Michael Halliday: Functional Syllabuses And Communication Competence

Communicative Language Teaching builds good interactions between teacher and students which caused by the combination of fluency and accuracy practice that can be done by the teacher and the students, and the exact roles of the teacher and the students. Initially, in CLT there is a combination of fluency and accuracy practice to develop significant and tolerant interaction of the teacher and the students. First, fluency practice happens in every classroom activities in which students and teacher build an interaction with ongoing communication within them together sharing and negotiate the information. On the other hand, accuracy refers to the correctness of using language in grammatical context or not (Richard, 2006). While fluency supports students to be free to interact but still appreciate the differences of knowledge of each student, accuracy allows students and teacher to see on the context of interaction. Hence, it’s better to use both of this practice to create meaningful and tolerant interactions in teaching-learning process. For example, students are divided in some groups to do a role

I have learned that communication competency is the ability to be both effective and appropriate. This is a good reminder to be conscious of how you go about discussing certain things. After reading section 1.3 I realized I communicate with too much appropriateness that I don’t always get what I hope to achieve out of some conversations. With this, I think the most important characteristic of a competent communicator is the ability to perform skillfully. This would also be the one characteristic I could use improvements on because I choose the appropriate way to communicate, but don’t always perform the behavior effectively. Those who can both communicate effectively and appropriately fit the definition of a competent communicator. My question

Communicative language teaching, (CLT) has existed since the 1970s and has played a significant role in the instruction and learning of language (Richards, 2006). Although there are new approaches to English teaching, it is important to appreciate the fact that CLT still plays an essential role in the language use and learning. The purpose of the above paper is to give evidence of the relevance of CLT

This paper with be providing information on my own personal communication skills. A communications skill assessment was taken and analyzed. There will be a description of any communication gaps that I may have and any additional training in specific areas of communication that I many need. I will also describe how I can improve the communication skills that I possess in order to prepare me for any future advancement in my profession.

Communication Skills (COM): to include effective development, interpretation and expression of ideas through written, oral, and visual communication

More than 90% of the students at both levels believed that the communicative teaching approach focuses on speaking skills (because students are exposed to various communicative activities, such as group discussions, role playing, and debating). However, the components of communicative competence, which are linguistic, sociolinguistic, discourse and strategic competence (Dai & Chen, 2008; Hedge, 2000), and the purpose of CLT are far more complicated While Looking at English language as the accepted international means of communication and thus become the second language of non-English speaking countries, educators and governments in East Asian countries are intensively addressing the need to increase the number of people in their population who can communicate effectively in

Moreover, it greatly enhanced the student’s interest. Communicative teaching encourage students to participate in, sometimes accompanied by scenes or simulated scenarios, so that students more close to life, the students became the main character, naturally they were interested in the English language, to learn English as a

Have you chosen one of the best ways to teach your students today? Which one did you prepare? It will be better to choose Communicative Language Teaching as one of the approaches in teaching English. Communicative Language Teaching or CLT derived from communicative competence (Hymes, 1971). It is a teaching approach which has goals, teachers and learners’ roles, process of learning language, and also can facilitate learning activities (Richards, 2006). CLT underlines interaction between students. In the Communicative Language Teaching classroom, the teacher has a role as a facilitator who will only facilitate the learning process, not become a model. Moreover, the students are going to be more active in learning the language (Richards, 2006). Thus, CLT is a

The functions of language can be easily described as the ‘use’ of language for a range of different reasons in order to talk, write, listen, read. (Halliday, 1985, p.1). These functions may be for personal, interpersonal, directive, referential and imaginative reasons. Personal may be expression of ones feelings, thoughts and ideas. Interpersonal would include discussion, social chat and sharing ideas or concerns, which may possibly occur in a work place or in general situations. Directive might be to influence the actions of others, which might occur in leadership roles. Referential is reporting actions or events. Finally, imaginative encompasses storytelling and problem solving. Theorists including Malinowski, Buhler, Britton and Morris categorised the

In foreign language education and assessment, pragmatic competence has been known as an essential component of communicative language ability (Canale and Swain 1980; Bachman 1990). Although the fact that many models of communicative language ability included pragmatic competence since the 1980s (Bachman 1990; Canale and Swain 1980; Savignon 1983), but Röver (2005) and McNamara plus Röver (2006) point out that pragmatic competence assessment is still in its infancy. This paper is an attempt to present a literature review of pragmatic competence assessment. At first, a preliminary aspect of assessing pragmatic competence are presented. Second, the researcher provides a research-based review of pragmatic competence assessment. Third, the biggest part of the paper has been given to the approaches and strategies of assessing pragmatic competence that can be used and applied by researchers. Finally, hints about how to conduct an assessment as well as the rating process are reported in order to help teachers to assess this important component of the language.

first one refers to knowing how to use the grammar, syntax, and vocabulary of a

In the long history of language learning, especially in the case of learning English as L2, educationalists have been tirelessly trying to explore more and more practical approaches that ranged from conventional methods like Grammar translation method, Direct method, Situational Language Teaching etc., to the latest mode of communicative approach. The conventional teaching methods - the unsuccessful result of the earlier language theories, were proved to be ineffective, because it was felt in all the methods, that the learners were passive and the teaching-learning process was mechanical. Hence during the 1960s, a new trend of language teaching called Communicative Language Teaching paved its way into classrooms in the early 1960’s and has been widely acclaimed by educationists so far. The present paper glimpses briefly the emergence of the learner-friendly,

There are many limitations in communication and language especially in the written language. The background of the communication, for example when the conversation between Grace and Sarah many such features like implicature, linguistic code and the language level can be assessed. Before that can be done it is important that the fact that nonverbal communications may influence and understanding of the conversation may largely depend on the understanding of the nonverbal communications. There are nonverbal communications that take place and are often neglected in the study of linguistics.

- Focus on learners’ communicative competences development ( including linguistic competence , actional competence, discourse competence, socio-cultural competence and strategic competence)

As stated in the previous chapter, today’s English teaching focuses more on communicative purpose of language learning than in the past. It leads to the more important consideration of speaking skills than in previous time. Just like assessment, there is also various definition of speaking. One of them is from Lingua Links (1998) that defines speaking as productive skill in the oral mode that involves more than just pronouncing words.