2. COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM
Verbal Communication ● Non-verbal communication ● Extralinguistic strategies: non verbal reactions to messages in different contexts ●
2.1. COMMUNICATION ●
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Communication is essential to be able to survive. The human being -> able to dominate a variety of communication techniques (sound, body language...) Objectives of communication: exchanging infor, sharing knowledge and experiences, giving/ receiving orders, cooperating...
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Communication functions (Jakobson)
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Communication barriers: –
Anxiety (emotional)
- Politics (wars)
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Not-shared language
- Physical (noise)
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Time lag
2.2. COMMUNICATION IN THE FL CLASSROOM 2.2.1. Communication Competence Teaching language based on the acquisition of the communicative competence: –
The ability to use the language correctly and appropriately to achieve communication goals
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Not the ability to use the language as a native speaker.
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4 sub-competences of Communicative Comp: –
Linguistic comp: how to use the grammar, syntax and vocabulary of a language.
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Sociolinguistic comp: how to use and respond to language appropriately, given the setting, the topic and the relationship between the people communicating.
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Discourse comp: how to interpret the larger context and how to construct longer stretches of language so that it is coherent on the whole.
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Strategic comp: how to recognize and repair communication breakdowns, how to work around gaps, how to learn more about the language and the context.
+ Socio-cultural comp: ability to familiarize with the social and cultural context where FL is spoken.
2.2.2. Communication Competence in the FL Classroom ●
Early stages goal: communicative efficiency – make themselves understood. ●
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Aim: learn to communicate in FL, favouring its instrumental use. ● ●
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Avoid confusion and offending; use strategies for managing information breakdowns.
Help with phonetic, morphological and syntactic patterns Activities focused on critical thinking (eg. argumentation)
OL priority. (linked to T1.)
2.3. VERBAL COMMUNICATION
(linked to T1)
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OL is the most used. Need to focus on its proficiency.
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OL needs: comprehensible input and social interaction.
2.3.1. Characteristics of the OL ●
Specific methodology and treatment, because special difficulties: –
Rhythm and intonation, depend on phonation and hearing.
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Not allow to plan and organize as in WL
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Interlocutor's presence. Subjectivity.
2.3.2. Aspects and development of oral language ●
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Lindfors: phonological, semantic, syntactic & pragmatical components Language acquisition is not a regular process (12-18m first words; 4,5yo complex sentences)
2.3.3. Main forms and techniques of OL DIALOGUES ●
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Conversation (free, spontaneous or discussion) Dramatization Interview and survey Telephone conversation
MONOLOGUES ● ●
Explanation, exposition ...
2.4. NON-VERBAL COMMUNICATION ●
The way something is expressed may carry more significance that the words themselves. Perceptions of the context is important and often undervalued. 2.4.1. CATEGORIES OF NON-VERBAL COMMUNICATION CONTEXT PERSONAL SPACE
EYE CONTACT
The distance between intelocutors ● Depends on cultural background ● Intuitively assigned to more or less intimate relationships Modifies the meaning of other verbal behaviours and influences the interaction. ● In some cultures avoiding eye-contact is sign of being dishonest ● Usually speakers maintain eye contact with the listener who they want feedback from. Or for asking permission to enter a conversation. ● Eye contact is also a way of communicating attraction.
POSITION
Distance between people + angle for eye contact (Part of Proxemics Studies)
POSTURE
Mainly communicating attitude, interest or degrees of respect or subordination. ● Often used for punctualizing what speakers say (eg. Leaning in towards their listener: important point)
PARALANGUAGE
Non-lexical communications, as emotional nuances. ● Inflection (rising, falling, flat...) ● Pacing (rapid, slow, changing...) ● Intensity (loud, soft, breathy...) ● Tone (nasal, whining...) ● Pitch (high, medium, changes...) ● Pauses (meaningful, disorganized...)
FACIAL EXPRESSION
More highly developed as an organ of expression
GESTURE
Can be used for replacing verbal communication ● Meanings depend on cultural background
TOUCH
The way of touching reveals a lot of context information
LOCOMOTION
The style of physical movement in space affects the feelings of the person moving.
PACING
The way an action is done (eg. nervously)
ADORNMENT
Other variables: clothing, make-up, accessories... Related to context, status and individuality. Semiotic meanings.
PHYSIOLOGIC RESPONSES
2.5. EXTRALINGUISTIC STRATEGIES Influenced by the following aspects:
a) Krashen: Acquisition (subconscious process) vs Learning (conscious knowledge about languages). The Input Hypothesis: How students acquire language? By obtaining comprehensible input:acquiring new rules by understanding messages that contain this new rule, with help of the extralinguistic context (pictures, realia, context and background information)
b) Face-to-face communication gives access to extralinguistic cues, in comparison to using media (telephone, e-mail)
c) Extralinguistic material: visuals, props and body language used in make English instruction understandable in some approaches
d) Academic English tends to be context reduced. When extralinguistic info is not available, meanings are more difficult to encode.
e) Understanding the language (daily life, work, academic settings) includes socio-, para- and extralinguistic dimensions. Also sociopolitical aspects.
f) Initiator strategies for linstening comprehension include: questions words, repetitions of difficult information and possible interpretations of the previous turn, extralinguistic aids and didactic roles.
g) From a language acquisition perspective, distinguish: level of FL in interpersonal communication (with extralinguistic cues) and academic language (without extralinguistic cues)
h) Process of pronunciation influenced by other extralinguistic components: social status, style, ethnicity and language background.
2.5.1. Non-verbal reactions to messages in different contexts â—?
About 55% of the language comes in non-verbal communication (such as feelings or emotional responses) Instructions
Strongly related to verbal
Ambiguous (culture and context)
More reliable than verbal
Examples of non verbal reactions
NON-VERBAL COMMUNICATION
Non verbal cues
Ask students to do sth
TPR
Classroom language Establishing rules of behaviour and reflect on their linguistic usage
Symbolic 4 categories
Multichannel Simultaneous
Physical Facial expressions, tone of voice, touch, smell, body motions
Aesthetic Creative expressions: Music, dance, painting...
Religious, status or ego-building symbols
Signs Mechanical communication: Flags, horns, sirens...