Methods and Techniques Focusing on Communicative Competence PDF

**14. METHODS AND TECHNIQUES FOCUSING ON THE ACQUISITION OF COMMUNICATIVE COMPETENCE. METHODOLOGICAL FOUNDATIONS IN TEFFL.** **1. INTRODUCTION** Imagine a large toolbox: each compartment holds essential tools for building, repairing, and creating. If we apply this metaphor to language, Linguistic...

**14. METHODS AND TECHNIQUES FOCUSING ON THE ACQUISITION OF COMMUNICATIVE COMPETENCE. METHODOLOGICAL FOUNDATIONS IN TEFFL.** **1. INTRODUCTION** Imagine a large toolbox: each compartment holds essential tools for building, repairing, and creating. If we apply this metaphor to language, Linguistics would be the manual that explains how each tool works, from the complex ones like grammar, syntax, and semantics to the more delicate ones like phonology and pragmatics. However, for foreign language teachers, knowing the manual is not enough; they must also know how to use these tools to help students build their own knowledge. Teaching a foreign language is not just about teaching rules and vocabulary; it's about bringing the language to life, connecting students to new cultures, ideas, and perspectives. Linguistics training allows teachers to approach language holistically, understanding its formal, functional, pragmatic, and sociolinguistic dimensions. This ensures that learning is not only understandable but also meaningful and useful for real communication. Moreover, this approach is deeply aligned with the educational vision promoted by the LOMLOE, which places the development of key competences at the heart of learning. Communicative Competence and Plurilingual Competence stand out as essential pillars in a globalized world, while connecting with students' culture and motivation enhances the inclusive and transformative nature of education. **2. LINGUISTIC COMPETENCE VS. COMMUNICATIVE COMPETENCE** Linguistic Competence refers to the internalized knowledge of a language that enables speakers to generate and understand sentences. It encompasses several key components: \- \*\*Phonetics\*\*: The study of speech sounds, including how they are articulated and perceived by speakers. \- \*\*Phonology\*\*: The patterns and rules governing the sounds of a language, such as intonation and stress. \- \*\*Morphology\*\*: The structure and formation of words, including affixes and word stems. \- \*\*Syntax\*\*: The rules for combining words into phrases and sentences, such as word order and sentence structure. \- \*\*Semantics\*\*: The interpretation of words and phrases, including meaning, reference, and relationships between words. In language learning and teaching, linguistic competence refers to a learner\'s ability to understand and produce well-formed sentences, encompassing vocabulary and structural knowledge. A student with strong linguistic competence can form grammatically correct sentences but may not necessarily be able to use them effectively in all social contexts. Communicative Competence, a term coined by sociolinguist Dell Hymes (1972), extends beyond grammatical knowledge to include the social and contextual understanding necessary for effective communication. This includes knowing when, why, and in what manner to use language appropriately, considering factors such as formality, tone, and cultural norms. \*\*Linguistic Competence and Communicative Competence\*\* are not separate concepts, as Davies (1978) stated, \"linguistic competence and communicative competence represent different points along a single language learning continuum". For learners to achieve full language proficiency, both linguistic and communicative competences must work in tandem. In the context of modern education, these competences have gained institutional recognition. The \*\*Council of the European Union\*\* adopted a \*\*Recommendation on Key Competences for Lifelong Learning\*\* in 2018, which emphasizes the importance of communicative competence in education and lifelong development. **3. COMMUNICATIVE COMPETENCE IN EFFL: MAIN CHARACTERISTICS AND COMPONENTS.** **3.1. CONCEPT OF COMMUNICATIVE COMPETENCE: DEFINITION AND THEORIES.** Communicative competence is a linguistic term which not only refers to a student´s ability to apply and use grammatical rules, but also to form correct utterances, and know how to use these appropriately. With regards to the meaning of language, one of the most relevant linguists, Noam Chomsky (1965) defined the distinction between Competence (native speaker´s idealized knowledge of the abstract system of rules of the language) and Performance (actual use of that knowledge in concrete situations). However, Dell Hymes reacted against this idea, arguing that native speakers not only utter grammatically correct sentences, but they also know when, how and where to use them. Consequently, he differentiated between the sociolinguistic competence, meaning the speaker's ability to produce and understand grammatically correct sentences, and the communicative competence, meaning the ability to produce and understand sentences that are correct and appropriate in a particular situation, and implying the speaker's need of social and cultural knowledge to understand and use linguistic forms. In addition, Canale and Swain, in 1998 divided it into four main categories: the linguistic competence (grammar and lexis knowledge), the sociolinguistic competence (understanding the context where the communication takes place), the discourse competence (interpreting the elements of the messages) and the strategic competence (know how to start, continue, and end a conversation). **4. FOUNDATIONS OF COMMUNICATIVE METHODOLOGY** Underwood (1989) defines communicative methodology as an approach that prioritizes fluency over accuracy. The methodology emphasizes real communication, focusing on meaning rather than perfect grammar. In communicative language learning, the emphasis is placed on meaningful practice, rather than mechanical drills, and the development of fluency in speaking and listening. This methodology advocates for the exclusive use of the target language in the classroom and often encourages implicit grammar instruction, where grammatical rules emerge naturally from the language used in context, rather than being explicitly taught. According to Brown (1994), there are six key characteristics that define Communicative Language Teaching (CLT): Learner-centered: The focus is on the needs and interests of the learners, making them active participants in the learning process. Cooperative: Learning takes place through collaboration between students, encouraging peer interaction and exchange. Interactive: Communication is dynamic, and students engage with both the teacher and each other. Integrated: The four basic language skills---listening, speaking, reading, and writing---are integrated into the learning process. Content-centered: The focus is on the message or content of communication, rather than on grammatical rules or language forms. Task-based: The teaching is organized around tasks that reflect real-life situations and challenges. Communicative language learning encourages students to focus on getting their meaning across rather than stressing grammatical correctness. By doing so, learners are encouraged to use language freely and creatively, thereby enhancing both fluency and confidence. In real-world contexts, language learners will inevitably make mistakes, but the main objective is effective communication. For instance, students might be tasked with planning a trip together, creating a presentation, or solving a problem, using the target language to complete the task. **4.1. COMMUNICATIVE TEACHING PRINCIPLES** Brumfit (1983) provides a clear overview of the pedagogical principles underpinning the communicative approach: Learner-centered: The learning process is driven by the needs, goals, and interests of the students. Language acquisition through interaction: Language is learned best through interactive communication in the target language, where students have opportunities to speak, listen, and negotiate meaning. Contextual language forms: Grammatical structures and vocabulary are taught within the context of real-life situations and communicative exchanges. Integrated skills: Listening, speaking, reading, and writing are taught in an integrated manner, as they are all interconnected in real-world communication. A common method of encouraging meaningful language use in the communicative approach is through activities such as role play, simulation, and puzzle-solving. These activities engage students and provide opportunities to use language in authentic contexts. For example, a role-play activity might involve students pretending to be tourists in a foreign city, navigating a hotel check-in process in the target language, or negotiating a business deal. Many communicative approaches follow a Functional-notional syllabus, which organizes lessons around language functions (e.g., requesting, apologizing, complaining) and notions (e.g., time, quantity, frequency), from which grammatical structures will naturally be derived. This approach focuses on helping learners use language effectively for communication, with grammar being taught in context, not in isolation. **4.2. COMMUNICATIVE ACTIVITIES AND TASKS** One of the distinctive points of developing Communicative Competence in the EFFL class is the focus on communicative activities that promote language learning. These activities use real life situations to trigger communication. The main aim should be to be able to share thoughts, values and judgements in the target language, that is, to be communicatively competent. For that reason, we can distinguish between: \- Pre-communicative activities: aim to help pupils learn the language forms. They focus on accuracy. \- Communicative activities: aim at the communication of meaning. They focus on fluency. We could list the characteristics of Communicative activities as autonomy activities, the role of teachers are to clarify and provide the appropriate environment, motivating and meaningful. According to the Royal Decree 126/2014, a communicative activity should be: Unpredictable, Interactive and authentic or realistic, and within a context. Thus, it is advisable to use activities such as guided dialogues, language games, role-plays, riddles, guessing games... Communicative writing places a valuable part in the FL class: pen friends, quizzes, crosswords... **4.3 FOSTERING L2 COMMUNICATIVE COMPETENCE THROUGH ICTs** LOMLOE is a new attempt to improve the educational model in our country. The law sets out the development of digital competence as one of its main aims. Given the recent pandemic, the importance of technology to drive our ways of communication has been imperative. The Article 19 names the references to supporting students would imply the use of a variety of resources to facilitate language development, for example: \- Mobile-assisted Language Learning: allowing students to take notes on the target language they come across outside schools. \- Camera-assisted Language Learning: projects-based video task, drama projects, etc. \- Internet-assisted Language Learning: technology plays an important role in recording learners 'oral production whether these are basic drills, minimal pair exercises, real-time chatting or online conferencing. If learners do not enjoy writing essays, teacher can help them to develop their writing skills in shorter texts by taking advantage of social networking sites. **4.4. EVALUATION OF COMMUNICATIVE COMPETENCE** The Common European Framework of Reference for Language (CEFR) enables teachers to intensify this process by deliberating conducting all classroom activities, teaching and assessment from a European perspective. One of the CEFR´s contributions is to enable pupils to see the growth in their competences. The most suitable teaching approach for making the most of this tool is to provide for assessments at regular intervals after the teaching unit or units and to try to identify the descriptors concerned by the tasks performed. The advantage of regular assessments is also important to give pupils the power to identify with the help of the teacher the tasks or situations to which they must devote special attention in the coming classes or weeks. The self-assessment grid and the European Language Portfolio (ELP) check-lists supply us with adequate guides. **5. METHODS AND TECHNIQUES FOCUSING ON THE ACQUISITION OF COMMUNICATIVE COMPETENCE.** **5.1. THE COMMUNICATIVE APPROACH** Emerging in the 1970s, the Communicative Approach, or Communicative Language Teaching (CLT), is grounded in the work of Dell Hymes (1972), who introduced the concept of \*communicative competence\*. This approach emphasizes interaction as both the means and goal of language learning, highlighting the importance of real communication in authentic contexts. \*\*Objectives\*\*: \- Enable students to use language for expressing values, judgments, and emotions. \- Help learners perform functions that meet their personal communication needs, such as requesting information or offering opinions. Errors are seen as a natural part of the learning process, and the methodology is learner-centered, encouraging the use of the target language in real-life situations. For example, students may role-play scenarios like making a hotel reservation or debating social issues, allowing them to practice language in context. CLT has faced criticism for requiring sophisticated syllabuses, extensive materials, and well-trained teachers. Teachers need to be highly skilled in creating meaningful communicative tasks, which can be demanding. However, CLT remains influential and is widely applied in global language teaching. In Spain, this aligns with the Organic Law 3/2020 (LOMLOE), which emphasizes communicative competence as a core learning objective in foreign language education. **5.2. THE NATURAL APPROACH (NA)** Stephen Krashen\'s Natural Approach emphasizes comprehension-based learning, where language is acquired naturally through exposure to understandable input. Krashen's hypothesis suggests that learners acquire language most effectively when they are exposed to language input that is just above their current level of proficiency, also known as \*i+1\*. According to Krashen, learners do not need explicit grammar instruction; instead, they acquire grammar subconsciously as they interact with the language. For example, a teacher may use visual aids and context to help learners understand a new concept, such as showing pictures while discussing various weather conditions. Krashen's theories have had a significant influence on language teaching worldwide, and this approach is widely used in immersion programs. **5.3. THE LEARNER-CENTERED APPROACH: STRATEGY TRAINING** This approach encourages learners to take responsibility for their own language learning by teaching them various strategies to improve their skills. Strategy training includes developing skills such as note-taking, summarizing, predicting, and self-monitoring. Learners are encouraged to reflect on their progress and choose strategies that best suit their individual learning styles. For example, a teacher might guide students to create mind maps to visualize vocabulary or concepts. Additionally, learners could be encouraged to keep a language diary or set specific learning goals, increasing their engagement and motivation. This learner-centered approach aligns with the CEFR, which emphasizes learner autonomy and the development of metacognitive skills. **5.4. TASK-BASED LEARNING (TBL)** Task-Based Learning (TBL) prioritizes communication over form, focusing on using language to complete real-world tasks. In contrast to traditional methods like Presentation-Practice-Production (PPP), TBL starts with a task that encourages learners to use language in a natural way. After the task, learners reflect on the language used, and teachers provide feedback and clarification. For example, students might be asked to plan a trip, using language for booking transportation, finding accommodations, and making itineraries. In the \*Test-Teach-Test\* (TTT) model, students are first given a task without explicit teaching, then errors are identified and corrected in the subsequent stages. TBL integrates all four language skills (listening, speaking, reading, and writing) and emphasizes the practical use of language, helping students transition from fluency to accuracy. The CEFR also supports this approach, stressing that language is best acquired through tasks that mirror real-life communication. **6. CONCLUSION** Learning a language, like any skill, relies on having the right tool for the job. Just as a toolbox offers the necessary tools for various tasks, language acquisition is supported by a range of resources, theories, and methods that help build communicative competence. However, it's not just about having the tools, but knowing how to use them effectively, adapting them to each learner\'s specific needs. With the advent of technology, new \"tools\" have emerged, making language learning more accessible and flexible. While these technological tools are powerful, they do not replace the human process of learning. They are extensions of our ability to engage with language, supporting comprehension, practice, and immersion in real-world contexts. Just as a skilled craftsman knows when to use each tool, language learners must choose the strategies and resources that best suit their goals. By integrating technology with fundamental language acquisition principles, we can optimize the learning process, balancing tradition with innovation. Ultimately, it is the thoughtful and conscious use of these tools that will enable learners to reach their full linguistic potential. 7. **REFERENCES AND FURTHER READINGS** \- Organic Act 3/2020 (LOMLOE) of December 29^th^, which modifies the 2/2006 Organic Act on Education (LOE) of May 3^rd^. \- Decree 101/2023 of May 9^th^ which Establishes the Ordination and Core Curriculum of Primary Education in the Autonomous Region of Andalusia. \- Order of May 30^th^, which develops the core curriculum for primary education in Andalusia, in which aspects of attention to diversity are regulated, the ordination of the learning process and evaluation is established and the transit process between the different educational stages is determined. -Hinkel, E (2023)- Handbook of Practical Second Language Teaching and Learning. New York. Routledge. \- Council of Europe (2020)- Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume, Council of Europe Publishing. Strasbourg. Strasbourg. -Krashen, S (1982)- Principle and Practice in Second Language Acquisition. New York. Pergamon.