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To substantiatiate and implement CM into practice means to go beyond its general description. It is important to take into account all methodological functions of these underlying principles, their content, and see what results could be anticipated in all four skills of activity.
Thus communicative competence entails not solely grammatical accuracy but knowledge of socio-cultural rules of appropriateness, discourse norms – the ability to sustain coherent discourse with another speaker, and strategies for ensuring remedial work for potential breakdown in communications.
Emphasis is placed on developing motivation to learn through establishing meaningful, purposeful, coherent discourses in the target language. Individuality is encouraged, as well as cooperation with peers. Who contribute to a sense of achievement and emotional security with the target language.
Supplement 3.
The Seven Intelligences
Intelligence End-States Core Components
Logical- Scientist Sensitivity to, and capacity to discern, logical or
mathematical Mathematician numerical patterns; ability to handle long chains of reasoning.
Linguistic Poet Sensitivity to the sounds, rhythms, and meanings Journalist of words; sensitivity to different functions of language.
Musical Composer Abilities to produce and appreciate rhythm,
Violinist pitch, and timbre; appreciation of the forms of
musical expressiveness.
Spatial Navigator Capacities to perceive the visual-spatial world
Sculptor accurately and to perform transformations on
one's initial perceptions.
Bodily- Dancer Abilities to control one's body movements and
kinesthetic Athlete to handle objects skillfully.
Interpersonal Therapist Capacities to discern and respond appropriately Salesman to the moods, temperaments, motivations, and
desires of other people.
Intrapersonal Person with Access to one's own feelings and the ability to detailed, discriminate among them and draw upon them
accurate self- to guide behavior; knowledge of one's own
knowledge strengths, weaknesses, desires, and intelligences.
Supplement 4.
| Example of a conversation lesson: |
| 1. Preparation. Show the learners a picture of two people conversing in a familiar casual setting. (The setting will be determined by a prior needs assessment.) Ask them to brainstorm what the people might be discussing (i.e., what topics, vocabulary, typical phrases). |
| 2. Presentation. Present several video clips of small talk in casual situations. Have learners complete a worksheet in which they describe or list the topics discussed, the context in which the speech is occurring, and any phrases that seem to typify small talk. Follow up with a discussion of the kinds of topics that are appropriate for small talk, the factors in the specific situations that affect topic selection (e.g., relationships of participants, physical setting), and typical phrases used in small talk. Chart this information. |
| 3. Practice. Give learners specific information about the participants and the setting of a scenario where small talk will take place. In pairs, have them list topics that might be discussed by the participants and simple phrases they might use. Learners then engage in improvised dialogues based on these simple phrases. |
| 4. Evaluation. Give pairs a teacher-prepared dialogue based on their scenario from š. Ask them to compare their improvised dialogues with the prepared dialogue, analyzing the similarities, differences, and reasons for both. |
| 5. Extension. Have learners go individually or in small groups into various contexts in the community (work, school, church, bus stop) and record the conversations they hear. Ask them to report their findings back to the class, and then have the class discuss these findings. |
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