desarrollo de la competencia comunicativa fernando rubio universidad de huelva
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Desarrollo de la competencia comunicativa
Fernando RubioUniversidad de Huelva
Etapa previa al desarrollo de los estudios sobre competencia
comunicativa
• Análisis lingüísticos de lenguas.• Método audio-oral.• Investigación en la naturaleza de la
interlengua, con énfasis en el error.
Conceptualización de competencia comunicativa
• Término acuñado por Dell Hymes (1967).
• Competencia lingüística y comunicativa:– “…knowledge about language forms and
knowledge that enables a person to communicate functionally and interactively”.
Conceptualización de competencia comunicativa
• James Cummins (1979) propuso:– Capacidad académica/cognitiva de la lengua.– Destrezas comunicativas interpersonales.
Conceptualización de competencia comunicativa
• Michael Canale y Merrill Swain (1980): Cuatro componentes.-
– Competencia gramatical.– Competencia discursiva.– Competencia sociolingüística.– Competencia estratégica.
Conceptualización de competencia comunicativa
• Lyle Bachman distingue competencias organizativa y pragmática (aspectos funcionales y sociolingüísticos).
Esquema de Bachman
Competencia de la lengua
Competencia organizativa Competencia pragmática
Competencia gramatical
Vocabulario
Morfología
Sintaxis
Fonología
Competencia textual
Cohesión
Organización retórica
Competencia llocutiva Competencia sociolingüística
Funciones manipulativasHeurísticas, imaginativas
Sensibilidad a dialectosSensibilidad a registros
Sensibilidad a naturalidadReferencias culturales y figuras retóricas
Components of Communicative Language Ability in Communicative Language Use
(Bachman, 1990, p. 85)
CONTEXT OFSITUATION
PSYCHOPHYSIOLOGICALMECHANISMS
STRATEGICCOMPETENCE
KNOWLEDGE STRUCTURESKnowledge of the world
LANGUAGE COMPETENCEKnowledge of language
Communicative Competence (Celce-Murcia, Dörnyei, & Thurrell, 1995)
Old Paradigm and New Paradigm
Objectives
Stated in terms of grammatical knowledge as provided in textbook
Stated in terms of what learners should know and be able to do with the language
Content/Culture
Content limited to bits and pieces of cultural information included in textbook; connections to other disciplines absent
Interdisciplinary and cultural connections; integration of cultural and academic content; culture explored by means of products, practices, and perspectives
Old Paradigm and New Paradigm
Skills Practice of individual skills: listening, speaking, reading, writing
Integrated practice of three modes of communication, which build on one another
The Learner
Mostly passive and learns the material presented by the teacher
Actively engaged in learning and has opportunities to explore her/his own interests
Old Paradigm and New Paradigm
The Teacher
The center of instruction and the audience for learners; students work to impress the teacher
Facilitates instruction and guides student learning; designs opportunities for cooperative learning; audience includes peers and community
Materials
Textbook as primary material
Textbook as one of many tools; others include authentic materials (tape recordings, videos, magazines, short stories, folklore), World Wide Web, visuals, realia
Old Paradigm and New Paradigm
Assess-ment
Purpose to evaluate student achievement; focus on discrete-point grammar items, often out of context; primarily paper-and-pencil testing; learners provide one right answer
Purpose to assess progress in meeting standards and to improve instruction; assessment strategies include integration of modes for meaningful purposes, exploration of content, completion of real-world tasks, self-assessment by learners
Shrum & Glisan, 2005, p. 68
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