1. Discourse aspects of interlanguage
Chapter 5
Discourse aspects of interlanguage

2. Communicative Competence (Canale and Swain, 1980)
Grammatical competence: words and rules
What words do I use? How do I put them into phrases and sentences?
Sociolinguistic competence: appropriateness
Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?
Strategic competence: appropriate use of communication strategies
How can I express my ideas if I don’t know the name of something or the right verb form to use?
Discourse competence (Canale,1983)
Cohesion/ Coherence ---How are words, phrases and sentences put together to create conversations, speeches, messages, newspaper articles?

3. Q: IL discourse errors: universal or language specific? (p.44)

4. Q:
Review(p.44)
Behaviorist view of L2 acquisition
Mentalist view of L2 acquisition
Interactionist view of L2 acquisition

5. Q: What is foreigner talk? (p. 45) Examples? (p.46)

8. Simplification in Grammatical FT

9. Negotiation of meaning and of form
Pronunciation
NNS: The windows are crozed
NS: The windows have what?
NNS: Closed?
NS: Crossed? I’m not sure what you are saying here.
NNS: Windows are closed.
NS:Oh, the windows are closed, OK, sorry

10. The structure of meaning of negotiation sequences S1: What is your father’s job? S2: My father now is retire. ---Trigger S1: Retire? ---Indicator of misunderstanding S2: Yes ---Response S1: Oh, yes. ---Reaction to response

11. Modified output may arise in negotiation

12. Negotiation strategy
Description
Example
Type

13. Example 1 (Mackey and Philp, 1998: 344) NNS: What they doing
Example 1 (Mackey and Philp, 1998: 344) NNS: What they doing? NS: What are they doing? (←recast) NNS: Yeah NS: They’re signing a contract

14. Example 2 (Doughty and Varela, 1998: 124) Jose: I think that the worm will go under soil. Teacher: I think that the worm will go under soil? (←repetition) Jose: (no response) Teacher: I thought that the worm would go under the soil. (←recast) Jose: I thought that the worm would go under the soil.

15. Q: Long’s interaction hypothesis (p.47)

16. Q: Scaffolding (p.48)

17. Zone of Proximal Development (ZPD) An area of learning that occurs when a person is assisted by a teacher or peer with a skill set higher than that of the subject. The teacher then helps the student attain the skill the student is trying to master, in hopes that the teacher will no longer be needed for that task.(Vygotsky, 1978).

18. Effective types of scaffolding (Bradley, 2004, p.1).
Simplifying language
Ask students to complete sentences or fill in the blank rather than having them try to come up with the entire sentence
3. Use visuals
4. Use gestures

19. Q: Why is ‘comprehensible output’ important in SLA? (p.49)