose is to make learners use the foreign language. Tasks are based on authentic events where authentic language is use visiting a doctor, shopping, calling room service for food, etc. Assessment of errors is not considered as important as in other approaches because accuracy will be gained while practicing the L2 in an incidental way. Besides, Rod Ellis defends that what students really acquire is the implicit knowledge, and this is best facilitated looking at the language as a hale rather than breaking it into pieces in an attempt to teach item by item.Tasks differ from activities in that they focusing on meaning rather than on form, in this sense, learners will be creating their own language instead of re producing the language given to them. They also have an informational or reasoning gap which will make the conversation interesting and therefore it will make them eager to continue it even outside class. Learners also use their resources instead of reproducing the language given to them. The goal of tasks is not to make learners use a correct language, but to engage them in communication.WHAT ROLE PLAYS INSTRUCTION IN A TASK-BASED LEARNING CONTEXT? centering plays a different role in Task-Based TeachingInstruction is seen in an interpretative rather than in a transmission perspective, so its main goal must be to facilitate students processes of tuition, which in this case is the science of implicit knowledge.The goal of language instruction is the development of implicit knowledge. If teachers make their students to focus mainly on language form they wont never be able to communicate effectively. The only place where learning occurs is inside learners minds, so teachers cannot ju st direct that learning. Therefore attention to form will be salaried only when communicating, and not all the time, because excessive corrections may stop the conversations rhythm. That doesnt mean that Task-Based theorists dont care around grammar, they defend explicit teaching of rules as well, but only when necessary because the main goal is communication.Instruction has to focus on meaning rather than on form. Rod Ellis thinks that grammar is not needed for basic communication. sanctioned survival in language relies on vocabulary and formulaic sequences, not on grammar. Students will need grammar as they get involved in increasingly complex tasks, that is to say, the need to use a classical grammatical form will be created in their minds as complexity increases in tasks.Instruction need to be motivating, i.e. based on things that learners may find interesting, because its very important to call their attention in order to get them involved in the task.To conclude, I will s um up some characteristics a classroom should have to teach Communicative CompetenceInductive method.Preventing method rather than corrective.Teach sequences of language, not language in isolation.Teach through senses.Promote autonomy.Give your lesson an authentic and ludic character to make it interesting. define learning goals taking into account the developmental cognitive level of the learner.