Action research "non verbal communication"

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  • Publicado : 3 de noviembre de 2010
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Bilingual Educational Seminar


Would you like to know how important is the “Non-Verbal Communication” when you are learning a second language? Well if you want to know follow reading this Action Research Plan…


The Universidad Pedagógica Nacional Francisco Morazán, is located in Tegucigalpa,Honduras, before was called “Escuela Superior del Profesorado Francisco Morazán”, since 1985 and over the supervision of Teacher José Carleton Corrales, got a special program of Capacitating to Bilingual Teacher, which organized an Association asked for a new carrier know as “Profesorado de Eduación Media con Especialidad en Lengua y Literatura” but was until 1991 when finished the first promotion named“Profesores de Educación Media en la Enseñanza del Inglés”, actually the Universidad Pedagógica Nacional Francisco Morazán, gives to its students an English Carrier with a degree “Licenciatura”.

This Carrier begins with a base of IV English Levels, where is essential that all the students knows everything about the Non-Verbal Communication, so is why we are making this Action Research to helpthem to be familiar with this Communicative Competence that is essential to learn a English as second language to develop a successful learn-teacher process.

Because an effective communication can avoid misunderstanding, is necessary that teachers and students know all about communication, and emphasis that a bad message breaks a good communication.

It why following you can find sometopics that will help you to understand how to make a good communication even though we do not say a word.


Communication is defined as a process by which we assign and convey meaning in an attempt to create shared understanding. This process requires a vast repertoire of skills in intrapersonal and interpersonal processing, listening, observing,speaking, questioning, analyzing, and evaluating. Use of these processes is developmental and transfers to all areas of life: home, school, community, work, and beyond. It is through communication that collaboration and cooperation occur. (March 16, 2010)

Communicative Competence:

Communicative competence is a term in linguistics which refers to a language user's grammatical knowledgeof syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately.

The term was coined by Dell Hymes in 1966,[1] reacting against the perceived inadequacy of Noam Chomsky's (1965) distinction betweencompetence and performance.[2] To address Chomsky's abstract notion of competence, Hymes undertook ethnographic exploration ofcommunicative competence that included "communicative form and function in integral relation to each other" (Leung, 2005).[3] The approach pioneered by Hymes is now known as the ethnography of communication.

The notion of communicative competence is one of the theories that underlie the communicative approach to foreign language teaching.

Canale and Swain (1980) defined communicative competence interms of four components:[4]
1. grammatical competence: words and rules
2. sociolinguistic competence: appropriateness
3. discourse competence: cohesion and coherence
4. strategic competence: appropriate use of communication strategies
A more recent survey of communicative competence by Bachman (1990) divides it into the broad headings of "organizational competence," which includesboth grammatical and discourse (or textual) competence, and "pragmatic competence," which includes both sociolinguistic and "illocutionary" competence.[5] Strategic Competence is associated with the interlocutors' ability in using communication strategies (Faerch & Kasper, 1983; Lin, 2009).

Through the influence of communicative language teaching, it has become widely accepted that...
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