Linguistic Skills and Communicative Abilities
the concept of linguistic skill can be associated with training in the sense that there has to be some kind of specifiable type of performance that has to be mastered.In the literature, skill translates as destreza. Hence, skill mastery requires specific practice.
What does this mean?
Let's give an example from a context other than that of foreign language teaching.
When we learn how to drive a car, there are a number of skills that we have to learn in order to become efficient drivers. For one thing, we must be able to recognise the position of the five gears so that we can choose the right one at the right moment. Part of this skill is also remembering to press the clutch to be able to engage (first) gear, or ruin the whole thing.
When we have mastered this, does it mean that we've learnt how to drive? Does it mean we can go off into the traffic? Into a road? Oh, no! Those of us who have learnt how to drive know this very well much to our cost.
We need an awful number of other skills like the one we've just outlined to be able to control the unexpected: the traffic itself, other drivers' reactions, the geography of the place, and many other variables.
To the extent that we have managed to master all these skills individually, have learnt the place of each in the overall task of driving; if we have been relieved of the awesome task of remembering that it's necessary to first press the clutch to be able to engage any gear, and also press the clutch if we break the car to a halt, then we'll be ready to look at the ongoing traffic. And be good drivers.
The immediate conclusion is that skills are necessary to complete a whole (communicative) task. But, same as in the example on driving, a communicative task requires a number of (linguistic) skills coming together, integrated, articulated with each other, feeding on each other, and rendering a (communicative) ability.
There's nothing wrong about isolating a certain linguistic skill and give learners practice in it. If a group of learners cannot hear the difference between bean and bin, it is necessary for the teacher to give them practice in the identification of these two vowels, especially because there's no equivalent contrast in Spanish. But note that this practice on its own won't enable learners to succeed in communication, though, no doubt, handling the distinction will make their lives easier.
Or take the headache of a first, second, third year of English: the -s for third person singular, Simple Present Tense. We may give learners isolated practice for them to choose which of the personal pronouns require the -s. This kind of practice may go fine while it's going on, but what happens when the learner is put into a more demanding situation that requires the solving of some problem? How many third person -s' s do we normally get? None?
In this light, let's have a look at a very frequent type of classroom drill, repetition.
Chorus repetition, group repetition, individual repetition are frequent strategies used in the classroom. Are they conducive to communication? No, not really, but they constitute an initial step towards the implementation of a certain linguistic form in short-term memory. What is short-term memory? It's the kind of memory that allows us to remember, say, a telephone number that someone has given us orally until we get to the telephone or our personal telephone directory and write it down, and dial it. Normally, once we've written it down or dialed the number, it is gone.
This is the frequent fate of linguistic skills if they're not recycled, revised, integrated, made meaningful in the context of a communicative ability. So? Linguistic skills are necessary but not enough
What are linguistic skills, then?
They're teaching strategies that require the receptive/productive manifestation of isolated linguistic aspects without a real communicative purpose, other than the practice of these same linguistic aspects.
A communicative ability, by contrast, will promote a global analysis of the context, with all its variables, which will also integrate those linguistic aspects that were isolated in view of the overall context. It goes without saying, then, that this type of approach is most desirable since it contributes to enable language users, to both understand and produce.
This implies that the asymmetry between comprehension and production is best treated from the outlook of communicative abilities, rather than from the linguistic skill approach. As we've said before, communicative abilities are global, all encompassing, and hence suitable for exposure, which –hopefully– leads to input and hence acquisition.
How do we bridge the gap between linguistic skills and communicative abilities, then?
One neat way to do so is to always think of the final communicative task, and plan the lesson in terms of the linguistic skills necessary to pursue the task.
What we're trying to say is that there's a continuum between one extreme and the other, between activities oriented towards the development of an isolated linguistic skill to full communicative value.
Nothing is forbidden provided there's a rational sequencing of activities from the mechanical –like repetition– going through manipulative activities –like the fill-in-the-blanks exercise– to the fully communicative situation with the expression of personal meanings.
Linguistic-skill practice should not be eradicated, provided it's put into the context of the overall planning leading on to communication, which requires that activities be placed in a certain order requiring more commitment, knowledge and communicative stress from the learner.
What do we mean by integration?
As learning does not proceed on a straight line, it frequently goes back, waits (often it comes to a halt), goes on, tries to include the new learning member into some system, sometimes confuses the system and a number of systems collapse; then, with more exposure, the learner elaborates a new hypothesis and resends the new item in a different direction, until it finally matches the features of the system in question.
Phew! How much work!
In teaching terms, what does this mean? It means that one way to bridge the gap between linguistic skills and communicative abilities is to plan activities that will recycle, integrate and reinforce a certain linguistic item in the context of the overall system, provoking the use of the target item in a situation with a communicative purpose.
This type of strategy will imply not only the use of the language but also the possibility of reflecting on the linguistic forms used in the context of the communicative activity proposed. In turn this means correcting errors, rewriting drafts, drawing attention to linguistic charts and the preparation of new activities that will serve both as input to find out more about learner hypotheses and further practice.
This latter concept brings us to the contrast between fluency and accuracy. Fluency does not necessarily mean speed in production – that depends on cognitive style. We would recommend instrumental fluency, which allows the learner to achieve the communicative purpose proposed in real time, even if, while doing so, his performance reveals that his interlanguage is incomplete and requires hypothesis adjustment.
What kind of activity would you implement for learners to carry out a survey relating to their classmates' daily routines, including domestic facts, leisure time, sports and other aspects you might have detected as crucial for your particular group of learners? What aspects would you recommend for linguistic skill practice and how would you organise communicative practice as a continuum?
References
WIDDOWSON, H. G. (1998). Teaching Language as Communication. Oxford: Oxford University Press.
Recomendados
Building Learner Autonomy
Texto
Este texto intenta determinar cómo la competencia estratégica, lingüística y sociocultural pueden contribuir al desarrollo de una competencia comunicativa general.
Personal Factors in Language Learning
Texto
Este material tiene como objetivo que el docente haga foco en la información previa que poseen los alumnos cuando ingresan por primera vez a una clase de inglés, para que puedan determinar en qué medida esos conocimientos previos inciden en el aprendizaje de cada individuo.
The Foreign Language as a Cross-Curricular Content
Texto
El siguiente texto reflexiona sobre algunos temas básicos en la enseñanza del inglés: el establecimiento de objetivos, la selección de contenidos, la secuenciación y la evaluación.
TBL Framework
Texto
Este material se propone ser una ayuda para el docente a la hora de programar las clases de inglés, a partir de mostrar cómo funciona en la práctica el aprendizaje basado en tareas.
Planning a Unit of Work
Texto
Este material explica cómo planificar una unidad, teniendo en cuenta dudas y dilemas. Fue escrito luego de identificar necesidades, temas e intereses y con el objetivo de poder clasificar el material lingüístico.
Reflective Teaching
Texto
Este material considera los beneficios de la reflexión a la hora de planear las clases, con el objetivo de mejorar los métodos de enseñanza.
Reading
Texto
Este material incluye sugerencias para trabajar la enseñanza de la lectura a partir de diferentes unidades lingüísticas con distintos grados de complejidad sintáctica.
The Process of Writing
Texto
Este material es una guía para que el docente pueda ayudar a los estudiantes a mejorar el proceso de escritura en inglés.
An Optimal [Functional] Sequencing
Texto
Este material se enfoca en la nivelación, que es la relación existente entre los procesos de aprendizaje y adquisición, y en cómo los libros de textos organizan el material de comunicación lingüística y comunicativa para facilitar el proceso de aprendizaje. En inglés.
More on Text Types
Texto
Este material se refiere a los nuevos tipos de texto y sus características, en especial aquellos relacionados con la web.
Evaluation and Assessment
Texto
Este material se refiere a la evaluación como parte integral del proceso de aprendizaje, y a la necesidad que existe, entre los docentes, de plantearla de ese modo.
Knowledge Previous to the Learning Task
Texto
Esta adaptación de un texto de Earl Stevick presenta un esquema de trabajo que permite relacionar la forma en que percibimos el mundo con las habilidades y procesos necesarios para adquirir una lengua extranjera.
Multiple Intelligences at Schools
Texto
Este material, basado en la teoría de las inteligencias múltiples de Howard Gardner, plantea una reflexión sobre las implicancias de aprender una lengua extranjera.
A Task-Based Approach
Texto
El siguiente texto analiza las características de tres tipos diferentes de tareas para utilizar con los alumnos en la clase de inglés.
Stumbling Blocks in the Learning Process
Texto
El siguiente texto profundiza los conceptos del recurso "Interlanguage", analizando estrategias para superar dificultades en el proceso de aprendizaje del inglés, sobre todo las que plantea el interlenguaje.
A Task-Based Content-Based Approach
Texto
El siguiente texto analiza los beneficios de trabajar en la clase de inglés a partir de contenidos y consignas que tengan sentido en la vida y la cultura de los alumnos.
Interlanguage
Texto
El siguiente texto analiza un problema habitual en el proceso de enseñanza y aprendizaje del inglés y es el que plantea la relación con la lengua madre de quien aprende.
Materials
Texto
Este material analiza el uso de distintos materiales (libros de textos, audios de canciones o diálogos, videos y cuadernillos de actividades) para enseñar a los alumnos a comunicarse en inglés.
Foreign Language Acquisition and Learning
Texto
En este material se abordan las diferentes maneras en que se puede aprender el idioma inglés, y los factores que están en juego durante su enseñanza y aprendizaje. En inglés.
More of the Same: Why Learn More English?
Texto
Este material explica la necesidad y utilidad de seguir aprendiendo inglés en el nivel secundario.
Ficha
Publicado: 14 de enero de 2015
Última modificación: 25 de febrero de 2015
Audiencia
Docentes
Área / disciplina
Lenguas Extranjeras
Nivel
Secundario
Categoría
Material pedagógico
Modalidad
Todas
Formato
Texto
Etiquetas
comunicación
inglés
habilidad lingüística
Autor/es
Educ.ar
Licencia
Creative Commons: Atribución – No Comercial – Compartir Igual (by-nc-sa)