“Communication is understood as the exchange and negotiation of information between at
least two individuals through the use of verbal and non-verbal symbols, oral and written/
visual modes, and production and comprehension processes” (Michael Canale 1983:4).
The aim of the Blackpool Telos Project is to raise communicative competence in second language learning of 10th and 11th grade german grammar school students. The BTP is also suitable for advanced adult learners. The above mentioned quotation should serve as a kind of guiding principle for the following analysis. One should bear in mind that according to Breen & Candlin (1980), Morrow (1977) and Widdowson (1978), communication is a form of social interaction and is unpredictable and creative both in form and message. Communication occurs in sociocultural contexts and in discourse, it is performed under limiting psychological and other conditions. It always has a purpose and involves authentic as opposed to textbook language. And finally, communication is considered to be successful or not on the basis of actual results.
The learner and his needs, the learning goal and the final realization within Telos are the most important points. In the BTP, special emphasis will be put on the independent learning of a second language in a constructive environment. Here, English is considered as a second language and not foreign language because it is used within the own language field. Non native English speakers can find themselves in two situations: “einerseits Situationen, in denen Englisch als ‘fremde Sprache’ verwendet wird, d.h. außerhalb des eigenen Sprachraums und der für die eigene Kultur und Gesellschaft alltäglichen Kommunikationsanlässe und –funktionen; andererseits Situationen, in denen dem Englischen innerhalb des eigenen Sprachraums als ‘zweite Sprache’ neben der eigentlichen Muttersprache eine kulturell und gesellschaftlich verankerte und bedeutsame Rolle zukommt” (Kohn, Kurt 2002: 1).
The organization of this paper is as follows. First I will provide a theoretical background for the BTP. Special emphasis is put on defining communicative approaches. The second part connects theory and practice. In this part, the main aim of the Blackpool Telos Project, and an introduction to the different activities, will be discussed and linked to constuctivist ideas. The third part will provide a linguistic context of the material and discuss the learning potential of the various tasks. In order to illustrate the third part, screenshots of the BTP will be used. The CD with the BTP will be attached to the paper.
Table of Contents
0. Introduction
I. Main body
1. Theoretical background
Grammatical vs. communicative approaches
Competence and performance
Theories of basic communicative skills
Communicative competence and actual communication
Teaching and testing with focus on knowledge or skill
Five elements for a communicative approach
Constructivist learning
2. The Blackpool Telos Project in practice
The aim of the Blackpool Telos Project
The idea of constructivist learning in connection with the BTP
Activities and material analysis in the BTP
Listening comprehension
Description of the task
Linguistic context of the listening comprehension
Learning potencial
Reading comprehension
Description of the task
Linguistic context of the reading comprehension
Learning potencial
Dialogue
Description of the task
Linguistic context of the dialogue task
Learning potencial
II. Conclusion
Research Objectives and Key Topics
The primary objective of this paper is to bridge linguistic theory—specifically the communicative competence framework proposed by Canale and Swain—with practical language teaching through the application of the "Blackpool Telos Project" (BTP). It investigates how multimedia environments can facilitate constructivist learning and enhance communicative competence in secondary education.
- Theoretical foundations of communicative versus grammatical approaches in second language acquisition.
- Application of constructivist learning principles within a blended language learning environment.
- Linguistic analysis and pedagogical assessment of specific task types, including listening, reading, and dialogue exercises.
- The integration of learner autonomy and authenticity in digital, computer-assisted language learning.
- Evaluation of communicative competence components: grammatical, sociolinguistic, discourse, and strategic competence.
Excerpt from the Book
Constructivist learning
The learner’s activities in this project are mainly based on the idea of learning in a constructivist environment. Learning is construction. The things one learns, one learns by construction. Learning is therefore a dynamic process of construction by an independent individual. The learner must communicate as he is actively trying to orientate himself. This leads to knowledge of new things. Wolff (1994) puts it like this: “Wahrnehmung, Verstehen und Lernen müssen in hohem Maße als konstruktive Operationen verstanden werden, die der Mensch selbständig auf der Grundlage seines jeweils vorhandenen individuellen Erfahrungswissens vollzieht. Die Ergebnisse der ständigen Auseinandersetzung mit der Umwelt sind deshalb für jeden Menschen verschieden: wir entwickeln und konstruieren, unabhängig und auf der Basis unseres sich beständig verändernden Erfahrungswissens, unsere eigene Theorie von der Umwelt, die selbst wieder kontinuierlich Veränderungen ausgesetzt ist” (Wolff 1994: 408).
Summary of Chapters
0. Introduction: Outlines the goal of the Blackpool Telos Project to raise communicative competence in second language learning for 10th and 11th-grade students.
1. Theoretical background: Provides a comprehensive overview of communicative competence models, defining key terms such as competence, performance, and the four areas of communicative competence.
2. The Blackpool Telos Project in practice: Details the design and implementation of the BTP, analyzing specific learning activities like listening, reading, and dialogues through the lens of constructivist theory.
II. Conclusion: Summarizes the effectiveness of using multimedia tools to bring linguistic theory into practical, autonomous, and naturalistic learning environments.
Keywords
Communicative Competence, Second Language Learning, Blackpool Telos Project, Constructivist Learning, Blended Language Learning, Grammatical Approach, Sociolinguistic Competence, Strategic Competence, Learner Autonomy, Authenticity, Listening Comprehension, Reading Comprehension, Language Pedagogy, Multimedia Learning, Discourse Competence.
Frequently Asked Questions
What is the core focus of this research paper?
The paper focuses on applying linguistic theories of communicative competence, particularly those by Canale and Swain, to the "Blackpool Telos Project" to see how they function as a practical tool for language learning.
What are the primary thematic fields covered?
The central themes include communicative language teaching, constructivist learning methodologies, the implementation of blended learning, and the development of specific language skills through digital tasks.
What is the main objective of the Blackpool Telos Project?
The main objective is to increase the communicative competence of 10th and 11th-grade German grammar school students by using authentic materials in a constructivist, self-paced, and autonomous learning environment.
Which scientific methods or frameworks are utilized?
The work utilizes a theoretical framework based on Canale and Swain's four areas of communicative competence (grammatical, sociolinguistic, discourse, and strategic) and links them to constructivist learning principles defined by researchers like Wolff.
What topics are discussed in the main part of the paper?
The main part covers the theoretical definitions of communicative competence, the justification for skill-oriented versus knowledge-oriented approaches, and a detailed analysis of listening, reading, and dialogue activities within the BTP.
Which keywords best characterize this work?
Key terms include Communicative Competence, Constructivist Learning, Blended Learning, Learner Autonomy, and Second Language Pedagogy.
How does the BTP approach the concept of learner autonomy?
The BTP promotes autonomy by allowing students to navigate tasks independently on a computer, choosing when and how to work, while the software provides the necessary guidance and feedback to support their learning process.
Why was a "blended learning" environment chosen for this project?
A blended learning environment was chosen to combine the benefits of multimedia technology with the necessity of human guidance, ensuring that digital tools serve as a support system rather than a replacement for teacher-led education.
- Quote paper
- Sofie Renner (Author), 2003, Raising communicative competence in second language learning – the Blackpool Telos Project , Munich, GRIN Verlag, https://www.grin.com/document/92123
