My English Online and the Development of Communicative Competence (original) (raw)
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Dispositivos tecnológicos para el desarrollo de la competencia comunicativa oral en lengua inglesa
Gaceta Médica Espirituana, 2021
Background: The use of technologies for developing the oral communicative competence in the English language constitutes an effective tool for the communicative exchange among people supported by the benefits of using the technological devices in the foreign languages students' initial training process. Objective: To implement didactic procedures for the development of the oral communicative competence in the English language through the efficient use of technological devices. Methodology: A pre-experiment was applied from September 2018 to July 2019 in Foreign Languages Major from José Martí University. The sample was composed of 18 students from first year class. Six professors participated in the research process, who taught Integrated English Practice I and II subjects. Results: The initial diagnosis confirmed the low level of the proposed indicators and an insufficient integration of the technological devices for the development of the oral communicative competence in the English language. The implemented didactic procedures were effective; the results were corroborated in the final stage of the research process. Conclusions: The integration of the technological devices on Integrated English Practice I and II courses contributed to the efficient development of the oral communicative competence in the English language.
2019
Oral communicative competence is traditionally neglected in the development of competence of students in compulsory education. In a highly demanding social and professional context, we must contribute to communication skills in general and to oral skills in particular. Together with this, given the digital and changing context in which we find ourselves, we need to know and master new means of production and reception of messages mediated by technology. Virtual Learning Environments open up an updated field of work that allows for feedback and the extension of the spatial-temporal limits of the classroom for the development of orality
2023
Maintaining relationships with students is one of the most important tasks for a teacher. If the relationship is well-built and steady, the teacher can start focusing on the way of managing classroom interaction. In this regard, there is no single universal conclusion, therefore this thesis will aim to map the process of interaction itself. The study focuses mainly on the parts of sessions in which there occurred the successful development of language skills in the foreign language as well as the development of fluency in the spoken language. The research takes the form of a case study of a group of four students of English as a foreign language. All of them were more than fifty years old. Each student had not only a different level of language skills but also different motivations for studying English-it was a small heterogenous group of adult learners. The teaching process was done fully in the online environment during the Covid-19 pandemic. 50 data samples were gathered from 11 sessions, each spanning approximately 60-90 minutes. These became the subject of analysis and interpretation. Data analysis was done using the conversational analysis methodology, specifically conversational analysis for second language acquisition (CA-for-SLA). Via this methodology, the process of data collection was done through audio recordings. Parts of them were transcribed word-by-word, using a simplified transcription system. The transcripts were further studied and analysed to capture interactional strategies used by a teacher during the language acquisition process through which developed interactional competence was shown, and how this competence contributed to the development of learners’ communicative competence.
Análisis de las competencias estratégica y sociolingüística a través de actividades usando el chat en línea, 2019
Este artículo presenta los resultados de un estudio de caso interpretativo de un grupo de estudiantes del curso de inglés básico V del programa de pregrado Filología e idiomas, inglés de la Universidad Nacional. El estudio narra el análisis de las competencias sociolingüísticas y estratégicas, de los estudiantes, obtenidas a través de actividades basadas en el chat para desarrollar y practicar estas dos competencias. Este estudio puede ser útil para los profesores de inglés como un recurso pedagógico para practicar las habilidades comunicativas con los estudiantes de manera innovadora y para los investigadores que trabajan el desarrollo de diferentes competencias comunicativas en inglés de forma lúdica mediante el chat en línea.
Conrado, 2020
RESUMEN The article focuses on the development of conversational competence in the teaching-learning process of foreign languages (FL). Current studies around this category demand a didactics to be oriented towards awareness, practice and reflection on the structural elements and mechanisms of conversation in order to achieve an optimal communicative performance in the students. However, the current methodology needs to deepen, from more critical and reflective positions, in the dynamics of the teaching-learning process, as the integration of knowledge, skills, strategies and attitudes that intervene in the conversational interactive dynamics has not been sufficiently addressed, especially in their relationship with context and intercultural exchange. The position argued in this work is that the dynamics of the teaching-learning process of conversational competence must be based on the development of collaborative relationships and symmetry among the students in order to co-construct a common interactive discourse, marked by the use of communicative and socio-affective strategies that allow to enhance the conversational skills of FL learners. ABSTRACT El artículo se centra en el desarrollo de la compe-tencia conversacional en el proceso de enseñanza-aprendizaje de las lenguas extranjeras (LE). Los estudios actuales en torno a dicha categoría deman-dan una didáctica orientada hacia la sensibilización, práctica y reflexión de los elementos y mecanismos estructurales de la conversación para alcanzar un óptimo desempeño comunicativo en los estudiantes. Sin embargo, la metodología actual necesita profun-dizar, desde posiciones más críticas y reflexivas, en la dinámica del proceso de enseñanza-aprendizaje, pues aún no se ha trabajado, suficientemente, en la integración de los conocimientos, habilidades, es-trategias y actitudes que intervienen en la dinámi-ca interactiva conversacional, en su relación con el contexto y el intercambio intercultural. La posición que se argumenta en este trabajo es que la diná-mica del proceso de enseñanza-aprendizaje de la competencia conversacional debe fundamentarse en el desarrollo de relaciones de colaboración y si-metría en el alumnado para co-construir un discurso interactivo común, marcado por el uso de estrate-gias comunicativas y socio-afectivas que permitan potenciar las habilidades conversacionales de los aprendices de LE.
This article discusses the didactic perspectives that show dialogue is an essential basis for the teaching of writing. The integration of speaking and writing skills is grounded on the sociocultural theoretical framework, which considers that working in pairs stimulates the zone of proximal development (ZPD), as well as showing that inner speech is a key element in the planning process of writing. Based on these premises, we present a final theoretical proposal, which constitutes the foundation of the concept of interactive writing classroom in a foreign language. Key words: orality and writing, didactics in a foreign language, integration of skills, oral language, writing in a foreign language.
Learners' communicative competence in English as a foreign language (EFL
Journal of English and literature, 2011
2011`Moving from the 'focus on form' teaching approach such as grammar translation and audiolingualism, recently more language teachers have noticed the failure of form focusing approach in developing learners' communicative ability in real-life situations and shifted to adopt the communicative language teaching (CLT). The CLT approach highlights learners' communicative competence (Hymes, 1972) which is defined as learners' ability to efficiently express what they mean in the target language and successfully achieve communications in real-life situations (Lightbown and Spada, 1999; Power, 2003). In order to do so, learners not only need to acquire the linguistic but pragmatic knowledge of the TL (Hedgcock, 2002). It is suggested that competence, both linguistic and pragmatic, is the knowledge developed and acquired through exposure and use (Kasper, 1997). In other words, without sufficient exposure needed for learners to notice and acquire the language input and chances to use the knowledge, communicative competence is not likely to be promoted. The purpose of this paper is to suggest that the integration of computer-mediated communication (CMC) into English as a foreign language EFL learning can increase both input (exposure) and output (use) of the target language that is needed for learners to promote both their linguistic and pragmatic competence.
Falar: a competência oral no ensino de uma língua estrangeira
Centro de Estudos de Comunicação e Cultura, Faculdade de Ciências Humanas – UCP, 2009
Esperamos, pois, que a grande variedade de temas e perspectivas, de abordagens teóricas, métodos e propostas didáticas, que este volume disponibiliza, contribua para o aparecimento de novas ideias na área de investigação e teorização do ensino e da aprendizagem de uma língua estrangeira, assim como para a introdução de novas práticas dentro da sala de aula. Alterar hábitos de ensino é, como se sabe, um assunto delicado que exige tempo. Acreditamos, todavia, que este volume contribuirá para a concretização dos objetivos já patentes na titulação do nosso projeto de investigação: Translating Europe across the Ages. Com base numa decisão do conselho da redação do volume, aplicamos a todos os textos do livro, editados pela redação, a ortografia estabelecida pela reforma ortográfica. No entanto, mantivemos em cada um dos artigos publicados a forma ortográfica escolhida pelo respetivo autor. contributions of specialists in didactics like Jürgen Kurtz, from the University of Justus-Liebig, Gießen, Germany, there are articles in this volume from linguists, such as Marta Albelda Marco from the University of Valencia, Spain, and from specialists in classroom practice, such as Carolyn Leslie, lecturer in English as a foreign language at the Universidade Nova of Lisbon and the British Council. The essays in this book are grouped in theoretical-thematic areas, beginning with didactics, and paying particular attention to the teaching of the speaking skills. The opening introductory essay Promoting Oral Proficiency in the Foreign Language Class: Improvisation in Structured Learning Environments of Jürgen Kurtz from the Justus-Liebig of Gießen explores the controlled teaching of speech in the foreign language classroom. It also underlines the importance of an ample approach to speech, that frees the learning processes and the teaching methodologies and techniques. Despite these being universally recognized and applied, they do not guarantee the communicative success of the learner in real situations, that is, outside the artificial environment created in the classroom. Jürgen Kurtz exposes an alternative methodology aiming at overcoming the limitations of a controlled teaching/learning environment. In this context, the author points out the voids there are in basic research in this area, namely the research fields of philosophy, sociology and psychology, which offer certain "truths" that are widely accepted without the much needed critical reflexion Falar-Speaking [13] beforehand. The author also scrutinizes mainstream learning theories which form 'truths' as a foreground to the teaching, learning and acquisition of foreign languages. These then lead to questionable emphasis on the cognitive component, or learning as a means for automatic behavioural alterations change. Therefore, Kurtz's holistic method is not only based on new theoretical reflections in didactics, but also develops a perspective which includes knowledge from different existing trends. In practice, in the classroom, complex learning environments are made available, which are previously structured by the instructor, and which induce the learners to spontaneous and improvised interactions. Besides the partially guided communication led by the teacher, the method aims at making the interactivity of spontaneous communication amongst learners easier. Kurtz ends his essay by reporting several concrete examples of this method in the classroom, so as to illustrate its practice. Sara Vicente, Ph.D. candidate from the Technical University of Darmstadt and the Universidade Nova of Lisbon, with a vast experience in teaching German as a foreign language, also explores in her article, A aquisição da competência oral na aula de LE: Subsídios para uma prática de interação comunicativa continuada e significativa, the crucial role of a methodology that, in the context of a foreign language lesson, aims at creating situations that spontaneously trigger talking among students. The author also underlines a didactic method where the teacher of a foreign language should create real communicative situations in the classroom. However, it seems that in practice these objectives continue to not be met and little communicative stimuli and occasions for an authentic use of the language are offered. According to the author, this is due to the fact that the communicative situation in the classroom is a sui generis situation which in many aspects different from that lived outside the school environment. Therefore, according to Sara Vicente, the foreign language teacher should not try to reproduce in the classroom the authentic communicative structures, without having first studied the differences between both. This leads Sera Vicente to unmask the myth of the silent and reserved teacher, by stressing the necessity of an intense verbal input: for the teacher must talk a lot more than the learner. According to the author, instead of trying to replicate the norms of the target language in the schoolroom, the teacher should try to spot moments of authentic communication and use them in a more effective learning process of a foreign language. Thus, it is particularly relevant that the main language used in class be the foreign language. The input given by the teacher is key-for it models, motivates and enlightens the interaction in class. Within this context, 25% of a lesson, which is taken up with formalities, should be used instead to help the learners develop their communication skills. Finally, Vicente gives a few defined in theory, and how the process occurs, in practical terms, in foreign language teaching. Sieberg and Jürgen Kurtz share an ample approach to this matter, however from a linguistic perspective and not a didactic one such as Kurtz. The essay promotes a new consciousness regarding the teaching and learning of a foreign language or of a second language. According to Sieberg, many morpho-syntactic features, of spoken language, which he considers essential to oral communication, are ignored in most models used in the teaching and learning of a foreign language. However there is an abundance of linguistic studies that describe and define. As examples Sieberg points out the operators in structures operators + scopes which serve, among other functions, as links between turn taking in a dialogue. He also highlights the different variants of elliptical structures, that often occur as an outcome of the integration of verbal action in non-verbal action.