1. APPLIED LINGUISTICS TO THE ENGLISH
LANGUAGE
Subject: English Teaching Practicum
Name: Males Q. Andrea
CHAPTER 7, 8, and 9.
Tutor: Dr. María Teresa Llumiquinga
2. Communicative
Competence
To communicate in
a wide variety of
contexts and for a
variety of purposes
Sociocultural Linguistic
The ability to
understand and
use language
effectively Factors
3. Understanding
and using of:
- Language
convections (e.g.,
grammar,
punctuation,
spelling)
- Vocabulary
- Syntax, etc.
Linguistic
Having awareness
of:
-Social rules of
language (e.g.,
formality,
politeness,
directness)
-Cultural
references
Socio-
linguistic
What is
Communicative
competence
It refers to a language
user's grammatical
knowledge of syntax,
morphology, phonology
and the like, as well as
social knowledge about
how and when to use
utterances
appropriately.
5. Sociocultural
competence
It refers to the
ability of speakers in
producing sentences
according to the
communicative
situation.
It requires both
sociolinguistic and
sociorelational skills.
Sociolinguistic
skills refer to the
pragmatic aspects
of communication
(discourse)
Sociorelational
skills refer to the
interpersonal
aspects of
communication.
6. Sociocultural Factors
Speakers
usually know Culture Stereotype
when, where, and
whom to say things
(feelings, thoughts,
ideas, etc.)
Defined as the ideas,
customs, skills, arts, and
tools
It depicts the “typical”
member of a culture,
on the other hand,
that characterizes a
given people in a given
period of time.
It is inaccurate for
describing a particular
individual
Worse, stereotypes have a
way of potentially devaluing
people from other culture
7. Mark Twain gave
us a delightfully
biased view of
other cultures
and other
languages, for
instance;
“French always
tangle up everything
to that degree that
when you start into a
sentence you never
know whether you
are going to come out
alive or not”.
He noted that
German is a most
difficult language.
Thus, he expressed
caricatures of
linguistic and
cultural stereotypes.
FROM STEREOTYPE TO GENERALIZATION
8. Attitudes
Stereotyping
usually implies
some type of
attitude toward the
culture or language
in question.
Such a biased
attitude is based on
insufficient
knowledge,
misinformed
stereotyping.
Attitudes like all
aspects of cognitive
development,
develop in early
childhood and
are a result of
parents’ and peers’
attitudes, of
contacts with
people from
different lifestyles.
If people recognize and
understand differing world
views , they will usually
adopt a positive and open-
minded attitude toward
cross-cultural differences.
Second
culture
acquisition
It involves the
acquisition of a
second identity
Create a identity
is at the heart of
culture learning
Culture
shock
It refers to
phenomena
ranging from mild
irritability to deep
psychological panic
and crisis
9. Cross-Linguistic
Influence and Learner
Language
It claimed that the principal
barrier to L2 is the interference
of L1 system with 2nd system
The Contrastive Analysis Hypothesis
No difference or contrast is present between
the two languages.
The learner can simply transfer a sound,
structure, or lexical item from the native
language to the target language
Transfer
Two items in the native language become
coalesced into essentially one item in the target
language.
Example: English 3rd p. possessives require
gender distinction (his/her) and in Spanish,
they do not (su)
Coalescence
An item in the native language is absen
in the target language. The learner mus
avoid that item. Example: (adjectives in
Spanish require gender (alto/alta)
Underdifferentatio
An item that exists in the native language
is given a new shape or distribution.
Example: new phonemes require new
distribution of speech articulators -/r/, etc.
Reinterpretation
A new item entirely, bearing any similarity to
the native language item, must be learned.
Example: English speakers must learn the use
of determiners in Spanish –man is mortal/El
hombre es mortal
Overdifferentation
One item in the native language becomes
two or more in the target language
requiring the learner to make a new
distinction. English speakers must learn
the distinction between (ser) and (estar)
Split
Six categories of hierarchy
of Difficulty
10. Error analysis
Significant since it reveals how language is learned and acquired
Identifying and describing errors
Learners linguistic system is on a constant roller- coaster ride since new
information comes in and through it, existing structures either get
overlapped or revised resulting in the instability of the learner’s system
Translation is used as an indicator of native language interference
The study of learner
errors has long been
part of language
pedagogy
Contrastive Analysis
(CA)
-Identify liinguistic
differences L1 and
target language
-Interference
Error análisis (EA)
- Provide a methodology
-Starting point for the
study of learner and
SLA
The four stages of learner
language development
focus on the progression
of learner’s linguistic
development and their
attempts at speaking the
target language
Next
slide
Stages of learner
language development
11. Stabilization
The learner produces less errors & has mastered the system to
the point of fluency.
Learners can self correct their errors
B: The fish are serving? A: Oh no, the fish are being served in the
restaurants!
Systemic
The learner is able to manifest more consistency in producing the
L2 since it resembles the target language’s system. Corrects errors when pointed out
Emergent
The learner is more consistent in learning the language rules. Unable to correct errors when pointed out
Random
Learners have a preconceived notion that there is some
systematic order to things & make a wild guess as an
experimental front.
Can lead to inconsistencies though
(Maria cans write vs. Maria can writing).
Stages of learner language development
12. Communicative competence To be communicative competent
means, roughly speaking, to be
able to communicate that which
you wish to communicate.
Grammatical
competene
The ability to use the rules of
the language to understand
and produce the language
correctly
Discourse
competence
The ability to understand and
produce coherent texts (written
and oral) within various
genres
Pragmatic
competence
The ability to understand and
produce utterances that are
suitable for the context in
which they are uttered
Strategy
competence
The ability to efficiently use the
skills available to you to get
your message across -
strategies
Fluency
Iinterrelation between the
elements of communicative
competence
13. The linguistic code:
*Phonetics:
Pronunciation and prosody
*Morphology
Word function and inflection
*Syntax
Structure of language
*Lexis:
Vocabulary and semantics
*Oral
Tools to organize who says
something in a conversation
/whose turn it is to speak
*Written
–coherence: to do with the
content and structure of the text
(global)
– cohesion: more formal, linguistic
context (local) • content related •
logical/ structure related
*Pragmatics: the social context in
which the language is used
– Speech acts – Culture
*Pragma-linguistics
how speech acts are realized in
the target language
*Socio-pragmatics
factors in the social context which
influences the linguistic
realization
Aim: To make available problem
solving strategies on all levels of
the communicative competence
*Utilization strategies as learning
strategies
*Communication strategies
(utilization strategies)
– based on native language
– based on interlanguage
– based on interaction
Grammatical
competence
Discourse
competence
Pragmatic
competence
Strategic
competence
– Most researchers agree that
strategies based on the interlanguage
will be more successful than those
based on native language when the
aim is communicative
Which strategies are best?
– Conscious knowledge
of strategies
Help learners utilize
their potentials
