Lesson notes (25th September- 2nd October)

Lesson notes (25th September- 2nd October)

> Written communication

> Skills in use

> Competences/abilities to encourage

> Correcting written work

> What to write

> Activities in the primary classroom

Competence à Linguistic Communication à LOMCE / LOE / LEA à draft

-          Linguistic communication can be paralinguistic or verbalized.

Basic competences try to create standard levels/skills. Ex: meter, kilo. They were created in 1972. In the 80’s they became popular and in 2000 they arrived in Spain.

As people think, competence doesn’t mean knowledge or abilities. Competence means the capacity to use knowledge and abilities in a particular situation. They are used as a tool for students to express their ideas and thoughts and to train students for the acquired – learned process.

Competence is not a final product. It is a whole life learning process. It is a dynamic ability, not a static one, it means that we can improve, stop or step it back.

Competence mixes ability (natural or not) and knowledge.

Written communication is the capacity to use written signs, expressions, abilities (which aren’t natural like reading or writing) in particular situation.

Sub-competence deals with linguistic communication competence or the capacity to use written linguistic knowledge for reading and writing in certain situations.

Non natural abilities are to be learned and trained:

·         Reading:

-          Understanding, comprehending written messages (linguistic and paralinguistic signs)

-          It also implies silence that is self-rate.

-          “cognitive activity”: deducing using the context, filling the gaps, using our own knowledge, creating on hypothesis, using morphological or syntactic knowledge.

·         Writing:

-          Active: physical and cognitive point of view

-          Expressing written messages using linguistic and paralinguistic signs

From a linguistic point of view the written competence is a macro-competence. Each competence that comes to this one is called “micro-competence”. (micro-competence à macro-competence à meta-competence)

Nowadays we teach how to understand, interact, express and transfer in a written way.

1.       We transmit with the purpose that our students may be able to understand and assimilate with general or specific information.

2.       Expressing

3.       Interacting: having a fluid and continuous communication.

4.       Transferring: giving information that we already know to a public that we don’t know. 

> Correcting written work

>  Main mistakes and errors in writing
> What to write…

In 2000 and now mistakes are the same “Endless Chain”

REMEDIAL REINFORCE REVISE

In the past “educate” was a prescriptive process and not a dynamic one.  Being dynamic implies that when you work, students don’t need to know the whole present, just what they need to use.

Teaching has to be a descriptive process.

We have to introduce new information adapting it to the age of our

 students.

There is an author, Corder, that research about errors and mistakes and its interlace: theory of error (why do students have mistakes while they are learning a L2)

Interlanguage process: it is affected by interferences of L1. Ex: coche rojo à car red

             L2         -------->       L2

          learner                          native

1.       Overgeneralizations of the rule. Ex: future always with “will”

2.       Translations L1-L2:

-          Grammar tenses

-          Use of prepositions, adverbs…

Ex: abuse of present perfect

3.       Spelling:

-          Punctuation paragraph length

Reasons:

1.       Use and need of subject

2.       Closing syntax structure

-          In general: Spanish construction is CV+CV+CV

      English construction is VCC / CVCC

-          In English we don’t use many commas but we use many pauses.

ENGLISH	SPANISH
Not many commas	Many commas
Many pauses	Not many pauses
Not many phrasal verbs	Many phrasal verbs

4.    Voices and aspect:

-      Subjunctive: we use it in Spanish with verbal periphrasis

-      Passive voice: we don’t use it too much in Spanish, and when we use it, it is in “pasiva refleja”. Ex: dicen que esta tarde va a llover.

We have many options to approach the correction. Teachers should think:

1.       Having a general vision of composition (positive)

2.       Having a general vision of paragraph

3.       Search for meaning

4.       Not searching for mistakes

5.       Correct what it breaks down communication

We may face mistakes in two different ways:

è MISTAKES: lapses of concentration. Student knows but doesn’t know that knows: nervous, time, confidence, previous revision, concentration…

-          What can we do? Give them back a chance: to think, reflect, have more time, use dictionary…

We mark the mistake and let them correct it in the down line. (80% are mistakes, 20% lack of knowledge)

è ERRORS: it means linguistic develop

-          What can we do? Go back to the process of teaching.

First deduce what kind of error it is/ what is the origin.

·         If it is a particular mistake (ex: risking using an adverb that we haven’t use yet) this student needs more activities

·         If it is a general mistake: discover where the error is. If it is obvious that they should know, maybe we did something wrong.

Ex: if in their verbs list they have “to play” and the student use verbs always with to à I to play football

* We need to know where the origin is and then act.*