By: Nane Magdalena /

Acquisition of Communicative Competence Competence and Use Academic vs. Interpersonal Competence Competence of Language Knowledge Topics covered...

Communicative Competence: everything that a speaker needs to know in order to communicate appropriately within a particular community. *Competence and Use Language Knowledge Culture Knowledge ContextContent Language Use

Includes Pragmatic Competence: how to interpret and convey meaning within communicative situations, the choice, language in social interaction, and the effects. Includes prior knowledge and social experience. Competence and Use

L1 competence: the broad repertoire of knowledge, people communicate for many purposes within their native language community. L2 competence: more restricted, especially when SLA takes place in a foreign language setting. e.g. Chinese native speakers in China learn English L2 to prepare for Olympic games, pursue graduate degrees in English- dominant country. Motivations for learning L2 entails very different combinations of linguistic and cultural knowledge and different levels and types of proficiency. *Academic vs. Interpersonal Competence

Academic competence: the knowledge needed by L2 learners to learn about other subjects, scholarly research, as a medium in a specific professional or occupational field. (specific vocabulary, reading, academic listening, academic writing, however doesn’t necessarily require fluent speaking ability) Interpersonal competence: the knowledge needed by L2 learners primarily in face-to-face contact with other speakers. (vocabulary is the most important, listening, speaking, “online”, reading, speaking) Priorities for L2 Use

5 components for purposes of description and analysis: 1. Vocabulary (lexicon) 2. Morphology (word structure) 3. Phonology (sound system) 4. Syntax (grammar) 5. Discourse (ways to connect sentences and organize information) *Components of Language Knowledge

is the most important level to develop. Function words: determiners, prepositions, conjunctions, pronouns, auxiliary verbs. For spoken: interjections, contractions, verbs expressing opinion or feeling. For academic contexts: modifier, scientific concepts, technical terms. Borrowed and commonly inherited words can be a trap for learners (German, gross – large; Spanish, largo – long, embarazada – pregnant). 1. Vocabulary

Interpersonal situations: affective (interactional) and task-oriented (transactional) purposes (how are you today? vs. How’re ya doin’?). Idioms, metaphors, collocations. These “chunks” are typically memorized as holistic units (the big picture, a ballpark guess). The most frequent multiple-word combinations: greetings, formulaic routines, discourse fillers, hedges, smoothers (you know, kind of, never mind). 1. Vocabulary

The types of knowledge: Linguistic knowledge: syntactic information; constraints on possible word meaning, patterns in word structure; meanings of surrounding words. World knowledge: understanding of the concepts which the words represent; familiarity with related conceptual frameworks; awareness of social associations. Strategic knowledge: control over cognitive resources. 1. Vocabulary

it’s very important for vocabulary development and achieving grammatical accuracy. derivational morphology: adding prefixes and suffixes that can create new meanings (un- + kind = unkind, friend + -ly = friendly). inflectional morphology: word parts that carry meanings, such as tense, aspect, and number (kicked, coming, and books). 2. Morphology

the first priority during the middle of the 20 th century. proficiency in perception and intelligible production are essential for successful spoken communication, degree of “foreign accent” is acceptable. the following aspects of the sound systems are likely to differ for L1 and L2:  phonemes  possible sequences of consonants & vowels (phonotactics)  syllable and word positions  intonation patterns (stress, pitch, duration)  rhythmic patterns 3. Phonology

1 st step: realizing that certain aspects of language are universal, but how they are expresses may vary greatly. the most common orders is S V O Old English was more like Russian and Latin:  Se cyning seah ðone bisceop  (‘The king saw the bishop.’)  ðone bisceop seah se cyning.  Se cyning ðone bisceop seah.  Modern English has lost the flexibility. 4. Syntax

the concepts of grammatical gender and number, which determine the choice of pronouns, singular, plural. to form yes/no and Wh- questions, passive form, negation, time and perspective in the verb system. Nominalizations – whole sentenced are transformed into fillers for noun phrase positions. 4. Syntax

function beyond the scope of a single sentence. Microstructural discourse: sequential indicators, logical connectores, and other devices to create CoHeSioN. Macrostructural discourse: characteristic of particular GenRes and of interactional strategies. CoHeSioN devices link 1 element of discourse to another, integrating them into a unified text. different GenRes: different classes of participants, addressing different topics, requiring different language styles and organization. 5. Discourse

Contrastive Rhetoric: focus on predicting and explaining problems in L2 academic and professional writing. Intercultural Communication: politeness and turn- taking conventions from L1 to L2, expression, interpretation – misunderstanding of speaker intent and message tone. 5. Discourse

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