THE TEACHING OF THE

LANGUAGE SUBJECTS
LESSON 4-6

PREPARED BY:
 Mariane Rivera
 Melyn Bacolcol
 Kate Batac
 Reheena Kris Guanlao
 Lesson 4: Communicative Competence:
The Goal of Language Teaching (Mother
Tongue, English)
• LEARNING OUTCOMES:

• Explain the meaning of communicative competence

• Determine one’s level of communicative
competence by the use of a scoring rubric develop
by the class
INTRODUCTION:

MEANING OF COMMUNICATIVE COMPETENCE

Communicative Competence is
the learner’s ability to
understand and use language
appropriately to communicate
in authentic social and school
environments. It was
introduced by Noam Chomsky
(1965).
Four Aspect of
Communicative competence

By: Michael Canale and Merrill Swain (1980)

1. Grammatical competence
2. Sociolinguistic Competence
3. Discourse competence
4. Strategic competence
 Aspect of Communicative
competence
1. Grammatical Competence:
It is concerned with mastery of the linguistic
code (verbal or non-verbal) which includes vocabulary
knowledge as well as knowledge of morphological,
syntactic, semantic, phonetic and orthographic rules.
 COMPONENTS OF GRAMMAR:
1. Morphology- The study of the internal structure of
words.
2. Syntax- The arrangement of words in a sentence.
3. Semantics- The study of meaning of linguistic
expressions.
4. Phonetics- A branch of linguistics that comprises the
study of the sounds of human speech or in-- the case
of sign languages– the equivalent aspects of sign.
5. Orthography- The methodology of writing a
language; it includes rules of spelling, hyphenation,
capitalization, word brakes, emphasis, and
punctuation
2. Sociolinguistic competence:
 This refers to the possession of knowledge and
skills for appropriate language use in a social
context.
 In hymes’ model, sociolinguistic competence is
knowledge of rules and conventions which
underlie the appropriate comprehension and
language use in different sociolinguistic and
sociocultural contexts.
3. Discourse competence
This is also called interactional competence
which includes textual and rhetorical
competence. It deals with cohesion or
coherence in different types of texts both
textual and rhetorical.
DIFFERENT TYPES OF TEXT

• Different kind of text:

– Fiction, nonfiction, narratives, instructional guides,
procedural text, expository text, hortatory (persuasive)
text and other types of written communications.
• Rhetorical or effective discourse
– It is often defined by how well an individual can
contribute to a conversation, understand what is being
said by a range speakers, interject his opinions and
express ideas to an audience with a general scenario.
4.STRATEGIC COMPETENCE

This refers to a “speakers” ability to adapt his use of

verbal and nonverbal language to compensate for
communication problems caused by the speaker’s
lack of understanding of proper grammar use and/or
insufficient knowledge of social behavioral and
communication norms (Brown, 1994)
SUMMARY:
Communicative competence is the ability to
understand and use correct and appropriate
language in authentic situations. It is more than
linguistic competence.
Communicative competence has four aspects:
1. Grammatical competence
2. Sociolinguistic competence
3. Discourse competence
4. Strategic competence
 LESSON 5: THE PRINCIPLES OF
LANGUAGE LEARNING

LEARNING OUTCOMES

Demonstrate understanding of the principles of

language learning
Cite an application and a violation of each principle
in language teaching
 INRTODUCTION

In this lesson you will dwell on

twelve overarching principles of
second language teaching. Connect
your teaching practice in the Many of a teacher’s choices
classroom with theory for research- spring from established
based language teaching. principles of language
teaching and learning

Brown’s principles of language

Learning are group into 3 domains
1. Cognitive
2. Linguistic
3. socioaffective
COGNITIVE STRATEGIES

1. Anticipation of reward – Learners are motivated to perform by the

thought of reward, tangible or intangible,
long or short term .

Remind For poorly motivated

students Encourage Infect them
students, external rewards
Provide of long students to with your
such as gold stars and
genuine term complimen enthusiasm
stickers or issuing certain
praise, rewards t and for language
privileges may spark some
encourageme in support learning
interest. Enable them to
nt and learning each other. make noticeable progress
complements the on difficult tasks.
target
language

What are the implications of these to language teaching?

2. Meaningful learning- Providing a realistic context to use language
is thought to lead to better long term retention,
as opposed to wrote learning.
Here are some classroom implications:
1. Make lessons meaningful by appealing to student’s interest, academic and career
goals.
2. Link new topic or concept to something the students know to make the topic
meaningful. This was cited in MTB- MLE.
3. Avoid the pitfalls of rote learning such as:
a) too much grammar explanation
b) too many abstract and memories
c) too much drilling and or memorization – thus the term “drill-to-kill”
d) activities whose purposes are not clear
e) activities that do not contribute to accomplishing the goals of the lesson, unit or
course
f) techniques that are so mechanical or tricky that students get centered on the
mechanics instead of the language or the meanings (Brown, 1994)
 3. AUTOMATICALLY- This is subconscious processing
of learning of fluency

Automaticity is the road for fluency.

Implication of this principle to the classroom (Brown, 2002)

1. Automaticity isn’t gained overnight. You have to be patient with your

students as you slowly help them to achieve fluency.
2. Don’t overwhelm your students with grammar. It can black pathways to
fluency.
2. A large proportion of your lessons are focused on the used of language in
genuine and natural context.
4. STRATEGIC INVESTMENT- Success in learning is dependent on
the time effort learners spend in mastering the language.

5. INTRINSIC MOTIVATION- The most potent learning “rewards”

to enhance performance are those that stem from the needs,
wants and desires within the learner (Brown, 1994).

STRATEGIC INVESTMENT INTRINSIC MOTIVATION

LINGUISTIC PRINCIPLES

1. NATIVE LANGUAGE EFFECT- A learner’s native language creates

both facilitating and interfering effects on learning.
(Brown, 1994) suggests some ways to counteract
the interfering language effects.

a) Acquaint the learner with the native language cause of the

error.
b) Helps your students understand that not everything about
their native language will cause error.
c) Coax students into thinking directly in target language and
not to resort to translation as they comprehend and produce
language.
2. COMMUNICATIVE COMPETENCE- Fluency and use are just
important as accuracy and usage.

For language teachers, this means:

1. give grammar attention but don’t neglect other components

of communicative competence (sociolinguistic, strategic,
discourse competence)
2. use language that students will actually encounter in real
world and provide genuine techniques for the actual
conveyance of information not just rote techniques.
3. INTERLANGUAGE- In second language learning, learners
manifest a systematic progression of acquisition of sounds
and words and structures and discourse features.
In the process of acquisition, learners need feedback
to eliminate logic errors and achieve competence.

NEGATIVE FEEDBACK POSITIVE FEEDBACK

 SOCIOAFFECTIVE DOMAIN
1. LANGUAGE- CULTURE CONNECTION
Learning a language also involves learning a complex system
of cultural customs, values and ways of thinking, feeling or
acting (Brown, 2000).
What are the implications of this Language teachers?
1. Discuss cultural differences emphasizing that no culture is better than another.
2. Consciously connect culture and language.
3. Include among your techniques certain activities or materials that illustrate
the connection between language and culture.
4. Don’t be culturally offensive in the class.
5. Use appropriate language depends on:
• Setting of the communication
• Topic
• Relationship among the people communicating
• Knowing what the taboos are
• What politeness indices are used
• What the politically correct term would be for something
• How a specific attitude is expressed
2. SELF- CONFIDENCE- This is self-esteem or “I can do it” principle.
“learners’ belief that they indeed are fully
capable of accomplishing a task is at least partially
a factor in their eventual success in attaining the
task” (Brown, 1994).

What should language teachers do?

1. Give ample verbal and non- verbal assurances to students.

2. Sequence techniques from easier to difficult to build
confidence.
3. RISK- TAKING- Students who are self confident take risk and
accomplish more. Experimenting with language slightly
‘beyond’ what is certain or known promotes language
develop and growth.

What can language teachers do to encourage both accuracy and

risk taking?

1) Carefully sequence techniques to ensure learner success.

2) Create an atmosphere in the classroom that encourages the
students to try out language, venture a response.
3) Provide reasonable challenges.
4) Return students’ risky attempts with positive affirmation.
LANGUAGE EGO- Alexander Guiora, a researcher in personality
variables in second language acquisition defines language
ego as “the identity a person develops in reference to the
language he or she speaks.” (Brown, 2007) notes that
“oneself- identity is inextricably bound up with one’s
language, for it is the communicative process… that such
identities are confirmed, shaped, and reshaped.”
What should the language teacher do?
1) Display supportive attitude to students
2) Considering learners’ language ego states know who to call on;
who to us volunteer information; when to correct a students’
speech error; who to place in small groups or pairs and how
‘tough’ you can be to a student.
 LESSON 6: Approaches, Methods and Activities in
Language Teaching

LEARNING OUTCOMES

• Trace the methodical history of language

teaching
• Develop an electric method of language teaching
 INTRODUCTION
History of the Methods of
Language teaching
 The methodological history of language teaching is
described as ‘changing winds and shifting sands’.

 The first method cited in the history of language

teaching is the classical method which become
known later as the grammar translation method.
 GOUIN AND BERLITZ-THE DIRECT METHOD
FRANCOIS GOUIN- French teacher of
Latin
 He created Series Method,
method that taught learners
directly a “series” of connected
sentences that are easy to
understand.
CHARLES BERLITZ- Popular German,
founder of Direct Method
 Second language learning is similar to
first language learning.
 Emphasis on:
1) Oral interaction; 2)spontaneous use of
language; 3)no translation; 4) little if any
analysis of grammatical rules and
structures.
 AUDIOLINGUAL METHOD
Audiolingual Method- known as the Army Method, because it was
the method used to teach the American army to become orally
proficient in the languages of their allies and enemies alike at the
outbreak of World War II was also introduced.
DESIGNER METHODS, 1970
Designer Methods, 1970- gave attention to the
deep “structure” of language and on the affective
and interpersonal nature of learning. As a result,
new methods were proposed, which attempted a
capitalize on the importance of psychological
factors in language learning. David Nunan, 1989-
97) referred to these methods as “designer”
methods, on the grounds that they took a “one-
size-fits-all” approach. These are Community
Language Learning, Suggestopedia, the Silent
Way, Total Physical Response, the Natural
Approach.
THE LANGUAGUAGE TEACHING METHODS
1. GRAMMAR TRANSLATION METHOD (first known as Classical
Method)- The characteristic are:

a) Classes are taught in the mother tongue with little active use of
the target language.
b) Much vocabulary is taught in the form of lists of isolated words.
c) Long elaborate explanations of the intricacies of grammar are
given.
d) Grammar provides the rules for putting words together and
instruction often focuses on the form and infection of words.
e) Reading of difficult classical texts is begun early.
f) Little attention is paid to the content of texts which are treated
as exercises in grammatical analysis.
g) Often the only drills are exercises in translating disconnected
sentences from the target language into the mother tongue.
2. THE DIRECT METHOD- This is premised on the principle that second
language learning should be more like first language learning.

Characteristic of Direct Method:

a) Classroom instruction was conducted exclusively in the target
language.
b) Only everyday vocabulary and sentences were taught.
c) oral communication were built up in a carefully traded progression
organized around question-and-answer exchanges between teachers
and students in small, intensive class.
d) Grammar was taught inductively.
e) New teaching points were taught through modelling and practice.
f) Concrete vocabulary was taught through demonstration, objects and
pictures.
g) Both speech and listening was taught.
h) correct pronunciation and grammar were emphasized.
3. THE AUDIOLINGUAL METHOD (ALM)- It is based on behavioristic theory
that advocated conditioning and habit- formation models of learning that
were perfectly in keeping with mimicry drills and pattern practices of
audiolingual method.

Characteristic of ALM:
a) New materials is presented in dialog form.
b) There is dependence in mimicry, memorization of set phrases and
overlearning.
c) Structures are sequenced by means of contrastive analysis and taught
at one time.
d) Structural patterns are taught using repetitive drills.
e) There is little or no grammatical explanation.
f) Vocabulary is strictly limited and learned in context.
Characteristic of ALM:
g) There is much use of tapes, language labs, and visual aids.
h) Great importance is attached to pronunciation.
i) Very little use of the mother tongue by teachers is permitted.
j) Successful responses are immediately reinforced.
k) There is great effort to get students to produce error-free
utterances.

FAILURE OF ALM
Ii didn’t teach long-term communicative proficiency. Its popularity
waned. Language was not really learned through a process of habit
formation and overlearning.
THE “DESIGNER “ METHODS- products of multidisciplinary researches after ALM waned

a) COMMUNITY LANGUAGE LEARNING (CCL)- This is an effective-method. This reflect Carl

Rogers’ view of education in which learners in a classroom are regarded as a “group” rather
than a “class” in need of certain therapy and counselling.
b) SUGGESTOPEDIA- This grew from Bulgarian psychologist Goergi Lozanov’s that the human
brain could process great quantities of material if simply given the right conditions of
learning, among which are a state of relaxation and giving over of control to the teacher.
It is called suggestopedia because in this method, students become ‘suggestible’ because
they are encouraged to be as a ‘childlike’ as possible, sometimes assuming the roles (and
names) of native speakers of target language, yielding all authority to the center.

CARL ROGERS GEORGI LOZANOVS

4. THE DESIGNERS METHOD

C) THE SILENT WAY- this method capitalized on discovery learning. it is based

on the learning theories.
Learning is facilitated:
a) if the learner discovers or creates rather than remembers and
repeats what is to be learned.
b) by accompanying physical objects
c) by problem solving involving the material to be learned ( Richards
and Rodgers, 1986)

D) TOTAL PHYSICAL RESPONSE- This is anchored on the “trace theory” of

learning which claims that memory is increased if it is stimulated or
“traced” through association with physical activity. This method
demands listening and acting. The teacher is the ‘director’ and the
students are the ‘actors’ (Asher, 1977)
5. THE NATURAL METHOD- In this method it is believed that
learners would be benefited if production is delayed until
speech emerges. The learners should be relaxed as possible
in the classroom and a great deal of communication and
‘acquisition’ should takes place as opposed to analysis.

This method involves 3 stages:

a) The reproduction stage- the development of listening
comprehension skills;
b) Early production stage- is usually marked with errors as students
struggle with the language;
c) Extending production into longer stretches of discourse involving
more complex games, role- plays, open- ended dialogs,
discussions and extended small work.
6. COMMUNICATIVE LANGUAGE TEACHING (CLT)- The primary goal of CLT is for
students to acquire proficiency through pragmatic uses of the target language
in speaking, reading and writing.

Five features of CLT:

1) an emphasis on learning to communicate through interaction in the target
language;
2) The introduction of authentic texts into the learning situation;
3) The provision of opportunities for learners to focus, not only on language, but
also in the learning process itself;
4) An enhancement of the learner’s own personal experiences as important
contributing elements to classroom learning; and
5) An attempt to link classroom language learning with language activation outside
the classroom (David Nunan, 1991)

Principles related to CLT :

1) Learner- centered teaching, 2) Cooperative learning, 3) Interactive learning
4) Whole language education, 5) Content-centered education, 6) Task-based learning
 PRINCIPLES RELATED TO COMMUNICATIVE LANGUAGE TEACHING

1) LEARNER- CENTERED TEACHING- The learner is the center of

teaching in the contrast to the teacher as center of teaching.
Learner- centered teaching makes use of:

a) Techniques that focus on learners’ needs, goals, and styles

b) Techniques that give some control to the students
c) Techniques that allow for student creativity and innovation
d) Techniques that enhance student’s sense of competence and
selfworth (Brown, 1994)
2) COOPERATIVE LEARNING- Language teaching and learning
emphasize collaborative efforts of students and teacher working
together to pursue goals and objectives.
3) INTERACTIVE LEARNING- Communication is essentially interactive in nature and so
necessarily, Language classes must be highly interactive. Most likely to be
found in interactive language classes are:

a) Doing a significant amount of pair work and group work

b) Receiving authentic language in real world contexts
c) Producing language for genuine, meaningful communication
d) Performing classroom tasks that prepare them for actual language use out there
e) Practicing oral communication through the give and take and spontaneity of
actual conversations
f) Writing to and for real audiences, not contrived ones
4) WHOLE LANGUAGE EDUCATION- This emphasizes:

a) The wholeness of language as opposed to views that fragmental

language into phonemes, graphemes, morphemes and words;
b) The interaction and interconnections among the macroskills
listening, speaking, reading and writing; and
c) The importance of the written code as natural and
developmental, just like the oral code.
5. CONTENT- CENTERED EDUCATION- It is the study of language and
subject matter at the same time with the form and sequence of
language presenting depending on content material. This is the
contrast of teaching language skills in isolation from content or
subject matter.

6) TASK- BASED LEARNING- Learning is focused on tasks. The

learning process is a set of communicative tasks the completion of
which leads to the realization of learning goals such as
communicative competence.
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