What competence did dell hymes consider as the main purpose of teaching language

Communicative Competence Definition, Examples, and Glossary

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The term communicative competence refers to both the tacit knowledge of a language and the ability to use it effectively. It’s also called communication competence, and it’s the key to social acceptance.

The concept of communicative competence (a term coined by linguist Dell Hymes in 1972) grew out of resistance to the concept of linguistic competence introduced by Noam Chomsky. Most scholars now consider linguistic competence to be a part of communicative competence.

Examples and Observations

«Why have so many scholars, from so many fields, studied communicative competence within so many relational, institutional, and cultural contexts? Our hunch is that scholars, as well as the contemporary Western societies in which most live and work, widely accept the following tacit beliefs: (a) within any situation, not all things that can be said and done are equally competent; (b) success in personal and professional relationships depends, in no small part, on communicative competence; and (c) most people display incompetence in at least a few situations, and a smaller number are judged incompetent across many situations.»
(Wilson and Sabee)

«By far the most important development in TESOL has been the emphasis on a communicative approach in language teaching (Coste, 1976; Roulet, 1972; Widdowson, 1978). The one thing that everyone is certain about is the necessity to use language for communicative purposes in the classroom. Consequently, the concern for teaching linguistic competence has widened to include communicative competence, the socially appropriate use of language, and the methods reflect this shift from form to function.»
(Paulston)

Hymes on Competence

«We have then to account for the fact that a normal child acquires knowledge of sentences not only as grammatical, but also as appropriate. He or she acquires competence as to when to speak, when not, and as to what to talk about with whom, when, where, in what manner. In short, a child becomes able to accomplish a repertoire of speech acts, to take part in speech events, and to evaluate their accomplishment by others. This competence, moreover, is integral with attitudes, values, and motivations concerning language, its features and uses, and integral with competence for, and attitudes toward, the interrelation of language with the other code of communicative conduct.» (Hymes)

Canale and Swain’s Model of Communicative Competence

In «Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing» (Applied Linguistics, 1980), Michael Canale and Merrill Swain identified these four components of communicative competence:

(i) Grammatical competence includes knowledge of phonology, orthography, vocabulary, word formation and sentence formation.
(ii) Sociolinguistic competence includes knowledge of sociocultural rules of use. It is concerned with the learners’ ability to handle for example settings, topics and communicative functions in different sociolinguistic contexts. In addition, it deals with the use of appropriate grammatical forms for different communicative functions in different sociolinguistic contexts.
(iii) Discourse competence is related to the learners’ mastery of understanding and producing texts in the modes of listening, speaking, reading and writing. It deals with cohesion and coherence in different types of texts.
(iv) Strategic competence refers to compensatory strategies in case of grammatical or sociolinguistic or discourse difficulties, such as the use of reference sources, grammatical and lexical paraphrase, requests for repetition, clarification, slower speech, or problems in addressing strangers when unsure of their social status or in finding the right cohesion devices. It is also concerned with such performance factors as coping with the nuisance of background noise or using gap fillers.
(Peterwagner)

Dell Hymes Speaking Model

Learn the Dell Hymes Speaking Model and communicative competence that includes discourse competence, strategic competence, linguistic competence, and other types of speaking. Dell Hymes created the term communicative competence, within the ethnographic study of language use.

In this blog post we’re talking about a conversation framework, a speaking model framework that will help you determine how to communicate with people. The way we communicated is based on a number of components and today we’re going to get into what those components are that is going to help you figure out how to talk with people.

So this is a framework that was designed by a sociolinguist. His name is Dell Hymes and he’s the one who came up with the term communicative competence. What this framework shows us is that language and culture are related, and they cannot be separated.

This model is part of what we call the ethnography of communication.

We’re going to look at the acronym SPEAKING and what each of those letters stand for and why it’s going to help you become more effective at communicating.

What this framework really highlights is that there is no one-size-fits-all for communication.

When we are hanging out with our friends in a casual setting, we are going to communication differently than when we’re in a boardroom and running a meeting or when we are making a sales pitch or when we are trying to make a client pitch.

The whole idea of communication is that it is changeable, that it will vary according to a number of things. So let’s get into it and see what those number of things are.

S: Scene and Setting

This just means the actual physical location where the conversation (or speech act) takes place. So we call it the scene and the setting because it’s exactly what it sounds like – the scene or the setting. Where does the conversation or communication take place? Are you at a coffee shop? Are you in a boardroom? Are you on stage? Are you on the phone, talking to your best friend?

P: Participants

Who are the people with whom you are engaging in conversation? Who are the interlocutors? Are you speaking to an audience? If so, who is the audience? What is the demographic of the audience? What are their interests? These are all really important questions that will help us decide how we are going to communicate with the participants.

E: Ends

Ends means the purpose of the conversation or the speech act being performed. What is the reason behind engaging in conversation? What is the reason for communicating? And it’s really important to understand that because it will make the reason, you’re communicating so much clearer. And it will make your message that much stronger. What message do you want to get across? Are you trying to persuade someone? Are you trying to give information to someone? Are you trying to apologize to somebody? What is the purpose?

A: Act Sequence

This means the speech acts and the order in which they are presented to the speaker. Different speech acts include apologizing, inviting someone somewhere, greetings, requests, assertions, orders, questions, etc. Think of act sequence this way, in conversation there is turn-taking and interrupting. That is, people who are speaking to one another need to take turns, right? So, when you’re making a request of someone, for example, you’ll be going back and forth leading up to your request, as well as after you make your request. This also accounts for the possibility of overlapping speech and interruptions during the turn-taking sequences. Another way to think about act sequence is sequentially, how does the conversation unfold. How is the speech act performed? Before making the request, do you say hello? Or do you jump into the request? How does the speech event unfold? And how to you manage the turn-taking throughout the conversation?

K: Key

This means the way the speaking is performed. The tone of voice you use, the inflection patterns, the prosody, which means intonation, the manner in which you deliver the message so the style. You can think of it as elements combined for by delivery.

I: Instruments

Instrumentalities or instruments and that means the mode of communication that is used. Are you speaking on the phone? Are you messaging over text message? Are you broadcasting a message in an office space, for example? Are you on stage?

N: Norms

This is the norms of the conversation. So this is important in that you have to understand the culture in which you are communicating. It is not enough to know the language, right? And as I said before, language and culture are intertwined. They are best friends forever. And they cannot be separated. So you need to know what the norms for proper, appropriate conversation is within a culture, within a group, within a speech community, and those rules are really important because they are the social rules that govern communication. And it’s really important to respect these rules and adhere to these norms because that is how you can effectively engage with people within that group, within that speech community, within that country, within that culture…the list goes on. You can be native speakers from that same language from that same culture, yet you can come from different speech communities. So in order to effectively engage with somebody from one speech community, you need to be able to understand that speech community and what norms govern their social interaction. What is appropriate?

G: Genre

G stands for genre. So you can think of it different types of communication. For example, maybe you’re telling a joke, maybe you’re gossiping, maybe you’re telling a story or giving an anecdote. Maybe it’s a conversation. And these are also dependent on the culture. Different cultures have different ways of dealing with jokes. Different cultures have different types of jokes. Is satire used? Is it appropriate to gossip? So again, this is where language and culture – they’re intertwined nature – pops up yet again. We cannot separate them nor should we. That is the beauty of cross-cultural communication and communication in general for that matter.

Dell Hymes’ SPEAKING model is not only helpful for navigating cross-cultural communications and thusly improving our communicative competence in a specific language, but it is also a great tool to facilitate our ability to speak up in any social situation. By leveraging the SPEAKING framework, we can tackle any communication event or speech act and become more effective communicators.

Let’s quickly recap:

S – scene and setting – physical location of the speech

P – participants – people who are speaking

E – ends – the purpose or reason of the speaking

A – act sequence – speech acts and the order they are presented in

K – key – the way the speaking is performed (tone, manner, delivery)

I – instrumentalities – the mode of communication used

N – norms of interaction – the social rules of what is proper in conversation

G – genre – the type of speech act or event (gossip, jokes, conversations) within the culture

The next time you find yourself in a conversation, be it casual or professional, recall the Dell Hymes SPEAKING model and be deliberate about making the right communication choices for each of the eight components. And remember, this is also an invaluable tool during foreign language acquisition. The elements of the framework are all culturally dependent, which illustrates that learning a language is also about learning the culture.

Академическое образованиеАкадемическая работаУчрежденияУниверситет Индианы Блумингтон, Рид КолледжИзвестные студентыРегна Дарнелл

Содержание

ранняя жизнь и образование

Даже в этом юном возрасте Хаймс имел репутацию сильного лингвиста; его диссертация, завершенная за один год, была грамматика из Катламетский язык говорят около устья Колумбия и известен в первую очередь из Франц Боас Работы конца 19 века.

Хаймс проработал в Гарварде пять лет, а в 1960 г. факультет из Калифорнийский университет в Беркли. Он также провел пять лет в Беркли, а затем присоединился к Департаменту Антропология на Пенсильванский университет в 1965 г. (где ему удалось А. Ирвинг Хэллоуэлл ). В 1972 году он поступил на кафедру фольклора и фольклора и стал Декан из Высшая школа образования Пенсильванского университета в 1975 г.

Его супруга, Вирджиния Хаймс, был также социолингвистом и фольклористом.

Влияет на его работу

Хаймс находился под влиянием ряда лингвистов, антропологов и социологов, в частности Франц Боас, Эдвард Сэпир и Гарри Хойер американистской традиции; Роман Якобсон и другие Пражский лингвистический кружок; социолог Эрвинг Гоффман и антрополог Рэй Л. Бердвистелл, и его коллеги из Пенсильвании, и этнометодологи Гарольд Гарфинкель, Харви Сакс, Эмануэль Шеглофф и Гейл Джефферсон.

Карьеру Хаймса можно разделить как минимум на два этапа. В начале своей карьеры Хаймс адаптировался Пражская школа Функционализм по-американски Лингвистическая антропология, новаторское исследование взаимосвязи между языком и социальным контекстом. Вместе с Джон Гумперц, Эрвинг Гоффман и Уильям Лабов, Хаймс определил широкий междисциплинарный интерес к языку в обществе.

Хаймс включил в число своих влияний многих других литературных деятелей и критиков, в том числе Роберт Альтер, К. С. Льюис, А. Л. Кребер, Клод Леви-Стросс. [6]

Значение его работы

Как один из первых социолингвистов, Хаймс помог установить связь между речь и социальные отношения помещая лингвистическую антропологию в центр перформативный поворот в антропологии и социальных науках в целом.

Хаймс сформулировал ответ на Ноам Хомский важное различие между компетентность (знание грамматических правил, необходимых для декодирования и создания языка) и спектакль (фактическое использование языка в контексте). Хаймс возражал против выделения перформанса из центра лингвистических исследований и предложил понятие коммуникативная компетентность, или знания, необходимые для использования языка в социальном контексте в качестве объекта лингвистического исследования. Поскольку подходящее использование языка определяется условно и варьируется в разных сообществах, большая часть ранних работ Хаймса представляет собой проект по этнографическому исследованию контрастных моделей использования языка в разных странах. речевые сообщества. Хаймс назвал этот подход «этнографией речи». Аббревиатура SPEAKING, описанная ниже, была представлена ​​как беззаботная эвристика, чтобы помочь полевым работникам в их попытках задокументировать и проанализировать случаи использования языка, которые он назвал «речевыми событиями». В аббревиатуре заключено приложение и расширение аргументов Якобсона относительно многофункциональности языка. В серии статей он сформулировал другие, более технические, часто типологически ориентированные подходы к изменению моделей использования языка в речевых сообществах. [7] [8]

С Эрвинг Гоффман и Джон Швед, он основал Центр городской этнографии в 1969 году. Цель состояла в том, чтобы профинансировать исследования как преподавателей, так и студентов Пенсильванского университета, которые использовали городскую этнографию в качестве основного метода, что привело к большому количеству инновационных исследований. Первый крупный грант поступил от Национальный институт психического здоровья финансирование многих исследований, в которых особое внимание уделяется различным расовым и этническим группам; второй из Национальный институт образования США, финансирование занятий этнографией. [11] С Эрвинг Гоффман он был одним из редакторов серии «Поведение и общение» для Университет Пенсильвании Press как способ поддержки исследований, которые они считали наиболее ценными. [12]

Хаймс продвигал то, что он и другие называют «этнопоэтика «, антропологический метод записи и анализа фольклора и устный повествование обращает внимание на поэтические структуры речи. Читая транскрипции индийского мифы, например, которые обычно записывались как проза Антропологами, работавшими раньше, Хаймс заметил, что обычно поэтический структуры в формулировке и построении сказки. [13] Образцы слов и употребления слов следуют шаблонным художественным формам.

Помимо развлекательных историй или важных мифов о природе мира, рассказы также передают важность знаний коренных народов об управлении окружающей средой, таких как циклы нереста рыб в местных реках или исчезновение медведи гризли из Орегона. Хаймс считает, что все повествования в мире построены на неявных принципах форма которые передают важные знания и способы мышления и видения мира. Он утверждает, что понимание нарративов приведет к более полному пониманию самого языка и тех областей, на которые влияет повествование историй, в которые он включает этнопоэтику, социолингвистику и т. Д. психолингвистика, риторика, семиотика, прагматика, повествовательный запрос и Литературная критика.

Хаймс был редактором-основателем журнала Язык в обществе, которую редактировал 22 года. [14]

Модель «С-П-Е-А-К-И-Н-Г»

Хаймс разработал ценную модель, которая помогает идентифицировать и маркировать компоненты языкового взаимодействия, руководствуясь его мнением о том, что для того, чтобы правильно говорить на языке, нужно не только выучить его словарный запас и грамматику, но и контекст, в котором слова используются.

В модели было шестнадцать компонентов, которые можно применить ко многим видам дискурса: форма сообщения; содержание сообщения; параметр; место действия; говорящий / отправитель; адресор; слушатель / получатель / аудитория; адресат; цели (результаты); цели (задачи); ключ; каналы; формы речи; нормы взаимодействия; нормы толкования; и жанры. [15]

Хаймс построил акроним ГОВОРЯЩИЙ, под которым он сгруппировал шестнадцать компонентов в восемь разделов: [16]

Сеттинг и сцена

Участников

Заканчивается

Последовательность действий

Форма и порядок мероприятия. История тети может начаться как ответ на тост в честь бабушки. Сюжет и развитие истории будут иметь последовательность, выстроенную тетей. Возможно, во время рассказа будет совместное прерывание. Наконец, группа может аплодировать рассказу и перейти к другой теме или занятию.

Инструменты

Нормы

The language used to analyze or describe a language is called …*****

A bird in the hand

The language used to analyze or describe a language is called …*****

The language used to analyze or describe a language is called …***** *a) Meta-language

The language used to analyze or describe a language is called …*a) Meta-language

The language you first know as a child, your mother tongue.******a)L1

The language you learn as a foreign language******a)L2

The main aim and competence of CEFR is… ***** *a) learning, teaching and assessment

The main aim and competence of CEFR is…*a) learning, teaching and assessment

The main aim of Student Talking Time is…******a)To give pupils a chance to communicate in English. Pupils should speak more than a teacher.

The main benefits of using ICT in teaching English are…….***** *a) attract the learners attention and elevates their interest in learning English language

The measurement of the ability of a person or the quality or success of a teaching course, etc. It may be by test, interview, questionnaire, observation and so on.******a) Assessment

The merits of communicative approach based on______________.***** *a) the practical utility

The merits of communicative approach based on______________.*a) the practical utility

The merits of communicative approach is to develop the________________ among the students. *a) speech ability

The merits of communicative approach is to develop the________________ among the students.***** *a) speech ability

The merits of communicative approach is to develop the________________ among the students***** speech ability

The merits of communicative approach teaches___________________.*a) of different ways of expression

The merits of communicative approach teaches___________________.***** *a) of different ways of expression

The Method of Discussion is………………………………………………….***** *a) This type of interactive method requires studying and teaching material on the theme before starting discussion

The Method of Role Playing is………………………………………………….***** *a) It is also one of the activity used in teaching innovative methods. They are made to improve the efficiency of teaching. It involves the learners into active work by positively influencing on their inner activity.

The process of learning without being controlled by anyone else.******a) Autonomous learning

The purpose of feedback is ……******a)to give professional support

The role of teachers in forming young generation’s attitudes to life…******a) is enormous, if we say that we believe they can ‘fly high’ – they will

the study of teaching methods and approaches. ******a) pedagogy

the system of structures at word, sentence and text level in a Language***** *a) grammar

The teacher tells a story about animals. Children make animal noises every time they hear the name of the animal.******a) Total Physical Response

The use of the native language for explanation, retention and checking”. What approach is it to foreign language teaching?******Traditional approach

The useful methods of teaching young learners are…******a) TPR, meaningful drilling, frequent change of activities

The way which something is offered, shown or explained others. A formal monologue presents ideas, opinions or a business proposal.***** *a) Presentation

The way which something is offered, shown or explained others. A formal monologue presents ideas, opinions or a business proposal. *a) Presentation

The word dictation comes from…******a) latin verb “dicto”

the words that come just before or after a word or phrase and help you to understand its meaning***** *a) context

Theoretical positions and beliefs about the nature of language, the nature of language learning, and the applicability of both to pedagogical settings.******a) Approach

They like to learn new information by touching or holding things. The learners can be taught by giving objects (a blue paper, a red paper, a shoe and a sock), writing vocabulary words on a card for them to study, or giving them instructions written on a card******a)Tactile learners

This teaching style involves a case study format, but the process is not so rigid as a full case study training session. What teaching style is it?******a) Incident Process style

Those people who learn information best by doing and moving it are called ******a)kinaesthetic learners

Those people who learn information best by listening it are called.******a)auditory learners

Those people who learn information best by seeing it are called. ******a)visual learners

To make a learning process possible or easier; to work with a group in order to help them to articulate ideas.******a)facilitate

To teach a foreign language effectively the teacher needs … … and … …******Teaching aids and teaching material

TOEFL iBT, what does iBT mean? *a) Internet-based test

TOEFL iBT, what does iBT mean?***** *a) Internet-based test

TOEFL is………….. *a) Test of English as a Foreign Language

TOEFL is…………..***** *a) Test of English as a Foreign Language

Topic sentence is…..***** *a)this is a main idea of the paragraph the most general sentence of paragraph

Toshkent viloyati XTXQTMOHM

TPR built on coordination of …………………… *a) speech and action

TPR built on coordination of ……………………***** *a) speech and action

Traditional way of presenting grammar when the teacher explains grammar rules herself/himself is called…..******a) Deductive presentation of grammar

Try to find advantages of pair and group work.******a)All pupils are active

TTT is … *a) teacher talking time

TTT is …***** *a) teacher talking time

Tuzuvchi: Kafedra mudiri v.v.b. P.K.Sagdullayev

Types of brainstorming…..***** *a)making a list, free writing, mapping

Types of listening sub-skills are……******a) listening for gist/global understanding, specific information, detail or to infer attitude

Values are ….***** *a) are the guiding principles (often moral or ethical in nature) that govern behaviour; they are typically rooted in tradition, religion or in individual or shared philosophy and in education they help to inform decisions at all levels, from national policy right through to the classroom.

Values are ….*a) are the guiding principles (often moral or ethical in nature) that govern behaviour; they are typically rooted in tradition, religion or in individual or shared philosophy and in education they help to inform decisions at all levels, from national policy right through to the classroom.

Visual aids are … *a) things that learners can look at (e.g. a table, a map, a scheme) to help learners understand something or remember information

Visual aids are …***** *a) things that learners can look at (e.g. a table, a map, a scheme) to help learners understand something or remember information

Visual intelligence is ***** *a) developed when pupils do exercises supported by pictures or flashcards

Visual learners prefer to learn by …***** *a) Seeing or watching

Visual learners prefer to learn by …*a) Seeing or watching

Vocabulary is a ………………………. of words and phrases in language***** *a) collection

Warm up activity is used to…***** *a)all answers are correct

was widely used in teaching the classics, namely Latin.******Grammar translation method

Wat does the MS Office Suite include?*****Word, Excel, PowerPoint

We can make presentations in … ***** *a) PowerPoint

We can make presentations in … *a) PowerPoint

We‘ve been ______ with that firm for many years.*****a) dealing

What does the A1level mean?***** * beginner

What does the A2 level mean?***** *elementary

What does the B1 level mean?***** *preintermediate

What does the B2 level mean?***** *intermediate

What does the C2 level mean?***** *advanced

what activities can be used as a warm up?***** *a) all answers are correct

What are Cases? *********Cases are narratives that contain information and invite analysis.

What are extracurricular activities? *a) are those that fall outside the real of the normal curriculum of school or university education, performed by students.

What are extracurricular activities?***** *a) are those that fall outside the real of the normal curriculum of school or university education, performed by students.

What are roles of playing games during lessons? ***** *a) To keep pupils’ motivation

What are roles of playing games during lessons? *a) To keep pupils’ motivation

What are the basic tools of «iSpring» PowerPoint add-on?*****Composing visual dialogues, creating interactive quizzes, embedding video or audio to PowerPoint presentation

What are the characteristics of the communicative approach? *a) Focuses on learner and teacher is just a facilitator; lays less stress on grammar and emphasis on language in use rather than language as structure. It stresses on the semantic objective of the language, which means the meaning of language in real life situation and contexts

What are the characteristics of the communicative approach? ***** *a) Focuses on learner and teacher is just a facilitator; lays less stress on grammar and emphasis on language in use rather than language as structure. It stresses on the semantic objective of the language, which means the meaning of language in real life situation and contexts

What are the components of concepts communicative language teaching?******a)Integration of skills, info gap activities, authentic materials, group work, pair work, learner responsibility, teacher as a classroom manager, communicating in English.

What are the inputs of authentic materials?******a) picture, video, cartoons

What are the main aims of the lesson?***** *a) educational, developing, socio-cultural or up bringing

What are the main principles in giving and receiving feedback? *******a) All answers are correct

What are the main principles in giving and receiving feedback? *a) All answers are correct

What are the merits of the dictation?******a) make the pupils and the teacher aware of the pupils’ comprehension errors phonological, grammatical

What are the multimedia components*****Text, image, audio, animation, video, interactivity

What are the multimedia components?******a) text, image, audio, animation, video, interactivity

What are the people doing in all the conversations?***** *an exchanging information

What are the problems of authentic materials?***** *a) usually long background noise might interfere unknown vocabulary fast speech

What are the problems of non authentic materials?***** *a) usually boring, students might be deceived about the nature of the real life listening students who are always exposed to non authentic listening texts, might find it difficult to communicate in real life

What competence did Dell Hymes consider as the main purpose of teaching language?*a) Communicative competence

What competence did Dell Hymes consider as the main purpose of teaching language?******a) Communicative competence

What device is mostly used to process, edit and create information?********PC

What does «pre-writing» mean? ***** *a) tasks prepare for writing, arouse learners` interest

What does «pre-writing» mean? *a) tasks prepare for writing, arouse learners` interest

What does “authentic” mean?***** *a) Real

What does “authentic” mean?*a) Real

What does “Group work” stand for? Find the correct definition. ***** *a) mode of doing a task or activity in small groups

What does “Group work” stand for? Find the correct definition. *a) mode of doing a task or activity in small groups

What does assessment include?******a) It includes all methods, both formal and informal, used to gather information about a pupils’ knowledge, ability, understanding, attitudes and motivation

What does CEFR stand for? *a) Common European Framework of References

What does CEFR stand for?***** *a) Common European Framework of References

What does EFL mean?***** *English as Foreign Language

What does ICT stand for? ***** *a) Information and Communication Technologies

What does ICT stand for? *a) Information and Communication Technologies Show the special sign of e-mail. *a) @

What does ICT stand for?******a) it’s an umbrella term for devices, software, methods of storing, processing and sharing information

What does ICT stands for?***** It’s a ubiquitous term that includes software, applications, programs, firmware

What does IELTS stand for? ***** *a) International English language testing system

What does IELTS stand for? *a) International English language testing system

What does IELTS stand for? ***** *a) International English language testing system

What does IELTS stand for? *a) International English language testing system

What does it mean pre-writing? *a) Tasks prepare for writing, arouse learners` interest

What does it mean pre-writing?******a) Tasks prepare for writing, arouse learners` interest

What does it mean prewriting?******Tasks prepare for writing, arouse learners` interest

What does it mean pre-wrtitng?***** *a) Tasks prepare for writing, arouse learners` interest

What does PPP stand for?***** *a) Presentation-Practice-Production

What does Scanning stand for? *a) reading a text for getting specific information such as dates, names, details, etc.

What does Scanning stand for?***** *a) reading a text for getting specific information such as dates, names, details, etc.

What does Skimming stand for? *a) reading a text for understanding its gist.

What does Skimming stand for?***** *a) reading a text for understanding its gist.

What does the acronym ICT mean?***** Information-Communication Technologies

What does the C.E.F.R. stand for? ***** *a) Common European Framework of Reference

What does the C.E.F.R. stand for? *a) Common European Framework of Reference

What happens in a Case Method classroom?***** *a) In classroom discussion, students analyze the information in the case and use it

What helps to develop listening skills? *a) all are correct

What helps to develop listening skills? *a) all are correct

What helps to develop listening skills?***** *a) all are correct

What helps to develop listening skills?***** *a) all are correct

What is the most important factors for learning words?******a) Context

What is ‘extensive reading’?***** *a) reading widely in order to improve reading comprehension, reading speed and vocabulary

What is ‘intensive reading’?***** *a) reading carefully for complete, detailed comprehension (e.g. main ideas, details, vocabulary)

What is ‘making inference’?***** *a) ‘reading between the lines’; the reader understands what is meant but not stated in a passage.

What is ‘Paraphrasing’?***** *a) the ability to say or write ideas in other words; measures the reader’s understanding of the main idea of the text

What is “learner- centered” lesson? *a) The pupils will be involved actively in the lesson.

What is “learner- centered” lesson?***** *a) The pupils will be involved actively in the lesson.

What is a cloze activity?***** *a) fill-in-the-blanks exercise in which some words are omitted designed to measure how well the pupils understand the text.

What is a intensive technique for reading activity?***** *a) Reading a text for finding synonyms, antonyms, some

What is a microteaching? ***** *a) a mini-lesson that participants teach to each other in order to practice what they have learned

What is a microteaching? *a) a mini-lesson that participants teach to each other in order to practice what they have learned

What is a pictogramm?***** *a) a drawing of a word which represents a word

What is a scanning technique for reading activity? ***** *a) Reading a text quickly to find specific information

What is a scanning technique for reading activity?***** *a) Reading a text quickly to find specific information

What is a scanning technique for reading activity?******Reading a text quickly to find specific information

What is a scanning technique for reading activity?*a) Reading a text quickly to find specific information

What is a skimming technique for reading activity?******Reading a text quickly to get the main idea

What is a skimming technique for reading activity?******a) Reading a text quickly to get the main idea

What is a skimming technique for reading activity?*a) Reading a text quickly to get the main idea

What is a STT? ***** *a) The amount a learner or a student talk during a lesson

What is a STT? *a) The amount a learner or a student talk during a lesson

What is a suggestopedia?***** *a) it is a type of method with using song or music

What is active vocabulary? ***** *words students can confidently use in speaking and writing

What is an information gap?***** *a one person has information and the other does not, so there is a need to communicate.

What is an Information transfer technique for reading activity?***** *a) Changing information into another form of information to check pupis` understanding?

What is an Information transfer technique for reading activity?******Changing information into another form of information to check pupils understanding?

What is an intensive technique for reading activity?******Reading a text for finding synonyms, antonyms, some

What is approach?***** *a) An approach is a way of looking at teaching and learning

What is approach?******An approach is a way of looking at teaching and learning.

What is approach?*a) An approach is a way of looking at teaching and learning

What is Bodily kinesthetic intelligence?***** *It is an activity that expresses through physical activities and

What is brainstorming?***** *a) a group activity in which learners have a free and relatively unstructured discussion on an assigned topic as a way of generating ideas.

What is Case Study?***** *a) a task that native speakers of a language would do in

What is CEFR? ***** *a) A common reference for describing language learning, teaching, and assessment.

What is CEFR? *a) A common reference for describing language learning, teaching, and assessment.

What is Cloze exercise?***** *a) fill in the blank exercise, in which some words are omitted, designed to measure how well the reader understands how a text is linked together

What is CLT? *a) communicative language teaching

What is CLT? ***** *a) communicative language teaching

What is CLT?******a)An approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence

What is Competence-based approach? ***** *a) This approach in the system of higher is intended to increase attention to the effective and technological formation of professional competences.

What is contextual guessing?***** *a) making guesses about the meaning of the words by looking at the surrounding words or situation

What is different about teaching young learners? ***** *a) They learn things slowly but forget easily.

What is different about teaching young learners? *a) They learn things slowly but forget easily.

What is direct feedback?***** *a)teachers should be informed about their mistakes and told what to do

What is Discussion method?***** *a) It demands that students come to class well prepared. Compelling them to

What is effective teacher feedback component of assessment for learning?*****Students are not passive in the assessment process but are engaged in developing the assessment, determining what a good performance entails, and learning to score through models provided by the teacher. Which key component of Assessment for Learning

What is ELL? *a) English Language Learners

What is ELL?***** *a) English Language Learners

What is error correction?******a)Error correction is the process of detecting errors in transmitted messages and reconstructing the original error-free data. Error correction ensures that corrected and error-free messages are obtained at the receiver side.

What is ETS? ***** *a) Educational Testing Service

What is ETS? *a) Educational Testing Service

What is feedback? ***** *a) Comments or information learners receive on the success of a learning task, either from the teacher or from other learners

What is feedback?*a) Comments or information learners receive on the success of a learning task, either from the teacher or from other learners

What is fluency?***** *a)the ability to produce the language easily, communicate quickly, but not necessarily with grammatical correctness

What is grammar?***** *a) the system of structures at word, sentence and text level in a Language

What is important for teachers while doing group work? *a) Monitoring

What is important for teachers while doing group work?***** *a) Monitoring

What is important while dictating a text? ***** *a) The way how a teacher dictates a text

What is important while dictating a text? *a) The way how a teacher dictates a text

Developing Learner Communicative Competence

Communicative competence is a concept set forth by Dell Hymes (1966). The idea behind his concept was that (English) language is not to be learned within a vacuum.

In other words, language is used for communication, and as such, it must follow conventions.

He divided those conventions into competencies.

And they cover a broad range of communication competence elements: grammatical (or linguistic) competence, discourse competence, strategic competence, and sociolinguistic competence.

In our blog today, we’ll discuss each competency as it relates to speaking, what that means for teachers, and how you can approach them in your ESL classes.

Grammatical or Linguistic Competence

This is more or less the technical aspect of English that includes structure, lexis, and pronunciation.

I’m pretty sure we can all agree that linguistic competency is foundational and that our students can improve in this area.

Indeed, most students I’ve met realize they need to improve in this area.

Sadly though, some teachers tend to over-emphasize this area to the grief of their learners.

That’s because often, students want to be able to use the language in meaningful communication.

On the other hand, some learners tend to over-stress this competence to the dismay of their teachers who want to take them beyond proper structure into communication.

However, grammatical competence is not the end all-be all of the English language.

Having sufficient mastery of structure, vocabulary, and clarity is great, but if learners don’t know how to deliver these points, the buck stops there.

Discourse Competence

Discourse competence is basically a mastery of the language that permits learners to communicate in different settings.

I like to refer to it as the ability to go beyond one or two-word responses into coherent and cohesive statements.

As many teachers may be familiar with in their conversation classes, some students give very short responses to conversational questions.

For example, the teacher asks: What did you do this weekend? And the student answers: Sleep. See friends. Watch a movie.

Agreed, it sounds like some native-speaking teenagers answering their parents, so we can’t get too upset by that.

But we’re speaking about a language learning class, not teenager-parent communications. So, back to the short answers …

Readers may agree that one or two-word answers give an impression of shortness (irritability) or a lack of interest.

Many of our learners would likely agree that is not the impression they want to give. That also broaches sociolinguistic competence, and we’ll talk about that later.

But, when they speak without discourse competence, that maybe what they’re projecting.

So, how do we, as teachers help develop this competence?

One way is to take them through real-world dialogues and show them what they can say. We can start with basic introductions for example.

Then, work into simple small talk and situational communication as needed. You can even include the register for a specific group of people or jargon for a specific field when needed.

When learners are routinely able to string more than a couple of words or so together into coherent communications in various contexts, they’ll have achieved some form of discourse competence.

But it doesn’t stop there, we need to ensure that they have this competence in all areas they are targeting for their use of English.

Strategic Competence

Strategic competence refers to the speaker’s ability to recover from communication breakdowns.

This is one of the more fascinating areas of language teaching in my opinion. So often learners are under the impression they must always give a perfect answer.

I’m not sure where they get that impression.

But I’m pretty sure they picked it up during the course of their language learning experiences. Perhaps teachers were too demanding, or they were trying to save face.

Nevertheless, there are times when a learner may need to ask someone to repeat something or ask for clarification.

They may also need to use gestures to facilitate communication or even change their voice pitch. Whatever the case may be, we all need to do that at some point.

The challenge is that many of our learners are not familiar with how to do it. That’s where we as teachers come in.

By teaching our class members that it’s alright to say, “pardon,” for example, we equip them to help themselves understand something.

We are helping them develop strategic competence. Or when we teach them to ask someone, “would you mind repeating that—I didn’t quite catch that,” they learn that sometimes people don’t understand each other.

We can even teach them how they can end an introduction with something like, “that’s a little bit about me, thanks.” There’s a lot more to strategic competence, but hopefully, you get the idea.

Sociolinguistic Competence

Sociolinguistic competence relates to the learner’s ability to use English that matches the social context he/she is in.

For example, in pretty much most English-speaking cultures, it’s not acceptable to address a minister with “hey dude.”

That requires an understanding of the target language culture, what things should be talked about, and what should not be, what is considered courteous, the use of certain words, and even avoiding taboo topics.

If she were to communicate words or ideas outside of what the culture deems appropriate, she may risk offense.

Or, in a worst-case scenario, the learner would give a negative impression.

As mentioned previously in discourse competence, short answers can indicate indifference by the speaker.

That would likely hamper further communication between the learner and a person in that culture.

If the learner wants to spend time in the USA, for example, he’d need to know what polite, acceptable, and politically correct speech are.

In my conversation classes, I teach students to do these things. Instead of saying, “what” for example if they didn’t understand something, they learn a more polite way such as, “pardon.”

By teaching or modeling to your students what acceptable communication is, you’ll be helping them develop sociolinguistic competence.

Wrap Up

There’s so much more we could discuss with this subject.

I think we could agree that many teachers tend to focus on grammatical competence, but there is so much more to interactions and communications than proper structure, vocabulary, and pronunciation.

On the other hand, some teachers focus more on discourse competence than others.

They don’t see the need for teaching grammar only, for example. And then there are strategic and sociolinguistic competencies as well.

As Dell Hymes put forth, learners need to grasp all aspects of communicating in the second language (ESL). It’s the whole ball of wax, not just part of it.

Perhaps in future blogs we can address each competence more specifically, and how teachers can facilitate each one in their lessons in more detail.

But, by now, you should see how communicative competence can give you some direction in your English language lessons.

This can also help you pinpoint areas that need development.

As teachers, how well do we help develop learner communicative competence?

Are our lessons focusing only on one area or another but failing to integrate the others? Or are we preparing our class members for life outside of the classroom?

Communicative competence can guide our teaching decisions toward that end. Tell us about your experience.

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Источники информации:

• http://explearning.co/blog/l7pzrf3b/dell-hymes-speaking-model
• http://wikilru.icu/wiki/Dell_Hymes
• http://fayllar.org/a-bird-in-the-hand.html?page=4
• http://ontesol.com/blog/how-to-teach-english/communicative-approach-2/developing-learner-communicative-competence/