Tema Demo de Ingles

8/20/2019 Tema Demo de Ingles

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INGLÉS

TEMA 2

LA COMUNICACIÓN EN LA CLASE DE LENGUA

EXTRANJERA. COMUNICACIÓN VERBAL Y NO

VERBAL. ESTRATEGIAS EXTRALINGÜÍSTICAS:

REACCIONES NO VERBALES A MENSAJES EN

DIFERENTES CONTEXTOS



EQUIPO DOCENTE TEMARIO ESPECÍFICO TEMA DEMO

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1. INTRODUCTION

2. COMMUNICATION

2.1. Types of Communication2.2 Introduction to Semiotics

3. COMMUNICATION IN THE E.F.L. CLASSROOM

3.1. Components of communicative competence3.1.1.Grammatical competence3.1.2 Sociolinguistic competence

3.1.3. Discourse competence3.1.4. Strategic competence3.1.5. Sociocultural competence

4. VERBAL AND NON-VERBAL COMMUNICATION

4.1. Body language4.2. Paralanguage .4.3. The role of non-verbal communication

4.4. Extralinguistic Strategies: non-verbal reactions to messages in differentcontexts.4.5. Total Physical Response4.5.1.Theory of language4.5.2. Theory of learning4 5 3 A Total Physical Response based curriculum4.5.3.1. Objectives4.5.3.2. Syllabus :.4.5.3.3. Types of teaching and learning activities4.5.4. The teacher’s role4.5.5 The students’ Role

5. - BIBLIOGRAPHY




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1. INTRODUCTION.

Among the multiple aspects that make up the current legacy of the Communicative

Approach to TEFL (Teaching English as a Foreign Language), we can undoubtedly

highlight the progressive agreement on the idea that people learn a language to use it

and to add to their lives a new form of representation of reality. During the last two

decades, the popularity of the term ‘communicative competence’ has grown among

teachers, researchers and linguists, although there has not been any real unanimity

either in the conceptualisation or in the application of the theory.

The most restrictive perspective of communicative competence and its development in

the foreign language curriculum continues to cling to a linguistic view of its contents

that, apart from the methodological aspects, differs in few things from the traditional

views postulated by ‘grammar supporters’. A more holistic and pertinent view is

defended in the current Educational System, although it is true that it has not been

totally assimilated in our schools due to different reasons. At the present time, the

capacity to communicate plays a very important role in the educational programs in most

of the countries in Europe.

2. COMMUNICATION




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In the development of this theme, we will try to define communication in the

foreign language class. Therefore, we should previously establish the theoretical bases of

what is called communication . The English theorist Ivan Armstrong Richards first defined

communication in the following way:

Communication takes place when a mind acts upon its environment so that another

mind is influenced, and in that other mind an experience occurs which is similar to the

experience in the first mind, and is partly caused by that experience”.

By the first quarter of the last century, there was a growing interest in new communication

technologies which led many specialists to attempt to isolate communication as the

objective of their own interests. However, it was not until the 1960s when Marshall

McLuhan’s theory ‘The medium is the message? appeared. This author associated many

contemporary psychological and sociological phenomena with the media employed in modern

culture. McLuhan stimulated a great number of film-makers, advertisers, photographers,

and other communication professionals, who argued that contemporary society has drifted

from a print culture to a visual one.

Recently the main focus of interest in communication seems to be moving away from

McLuhan’s theories and to be centring upon

• mass communication industries

• the perception of different kinds of communication.




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• the dynamic of verbal and non-verbal communication

• the use of technological means for artistic and social purposes, including the field

of education

According to Breen and Candlin (The Essentials of a Communicative Curriculum in

Language Teaching, 198O, Morrow (Techniques of Evaluation for the Notional Syllabus,

1.977), and Widdowson (Teaching Language as Communication ) we can define communication

as:

‘The exchange and negotiation of information between two or more individuals through the

use of verbal and non-verbal symbols, oral or written, by means of production and

comprehension processes and such information is constantly changing and qualified by such

features as further information, context, choice of language forms, non-verbal behaviour,

etc’

2.1. Types of Communication

If we consider communication as the exchange of meanings among individuals through a

common system of symbols, can conclude that humans are able to master a great quantity

of communication techniques such as the emission of sounds or the use of their bodies to

make gestures and to transmit information by means of facial expressions, etc

2.2 Introduction to Semiotics.

Semiotics is the science that studies the structure of all the possible systems of

signs and of the role that they play in the way in which we create and perceive meanings.




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That is to say, it deals with communication in all its modalities (hearing, sight, touch, smell

and taste) and in all its contexts(dance, cinema, politics, food, clothes, etc).

22.1 Classification of languages according to semiotics.

a) Auditory-vocal:

• Primary: speech

• Physiological vocal reflexes (e.g. coughing).

• Musical effects (cg. whistling).

• Paralanguage (parallel language, e.g. whispering).

b) Visual

• Primary sign language for deaf-mutes (non verbal communication).

• Written codes including ‘light codes’ such as Morse code and traffic-lights)

c) Tactile (their linguistic function is quite limited):.

• Primary: the languages for deaf/blind people.

• Secret codes.

d) Olfactory

e) Gustatory




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