Licenciatura en Enseñanza del Inglés

Ramos Chávez Misael

Case Study

043-LEI-LMV

Possible, feasible, appropriate and performed.

Developing Communicative Competence in Second Language Learning.

CDMX, México, Octubre del 2023

 Index

Introduction........................................................................................................................................ 2
Case Presentation..............................................................................................................................2
Objective............................................................................................................................................ 2
Scopes and limitations....................................................................................................................... 3
Relevance.......................................................................................................................................... 3
Summary............................................................................................................................................4
Hypothesis......................................................................................................................................... 5
Theoretical Framework...................................................................................................................... 5
1.1 Language Learning...................................................................................................................... 5
1.2 Second Language Learning......................................................................................................... 6
1.3 Communicative Competence....................................................................................................... 7
1.4 Developing Communicative Competence.................................................................................. 10
1.5 The Use of the Mother Tongue................................................................................................... 11
1.6 The Role of the Teacher............................................................................................................. 11
Development of the case................................................................................................................. 12
2.1 Diagnostic.................................................................................................................................. 12
2.2 Solution...................................................................................................................................... 13
2.2.1 Command 1.............................................................................................................................13
Identify the main problem the teacher has regarding the developing of the communicative
competence......................................................................................................................................13
2.2.2 Command 2.............................................................................................................................13
Identify the main differences between L1 and L2 acquisition and learning......................................13
2.2.3. Command 3............................................................................................................................13
Comment on at least three advantages and three disadvantages of the use of L1 in the classroom..
13
2.2.4 Command 4.............................................................................................................................14
State at least six changes the teacher should implement in order to develop the communicative
competence?....................................................................................................................................14
2.2.5 Command 5.............................................................................................................................15
Identify two aspects the teacher should take into consideration to assess and correct speaking
skills in large groups.........................................................................................................................15
2.2.6 Command 6.............................................................................................................................16
Describe the learner’s linguistic needs the teacher needs to focus on............................................ 16
2.2.7 Command 7.............................................................................................................................16
What is the role of the teacher when correcting pronunciation mistakes?....................................... 16
References.......................................................................................................................................18

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Introduction

English is learned best through meaningful exposure and comprehensible input, which means
hearing and reading English that is at a level that students can understand. There are many
different English language teaching methods, each designed to meet the needs of different
learners. All of these methods should focus on the student and their learning process.
Communicative competence is the ability to use language effectively in real-world
communication. It is important for students to develop communicative competence in order to
be able to use English in their lives. Teachers can help students develop communicative
competence by providing them with opportunities to practice using English in real-world
situations.
It is also important to create a positive classroom environment where students feel
comfortable taking risks and communicating in English. Teachers can do this by being
supportive and encouraging, and by providing students with opportunities to work together
and collaborate.
The use of the first language (L1) in the classroom is a controversial topic. Some
people believe that it is helpful to use L1 to explain complex concepts and build rapport with
students. Others believe that using L1 too much can prevent students from getting enough
exposure to English. Ultimately, the decision of whether or not to use L1 in the classroom is
up to the teacher. Teachers should consider their own teaching philosophy and the needs of
their students when making this decision.

Case Presentation

Objective

To explore language acquisition strategies emphasizing the importance of making

communication a meaningful vehicle of communication thus fostering a classroom
atmosphere that promotes student comfort and motivation and consider the use of student’s
native language in teaching, recognizing that students' attitudes, teacher discretion and
school policies play an important role in decision making.

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Scopes and limitations

In this paper, we will explore how to develop communicative competence, define its
characteristics, and provide advice based on the insights of several prominent researchers in
the field of language learning. We will also examine ways to apply these concepts in the
second language learning classroom. Along the way, we will address the issue of using the
first language or native language in the classroom, which has been a subject of debate among
language educators, aiming to dispel myths surrounding this topic.

Relevance

English teaching is changing to meet the needs of learners who have acquired the
language in different ways. This is because the world is becoming more globalized and people
are interacting with each other more than ever before. This means that teachers need to be
prepared to teach students from all walks of life, with different levels of English proficiency and
different cultural backgrounds.
This can be a challenge for teachers, but it is also an opportunity. Teachers can learn
from their students and grow as professionals. They can also use their teaching to help
students develop the skills they need to succeed in a globalized world.
One important skill that students need is communicative competence. Communicative
competence is the ability to use language effectively in real-world communication. It is not just
about knowing the rules of grammar and vocabulary; it is also about understanding the
cultural and social context of communication.
Teachers can help students develop communicative competence by providing them
with opportunities to practice using English in real-world situations. For example, they can
have students work on projects together, participate in simulations, or give presentations to
the class. Teachers can also help students to reflect on their communication skills and to
identify areas where they can improve.
Of course, there are challenges to developing communicative competence in the
classroom. One challenge is that teachers may not have the resources or time to provide
students with enough opportunities to practice using English in real-world situations. Another
challenge is that teachers may not be trained in how to teach communicative competence.
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 Despite these challenges, it is important for teachers to strive to develop
communicative competence in their students. Communicative competence is an essential skill
for success in the modern world.

Summary

Juan is an experienced English teacher who is teaching a new group of students at B1 level.
He plans to focus on developing the students' writing and speaking skills.
At the beginning of the course, Juan gave the students a diagnostic test to assess their
English skills. The results showed that the group was homogenous, with grammar and
vocabulary skills above standard, and reading and listening skills balanced. However, writing
and speaking skills were the areas to be developed.
Juan adapted the program to the learners' learning needs by identifying activities and
tasks that would help them start developing their writing skills, such as writing short
paragraphs using personal information, describing members of their families, writing informal
emails, and writing about activities done during the weekend.
Juan also faced the challenge of developing the students' communicative competence
in a large group (25 students). To address this, he allowed students to speak in their native
language (L1) at first, and to translate sentences or new vocabulary. He believed that these
strategies would make students feel relaxed and allow their communicative competence to
develop naturally.
Juan did not correct pronunciation mistakes because he did not want to undermine the
students' self-confidence.
Halfway through the course, Juan realized that the students were not producing the
language, and were still using their L1. He was worried about the situation.
In summary, Juan is a dedicated teacher who is trying his best to help his students
develop their English skills, but he is facing some challenges, such as the students' lack of
self-confidence and their tendency to use their L1 in class.

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Hypothesis

When the teacher finds the correct balance between academic and real-life application of
second language learning, communicative competence can sprout in the classroom, creating
an incredible feat for learners who, frustrated with the huge burden of having to learn another
language, easily abandon the task without realizing their huge potential.

Theoretical Framework

The first part of this theoretical framework focuses on language learning analyzing the
distinction between first and second language acquisition, setting the foundation to develop
communicative competence. In the second part we will concentrate on how to develop
communicative competence in the classroom.

1.1 Language Learning.

Human language is a fascinating and fundamental ingredient in the development of

civilization, Steven Pinker describes language as a miracle with a vast expressive power
(2012). There are various theories about the origins of language despite the ongoing debate
about how language initially developed human beings have consistently acquired the
capacity to communicate effectively.
Language acquisition stands out as one of the most remarkable features of human
development and mastering the language is an extraordinary accomplishment. According to
Lightbown and Spada (2021) researchers that analyzed language systematically have found
that year old babies speakers of Arabic stop reacting to the difference between “pa” and “ba”
since it is not part of their language in contrast to babies who are used to more than one
language, by the age of two they can produce at least fifty different words and begin to
combine them into simple sentences even though these sentences might lack certain
grammatical elements.
Brown’s (1973) research describes how children acquire grammatical morphemes and
syntactic structures in a predictable order, it is not a precise timetable, however, the sequence
provides a general framework for understanding the typical progression of language
development in young children. Regardless of the knowledge about what we can accomplish
during the early stages of language development the mechanism behind this development

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has been subject of debate. Two schools of thought proposed opposite perspectives
regarding these mechanisms, the behaviorist and the innatist perspective.
The behavioral perspective illustrated by Brown (2014) explains behavioral
psychologist’s approach that associates focus on the observable aspects of a child's linguistic
behavior, which they refer to as "publicly observable responses." They are interested in
understanding the connections between these observable behaviors and the rewards or
consequences that the child experiences in their environment.
Behaviorist’s approach on language learning suggests that children learn language by
repeating behaviors that lead to positive outcomes and, over time, these behaviors become
ingrained or habitual. In contrast Yule interprets the innate hypothesis as “something more
powerful than small physical adaptations of the species over time as the source of language”
(2010, p.6). The concept of genetics as an explanation for language acquisition suggests that
our ability to learn language is not simply the result of physical adaptations to the
environment.

1.2 Second Language Learning

The acquisition and learning difference in terms of Krashen’s theory of second language is a
distinction between the conscious and subconscious processes that explain how adults
develop competence in a second language. He describes language acquisition as “a process
similar, if not identical to the way children develop ability in their first language” . For example,
a child acquires his first language by being exposed to it without any formal instruction.
Learning therefore is a conscious effort of “knowing the rules, being aware of them, and being
able to talk about them” (1982, p.10). Yule describes the term learning as “a more conscious
process of accumulating knowledge of the features, such as vocabulary and grammar, of a
language, typically in an institutional setting” (2010, p.187).
Theories concerning the nature of language provide the foundation to second language
teaching. Studies in the field have resulted in the creation of a wide and varied collection of
methodologies whose aim is to enable students to acquire the ability to communicate in the
target language. Anthony defines approach “as a set of correlative assumptions dealing with
the nature of language and the nature of language teaching and learning” and method as “an
overall plan for the orderly presentation of language material” (1963, p.63-65) Richards
(2014) emphasizes the link between approaches to second language learning and teaching

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methodologies such as behaviorism that was the support of the Audiolingual Method,
reinforcement of correct responses was key to habit formation, an alternative to behaviorism
was cognitive-code learning emphasizing language learning as a cognitive process depending
on deductive and inductive learning applies in approaches such as the PPP
(Presentation-Practice-Production), later Social Development Theory (Vigotsky, 1978) viewed
learning as an interactive process in which learners collaborate to achieve mutual
understanding, it emphasizes the importance of negotiation of meaning that unlike the passive
transmission of knowledge, views learning as an active process where learners construct
meaning internally through experiences and interactions within a community the base of
Communicative Language Teaching.
The objective of the methods is to facilitate student’s acquisition of a second language.
It is important to note what is the teacher’s approach to learning in order to understand what is
happening in the classroom.

1.3 Communicative Competence

Linguist Noam Chomsky introduced two fundamental terms in the field of language study:
"competence" and "performance." He characterized competence as an individual's conscious
knowledge of their language and performance to the practical application of language in
real-life contexts (1965). Hymes (1972), an American linguist, subsequently developed the
concept of communicative competence to describe the ability to use language effectively in a
particular social context, not limited to grammatical correctness, but also to use language
appropriately.
In other words, the concept of communicative competence involves more than just
knowing the language and how to use it, it also includes using language appropriately in
real-life situations. Hymes (1972, p.281) suggests that to fully grasp language use, we should
consider not just two but four types of judgments:
1. Whether (and to what degree) something is formally possible.
2. Whether (and to what degree) something is feasible in virtue of the means of
implementation available.
3. Whether (and to what degree) something is appropriate (adequate, happy,
successful) in relation to a context in which it is used and evaluated.
4. Whether (and to what degree) something is in fact done, actually performed, and
what its doing entails

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 Hallyday's theory extends the concept with a functional use of language to encompass
various categories, including speech acts. He described seven basic functions that language
performs for children learning their first language:
1. The instrumental function: using language to get things
2. The regulatory function: using language to control the behavior of others
3. The instrumental function: using language to create interaction with others.
4. The personal function: using language to express personal feelings and
meanings
5. The heuristic function: using language to learn and to discover
6. The imaginative function: using language to create a world of the imagination
7. The representational function: using language to communicate information.
(1975, p.11-17)
In essence, said Savignon (2017), the focus should be on practical communication
skills rather than just theoretical knowledge of the language's rules and structure. Canale and
Swain explored the principles of the communicative approaches to teaching second
languages using the term communicative competence. Their work outlined the principles of
communicative competence in three domains
1. Grammatical competence. This type of competence will be understood to
include knowledge of lexical items and of rules of morphology, syntax,
sentence-grammar semantics, and phonology.
2. Sociolinguistic competence. This component is made up of two sets of rules:
sociocultural rules of use and rules of discourse. Knowledge of these rules will
be crucial in interpreting utterances for social meaning, particularly when there is
a low level of transparency between the literal meaning of an utterance and the
speaker’s intention… the primary focus of these rules is on the extent to which
certain propositions and communicative functions are appropriate within a given
sociocultural context depending on contextual factors such as topic, role of
participants, setting, and norms of interaction.
3. Strategic competence. This component will be made up of verbal and non-verbal
communication strategies that may be called into action to compensate for
breakdowns in communication due to performance variables or to insufficient
competence. Such strategies will be of two main types: those that relate

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 primarily to grammatical competence and those that relate more to
sociolinguistic competence.
(1980: 30-31)
To describe how grammatical competence (knowledge of grammar rules) and
sociolinguistic competence (the capacity for implementing that knowledge) interact with each
other Lyle Bachman (1990) conveyed the term communicative language ability and proposed
a framework for understanding it including two additional important components, strategic
competence which refers to an individual's capacity to connect their language knowledge with
broader knowledge structures and adapt their language use to specific communication
contexts and psychophysiological mechanisms which are concerned with how language is
processed in the brain as a sensory experience, including both auditory and visual aspects.
Littlewood took the existing definitions of communicative competence from Canale and
Swain and Bachman and reorganized them into five new categories.
1. Linguistic competence includes the knowledge of vocabulary, grammar,
semantics and phonology that have been the traditional focus of second
language learning.
2. Discourse competence enables speakers to engage in continuous discourse,
e.g. by linking ideas in longer written texts, maintaining longer spoken turns,
participating in interaction, opening conversations and closing them.
3. Pragmatic competence enables second language speakers to use their linguistic
resources to convey and interpret meanings in real situations, including those
where they encounter problems due to gaps in their knowledge.
4. Sociolinguistic competence consists primarily of knowledge of how to use
language appropriately in social situations, e.g. conveying suitable degrees of
formality, directness and so on.
5. Sociocultural competence includes awareness of the cultural knowledge and
assumptions that affect the exchange of meanings and may lead to
misunderstandings in intercultural communication.
(2011, p.546)
Communicative competence underlies the idea that meaningful communication is more
effective when language is naturally used in real-life situations. Learning to speak, Hinkel
states, should not be isolated from learning to listen, as both skills are crucial for effective
communication, similarly, learning to read and write should also be integrated with speaking
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and listening skills to enable comprehensive language proficiency and that “to make language
learning as realistic as possible, integrated instruction has to address a range of L2 (second
language) skills simultaneously, all of which are requisite in communication” (2006, p.113).

1.4 Developing Communicative Competence

The concept of the Zone of Proximal Development (Vygotsky 1978) explains how learners
acquire new knowledge and skills with the help of more knowledgeable others, such as
teachers or peers, Krashen’s Input Hypothesis attempts to answer the question how we
acquire language?, he states “the goal of our pedagogy should be to encourage acquisition”
and makes the following claim: “a necessary (but not sufficient) condition to move from stage i
to stage i + 1 is that the acquirer understand input that contains i + 1, where “understand”
means that the acquirer is focussed on the meaning and not the form of the message” (1982,
p.20-21). Savignon (2018) attracts attention to the idea that “the goals of learning depend on
learner needs in a given context” thus “CLT (Communicative Language Teaching) is not
concerned exclusively with face-to-face oral communication” ,but in, “reading and writing
activities that involve readers in the interpretation, expression, and negotiation of meaning; the
goals of learning depend on learner needs in a given context” concludes with “teaching for
communication does not exclude a focus on metalinguistic awareness or knowledge of the
rules of syntax, discourse, and social appropriateness”.
The Natural approach proposed by Krashen and Terrell (1983) focus on meaning and
following the input hypothesis speaking isn’t taught rather it “emerges” (Richards, 2014) with
the sufficient amount of comprehensible input, it is then understandable that there are no
“specific objectives” but what learners should expect is to be able to “get around” in their
target language.
The development of communicative competence then relies heavily on the alignment of
objectives and goals among students, teachers, and educational institutions in the context of
language learning. Littlewood (2011) suggests that students may engage in activities that do
not have practical applications or real-world significance, and it calls for a deeper and more
meaningful approach to communication within the context of language teaching therefore if
the main purpose of the course is to obtain a certification (such as passing an exam) and not
necessarily to use the language for practical communication, then there may be less
emphasis on developing communicative competence.

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1.5 The Use of the Mother Tongue

Communicative language teaching often lacks discussion and guidance regarding the role of
the learner’s native language, an excessive effort to completely avoid using the learner's
native language sometimes can result in impractical or awkward situations especially when
dealing with learners who are at lower levels of language proficiency (Cole, 1998). Kerr (2019)
recognizes that most language learners' goal should not be necessary to achieve native-like
proficiency, instead, the focus should be on becoming communicatively competent bilinguals.
Lavine’s experience using the students native language for informal, unscripted
communication or for the negotiating of meaning during tasks without any critical reflection
about its role is insufficient, if the L1 (native language) is not carefully considered and
controlled, it is likely to have the opposite effect rather than to promote the use of the target
language (2011).
The implications of using students' first language in second language learning depend
on the balance and purpose of its use. While the native language can be a valuable tool for
support and clarification, it should be used wisely to avoid interference with second language
acquisition.

1.6 The Role of the Teacher

Marcus (2012) provides an explanation for why teachers are essential: teachers possess
knowledge that their students don’t, they can serve as motivators, can provide incentive,
impose structure, help to know when to practice and when and raise awareness on their
strengths and weaknesses. “Treating EL (English Language) learners as the people they can
become means that we see students not in terms of what they lack - in their case, full control
of academic English - but as capable and intelligent learners who, with the right kind of
support, are as able to participate in learning and achieve academically as their
English-speaking peers” (Gibbons, 2015, p.3). As a guide we can resemble a teacher to a
parent whose best interest is to develop the potential every person has to achieve a particular
objective, as Harmer brakes down the concept of scaffolding in four steps:
1. Make the child interested in the task
2. Break the task down into small steps
3. Keep the child focused on the task
4. Show the child other ways of doing the task
(2015, p. 112)
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 Teachers should engage in a reciprocal learning process with their students and view
themselves as co-learners emphasizing the importance of dialogue, critical thinking, and
active participation in the teaching-learning process (Freire, 2005).

Development of the case

2.1 Diagnostic

Regardless of his extensive experience teaching C1 levels, English teacher Juan has
encountered challenges adjusting to a class of B1 proficiency level. One of the strengths he
demonstrates is to shape the program to the learners’ needs using English to engage with his
students, understanding they are individuals with lives and concerns using language in
contexts that have meaning for them. One of the weaknesses is that “when students are not
closely monitored, many of them revert to the mother tongue and do not challenge themselves
linguistically” (Littlewood, 2011, p.553). Despite the learners being able to write texts,
according to Krashen (1982) with enough input language learning should appear but Swain
(2005) argues that producing language (output) can aid in the process of learning a second
language in unique ways or can complement the benefits provided by receiving language
input.
In the case study it is mentioned that the development of communicative competence
hinges on several factors such as being a large group, shyness, L1 interference, lack of
self-confidence and pronunciation inaccuracies. It also affirms that a diagnostic test was given
showing that it was quite a homogenous group in terms of ability, thus the problem isn’t the
“knowledge” per se, it is the classroom dynamics, interaction patterns and management that
has set back the improvement of the language learning.
The use of the L1 by the teacher should be a negative trait as Kerr acknowledges
“rather than seeing L1 as a crutch to lean on in times of need, teachers will benefit from a
fuller understanding of the role of L1 in language learning, so that they may exploit its
potential fully” (2019, p.4) specially with beginners.

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2.2 Solution

2.2.1 Command 1

Identify the main problem the teacher has regarding the developing of the
communicative competence.

The key issues are the “affective factors such as shyness, anxiety, enthusiasm, and other
emotions that language learning may elicit and that may influence the learner’s willingness to
communicate” (Richards, 2014, p.28) this problem arises from understanding how schemas
work (Pearson et al., 2016) in relationship on what the learners in this specific case know and
want from learning English. Despagne (2010) studies on the difficulties of learning English
specially in Mexico as seen as an “imposition” despite the common schema of “English
opening doors” (Sayer, 2017) even though it is difficult to realize in practice.

2.2.2 Command 2

Identify the main differences between L1 and L2 acquisition and learning.

Having made the distinction of acquisition as a subconscious process and learning a

conscious one the distinction is that while we acquire our first language with relative ease
acquiring a second language successfully relies on socio-cultural factors. Individual learners'
success revolve around the exposure they have to the language and their attitudes towards it.
The motivation to learn a language exercises a heavy influence in L2 acquisition,
Dörnyei identifies two broad categories “integrative orientation” and “instrumental orientation”,
the former “reflects a positive disposition toward the L2 group and the desire to interact with
and even become similar to valued members of the community” (2001, p.16). Imposing the
language and nervousness against failing an exam, being fired or economical needs influence
negatively the language learning experience.

2.2.3. Command 3

Comment on at least three advantages and three disadvantages of the use of L1 in the
classroom

Thornbury (2013) argues about two dimensions to this argument, the psycholinguistic and the
sociolinguistic one, the former advocates that proponents of sociocultural learning theory see

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first language as provider of a conceptual template for all subsequent language acquisition,
so, contrary to being counterproductive getting support from the L1 understands that people
come from different linguistic and cultural backgrounds and validates different ways of
communicating and interacting, banishing it can be considered in its practice as promoting
one language over another if done through force or coercion rising the affective filter of
learners. In acknowledging the world as bi- or multilingual in sociolinguistic terms diverts the
goals of education from achieving native like competency to help people develop a range of
language skills that allows them to compare, interpret and translate between different
languages, therefore, promoting plurilingualism and the ability to communicate with people
from different cultures.
Kerr notices that many teachers believe it is not worth to lean on the use of L1 even if it
means that learners understand instructions and explanations extensively since the
momentary “gain may, however, lead to long-term pain as English becomes the language that
is spoken about, rather than spoken with” (2019, p.10).
In summary, the benefits of using the L1 in the classroom especially in beginner
classes are to lower the affective filter either by reducing stress or anxiety by pressuring them
to speak in a foreign language, to scaffold language learning, specially in beginner classes
negotiating meaning and allowing a multicultural and multilingual resemblance of the
globalized world. The disadvantages of using the L1 in the classroom can be
counterproductive if the school policy and learners expectations are “conditioned by a
“discourse of nativism” - the idea that the best way of learning a language is the way that we
learned our mother tongue, i.e. by total immersion” (Thronbury, 2013,p.26). It is also important
for learners of a second language to reach the zone of proximal development instead of just
relying on the use of the L1 with the help of the teacher. And lastly, the English language
classroom may be the only place where a student has access to comprehensible input, it
would be ineffective to deprive them of the opportunity of acquiring it by abusing this resource.

2.2.4 Command 4

State at least six changes the teacher should implement in order to develop the
communicative competence?

1. Scaffolding Language. Hammond and Gibbons (2005) analyze how teachers

can offer support of temporary nature to foster their autonomy. It requires a good

14
 understanding of where the learner's competency is and the design of tasks that
operate with a good balance between challenge and support. A high demand is
likely to result in frustration while too much support may lead to learners
enjoying the classroom activities but “unlikely to learn a great deal”.
2. Practicing language activities that promote spontaneous language use.
(Savignon,1976) Role playing may be a perfect example with a correct insight
on learners' individual learning preferences, but not memorized dialogs, these
should be unrehearsed, "Commedia dell'arte" performances.
3. Sandwiching. (Kerr, 2019) With this technique a teacher may find a definition
problematic, switching between the L1 and L2 can be as follows “Please open
your libros and read the text”, it is expected that with enough time and exposure
the instruction can be completely said in L2.
4. Exploring the complementary functions of analytic and experiential strategies.
(Littlewood, 2011) A teacher needs to keep learning, there needs to be a
balance between experiential learning, and direct intervention that focuses on
forms.
5. Exploit the resources of your community to create the occasion for authentic
communication. (Savignon, 1976) With the increasing access to information
apps and the internet can further the connection to real world language use.
Students can use these tools to explore and put into test what they know.
6. Exposure to realistic communication situations is crucial if communicative
competence is to lead to communicative confidence. (Canale and Swain, 1980)
It is seminal to focus on on meaning rather than on form especially at the early
stages of language learning, less focus on grammatical aspects and more into
appropriateness conditions in making a request, or just how to make friends who
spoke another language.

2.2.5 Command 5

Identify two aspects the teacher should take into consideration to assess and correct
speaking skills in large groups.

When group work is properly planned and organized, it creates a unique environment that is
rich in language opportunities and cannot be replicated in a traditional whole-class setting.

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Group work can have positive emotional effects, particularly for learners who lack confidence
in their English language skills, they often feel more at ease and comfortable working with
their classmates in small groups than when they have to participate in front of their entire
class, providing instructions verbally, using visual aids and demonstrating tasks with a student
partner provides message abundancy (Gibbons, 2014).

2.2.6 Command 6

Describe the learner’s linguistic needs the teacher needs to focus on.

“Children have a powerful incentive to communicate effectively, the more language they can
understand the better they can function” (Harmer, 2015, p.54). Children are highly motivated
to communicate effectively due to several compelling reasons. From infancy, they display an
innate drive to engage in communication, which sets the stage for language development. As
they grow, they realize that language is essential for fulfilling their needs and navigating daily
life. The teacher can link this to fulfill learners' needs as second language learning also
facilitates social interactions, fosters academic success, enables self-expression and identity
formation, aids in problem-solving, and promotes cultural integration, this potent incentive that
drives children to enhance their language skills can be a rendered with effective tasks.

2.2.7 Command 7

What is the role of the teacher when correcting pronunciation mistakes?

Instead of becoming more tolerant of errors made by others, it has been observed that
teachers are particularly eager to point out and correct mistakes, this eagerness to correct
others may stem from their own feelings of inadequacy or insecurity about their language
skills, unless a teacher is a native speaker, chances are mistakes are made, learning to cope
ultimately serve to give students confidence (Savignon, 1976).

Conclusions
English teaching is changing to meet the needs of learners who have acquired the
language in different ways. This brings both challenges and opportunities for teachers.

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 When teachers are pushed outside of their comfort zone, they may find themselves in
unfamiliar and demanding situations. This can be a source of growth, but it can also be
formidable. It is called Vygotsky's "zone of proximal development."
In this zone, teachers must venture into uncharted territories, adapting their teaching
methods to the varied needs of their learners. This requires teachers to be flexible, innovative,
and resourceful as they navigate the complexities of language instruction. Many teachers
embark on a journey of experiential learning, where they gradually discover what approaches
work effectively and what strategies need to be refined. It's through this process that they
hone their teaching skills and develop a deeper understanding of the complexities of the
English language classroom.
However, teachers can also learn from others, such as through professional
development, mentorship, and the sharing of best practices.
The reality of English teaching often involves coping with demanding workloads and
multiple responsibilities. Teachers are often tasked with doing their best with the resources
and constraints they have at their disposal. Even with the most well-intentioned efforts, they
may encounter limitations that hinder a more profound exploration of the teaching profession.
One such complex aspect of the profession is communicative competence.
Communicative competence is not just about knowing the rules of language, but also about
being able to use language effectively in real-world communication. A thorough understanding
of this concept empowers teachers to facilitate meaningful language interactions among their
students. Unfortunately, various factors, such as curriculum requirements and assessment
frameworks, sometimes impede its full integration into language education.
This is a missed opportunity because communicative competence has the potential to
greatly enhance the learning experience for students. It equips them with the skills needed to
engage in authentic language use, promoting not only linguistic proficiency but also the ability
to navigate real-world situations effectively.
Moreover, the education landscape is still influenced by certification and assessment
practices that often prioritize rote memorization over the development of practical language
skills. This emphasis on standardized testing can sometimes overshadow the broader goal of
fostering communicative competence, creating a challenging environment for both teachers
and learners.
Despite the challenges, it is heartening to recognize the collective commitment within
the field of English teaching. Educators, students, and all stakeholders persevere in their
17
efforts to make the most of the resources and circumstances available to them. They work
diligently to bridge the gap between theory and practice, aiming to create enriching and
effective language learning experiences in an ever-evolving landscape of education.

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