Language as communication

In the present-day globalizing world, knowledge of a foreign language, especially of English, is very important. Sportsmen -the most widely appreciated ambassadors for their countries -have always known this. But the language courses they get in school do not always prepare them for the requirements of face-to-face communication. This is because knowledge of a language means much more than mere knowledge of words and of structures.

Topic 6: Language is communication. Discuss TESOL Diploma program, Module-1, Assignment-1

2014

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.

Academic research in educational sciences, 2021

Writing proficiency allows you to actually use knowledge of a foreign language, being outside the linguistic environment, communicating with native speakers using modern means of communication. The methodological content of a foreign language lesson should be communication. When teaching children, a foreign language, it is necessary to teach them to communicate in this language. And this can be taught only in terms of communication, that is, teaching a foreign language should be organized so that it is similar to the process of natural communication. Only in this case it will be possible to transfer the formed skills and abilities into real conditions. Communicativeness means the similarity of the learning process and the communication process only according to the main features that represent the purposeful and motivated nature of speech activity, the presence of certain relationships between the interlocutors that form the communication situation, discussion of those topics that correspond to the age and interests of students, their level of development, the use of those speech means that function in a real process.

2017

Learning a language needs to advocate any kinds of language teaching areas which focuse on how language is developed. One way to do this is to find out a suitable teaching methodology in facilitating the learners to learn the language. As such, this article stresses a subtancial point of methodology to achieve the goal of developing learner’s communicative competence. It refers to process-based methodology since it shares as a common starting point a focus on creating classroom processes that is believed to best facilitate language learning. This metodology is Communicative Language Teaching regarded as developing from a focus on classroom processes and engaging learners in communicative practice. In the area of communicative competence developed, it includes the aspects of language knowledge such as knowing how to use the language for different purposes, how to maintain the language use strategies, how to set the language in formal or informal situation and how to use different typ...

Humanities science current issues

The article is devoted to the strategies of teaching a foreign language for the implementation of professional activities. A classification of teaching strategies is given, taking into account the principles of the competence-modular organization of the educational process. Language skills involve the accumulation of special terminology in the specialty; active development of grammatical structures characteristic of business style. Communication skills are the ability to process and interpret information; own speech etiquette, conduct correspondence in English; use regional and cultural background knowledge. Integrative skills consist in the ability to independently find various sources of information in a foreign language; process, interpret information; to sell the product using communication and information technologies; communicate effectively with the consumer, colleagues, representatives of higher organizations. In order for foreign language teaching to become effective, it is first necessary to take into account the natural mechanisms of learning the native language in combination with the features that appear when mastering a second or more languages. This scientific article discusses the effectiveness of communicative methods used in the study of the English language. It was found that the communicative technique has many advantages: it helps to quickly learn a foreign language for communication and actively use speech material, develops not only language and grammatical skills, but also expands knowledge about the culture, traditions, customs of the country, and also makes it possible to conduct a comparative parallel between foreign and native languages. It is concluded that communication is necessary in the learning process, since it serves to ensure that communication takes place in adequate conditions, such as taking into account the individuality of each student, the speech orientation of the learning process, the functionality of learning, the situational nature of communication, the constant novelty of the learning process.

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.

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.