The Communicative Classroom: Prof. DR Faizah Abd Majid

THE COMMUNICATIVE
CLASSROOM
LECTURE 2
PROF. DR FAIZAH ABD MAJID
ORGANIZER
COMMUNICATIVE COMPETENCE
IMPLICATIONS OF COMMUNICATIVE
LANGUAGE TEACHING AND LEARNING
COMMUNICATIVE CLASSROOM
COMMUNICATIVE
COMPETENCE
Communicative competence is a term in linguistics
which refers to a language user's grammatical
knowledge of syntax, morphology, phonology and the
like, as well as social knowledge about how and when
to use utterances appropriately.
Differences between competence & performance
Competence includes social knowledge about what,
how and when to use utterances in order to appear
appropriate (& polite).
Two types of competence: linguistic competence &
communicative competence
Linguistic competence: producing & understanding
grammatically correct sentences
Communicative competence: producing &
understanding sentences that are appropriate and
acceptable according to the context
Hence:
Communicative competence: a knowledge of the rules
for understanding and producing both the referetial
and social meaning of language (Hymes)
Ability to use the language to communicate
(Widdowson); usage vs. use
Usage: language user demonstrates his knowledge of
the linguistics rules
Use: he demonstartes his ability to use his knowledge
of lingustic rules for effective communication
Teachers should provide both linguistics and
communicative contexts
Communicative contexts focuses on use to enable
learners to recognize the type of communicative
functions and to produce acceptable and appropriate
utterances
5 ASPECTS OF COMMUNICATIVE
COMPETENCE:
Linguistic
Pragmatic
Discourse
Strategic (how to repair communication breakdown)
Fluency
1. Linguistic competence
 Knowledge of the language itself, its form and
meaning.
2. Pragmatic competence
 Knowing how to use the language in order to achieve
certain communicative goals or intentions.
Discourse competence
 Aware of how discourse work in terms of the common
cohesive devices used in English.
4. Strategic Competence
 How to cope in an authentic communicative situation and
how to keep the communicative channel open.
5. Fluency
 Language production and it is normally reserved for
speech.
IMPLICATIONS OF COMMUNICATIVE
LANGUAGE TEACHING AND LEARNING
1. Linguistic competence
 To achieve accuracy in the grammatical forms of the
language.
 To pronounce the forms accurately.
 To use stress, rhythm, and intonation to express
meaning.
 To build a range of vocabulary.
 To learn the script and spelling rules.
 To achieve accuracy in syntax and word formation.
2. Pragmatic competence
 To learn the relationship between grammatical forms
and functions.
 To use stress and intonation to express attitude and
emotion.
 To learn the scale of formality.
 To understand and use emotive tone.
 To use pragmatic rules of language.
 To select language forms appropriate to topic,
listener, etc.
3. Discourse competence
 To take longer turns, use discourse markers and open and
close conversation.
 To appreciate and be able to produce contextualized written

texts in a variety of genres.
 To be able to use cohesive devices in reading and writing

texts.
 To be able to cope with authentic texts.

4. Strategic competence
 To be able to take risk in using both spoken and
written language.
 To use a range communication strategies.
 To learn the language needed to engage in some of

these strategies, e.g. ‘What do you call a thing
that/person who…’
5. Fluency
 To deal with the information gap of real discourse.
 To process language and respond appropriately with a

degree of ease.
 To be able to respond with reasonable speed in ‘real

time’.
COMMUNICATIVE CLASSROOM
activities that engaged the learner in more meaningful
and authentic language use (compared to previous
activities that focused on mechanical practice of
language patterns)
Activities: learners communicate through use of pair,
group and mingling activities
Tasks: completed by means of interaction with other
learners.
T’s roles: facilitate and then to monitor, usually
without interruption, and then to provide feedback on
the success or otherwise of the communication and,
possibly, on the linguistic performance of the learners
in the form of post-activity error correction.
Lesson organization: 3 Ps: Present, practice & produce
Syllabus: communicative focus, with basic
introductions, requests and questions enabling learners
to begin communicating in English from the very first
lesson.
* reduce teacher talking time to a minimum and
maximizing the opportunities for communication.
Materials: authentic contexts with example sentences
being at the very least semi-authentic and potentially
of communicative use
CLT IN SUMMARY
 Involve learners in purposeful tasks
 Reflect and rehearse language as it is used
authentically in the world outside the classroom.
To consider:
 What learners do with the communicative tasks.
 What is appropriate for different levels of learners.

The Communicative Classroom: Prof. DR Faizah Abd Majid

Uploaded by

Copyright:

Available Formats

The Communicative Classroom: Prof. DR Faizah Abd Majid

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Communicative Classroom: Prof. DR Faizah Abd Majid

Uploaded by

Copyright:

Available Formats

THE COMMUNICATIVE

 To appreciate and be able to produce contextualized written

 To be able to use cohesive devices in reading and writing

 To be able to cope with authentic texts.

 To use a range communication strategies.

 To learn the language needed to engage in some of

 To process language and respond appropriately with a

 To be able to respond with reasonable speed in ‘real

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.