Analyzing the aspects of communicative competence in the final tasks of the Grade 10 English textbook using interactional participatory communication framework

Date

12-2015

Degree

Bachelor of Arts in Communication Arts

College

College of Arts and Sciences (CAS)

Adviser/Committee Chair

Janette Malata-Silva

Abstract

The main objective of the study is to determine whether meeting the goal of developing the learner's communicative competence is possible with the final tasks of the Grade 10 English Learner's Material through analyzing teacher-to-student and student-to-student interaction. Determining the aspects of communicative competence that are implicitly reflected and are not reflected in the final tasks is of corollary interest to the study. Qualitative content analysis of the final tasks of the Learner's Material was conducted using the elements of the adapted Schramm's Interactional Model of Communication as categories in the a priori coding. Reproducibility or inter-rater reliability was utilized to establish the validity of the analysis. Results of the study showed that not all the final tasks reflect all the elements of the adapted interactional model of communication in both the teacher-to-student and student-to-student interaction. Those that do not complete interaction, which are mostly written outputs done individually without peer assessment, reflect only two out of four key competencies of communicative competence, which are mostly grammatical and discourse competence. Enabling tasks in the lesson which are included in the analysis, however, compensates for the lack of interaction in the final task, and allows the development of all four key competencies. Results also showed that one final task in the Learner's Material which is an objective-type of exercise does not develop communicative competence as it fails to complete interaction both in the teacher-to-student and student-to-student interaction. Considering the number of final tasks that reflect the interactional model and develop the four key competencies of communicative competence both in the teacher-to-student and student-to-student interaction, which is 23 out of 24, the final tasks of the Grade 10 English Learner's Material mostly develop communicative competence. The conclusions drawn from these findings were: (1) final tasks which are done individually, without peer assessment, and involve objective-type of exercises develop only the grammatical and discourse aspects of communicative competence among learners (2) the inclusion of interactional enabling tasks in the lesson to the final tasks allows the development of all four key competencies (3) using only the final tasks as bases for assessment of competencies the learners develop may render the teachers' measure of learners' competencies in a particular lesson incorrect. The implementation of enabling tasks that reflect the needed activities to conduct the final task is crucial. Based on these findings and conclusions, it is recommended that curriculum developers clarify the need to consider interactional tasks in designing activities that develop communicative competence among learners, and that teachers avoid objective-type of exercises and implement other strategies that compensate for lack of interaction in the suggested tasks.

Language

English

Location

UPLB Main Library Special Collections Section (USCS)

Call Number

LG 993.5 2015 M3 /D36

Document Type

Thesis

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