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The three modes of communication are:
Interpretive Mode/ listening or reading (寫解釋模式): In this mode, learners focus on understanding and interpreting spoken or written language produced by others(專注於理解和解釋口頭或書面語言). This can involve activities such as reading texts, listening to spoken conversations, watching videos, or interpreting various forms of media in the target language. The goal is for learners to comprehend the language and extract(提煉) meaning from the material presented to them. *need to practise from read and listinning.
Interpersonal Mode/ speaking or writing (人際模式): In this mode, learners engage in interactive communication with others in the target language. This can be in the form of conversations, discussions, interviews, or any other type of direct communication. The emphasis is on exchanging information, ideas, and opinions with others, and learners practice both speaking and listening skills.
Presentational Mode/ speaking and writing (呈現模式): In this mode, learners produce language to present information, ideas, or opinions to an audience. This can involve creating written documents, giving presentations, making videos, or any other form of communication aimed at conveying a message to others. The focus is on expressing oneself clearly and effectively.
When it comes to the interpretive mode, learners work on their receptive language skills (listening and reading) to comprehend and understand the language as it is used by native speakers. They analyze the context, infer meaning from unfamiliar words or phrases, and identify key information in the material they encounter. Interpretive activities can vary in complexity, ranging from reading simple texts or listening to short dialogues to analyzing authentic materials like news articles, podcasts, movies, and literature.
In language pedagogy, it's important to integrate all three modes of communication to ensure a well-rounded language learning experience. The modes are not mutually exclusive and often overlap in real-world language use. By focusing on interpretive activities, learners develop their comprehension skills and become better equipped to engage with the language in real-life situations.
What types of instructional models best promote communicative competencies?
Instructional models that promote communicative competencies are designed to enhance students' ability to effectively and appropriately use language for communication in real-life situations. Here are a few instructional models that are known to be effective in promoting communicative competencies:
Communicative Language Teaching (CLT): This is a widely recognized approach that focuses on meaningful communication rather than just rote memorization of grammar rules. It encourages interactive activities such as discussions, role plays, and problem-solving tasks. CLT aims to create authentic language use situations that mimic real-world communication.
Task-Based Language Teaching (TBLT): TBLT centers around learning by completing tasks that require communication. Students engage in activities that mirror real-life situations, such as planning a trip, solving a problem, or making a presentation. These tasks necessitate the use of language to achieve a specific goal.
Project-Based Learning (PBL): PBL involves students working collaboratively on a project that requires them to research, analyze, and present information. This approach encourages communication as students must discuss and present their findings, enhancing their speaking and listening skills.
Content and Language Integrated Learning (CLIL): CLIL integrates language learning with the study of other subjects, such as science or history. This approach challenges students to communicate in the target language while learning about specific content, fostering both language and subject knowledge.
Flipped Classroom: In a flipped classroom, students engage with instructional materials outside of class (e.g., watching videos or reading texts) and then use class time for interactive activities that require communication. This model allows for more meaningful in-class discussions and collaborative projects.
Cooperative Learning: This model emphasizes collaboration and communication among students. They work together on tasks or projects, discuss concepts, and share their ideas. Cooperative learning helps students develop communication skills while learning from their peers.
Content-Based Instruction (CBI): Similar to CLIL, CBI integrates language instruction with the study of specific content. It focuses on authentic materials related to a particular topic, encouraging students to communicate about the subject matter in the target language.
Sociocultural Theory and Situated Learning: These theories emphasize learning in authentic social contexts. By participating in activities that are relevant to real-life situations, students acquire language through meaningful interactions.
Role-Play and Simulation: Incorporating role-plays and simulations allows students to practice using language in context. They engage in scenarios that require negotiation, problem-solving, and communication, enhancing their communicative abilities.
Authentic Materials and Realia: Using authentic materials like newspapers, advertisements, videos, and real-world artifacts exposes students to genuine language use. This helps bridge the gap between classroom language and real-world communication.
It's important to note that an effective instructional approach might combine elements from several models, tailored to the specific needs of the learners and the learning context. The key is to create opportunities for students to engage in authentic communication and apply their language skills in meaningful ways.
References:
ACTFL. (2012). Performance descriptors for language learners. Retrieved from https://www.actfl.org/uploads/files/general/Documents/AppendixN-ACTFLPerformanceDescriptorsLanguageLearners.pdf
What types of activities mirror real-worked use of the target language in all three modes of communication?
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