Defining communicative competence. The value of communicative language teaching. On the value of audio-lingual approach. Using of humor in teaching foreign language. On the structure of an anecdotes. Using anecdotes for intermediate and advanced learners.
Аннотация к работе
[2] Hymess theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. In Hymess view, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to: 1. whether (and to what degree) something is formally possible; 2. whether (and to what degree) something is feasible in virtue of the means of implementation available; 3. whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated; 4. whether (and to what degree) something is in fact done, actually performed, and what its doing entails. This theory of what knowing a language entails offers a much more comprehensive view than Chomskys view of competence, which deals primarily with abstract grammatical knowledge. [3] Dr. Lane from University of Kentucky dealt with the problem of defining communication competence. He comes with some examples of identifying communicative competence by some linguists. Initially, Spitzberg (1988) defined communication competence as the ability to interact well with others (p.68). (Gatt 2000) As for stories, young children tend to enjoy humor books that were easier to read and they are more interested in humor based in characters actions than humor of language and wordplay. (Deniz Salli-Çopur 2008) CHAPTER III. ANALYSES OF INVESTIGATED MATERIAL 3.1 About investigated material The anecdotes that I used in this paper were taken from different sources, but most of them from different websites. As I didn’t need simple, ordinary anecdotes, it was a little bit hard to find the appropriate ones to fit the task of the research. As far as anecdote topics need to be meaningful to virtually all the students, they should have been subjects about which most people have something to say: a film they’ve seen, a close friend, a journey, an evening out in a restaurant or a childhood memory. However, even though the topics are universal, many students will find it difficult to think of what to say on the spur of the moment. They may not be able to elaborate without some kind of framework to follow; they will need to have their memories jolted, their ideas ‘activated’. This is achieved in the anecdote activity by careful preparation of a series of leading questions designed to trigger ideas. That’s why the farther description of the material will be set later in the corresponding section. 3.2 Types of division Here are some samples of anecdotes according to the classification suggested in the theoretical part: 1) Planned anecdotes are similar to those used in essays or in oral presentations. The teacher plans when to use the anecdote in the lesson, how to use it, and what kind of an exercise or questions will follow the anecdote. § Pilot to tower . . . pilot to tower . . . I am 300 miles from land . . . 600 feet over water . . . and running out of fuel . . . please instruct! Tower to pilot . . . tower to pilot . . . repeat after me: Our Father, which art in heaven . . .[1] This is a great instrument to work with - to warm-up the pupils, to captivate their attention and to adjust them on the lesson. The warm-up should be as funniest, as more vigorous, as more creative as possible. And though the anecdote is a little bit sad, I think its humor will cover the negative part. It can be presented in many ways: reading, performing in roles, etc. and also used during the other stages of the lesson to make the pupils listen to the teacher. The sample contains numerals (300, 600), repeated words (pilot, tower), so after the activity with this anecdote the teacher can for example teach the numerals.