COMMUNICATIVE COMPETENCE

Language teaching is based on the idea that the goal of language acquisition is
communicative competence: the ability to use the language correctly and appropriately to
accomplish communication goals. The desired outcome of the language learning process
is the ability to communicate competently, not the ability to use the language exactly as a
native speaker does.

Communicative competence is made up of four competence areas: linguistic, sociolinguistic,

discourse, and strategic.

1. Linguistic competence is knowing how to use the grammar, syntax, and vocabulary
of a language. Linguistic competence asks: What words do I use? How do I put them
into phrases and sentences?
2. Sociolinguistic competence is knowing how to use and respond to language
appropriately, given the setting, the topic, and the relationships among the people
communicating. Sociolinguistic competence asks: Which words and phrases fit this
setting and this topic? How can I express a specific attitude (courtesy, authority,
friendliness, respect) when I need to? How do I know what attitude another person is
expressing?
3. Discourse competence is knowing how to interpret the larger context and how to
construct longer stretches of language so that the parts make up a coherent whole.
Discourse competence asks: How are words, phrases and sentences put together to
create conversations, speeches, email messages, newspaper articles?
4. Strategic competence is knowing how to recognize and repair communication
breakdowns, how to work around gaps in ones knowledge of the language, and how
to learn more about the language and in the context. Strategic competence asks: How
do I know when Ive misunderstood or when someone has misunderstood me? What
do I say then? How can I express my ideas if I dont know the name of something or
the right verb form to use?

In the early stages of language learning, instructors and students may want to keep in mind the
goal of communicative efficiency: That learners should be able to make themselves
understood, using their current proficiency to the fullest. They should try to avoid confusion
in the message (due to faulty pronunciation, grammar, or vocabulary); to avoid offending
communication partners (due to socially inappropriate style); and to use strategies for
recognizing and managing communication breakdowns.

II.STUDENT/LEARNER CENTERED MODEL

Experienced language instructors who reflect on their teaching practice have observed that the
teacher-centered model has two major drawbacks: it involves only a minority of students in
actual language learning and it gives students knowledge about the language, but does not
necessarily enable them to use it for purposes that interest them.To overcome these
drawbacks, language teaching professionals in the United States and elsewhere have adopted
a different model of teaching and learning.
Newer model: Language learning is a process of discovery. Learner develops ability to
use the language for specific communication purposes. Teacher models language use and
facilitates students' development of language skills.

In this learner-centered model, both student and teacher are active participants who share
responsibility for the student's learning. Instructor and students work together to identify how
students expect to use the language. The instructor models correct and appropriate language
use, and students then use the language themselves in practice activities that simulate real
communication situations. The active, joint engagement of students and teacher leads to a
dynamic classroom environment in which teaching and learning become rewarding and
enjoyable.

Language instructors who have never experienced learner-centered instruction can find it
daunting in several ways.It requires more preparation time: Instructors must consider students'
language learning goals, identify classroom activities that will connect those with the material
presented in the textbook, and find appropriate real-world materials to accompany them It is
mysterious: It's not clear what, exactly, an instructor does to make a classroom learner
centered.It feels like it isn't going to work: When students first are invited to participate
actively, they may be slow to get started as they assess the tasks and figure out classroom
dynamics. It feels chaotic: Once student start working in small groups, the classroom becomes
noisy and the instructor must be comfortable with the idea that students may make mistakes
that are not heard and corrected It sounds like a bad idea: The phrase "learner centered" makes
it sound as though the instructor is not in control of the classroom.This final point is an
important one. In fact, in an effective learner-centered classroom, the instructor has planned
the content of all activities, has set time limits on them, and has set them in the context of
instructor-modeled language use. The instructor is not always the center of attention, but is
still in control of students' learning activities.

III.Guidelines for Communicative, Learner-centered Instruction

These guidelines will help you make communicative language teaching and learner-centered
instruction part of your own instructional approach.

Provide appropriate input

Use language in authentic ways
Provide context
Design activities with a purpose
Use task-based activities
Encourage collaboration
Use an integrated approach
Address grammar consciously
Adjust feedback/error correction to the situation
Include awareness of cultural aspects of language use
 1. Provide Appropriate Input. Input is the language to which students are exposed:
teacher talk, listening activities, reading passages, and the language heard and read
outside of class. Input gives learners the material they need to develop their ability to
use the language on their own.Language input has two forms: finely tuned input and
roughly tuned input.

Finely tuned input is matched to learners current comprehension level and connected to what
they already know; focuses on conscious learning of a specific point: the pronunciation of a
word, the contrast in the uses of two verb tenses, new vocabulary, useful social formulas; is
controlled by the instructor or textbook author;is used in the presentation stage of a lesson

Roughly tuned input is more complex than learners current proficiency and stretches the
boundaries of their current knowledge; focuses on authentic use of language in listening or
reading passages; is used as is, with minimal alteration by the instructor or textbook author
and is used in the activity stage of the lesson. Roughly tuned input challenges student to use
listening and reading strategies to aid comprehension. When selecting authentic materials for
use as roughly tuned input, look for listening and reading selections that are one level of
proficiency higher than students current level. This will ensure that students will be
challenged by the material without being overwhelmed by its difficulty.

2. Use Language in Authentic Ways

In order to learn a language, instead of merely learning about it, students need as much as
possible to hear and read the language as native speakers use it. Instructors can make this
happen in two ways.

Teacher talk: Always try to use the language as naturally as possible when you are talking to
students. Slowing down may seem to make the message more comprehensible, but it also
distorts the subtle shifts in pronunciation that occur in naturally paced speech.Speak at a
normal rate.Use vocabulary and sentence structures with which students are familiar.State the
same idea in different ways to aid comprehension.

Materials: Give students authentic reading material from newspapers, magazines, and other
print sources. To make them accessible, review them carefully to ensure that the reading level
is appropriate, introduce relevant vocabulary and grammatical structures in advance, provide
context by describing the content and typical formats for the type of material (for example,
arrival and departure times for travel schedules).

Advertisements, travel brochures, packaging, and street signs contain short statements that
students at lower levels can manage. The World Wide Web is a rich resource for authentic
materials. Reading authentic materials motivates students at all levels because it gives them
the sense that they really are able to use the language.

3. Provide Context
Context includes knowledge of: the topic or content, the vocabulary and language structures
in which the content is usually presented and the social and cultural expectations associated
with the content

To help students have an authentic experience of understanding and using language, prepare
them by raising their awareness of the context in which it occurs.Ask them what they know
about the topic. Ask what they can predict from the title or heading of a reading selection or
the opening line of a listening selection. Review the vocabulary (including idiomatic
expressions) and sentence structures that are usually found in that type of material.Review
relevant social and cultural expectations.

4. Design Activities with a Purpose

Ordinarily, communication has a purpose: to convey information. Activities in the language

classroom simulate communication outside the classroom when they are structured with such
a purpose. In these classroom activities, students use the language to fill an information gap
by getting answers or expanding a partial understanding. For example, students work in pairs,
and each is given half of a map, grid, or list needed to complete a task. The pair then talk to
each other until they both have all the information.

5. Use Task-based Activities

Fluent speakers use language to perform tasks such as solving problems, developing plans,
and working together to complete projects. The use of similar task-based activities in the
classroom is an excellent way to encourage students to use the language. Tasks may involve
solving a word problem, creating a crossword puzzle, making a video, preparing a
presentation, or drawing up a plan.

6. Encourage Collaboration

Whenever possible, ask students to work in pairs or small groups. Give students structure in
the form of a defined task and outcome. This structure will allow students to collaborate as
they develop a work plan, discuss the substance of the task, and report the outcome. They will
thus use language in a variety of ways and learn from each other.

Effective collaborative activities have three characteristics:

Communication gap: Each student has relevant information that the others dont have
Task orientation: Activity has a defined outcome, such as solving a problem or
drawing a map
Time limit: Students have a preset amount of time to complete the task

7. Use an Integrated Approach

Integration has two forms. Mode integration is the combination of listening, speaking,
reading, and writing in classroom activities. By asking students to use two or more modes,
instructors create activities that imitate real world language use.

Content integration is bringing content from students fields of study into the language
curriculum. Students often find it instructive to read, discuss, and write about material whose
content they already know, because their knowledge of the topic helps them understand and
use the language. They are able to scaffold: to build on existing knowledge as they increase
their language proficiency. For students who plan to study and/or work in a field that will
require them to use the language they are learning, integration of content can be a powerful
motivator.

8. Address Grammar Consciously

Students usually need and appreciate direct instruction in points of grammar that are related to
classroom activities. These students often have knowledge of the rules associated with
standard use of their native language (metalinguistic knowledge) and can benefit from
development of similar knowledge in the target language and discussion of similarities and
differences.

Discuss points of grammar in the contexts where they arise. Asking students to think through
a rule in the context of an effort to express themselves clearly is a more effective way of
helping them internalize the rule than teaching the rule in isolation.

Two types of grammar rules to address when using authentic materials:

Prescriptive rules: State how the language should or must be used; define what is
correct. These are the rules that are taught in language textbooks.

Descriptive rules: State how the language is actually used by fluent speakers. The degree to
which descriptive rules differ from prescriptive rules depends on the setting (casual/formal
use of language), the topic, and the backgrounds of the speakers.

9. Adjust Feedback/Error Correction to Situation

In the parts of a lesson that focus on form (see Planning a Lesson), direct and immediate
feedback is needed and expected. Encourage students to self-correct by waiting after they
have spoken or by asking them to try again.

Feedback techniques:

Paraphrase a student's utterances, modeling the correct forms

Ask students to clarify their utterances, providing paraphrases of their own

Avoid feeding students the correct forms every time. Gradually teaching them to depend less
on you and more on themselves is what language teaching is all about.
In the parts of a lesson that focus on communication activities (see Planning a Lesson), the
flow of talk should not be interrupted by the teacher's corrections. When students address you,
react to the content of their utterances, not just the form. Your response is a useful
comprehension check for students, and on the affective level it shows that you are listening to
what they say. Make note of recurring errors you hear so that you can address them with the
whole group in the feedback session later (see Planning a Lesson).

10. Include Awareness of Cultural Aspects of Language Use

Languages are cognitive systems, but they also express ideas and transmit cultural values.
When you are discussing language use with your students, it is important to include
information on the social, cultural, and historical context that certain language forms carry for
native speakers. Often these explanations include reference to what a native speaker would
say, and why.

Culture is expressed and transmitted through magazines and newspapers, radio and television
programs, movies, and the internet. Using media as authentic materials in the classroom can
expand students perspectives and generate interesting discussions about the relationships
between language and culture.

IV PLANNING A LESSON

A. Set Lesson Goals

Lesson goals are most usefully stated in terms of what students will have done or
accomplished at the end of the lesson. Stating goals in this way allows both teacher and
learners to know when the goals have been reached.

To set lesson goals:

1. Identify a topic for the lesson. The topic is not a goal, but it will help you develop your
goals. The topic may be determined largely by your curriculum and textbook, and may be part
of a larger thematic unit such as Travel or Leisure Activities. If you have some flexibility in
choice of topic, consider your students interests and the availability of authentic materials at
the appropriate level.

2. Identify specific linguistic content, such as vocabulary and points of grammar or language
use, to be introduced or reviewed. These are usually prescribed by the course textbook or
course curriculum. If they are not, select points that are connected in some significant way
with the topic of the lesson.

3. Identify specific communication tasks to be completed by students. To be authentic, the

tasks should allow, but not require, students to use the vocabulary, grammar, and strategies
presented in the lesson. The focus of the tasks should be topical, not grammatical. This means
that it may be possible for some students to complete the task without using either the
grammar point or the strategy presented in the first part of the lesson.
4. Identify specific learning strategies to be introduced or reviewed in connection with the
lesson.

5. Create goal statements for the linguistic content, communication tasks, and learning
strategies that state what you will do and what students will do during the lesson.

B. STRUCTURE OF THE LESSON

Structure the Lesson

A language lesson should include a variety of activities that combine different types of
language input and output. Learners at all proficiency levels benefit from such variety;
research has shown that it is more motivating and is more likely to result in effective language
learning.

An effective lesson has five parts: Preparation&Presentation& Practice&Evaluation

&Expansion.The five parts of a lesson may all take place in one class session or may extend
over multiple sessions, depending on the nature of the topic and the activities.

The lesson plan should outline who will do what in each part of the lesson. The time allotted
for preparation, presentation, and evaluation activities should be no more than 8-10 minutes
each. Communication practice activities may run a little longer.

1. Preparation

As the class begins, give students a broad outline of the days goals and activities so they
know what to expect. Help them focus by eliciting their existing knowledge of the days
topics. Use discussion or homework review to elicit knowledge related to the grammar and
language use points to be covered.Use comparison with the native language to elicit strategies
that students may already be using. Use discussion of what students do and/or like to do to
elicit their knowledge of the topic they will address in communication activities

2. Presentation/Modeling

Move from preparation into presentation of the linguistic and topical content of the lesson and
relevant learning strategies. Present the strategy first if it will help students absorb the lesson
content.Presentation provides the language input that gives students the foundation for their
knowledge of the language. Input comes from the instructor and from course textbooks.
Language textbooks designed for students in U.S. universities usually provide input only in
the form of examples; explanations and instructions are written in English. To increase the
amount of input that students receive in the target language, instructors should use it as much
as possible for all classroom communication purposes.
An important part of the presentation is structured output, in which students practice the form
that the instructor has presented. In structured output, accuracy of performance is important.
Structured output is designed to make learners comfortable producing specific language items
recently introduced.Structured output is a type of communication that is found only in
language classrooms. Because production is limited to preselected items, structured output is
not truly communicative.

3. Practice

In this part of the lesson, the focus shifts from the instructor as presenter to the students as
completers of a designated task. Students work in pairs or small groups on a topic-based task
with a specific outcome. Completion of the task may require the bridging of an information
gap (see Teaching Goals & Methods for more on information gap). The instructor observes
the groups an acts as a resource when students have questions that they cannot resolve
themselves.

In their work together, students move from structured output to communicative output, in
which the main purpose is to complete the communication task. Language becomes a tool,
rather than an end in itself. Learners have to use any or all of the language that they know
along with varied communication strategies. The criterion of success is whether the learner
gets the message across. Accuracy is not a consideration unless the lack of it interferes with
the message.Activities for the practice segment of the lesson may come from a textbook or be
designed by the instructor.

4. Evaluation

When all students have completed the communication practice task, reconvene the class as a
group to recap the lesson. Ask students to give examples of how they used the linguistic
content and learning or communication strategies to carry out the communication
task.Evaluation is useful for four reasons: it reinforces the material that was presented earlier
in the lesson, provides an opportunity for students to raise questions of usage and style,
enables the instructor to monitor individual student comprehension and learning and provides
closure to the lesson.

5. Expansion

Expansion activities allow students to apply the knowledge they have gained in the classroom
to situations outside it. Expansion activities include out-of-class observation assignments, in
which the instructor asks students to find examples of something or to use a strategy and then
report back.