LA LENGUA COMO COMUNICACIÓN: LENGUAJE ORAL Y LENGUAJE ESCRITO.

FACTORES QUE
DEFINEN UNA SITUACIÓN COMUNICATIVA: EMISOR, RECEPTOR, FUNCIONALIDAD Y CONTEXTO

1.LANGUAGE AS COMMUNICATION. ORAL & WIRTTEN LANGUAGE. FACTORS

DEFINING A LINGUISTIC SITUATION: SENDER, RECEIVER, FUNCTIONALITY
AND CONTEXT

1. INTRODUCTION
2. LANGUAGE COMMUNICATION
3. ORAL & WRITTEN LANGUAGE
3.1. CHARACTERISTICS OF ORAL LANGUAGE
3.2. ASPECTS AND OBJECTIVES OF THE ORAL LANGUAGE
3.3. METHODOLOGY OF THE ORAL LANGUAGE
3.4. MAIN FORMS & TECHNIQUES OF ORAL COMMUNICATION
3.5. EVALUATION OF THE ORAL LANGUAGE
3.6. THE WRITTEN LANGUAGE
3.7. WRITTEN LANGUAGE MEHTHODOLOGY
4. FACTORS DEFINING A COMMUNICATIVE SITUATION
4.1. ELEMENTS OF COMMUNICATION
4.2. MEANS OF COMMUNICATION
4.3. FUNCTIONS OF THE COMMUNICATIVE ACT
5. CONCLUSION
-BIBLIOGRAPHY-
 LA LENGUA COMO COMUNICACIÓN: LENGUAJE ORAL Y LENGUAJE ESCRITO. FACTORES QUE
DEFINEN UNA SITUACIÓN COMUNICATIVA: EMISOR, RECEPTOR, FUNCIONALIDAD Y CONTEXTO

0. INTRODUCTION
The object of this theme is the study of language as a human instrument to
communicate, considering its two main manifestations: speech & writing. We will
contemplate the implications that such a concept of language has in foreign language
teaching and the definition of this objective: teaching a foreign language aims to provide the
sts with a communicative competence in that language, which goes beyond the mere
teaching of the rules of language, as the use of English must be contemplated as well. In
fact, the Decree 89/2014 of 1st of August, stablishes the communicative competence as one
of the requirements for Primary Education.
Along the theme, we will study the factors that intervene in a communicative situation,
such as who is sending the message, who is receiving it, the role of context or the functions
of language, that is to say, the sender’s aims when a message is emitted. We will also see
how language is used depending of some sociological variables: for example, how we adapt
language depending on the situation on our interlocutors or on our communicative aims.
The Decree 6/2014 of 25th of July from the Canary Government about non university
Education, stablishes, in its title II, chapter V, the communicative competence as one of the
requirements for Primary Education.
1. LANGUAGE COMMUNICATION
The word language has prompted innumerable definitions. Some focus on the general
concept of language (what we call lengua or lenguaje) and some focus on the more specific
notion of a language.
Following, we will review some linguists that have defined language:
SASSURE: language may be analysed as a formal system of differential
elements, apart from the messy dialects of real-time production and comprehension;
BLOOMFIELD: he tried to explain language from a behaviourist perspective
and defended the idea of describing only what could be observed orally (the phonetic
sentence);
SAPIR: he described language as a symbolic representation of reality, bearing
at the same time a unique vision of the world;
CHOMSKY: he implied that much of language knowledge is innate, implying
that children need only learn certain parochial features of their native languages;
MALINOWSKI: language is not merely a tool used for communication but is
in a sense communication itself: it is how people relate to each other.
Most definitions consider language as a system of symbols designed for
communication, which constitutes its main function. We can conclude this brief historical
revision of the definitions of language y saying that the concept of it includes either or both
the activity and the ability to communicate using a system of verbal signs.
And it implies a set of linguistic signs that are interrelated according to certain
grammatical rules that the speakers share.
The main function of language is communication. The main aim of all speakers in usual
situations is to understand others and to make themselves understood. Thus, as we said before,
our main objective as FLT must be to teach students to communicate in that foreign language.
This means providing them with c.c. The concept of language and linguistic competence had
 LA LENGUA COMO COMUNICACIÓN: LENGUAJE ORAL Y LENGUAJE ESCRITO. FACTORES QUE
DEFINEN UNA SITUACIÓN COMUNICATIVA: EMISOR, RECEPTOR, FUNCIONALIDAD Y CONTEXTO

already been formulated by Chomsky, but Hymes criticised that something was missing:
speakers need more than grammatical rules to communicate. We are able to use non-linguistic
strategies to make ourselves understood.
If speakers need more than a linguistic competence to communicate, a more
comprehensive concept had to be indroduced. Hymes deeply theorised about c.c. in his book
On Communicative Competence (1971). There, he distinguished four aspects of his competence:
1. Systematic Potential: that means that a native speaker possesses a
system that has a potential for creating a lot of language;
2. Appropriacy: the native speaker knows what language is
appropriate in a given situation, according to setting, participants,
purposes, channel and topic;
3. Occurrence: the native speaker knows how often something is said
in the language and acts accordingly;
4. Feasibility: the native speaker knows whether something is possible
in the language.
As we can see, language competence alone (grammar, vocabulary, phonetics) is not
enough to achieve the speaker’s or receiver’s communicative aim. The Decree (…) by the
Canary Government explains in tis introduction what aspects must be taken into account when
considering c.c.. It constitutes a different way of explaining Hymes’ subcompetences:
GRAMMATICAL COMPETENCE: which implies the knowledge of
how language is organised as discourse and allows one to adapt the discourse to
the specific situation;
SOCIO-LINGUISTIC C.: makes it possible to adapt linguistic
performance to the situation according to the social rules and habits, in order to
produce suitable statements in any context;
STRATEGIC C.: includes the knowledge of how to access and use
extra linguistic resources to achieve the communicative objective;
SOCIO-CULTURAL C.: allows one to interpret the elements of the
social and cultural reality, transmitted or referred to by language.
In other words, c.c. implies a certain mastery of a language system and, moreover, the
capability to use and interpret non-linguistic communicative resources.
2. ORAL AND WRITTEN LANGUAGE
In the past, greater importance has been traditionally given to the written language than
to oral language in schools. However, since 1970, oral language has had far more
prominence in school rooms due to the new pedagogical methods. Oral language is the key
to success in building communication and literacy skills.
2.1. CHARACTERISTIS OF ORAL LANGUAGE
Most contemporary linguists work under the assumption that spoken language is
more fundamental than written language. This is because people learn to speak and
process the spoken language more easily and much earlier than the written one. Besides,
it should have priority at schools because:
-It is the means of vital, permanent, and daily communication;
-The development of oral language is one of the child’s most natural
accomplishments.
 LA LENGUA COMO COMUNICACIÓN: LENGUAJE ORAL Y LENGUAJE ESCRITO. FACTORES QUE
DEFINEN UNA SITUACIÓN COMUNICATIVA: EMISOR, RECEPTOR, FUNCIONALIDAD Y CONTEXTO

Children must learn how to speak well and be understood, it is necessary to learn to
listen and to think about what is being said, to speak and express themselves and, if
needed be, t write well.
Linguist, nonetheless, agree that the study of written language can be worthwhile
and valuable.
2.2. ASPECTS AND OBJECTIVES OF THE ORAL LANGUAGE
-It is an evident via of articulated sounds produced by the phonic system;
-The message is coded by making use of the physical quality of sound: pitch, tone,
intensity & quantity;
-It allows an immediate modification of the message;
-Due to the presence of another speaker, it allows a continuous interaction and a
permanent process of feedback;
-It does not request a careful grammatical organization;
-It always takes place in a situational context;
-It is more dynamic and innovate than written language as it facilitates the use of
new words and colloquial expressions.
2.3. METHODOLOGY OF THE ORAL LANGUAGE
There are several aspects which must be taken into account as they largely
influence the classroom and atmosphere. We shall speak of 4 main methodological
principles:
THE INDIVIDUALLY PRINCIPLE: the different pace, needs and
characteristics of each learner will have to be considered;
THE SOCIABILITY P.: to create situations that promote co-operative work
where collaboration with peers will be favoured;
THE ACTIVITY P.: the activity should be cognitive and functional, as Freinet
claims ‘one learns to speak by speaking’;
THE SIGNIFICANT LEARNING P.: it is about taking as a starting point the
stage of learning at which the sts are, so they can carry on building on the new
information.
Teachers must make sure the atmosphere in class is relaxed and positive, in this
way sts will feel encouraged to participate, they must try to develop their creativity and
put into action everything previously mentioned.
2.3. MAIN FORMS AND TECHNIQUES OF ORAL COMMUNICATION
CONVERSATION: the most important means of oral communication. In class,
spontaneous conversation happens all the time and it is important to select interesting
activities to motivate the participation of all the sts in the class;
DRAMATIZATION: it can be carried out in several ways. Dramatizing the reading
of a story and then acting it out via role play, jokes…to dramatize orders or even
dramatize a profession. The important point of it is the use of the body language,
 LA LENGUA COMO COMUNICACIÓN: LENGUAJE ORAL Y LENGUAJE ESCRITO. FACTORES QUE
DEFINEN UNA SITUACIÓN COMUNICATIVA: EMISOR, RECEPTOR, FUNCIONALIDAD Y CONTEXTO

gestures, and expressions, since nonverbal communication in fundamental to

communicate (as we will see in theme 2);
THE INTERVIEW AND THE SURVEY: it is a fantastic way to consolidate the
learning of asking questions. It can be carried out in pairs; the sts are usually motivated
if they must interview other sts;
THE EXPOSITION: the sts must present a topic, speak about it and then answer
possible questions. The subject must be of sts.
2.4. EVALUATION OF THE ORAL LANGUAGE
It has always been an essential part of the teaching process. Learning outcomes can
be set by evaluating sts on an individual basis. According to the Decree 89/2014 of 1st
of August, the evaluation must be continuous and formative, and it must consider that
the starting point is from what the child knows initially, without forgetting individual
characteristics.
We must not forget that assessment is a great opportunity to heck on our sts’
improvement or difficulties, to diagnose problems and help us make decisions with
regards to improvement in those particular areas.
There are different ways for evaluating, and we can see some of these as follows:
achievement tests, progress tests, aptitude tests, proficiency tests and diagnostic tests.
2.5. THE WRITTEN LANGUAGE
Writing is the representation of language in a textual medium through the use of a
set of signs or symbols. Most written language has some distinctive characteristics. It is
usually planned, organized and durable. Some kinds of more informal writing, such as
diaries, letters, notes and shopping lists are not extensively planned and are usually
written for the writers themselves or for someone they know well.
Listening or reading about the news, publicity, stories and a variety of topics are
some of the ideas we can use to motivate sts in class and also, different levels of writing
tasks should be presented covering a range of topics and styles on writing.
Spelling is particularly important in the teaching of the English language. Spelling
exercises must be numerous especially in the last years of Primary Education, as they
assess a st’s mastery over the words.
Copying, dictations and written compositions are 3 ways we find to practice the
written language, we must not forget that these can be combined and also carried out
with other parallel activities, like cutting, shaping, drawing, singing, etc.
COPYING: this is a traditional task which is often looked at with disregard or even
disdain, however, it has benefits that help the acquisition of a mother tongue and of the
second language, to consolidate ortographic rules, to develop speed, to help memorie
new lexis…
DICTATION: it is seen as a rather dry and boring activity. However, it can provide
a useful change of pace and focus, a way to exploit the book and a means of practising
various language skills: listening, memory skills and concentration skills;
WRITTEN COMPOSITION: the two main objectives of the composition ar to
express ideas and to communicate. It helps to develop creativity and originality. What
 LA LENGUA COMO COMUNICACIÓN: LENGUAJE ORAL Y LENGUAJE ESCRITO. FACTORES QUE
DEFINEN UNA SITUACIÓN COMUNICATIVA: EMISOR, RECEPTOR, FUNCIONALIDAD Y CONTEXTO

works in a positive way it to give them a word and build up on that, which at the same
time as they a writing a composition, they are consolidating grammar.
2.6. WRITTEN LANGUAGE METHODOLOGY
SYNTHETIC METHOD: It refers to the mental process of combining the detailed
elements of language, starting with phonemes, syllables, and words. We find the
following programmes in this method: alphabetical, phonetic, syllabic, Montessori,
morphological, algebraic and Mackinder. It is used with transparent languages (the
vowels and consonants always correspond with the same phonetic sounds);
ANALYTICAL METHOD: It refers to the mental process of breaking down the
larger units into their constituent elements in order to reach simpler elements. This
method represents key words to learn different vowel and consonant sounds. It is used
when the language learnt has words with sounds that not always corresponds to the
consonant and vowels presented (opaque languages). Here we may find the generated
word method, the sentence method, the story method, the natural method and the
eclectic method.
3. FACTORS THAT DEFINE A COMMUNICATIVE SITUATION
Traditionally it has been said that communication is the process to transfer of information in
which an addresser transmits a message to an addressee.
3.1. ELEMENTS OF COMMUNICATION
-CODE: an arbitrary, limited and rather extensive mixture of signs and signals.
These are combined by the sender and the receiver following previously established
rules;
-CHANNEL: how the signs and signals are transmitted. The message goes through
this channel (the air in a face-to-face conversation or the wire when talking on the
phone);
-ADDRESSER: it can be an instrument, an animal, or a person. The message will
be codified, and the convenient signals will be chosen;
-ADDRESSEE: the person who decodifies or interprets the received message;
-MESSAGE: the contents or the information the addresser sends to the addressee;
-CONTEXT: the situation in which the addresser and the addressee are. It often
allows us a correct interpretation of the message.

3.2. MEANS OF COMMUNICATION

They refer to the way the addresser chooses to transmit the information to the
addressee. As far as the use of oral and written language is concerned, we can mainly
distinguish these means: personal contact, telephone, videocalls, e-mail and letter.
3.3. FUNCTIONS OF THE COMMUNICATIVE ACT
Malinowski, who defended functionalism, established in 1923 three functions:
1.COGNITION: relating information;
2. EXPRESSION: indicating mood;
3. CONATION: exterting influence.
Bühler established in 1934 three functions in his model:
 LA LENGUA COMO COMUNICACIÓN: LENGUAJE ORAL Y LENGUAJE ESCRITO. FACTORES QUE
DEFINEN UNA SITUACIÓN COMUNICATIVA: EMISOR, RECEPTOR, FUNCIONALIDAD Y CONTEXTO

1. REPRESENTATION: of states of affair;

2. EXPRESSION: of the sender’s feelings;
3. APPEAL: to the receiver.
Jakobson, who belonged to the Prague School and promoted structuralism and
functionality, elaborated six functions which are based as well on Malinowski’s as on
Bühler’s models:
1. REFERENTIAL: to convey messages or information;
2. EMOTIVE: to express attitudes, feelings and emotions;
3. CONATIVE: to persuade and influence others through commands and
entreaties;
4. PHATIC: to establish and maintain social relations;
5. METALINGUAL: to clear up difficulties about intentions, words and
meanings;
6. POETIC: to indulge in language for its own sake.
It is important to highlight that the different functions do not occur
independently. They are, in different degrees, the dimensions of a communicative
situation. If the speaker expresses feelings, the message has an expressive function. In
addition, if along with the message, the purpose is to affect the listener’s behaviour,
there is also a conative function.
4.CONCLUSION
To conclude we will remember that our responsibility as teachers is to develop in
learners the capacity for communicative behaviour in the language they are learning.
Our aim must be to teach language for communication, considering that it is not a
simple matter of acquiring knowledge of language items.
Somehow or other, we have to develop a methodology which will lead the learner to
engage in language use as a dynamic problem-solving activity in the classroom.
-BIBLIOGRAPHY-
ARONOFF, M & REES MILLER, J (2003) ‘The Handbook of Kinguistis’. Blackwell
Publishers
LITTLEWOOD, W (1988) ‘Communicative Language Teaching’. Cambridge. CUP
GENISHI, C (1988) ‘Young Children’s Oral Language Development’ Digest Clearinghouse on
Elementary and Early Childhood Ed.
ELLIS, G & SINCLAIR, B (1988) ‘Learning to Learn English’. Cambridge. CUP
STERN (1989) ‘Fundamental Concepts of Language Teaching’.London. Longman
HYMES (1972) ‘On Communicative Competence’, in Pride, J & Holmes, J
KNAPP, M ‘Perceptions of communication behaviour associated with relationship terms’.
National Communication Association Journal
ENCYCLOPEDIA BRITANNICA DELUXE CD 2000 Ed. London