1. Chapter 6 Acquiring knowledge for L2 use
Chapter Preview
Communicative competence:
everything that a speaker needs to know in order to
communicate appropriately within a particular community
Linguistic competence:
knowledge of the specific components and levels of
a language, and knowledge that is required for
their appropriate use in communicative activities
knowledge for academic functions
Knowledge for traditional levels of language

2. Competence and Use Culture knowledge Content Language Context
Language use
6.1 Relationahip of domains of communicative competence

3. Academic vs. interpersonal competence
6.2 Priorities for L2 Use 6.3 Classification of activities involving language use
Academic competence
Interpersonal competenceI
1. Reading
1. Listening
2. Listening
2. Speaking
3. Writing
3. Reading
4. Speaking
4. Writing
Written mode
Oral mode
Receptive
Reading
Listening
Productive
Writing
Speaking

4. Components of language knowledge
vocabulary, morphology, phonology, syntax, discourse
Vocaburay:
- Register
- Idioms
- Collocational behavior, metaphorical uses, connotations associated with synonyms, and stylistic register constraints (Nation, 1990)

5. Listening
We listen to variety of things:
during a conversation
announcements
the weather forecast
a play on the radio
music
someone else’s conversation
a lecture
professional advice
instructions
a taped dialogue in class
We listen for a purpose:
(depending on the situation)
for specific details
for general meaning
for the general idea or gist
for information
for enjoyment or social reasons
to learn new language

6. Speaking
We speak in many different types of situation: - talking face to face - talking on the phone - answering a question in class - giving a speech - taking part in a meeting - asking a stranger for direction
Not usually planned or
prepared beforehand;
Speakers use incomplete or
ungrammatical sentences;
They can hesitate, repeat
themselves, use fillers
(er-,well,you know, etc.)

7. Reading
1. Two types of texts a. authentic: newspaper articles, website pages, s, etc. b. non-authentic/invented: a reading text in an elementary coursebook 2. A variety of reasons to read a. read for information b. read something as part of communicating with someone c. read for pleasure d. read something for our studies or our job
3. Reading skills
(1) skimming and scanning
(2) adapting the way they read according
to the text and their reason for reading
(3) reading 'actively'--using a dictionary,
guessing or asking about unknown
words understanding the relationship
between sentences
(4) helping understanding by using textual
and visual clues, headings, the way the
text is organized into paragraphs,
punctuation, signal words, pictures,
typography, and so on
(5) using contextual clues
(6) inferring meaning
(7) guessing meaning
(8) background knowledge of the culture
about which they are reading.

8. Writing
A variety of writing texts: Letters, s, diaries, application forms, lists, memos, notes, postcards, Purpose of writings: - to pass on information and opinions - to ask questions, request or offer something, - to entertain, - to keep a record, - to organize our thoughts, as part of the assessment process, and so on. - to communicate - for a composition, a short story, or an examination, reports, formal letters, or fill in application forms.
Writing activities:
Write notes to each other, e.g., asking to
borrow a ruler; inviting a friends to a
party; arranging to go out.
Write a quiz about sport, general
knowledge, famous people
Design birthday cards
Write instructions; e.g., how to make a
paper aeroplane, how to play their favorite
game, how to get to their house
Make posters
Write letters to real people, to a local
newpaper, or write to find pen friends
Work together to start a school newspaper,
or produce a project on something of
interest.

9. Chapter 7 L2 Learning and Teaching
Effective teacher:
understands learners’ language needs
and respond to them positively
- designs lesson
- monitors and corrects sensitively
provides feedback and encouragement
tells learners not to worry about making
mistakes
encourages good learning habits
keeps track of progress, gaps, and repeated
errors
creates an ‘input-rich environment’ in the
classroom
encourages learners to read English texts
or listen to the radio in English
Active learners: - developing positive habits - making notes - reviewing & consolidating - completing homework - coming to class on time and prepared

10. Chapter 7 L2 Learning and Teaching
Factors which affect language learning;
The relationship between teaching and
learning:
Innate ability, aptitude, motivation, age,
proximity of L1 to English , opportunity
to use the target language, learning
strategies, learner types, relationship to
teaching, relationship to the teacher,
relationship with other learners,,
embarrassment and anxiety,
self-confidence, attitudes towards
language learning, attitudes towards
English and English-speaking countries,
status and value of the target language
in the country, learning theories
Structuring Step 1: tell the aim of lesson Step 2: build confidence Step 3: model question Step 4: open pairs asking Step 5: expand the question and answers Step 6: dialogue