Explain the Communicative Competence Model of Teaching Grammar
Communicative competence refers to the knowledge and skills required to use language effectively and appropriately in different communicative contexts. Grammar is an important component of communicative competence because it enables learners to construct meaningful and accurate utterances. However, effective communication involves more than grammatical accuracy alone; it also requires an understanding of how language varies according to context, purpose, and the relationship between speakers. For example, the language used when addressing a king or queen is likely to differ considerably from the language used when speaking to a close friend. Therefore, grammar needs to be taught not simply as a set of rules, but as a resource that enables learners to communicate appropriately in a range of social situations. This essay will examine how grammar can be taught through a communicative competence model.
Language is used for a variety of social and communicative purposes, and the appropriateness of an individual’s language can influence how they are perceived by others. Consequently, learners need to understand how grammatical structures operate in both formal and informal contexts. Teaching grammar communicatively allows students to recognise that different grammatical forms may be appropriate depending on the situation, the intended meaning, and the relationship between participants. Rather than learning isolated grammatical rules, learners should be exposed to language in meaningful contexts in which grammatical structures serve a genuine communicative purpose.
A communicative approach also recognises that language is fundamentally social. Individuals use language not only to exchange information but also to express their identity, establish relationships, and respond appropriately to others. For this reason, grammatical structures should be presented within meaningful contexts rather than as decontextualised forms. This approach places greater emphasis on authentic communication and learner-centred teaching. In stronger versions of Communicative Language Teaching (CLT), the teacher is expected to adopt a “less dominant role”, while learners are encouraged to become “more responsible managers of their own learning” (Larsen-Freeman, 1986, p. 131). This shift allows learners to take a more active role in developing their communicative abilities.
A further consideration is the tendency for learners to rely on simplified language or memorised chunks of language when communicating. Although learning language in chunks can support fluency, an excessive reliance on fixed expressions may result in learners paying insufficient attention to the grammatical system underlying the language. A communicative competence model therefore aims to establish a balance between fluency and accuracy. Learners should be given opportunities to communicate meaningfully while also being encouraged to notice, understand, and apply grammatical structures. In this way, grammar becomes an integral part of communication rather than an isolated area of language study.
Workshop Title: SWBAT (student will be able to..)
(471 words)
After the workshop, please take a few minutes to jot down any ideas, teaching tips or techniques, etc that were covered, and which you felt were useful to you. How was the content of the workshop relevant to the courses that you teach? What did you gain from attending this session?
The main point I got from this workshop was about having objectives in my lessons. If I do not have objectives, and objectives that I want the students to achieve the lesson does not really have a flow and a definite conclusion. Sometimes a teacher can go through the exercise book and feel they have achieved their quota of the language learning book but has not really focused on the students achieving a goal for that lesson which is to be using the vocabulary, grammar and language speaking associated with that lesson.
I think what I got from this workshop was to be more focused on the students’ needs, their use of English language and achieving goals. The workshop made me think more about the book I use. I recognized more how the Interchange book is structured into cycles. This is that the students have a snapshot, conversation, grammar focus, and listening to assist them with their learning and thus at the end of the cycle, it should give them a freer practice to make sure they can use their newly acquired English language.
For myself, I try to get as much as I can out of each English language lesson I teach. With the information I have been given by the workshop host, I see our team of teachers are finding their way to the end of a cycle. However, there may be a question about objectives being reached for each student. I think from what the workshop talked about is that teachers should try to focus more on students’ objectives. This is the acronym SWBATs. The crux of the workshop was Students Will Be Able To’.
I think SWBAT is a focal point for me. I should be able at the end of the cycle in the book as well as the end of each lesson be able to see and hear the students using the grammar and vocabulary which I have been teaching them, hopefully without major problems. I need to know that each student knew their objectives at the start, worked through the class and hopefully achieved them by the end.
To conclude, what I took from the workshop was that teachers should remember to focus on their objectives while giving students objectives, so in the end there is a purpose to the lesson and a feeling of achievement. Thus, all students will achieve their goal of ‘students will be able to’. and teacher will be asking each other, ‘what are your SWBATs for today’s class?
Why is it important to teach a second language?
(413 words)
TASKS:
- There are at least 3000 spoken languages in existence today. T/F
This is true, it has been estimated that the peoples of the world speak at least 3,000 or more different languages although it can be estimated that there are as many as 10,000.
2. Chinese is the most widely spoken language in the world. T/F
This is true, with 400 million people speaking Chinese (Mandarin), although If the English language is included with its second language use then this would be the most widely spoken language.
3. Some countries have more than one official language. T/F
This is true of some countries that are made up of many peoples. They speak different languages. For example, Switzerland has four national languages – German, French, Italian, and Romansch with German existing in two major dialects. Belgium counts French and Flemish. Canada has two official languages, English and French.
4. Bionic and laser are words that have been in the English language for more than 100 years. T/F
This is false. One specific feature of English is the ease with which new words can be introduced or formed to meet the communication needs of science, popular culture, politics, administration and ordinary speech. The two examples ‘Laser’ and ‘bionic’ are recently adopted words. It can be seen that the English language has an exterior that is forever changing but the core stays the same. An example of this peripheral evolvement of the English language is shown by there being every year a new buzzword (“a word or expression from a particular subject area that has become fashionable because it has been used a lot especially on television and in the newspapers”). The buzzword for 2004 was ‘Chav’. This is a noun which describes young men who wear cheap gold jewellery and baseball caps and hang around in shopping centres all over Britain.
5. English is widely used as an international language in science, commerce academic study, and training. T/F
There are many nations whose unique languages are spoken by no more than a few million people. This is the case with several countries of Europe such as the Scandinavian countries, Denmark, Norway, Sweden, Finland, Holland, and part of Belgium. For these kinds of countries simply to have a large enough market for publication, many books especially scientific, technical, or academic are printed in English. For them, English has become the dominant international language in communications, science, business, aviation, entertainment, and diplomacy and also on the Internet.
English Business Etiquette
(770 words)
In this essay, I am going to talk about how to understand English business etiquette better, so as not to be embarrassed when you visit England and have a business meeting. This is why it is wise to learn about and show an understanding of the rich business culture that England has. It could help you out of a problem.
England has a rich history and heritage that is world-renowned. English people are very proud of their heritage.
One of the first things you will notice is that English people say ‘please’ and ‘thank you’ a lot. Even when they are not wrong they may still say ‘sorry’ just to make the situation calmer. English people are known to be kinder to you if you behave politely. One important factor to remember though is a visitor may upset an English person by the things they say and do in your own culture which is not frowned upon.
Westerners are known in Asia for being a bit extravagant and flamboyant. Here in Asia, they might seem to have looser morals but the United Kingdom has a strong culture of how to behave properly not just in a business setting but in life. This culture although still ingrained in many people has changed since World War II in England after seeing an influx of immigrants. England is actually very multi-cultural nowadays.
Any business person should understand where England is. This may be hard for some because it is actually an island away from central Europe. It is in Europe but English people still do not think of themselves as Europeans although they are part of Europe. If a visitor is doing business in any other part of the United Kingdom or meets a British person they do not refer to those people as English they will be rather offended. For example, if the business person is from Scotland, Ireland or Wales they are Scottish, Irish or Welsh not English.
Appearance at a business meeting, although English people are generally conservative, is generally relaxed although a person should be polished and well-groomed. English weather always prevails not to be bright and sunny so this is generally shown in business attire. Dark suits, black or grey are usually accepted. Men wearing shirts should not have pockets in them. If they have pockets they should be kept empty. Ties are worn but be careful what pattern and colour you choose. Ties are used to show many clubs or groups in England usually with stripes. These should be avoided as they might look like copies of well-known member’s club ties. A solid or patterned this is a better choice. Men should wear laced up shoes and not loafers. Women are not so limited to colours but should still keep to a conservative dress.
So, the business visitor is ready for the meeting, it is now the case of how to behave when meeting. First of all English people are very punctual. If a person says the meeting is at 9am the visitor should be there on time. The usual view is to plan to get to the place 15 minutes before but if for a major reason the person should call and say they will be late. A visitor must also remember that English people can be very reserved and not friendly but with more meetings can form deep and lasting friendships. Visitors often get the wrong idea because in their cultures people smile more and ask more questions than an English person would. A business visitor must be careful not to mix their culture with English.
Remember the English are rather formal. When the visitor first meets an English business person, a simple handshake is enough. Eye contact should be kept while initiating handshakes. This is the same for men and women. It is also better to use Mr, Miss, Mrs plus surname when meeting. Business cards can be given but there is no formal ceremony. There is also no need for a present to be given. English people do not stand on ceremony. Any gift should be small if any.
With first conversations, any visitor must remember that privacy is important in England so informal talk should not include talk about salaries or marriage. English people also value their personal space so try not to come too close while conversing. It is also not normal to touch people in public. If the visitor is invited out for lunch it will normally be in a pub with light food and a pint of lager. It is not wise to talk about work in the pub.
Remember in a business meeting if everyone is of the same level the meeting can flow while if there is someone of superior ranking they will do most of the talking. Usually, a meeting will have an agenda so the meeting will have been planned beforehand. English people like to be told information through facts and figures rather than through emotion. This makes it easier for them to make a decision. If straight questions are asked an English business person may give an indirect or evasive answer. A visitor must not be aggressive or too persuasive actually English people like a bit of humour but not lewd or unfitting language. The final decision will be taken by the senior executives and may take some time.
