Communicative competence: A pedagogically motivated model with content specifications

Article # 4 presents the viewpoint of Celce-Murcia Doryei Thurrell about communicative competence means. We give a brief meaning of what is competence and we see through time has evolved several theorists with diverse views on what they define as communicative competence

In first place we found the Chomsky’ approach where said that competence is essentially linguistic and needed the participation of an individual who must know all the elements of language systems. The speaker-listener is defined by Chomsky like the person who has the ability to produce and identify if the linguistic forms is well structured. For Chomsky's goal is that the speaker-listener has the ability to produce and understand sentences in their language, use correctly their competence and act appropriately making use of it. The Chomsky’s concept about communicative competence is a limited which focuses on knowledge of grammatical rules and not the use of language. Knowing of the limitation brought the concept of pragmatic competence (knowledge of the conditions and way of appropriate use, according to various purposes).

On the other hand Hymes indicates to us that communicative competence is achieved when the individual is a real speaker-listener whose linguistic knowledge is modified by the social environment. For Hymes's communicative competence which enables individuals to combine and interpret the message and negotiate meanings in interpersonal relationships within specific contexts, therefore, by learning a language learn to live in linguistically society.

Canale and Swain's defined as the fundamental systems of domain knowledge (vocabulary, grammar, etc.) and skills necessary for communication. Canale and Swain the fall into the following sub-skills communicative competence:

grammatical competence, mastery of linguistic code.
sociolinguistic competence, recognition of linguistic situations, depending on environmental or social factors.
discourse competence, ability to combine language structures to different types of texts.
strategic competence-offset interruptions that may occur in communication due to insufficient competition or make the effectiveness of communication.

The CMDT’ method is refining. Here we see a refined model from the perspective of second language acquisition. This model will consist of the following components: linguistic competence, sociolinguistic competence, actional competence, discourse competence and strategic competence.

CMDT defines linguistic competence as knowledge of basic lexical items, rules of morphology, syntax, sentences grammar and morphology. The individual has the knowledge and ability to understand and express themselves accurately. You can differentiate if the phrases are composed ​​correctly or incorrectly.

Sociolinguistic competence is the rules of use. You can identify how far are produced and understood correctly set according to the context. This will depend on: status of participants, purpose of interaction, rules or convention of interaction.

Actional competence is the ability to communicate and understand the communicative intent to perform and interpret speech acts and linguistic functions.

Discursive competition is the selection, sequence and organization of words, phrases, structures to have a written or oral text cohesion, deixis, coherence, generic structure and conversational structure.

CMDT discursive competition placed in the center of the other competences. The discursive component joins the competition in lexical and sociolinguistic competence to shape the discourse that at the same time is associated with each of the three components as we see in the diagram presented by CMDT.

This model allows us to understand the interaction that must own and operate a speaker-listener in different circumstances and context of communication. These two processes require to the individual a series skills and communication abilities that will depend only on the socio-cultural environment of their own primary socialization environment, composed of family, and environment of secondary socialization, which we see in the classroom.

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The purpose of these models and communicative competences is to develop highly communicate competent students through discursive strategies, specialized practice of interaction for production of texts with a certain orientation to meanings and the way in which children become able to carry out a series of speech acts, to be part of communicative events, evaluate the participation of others, etc.

Multiple Intelligences

Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."

Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows:

Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.

Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.

Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.

Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.

Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.

Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by

encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.

Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier. As we understand learning styles, it becomes apparent why multimedia appeals to learners and why a mix of media is more effective. It satisfies the many types of learning preferences that one person may embody or that a class embodies. A review of the literature shows that a variety of decisions must be made when choosing media that is appropriate to learning style.

Visuals: Visual media help students acquire concrete concepts, such as object identification, spatial relationship, or motor skills where words alone are inefficient.

Printed words: There is disagreement about audio's superiority to print for affective objectives; several models do not recommend verbal sound if it is not part of the task to be learned.

Sound: A distinction is drawn between verbal sound and non-verbal sound such as music. Sound media are necessary to present a stimulus for recall or sound recognition. Audio narration is recommended for poor readers.

Motion: Models force decisions among still, limited movement, and full movement visuals. Motion is used to depict human performance so that learners can copy the movement. Several models assert that motion may be unnecessary and provides decision aid questions based upon objectives. Visual media which portray motion are best to show psychomotor or cognitive domain expectations by showing the skill as a model against which students can measure their performance.

Color: Decisions on color display are required if an object's color is relevant to what is being learned.

Realia: Realia are tangible, real objects which are not models and are useful to teach motor and cognitive skills involving unfamiliar objects. Realia are appropriate for use with individuals or groups and may be situation based. Realia may be used to present information realistically but it may be equally important that the presentation corresponds with the way learner's represent information internally.

Instructional Setting: Design should cover whether the materials are to be used in a home or instructional setting and consider the size what is to be learned. Print instruction should be delivered in an individualized mode which allows the learner to set the learning pace. The ability to provide corrective feedback for individual learners is important but any medium can provide corrective feedback by stating the correct answer to allow comparison of the two answers.

Learner Characteristics: Most models consider learner characteristics as media may be differentially effective for different learners. Although research has had limited success in identifying the media most suitable for types of learners several models are based on this method.

Reading ability: Pictures facilitate learning for poor readers who benefit more from speaking than from writing because they understand spoken words; self-directed good readers can control the pace; and print allows easier review.

Categories of Learning Outcomes: Categories ranged from three to eleven and most include some or all of Gagne's (1977) learning categories; intellectual skills, verbal information, motor skills, attitudes, and cognitive strategies. Several models suggest a procedure which categorizes learning outcomes, plans instructional events to teach objectives, identifies the type of stimuli to present events, and media capable of presenting the stimuli.

Events of Instruction: The external events which support internal learning processes are called events of instruction. The events of instruction are planned before selecting the media to present it.

Performance: Many models discuss eliciting performance where the student practices the task which sets the stage for reinforcement. Several models indicate that the elicited performance should be categorized by type; overt, covert, motor, verbal, constructed, and select. Media should be selected which is best able to elicit these responses and the response frequency. One model advocates a behavioral approach so that media is chosen to elicit responses for practice. To provide feedback about the student's response, an interactive medium might be chosen, but any medium can provide feedback. Learner characteristics such as error proneness and anxiety should influence media selection.

The Whats, Whys, Hows and Whos of Content-Based Instruction By Maria Dueñas

The content-based instruction: is the teaching of languages ​​through the content. Instead of going by the traditional current in teaching grammar rules and vocabulary as instruction framework based in the content to achieving teaching. Its main objective is simultaneous teaching of the subject and second language skills.

The CBI is a flexible way for the teaching of languages. Stryker and Leaver see it as a holistic approach in teaching second languages. The CBI must meet four basic characteristics: subject matter core, use of authentic text, learning of new information, and Needs of appropriate to specific students. This last one I consider to be the most important. Because education should be pertinent and focused on student needs. Socio-cultural and multicultural topics are necessary so that the student has the opportunity to learn about the realities of the world on par with the acquisition of a second language. I strongly agree with Stroller "Through content- based instruction, learners develop language skills while becoming more knowledgeable citizens of the word".

This is not a new teaching approach; its origins are from the year 1965 in Canada. Since that time has been used in various parts of the world to reach the EU.

The CBI is derived from various sources of support for theoretical degree of language, primarily Krashen and Swain. I really like what Krashen postulates about the student is more feasible to learn a second language through topics of interest and understandable rather than memorizing vocabulary and practice grammar rules. Supported by Swain theory where indicates that the student progressed through the content in second language acquisition at the same time have the possibility to use the new language in a productive manner both orally and in writing.

In my personal opinion learning vocabulary and grammar is extremely important and I think it should go hand in hand with CBI. By the content the student practices vocabulary and grammar in an integrated way, not in primordial.

There are three methods in the CBI. One method to implement the teachings of the CBI in the classroom is cooperative learning, easy to incorporate in the CBI. Several Theoretical support this method as Crandall and Keller Fathman, Slavin and others. This method is to form groups of 4 to 6 students to obtain information and do various tasks promoting peer support and teaching. According with Slavin this method promotes significantly student learning, shared goals and promotes individual responsibility, equal opportunity to achieve success. This method increases the motivation for learning, increases self-esteem in students and promotes collaboration between them.  Give students more opportunities to participate with less pressure and gives them self-confidence. Besides the interaction among students plays a major role in the acquisition of a second language.

Learning strategies are most effective when incorporated into the regular curriculum as a consistent feature of content and language instruction.

The methodological approach extensive reading has been a beneficial and integral part of CBI. Through extensive reading on various topics the student will develop basic skills, expand vocabulary, gain more knowledge of the subject and greater motivation.

CBI is in support to the fields of cognitive and educational psychology. You can see in the following areas: cognitive learning theory, depth- of- processing research, discourse comprehension processing research, motivation, attribution and interest research, and expertise research.

Four models of teaching for CBI, designed for the needs and demands of different groups with educational purpose; Immersion education, sheltered courses, adjunct courses, theme- based models.

In summary this article caught my attention because I unknown about it. I really liked the way to teach students a second language through content, since it is well directed to student needs. Being this a practical and pertinent learning. Interestingly, through the content we develop the student's second language acquisition and through various methods involved are aspects of self-esteem, motivation, cooperative learning, and holistic way to develop our students. It covers all aspects of the child: cognitive, emotional, psychosocial and physical. The CBI is productive in the classroom.

Musical intelligence

Musical intelligence can be briefly defined as the ability to produce and appreciate music. People with a strong musical intelligence usually;

• have skills such as singing, playing musical instruments, understanding the structure of music, remembering melodies and composing music,
• think in sounds and rhythms,
• are sensitive to environmental sounds,
• Learn best through lectures and often use rhythm and music as a way to memorize things.

 According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
 Music intelligence is said to be one of the first to develop (because Baby listens to mother's heartbeat, gurgle belly sounds, and sounds from outside womb) and because of the need to learn speech.

 Language skills are typically highly developed in those whose base intelligence is musical. 

  Possible Career Choices:

  - Composer,

  - Musical instrument maker,

  -   Performer,
  - Music teacher…                          http://multipleintelligenceandnlp.blogspot.com/

Aticle # 3 of Benefits and Strategies of Communicative Language Learning

The article # 3 which speaks of Benefits and Strategies of Communicative Language Learning I find interesting and I share the opinion of the author Paul Overland on strategies and techniques discussed here. In the classroom we have all kinds of students and not everyone learns the same way. Besides the influence of the environment plays an important role in the process of second language acquisition. As the first technique, about the private dialog I understand that various aspects such as environment and teacher, achieved in the child, the private dialog. In the present the teaching of English as a second language its very structure when it should be a more functional. Using biographies, prints of the child items of interest will motivate students to express themselves. The teacher should be a guide in the entire process; the environment should be appropriate and coherent support to the language that is expected as a goal. At the end of all these components, the child takes control of the activity.

                In the second technique I identify very much with it. The problem we have, most Puerto Ricans is that when we express ourselves in a second language we are thinking in the maternal language. We make a kind of translation in the mind, which blocks us at some point. For this reason, do not show the correct fluency to speak. When you translate constantly accuracy will not reach too.

                The last technique that presents the article caught my attention more. I believe very much in the multiple intelligences. It is sad and lamentable that we leave overlooked in our classrooms. Many times we are focused on the traditional method of teaching, memorization through visualization when we have children that their learning environment may be through the hearing, movement, execution, etc. This is an excellent technique for hearing student’s intelligence. The songs are the way of transmitting the message or concept that we want implement in the students Songs can be an aspect stimulate, motivate and entertainment for the child. I think the education should be fun and functional for the student no less precious structuring.

In summary, the article is a good and useful for us, the teachers of today.

Journal # 1

The difference between “usage” and “use” is this; many people make the mistake using one for the other, when the real meaning for “usage” is the way of how to use something. It is the way, through action was taken, instead, “use” is the action, the practice of execute.

Sometimes the people speak English with Fluid, but they are not accuracy, it is because fluency is the ability to express them without difficulty. It is able to maintain a conversation without any problems. But a person who has accuracy not necessarily has the fluency. Accuracy is known as the ability not to make errors when communicating. It may not have the speed to speak but have perfection

The difference between functional and structural syllabus is simple: functional syllables are those that are used in an informal conversation. It's daily living. At present English speakers use them more frequently. The structural syllables are those that its composition is more complete. Its structure is more complex. In the present, the Educational System in Puerto Rico teaches the structural syllabus with priority.