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Communication in Foreign Language Class: Verbal and Non-Verbal Strategies, Resúmenes de Idioma Inglés

Universidad Complutense de Madrid (UCM)Idioma Inglés

The concept of communication in a foreign language classroom, focusing on verbal and non-verbal communication. It discusses the importance of developing communicative competence in students, including linguistic, sociolinguistic, discursive, strategic, and sociocultural sub-competencies. The document highlights the role of the communicative approach in foreign language teaching, emphasizing the integration of the four language skills to create authentic communication situations. It also addresses the use of non-verbal strategies as essential tools for managing listening and reducing student anxiety in the language learning process. Insights into the legal framework and theories that underpin the teaching of foreign languages in primary education, making it a valuable resource for educators, researchers, and students.

Tipo: Resúmenes

2019/2020

Subido el 14/05/2024

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TOPIC 2.COMMUNICATION IN FOREIGN LANGUAGE CLASS: VERBAL
AND NON-VERBAL COMMUNICATION. EXTRALINGUISTIC
STRATEGIES: NON-VERBAL REACTIONS TO MESSAGES IN DIFFERENT
CONTEXTS.
If we make reference to the Royal Decree, 126 /2014 (passed on 28th February),
which establishes the basic contents and objectives of Primary Education and Decree 89
/2014, of 24th July which determines the Official Curriculum of Primary Education in
The Community of Madrid, we can confirm that the main goal of Foreign Language
Teaching in Primary Education is the development of Communicative Competence in
our students. This competence implies the mastery of four skills: listening, speaking,
reading and writing. Through this essay we will deal with conceptualizing the
communication that takes place in foreign language class. In the first section, we will
define verbal and non-verbal communication. In the second section, we will discuss
second language learning and use of strategies that make communication possible. I will
close this expose with a conclusion and the bibliography that served as its basis.
Now that the outline of this essay has been presented, let’s continue developing the first
part of the topic, “communication in a foreign language class: verbal and non-verbal
communication”.
Before approaching the complicated process of communication, it seems advisable to
ask ourselves, what communication is and when it occurs in our lives. Human beings
are capable of recognizing the great flux of information that surrounds them.
Communication is inherent in people and the methods used to achieve communication
are varied and complicated.
Communication can be verbal and non-verbal. Verbal communication is basically
communication through words, in both the oral and written modes. Oral communication
is a two-way process between the speaker and the listener. Speakers and listeners are
constantly changing roles. Teachers will have to take the students from imitating model
language to using language more freely.
Sometimes as teachers, we are worried about children not understanding English
instructions. However, we can try to solve their lack of comprehension through different
strategies; including reducing speed, and using non-verbal communication. As Moon
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TOPIC 2.COMMUNICATION IN FOREIGN LANGUAGE CLASS: VERBAL

AND NON-VERBAL COMMUNICATION. EXTRALINGUISTIC

STRATEGIES: NON-VERBAL REACTIONS TO MESSAGES IN DIFFERENT

CONTEXTS.

If we make reference to the Royal Decree, 126 /2014 (passed on 28th^ February), which establishes the basic contents and objectives of Primary Education and Decree 89 /2014, of 24th^ July which determines the Official Curriculum of Primary Education in The Community of Madrid, we can confirm that the main goal of Foreign Language Teaching in Primary Education is the development of Communicative Competence in our students. This competence implies the mastery of four skills: listening, speaking, reading and writing. Through this essay we will deal with conceptualizing the communication that takes place in foreign language class. In the first section, we will define verbal and non-verbal communication. In the second section, we will discuss second language learning and use of strategies that make communication possible. I will close this expose with a conclusion and the bibliography that served as its basis. Now that the outline of this essay has been presented, let’s continue developing the first part of the topic, “communication in a foreign language class: verbal and non-verbal communication”. Before approaching the complicated process of communication, it seems advisable to ask ourselves, what communication is and when it occurs in our lives. Human beings are capable of recognizing the great flux of information that surrounds them. Communication is inherent in people and the methods used to achieve communication are varied and complicated. Communication can be verbal and non-verbal. Verbal communication is basically communication through words, in both the oral and written modes. Oral communication is a two-way process between the speaker and the listener. Speakers and listeners are constantly changing roles. Teachers will have to take the students from imitating model language to using language more freely. Sometimes as teachers, we are worried about children not understanding English instructions. However, we can try to solve their lack of comprehension through different strategies; including reducing speed, and using non-verbal communication. As Moon

suggests, only when full understanding is essential or when learners are stressed, may teachers use the first language. Hudges proposed a classification of classroom language function, showing the circumstances of foreign language use in Primary lessons. These functions are: giving instructions (routines, commands for behavior); sequencing (establishing sequence of work, introducing new activity); supervising (directing attention, giving warnings), asking questions (checking knowledge, searching for information), replying to questions (verbal confirmation, encouraging feedback); giving information (giving examples); and empathizing (greeting, apologizing). Although in Primary Education oral communication is the priority, we cannot forget the written language as part of the verbal communication. Learning to write is necessary in order to have a good mastery of both the oral and written form. Children will need it in real life and it also reinforces the learning of oral communication. Now that we know what verbal communication consist of, let’s continue explaining another type of communication that exists: non-verbal communication. This type of communication is very important, especially when linguistic competence is low. Information received from the gestures, attitude and facial expressions of the speaker is as important as oral language. Its use guarantees the comprehension of messages and the progression of the students. There are different ways to interact through non-verbal communication. One of them is known as Kinesics, which is based on gestures and facial expressions. It may be used to help to clarify the linguistic input, and to reinforce the meaning of instructions. The most common kinesics messages are head movements, body posture. Another non-verbal type of communication is called paralanguage, also known as the prosodic mode, which involves modulating the voice in appropriate ways. It may be used to show attitudes and reactions, to control the noise level, and to get the students’ attention. A third mode is the one called “Oculesics” or eye contact with students. It may be use to control individual pupils’ talking time, and to show attention and respect. Although communication is a complex process comprising verbal and non-verbal components, Non-verbal communication seems to have little or no place in our learning environment, since we mistakenly think it is not very important for our students. However, certain strategies have been developed for using these extra-linguistic

of a second language: communicative competence. However, what is Communicative Competence? Dell Hymes established this new concept in language theory. For Chomsky, competence simply implies the knowledge of the language system. Hymes maintained that Chomsky ´s theory was incomplete, and that the communicative and cultural dimension should be incorporated. Canale and Swain expanded on Hymes establishing four dimensions of communicative competence (sub competences): grammatical, discursive, sociolinguistic and strategic competence. These four skills are complemented by socio-cultural competence, which implies the knowledge of certain cultural facts to understand the message completely. Our legal framework further develops the idea of communicative competence, which consists, basically, of five sub-competencies that are based on Canale and Swain’s model: linguistic; sociolinguistic; discursive; strategic; and socio-cultural competence. Linguistic competence is the ability to recognize and elaborate messages using properly phonetic, semantic, lexical, and morphosyntactical models of the language system. Sociolinguistic competence is the ability to adjust one's speech to fit the situation. Discursive competence is the ability to understand, create and develop different forms of the language with the appropriate cohesion, coherence and rhetorical organization to combine ideas. Strategic competence is the ability to make use of verbal and non-verbal communicative strategies for the compensation of errors, gaps or interruptions in the process of communication. Socio-cultural competence is the familiarity with the social and cultural context in which the foreign language is spoken. This way of understanding the process of communication constitutes the basis of what we call the “Communicative Approach” and the focus of foreign language learning. This approach is based on the idea that language is used for communication and communication implies the integration of the four skills: reading, writing, listening and speaking. This idea is also presented in our legislation, which highlights the importance of the development of both oral and written skills in Primary Education. The Royal Decree, 126 /2014, passed on the 28th^ February, establishes the following blocks of content in the foreign language curriculum: Oral Comprehension (block 1); Oral Expression (block 2); Reading Comprehension (block 3); and Written Expression

(block 4). All this content aims to help primary students achieve communicative competence in the foreign language. In the classroom, teachers will need to ensure that these skills are integrated through situations that allow for and encourage authentic communication. We have to create real communicative situations in our lessons and we cannot forget how important and useful the new technologies are nowadays. They bring the real world into the classroom and promote real communicative situations. It can be a very motivating and useful tool to use in our lessons whenever possible. WebPages or blogs are some examples. It can be a very motivating and useful tool to use in our lessons whenever is possible. In this unit we have seen that Communication is the exchange of ideas and information between people. To communicate, we don’t only use words but also gestures. We use verbal and non-verbal strategies in order to communicate. We have also seen what communicative competence means. Taking this into account and since communication is the main purpose of a language, it would be illogical not to create a real communication atmosphere in class. For this reason, the English classroom must be managed by the learners as well as by the teacher.That is to say, learners must be confident enough to initiate communication in English, and not merely respond when they are addressed by the teacher. I believe that the solution is to give students the resources and context they need, because without these, opportunities are missed, and we risk not guiding the students to deal with real-life situations. In order to develop this essay I have made references to the following bibliography:

  • Harmer, Jeremy (1991) “ The practice of English Language Teaching”. Longman.
  • Richards & Schmidt “Language and Communication”. Longman.
  • Skinner “ Verbal Behaviour”. Prentice Hall 1957.
  • Brewster & Ellis and Girard “ The Primary English Teacher’s Guide”
  1. Penguin.