Theme 1: The Subject matter of Methods of Language Teaching

the aims of language teaching

the formation of habits and the
development of skills
contribution of other sciences

Most teachers forget that teaching is an art. As all artists learn, select and employ
varieties of each of the constituent elements of their
craft in creating their distinct works, so teachers use the
components of their own art to teach in ways as distinctive as each teacher is
unique.
The basic elements of teaching are very important in teaching, they are
ingredients of our own humanity. We must draw them from ourselves, identify,
develop, and then apply them. The main elements of teaching are the ways of
transmitting certain desirable qualities of human character, as well as knowledge
to the students.
Its the Teacher who has to use all his creature, the elements of teaching, the most
effective methods and techniques, and creativity to motivate and keep interested
the student in learning a foreign language and ensure the retention of the material
in students memory and reaching the main goal which is to educate and teach.
It is much easier to talk or write about teaching than it is actually to teach. Those
who have never taught probably cannot fully imagine the demands on energy,
patience, and will, imposed by classroom work.
Teachers are presumed to possess knowledge, they must know what they teach
and know how to teach it; and in order to teach effectively, they must know
deeply and well.

By saying that the true teacher must master a body of knowledge, we distinguish
knowledge from information. Information is to knowledge what sound is to music.

The struggle to gain and sustain this knowledge is probably the most exacting
work of any teacher, and it never ends. No one should think that mastery of a
body of knowledge is easy. It is extremely difficult, necessitating a degree of
devotion, concentration, discipline, and effort demanded by few other pursuits.
 All teaching involves the transmission of knowledge, like the handing-on of the
torch in the Olympic Games. Just as the flame must stay alive the torch passes
from hand to hand, so knowledge must be transferred from teachers to students.

Teachers are presumed to posses not only knowledge, but methods, approaches
and techniques as well. They must know what they teach and how to teach it; and
in order to teach effectively, they must know the subject and methods of teaching
it deeply and well. And because knowledge is always a work in progress, it is
never complete; we must run to keep up with it.

Methods of Foreign Language Teaching is understood as a body of scientifically

tested theory concerning the teaching of foreign languages in schools and other
educational institutions. It covers 3 main problems:
aims of teaching a foreign language
content of teaching, i.e. what to teach to attain the aims;
methods and techniques of teaching, i.e. how to teach a foreign language to attain
the aims in the most effective way.

Aims are the first and the most important consideration in any teaching.
R. Roberts made a clear distinction between the terms aim and objective. He
suggested that the term aim should be used for long term goals, and the term
objective- only for short term goals( immediate lesson goal).
The changes the teacher must bring about in his pupils may be threefold: practical,
educational, and cultural.

Practical aim- is the most important as the pupils acquire habits and skills in using a
foreign language.

Educational aim is of great value as the pupils develop their mental abilities and
intelligence in the process of learning the foreign language.
Cultural aim pupils extend their knowledge of the world in which they live, the life,
customs and traditions of the people whose language they study.
The leading role belongs to practical aims, for the others can only be achieved
through the practical command of the foreign language.
 Methods of foreign language teaching is closely related to other sciences such as
pedagogics, psychology, physiology, linguistics, and some others.

Methods as a science is a part of pedagogics. As we know pedagogics is the

science concerned with the teaching and education of the younger generation. One
branch of pedagogics is called didactics. It studies general ways of teaching in
schools. Methods, as compared to didactics studies the specific ways of teaching a
definite subject.

Teaching a foreign language means first of all the formation and development of
pupils habits and skills.

THEME 2. What is teaching

What is treaching?
Teaching is a process intended for learning by inducing a behavioural
change in the taught.

It is an art of communicating a message with impact on audience.

Pedagogy is an art or profession of teaching.

Why teaching???
Teaching creates knowledge awareness and feelings in the taught and brings
about behavioral change.

Purpose of teaching
Teacher Message Taught

Well
prepared CLEAR, SENSITIZED
AND RECEPTIVE
ACCURATE
BRIEF
SPECIFIC

No
Communication
barriers
 Learning cycle
Cognitive domain- psychomotor domain- Affective domain

Types of teaching
ACTIVE
PASSIVE
LEARNER ORIENTED
TEACHER ORIENTED

Teaching methods
1. Lecture
2. Lecture discussion
3. Seminar
4. Symposium
5. Panel discussion
6. Group discussion
7. Tutorials
8. Role play
9. Integrated teaching (horizontal and vertical)
10. Talking point sessions
11. Workshops
12. Conferences

Lesson stages
1. SET INDUCTION(evocation)
2. INTRODUCING TOPIC(evocation)
3. TOPIC ORGANIZATION(meaning realisation)
4. REINFORCING OR STIMULATING(reflection)
5. SUMMARIZING(extension)

Set induction
Bringing the mood of the audience into the topic.
Make sure that your audience is ready to receive the message you are going
to deliver by any means which will make them attentive and receptive like:
1. Verbal questioning
2. Handouts
3. Problem/exercises
Introduction to the topic
Introduce the topic to the students by means of
1. Title
2. Learning objectives
3. Performance objectives

Organizing the topic

Prepare lesson plan keeping in mind
1. Relevance
2. Sequence
3. Editing
4. Time management

Reinforcement
Make the lesson both comprehensive and interesting by
Reinforcing with
1. Facts and figures
2. Problems/exercises
3. Giving Examples
4. Making it a two way lecture discussion by asking few questions( particularly
the students who are not attentive.

Stimulation
Make it more interesting and lively by
1. Repetition of the main points
2. Stressing the important ones
3. Pauses to make something more effective
4. Relevant personal experiences
5. Purposeful body movements, gestures, voice modulations, eye contact etc.
Teaching styles
"Style" is The way or manner (Method) in which something is
said or done -
American Heritage Dictionary

Types of teaching styles

A. Keep Students Interested

- Excited teacher with loud voice and lots of energy

- Humor
- Change activities frequently

B. Respect Learners

C. Objective Driven

TYPES OF TEACHERS
1. assertive
2. suggestive
3. collaborative
4. facilitative
 Assertive teaching style

Teachers experience Learners experience

Assertive Suggestive Collaborative Facilitative

Assertive Style: Lectures. Gives information.

Examples Staph is the most common cause of osteo.

Heres how you treat osteomyelitis.

Whos working: Teacher is providing information.

Flow of information is one way!

Deals with: Factual knowledge, or specific skills.

(or useful for developing): Sometimes you need to give the learner some
information.
Questions to ask: Name 3 mechanisms by which you could get
osteomyelitis.
2004 Community Faculty Development Center
 Facilitative teaching style

Teachers experience Learners experience

Assertive Suggestive Collaborative Facilitative

Facilitative Style: Asks open, reflective, or emotive questions.

Examples How do you feel about putting a needle in

someones bone?
How do you feel about caring for a non-
compliant patient with osteomyelitis?
Is it hard for you to ask about drug use?

Whos working: Teacher facilitates, HOWEVER:

Only the learner knows the answer..

Deals with:
(or useful for developing): Emotions or attitudes.

2004 Community Faculty Development Center

 Suggestive teaching style
Teachers experience Learners experience
Assertive Suggestive Collaborative Facilitative

Suggestive Style: Asks leading questions..

Examples 1. What germs cause osteomyelitis?
2. Which antibiotics kill those germs?
3. How well do those ABTs penetrate bone?
4. What are the side effects of the antibiotics?

Whos working: Teacher is organizing it for the student.

Teacher is leading the student down a path.*

Deals with: Opinion or uncertainty.

(or useful for developing): Helps with clinical thinking.

When we ask Compare and contrast osteo and SA

When would you order a bone scan vs. a
We are using the plain film in a patient with suspected
suggestive style. osteomeylitis?
2004 Community Faculty Development Center
 Collaborative teaching style
Teachers experience Learners experience
Assertive Suggestive Collaborative Facilitative

Collaborative Style: Asks open, exploratory questions.

Example: What ABTs would you use to treat osteo?

Student is organizing it.

Whos working: Focus of control is more with the student
than the teacher.

Deals with: Opinion or uncertainty.

(or useful for Helps with clinical thinking..
developing):

Questions to ask: Whats your assessment and plan?

2004 Community Faculty Development Center

THEME 3. Principles of foreign language teaching

Principle is defined as a guide to action, as a guide to teaching.

Methods of foreign language are based on fundamental principles of didactics, they are
the following:
Durability, communicative approach, activity, visualization, conscious approach,
accessibility.
One of the main methodological principles is the practical or the communicative
approach.
It means that the students should be involved in oral and written communication
throughout the whole course of learning the foreign language. Students are taught to use
the target language as a means of communication, i.e. for listening comprehension,
speaking, and reading.
The principle of durability implies he ability of a student to keep in his
memory linguistic and language material he learns. It means that the student can use units
of language and sentence-patterns whenever he needs them for oral or written
communication.

The durability is ensured by:

vivid presentation of the material;
constant revision or drill;
the use of the material on the part of the learners for communicative needs;
systematic control;
constant supervision of students habits and skills.

The principle of conscious approach to language learning implies

comprehension of linguistic phenomenon of language material. Such an approach to
learning usually contrasts with mechanical learning through repetitive drill.
A conscious approach to foreign language teaching means that the
students should understand the material they are to learn, to be able to transform it and
apply in communication in the target language.
Comprehension is achieved through:
- situations in which the material is used;
- context and other linguistic means ( synonyms,
antonyms, definitions, etc.);
- visual presentation (objects, gestures, etc.);
- creating and acting out a situation with the
material.
The principle of activity in foreign language teaching is of great importance since
learning a foreign language should result in mastering the target language.

Activity arises under certain conditions. The main sources of activity are
motivation, desire, and interest.

Practice and special observation prove that pupils interest depends on

their progress in language learning. If pupils make good progress in hearing, speaking,
reading, and writing, they become interested in learning the foreign language. If the
pupils are not involved in the act of communication in the target language and remain on
the level of performing drill exercises, they soon lose interest and become passive at the
lessons.

The principle of visualization

has always been very important for

language learning. visualization may be defined as specially organized demonstration of
linguistic and language material. The purpose is to help the pupils easier understanding
and better assimilation of the material.

Visual aids allow the teacher to create natural conditions for students oral
practice and free conversation. It can be used in teaching various aspects of the
language: phonetics, vocabulary, grammar, and in developing different language skills:
hearing, speaking, reading and writing.
THEME 3. Educational method
a procedure or process for attaining an object: as
a (1) : a systematic procedure, technique, or mode of inquiry employed by
or proper to a particular discipline or art (2) : a systematic plan followed
in presenting material for instruction
b (1) : a way, technique, or process of or for doing something (2) : a
body of skills or techniques
a procedure or process for attaining an object: as
a (1) : a systematic procedure, technique, or mode of inquiry employed by
or proper to a particular discipline or art (2) : a systematic plan followed
in presenting material for instruction
b (1) : a way, technique, or process of or for doing something (2) : a
body of skills or techniques

Instructional/Teaching Methods vs. Instructional Aids?

Assist the teacher in the teaching/learning process
White board
Handouts
Props
Pictures/Video
Audio
Computer based simulation
Models
Others?

Traditional Language Teaching

The Grammar Translation Method

The Direct Method

The Audio-Lingual Method

The Grammar Translation method was widely used in teaching classical languages,
Latin and Greek. As other languages began to be taught in educational institutions in the
18 and 19 centuries the Grammar-Translation method, (known before as the Classical
Method) was adopted as the chief means for teaching foreign languages. In teaching a
foreign language by means of the grammar-translation method attention was paid to the
assimilation of grammar rules of the foreign language that pupils studied.
The major characteristics of the Grammar Translation method :
1. Insistence upon grammatical analyses. Much of the lesson is devoted to translating
sentences into and out of the target language.

2. Reading and writing are the major focus, little or no systematic attention is paid to
listening and speaking.

3. Little or no attention is given to pronunciation.

4. Much vocabulary is taught in the form of lists of

isolated words.

5. Little attention is paid to the content of texts,

which are treated as exercises in grammatical
analysis.

6. Grammar is taught deductively - that is, by

presentation and study of grammar rules, which
are then practiced through translation exercises.

7. The students native language is the medium of instruction. It is used to explain new
items and to enable comparisons to be made between the foreign language and the
students native language.

8. The textbook is the essential teaching aid. Language performance, in the

classroom takes the form of reading, translating and the working out various
exercises which require the application of grammar rules to selected date.

The Grammar-Translation method dominated European and foreign

language teaching from the 1840s to the 1940s, and in modified form it continues to be
widely used in some parts of the world today.
We can understand why Grammar Translation Method remains so popular.
Although it often creates frustration for students, it makes few demands on teachers: it
requires few specialized skills on the part of teachers.
THE DIRECT METHOD - The direct method appeared as a reaction
against the Grammar-Translation Method.
The rapid development of various branches of
Industry and the tremendous development of
international trade and colonial expansion
required plenty of officials who had a practical
mastery of the language, people who could speak
and write a foreign language and be able to
communicate with foreigners.

Therefore practical mastery of a foreign language becomes the main purpose of teaching
this subject at school. The rapid development of pedagogy, psychology, and linguistics
promoted the appearance of new methods. These are the prerequisites that brought about
the appearance of new method, so called Direct Method also known as Berlitz Method.

The method is called direct because in teaching

a foreign language an attempt is made to establish
a direct connection between a foreign word and
the thing or notion it denotes without the aid of the
native language.
The basic premise of the Direct Method was
that second language learning should be more like
first language learning lots oral interaction,
spontaneous use of the language, no translation
between the first and second language and little or
no analysis of grammatical rules.
The main principles and procedures:
Classroom instruction was conducted exclusively in the target language.
Oral communication skills were built up in a carefully graded progression
organized around question and answer exchanges between the teacher and
students in small, intensive classes.
Grammar was taught inductively, i.e. First examples, then the learner may
discover the grammar rules himself.
 New teaching points were introduced orally.

Concrete vocabulary was taught through demonstration, using real objects and
pictures; abstract vocabulary was taught by association of ideas, explanation,
synonyms, antonyms.

Both speech and listening comprehension were taught.

Correct pronunciation and grammar were emphasized.

The following principles and guidelines for teaching oral language are still
followed in contemporary Berlitz schools:
Never translate: demonstrate
Never explain: act
Never make a speech: ask questions
Never imitate mistakes: correct
Never speak with single words: use sentences
Never speak too much: make students speak much
Never use the book: use your lesson plan
Never jump around: follow your plan
Never go too fast: keep the pace of the student
Never speak too slowly: speak normally
Never speak too quickly: speak naturally
Never speak too loudly: speak naturally
Never be impatient: take it easy
The Direct Method enjoyed great popularity at the end of the nineteenth century and the
beginning of the twentieth but it was difficult to use, mainly because of the constraints of
budget, time, and classroom size. Yet, after a period of decline, this method has been
revived, leading to the emergence of the Audiolingual Method.
THE AUDIOLINGUAL METHOD

The outbreak of World War II heightened the need for Americans to become orally
proficient in the languages of their allies and enemies alike. To this end, bits and pieces
of the Direct Method were appropriated in order to form and support this new method,
the "Army Method," which came to be known in the 1950s as the Audio-Lingual Method
(ALM)
The following points sum up the characteristics of the method:

Dependence on mimicry and memorisation of set phrases.

Teaching structural patterns by means of repetitive drills (Repetitio est mater

studiorum).
No grammatical explanation.
Learning vocabulary in context.
Use of tapes and visual aids.
Focus on pronunciation .
Immediate reinforcement of correct responses.
New material is presented in dialogue form.
Very little use of the mother tongue by teachers is permitted.

For a number of reasons, the Audio Lingual Method enjoyed many years
of popularity, and even to this day, adaptations of this method are found in contemporary
methodologies. But the popularity was not to last forever. It waned after 1964, challenged
by Wilga Rivers's criticism of the misconceptions of the ALM. It was discovered that
language was not acquired through a process of habit formation and errors were not
necessarily to be avoided.

THEME 4.
 METHODS OF 1960-70S

1. Suggestopedia

2. The silent way

3. Total physical response

Suggestopedia was originally developed in the 1970s by the Bulgarian educator Georgi
Lozanov.
The approach was based on the power of suggestion in learning. The notion is that
positive suggestion would make the learner more receptive and, in turn, stimulate
learning.

In order to create this relaxed state in the learner and to promote positive suggestion,
suggestopedia makes use of music, a comfortable and relaxing environment, and a
relationship between the teacher and the student.
Music, in particular, is central to the approach. Unlike
other methods and approaches, there is no obvious order in which items of language are
presented.
The original form of suggestopedia presented by Lozanov
consisted of the use of extended dialogues, often several pages in length, accompanied by
vocabulary lists and observations on grammatical points.
Typically these dialogues would be read aloud to the
students to the accompaniment of music.
The most formal of these readings, known as the "concert reading", would typically
employ a memorable piece of classical music such as a Beethoven symphony.
This would not be in the form of background music but would be the main focus of the
reading, with the teachers voice acting as a counterpoint to the music.
Thus the "concert reading" could be seen as a kind of
pleasurable event, with the learners free to focus on the music, the text or a combination
of the two. The rhythm and intonation of the reading would be exaggerated in order to fit
in with the rhythm of the music.
The second, less formal reading would employ a lighter,
less striking piece of music, such as a piece of Baroque music, and this would take a less
prominent role.
The more obvious criticisms lie in the fact that many
people find classical music irritating rather than stimulating.
The length of the dialogues and the lack of a coherent
theory of language may serve to confuse rather than to motivate, and, for purely logistic
reasons, the provision of comfortable armchairs and a relaxing environment will probably
be beyond the means of most educational establishments.
In addition the idea of a teacher reading a long dialogue
aloud, with exaggerated rhythm and intonation, to the accompaniment of Beethoven or
Mozart music may seem ridiculous to many people.

The Silent Way is related to a set of premises that are called problem-solving
approaches to learning . These premises are concisely represented in the words of
Benjamin Franklin:
Tell me and I forget,
Teach me and I remember,
Involve me and I learn.

The Silent Way was originated in the early 1970s and was
the brainchild Caleb Gattegno.
The use of the word "silent" is also significant, as Silent
Way is based on the premise that the teacher should be as silent as possible in the
classroom in order to encourage the learner to produce as much language as possible.
The three basic tenets of the approach are the following:
Learning is facilitated if the learner discovers or creates
rather than remembers and repeats what is to be learned.
Learning is aided (facilitated) by physical objects.
Problem-solving is central to learning.
As far as the presentation of language is concerned, Silent Way adopts a highly structural
approach, with language taught through sentences in a sequence based on grammatical
complexity, described by some as a "building-block" approach.
The structural patterns of the target language are presented
by the teacher and the
grammar rules of the language are
learnt inductively (first example
then the rule) by the learners.

In the language classroom, the Silent Way typically

utilized as materials a set of rods small coloured rods of varying lengths
The rods were used to introduce vocabulary (colours,
numbers, adjectives [long, short, and so on]), verbs (give, take, pick up, drop), and syntax
(tense, comparatives, pluralization, word order, and the like). The teacher provides
single-word stimuli, or short phrases and sentences, once or twice, and then the students
refined their understanding and pronunciation among themselves with minimal corrective
feedback from the teacher.
New items are added sparingly by the teacher and learners
take these as far as they can in their communication until the need for the next new item
becomes apparent. The teacher then provides this new item by modelling it very clearly
just once. The learners are then left to use the new item and to incorporate it into their
existing stock of language, again taking it as far as they can until the next item is needed
and so on.

The apparent lack of real communication in the approach has been criticised, with some
arguing that it is difficult to take the approach beyond the very basics of the language,
with only highly motivated learners being able to generate real communication from the
rigid structures illustrated by the rods. The fact that, for logistical reasons, it is limited to
relatively small groups of learners is also seen as a weakness.

Total Physical Response was developed by James Asher, an American

professor of psychology in the 1960s.
Total Physical Response is based on the theory that the
memory is enhanced through association with physical movement.
Total Physical Response as an approach to teaching a second language is based first on
listening and this is linked to physical actions, which are designed to reinforce
comprehension of particular basic items.
Typically, Total Physical Response utilized the imperative mood.
The activity might contain such instructions to get learners to move about and to loosen
up:
Walk to the door, Open the door,
Sit down, Give Ann your dictionary and so on.

No verbal response was necessary. More complex syntax

could be incorporated into the imperative:
Draw a rectangle on the blackboard,
Walk quickly to the door and open it.
The students are required to carry out the instructions by
physically performing the activities.

It should be mentioned that it was never intended that

Total Physical Response should expend only beyond beginner level. In order to follow
the syllabus and to have a better result James Asher suggested that Total Physical
Response should be used in association with other methods and techniques.
Short Total Physical Response activities, used and
integrated with other activities can be both highly motivating and linguistically
purposeful.
Careful choice of useful and communicative language at
the beginner level can make Total Physical Response activities entirely valid.

THEME 5. CLASSROOM ENGLISH

Starting the lesson
Good morning/afternoon.
Hello everybody.
How are you?
Very well, thank you.
Fine, thank you and you?
Who is / Whos absent today?
Sit down, please.
Come in. Why are you late?
I am /Im sorry, I am /Im late.
Give me your homework, please.
 Pronunciation and repetition

Listen/ listen carefully.

Listen to me, John (name).
Watch and listen.
Everyone, repeat after me:(a word or phrase).
Say it again /more slowly/ louder please.
Say it in English please, not Romanian
/Russian
Say/ repeat/ read the whole sentence, please.
Working alone and together

I want you to work on your own.

(Name), come to the front, please.
Go back to your seat, please.
Get into pairs.
Has everyone got a partner?
Compare your answers with your partner.
Get into groups of three/ four/ five people.
Is everyone in a group?
Pick one person from your group to
write the answers/draw a picture.
Working with books
Take out your books please.
Who hasnt got a book?
(Name), share your book with (name), please.
Open your books at page 23, please.
It is in the middle of the page.
It is at the bottom/top of the page.
Find the exercise on page10.
Turn to page 7, please.
Turn over, please.
Look at the picture/exercise 7, please.
Point to a picture, please.
Lets read together.
Start/Go on/ Stop reading.
Close your books.
Games and songs

Now, well play a game.

Guess what/ where/ who it is.
Guess whats missing.
This team has won.
Whose turn is it?
Now its your turn.
A point for team two
Lets all sing a song.
Checking understanding

(Name) is that right?

What is the right answer?
Put up your hand if you dont understand.
What dont you understand? Tell me in Romanian
/Russian.
Tell me in Romanian /Russian
what you have to do.
Put up your hands if you know the answer.
Classroom control

Quiet, please!
Look at the board, please.
Dont start yet.
Start now!
(Name) come here, please.
Hurry up!
Who needs help?
Teacher comments

Excellent!
Very good!
Well done!
Great!
Yes, thats right-good!
Thats better!
Thats nearly right-try again!
Not quite right-will someone else try.
No-thats not right. (Name), you try!
Teacher comments
Excellent!
Very good!
Well done!
Great!
Yes, thats right-good!
Thats better!
Thats nearly right-try again!
Not quite right-will someone else try.
No-thats not right. (Name), you try!

THEME 6, English Language competence

Today we have a highly competitive economic and permanently changing social
context. These changes are encouraged by the following factors: international
integration, informational technologies, bilingual society, ecological changes, the
change of traditional values, the need in using health saving technologies and so
on. As the old school mostly gave academic knowledge and didnt get the
students ready for real life, new requirements for the education are quite
conscious and necessary.
Education can be improved by setting high educational standards on the national
level. Society development and preparing individuals for life and work in new
conditions are creating the needs for new competencies (innovativeness, creativity,
IT literacy, teamwork, constant acquisition of new knowledge, adjusting to
changes). The curriculum policy shifts from the idea of knowledge transformation
to that of development competencies.
 A new Curriculum reflects
from 2001 to 2011 period :
Content-centered the planning-teaching-learning-evaluation relationship.
Stages of Curriculum transformation Objective-centered - Competence-
centered !!!
Definitions:
Content: that which is contained; subject matter; substance; the amount of material
contained

Objective: the clearly defined, decisive, and attainable goals towards which every
operation/act should be directed.

Competence: a state or quality of being adequately

The origin of the concept of competence lies in the world of labor, and precisly in
vocational training, referring to the ability to perform a particular task.

However, nowadays it has acquired a wider sense. It is also used within general education
to refer to a certain capacity or potential, for acting efficiently in a given context.
Therefore, competence as a concept relates both to knowledge acquisition and to the
development of skills, but much more than a simple combination.

Competence means employing both skills and knowledge in a meaningful way, and
benefiting from them in order to meet any challenge that individuals may encounter in
their real life, in other words it is knowledge in action.
So, when teaching the English language we have to take into consideration the aims of
language teaching
So, when teaching the English language we have to take into consideration the aims of
language teaching:
To encourage the development of language skills, so that they could be working more
effectively.
To help to compare the language level of individuals from different countries in an
accurate and impartial way.
To encourage learners autonomy and lifelong learning.
To achieve the above mentioned aims we must develop in our students general and
communicative competences.
(The descriptive scheme; Language Competences)

The Descriptive Scheme focuses on the actions performed by persons who as individuals
and as social agents develop a range of general and communicative language
competences.
General competences of a language user/learner comprise 4 sub-competences:
Communicative competences
1.Linguistic competence is knowing how to use the grammar, syntax, and vocabulary of
a language. Linguistic competence asks: What words do I use? How do I put them into
phrases and sentences?
Linguistic Competence is the ability to use correctly vocabulary, grammar and phonetics
knowledge. This competence is widely regarded as the main part of any language
teaching. Nevertheless, linguistic competence alone can not assure successful
communication. Indeed, due to discourse, sociocultural, strategic and intercultural
competences it is possible to achieve good intelligibility with very weak linguistic
competences. On the other hand, individuals mastering excellent linguistic knowledge
may fail in communication, especially if they lack experience in other components of the
communicative competence
Sociolinguistic or sociocultural competence is knowing how to use and respond to
language appropriately, given the setting, the topic, and the relationships among the
people communicating. Sociolinguistic competence asks: Which words and phrases fit
this setting and this topic? How can I express a specific attitude (courtesy, authority,
friendliness, respect) when I need to? How do I know what attitude another person is
expressing?
.
Sociocultural competence means the ability to produce and interpret a stretch of
language appropriately to a given context. This competence implies an adequate choice
and correct interpretation of words, sentence structure, informational content, tone and
style depending on the emotional state, attitude, relationship, circumstances, social status
and cultural values of people engaged in communication . Thus, it requires not only the
knowledge of different language registers, but also the awareness of ones own cultural
background and the culture of the interlocutor
Discourse competence is knowing how to interpret the larger context and how to
construct longer stretches of language so that the parts make up a coherent whole.
Discourse competence asks: How are words, phrases and sentences put together to create
conversations, speeches, email messages, newspaper articles?
Discourse competence is the ability to select and arrange sentences to achieve a cohesive
and coherent message . This competence requires the use of a clear structure and logical
connection within written or oral discourse flow .
Strategic competence is knowing how to recognize and repair communication
breakdowns, how to work around gaps in ones knowledge of the language, and how to
learn more about the language and in the context. Strategic competence asks: How do I
know when Ive misunderstood or when someone has misunderstood me? What do I say
then? How can I express my ideas if I dont know the name of something or the right
verb form to use?
Strategic competence is the ability to compensate for inevitable deficiencies of a person
in the aforementioned components of the communicative competence, It requires the
knowledge of learning and communication strategies . A person mastering strategic
competence is able to overcome misunderstandings and gaps in language skills by
employing adeptly paraphrases, analogies, explanations, circumlocutions, non-verbal
communication etc.
Intercultural competence covers the knowledge of cultural values, cultural standards
and cultural images of the language speaking countries. They all are different from ours.
Successful communication refers to sending a comprehensible massage to the listener and
interpreting information transmitted by a speaker.
On the basis of general and communicative language
competences the language user/learner applies skills and strategies that are suitable to
perform tasks in the following oral/written language activities: Reception;
Production;
Interaction;
Mediation(i.e.sumarizing, paraphrasing,
interpreting or translating).
According to the modern view, the foreign language teaching should aim at the
development of the communicative competence. As a result the language learner should
eventually be able to communicate effectively using that language, but not necessarily be
able to speak exactly as a native speaker does. Therefore, although linguistic competence
remains an essential part of any language teaching, all components of the
communicative competence should be taken into consideration.
Basic documents/acts:
2001- Common European Framework Reference (CEFR) for Language Competences.