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LINGUISTIC
AND NON-LINGUISTIC COMMUNICATION
1. COMMUNICATION
Communication abilities at a very early stage are one of the primary aims of foreign
language teaching.
Modern approaches to communication do not include only linguistic production but
gesture, behaviour, mime and other aspects occurring in first language communication.
The communicative use of the visual and tactile modes in their non-linguistic aspects is
referred as “non-verbal” communication or “body language”.
Communication means to say something to someone with a communicative purpose and
in an appropriate way.
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4. NON-VERBAL COMMUNICATION
The communicative event is not based on the verbal component only. It also implies
paralinguistic devices such as gesture, facial expression, body language, sight. They are
information and emotional sources.
These non-verbal acts are culturally related. Different cultures may use different
gestures (hand using, head movement, …e.g.: nodding in Hungary is opposite to
everywhere else)
There is also the silent language like the physical distance maintained between
individuals, the sense of time appropriate for communication under different
conditions… The sight directs very well communication. If we do not like someone we
put our eyes away, insecurity makes eyes go down or if we are very interested our eyes
are widely open to make the speaker go on.
5. EXTRALINGUISTIC STRATEGIES
The most common strategies of language learning are:
Learning grammar rules and using them
Imitating linguistic habits
Learning vocabulary and structures by heart
Finding out strategies, making hypotheses, contrasting them and getting the
knowledge
Non verbal reactions to messages in different contexts:
Games: guessing games, drawing games,…
Drama: acting, miming, …
Role play: using sentences as a native speaker, which is funny and vividly
remembered.
Total Physical Response: is a teaching method built around the co-ordination of
speech and action. It attempts to teach language through physical activity.
The more intensively a memory connection is traced the stronger the memory
association will be and the more likely it will be recalled.
It makes second language learning a process like first language acquisition.
Comprehension abilities precede productive skills but they transfer from one to others.
The speech directed to children consists mainly of commands. Most of the grammatical
structures of the target language and hundreds of lexical items can be learned from the
skilful use of the imperative.
The lower the stress is the greater the learning is. Successful learning normally occurs in
stress controlled classrooms, in pleasurable experiences and low anxiety situations.
Grammatical features and lexical items are selected according to the classroom
situations and the ease they can be learnt. Total Physical Response is uses after language
presentation and practice in order to consolidate structures and vocabulary.
The teacher is the director of the stage play and pupils are the actors. The teacher
decides what to teach, how to present the new material, how to select materials.
Correction should be used only when our pupils will really benefit from it. in the
beginning the learner cannot attempt efficiently to the corrections because all attention
is directed to producing utterances.
Learners listen attentively and respond physically to our commands. Teachers monitor
and encourage to speak when learners fell ready to speak.
Procedure:
Warming up or introductory review
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Introduction of new language, new commands and new items
Simple questions which can be answered with a gesture such as pointing
Pupils utter commands. Manipulating teacher and pupils’ behaviour.
Reading and writing activities (blackboard, notebooks, …). Writing, reading and
acting out the sentence.
It is very suitable for our primary lessons. It is only valid for beginners. When our
pupils’ knowledge is very limited we do not expect them to talk: they have to watch,
listen and act.
Our main objective is to provide children as much understable listening as we can while
they are doing an enjoyable activity.
The use of gesture allows them to talk when they cannot speak. Commands can be
responded by physical actions (e.g.: point)