The Learner: Cultivating Communicative Competence

Hymes proposed that communicative competence consists of four components:

1. Linguistic Competence: This is similar to Chomsky's concept of linguistic

competence and refers to knowledge of vocabulary, grammar, and syntax—the
building blocks of language.
2. Sociolinguistic Competence: Understanding the social context of language
use, including cultural norms, social roles, and appropriate language usage in
different contexts. This involves knowing how to vary language style, tone, and
register depending on the situation and audience.
3. Discourse Competence: The ability to connect sentences and organize ideas
coherently in spoken or written discourse. This includes understanding how to
use cohesive devices, discourse markers, and rhetorical strategies to effectively
communicate ideas.
4. Strategic Competence: Knowing how to use communication strategies to
overcome obstacles in comprehension or expression. This involves skills such as
paraphrasing, asking for clarification, using non-verbal cues, and repairing
communication breakdowns.

**Communicative competence is a term coined by linguist Dell Hymes

in the 1960s

Interlanguage: The Learner's Developing Language System As learners

progress in acquiring a second language, they develop an interlanguage that reflects
their evolving linguistic system. For example, a learner might initially overgeneralize
grammar rules, such as saying "I goed" instead of "I went," reflecting their ongoing
acquisition process. Over time, with exposure to input and practice, their
interlanguage evolves towards greater accuracy and complexity.

Input (Language Environment): High-quality input is essential for language

acquisition. For instance, learners who regularly engage with authentic materials like
podcasts, movies, or newspapers in the target language benefit from exposure to
natural language use and diverse vocabulary. Interactive language practice with
proficient speakers also provides valuable input for learners to model and internalize.

Motivation: Motivation can be intrinsic, driven by personal interest or enjoyment, or

extrinsic, influenced by external factors like grades or rewards. For example, a learner
who is intrinsically motivated to learn a language because of a genuine interest in the
culture or desire for personal growth is more likely to invest time and effort in
language study. Conversely, a learner who is extrinsically motivated by the prospect
of a job opportunity may be less engaged if the external incentive diminishes.

Anxiety: Language anxiety can manifest in various forms, such as fear of speaking in
front of others or worry about making mistakes. For example, a student may feel
anxious during a language oral exam, leading to difficulty in expressing themselves
clearly or accurately. Similarly, fear of embarrassment or negative evaluation by
peers can hinder participation in language activities.

Attitude: Attitudes towards language learning can influence learner engagement and
outcomes. For example, a learner with a positive attitude towards language learning
may view challenges as opportunities for growth and approach language study with
enthusiasm. In contrast, a learner with a negative attitude may perceive language
learning as boring or difficult, leading to disengagement and limited progress.

"English learning" and "English acquisition" are two related but distinct concepts in
the realm of second language acquisition (SLA).

1. English Learning:

 English learning typically refers to the process by which individuals

actively engage in studying, practicing, and acquiring knowledge of the
English language. This process may involve formal instruction in
classrooms, self-study using textbooks or online resources, participation in
language courses, and various other forms of language learning activities.
 English learning often entails conscious effort on the part of learners to
develop their language skills, including listening, speaking, reading, and
writing. Learners may focus on aspects such as vocabulary acquisition,
grammar rules, pronunciation practice, and language fluency.
 English learning can occur in diverse contexts, including educational
institutions, language schools, community programs, online platforms,
and immersive language experiences such as travel or living abroad.

2. English Acquisition:

 English acquisition, on the other hand, refers to the natural and

subconscious process through which individuals acquire proficiency in the
English language over time, often through exposure to the language in
meaningful and authentic contexts.
 Unlike English learning, which involves deliberate instruction and
conscious effort, English acquisition occurs largely through exposure to
comprehensible input in the target language. This input can come from
various sources, including interactions with native speakers, exposure to
English media (such as books, movies, and music), and immersion
experiences.
 English acquisition is influenced by factors such as the quality and
quantity of language input, learners' motivation and attitudes towards
English, their prior language learning experiences, and individual
differences in cognitive abilities and learning styles.
 While English learning focuses on explicit instruction and language
practice, English acquisition emphasizes the subconscious internalization
of linguistic patterns and the development of communicative competence
through exposure to authentic language use.

METHOD

1. Grammar-Translation Method:
  Originated in the 18th and 19th centuries.
 One of the earliest methods used for teaching foreign languages.
 Emphasizes the explicit teaching of grammar rules and translation of texts
between the target language and the native language.

2. Direct Method:

 Emerged in the late 19th and early 20th centuries as a response to the
limitations of the Grammar-Translation Method.
 Advocates for teaching language directly through immersion, using only
the target language in the classroom.
 Emphasizes oral communication, vocabulary acquisition, and context-
based learning activities.

3. Audio-Lingual Method:

 Developed in the mid-20th century, particularly during World War II.

 Draws inspiration from behaviorist psychology and focuses on habit
formation through repetitive drills and patterned dialogues.
 Emphasizes oral practice and the development of automatic responses
through mimicry and imitation.

4. Communicative Language Teaching (CLT):

 Emerged in the 1970s and gained popularity in the 1980s and 1990s.
 Responds to criticisms of previous methods by emphasizing
communication and meaningful interaction in language learning.
 Focuses on real-life communication tasks, role-plays, and authentic
materials to engage learners in meaningful language use.

5. Task-Based Language Teaching (TBLT):

 Developed in the 1980s and 1990s as an extension of CLT.

 Focuses on language learning through the completion of meaningful tasks
or activities.
 Emphasizes communication, problem-solving, and task accomplishment
as the primary goals of language instruction.

6. Content-Based Instruction (CBI):

 Developed in the late 20th century, particularly in response to the needs

of English language learners in academic contexts.
 Integrates language learning with the study of academic content or
subject matter.
 Language skills are developed in the context of learning content from
other disciplines, such as science, history, or literature.

7. Recent Trends:
  In recent years, there has been a shift towards more learner-centered and
technology-enhanced approaches to English teaching.
 Blended learning, flipped classrooms, and online platforms have become
increasingly popular, offering flexible and interactive learning
opportunities for English language learners.
English teaching principles are guiding beliefs and practices that inform effective
instruction in English language learning contexts. Here are some key principles:

1. Communicative Approach: Emphasizes meaningful communication over rote

memorization of grammar rules. It focuses on real-life language use, interactive
activities, and task-based learning to develop learners' communicative
competence.
2. Student-Centered Learning: Places learners at the center of the learning
process, catering to their individual needs, interests, and learning styles.
Teachers act as facilitators, guiding and supporting students as they actively
engage in learning activities.
3. Contextualized Learning: Embeds language learning within meaningful
contexts relevant to learners' lives, interests, and goals. This approach
enhances motivation and comprehension by connecting language use to
authentic situations and experiences.
4. Integrated Skills: Recognizes the interconnected nature of language skills
(listening, speaking, reading, writing) and integrates them seamlessly in
instruction. Activities are designed to develop learners' proficiency across all
language domains.
5. Scaffolded Instruction: Provides structured support and guidance to help
learners gradually build their language skills and confidence. Instruction
progresses from simple to complex tasks, with teachers offering assistance as
needed to facilitate learning.
6. Formative Assessment: Involves ongoing assessment and feedback
throughout the learning process to monitor progress, identify areas for
improvement, and guide instruction. It focuses on providing constructive
feedback to support learners' development.
7. Cultural Competence: Acknowledges the importance of cultural awareness
and sensitivity in language teaching and learning. Teachers promote
intercultural understanding and respect, integrating cultural content and
perspectives into instruction.
8. Authentic Materials: Utilizes authentic materials such as newspapers, videos,
and real-life texts to expose learners to genuine language use and cultural
contexts. Authentic materials enhance motivation, engagement