Communicative Competence in English: Acquisition, Learning, and Teaching Methods

Communicative Competence in English

Acquisition, Learning, and Teaching Methods

Communicative competence is the main objective in English language learning. It involves developing several subcompetences:

1. Linguistic: Understanding and using vocabulary, grammar, and syntax.
2. Strategic: Using techniques to overcome language gaps and modify text for audience and purpose. Acquiring conversational fluency.
3. Socio-linguistic: Having knowledge of the social rules of language, non-verbal behaviors, and cultural references.
4. Discourse: Understanding how ideas are connected through patterns of organization, cohesive, and transitional devices.

Block of Contents

1. Oral texts comprehension (Listening).
2. Oral texts production, expression, and interaction (Speaking).
3. Written texts comprehension (Reading).
4. Written texts production, expression, and interaction (Writing).

Competences

• Linguistic communication competences.
• Learning to learn competence.
• Sense of initiative and entrepreneurship spirit competence.
• Conscience and cultural expression competence.
• Digital competence.
• Social and civic competence.
• Mathematical competence and basic competence in science and technology.

Acquisition

Automatic mental processes based on long-term memory. Linguistic knowledge acquired by the child naturally.

Learning

Non-automatic mental processes but reflexive based on short-term memory. Linguistic knowledge acquired by studying in formal contexts.

Portofolio

A record of everything that students learn in a foreign language (English). It is part of the Common European Framework of Reference for Languages along with the passport and the biography.

Attention to Diversity

• Slow-learners: Fill the gaps with the initial letter of each word.
• Course-learners: Fill the gaps.
• Fast-finishers: Fill the gaps with more words and no letters.

Question Tags

Pronoun + auxiliary verb + verb + complement (verb, adverb, or adjective), auxiliary verb + pronoun.

Example: She has never been in London, has she? Affirmative to negative and vice versa.

Mary loves Manuel. Who loves Manuel? Mary. Who does Mary love? Manuel.

Skimming

Used to quickly identify the main ideas of a text.

Scanning

Used when looking for the detailed meaning of a word in a book or dictionary.

Covert

Teaching grammatical facts to students in a hidden way.

Overt

The teacher explains the grammar directly to students.

Nursery Rhymes

Songs to help learn the sounds of language.

Authors and Books

• Grimm's Brothers (Cinderella)
• Charles Dickens (Oliver Twist)
• William Shakespeare (Hamlet and Romeo and Juliet)
• J.K. Rowling (Harry Potter and the Phoenix Order)

Games

• Warmers (Find the pattern)
• Guessing games (Like I spy)
• Memory games (Simon Says)
• Card games (Solitaire)
• Board games (Snake and Ladders)
• Problem-solving (Scrabble)
• Communicative games (Riddles)
• Linguistic games (Hangman)

Linguistic Skills

• Listening
• Speaking
• Reading
• Writing

Discursive Skills

• The same as linguistic skills
• Conversing

Methods

• Content Language Integrated Learning (CLIL): Teaches subjects and language simultaneously.
• Suggestopedia: Emphasizes a comfortable atmosphere, learning a lot of information in a short time, and no exams. Evaluation is based on participation.
• Task-based approach: Work through sequences of tasks.
• Direct Method: No native language in class. Vocabulary is more important than grammar.
• Audiolingualism: Stimulus-response, no translation, and a distinction between the native language and the foreign language.
• Community language learning: In stages, greater fluency in oral conversations, gaining confidence, and developing listening and speaking skills.
• Silent way: Silent period and learning by discovery.
• Grammar and translation: Learning vocabulary and grammar to read correctly, translation, and Latin grammar.
• Communicative approach: Developing communicative competence, role-plays, and activities similar to real life.
• TPR: Movement and game-exercises using imperatives.
• Situational method: Real-life situations, structuralism, and culture as part of the teaching-learning process.
• Multiple intelligences in the English classroom: Multiple intelligences, meaningful learning, and supporting student interests.
• Natural approach: Acquiring a foreign language like a native language, direct and systematic observation.