Escolar Documentos
Profissional Documentos
Cultura Documentos
TOPIC 2
TOPIC 2
TOPIC 2
TOPIC 2
linked in the learning process, since the people need to absorb the elements
of a message if they are going to contribute to a conversation.
This encoding and decoding is not only on a grammatical level, as
Chomsky inferred at first, but as Guiraud affirms a process which takes
logic from phonology, semantics, etc, but also subjective experience and
social rules.
So, we will begin talking about oral-comprehension techniques. If
we want to develop this ability in our children we shall need to observe the
processes used by the learner in listening comprehension.
At first, the pupil hears a series of noises and he/she cant tell what
the difference is between them. After some time, he/she begins to note that
the sounds are in some sort of order, with regularity in the pauses and voice
pattern.
As he/she learns some simple expresions, he or she begins to see that
there are recurring sounds, and he/she associates them with meaning. So,
he or she is starting to recognise familiar elements, but doesnt see all the
relationship. He/she does not really understand.
As he or she becomes more familiar with the language, he/she
recognizes the different elements, but doesnt remember what he/she
recognized. This is because he/she is recognizing single elements and not
the whole message. The mind is eliminating information which it cant take
at first; only a certain amount can be taken into short-term memory.
The receptive system in the brain then takes these selected elements
into long-term storage. But only a small part of the total message will be
remembered, this is why pupils seem to be able to understand very little at
first. They have to concentrate very well to be able to take in not only the
sounds, but their meaning, the brain is not able to do this too fast, and we
must remember this.
Thats why we help our pupils by giving them short sequences of
sounds so that they can get the meaning easily and store it automatically.
So, REPETITION is essential for acquiring this process
The LOGSE, in its 9 objectives of the curricular design, reflects the
importance of proficiency in these skills.
TOPIC 2
TOPIC 2
TOPIC 2
TOPIC 2
TOPIC 2
Though we may not wish to use a TPR methodology with all its
implications, the contributions it makes to the teaching-learning process as
part of our methodological plan in an eclectic approach can be valuable.
As teachers we will be aware that elements such as furniture, space,
decorations and so on can help or hinder communication. There will be
occassions when we will want to re-arange desks, chairs, decorations,
posters or other objects, so that they can help in a communicative process.
For example, if we are perfoming a play we can set up various objects as
scenary so that the children fell contextualized. For instance, in a play
about Goldilock and the three bears we could put a table in the centre of the
classroom with three different-size chairs beside it.This extralinguistic
elements help children, who can use them as aids in communication.
To give an example of a Total Physical Response methodology which
uses extralinguistic strategies we can consider for instance the game of
Simon says where, in the context of a game, children learn to understand
simple imperatives along with associated parts of the body. They obey the
orders of the teacher only when he or she speaks on behalf of Simon. To
help the children the teacher performs the action, which the children initate.
Eventually they do not need this extralinguistic back-up.
From the very first days of learning a foreign language, children
become accostumed to deducing meaning from the context, which is full of
extralinguistic clues. When we say: - close the door, please pointing to
the open door and miming a closing movement. This is a very simple but
effective T.P.R. activity.
Not only do children learn to understand spoken messages in this
way. They begin to try to communicate using non-verbal and stralinguistic
strategies at their disposal, from gestures to mime and with the use of other
artifacts.
CONCLUSION.In this topic we have attempted to demonstrate the nature of verbal
communication.
The spoken language in each productive and receptive forms
depends not only on the understanding of sounds or the creation of these
sounds.
10 TOPIC 2
10
11 TOPIC 2
11