Topic 1: Language, macro skills and communicative competence Flashcards
primarily a human and non-instinctive method of communicating ideas, emotions, and desires through a system of voluntarily produced symbols. (Sapir)
Language
goes beyond just describing real situations, for it primarily aims to form the components of culture.
Language
in its widest sense, means the total of such signs of our thoughts and feelings as are capable of external perception and as could be produced and repeated at will.
Language
As future language teachers, we need to facilitate the development of _____
5 Macroskills
What are the 5 Macroskills?
Listening, Speaking, Reading, Writing, and Viewing.
prerequisite to understanding.
Listening
It is the skill of grasping and decoding information during the exchange of messages.
Listening
the beginning of understanding and a valuable key to effective communication. It is the task of getting the meaning of what is being heard.
Listening
Give the 10 steps to effective listening
- Look at the speaker in the face and the eyes.
- Focus and give attention but relax.
- Be open-minded.
- Listen and picture what the speaker is saying
- Don’t speak while the person is talking.
- When the speaker pauses, you may ask clarifying questions.
- Ask relevant question.
- Put yourself in the speaker’s place
- Give feedback.
- Focus as well to nonverbal cues.
ability that makes us superior to other species.
Speaking
It is a complex cognitive and linguistic skill that involves words and sounds.
Listening
seen in social conversations.
Interaction
happens when someone wants to cut across a message.There is an act to be dine after the message is received
Transaction
when an audience accepts the message spoken.
Performance
a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print.
Reading
Identify the words in print
Recognition
Construct an understanding from them
Comprehension
Coordinate identifying words and making meaning so that reading is automatic and accurate
Fluency
reading aloud. It improves word identification, learns to correct and detect errors, improves proper pronunciation.
Oral reading
Practicing specific reading strategies. Ex: linguistics, context
Intensive
reading for pleasure or reading technical, scientific or professional material. Ex: skimming, scanning, global.
Extensive
another macroskills that entails control of language variables since it is an extremely complex cognitive activity.
Writing
What are the steps on writing?
- Decide the topic.
- Research and collect information.
- Outline and Plan
- Start writing by a simple draft.
- Review, edit and Format.
allow students to pause and reflect, and think about the images they are seeing, and analyze or evaluate further these visuals for better use.
Viewing
It includes giving meaning to the images or visuals and even with computer programs and websites which have printed and spoken words.
Viewing
the ability to learn visually by thinking and solving problems presented in visual domain.
Viewing
Skills to decipher the meaning from visuals
Visual Literacy
Skills to decipher the meaning from visuals (Georgis, 1999) Skill to understand and evaluate information from visuals.
Critical Viewing
Ability to create visuals to convey effectively the ideas in mind
Visual Literacy
Ability to analyze the composition of the picture.
Critical Viewing
Refers to the knowledge one has on morphology, phonology, syntax, including how and when to use these appropriately in utterances.
Communicative Competence
It is the proper and efficient communication flow and the skill to utilize and acclimate this expertise in different situations.
Communicative Competence
As teachers, we provide activities for students that push them to use language in a communicative context.
CP or communication principle
Teachers provide real-life activities to complete or do. In so doing, they learn and gain communicative competence.
TP or task principle
Teachers must carefully choose authentic and engaging activities that create meaning for students for learning to take place and endure.
MP or meaningful principle
Understanding and using:
• vocabulary
• language conventions (e.g., grammar, punctuation, spelling)
• syntax (e.g., sentence structure
Linguistic Competence
Using techniques to:
• overcome language gaps
• plan and assess the effectiveness of communication
• achieve conversational and written fluency
• modify text for audience and purpose
Strategic competence
Having awareness of:
• social rules of language (e.g., formality, politeness, directness)
• nonverbal behaviours
• cultural references (e.g., idioms, expressions, background knowledge)
Socio-linguistic competence
Understanding how ideas are connected through:
• patterns of organization (e.g., ideas can be organized sequentially, by importance, by comparing and contrasting)
• conjunctions (and, or, because)
• transition words (first, next, also, however, for instance, therefore, etc.)
Discourse competence
The ability to understand and use language effectively to communicate in a wide variety of contexts and for a variety of purposes.
Communicative Competence
