Tema-1
“ LANGUAGE AS COMMUNICATION: ORAL AND WRITTEN
LANGUAGE. FACTORS DEFINING A COMMUNICATIVE SITUATION:
LISTENER, CODE, FUNCTIONALITY AND CONTEXT “
In this unit we are going to study language and its major functions:
A conclusion summing up what has been said throught the unit will
follow, ending up with the bibliography used for the elaboration of this
discussion.
INTRODUCTION
We must point out that language is not just a “subject” in the sense of
a package of knowledge. It is not just a set of information and insights. It
is a fundamental part of being human. Traditional approaches used to
treat a language as if it were a free-standing package of knowledge by
analysing and observing it. Many of us learnt a language that way. But
this process is a very abstract one and experience has shown that it
does not appeal to everyone. To learn to use a language at all well for
ourselves rather than for textbook purposes, most of us have to become
involved in it as an experience. We have to make it a human event not
just a set of information. We do this by using it for real communication,
for genuine giving and receiving of messages.
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* Now that we have introduced this particular topic we are going to deal
with the study of language as Communication, its functions and the
concept of communicative competence.
Sapir said that “ language is a purely human and non instinctive method
of commicating ideas, emotions and desires by means of voluntarily
produced symbols “.
5. Total feedback: speakers hear and can reflect upon everything they
say.
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- recording facts
- instrument of thought
The British linguist Halliday grouped all these functions into three
Metafunctions, which are the manifestations in the linguistic system of
the two unique manifestation purposes which underline all uses of
language, combined with the third component (textual) which breathes
relevance into the other two.
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The Rules Of Use. When a native speaks, he does not only utter
grammatically correct forms, he also knows where and when to use the
sentences and to whom.
1) Systematic Potential:
This means that a native speaker possesses a system that has a
potential for creating a lot of language. This is similar to Chomsky’s
competence.
2) Appropriacy:
This means that the native speaker knows what language is appropriate
in a given situation, according to: setting, participants, purposes,
channel and topic.
3) Occurence:
This means that the native speaker knows how often something is said
in the language and acts accordingly.
4) Feasibility:
This means that a native speaker knows whether something is possible
in the language.
These four categories have been adapted for teaching purposes. Thus,
Real Decreto 1006/1991 of 14th June, which establishes the teaching
requirements for Primary Education nation-wide, sees communicative
competence as comprising five subcompetences:
1) Grammar Competence.
The ability to put into practice the system of grammar rules by which a
language operates.
2) Sociolinguistic Competence.
The ability to produce appropriate utterances in different sociolinguistic
contexts depending on contextual factors such as status of participants,
purpose of the interaction....
3) Sociocultural Competence.
This is understood to be the knowledge of the social and cultural context
in which the language is used.
4) Discourse Competence.
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5) Strategic Competence.
The ability to use verbal and non-verbal strategies to compensate for
breakdowns in communication, or to improve the effectiveness of
communication, as for example, the use of paraphrase, tone of voices or
gestures.
On the one hand we have spoken language, which is the most obvious
aspect of language. Speech is not essential to the definition of an
infinitely productive communication system, such as is constituted by
language. But, in fact, speech is the universal material of language. Man
has almost certainly been a speaking animal. The earliest known
systems of writing go back perhaps some 5000 years. This means that
for many hundreds of thousands of years human languages have been
transmitted and developed entirely as a spoken means of
communication.
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the acoustic stage of the chain, during which the sound waves travel
towards the listener’s ear. These sound waves activate the listener’s ear
drum.
1) Non-Phonological Systems.
These do not show a clear relationship between the symbols and the
sounds of the language. They include the pictographic, ideagraphic,
uniform and Egyptian hieroglyphics and logographics.
2) Phonological Systems.
These do show a clear relationship between the symbols and the sounds
of language. We can distinguish between syllabic and alphabetic
systems.
Now let’s study the main differences between writing and speech. The
most obvious is the contrast in physical form.
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* The Message
The content of information that the speaker sends to the listener.
* The Channel
The place through which the message flows.
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* The Code
A limited and moderately wide group of signs which combine according
to certain rules known by the speaker and by the listener.
* The Context
The situation in which the speaker and the listener are in, which
sometimes helps to interpret the message.
1) Who communicates ?
All of these questions are useful in thinking how language is used in the
classroom.
The first of these areas, Language, concerns those times when a teacher
is explaining or illustrating the language, or when the pupils are asking
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Strategies that parents use intuitively to draw children into the use of
the first language must be used deliberately by the teachers to draw
children into using the second language. Research has shown that
parents generally speak more slowly, articulate more carefully, and use
gesture, facial expression and tone when talking to young children to aid
their understanding and to encourage them to produce.
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CONCLUSION
BIBLIOGRAPHY
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