Scribd Logo
Upload

Welcome to Scribd!

    • 217 views

    Tema 2 de - Ingles PDF

    Uploaded by

    vanesa_duque_3
    This document discusses communication in the English as a foreign language (EFL) classroom. It begins by defining communication and exploring verbal and non-verbal forms of communication. It then examines the components of communicative competence, including grammatical, sociolinguistic, discourse, strategic, and sociocultural competence. Finally, it discusses strategies for verbal and non-verbal communication in the EFL classroom, including body language, paralanguage, the role of non-verbal communication, and the Total Physical Response method of teaching.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Tema 2 de - Ingles PDF

    Uploaded by

    vanesa_duque_3
    217 views7 pages
    This document discusses communication in the English as a foreign language (EFL) classroom. It begins by defining communication and exploring verbal and non-verbal forms of communication. It then examines the components of communicative competence, including grammatical, sociolinguistic, discourse, strategic, and sociocultural competence. Finally, it discusses strategies for verbal and non-verbal communication in the EFL classroom, including body language, paralanguage, the role of non-verbal communication, and the Total Physical Response method of teaching.

    Original Title

    Tema 2 de_Ingles.pdf

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses communication in the English as a foreign language (EFL) classroom. It begins by defining communication and exploring verbal and non-verbal forms of communication. It then examines the components of communicative competence, including grammatical, sociolinguistic, discourse, strategic, and sociocultural competence. Finally, it discusses strategies for verbal and non-verbal communication in the EFL classroom, including body language, paralanguage, the role of non-verbal communication, and the Total Physical Response method of teaching.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    217 views7 pages

    Tema 2 de - Ingles PDF

    Uploaded by

    vanesa_duque_3
    This document discusses communication in the English as a foreign language (EFL) classroom. It begins by defining communication and exploring verbal and non-verbal forms of communication. It then examines the components of communicative competence, including grammatical, sociolinguistic, discourse, strategic, and sociocultural competence. Finally, it discusses strategies for verbal and non-verbal communication in the EFL classroom, including body language, paralanguage, the role of non-verbal communication, and the Total Physical Response method of teaching.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 7

    INGLS

    TEMA 2
    LA COMUNICACIN EN LA CLASE DE LENGUA
    EXTRANJERA. COMUNICACIN VERBAL Y NO
    VERBAL. ESTRATEGIAS EXTRALINGSTICAS:
    REACCIONES NO VERBALES A MENSAJES EN
    DIFERENTES CONTEXTOS

    EQUIPO DOCENTE

    TEMARIO ESPECFICO - TEMA DEMO

    1. INTRODUCTION
    2. COMMUNICATION
    2.1. Types of Communication
    2.2 Introduction to Semiotics

    3. COMMUNICATION IN THE E.F.L. CLASSROOM

    3.1. Components of communicative competence


    3.1.1.Grammatical competence
    3.1.2 Sociolinguistic competence
    3.1.3. Discourse competence
    3.1.4. Strategic competence
    3.1.5. Sociocultural competence

    4. VERBAL AND NON-VERBAL COMMUNICATION

    4.1. Body language


    4.2. Paralanguage .
    4.3. The role of non-verbal communication
    4.4. Extralinguistic Strategies: non-verbal reactions to messages in different
    contexts.
    4.5. Total Physical Response
    4.5.1.Theory of language
    4.5.2. Theory of learning
    4 5 3 A Total Physical Response based curriculum
    4.5.3.1. Objectives
    4.5.3.2. Syllabus :.
    4.5.3.3. Types of teaching and learning activities
    4.5.4. The teachers role
    4.5.5 The students Role

    5. - BIBLIOGRAPHY

    INGLS - PRIMARIA

    EQUIPO DOCENTE

    TEMARIO ESPECFICO - TEMA DEMO

    1. INTRODUCTION.

    Among the multiple aspects that make up the current legacy of the Communicative
    Approach to TEFL (Teaching English as a Foreign Language), we can undoubtedly
    highlight the progressive agreement on the idea that people learn a language to use it
    and to add to their lives a new form of representation of reality. During the last two
    decades, the popularity of the term communicative competence has grown among
    teachers, researchers and linguists, although there has not been any real unanimity
    either

    in

    the

    conceptualisation

    or

    in

    the

    application

    of

    the

    theory.

    The most restrictive perspective of communicative competence and its development in


    the foreign language curriculum continues to cling to a linguistic view of its contents
    that, apart from the methodological aspects, differs in few things from the traditional
    views postulated by grammar supporters. A more holistic and pertinent view is
    defended in the current Educational System, although it is true that it has not been
    totally assimilated in our schools due to different reasons. At the present time, the
    capacity to communicate plays a very important role in the educational programs in most
    of the countries in Europe.

    2. COMMUNICATION

    INGLS - PRIMARIA

    EQUIPO DOCENTE

    TEMARIO ESPECFICO - TEMA DEMO

    In the development of this theme, we will try to define communication in the


    foreign language class. Therefore, we should previously establish the theoretical bases of
    what is called communication . The English theorist Ivan Armstrong Richards first defined
    communication in the following way:

    Communication takes place when a mind acts upon its environment so that another
    mind is influenced, and in that other mind an experience occurs which is similar to the
    experience in the first mind, and is partly caused by that experience.

    By the first quarter of the last century, there was a growing interest in new communication
    technologies which led many specialists to attempt to isolate communication as the
    objective of their own interests. However, it was not until the 1960s when Marshall
    McLuhans theory The medium is the message? appeared. This author associated many
    contemporary psychological and sociological phenomena with the media employed in modern
    culture. McLuhan stimulated a great number of film-makers, advertisers, photographers,
    and other communication professionals, who argued that contemporary society has drifted
    from a print culture to a visual one.

    Recently the main focus of interest in communication seems to be moving away from
    McLuhans theories and to be centring upon

    mass communication industries

    the perception of different kinds of communication.

    INGLS - PRIMARIA

    EQUIPO DOCENTE

    TEMARIO ESPECFICO - TEMA DEMO

    the dynamic of verbal and non-verbal communication

    the use of technological means for artistic and social purposes, including the field
    of education

    According to Breen and Candlin (The Essentials of a Communicative Curriculum in

    Language Teaching, 198O, Morrow (Techniques of Evaluation for the Notional Syllabus,
    1.977), and Widdowson (Teaching Language as Communication) we can define communication
    as:

    The exchange and negotiation of information between two or more individuals through the
    use of verbal and non-verbal symbols, oral or written, by means of production and
    comprehension processes and such information is constantly changing and qualified by such
    features as further information, context, choice of language forms, non-verbal behaviour,
    etc

    2.1. Types of Communication

    If we consider communication as the exchange of meanings among individuals through a


    common system of symbols, can conclude that humans are able to master a great quantity
    of communication techniques such as the emission of sounds or the use of their bodies to
    make gestures and to transmit information by means of facial expressions, etc

    2.2 Introduction to Semiotics.

    Semiotics is the science that studies the structure of all the possible systems of
    signs and of the role that they play in the way in which we create and perceive meanings.

    INGLS - PRIMARIA

    EQUIPO DOCENTE

    TEMARIO ESPECFICO - TEMA DEMO

    That is to say, it deals with communication in all its modalities (hearing, sight, touch, smell
    and taste) and in all its contexts(dance, cinema, politics, food, clothes, etc).
    22.1

    Classification

    of

    languages

    according

    to

    semiotics.

    a) Auditory-vocal:

    Primary: speech
    Physiological vocal reflexes (e.g. coughing).
    Musical effects (cg. whistling).
    Paralanguage (parallel language, e.g. whispering).
    b) Visual
    Primary sign language for deaf-mutes (non verbal communication).
    Written codes including light codes such as Morse code and traffic-lights)
    c)
    Tactile
    (their
    linguistic
    function
    is
    quite
    limited):.
    Primary: the languages for deaf/blind people.
    Secret codes.
    d) Olfactory
    e) Gustatory

    INGLS - PRIMARIA

    EQUIPO DOCENTE

    TEMARIO ESPECFICO - TEMA DEMO

    HASTA AQU TE OFRECEMOS ESTA DEMOSTRACIN.


    EN LA PLATAFORMA DE FORMACIN VIRTUAL DIDACTA21
    PUEDES VER LOS TEMAS COMPLETOS

    TEMA de DEMOSTRACIN
    1.- REDACCIN AMENA, PARA
    FACILITAR TANTO EL ESTUDIO
    DEL OPOSITOR/A COMO LA
    POSTERIOR LECTURA POR PARTE
    DEL TRIBUNAL, EN LA
    CORRECCIN.
    LA REDACCIN DE NUESTROS
    TEMAS SE CARACTERIZA POR:

    2.- EN LA ELABORACIN DE LOS


    TEMAS, SE COMBINAN DE FORMA
    EQUILIBRADA, DOS
    PRIORIDADES: FUNDAMENTACIN
    LEGISLATIVA (adaptada a la
    normativa de cada Comunidad
    Autnoma) y FUNDAMENTACIN
    CIENTFICA con citas de autores
    ms representativos en cada uno
    de los apartados del tema.

    En DIDACTA21 somos especialistas en preparar oposiciones ON-LINE para el


    acceso a la funcin pblica docente en toda Espaa.
    Contamos con una plataforma que permite un sistema exclusivo de
    preparacin que garantiza tu asesoramiento continuo a travs de Internet.
    Un Equipo de
    OPOSICIONES.

    Preparadores/as

    trabajamos

    para

    tu

    XITO

    en

    las

    Nuestro sistema te garantiza la formacin ms completa con una preparacin


    amplia y variada, as como el entrenamiento especfico para cada una de las
    pruebas a las que te enfrentes.

    SALUDOS del Equipo: DIDACTA21

    INGLS - PRIMARIA

    You might also like