Коммуникативная компетенция

Костанайский государственный педагогический институт

Факультет иностранных языков

Кафедра иностранных языков

Пак Виктория Руслановна

Communicative competence

Курсовая работа

Научный руководитель

Кудрицкая М.И.,

кандидат педагогических наук, зав.кафедрой иностранных языков

Костанай, 2014г.

CONTENT

Introduction 3

1THE MAIN FEATURES OF COMMUNICATIVE COMPETENCE 5

1.1 Communicative competence and its aspects 5

1.1.1 The role of communicative competence in L2 learning 9

1.2 Language functions and discourse analysis 10

1.3 Sociocultural factors 14

1.3.1 From stereotypes to generalization 15

1.3.2 Attitudes 16

1.3.3 Second culture acquisition 16

1.3.4 Social distance 18

1.3.5 Culture in the classroom 20

1.3.6 Language policy and politics 22

1.4 Cross-linguistic Influence and Language Learner 23

1.4.1 The contrastive analysis hypothesis 24

1.4.2 From the CAH to CLI (cross-linguistic influence) 26

1.4.3 Language Learner 27

2 CLASSIFICATION OF COMMUNICATIVE ACTIVITIES FOR BUILDING COMMUNICATIVE COMPETENCE 30

2.1 Principles of communicative competence activities 30

2.2 Approbation plan 35

Conclusion 41

References 43

APPENDIX. 45

Introduction

It has been well over three decades since communicative approach to language teaching first appeared in print in the field of second language acquisition (SLA). In various types of language institutions including universities and colleges, language teachers and curriculum researchers have implemented communication - oriented teaching syllabi to seek for more effective ways for improving students’ communication skills to replace the traditional, grammar - oriented approach of the past.

Relevance of this work: According to Vesna Bagarić: “There is a high level of agreement among theoreticians today on the basic content of the definition of communicative competence. However, it has been often pointed out in the literature on language testing that before undertaking research on communicative competence it is essential to examine and clearly determine the construct of communicative competence, namely, to formulate a definition which will enable a simple operationalization of that construct.”

Communicative Language Teaching (CLT) approach is challenging to adopt in their classroom, for the current model of communicative competence, which is viewed as the basis of CLT, has been developed on native - speaker norms that are different socioculturally and educationally from native speakers’. There has been much confusion regarding what CLT actually requires teachers to do in their communicatively functional syllabus according to Doughlas Brown. There is no doubt, however, that, in learning an L2, it is necessary for students to acquire, in addition to phonological and lexico - grammatical knowledge, ways to communicate with others using their target language.

The object of this course paper is pedagogical process of communicative education of L2 learners.

The subject is the realization of communicative competence as one of FLTL approaches.

The main goal is to define the most effective methods of communicative competence for L2 learners.

The hypothesis of this work is to use various methods and ways of communicative competence formation and development.

The objectives of this course paper:

1. to study and analyze the theoretical material about studied problem.

2. to discover the essence and provide the meaningful characteristic of the term “Communicative Competence”.

3. to realize the most effective methods of communicative competence formation and development.

Research methods:

1. the comparative analysis of theoretical material;

2. research of methodological developments;

3. approbation of the researches.

Sphere of practical usage: in various types of language institutions.

The structure of the research has experimental character; the developments can be used by foreign language teachers.

1THE MAIN FEATURES OF COMMUNICATIVE COMPETENCE

1.1 Communicative competence and its aspects

“Language is the most massive and inclusive art we know, a mountainous and anonymous work of unconscious generations.” - Edward Sapir. Language may refer either to the specifically human capacity for acquiring and using complex systems of communication, or to a specific instance of such a system of complex communication.

When linguists and language specialists sought to improve the quality of language teaching in the late nineteenth century, they often did so by referring to general principles and theories concerning how languages are learned, how knowledge of language is represented