MÉTODOS Y TÉCNICAS ENFOCADOS A LA ADQUISICIÓN DE COMPETENCIAS COMUNICATIVAS.

FUNDAMENTOS
METODOLÓGICOS ESPECÍFICOS DE LA ENSEÑANZA DEL INGLÉS

14. METHODS AND TECHNIQUES THAT FOCUS ON THE ACQUISITION OF

COMMUNICATIVE COMPETENCES. SPECIFIC METHODOLOGICAL
FOUNDATIONS FOR TEACHING ENGLISH

0.INTRODUCTION
1.COMMUNICATIVE COMPETENCE
2. METHODS AND TECHNIQUES THAT FOCUS ON THE ACQUISITION OF
COMMUNICATIVE COMPETENCES
2.1. APPROACH
2.2. DESIGN
2.3. PROCEDURES
3. CONCLUSION
-BIBLIOGRAPHY-
MÉTODOS Y TÉCNICAS ENFOCADOS A LA ADQUISICIÓN DE COMPETENCIAS COMUNICATIVAS. FUNDAMENTOS
METODOLÓGICOS ESPECÍFICOS DE LA ENSEÑANZA DEL INGLÉS

0.INTRODUCTION
In the first part of this theme we will explain the main objectives that FL sts
must achieve and the main aspects that this concept involves. According to the
Communicative Approach, our main objective, as FLT must not be to teach a language
but to teach sts to communicate in that foreign language, as we will see.
Then, we are going to define the methodological foundations of teaching a
foreign language, always following the communicative approach.

1.COMMUNICATIVE COMPETENCE

The main function of language is communication. The main aim of all speakers
in usual situations is to understand others and to make themselves understood. Thus, as
we said before, our main objective as FLT must be t teach students to communicate in
that foreign language. This means providing them with c.c.. The concept of language
and linguistic competence had already been formulated by Chomsky, but Hymes
criticised that something was missing: speakers need more than grammatical rules to
communicate. We are able to use non-linguistic strategies to make ourselves
understood.
If speakers need more than a linguistic competence to communicate, a more
comprehensive concept had to be indroduced. Hymes deeply theorised about c.c. in his
book On Communicative Competence (1971). There, he distinguished four aspects of
his competence:
1. Systematic Potential: that means that a native speaker possesses a
system that has a potential for creating a lot of language;
2. Appropriacy: the native speaker knows what language is
appropriate in a given situation, according to setting, participants,
purposes, channel and topic;
3. Occurrence: the native speaker knows how often something is said
in the language and acts accordingly;
4. Feasibility: the native speaker knows whether something is possible
in the language.
As we can see, language competence alone (grammar, vocabulary, phonetics) is
not enough to achieve the speaker’s or receiver’s communicative aim. The
Decree (…) by the Canary Government explains in tis introduction what aspects
must be taken into account when considering c.c.. It constitutes a different way
of explaining Hymes’ subcompetences:
GRAMMATICAL COMPETENCE: which implies the knowledge of
how language is organised as discourse and allows one to adapt the discourse to
the specific situation;
SOCIO-LINGUISTIC C.: makes it possible t adapt linguistic
performance to the situation according to the social rules and habits, in order to
produce suitable statements in any context;
STRATEGIC C.: includes the knowledge of how to access and use
extra linguistic resources to achieve the communicative objective;
MÉTODOS Y TÉCNICAS ENFOCADOS A LA ADQUISICIÓN DE COMPETENCIAS COMUNICATIVAS. FUNDAMENTOS
METODOLÓGICOS ESPECÍFICOS DE LA ENSEÑANZA DEL INGLÉS

SOCIO-CULTURAL C.: allows one to interpret the elements of the

social and cultural reality, transmitted or referred to by language.
In other words, c.c. implies a certain mastery of a language system and,
moreover, the capability to use and interpret non-linguistic communicative resources.

2. METHODS AND TECHNIQUES THAT FOCUS ON THE ACQUISITION OF

COMMUNICATIVE COMPETENCES

Communicative Language Teaching is the most adequate method to acquire c.c.. The
characteristics of this communicative approach are the following:
1. Language is considered as a means of communication;
2. Sts’ work must be organised from controlled practice to
communicative or free practice;
3. The teacher’s role is to create communicative needs, through
doubts, s/he gives sts the opportunity to practise their
communicative abilities.
The aim of the Spanish educative system exposed at the article 1.1. of the Preliminary
Title of the LOMCE, when regarding F.L.T,, suggest the communicative value of languages and
the link existing between language and culture, which are the main aspects of communicative
approach.
Now, we are going t try to systematize the main reasons for following a communicative
approach:
We can speak about psychological because children are keen to participate and
they are very communicative. And communicative approach favours the development of
the sts’ personality and it affects their communicative maturity and their social and
cultural openness.
The pedagogic reasons are that communicative approach favours the linguistic
learning and their social formation. And it is motivation because we create
communicative needs within the classroom.
Furthermore, there are some reasons connected with the objectives of F.L.T.:
the communicative approach is centred on the development of sts’ c.c. , which is the
main objective that they must achieve. It is an inductive method (the grammar is not
taught but learnt).
To describe the communicative approach in a comprehensive way, we are going to
follow Richard and Roger’s model for studying teaching theories and methods. They propose
three levels of conceptualisation and organisation:
1. The first one is the APPROACH which refers to the theory of language and
language learning;
2. The second one is the DESIGN which constitutes the global plan for the
presentation of language material;
3. And the last one is the PROCEDURES which is the practical
implementation of a design. They refer to what really occurs within the
classroom.
MÉTODOS Y TÉCNICAS ENFOCADOS A LA ADQUISICIÓN DE COMPETENCIAS COMUNICATIVAS. FUNDAMENTOS
METODOLÓGICOS ESPECÍFICOS DE LA ENSEÑANZA DEL INGLÉS

2.1. APPROACH
We could well define the approach explaining that it enhances the linguistic and
non-linguistic creativity to communicate. The linguistic foundation of this conception of
F.L.T. can be found in:
-The concept of linguistic competence introduced by Chomsky
(Generativism);
-The concept of c.c. developed by Hymes, which takes language as a
means of communication;
-The importance of context in linguistic intercourses studied by the
Systemic Grammar.
Nevertheless, some traits of previous methods, like Structuralism, can be found
in the communicative methods. For example, the structuralist study of language
elements.
The basic learning theory on which the communicative approach is based is
Constructivism, which inspires the general approach of the LOGSE. It proposes that the
individual is the outcome of the construction process that takes place as a result of the
interaction between their inner dispositions and the environment withing they act.
There are three principles of F.L.L. in which the communicative approach is
based: communication, task and meaningfulness principles. These relate to the
constructivist defend by Bruner, Vigotsky or Ausubel.
2.2. DESIGN
Design is the second level of organisation and conceptualisation.
All syllabus must take into account different aspects: vocabulary, syntax,
phonetics, culture, language functions and communicative strategies. However, the
notions must also be taken into account.
The concept of notion was introduced by Wilkins in his Notional-Functional
Method, referring to the basic aspects that students must learn (time, space, quantity…)
Functions refer to the communicative objectives that the students must carry out
( ex: asking for information, expressing emotions, possibility,..)
So the aim is: to work on the context/situation in which the linguistic system is
used and the intention/purpose of the speaker. In this way, vocabulary and grammar are
related to functions and notions and their presentation is based on their use and as a
means of fulfilling communicative needs.
The 4 LINGUISTIC SKILLS are considered, working on the oral language
before written & on receptive skills before productive skills.
2.2.1. ACTIVITIES
Like we have seen before, the main objective of the communicative
approach is that sts achieve a c.c. in the use of a foreign language. To get this objective,
MÉTODOS Y TÉCNICAS ENFOCADOS A LA ADQUISICIÓN DE COMPETENCIAS COMUNICATIVAS. FUNDAMENTOS
METODOLÓGICOS ESPECÍFICOS DE LA ENSEÑANZA DEL INGLÉS

teachers must use in their lessons communicative activities. Following the ideas of
Harmer (1991) in his book The Practice of English Language Teaching, we can identify
communicative activities with those that have the following characteristics:
1. The speaker’s desire to communicate in the activity;
2. The existene of a communicative purpose;
3. The activity must be based on the content, not the form;
4. A variety of language must be used in the activity;
5. No teacher intervention;
6. No materials control;
We cannot end this point without mention the importance of games as
communicative activities. They share some characteristics with real life
communicative situation, such as purpose for the information exchange, the
existence of immediate feedback and so on.
2.2.2.THE ROLE OF THE TEACHER AND LEARNERS
In first place, we will expose the role of the learners. Their main role is
learning how to learn and to communicate, so in order to achieve this role, the
sts must be aware of their learning precess and have to be participative in the
communicative activities. In this way, they will achieve an autonomous
learning. In order to achieve the skills to develosp these roles, learners may
develos and apply the following strategies:
1.Learn how to use their own linguistic resources;
2.Use mnemotechnic rules;
3.Learn how to use the context to learn;
4.Learn how to use the context in communicative situations;
5.Learn how to take advantage of their errors;
6.Learn how to deduce through the use of the linguistic and
environmental context (as we saw in theme 11);
7.Learn by heart some sentences and expressions;
8.Learn to use different styles;
9.Discover their own best learning strategies and techniques.
Teachers, on the other hand, must assume several roles in
communicative language teaching:
1.The lesson planning must be part from the sts’ level of foreign
language knowledge and from their level of personal development;
2.The teacher has to encourage sts to participate: they are
responsible for creating the appropriate atmosphere to develop the adequate
teaching and learning activities;
3.The teacher must be a model to be imitated, especially as a
source of correct patterns at the foreign language;
MÉTODOS Y TÉCNICAS ENFOCADOS A LA ADQUISICIÓN DE COMPETENCIAS COMUNICATIVAS. FUNDAMENTOS
METODOLÓGICOS ESPECÍFICOS DE LA ENSEÑANZA DEL INGLÉS

4.The teacher will not usually correct those mistakes which do

not interfere in the communicatie process, unless the phase of the lesson is of
controlled practice;
5.The teacher must orientate sts to carry out the different
activities, helping them to approach learning problems, etc;
6.Once the minimum objectives to be achieved are designed,
the teacher may decide that the sts can participate in the elaboration of the last
stages of the lesson planning;
7.Teacher must assesses what is happening in the F.L.C.;
In the end, the teacher’s main role is to create the conditions that will
ease learning, which means, at a communicative approach, to facilitate the
communicative process within the classroom.
2.2.3.THE ROLE OF MATERIALS
Within a communicative approach, materials will focus on creating
communicative needs and developing communicative abilities of interpretation
and expression. It is also important that, as most Primary schools in our country
present a high diversity of the sts’ characteristics, materials allow to deal with
this diversity, which supposes that they will enable that learners progress at
their own rates of learning. On the other hand, materials should show the sts the
way to their won learning autonomy.
Harmer (1991) distinguished between 3 types of material that can
promote a communicative use of language:
1.TEXT-BASED MATERIALS (they might be used to support
real life tasks such as role playing bookin into a hotel, a job interview…These
include game boards, role-play cards, pair work tasks…)
2.TASK-BASED MATERIALS (they form an essential part of
most lessons. Practice exercises, gap fills, recordings…. can be found in almost
any coursebook as well as in books containing supplementary material)
3.REALIA (concrete objects and the paraphernalia of everyday
life which are used in the classroom to illustrate and teach vocabulary or to
serve as an aid to facilitate language acquisition and production: coins &
currency, phones, puppets,…)
2.2.4. ASSESSMENT
According to the order of 19th February of 1993 that explains the basic
aspects of assessment in P.E. , a communicative language learning formative
assessment is an integral part of the learning process, and sts must be aware, at
any time, of their relationship with it. If they know what they know and what
they ignore, they will be able to be an active part of the evaluation process.
Anyway, self-assessment is the outcome of the previous process: sts reflect on
their own learning process and on the work they do every day, so that they
notice their own progress. Furthermore, sts must be assessed during the normal
development of a lesson and not only at its end.
MÉTODOS Y TÉCNICAS ENFOCADOS A LA ADQUISICIÓN DE COMPETENCIAS COMUNICATIVAS. FUNDAMENTOS
METODOLÓGICOS ESPECÍFICOS DE LA ENSEÑANZA DEL INGLÉS

Teachers, when evaluating the learning process of a student, must

consider the following aspects: their progress compared with te rest of the
group, the interest and participation, their work withing the classroom, etc. In
other words, not only the results but the process of learning.
2.3.PROCEDURES
Regarding the general approach and design of a communicative language classroom,
procedures refer to the practical implementation of a design, it is to say the concrete activities
that teachers put into practice in their classroom and everything what really occurs within the
classroom. We must contemplate the following communicative procedures as well:
1. The 4 skill and their sub-skills, considering the principle of 4 skills
Integration;
2. In receptive skills, to foster those factors that facilitate comprehension,
motivation, prediction and expectations. Also, to teach sts to learn how to
hold attention at the activities, even if some parts of the discourse are not
comprehended;
3. More work on receptive skills at the beginning, more on production at the
end;
4. More controlled practice at the beginning, more on production at the end;
5. Learning to learn procedures to foster autonomous learning;
6. There must be more inductive than deductive learning;
7. Abilities to work in groups;
8. Transference of linguistic and communicative knowledge from the sts’
mother tongue;
9. Activities must be meaningful, communicative and task-based
Finally, we must add that one of the biggest problems related to communicative
approach has to do with discipline: during the communicative practice sts have to speak and
participate, so it will produce noise. Keeping the class within the limits of order is just a
question of practice. However, it is not a problem for experienced teachers who know how to
keep the class under control without not many problems.
3.CONCLUSION
To conclude this topic, we should keep in mind the changes that F.L.T. has experienced
since its beginning and is still suffering. Through the years and based in the previous methods
and its results, different approaches and methodologies have been developed, always trying to
improve old ones, since it was considered that there was a lack of communication. And while
these theories were being created, a new goal for F.L.T. was established and it has been the
same until the date. This goal is established by the current law and it consists in communication
r, in other words, in achieving c.c. as we previously mentioned.
As teachers we must take into account the guideline offered by the Canarian
Government’s cv. However, to reach this goal we do not have to decide on just one
methodology, since we should choose the proper one after analysing our sts and the teaching
context. Furthermore, we must always be ready to change methods and techniques during the
teaching process if we consider that we are not getting the desired effects.
-BIBLIOGRAPHY-
BLOOMFIELD, L (1993) Language, London
MÉTODOS Y TÉCNICAS ENFOCADOS A LA ADQUISICIÓN DE COMPETENCIAS COMUNICATIVAS. FUNDAMENTOS
METODOLÓGICOS ESPECÍFICOS DE LA ENSEÑANZA DEL INGLÉS

CANALE, M & SWAIN,M (1980) Theoretical Bases of Communicative Approach to Second

Language Teaching and Testing. Applied Linguists 1,1-47
HYMES, D (1971) On Communicative Competence, In: Pride JB & Holmes, J. Penguin
HARMER, J (1983) The Practice of English Language Teaching, Longman
KRASHEN, S (1981) Second Language Acquisition & Second Language Learning
(1984)The Input Hypothesis