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0% encontró este documento útil (0 votos)
381 vistas97 páginasAtemas 1-10
oposiciones
Cargado por
Faradio WeDerechos de autor
© © All Rights Reserved
Nos tomamos en serio los derechos de los contenidos. Si sospechas que se trata de tu contenido, reclámalo aquí.
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ACADEMIA DE
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“CUESTIONARIO A”
BLOQUES DE ESTUDIO.
ESTABLECIDOS POR EDUCALIA www.e-ducalia.com
|. Evolucion de la didactica de las lenguas, Tendencias actuales de la diddctica del inglés lengua
extranjera. Los enfoques comunicativos.
2. Teorias generales sobre el aprendizaje y Ia adquisicién de una lengua extranjera. El concepio de
interlengua. E! tratamiento del error.
3. El proceso de comunicacién. Funciones del lenguaje. La lengua en uso. La negociacién del
significado.
4. La. competencia comunicativa, Andlisis de sus componentes.
5. La comunicacién oral. elementos y normas que rigen el discurso oral. Rutinas y férmulas
habituoles. Estrategias propias de la comunicacién oral
6. La comunicacién escrita. Distintos tipos de textos escritos. Estructura y elementos formales.
Normas que igen el texto escrito. Rutinas y formulas.
7. Sistema fonolégico de la lengua inglesa |: las vocales. Simbolos fonéticos. Formas fuertes y formas
ébiles. Los diptongos. Simbolos fonéticos. Comparacién Con el sistema fonolégico de la lengua o
lenguos oficiales de la Comunidad Auténoma correspondiente.
8. Sistema fonolégico de Ia lengua inglesa It: las consonantes. Simbolos fonéticos. Comparacién con
el sistema fonolégico de Ia lengua o lenguas oficiales de la Comunidad Autonoma
correspondiente.
9. Sistema fonolégico de Ia lengua inglesa Ii: acento, riimo y entonacién. Comparacién con el
sistema fonolégico de la lengua o lenguas oficiales de la Comunidad Auténoma correspondiente.
10. Léxico. Caracteristicas de la formacién de palabras en inglés. Prefijacién, sufijacion y
composicién,
11. La palabra como signo lingtistico. Homonimia. Sinonimia. Antonimia. "False friends”. Creatividad
léxica.
12. Concepto de gramética: reflexion sobre la lengua y su aprendizaje. De la gramética normativa
@ Ia gramatica en funcién del uso de la lengua y de la comunicacién.
13. Expresion de la cantidad.
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14, Expresin de la cualidad. Expresién de grado y comparacién.
15. Expresion del modo, los medios y el insirumento.
16, Bxpresion de la posesién.
17. La localizacién en el espacio: lugar, direccién y distancia.
18, La localizacién en el tiempo: relaciones temporales. Frecuencia.
19. Tiempo real y tiempo verbal. Aspecto y modo.
20. Los verbos auxiiares y modales: formas y funciones.
21. Blinfinitivo y la forma en -ing: sus usos.
22. "Multi-word verbs"
23, Estructura de la oracién en inglés: afimaciones, preguntas, negaciones y exclamaciones,
24. ExpresiOn de la asercién, el énfasis y la objecién.
25, Relaciones de causa, consecvencia y finalidad
26. Expresién de la duda, condicién, hipétesis y contraste.
27. La vor pasiva. Formas y funciones,
28. Macrofunciones linglisticas para expresar las intenciones comunicativas més habituales:
entablor y mantener relaciones sociales, dar y pedir informacién sobre objetos. personas y
acciones, expresar actitudes intelectuales y emocionales.
29. Andlisis y articulacién del discurso. Cohesién y coherencia. Andfora y catdfora. Los conectores.
Deixis.
30. Aidiscurso directo y el discurso indirecto.
31. Texto y contexto. Tipos de texto. Criterios para la clasificacién textual. 6 registro.
32. Btexto narrativo, Estructura y caracteristicas.
33. Bltexto descriptivo. Estructura y caracteristicas.
34, Eltexto argumentativo. Estructura y caracteristicas.
35. Eltexto explicativo. Estructura y caracteristicas.
36. Los textos dialégicos. Estructura y caracteristicas.
37. Ellenguaje literario. Los géneros literarios. La critica literaria,
38. El inglés cientifico y tecnolégico, comercial y administrative.
39. Estrategias de andiisis del texto.
‘Tels: Manana: 610 900 111 Tarde: 610 688 670 ‘www.e-ducalla.com “Cuestionario A'72 CUERPO DE PROFESORES-LENGUA EXTRANJEh
"CUESTIONARIO A* ORGANIZADO POR BLOQUES DE ESTUDIO
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40. Estrategias de comunicacién. Definicién y tipologia,
41, La romanizacién. Influencia del latin en la lengua inglesa. Préstamos y calcos.
42. La conquista normands. Infivencia del francés en la lengua inglesa. Préstamos y calcos.
43. La literatura medieval de transmisi6n oral: la Leyenda Artirica. G. Chaucer: Los Cuentos de
Canterbury.
44, Shakespeare y su época. Obras mas representatives,
45. Gran Bretafia en el siglo XVIII: desarrollo socioeconémico y articulacién politica: ja actividad
cultural y técnica. Grandes novelistas de la época,
46. La configuracién histérica de los Estados Unidos de América: de Ia independencia a la Guera
de Secesion. Novelas de referencia: The Scarlet Letter, The Red Badge of Courage.
47. La tevoluci6n industrial inglesa; su influencia como modelo de transformacién histérica. Los
‘cambios sociales y politicos a través de la literatura de la época, C. Dickens.
48. EI Romanticismo en Gran Bretafa: novela y poesia.
49. Consttucci6n y administracién del imperio colonial briténico en los siglos XVI y XIX. J. Conrad y
R. Kipling,
50. La novela victoriana,
51. 0. Wilde y B. Shaw,
52. La evoluci6n histérica de Estados Unidos: de A. Lincoln a F. D. Roosevelt.
$3. La novela, el cuento y la poesia en Estado Unidos: H. Melville, E. A. Poe y W. Whitman.
54. EI humorismo: M. Twain. H. James y el cosmopolitismo,
55. La generacién perdida: S. Fitzgerald, J. Steinbeck y E. Hemingway. La narrativa de W. Faulkner.
56. Relaciones historicas entre Itanda y Gran Bretana. Autores ifandeses: S. O’Casey y J. Joyce.
57. El Reino Unido en el periodo de entreguerras y durante la Segunda Guerra Mundial. Autores
literarios representatives.
58. Evolucién poliica, social y econémica del Reino Unido e Irlanda desde 1945. Su presencia en la
‘Comunidad Europea. Panorama literario de este periodo en estos paises,
59. Evolucién politica, social y econémica de Estados Unidos desde 1945. Su significacién en la
Politica intemacional. Panorama literario actual en los Estados Unidos.
£0. La novela negra norteamericana: D. Hammell y R. Chandler. La novela detectivesca inglesa. P.
D. James.
61. Laincidencia del cine en la difusion de la produccién literaria en lengua inglesa.
62. La Commonwealth. La diversidad cultural. EI desarrollo de variedades lingtislicas. Influencias y
manifestaciones interculturales. Las novelas de E. M. Forster, D. Lessing y N. Gordimer,
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63. Las instituciones briténicas. Las Cémaras parlamentarias. E1 Gobierno. Los partidos politicos y el
sistema electoral. La Corona.
44, Las instituciones estadounidenses. La Constitucién. La organizacién tenitorial, I Presidente. E!
Congreso. Los partidos politicos y el sistema electoral.
45. Elsistema educativo en el Ambito angiosajén.
66. Dimension cultural de la anglofonia en el mundo actual. El inglés briténico y el inglés americano.
Presencia de la lengua inglesa en Espana. Los anglicismos.
67. Los medios de comunicacién en lengua inglesa (1): el estilo periodistico. La prensa. Periddicos
de calidad y periédicos sensacionaiistas,
68. Los medios de comunicacién en lengua inglesa (2): radio y televisién. La publicidad en las
culturas angléfonas: aspectos lingtisticos y semiolégicos.
49. Sociedad y cultura. Estereotipes y emblemas de los paises de habla inglesa. La cancién en
Jengua inglesa como vehiculo de influencia cultural.
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0. INTRODUCTION - ee __
Topic number 1 deals with: Evolucién de la diddctica de las lenguas. Tendencias actuales de Ia |
didéctica del ingles como lengua exiranjera. Lot enfoques comunleativos being this an important |
pat of the teaching learning process of Engl, |
To begin with | would like to justify this topic in the English curriculum. The previous educative system
mainly focused on grammar, lexical and linguistic aspects as ii was thought that the mastery of a
language was based on the degree of proficiency at a linguistic level. Hence, generally students
were able to apply the grammatical rules of the language but some of them had problems when
using the language orally. They knew about the language but they did not know how to use it. For
his reason, the new Organic Law LOE"Ley Orgénica de Educacién” 2/2006 on May 3° (BOE n. 106
‘on May 4% 2006} has proposed a communicative approach 10 foreign languages. An approach
which implies the consideration of not only grammatical aspects but also cultural, historical and
literal characteristics of the countries where the English language is spoken,
In this context, this topic number 1 has a relevant role in the English curriculum as it deals with
communicative and linguistic aspects and it can be a tool fo Iransmil to our students some of the
basic and indispensable competences such as: competence on linguistic communication.
All topics about communicative concepls are interrelated and they will always be treated as a
whole. For example, to understand how the four main communicative skils are used in the reported
speech and discourse components in the speech act is essential information in order to achieve a
good understanding of this topic among others, are necessary.
| wil vide this topic into three general parts: starting with a distinction among the diverse methods
for the acquisition of a foreign language; how the English language develops. Secondly, | will
Continue with the present trends in the teaching-leaming
process of a foreign language. To conclude, another
relevant ospect to be dealt with is the consolidation of
the most relevant characteristics related to both -inodction
communicative abies by our students and ils al
Justteation
owe”
Topics teletedt
application in an English language classtoom.
ANAS
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Seance Ginn eed
PETE ciddctica del inglés como lengua extranjera. Los enfoques comunicatives.
In this topic we will study one of the most outstanding linguistic speech categories in a
communicative process: the acquisition of a second language and alll the didactic methods and
frends in the development of the teaching-learning process. It plays an important role within the
leaming of any language, and we will be able fo communicate in a successful way as soon as we:
control all the following steps and features.
1. DEVELOPMENT OF LANGUAGE TEACHING. HISTORICAL
BACKGROUND
THE 19% CENTURY
Since ancient civiizctions Egyptians, Bobylonians, as well as Romans and Greeks were taught by
teacher-siaves.
Later, in Middle Age period, Latin became the most important language and used as a
second language too. It was the language for education, laws and commerce. It was taught by
monastic schools and it was also used by classical writers.
In the 16 and 17%, vernaculor languages will replace Latin. However, in the 18 century other
languages started to be introduced into the curriculum of European schools. They were focused on
Latin learning tradition ond the textbooks were essentially grammar rules, vocabulary and translation
exercises,
GRAMMAR-TRANSLATION METHOD OR TRADITIONAL METHOD — (1840-1940)
This approach was historically used in teaching Greek and Latin. Later, the approach was
generalized to teaching modem languages.
The ofigin of this method is German but it was known in U.S.A as The Prussian Method.
When this method is applied, classes are taught in the students! mother fongue with lltle active use
of the target language. Besides, vocabulary is taugh! in the form of
isolated word lists. The teacher will provide to his/her students with
elaboraled explanations of grammar. Grammar instruction will
incorporate our students the rules for putting words together. Reading of
difficult texts is begun early during the course.
The old tradition by t
Often the only dls are exercises in translating disconnected sentences
from the target language into the mother tongue, and vice versa. Here,
lille or no altention is given to pronunciation, intonation or stress
pattems,
Although its usage has been criticized by many linguists, grammar and concretely translation,
continues being used nowadays os a leaming strategy in whatever teaching-Jeaming process. So, it
's considered as an efficient procedure in the acquisiion of a Foreign Language. Moreover, when
studying literary works, its usage becomes absolutely necessary in order to know Ihern.
(On the other hand, this method also provides our students with some parlicular grammar-
structures and rules which should be memorized and studied by them, giving them many examples
together with the grammatical structures. One of our main objectives consists of elaborating a list
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CENTRO De oPosicionss PLCC OILY Le tee en el ee a
with new words, expressions and sentences in their mother tongue which the students will transate
into the Foreign Language leamt.
This method will progress from an easy 10 a more aifficull way. that is, starting with isolated words and
‘expressions and finishing with the translation of coherent texts as a whole.
Unfortunately some problems could be found out when employing it. Our students tend to
understand in a literary way and in mony cases this is @ mistake. When translating no! only the
selection of the suitable meaning of each word is totally necessary but also to compare them within,
@ context, thus, in a real communicative situation.
Hence, we will take info account linguistic aspects such os the degree of formality, the objective of
the message, the register used, diolects, etc. In short, this method will present our students sone
limitations in the learning of a Foreign Language and they willnot trust completely when making use
oft,
: THE DIRECT METHOD
Ths approach was developed initially as an opposite reaction fo the grammar-transiation approach.
Lessons begin with @ dialogue using a modem conversational style in the target language. Activities
Gre fist presented orally with actions or pictures. The mother tongue is never used, There is no
Kransiotion. The mest practiced type of exercise is a series of questions in the target language based
on ihe dialogue or an anecdotal narrative. Questions are answered in the targel language.
Grammar is taught inductively—rules are generalized from the practice and experience with the
forget language. Literary texts are not analyzed grammatically. Culture is considered an important
‘spect of learning the language.
Ils main goal is the usage of the oral language as a vehicle of communicalion in the English
language classoom. I! was though! that language had to be based on scientific knowledge starting
with the speaking skill and later fo other communicative skis.
From 1880, due fo the industalization and the intemational trade, some linguistics had the necessity
of reaching a more productive way of language leaming. To achieve it, one innovation in the
Jeachingteaming process will be taken into consideration, that is, the Phonetics in a Foreign
Language. This implies the introduction of the spoken language as an essential communicative sil
fp tansmitted the necessity of avoiding literary works to base the language on the everyday
language acquisition, a practical and useful method of learning,
This method mainly consists of paraphrasing and the use of synonyms in order 1o guess or explain a
text oF expression. By means of a text or conversation our sludents will find out by themselves the
grammatical concepts or structures proposed.
Ths technique involves a set of useful exercises such as substitutions, narrative, dictation, free
‘compositions.
(On the other hand, it is also characterized by the usage of pronunciation, stress and intonation.
However, in early stages of learning, the direct method could be considered by our students too
difficult. We will always provide them with the suitable pattems to obtain a perfect dominion of
spoken language.
All these ideas were defended in America by Berlitz School who promoted the usage of oral
interaction in the English language classroom, and Sauveur who carried out
the Natural method, where the students wil learn by oral interaction without
Using their mother tongue.
This method was used in private schools and by native-speaking teachers,
and of course, without any translation.
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Sonccconn PURE C
franjera. Los enfoques comunicativos.
PRETERTEE cidctica del inglés como lengua ex!
THE 20" CENTURY
Since 1900 many theories and methods have resulted taking into consideration that language is 0
par! of our society, we can find a relationship between linguistics and other fields such as sociology
‘and psychology.
During these years, there wos a need fo leach adults as many languages as possible in order lo get
a better education and a way of communication,
In the 19405, a great amount of scholars, Halliday, Hymes, Labov and of course the
‘American linguist Noam Chomsky wil introduce to the sociely some ideas such as
language is creative -not fo memorize it by means of repetitions or imitation- and
rule governed
Undoubtedly, each linguistic has his own principles about language:
“HYMES Jo provide a Communicalive competence within o Coniext
HALLIDAY | To emphasize the functions of language
CANALE & SWAIN | Idenlification of 4 communicalive competences:
Grammatical - Sociolinguistics ~ Discourse - Strategic
‘CHOMSKY | Creaiivily
BLOOMFIELD Siructuralism: language follows a series of structures ond
regular patierns
Since ancient limes, inguists worked in ihe improvement of the quailty of language teaching,
creating methods ond theories. Scholors such as Chomsky, Palmer, Haliday, among others, have
Contributed to this development.
Regarding psychology, the behaviorism method had an influence on language teaching doing
experiments with animals, trying 10 understand how animals behaved in concrete and controlled
Stations. Hence, according to it, languages consist of a set of habits and the students will ry to
develop them and then, they will speak the language correctly
‘According to Crystal, 1985, who states psycholingvistics, defends the analysis of the
‘acquisition of a foreign language by children. Furthermore, Chomsky's opinion of
linguistics will imply the sludy of the human mind as a branch of cognitive
psychology: when and how children carry out their ability to speak in a syntactically
way.
Throughout the study of language teaching different methods and theories
have resulied due to different approaches as answers to a variety of historical
factors,
Hence. in the development of the learning of a foreign language three theoretical views could be
found:
TN Ihe most iradilional and its focused on phonological,
{@fammatical and lexical features. Linguists ike Sapir and Bloomfield
followed these patiems. —.
i
Tanguage undersiood as the means for he semantic meaning} he
content wil play an important role. : Set
[onguage & considered as a means of inlerpersonal elalions social
“ Sem tit ska ee
“Tels: Maiana: 610 900 111 Tarde: 610 888 870 ‘wna e-ducalia.com ar eer reeset etd
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account Ihe need of having a creative teacher, the main goal of our
current educational system, LOE.
Re TS THE READING METHOD
This approach is selected for practical and academic reasons. For specific uses of the
language in graduate or scieniific studies. The approach is for People who do not travel
broad for whom reading is the one usable skil in a foreign language.
The priority in studying the target language is fist, reading ability and second, current and/or
historical knowledge of the country where the large! language is spoken. Only the grammar
necessary for reading comprehension and fluency is faughi. Minimal attention is paid to
pronunciation and other oral variations. From the beginning, a great amount of reading is done in
second language lessons. The vocabulary used in the texts is controlled by the teacher. Vocabulary
is expanded as quickly os possible, since the acquisition of vocabulary is considered more important
that grammatical skil. Translation reappears in this method because of its connection with the
comprehension of the written text.
Many strategies were adopted from the native language reading proctice.
Here, two different techniques will be token into account:
INTENSIVE READING For a detailed study
‘EXTENSIVE READING ‘A rapid reading for a general comprehension or view
Consequently, this method deals with other important elements which wil provide a better
understanding of the Teaching-Learning process:
® To acquire new vocabulary
® To employ graded readers for different stages
® To read different types of texts: magazines, press, e-mails, sms, letters.
This method is based on the principles of behavior psychology. It adapted many of the
principles and procedures of the Direct Method, in part as a reaction fo the lack of
speaking skils of the Reading Approach.
The origin of this method was in the United States in the World War Il times. It was established for
military people in 1942 in American universities. It is based on Structuralism and Behaviorism theories.
It teaches the language skill - Listening, Speaking, Reading and Writing- focusing on using aris and
other strategies to achieve the better language habits. Material resources are introduced to our
students in spoken form and it is emphasized the spoken language in everyday situation.
“ols: Mafana: 610 900 111 Tarde: 610 888 870 ‘ww o-ducaliacom ONT 175 e-ducalia -LENGUA INGLESA
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Leonard Bloomfield's theory dealt with a relationship between oral procedures and behaviorist habit
in aconcrete context and time.
It was bom in the 60s and the usage of oral speech such as dialogues will be its main tool. Here, we
wil emphasize the development of activities in the Lab, lo elaborate certain activities such as dri,
role plays, dramatization, etc
New material is presented in the form of a dialogue. Based on the principle that language leaming is
habit formation, memorization of set phrases and over-leaming. Skils are sequenced: Listening,
speaking, reading and wriling are developed in order. Vocabulary is strictly imited and learned in
context,
There is abundant use of language laboratories, tapes and visual aids. There is an extended pre-
reading period at the beginning of Ihe course. Great importance is given to precise native-ike
pronunciation. Successful responses are reinforced; great care is taken fo prevent leamer mistakes.
Hence, two communicative skils will be considered as the premises of this method: Listening and
Speaking - one productive skill and one receptive skil. One of the most important fact in the
treatment of this method is to avoid !he mother tongue.
EATEN, soe
There was a time when Noam Chomsky was one of the leading linguistic
theorists in America and his most important scholarly contribution was ra
called Transformational Generative Grammar. It is focused on the oven ee 0
creativity term, on which every native speaker will perform as many “quat 1S 50
Dun ate
sentences and expressions as possible without having heard them before.
When making use of this method with our students we will permit them to
make mistakes in the leaming process given more importance to the free
expression and creativity.
The goal of this study to reintegrate the theory of generative grammar into
the cognitive sciences. Generative grammar was to focus on the child's
‘acquisition of language as ils central problem, leading fo the hypothesis of,
an innate Universal Grammar.
appre cones ll
This method involves the following:
* Toavoid the use of the vernacular language. To create simple linguistic situations that remain
under the complete control of the teacher. It consist of permitting the teacher to
concentrate on what the students say and how they are saying it, paying attention to the
differences in pronunciation and the flow of words.
* To generale a serious game-siluation in which the rules are implicitly giving meaning to the
gestures of the teacher and his mime.
This set of materials for the language leaming progress include:
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CE cidéctica del inglés como lengua extranjera. Los enfoques comunicativos.
A set of colored wall charts containing words of a “functional” vocabulary and some additional
ones; CDs and DVDs, as required; fims drawings and pictures, and a set of worksheets
Transparencies, texts, a Book of Stories, worksheets, etc
James J. Asher defines the Total Physical Response method as one that combines information and
skill through the use of the kinesthetic sensory system. This combination of skils allows the student to
assimilate information and skils at a rapid rate. As a resull, this produces a high level of motivation,
The basic components are:
They will be able fo understand the spoken language before the treatment of the speaking skil, The
Imperative form is the main structure fo transfer or communicate information. It s not compulsory for
the students to speak but reading skil is less useful here. The speaking skill wil be spontaneous and
the students wil start speaking and understanding by themselves.
2. PRESENT DAY TRENDS IN THE ENGLISH LANGUAGE TEACHING
PROCESS AND COMMUNICATIVE APPROACHES
When teaching a foreign language all the methodolagical trends will be led to a unique way: ihe
‘communicative one.
However, when talking about communication in the classtoom our role as teachers of foreign
language should be not only to introduce current trends but also to use grammar, literature,
Phonetics methods.
One of the most outstanding methodological resources nowadays would be the usage of the
intemet where our students will practice and widen ther knowledge acquired. Here, our stucients will
feel integrated and will learn in a motivating way, avoiding bariers in the students with physical
Gisabitties. Its a very useful tool when our didactic objective is to achieve that our students lean by
themselves.
To talk about didactic methodology implies 10 talk about the current educational system: LOE.
If we take into consideration this educational method, we will highlight one of the communicative
Competences introduced by this system: Learning fo leam, where our students will be trained lo be
autonomous in the leaming of a foreign language. We will also orientate our students in the selection
of the adequate materials and methods in order to reach our didactic objectives.
Not only is absolutely necessary the correct application of these strategies in the language
leaming tasks, but also fo teach them how to think, solve problems by themselves, memory
techniques, organizing, autonomy, to identify structures-pattemns, etc.
Following all the most remarkable linguists we Could highlight as well the following:
“Communicative competence is the term which involves the abilly of
ransmitting verbally in a successful way”
“ommmiunicative competence is the successful usage of the following
‘communicative strategies: grammatical, socio-inguislic, discourse and
strategic", but later the socio-cultural competence will be ako
incorporated with the LOGSE,
NT 177
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Svein ce Gontt POR ee ec
didéctica del inglés como lengua extranjera. Los enfoques comunicativos.
(CENTRO DE OFOSICIONES
Language is an important tool in today society. As globalization takes off, it will become even more
important.
‘One key rend in the English teaching profession linked to the growing interest in global education is
rethinking of basic educational goals, the “why” of English education.
Perhaps most people know the old joke about English teaching acronyms which says that, of all the
different types of English teaching:
TEFL | Teaching English as a Foreign Language
TES | Teaching Language as a Second Language
TEIOL | Teaching Enoish to Speakers of Other Languages
| TENOR | Teaching English for No Obvious Reason
In other words, English has aways been on the syllabus, so that is why we teach il. Because it is so
common to contact with the teaching of grammar, literature and communication or with the daily
routine of classrooms, textbooks and tests.
3._APPLICATIONS IN THE ENGLISH CLASSROOM
To conclude this section, only to state that some leaming applications in the English Language
classroom are totally necessary in the acquisition of a foreign language.
Communicative activities will be divided info 3 main steps of leaning:
Pre-communicative ociivities.
Structural practice: audio-arils, substitution dls
Quasi:communicative practice: it requires a context
Functional practice: cue drils(provides the cue to modify the structure), situational drils with pictures
Social context: in open dialogue, role-cards dialogue, cue dialogues
Communicative activities Sa
Sige
Functional communication practice: identification of pictures, descriptive texts, discovering
differences, following directions, drawing pictures, to reconstruct story-sequences, problem-solving,
taking decisions.
Social interaction practice: discussions, role-play, simulations...
Language is an integral port of leaning, and plays a key role in classroom teaching and leaming —
students’ confidence and proficiency as talkers and listeners are vitol.
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m PROEESORES DE SECUNDARIA-LENGUA INGLESA
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didéctiea del inglés como lengua extranjera. Los enfoques comunicativos.
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CENTRO DE OFOSICIONES
Often, speaking and listening is merely used as a tool fo support and guide reading and writing, and
unlikely to be actually taught and assessed.
Moreover, conversations can often be dominated by the teacher and students have limited
ihe aims for speaking and listening are linked to
‘opportunities for productive speaking and listening,
developing
the objectives for reading and willing in that they reinforce and extend student
reading and waiting skills
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CENTRO DE OFOSICIONES
4.CONCLUSION
To conclude | wil highlight the idea that learning
English is not just leaming a second language, but
discovering o practical usage of it. In this way it is
very useful for our studenis to be aware of the
most important of having a communicative
competence in a foreign language, in this case,
English language making use of all the discursive.
‘aspects which can be suitable for our students.
In this study we have attempted to take a fairly
view of the distinction among the different
methods in the acquisition of a Foreign language
since we can see a connection between its
leaming and the communicative process. Here,
we wil present our students the whole set of
techniques in English Language regarding to their
usage and correct application.
To teach them implies not only to widen their
academic knowledge but also to deal with
linguistic, psychological, sociological and
semantic fields in order to achieve a successful
level of communicative competence.
Acoordinh to the educational point of view, we
must not forget that it wil be present in the
teaching-leaming process from the lowest levels in
the first cycle of CSE since second of Bachillerato
where our students will be completing their
knowledge in a progressive way.
Therefore, this topic is of great importance in the
curent foreign language curiculum. Since a
language cannot be separated from its speakers,
it's through the acquisition of communicative skis
not only receptive skils but also productive stills
that our students will be able to understand and
communicate in English achieving a proper
‘accuracy of the language.
erat eee eee ed
Cree ea ee ee Ca ees
BIBLIOGRAPH
BLOOMFIELD. Language. New York: MsGraw-
Hil, 1933
CORDER, S. 1967. The significance of
leamers' errors. International review of
opplied Linguistics.
CHOMSKY. 1057. NSyntactic Structures. The
Hague:Mouton
ELUS, R. 1986, Understanding second
language acquisition. Oxford: O.U.P
THOMSON, A.J AND MARTINET, A.V. A
practical English Grammar, Oxford University
Press, 1969.
Dictionaries:
FOWLER, H.W. A dictionary of Modem English
Usage, Oxford 1927
JONES D. An English Pronunciation
Dictionary, London 1972.4
The Oxford English Dictionary
www.wikipedio.org
www.britannica.org
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5. Conclusion.
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0. INTRODUCTION
Topic number 2 deals with: Teorias generales sobre el Aprendizaje y la Adquisicién de una |
Lengua Extranjera. El concepto de Interlengua. El Tratamiento del Error being this on important part
of the feaching-leaming pi nls.
To begin with | would lke to justty this topic in the English curriculum. The previous educative system
Mainly focused on grammar, lexical and linguistic aspects as it was though! that the mastery of a
language was based on the degree of proficiency at a linguistic level. Hence, generally students
were able to apply the grammatical rules of the language but some of them had problems when
Using the language orally. They knew about the language
but they did not know how to use il. For this reason, the
new Organic Law LOE"Ley Orgénica de Educacién”
2/2006 on May 3 (BOE n. 106 on May 4% 2006) has
Proposed a communicative approach to foreign
languages. An approach which impiies the consideration
of not only grammatical ospects but also cultural
historical and literal characteristics of the countries where.
the English language is spoken.
In this context, this topic number 2 has a relevant role in
the English curriculum as it deals with communicative and
linguistic aspects and it can be a tool to transmit to our students some of the basic and
indispensable competences such as: competence on linguistic communication.
All topics about communicative concepts are interrelated and they will always be trealed as a
whole. For example, to understand how the four main communicative skils are used in the reported
speech and discourse components in the speech act is essential information in order to achieve a
good understanding of this topic among others, are necessary.
| will divide this topic into three general parts: starting with a distinction among the diverse theories
which involve the acquisition of a second language. Secondly, | will continue with the interlanguage
concep! and its contribution to the leaming process. Thirdly, 10 take into account the error analysis
and how to classify and distinguish errors from mistakes. To conclude, another relevant aspect to be
dealt with is the consolidation of the most relevant characteristics related to both communicative
Abilities by our students and its application in an English language classroom.
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ceNRo DE OPOsICIONss CRUE ER ea a ea
In this topic we wil study one of the most outstanding linguistic speech category in a communicative
process: the acquisition of a second language and iis teaching-leaming process. It plays an
important role within the leaming of any language, and we wil be able 1o communicate in a
successful Way as soon as we control all the following steps and features.
. GENERAL THEORIES ON SECOND LANGUAGE ACQUISITION
The acquisition of a Second Language is focused on the studies of diverse theories dealing with
linguistic, psychological, sociologic as well as neurolinguistic field.
Unguiatie Peta
Bloomfield
‘As language consists of conditioned habils, so learning a language consists of the
acquisition of a new set of habits.
Prycholingubitic:
Cords
theory
He introduces the error analysis and the concept of transitional competences: L2
leamer's competence changes when it is added more knowledge to his
knowledge systern.
*Selinker's theory
He introduces the concept of interlanguage in order to define the notion of stages
in language learning. It is the set of rules acquired by any particular learner at any
particular point of learning
Seciatingulttics
‘*Labov's theory
Language can vary systematically depending on the social context and the
speakers
Reurolinguttier
field:
Two importance elements involve 1
isthe hemisphere dominance: right (informal language}//left hemisphere formal
leaming as school learning)
‘age hypothesis: it is suggested the age between 9 to 12 in the leaming of a
second language. It is supposed that after this age language learning will be very
difficult. e-ducalla PROFESORES DE SECUNDARIA-LEN
once cies” See eee a ee aed
Cee emm extranjera. £ concepto de inferlengua. El tratamiento del eror.
Many years ago Latin was the dominant language in education, commerce, religion and law. Later
English became the international language.
The importance of leaming a foreign language and to know how children leam languages will be
taken as a model.
‘Among many outstanding specialists, Gouin was a Frenchman who focused on the observation of
children in speaking and built a methodology around the topic.
‘Many attempts based on the child's use of the language but unfil the end of 19" century, teachers
and linguists were capable of showing interest
Nowadays, when trying to explain the necessity of leaming a language, the following theories
oppeared:
BEHAVIORISM | sohcsees the role of the environment in the process of language
i leaming
MENTALIST...... | Emphasizes the leamers' innate characterislics from the cognitive
i and psychological field
NATIVE SPEAKER _| For students who want fo get a new language
INTERACTION | sts
Chomsky considered the mental process very essential in the language teaching process. His theory
cartied out the eclecticism in teaching. In the 60s/70s Jean Piaget among others developed a great
progress in cognitive science and educational psychology, and later this implied the new natural
and communicative approaches: once Chomsky's Generativisn was established, new trends
focused on humanistic opinions and social interaction devoted the Natural (USA) and
‘Communicative (England) approaches
Finally, nowadays, all the four communicative skills will perform the communicative interaction.
SECOND LANGUAGE ACQUISITION
To define this concep! implies a natural process based on the leaming of a different language, not
mother tongue, sometimes in an individual and sometimes led by a lulor/teacher. It consists of the
freaiment of many linguistic applications: phonology, lexis, grammer, pragmatics and
morphosyntax.
Linked to many attempts of acquiring a second language, six new theories take place:
Aeeulluration’s| Process of becoming adapted fo a new cullure: to be conscious of
model = ___| the degree of acquisition of the second language
Use of language in multilingual societies. They are as subgroup-uses of
language
Halliday, 1975. its influenced by Hymes's theory. How child Gequires
language and develops the formal linguistic devices for his/her
|| interpersonal uses.
5 itis based on 5 main hypothesis:
: 1. Two terms are defined as subconscious and conscious study of
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Senseo nn PRR Se eee aed
PRESSE exicanjera. El conceplo de inferlengua. Ei tratamiento del error.
en janguage
The grammatical structures possess an order
Monitor = Device used by the leamers to edit their langyage
Performance.
4. The imput hypothesis = the learners understand their current
level of competence
5. The affective filter hypothesis = motivation, self-confidence,
factors which will affect the progress in the acquisition of a
e language o
Variable To take into account two different items: the process of language use
competence | and the product. Here the process of language will depend on the
model rules and procedures, that means, the linguistic knowledge and the
a ability to use this knowledge
Universal There exists a Universal Grammar that is linked fo the acquisition of the
hypothesis first language: Chomsky's Universal Grammar response - the way
children are capable of learning their mother fongue-. }
D. Krashen in 1982 introduced a new theory based on five hypotheses:
The acquisiion/leaming hypothesis: for him, there exist two different ways of acquisition of
{@ language: one conscious learning and the olher subconscious acquisition. Here the error
correction is not imporiant.
The monitor hypothesis: to be effective the three following elements must be achieved
1. The leamers must know the rules
2, The error corection is used by the leaner
3. The concept of time is essential in order to operate it
# The natura-order hypothesis: when studying morphemes there exist a natural order of
‘acquisition: -ing present continuous, plural form -s, the/a,,
+ The input hypothesis: when leamers are acquiring a second language sometimes messages
could be understood by context and not in isolation.
% The affective filter hypothesis: based on the leamer’s attitudes and emotions. If in the
‘acquisition of a second language adults do not become as competent as children in the
acquisition of their fist language it wil be due to some affective difficulty.
Considering all these varied linguistic methods the tem interlanguage was established in the
teaching of a Second Language closely related to interlanguage is the origin of the errors.
2. INTERLANGUAGE CONCEPT
In 1972 Selinker was the precursor of this concept and this involves the systematic knowledge of a
Second Language, how a leamer builds up knowledge of a language.
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ee ee ea ee ee eed
Cee extranjerc. El concepto de interlengua. El tratamiento del error,
As we have already stated before if language was a set of habits, then leaming a new language
was leaming a new set of habits. Example:
A baseball player learning cricket, a skater learning to ski
Generally speaking, Interlanguage means the learner's system at a single point in time.
It is also considered as a set of styles, which depend on the context of use. Leatners' utterances can
vary at least in two ways:
Learners’ phonological and syntactical structures may differ because of the
linguistic context.
[The production of such structures may vary due to the task used for eliciting data from
leamers, and it can be added a sociolinguistic dimension.
Another outstanding figure in the development of this term is Noam Chomsky with his Universal
Grammar which consists of a set of innate linguistic principles which help to control the formation of
different utterances,
Regarding Selinker's theory three basic concepts should be distinguished:
Crs
ecyeeiriirs
Secu
“ed eas)
eet Pa ce
Cretan’ Cees
rat
Selinker makes a distinction between teaching and leaming situations. Teaching implies that
someone applies some type of method fo help a leamer achieve learning.
Another interesting point in the analysis of interlanguage theory is the role of L1. We can see that in
spite of its regularity, interlanguage varies. Looking at the LI means examining between-subject
variability and how the L1 influences the interlanguage. Studies involving children with L1's belonging
to different linguistic families have brought evidence that all the children acquired the English
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Sconce IP eee eee mee tre eae
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CENTRO DE OPOSICIONES
interrogative in the same way, but that it took longer time for one of them because of a lack of
correspondence between Lland L2 structures. Thus, although the result -product- is the same,
differences in L1 imply differences of process.
3. ERROR ANALYSIS
Error analysis is @ field that has been widely investigated over the past 40 years. Why learners make
errors s both an interesting and an important issue,
Conceming the task of writing in the classroom, it can be of interest to name Linnarud ~ 1993 - who.
has claimed that it can sometimes be easier for a leamer to write in a second language than in
his/her language.
Since writing is a. good way to improve in a language, iI should be used as a training method and
not asa tesling one, which is not exactly attractive.
In 1988 Ells has investigated SLA and noticed that it is a complex process with many interrelated
factors involved. Hence, different leamers in different situations acquire an 12 in different ways.
Conceming errors, he points out that they are an important source of information about SLA, since
they are the evidence that L2 rules are not just simply memorized and then reproduced.
The problem is that errors are not systematic, they differ according to leamers and contexts.
However, it is possible to predict how leamers wil perform in specific situations. There cre both
situational contexts (errors occur when the leamer is not given enough time to monitor his output
carefully) and linguistic contex!s (errors occur in one type of sentence but not in another)
Nevertheless, five general factors have been found:
“Age
Apiitude/intelligence
Cognitive style
Molivation/needs
Personalily
In 1974 Corder brings up the importance of interference in the learning of an L2.
Inevitably, we leam our mother tongue, and we always succeed in this task because of some kind of
innate internal mechanism, but things are different for SLA. A problem is tied to motivation. Another
Cone is that the age of 12 seems to be the absolute limit to acquire any language at all
Anyhow, it has been found that |2 leamers use similar strategies that children use with the L1.
In 1981 Corder suggests that LI and L2 learners make errors in the acquisition of a Foreign Language.
He considered it as a strategy. On the contrary, other opinions state that L2 errors are the result of
‘the distinction between the learner's First language and the target language.
In the early stages of the language leaming, children only had the grammar schools where they
were taught Latin grammar as their fist language and errors were solved by using punishment.
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erin eee eee ae a red
Cee mm extranjera. £i concepto de interlengua. El hatamiento del error.
However, in the 70s, the objectives of the Error Analysis were considered as pedagogic, giving
information and remedial lessons.
There exist both systematic errors (errors of competence) and non-systematic errors (errors of
performance), and the fist are called just errors and the second mistakes. Mistakes have no
significance in the leaming proces.
Erors are in fact a learning strategy. By producing errors, leamers tes! altemative hypothesis
Teachers have to adapt themselves to the leamers' needs, and not the contrary.
Furthermore, the process of Fossization is found when language acquisition i finished at a point long
before the achievement of IL, that means, the continuous usage of errors by the leamer.
According to Krashen - 1983 ~ errors are no seen as unwanted forms but as an active leamer's
contribution fo second language acquisition. This is one of the LOE principles giving our students an.
active role on language leaming process,
The error theory includes a collection of examples of leamer language, identification of errors, their
description and classification, and to evaluate them in order fo establish teaching decisions.
The fact that Krashen was against grammar- based methods hos proved fo have a positive effect in
the field of language teaching. because he has made leachers and leamers aware that there is
more fo a language than knowledge of ils grammar,
He distinguishes between acquisition and learning:
The fist was a natural process that caused grammars to grow in the same way as they did with
children acquiring their LI
The second was a more artificial, technical kind of learning which could only be used in limited ways
‘and which has absolutely no effect on the natural course of development. The effects of conscious
leaming would never be reflected in the learner's spontaneous behavior.
When dealing with language teaching methodology some changes were shown. We must not
forget now audiolingualsm or grammar-iranslation was criticized because of the usage of more
communicative approaches. This implied the emphasis on an interaction on the part of the students
called the interlanguage development and given special importance to the social context.
Another current concem on the leaming and acquisition of languages is how bilingualism on
children cognitive development are affecied by childhood. Definitely, there is a remarkable interest
in the curiculum design and language teaching approaches within the classroom context
4, APPLICATIONS IN THE ENGLISH CLASSROOM
To conclude this section, only to state that some learning applications in the English Language
Classroom are totally necessary in the error analysis correction:
When dealing with ORAL SKILL:
Finger corection, asking, mime, flashcards, rej
Students’ correction
Teacher's correction
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ere te are ut ec
Cece eee ee orcas
When dealing with WRITTEN SKILL:
Procedures] Using a code, reference grammar textbooks, fo list the most
‘common: on: important erronsafter"comettingthem=In” class
‘sing games. ee
jow we must
correct them
in groups, self-conection, pais, feacher
Language is an integral part of learning, and plays a key role in classroom teaching and leaming =
students’ confidence and proficiency as talkers and listeners are vital
Often, speaking and listening is merely used as a tool 1o suppor and guide reading and writing, and
is unlikely to be actually laught and assessed,
Moreover, conversations can offen be dominated by the teacher and students have limited
‘opportunities for productive speaking and listening. The aims for speaking and listening are linked
to the objectives for reading and writing in that they reinforce and extend students’ developing
reading and writing skils.
S.CONCLUSION
To conclude | wil highlight the ideo that learning English is
not just leaming a second language, but discovering o
practical usage of it. In this woy itis very useful for our
students to be aware of the most important of having a
‘communicative competence in a foreign language, in this
case, English language making use of all the discursive
aspects which can be suitable for our students.
In this study we have attempted fo take a fairly view of the
distinction among the cifferent theories in the acquisition of
@ foreign language since we can see a connection
between is learning and the communicative process. Here
‘we will present our students the whole set of techniques in
English Language regarding to their usage and conect
application
To leach them implies not only to widen their academic
knowledge but also to deal with linguistic, psychological,
sociological and semantic fields in order to achieve a
successful level of communicalive competence.
‘According to the educational point of view, we must not
forget that i wil be present in the teaching-leaming process
from the lowest levels in the fist cycle of CSE since second
‘of Bachilerato where our students wil be completing their
knowledge in a progressive way.
Therefore, this topic is of great importance in the current
foreign language curriculum. Since a language cannot be
separated from ils speakers, it's through the acquisition of
communicative skils not only receptive skils bu! also
productive skils that our students will be able to understand
‘and communicate in English achieving a proper accuracy
of the language.
Tele: Mafiana: 610 900 111 Tarde: 610 888 870
BIBLIOGRAPHY:
BLOOMFIELD. Language. New York: MsGrow-
Hil, 1933
ORDER, S. 1967. The significance of leamers
rors. Intemational review of applied
Linguistics.
CHOMSKY, 1057. NSyntactic Structures. The
Hogue:Mouton
ELLIS, R. 1986, Understanding second
language acquisition, Oxford: O.UP
THOMSON, A.J AND MARTINET, A.V. A.
practical English Grammar, Oxford University
Press, 1969,
Dictionaries
FOWLER, H.W. A dictionary of Modem Enaiish
Usage, Oxford 1927.
JONES D. An English Pronunciation Dictionary,
London 1972.4
The Oxford English Dictionary
wwnwikipedtia.org
voww.britannica.org
UNIT 2/8,
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DEL LENGUAGJE. LA LENGUA EN USO. LA
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0. INTRODUCTION __ Aateduction
Topic number 8 deol wit Er proceso de comunicacién me
Funclones del lenguole. La lengua en uso. La negoclocién del 2 °
slaniteado being tis on important par ofthe teaching earring Papers
process of English
To begin with | would like to juslify this topic in the English
curiculum. The previous educative system mainly focused on grammar, lexical and linguistic aspects as it was
thought that the mastery of @ language was based on the degree of proficiency al a linguistic level. Hence,
generally students were able fo apply the grammatical rules of the language but some of them had problems
when using the language orally. They knew about the language but they did not know how fo use it. For this
reason, the new Organic Law LOE"Ley Orgdnica de Educacién” 2/2006 on May #4 |BOE n. 106 on May 4” 2006)
has proposed a communicative approach to foreign languages. An approach which implies the consideration
*stics of the Counties where the
of not only grammatical aspects but also cultural, historical and literal charac!
English language Is spoken,
In this context, this topic number 3 has @ relevant role in the English curriculum os it deals with communicative
‘and linguistic aspects and it can be @ tool fo transmit fo ou students some of the basic ond indispensable
‘competences such as: competence on linguistic communication.
All topics about communicative concepts are interrelated and they will always be treated as a
\derstand how the four main communicative skils are used in the reported
whole. For example, t
speech and discourse components in the speech act is essential information in order to achieve a
‘good understanding of this topic among others, are necessary
| wil divide this topic into three general parts: starting with a description of the communication
process in the acquisition of a second language. Secondy, | will continue with the functions of
UNIT aT
Tels. Mantana: 610 000 111 Tarde: 610 688 870, e-ducalia
seria ce coe RE eee eo rane
eS TEE La negociacién del significado.
language and its use. Thirdly, fo take into account the negotiation of the meaning. To conclude,
another relevant aspect to be dealt with is the consolidation of the most relevant characteristics
felated to both communicative abilities by our students and its application in on English language
classroom.
1, THE COMMUNICATION PROCESS
The act of communication is not simply one person speaking and another one listening. It is
a process where verbal and no-verbal elements, oral and written, formal or informal
messages should be transmitted.
Since the ancient times, human and animal communication has existed. Since then human
beings have tried to communicate their feelings, emotions, attitudes, etc. Language has
been studied by linguists, anthropologists, philosophers, etc
Besides linguistic disciplines were incorporated such as philosophy, psychology, neurology,
sociology even at present, and another one must be added with the contribution of the
new technologies, that is, the computer language.
According to Halliday Communication process is a tool of social interaction with a
communicative purpose. On the other hand, Crystal in 1985 distinguishes between verbal
communication - writing, speaking, reading - and non-verbal elements ~ body language.
etc
Traditionally speaking, Halliday states that communication is understood as the exchange
and negotiation of a message between at least two persons by means of verbal and non-
verbal symbols, in oral or written information,
Nevertheless, in the process of communication some remarkable features should be
highlighted:
* It's defined as a form of social interaction
* It aways includes a purpose
* It involves a sense of creativity
* Itis required a high degree of unpredictability
*To conclude, it wil contain both verbal and non-verbal elements
Dealing with the communication concept we must not forget the necessary relationship
between language and Semiotics: this field embodies all the different structures belonging
to all the sign systems that now exist and in whatever context.
Another outstanding linguist the Russian Roman Jakebson proposed a schematic model of
a communication system. It involves the following components:
# Addresser//Encoder: the person who sends the message
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eee eee eee ee
Se-ducatia
Cem Lo negociacién del significado,
(PE CRUZ)
¢ Message: the information used ("CONGRATULATIONS FOR YOUR OSCAR
* Addressee//Decoder: the receiver of the message (JAVIER BARDEM)
* Context//Referent: it is the idea or concep! in common between the
addresser and the receiver (AT THE OSCAR’S CELEBRATION)
* Code: it is necessary to be known by the addresser and addressee for the
best understanding (ENGLISH LANGUAGE)
Channet: the connection between the lwo persons in the communicative
act
(THE AIR)
Noise Note Noise
Sones Feedback Feeabock sends
Receives) fees ond pnd
ed spon Ives)
Channels “Sasa, Channels
Noise Notse Noise
2. FUNCTIONS OF LANGUAGE
Some scholars consider the functions of the language similar to the usage of language that
is the way people use it. Throughout the following section, several classifications will be
‘analysed:
Jakobson will introduce a new model of communication in order to transmit the functions
of language. He states that all acts of communication are based on 6 basic elements:
z Rae ea __Functions of language.
1. Referentlal: it refers to the context
2._ Emotive: it refers fo the aiitude of the addresser and addressee
3. Conative: ihe response in the addressee
4, Poetic: repetitions of sounds, stress pattems, accents
5. Metalinguistic: use of the same codes in order to understand the
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According fo Jakobson a message is sent by the speaker to the listener and both of them
need the same code as well as a physical channel within the same context
Furthermore Jakobson made a relation between function and use. Nevertheless, to talk
about functions implies to talk about the main features of language and ifs purposes when
itis used by people. Many different purposes can be applied when dealing with linguistic
functions such as linguistics embodies syntax and the forms of language: semantics, the
meaning of language, and pragmatics is inked to the use of i.
Many varied proposals were expanded in the process of communication but among others
the following will be analysed:
Saussure in 1983 presented a communication model focused on two main points:
1. Communication is linear: one person gives the message to another one in a
linear way.
2. Communication is active: to communicate is not only listening but also answering
and feeling.
Besides, Karl Bihler based his model on the Plato's approach. He defines the
communicative process as the process between s sender and a receiver. He distinguishes 3
main functions:
1. Expressive: oriented to the speaker ( we use first person)
2. Conative: oriented towards the addressee (second person}
3. Representational: the rest of the realty (third person)
Halliday's mode! will introduce the grammar model which is linked to the sociological
model. How language is used for different purposes and different contexts. Here the
register will play an important role. Halliday (1975) identifies seven functions that language
has for children in their early years.
Children are motivated to acquire language because it serves certain purposes or
functions for them. The first four functions help the child to satisfy physical, emotional and
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social needs. Halliday calls them instrumental, regulatory, interactional, and personal
functions.
The Instrumental function: when the child uses language lo express the needs
The regulefory function: fo Tal oihers what fo do and deal wilh rues, siucTions, ond suggestions
“Go away!”
The Inferactional function: language is used 10 make contact with others and form relationships:
greeting structures, thanking, excusing... "Love you, mummy"
The personal function: the speaker will iry to talk about personal experiences and emotions
The heuristic function: ask questions and get knowledge aboul the environment
The Imaginative function: fo tell stories and jokes and fo create an imaginary environment
The representational function: the use of language to convey facis and information —
In short, Halliday links all these functions about the grammatical structures of the English
language to the social context. He gives importance to the semantic functions:
1. Ideational function: related to the organization of the speaker's
experience of the real world (Fleld)
2. Interpersonal function: the ability of the speaker fo recognize the personal
relationships involved (Tenor)
3. Textual function: the ability of creating written/spoken texts using
coherence and cohesion concepts (Mode)
According to Jakobson’s model he suggests that a communicative process is not only
acode but also a context. Here, he agrees with Halliday. However, he describes the
following elements as essential ones:
1. Emotive function: the speaker's own attitude towards the information
(First person)
2. Conative function: refers to the listener of the message.
(Second function)
Referencial function: refers to the context where the message is transmitted
Phatic function: refers to the channel of communication
ese
Metalinguistic function: deals with the verbal language
6. Poetic function: a way of decorating the message by using rhetorical figures
LANGUAGE IN USE
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Pee TEE Lo negociacisn del significado.
According to Rivers, language is a process which combines linguistics with pragmatics and
social psychology. He considers language as three remarkable elements:
X asa product
Xasa tool
as a communication process
Hence, language here is going to be studied from four different points of view:
phonological, syntactic morphological and semantic. We will try to understand the
linguistic system and combine ils linguistic elements to express messages correctly.
One of the most important purposes of the language process will be fo reach an
interactional context: students will know how to express the messages appropriately within
context,
Many studies have shown how context affect and is affected by language. For thal,
sociolinguistics embodies the way that language is affected by terms such as bilingualism,
multilingualism, varieties in a community, ethnic groups, etc
In 1970, Hymes siates that a speaker will have to express his/her ideas in a correct
grammatical way and in a culturally way of interaction.
When talking about sociolinguistics, we must mentionthe importance of register-selection
dealing with different ways of expressing o message: scientific, journalistic, religious...
Besides other types of discourse can be found: formal, informal, oral and written, etc
To conclude this section, we must not forget the linguist ELLIS who distinguished Iwo levels of
language use:
Itrefers to phonology, orthography, syntax, lexicon, semantics |
Ih tefers to the degree of intensity of the message and the situational
context
3. NEGOTIATION OF MEANING
‘At present many linguistic problems affect us during our daily life, for instance, a doctor
talking to his/her patient. The terms he uses are extremely difficult to be understood by the
patient. So, the doctor will change his register in order to be understood.
When we try to communicate many strategies constitute the communicative process on
the part of a native speaker and a learner. However, in order to overcome these
difficulties, the negotiation of meaning wil play an important role.
To achieve a successful communicative act some items will be taken into account:
communicative strategies:
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1. Checking meaning
2. Choose the topic
3. Predicting facts
4. Asking for information
In order to reach the objectives planned some classroom implications will be provided:
™ Group work
™ Language taught from a communicative point of view
™ To acquire a communicative competence providing our students
with many practical activities
™ To create real contexts
According to Crystal some cultural aspects will affect the communicative speech and
some differences between listener and speaker will be considered:
The type of language can vary depending on the community we are or for special
purposes:
Norms of Behaviuor
____Subjectmatter_—_ [|___Technical = scientific
Social relation between
‘Choice between speech
and writing (form of
discourse) 1
In short the perfect speakers should be those who are able to combine strategies and
techniques in the coect order to success in the communicative act.
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4.CONCLUSION
To conclude | wil highlight the idea that
leoming English is not just leaming a second
language, but discovering a practical usage
Of if. In this way it is very useful for our students
to be aware of the most important of having
a communicative competence in a foreign
language, in this case, English language
making use of all the discursive aspects which
can be suitable for our students.
In this study we have aitempied to take a
faily view of the functions of the language.
Here, we will present our students the whole
set of techniques in English Languoge
regarding 10 ther usage and comect
application for our students fo be able to
become famiior with the process of
communication.
To teach them implies not only to widen their
academic knowledge but also to deal with
linguistic, psychological, sociological and
semantic fields in order to achieve a
succesful level of communicative
competence.
According fo the educational point of view,
we must nat forget that it will be present in
the teachingleaming process from the
lowest levels in the fist cycle of CSE since
second of Bachilerato where our students will
be completing their knowledge in a
progressive way.
Therefore, this topic is of great importance in
the current foreign language curriculum.
Since a language cannot be separated from.
its speakers, it is through the acquisition of
‘communicative skils not only receptive skills
bbut also productive skils that our students wil
be able to understand and communicate in
English achieving a proper accuracy of the
language,
BIBLIOGRAPHY:
BLOOMFIELD. Language. New York: MsGraw-Hill,
1933,
CORDER,S. 1967. The significance of learners’
errors. International review of applied Linguistics.
CHOMSKY, 1057. Syntactic Structures. The
Hague:Mouton
ELLIS, R. 1986. Understanding second language
acquisition. Oxford: 0.U.P
THOMSON, A.J AND MARTINET, A.V. A practical
English Grammar, Oxford University Press, 1969.
Dictionaries
FOWLER, H.W. A dictionary of Modern English
Usage, Oxford 1927.
JONES D. An English Pronunciation Dictionary,
London 1972.4
wonw.wikipedia.org
www. britannica.org,
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