Communicative competence and new teaching formulas: the emergence of new models in classroom communication
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Abstract
In order to delineate a theoretical proposal, the paper presents a synthesis of research on teaching interaction organized according three perspectives: process-product, sociolinguistics and ethnography, and discourse analysis. If follows the concept of communicative competence. Finally, we propose two models: one on communicative competence and the other on didactics or classroom communicative competence.
In dealing with the dynamics of their interaction in relationships, our approach focuses on the relationship between individuals as well as individuals themselves. We assume, therefore, a pragmatic and interactive perspective. Our position is that competence is something that is created in the context of a relationship and, in this sense, communicative competence may be defined.
The relational model of didactics or classroom communicative competence presented is an integral model, based on the theoretical principles of the relationship, that seeks to integrate the key components of communication with a dynamic process. However, the fact that the model incorporates a large number of variables poses a challenge as for the means to measure the competence within the relationship.
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