Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Syntagmatic Competencies Vs Paradigmatic Competencies J Ul 2004 Ccnn


Published on

In this presentation we show some students' mistakes in order to show that they basically fail due to incompetent syntagmatic competencies rather than grammatical inaccuracies. They are not able to understand the relationship between words, by just learning grammar rules.

Published in: Technology, Education
  • Be the first to comment

Syntagmatic Competencies Vs Paradigmatic Competencies J Ul 2004 Ccnn

  1. 1. A Semantic Approach to Language Teaching <ul><li>Syntagmatic Competencies VS. </li></ul><ul><li>Paradigmatic Competencies </li></ul>L IC. R ODOLFO Chaviano Universidad Americana ( UAM) 2004
  2. 2. Understanding Syntagmatic Competence
  3. 3. Language Skills <ul><li>Listening </li></ul><ul><li>Speaking </li></ul><ul><li>Reading </li></ul><ul><li>Writing </li></ul>
  4. 4.         Language _______________   Simple Present ______________1___   Passive Voice __________________2___   Future Perfect _________________________3____ Reported Speech ____________________________4_____ Gerunds & Infinitives _______________________________5_____ Conditional Sentences ___________________________________6______ Regular and Irregular Verbs ________________________________________7______ Phrasal verbs ______________________ _________________________8_______ The Present Perfect Progressive   ________________________________________________________9_______ Understanding & Memorizing Grammar Rules ___________________________________ 10_____ Paradigmatic Competence Grammar Categories
  5. 5. syn•tag•ma sin-&quot;tag-m€ noun pl syn•tag•mas or syn•tag•ma•ta m€-t€ [Gk, fr. syntassein] (1937) : a syntactic element syn•tag•mat•ic 'sin-'tag-&quot;ma-tik adjective   par•a•digm &quot;par-€-'dïm also -'dim noun [LL paradigma, fr. Gk paradeigma, fr. paradeiknynai to show side by side, fr. para- + deiknynai to show — more at diction ] (15c) 1: example, pattern; esp : an outstandingly clear or typical example or archetype ©1996 Zane Publishing, Inc. and Merriam-Webster, Incorporated. All rights reserved . Conveying meaning is syntagmatic . Grammatical competence is paradigmatic .
  7. 7. The Tip of the Iceberg – Words?   The most visible part of language .       Meaning Sounds Words Utterances Multi-word units Lexical Units Syntactic Units Syntagmatic Units Paragraph Building Essay / Writing Intercultural Awareness The Social Meaning of Language   Semantic Categories
  8. 8.         Meaning _______________   Greetings ______________1___   Facts of Life ___________________2___   Past Events _________________________3____ Future Events ____________________________4_____ Asking Questions _______________________________5_____ Reference Items ___________________________________6______ Making Comparisons ________________________________________7______ Understanding Mass & Unit _____________________________________________8_______ Understanding Verb Collocation   ________________________________________________________9_______ Connecting Ideas ____________________________________ 10_____ Understanding Syntagmatic Competence Syntagmatic Competence Semantic Categories
  9. 9. Greetings <ul><li>Good morning! 8:00 am OK </li></ul><ul><li>Good night! 8:00 pm </li></ul><ul><li>Wrong ( if used at the time of arrival ) </li></ul><ul><li>Ss 1: How do you do? </li></ul><ul><li>Ss 2: I study architecture. Wrong </li></ul><ul><li>Ss 1: How are you doing? </li></ul><ul><li>Ss 2: Nothing. wrong </li></ul>
  10. 10. Making Questions <ul><li>Ss 1: How many minutes is from the </li></ul><ul><li>house to the airport? How long ? </li></ul><ul><li>Ss 2: About 25 minutes. </li></ul><ul><li>Ss 1: How is your room like? What? </li></ul><ul><li>Ss 2: I don’t like my bedroom </li></ul><ul><li>It’s very dark.   </li></ul>
  11. 11. Utterances* <ul><li>Students should get familiar with and use utterances such as </li></ul><ul><li>Good morning, See you! , Excuse me, </li></ul><ul><li>I guess so, So do I, Gee, My Lord! </li></ul><ul><li>Of course!, What´s more!, Hush!, </li></ul><ul><li>What for?, On top of that, etc. </li></ul><ul><li>* ut•ter•ance (ut'uhr uhns) n. </li></ul><ul><li>1. an act of uttering; vocal expression. </li></ul><ul><li>2. something uttered, esp. a word or words. </li></ul><ul><li>3. manner or power of speaking. </li></ul><ul><li>4. Ling. any speech sequence consisting of one or more words and preceded and </li></ul><ul><li>followed by silence or a change in speaker. </li></ul><ul><ul><ul><li>©1996 Zane Publishing, Inc. and Merriam-Webster, Incorporated. All rights reserved. </li></ul></ul></ul>
  12. 12. The Social Meaning of Language <ul><li>This semantic category , the most difficult to understand and master, lies at the bottom of the iceberg structure. Unfortunately , it is slowly learned, and often after dealing with language units for a long time. It´s quite hard, even for those living in the target language milieu.  </li></ul><ul><li>There are lexical units such as hot-desking , that would never be understood by the foreign learner. Because of their syntactical relations or their incomprehensible surface meaning. </li></ul><ul><li>The use of interjections, inflexions of the voice, idioms, mottos, proverbs, sayings, phrasal verbs, cliché, slogans, fixed phrases, and word collocations such as a thick moustache, a distant relative, dropped the flower vase, spoil the food, etc . are among the most important. </li></ul>
  13. 13. Intercultural Awareness Skills <ul><li>These are attitudes and skills that are needed to build competence. Among them are: </li></ul><ul><li>- observing, identifying and recognizing - comparing and contrasting - negotiating meaning - dealing with or tolerating ambiguity - effectively interpreting messages - limiting the possibility of misinterpretation - defending one's own point of view while acknowledging </li></ul><ul><li>the legitimacy of others - accepting difference </li></ul>
  14. 14. Understanding Verb Collocation <ul><li>I don’t like to borrow money to people, they take a long time to return it to you. (lend) </li></ul><ul><li>I learned to drive the bike when I was 6. </li></ul><ul><li>( learn how to drive) </li></ul><ul><li>What is good to win weight? (gain) </li></ul><ul><li>The car alarm shoot in the middle of the night, so everyone thought it was a thief, fortunately, it was a cat. (went off) </li></ul>
  15. 15. Connecting Ideas <ul><li>I n spite of , I think, that the situation is not political. It’s legal. </li></ul><ul><li>We need a lawyer. (use appropriate conjunction) </li></ul><ul><li>Also , I have observed his strange behavior, but I think he should be taken to court. (use appropriate conjunction) </li></ul><ul><li>Because she is under 16, she won’t be able to see the film. </li></ul><ul><li>(use appropriate conjunction) </li></ul><ul><li>I will come back until September the 20 th . The contract ends on Sept 19 th . (use appropriate verb form) </li></ul><ul><li>How I am young and strong, my mother don’t have to work. </li></ul><ul><li>(use appropriate connector) </li></ul>
  16. 16. Reference Items <ul><li>I never speak to people on the street, and when I speak to him it’s because it is very necessary. </li></ul><ul><li>Bananas are delicious, I like it in the morning. </li></ul><ul><li>There are two kinds of doctors, first who listens to you, and explains everything. The second, is the doctor who gives you orders , asks questions, prescribes medicine, and never check your blood pressure. </li></ul><ul><li>President Lincoln was the 16th American president, and Jefferson was the third. The number one was a famous speech maker, the last one was an excellent writer. </li></ul>
  17. 17. Making Comparisons <ul><li>I am oldest than my sister. </li></ul><ul><li>My mother is not fat, and my sister is not fat too. </li></ul><ul><li>Phillip is the better in the group. </li></ul><ul><li>This is the more important assignment in the Marketing class. </li></ul><ul><li>Nelly is not as tall than Susan. </li></ul>
  18. 18. Future Events <ul><li>I am going to finish my career by the year 2007. </li></ul><ul><li>We will can go on Sunday. </li></ul><ul><li>She maybe weight 130 or 140 pounds, I am not sure, I didn’t see her well. </li></ul><ul><li>I will pay you when I will come back from Miami </li></ul><ul><li>  </li></ul>
  19. 19. Understanding Mass & Unit <ul><li>We don’t usually have many informations about African countries. </li></ul><ul><li>There are many mouse in the neighborhood. </li></ul><ul><li>I bought 3 breads , some ham, and a bottle of coke. </li></ul><ul><li>There are 5 millions inhabitants living in Salvador. </li></ul><ul><li>There were many , cars, handicrafts , and furnitures at the local fair. </li></ul>
  20. 20. Past Events and Memories <ul><li>I . (have never drunk) never drink Vodka in my life We ( … ) lived in Costa Rica for 3 years before we moved to Nicaragua. </li></ul><ul><li>When ( … ) I was writing my essay, a visitor come ( … ) with the bad news. </li></ul><ul><li>I was used ( … ) to smoke 10 cigarettes a day. </li></ul><ul><li>He not forgot ( … ) to pay the bill, he forgot the bill in the house. </li></ul><ul><li>I must to ( … ) work overtime last night . </li></ul>
  21. 21. Syntagmatic Competence Core of Language CompetencIes Phonics Words Utterances Lexical Units Syntactic Units Syntagmatic Units Paragraph Building Essay Writing Acquisition of Intercultural Skills Understanding the Social Meaning of Language = Syntagmatic Competencies
  22. 22. Some Ideas to Implement Semantic Approach <ul><li>• Meaning is on top of any communicative act. </li></ul><ul><li>• English students should get familiar with and </li></ul><ul><li>use utterances. </li></ul><ul><li>• Students should understand and use multi- </li></ul><ul><li>word units from the very start. </li></ul><ul><li>• Students should understand and derive words </li></ul><ul><li>by analogy, and by developing association </li></ul><ul><li>strategies. </li></ul><ul><li>• The formation of simple syntactic units is </li></ul><ul><li>fundamental in the understanding & building </li></ul><ul><li>up English. </li></ul><ul><li>• Extended syntagmatic units are those needed </li></ul><ul><li>to expand ideas within the same sentence. </li></ul><ul><li>• Writing practice from the very beginning. </li></ul><ul><li>• The Social Meaning of Language is quite hard, </li></ul><ul><li>even for those living in the target language </li></ul><ul><li>milieu.  </li></ul><ul><li>• English is a phonemic language. </li></ul><ul><li>• Students should be given theoretical </li></ul><ul><li>information on writing styles. </li></ul><ul><li>• Intercultural Awareness Skills are needed to </li></ul><ul><li>build up competence </li></ul><ul><li>• Conveying meaning is syntagmatic . </li></ul><ul><li>• Grammatical competence is paradigmatic. </li></ul><ul><li>•   Paradigmatic Competence relies on Grammar </li></ul><ul><li>Categories. </li></ul><ul><li>• Syntagmatic Competence relies on Semantic </li></ul><ul><li>Categories. </li></ul><ul><li>• Understanding Syntagmatic Competence means </li></ul><ul><li>doing an re-doing the language meaning. </li></ul><ul><li>• S yntagmatic competence is at the core of </li></ul><ul><li>language competence. </li></ul><ul><li>  </li></ul>