Social Activites

SOCIAL INTERACTION ACTIVITIES

5.1 introduction. Actividades de interacción social o contexto social. Estesignifica que los estudiantes deben prestar mayor atención a lo social, así como significados funcionales. Ese lenguaje transmite. También significa que las actividades aproximada más estrechamente a la clase de situación de comunicación se encontró fuera del aula, donde el lenguaje es no sólo un instrumento funcional, sino también una

forma de comportamiento social.

Por ejemplo: vamos a tomar la tarea de comunicacion en que los alumnos podían resolver el problema con el idioma que tenía disponible. tareas para simular los roles sociales que participan en la inte accion

"actividad de interacción social '

• Se espera que el alumno deje social así como las consideraciones funcionales afectansu elección de idioma.

• En consecuencia, el lenguaje que produce serán evaluados en términos de su valor social aceptabilidad, así como su funcional afectividad.

En este capítulo se discutirán las formas en las que el profesor puede preparar a los alumnos para la variada ontextos sociales en los que tendrán que realizar fuera del aula. Puño, sin embargo, se tendrá en cuenta brevemente la aula como un contexto social parael uso del lenguaje.

5.1 introduction. Activities of social interaction or social context. Esto significa that students should pay greater attention to the social as well as functional meanings.

That language conveys. It also means that activities more closely approximate the kind of communication situation was found outside the classroom, where language is not only a functional tool, but also aform of social behavior.

For example: let's take the task of communication in which students could solve the problem with the language that was available. tasks to simulate social roles involved in the integrated action"social interaction activity '

• the student is expected to leave social and functional considerations afectansu language choice.

• Consequently, the language that occurs will be evaluated in terms of its social acceptability and its functional affection.This chapter will discuss the ways in which teachers can prepare students for the varied social ontextos who will have to perform outside the classroom.

Fist, however, will consider briefly the classroom as a social context for proper use of language.

5.2 The classroomas a social context The classroom is called an artificial environment for foreign language learning language. If we take as a reference point for what is "real" situations outside the classroom so that students are being prepared, this is certainly the case.the classroom is also a real social context, where students and the teacher enter into social relationships with everyone equally realother.education aims to provide students from differentcontexts and later they will not have a cause "ask where the chalk is" or explain.

ACTIVITIES OF SOCIAL INTERACTIONhave been mastered so they can be used creatively, which can be transferred to different contexts.

- In our mother tongue, which can acquire the basic communication skills in the immediate family context, and transfer them in later life to a much wider range of situations, structures and skills that a learner lenguasociales, in foreign acquired during classroom interaction can be later transferred to another type of situation. approaches to the exploitation of environmental class in a social context for foreign language use, namely:

1. Using the foreign language for classroom management.

Two. Using language as a teaching medium

Three. Conversation or discussion sessions.April. Basing dialogues and role plays in school experience.

Conversation or discussion sessions

Conversation sessions is sometimes considered as a source of relief work of the language more "serious".

• opens a stimulus for the rich communicative interaction, ie thevaried experiences, interests and opinions of students. These can be supplemented by written or visual materials that bring additional aspects of the outside world in the classroom.

• therefore provides a context for a widerange of communicative functions and domains of meaning. should practice the skills necessary for longer sessions management of social lifeinteraction, such as the introduction of a NUEV topic, take turns or maintaining conversation through language foreign policy. It also gives them valuable experience in the use of language as a means of dealing with their own social relacionesPor example, you can require each group to express their views on a number of specific points before reporting back to the class for a period of Debate "plenary".

Basing dialogues and role-plays on

school experience

Basing dialogues and role-playing gamesschool experience-

The main proponents of this approach see it as the realization of a "therapeutic" as well as a linguistic function.the aim is to help young students to understand their environment and deal with your problem. aspects of their experience (such as schoolwork, concernsome low marks, conflicts with adults)

Some limitations of the classroom

situation

Sometimes, the discussion can carry RPGs and then composite dialogue by students, on other occasions, establish dialoguescan stimulate discussion leading to role play and compose related dialogue, and so on.

• is used for learning foreign language communication needs stimulated by the environment in which learning takes place.

• exploration of the world learning problems, is introduced into the language classroom a matter is not what motivates linguistic communication.• used as an important discussion simultaneously explore this topicmatter and student development of communicative competence.Some limitations of the classroom situationIn particular:

• in situations outside the classroom, students will have to meet muchwide variety of communication needs, resulting from the events of everyday life.•

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