AO2 AS English Language
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This document provides definitions and examples of key linguistic concepts and issues related to analyzing meanings in language. It discusses analyzing figurative language like metaphor and simile, sound patterns such as alliteration and rhyme, point of view and attitude conveyed, how writers create different meanings, and style and register choices and their effects. The document is intended to demonstrate an understanding of linguistic approaches for examining meanings in spoken and written texts.
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Ca standards 2nd grade
Students learn basic reading skills like phonics, syllabication, and using context clues to translate written words into spoken language. They use these skills to read fluently aloud and silently. Students also learn comprehension strategies like asking questions and restating ideas. They read and analyze different genres for their plots, characters, themes and compare versions by different authors and cultures. Students listen critically and speak clearly using proper techniques to ensure understanding.
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The document provides an overview of the Malaysian University English Test (MUET), including its introduction in 1999, purpose, and assessment of key English skills - listening, speaking, reading and writing. Each skill section outlines the test format, including number of tasks, time duration, question types, task requirements, and assessment criteria. An aggregated score band from 1 to 5+ is also presented, indicating the MUET user's English language proficiency level from basic to proficient.
Language Assessment - Assessing Reading Full Description with Picture and Cha...
There are four main elements of the reading process: the reader, the text, the reader's goal, and the result of the reading. Reading tasks can be categorized as perceptive, selective, interactive, or extensive based on whether they focus on bottom-up or top-down processing and form versus meaning. Common reading tasks include cloze, comprehension questions, ordering, and information transfer. Test design should consider the type of reading, length, focus, and processing involved.
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Writing involves using symbols like letters and punctuation to communicate ideas in a readable form. It is usually the fourth language skill learned after listening, speaking, and reading. To write clearly requires understanding grammar, punctuation, vocabulary, spelling, and formatting. Writing can be for personal use or for an audience, and can range from notes to blogs for unknown readers. Writing systems represent different levels of language from sounds to meanings, and can be based on words, syllables, or individual sounds. A writing system consists of characters that represent linguistic units, and can be logographic, syllabic, or alphabetic depending on what linguistic unit a character signifies. While speech is innate, writing must be taught to each new generation.
communicative competence
Communicative competence involves more than just grammar and vocabulary knowledge. It has four components: linguistic competence, sociolinguistic competence, discourse competence, and strategic competence. Linguistic competence involves word and sentence formation skills. Sociolinguistic competence involves appropriate language use for settings, topics, and expressing attitudes. Discourse competence involves combining language into conversations and texts. Strategic competence involves understanding misunderstandings and expressing ideas without perfect knowledge. Models of communicative competence include linguistic, sociolinguistic, and strategic dimensions.
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Real comm2e ch4
This chapter discusses verbal communication and language. It describes how language is used to think and communicate experiences through a system of symbols. It identifies the five functional communication competencies of using language to control, share information, express feelings, be creative, and manage conversations. The chapter also addresses problems that can occur with language abstraction, meaning, labeling, and biased terms. Finally, it examines how language reflects and determines the relational, situational, cultural, and mediated contexts of communication.
Recommended
Ca standards 2nd grade
Students learn basic reading skills like phonics, syllabication, and using context clues to translate written words into spoken language. They use these skills to read fluently aloud and silently. Students also learn comprehension strategies like asking questions and restating ideas. They read and analyze different genres for their plots, characters, themes and compare versions by different authors and cultures. Students listen critically and speak clearly using proper techniques to ensure understanding.
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Everything that speaker needs to know in order to communicate appropriately within a particular community
THE INTRODUCTION OF MUET (NEW FORMAT CEFR-ALIGNED)
The document provides an overview of the Malaysian University English Test (MUET), including its introduction in 1999, purpose, and assessment of key English skills - listening, speaking, reading and writing. Each skill section outlines the test format, including number of tasks, time duration, question types, task requirements, and assessment criteria. An aggregated score band from 1 to 5+ is also presented, indicating the MUET user's English language proficiency level from basic to proficient.
Language Assessment - Assessing Reading Full Description with Picture and Cha...
There are four main elements of the reading process: the reader, the text, the reader's goal, and the result of the reading. Reading tasks can be categorized as perceptive, selective, interactive, or extensive based on whether they focus on bottom-up or top-down processing and form versus meaning. Common reading tasks include cloze, comprehension questions, ordering, and information transfer. Test design should consider the type of reading, length, focus, and processing involved.
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Writing involves using symbols like letters and punctuation to communicate ideas in a readable form. It is usually the fourth language skill learned after listening, speaking, and reading. To write clearly requires understanding grammar, punctuation, vocabulary, spelling, and formatting. Writing can be for personal use or for an audience, and can range from notes to blogs for unknown readers. Writing systems represent different levels of language from sounds to meanings, and can be based on words, syllables, or individual sounds. A writing system consists of characters that represent linguistic units, and can be logographic, syllabic, or alphabetic depending on what linguistic unit a character signifies. While speech is innate, writing must be taught to each new generation.
communicative competence
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Error analysis, a branch of “applied linguistic” developed by Pit Corder in 1960s.
Error analysis is the study of errors made by the second and foreign language learners.”
It is the process to observe, analyze, and classify the deviations of the rules of the second
There are two types of errors
Interlingual errors
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Errors that occur due to the negative influence the mother tongue on the performance of target language are interlingual errors.
It depends on linguistic differences between the first language and the target language.
Intralingual error is an error that takes place due to a misuse of a particular rule of the target language
Intralingual errors occur due to the faulty or partial learning of target language.
it is, in fact, quite the opposite of Interlingual error, it puts the target language into focus
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2) Traditional language pedagogy uses a deductive approach, teaching rules before communication. More recent approaches strive for inductive instruction that mirrors natural acquisition, with rule explanation after comprehension.
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2) Activating the intention to produce a word also activates related words that compete for selection. Competition is constrained by grammatical class and context.
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This document provides an overview of analyzing communication for TESOL teacher training. It discusses the International Phonetic Alphabet for learning sounds of the English language. It also examines word classes that make up grammar and allow listeners to understand context from speakers. TESOL trainees will learn to identify functions and notions, and how these add meaning to written and spoken passages. They will be introduced to language register, mode, manner, and field to better understand context. Finally, the document discusses genre and how TESOL trainees will learn to analyze the structures of genres like reports, procedures, explanations and discussions.
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The term communicative competence refers to both the tacit knowledge of a language and the ability to use it effectively. It's also called communication competence, and it's the key to social acceptance.
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The document discusses several models of communicative competence:
1. Canale and Swain's model includes grammatical, sociolinguistic, and strategic competence. It emphasizes the demonstration of knowledge in actual performance.
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1) The document provides an overview of the requirements and assessments for an A-Level English Language qualification.
2) It is assessed through two written exams and a non-exam assessment focusing on a language investigation and original writing. The exams cover topics like language and the individual, language diversity and change.
3) Assessment objectives include applying language analysis methods, demonstrating understanding of language concepts and issues, analyzing how context and language construct meaning.
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Webinar ii communicative competence versao final
The document discusses the concept of communicative competence as proposed by sociolinguists in the 1960s-1970s. It defines communicative competence as having grammatical knowledge as well as pragmatic knowledge about how to vary language use appropriately based on social context. The document outlines four components of communicative competence according to Canale and Swain: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. It also discusses the work of other researchers like Hymes, Halliday, and Austin who contributed to the theory of communicative competence.
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The document discusses the structural syllabus approach to language teaching. It defines the structural syllabus as one that focuses on the grammatical and structural aspects of a language by analyzing and isolating language elements. This approach believes that functional language ability arises from structural knowledge. The summary then lists some key characteristics of the structural syllabus, including that it focuses on language form and traditional grammatical classifications. It also notes both positive characteristics, such as serving as a basis for learner self-correction, and negative characteristics, such as lack of applicability and transferability of structural knowledge alone.
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This document discusses early writing tasks for mastering the mechanics of writing. It covers teaching the English consonants and vowels, with a focus on their sound-spelling correspondences. Examples are given of teaching monosyllabic and polysyllabic words. The aims and types of recognition tasks for teaching mechanics are also outlined, including matching, writing, and meaningful sound-spelling practice tasks. Appendices with examples are referenced.
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Definition is an explanation of the meaning of a word or phrase. There are three main parts to a definition: the term, which is what is being defined; the class or group which the term belongs to; and the function or characteristic that makes the term unique. There are three types of definitions: formal definitions explain the essential features or nature of the term; nominal definitions simply explain the meaning; and informal definitions use familiar words to briefly explain the term. Definitions are important for communication and avoiding ambiguity, especially in technical fields.
Communicative competence: from theory to practice
Communicative approach seems to appeal every language teacher nowadays. "Though teachers who are relatively new to the profession may not be familiar with many of the issues raised by communicative teaching methodology" Richards (2006, p1). This setting, in some cases, applies not only to novice teachers in the Colombian context. Besides, the problem is not only being familiar with this theory, but also how it can be translated to practice in the foreign language classroom.
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The document instructs students to form groups of four, choose representatives, and discuss language competencies. It defines several types of language competencies, including morphological, syntactic, semantic, and orthographic competencies, which concern mastery of verbal and non-verbal codes. It also defines textual competence as understanding different texts, and rhetorical competence as effectively contributing to conversations and expressing ideas. Strategic competence refers to techniques used to communicate clearly such as gestures and clarifications.
Language description and functional Grammar
Functional grammar analyzes language based on choices and how grammar constructs meaning in context. It looks at analyzing experience, interaction, and message construction. Functional grammar in ESP deals with analyzing processes, participants, circumstances, mood, modality, and clause combining. Notional grammar expresses ideas and social behaviors that do not vary across languages. Functional grammar is useful for ESP as it focuses on actual language use and human thinking. Some advantages are that it provides an inventory of language elements and is based on factual study of language use.
Communicative Competence
The document defines communicative competence as the knowledge and ability needed to communicate appropriately in different social contexts. It refers to both linguistic competence, or knowledge of language rules, and sociolinguistic competence, or understanding social relationships and cultural norms. Communicative competence involves mastering vocabulary, grammar, pronunciation, and the ability to interpret messages and combine ideas coherently based on the social situation.
Error Analysis
Error analysis, a branch of “applied linguistic” developed by Pit Corder in 1960s.
Error analysis is the study of errors made by the second and foreign language learners.”
It is the process to observe, analyze, and classify the deviations of the rules of the second
There are two types of errors
Interlingual errors
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Errors that occur due to the negative influence the mother tongue on the performance of target language are interlingual errors.
It depends on linguistic differences between the first language and the target language.
Intralingual error is an error that takes place due to a misuse of a particular rule of the target language
Intralingual errors occur due to the faulty or partial learning of target language.
it is, in fact, quite the opposite of Interlingual error, it puts the target language into focus
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This document discusses communicative competence and grammar instruction in language learning. It makes three main points:
1) Learners acquire some implicit grammatical knowledge even without instruction, through communicative experience using the language. However, most speakers have limited explicit understanding of grammar rules.
2) Traditional language pedagogy uses a deductive approach, teaching rules before communication. More recent approaches strive for inductive instruction that mirrors natural acquisition, with rule explanation after comprehension.
3) Grammar instruction often focuses on prescriptive "rules" rather than a scientific understanding of how language works. It also tends to prioritize correctness over meaning and ignores how rules are applied in real usage contexts.
Psycholinguistics Introduction
The document discusses 15 properties of spoken language production:
1) Language production involves deciding what to express, determining how to express it, and articulating it. Word selection precedes sound assembly.
2) Activating the intention to produce a word also activates related words that compete for selection. Competition is constrained by grammatical class and context.
3) Factors like concreteness affect the speed and accuracy of word selection. Word production can halt partway through the process if a word is on the "tip of the tongue."
Analysing communication
This document provides an overview of analyzing communication for TESOL teacher training. It discusses the International Phonetic Alphabet for learning sounds of the English language. It also examines word classes that make up grammar and allow listeners to understand context from speakers. TESOL trainees will learn to identify functions and notions, and how these add meaning to written and spoken passages. They will be introduced to language register, mode, manner, and field to better understand context. Finally, the document discusses genre and how TESOL trainees will learn to analyze the structures of genres like reports, procedures, explanations and discussions.
Lecture communicative competemnce 2017
The term communicative competence refers to both the tacit knowledge of a language and the ability to use it effectively. It's also called communication competence, and it's the key to social acceptance.
Communicative competence is a term in linguistics which 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.
Writing
This document provides an overview of different types of writing systems, from limited systems like pictography to full systems like alphabets. Limited systems use visual marks to represent general ideas and meanings but have high ambiguity, while full systems have a fixed correspondence between signs and language elements. The document traces the development of writing from early logographic systems to modern alphabets, which separate consonants and vowels to remove ambiguity. It also discusses how writing systems evolved through borrowing elements from one culture to another over thousands of years.
TESOL 109 - The Skills-based Syllabus Design
This is my presentation in TESOL 109 (Language Material Preparation and Evaluation. It includes a discussion of what a skills-based syllbus is, its advantages and disadvantages, an ennumeration of the different microskills for each macroskill, a sample skills-based English language program.
Communicative competence
Communicative competence refers to an individual's knowledge and ability to use language appropriately in social contexts. It was proposed by Hymes as an expansion of Chomsky's notions of linguistic competence and performance. Hymes argued that communicative competence includes not just knowledge of grammar but also sociocultural knowledge necessary for effective communication. It encompasses grammatical, sociolinguistic, discourse and strategic competencies. Later theorists like Canale and Swain, and Bachman further developed and categorized the dimensions of communicative competence.
Constructs and models
The document discusses several models of communicative competence:
1. Canale and Swain's model includes grammatical, sociolinguistic, and strategic competence. It emphasizes the demonstration of knowledge in actual performance.
2. Bachman's model distinguishes knowledge from skills. It includes language competence, strategic competence, and psychophysiological mechanisms.
3. Celce-Murcia et al.'s model has five components: discourse competence, actional competence, sociocultural competence, linguistic competence, and strategic competence. It aims to generate detailed content for curriculum design.
Communicative competence
The document discusses the origins and evolution of the concept of communicative competence. It began with Chomsky's distinction between competence and performance. Hymes later argued competence must account for social and cultural factors. He coined the term "communicative competence" to refer to knowledge needed for effective communication. Further researchers like Canale and Swain, and Bachman, expanded on the concept to include grammatical, sociolinguistic, discourse, and strategic competencies. Communicative competence is now understood as the combination of knowledge and abilities required to communicate appropriately in social contexts.
Presentation
The document discusses practical tasks for mastering the mechanics of writing in English, including focusing on sound-spelling correspondences, letter recognition, and meaningful writing exercises that move from individual words and sentences to longer texts. It also addresses differences in writing systems and provides examples of early writing tasks for learners depending on whether their first language uses an alphabetic, syllabic, or logographic writing system.
Esp753
The document discusses various theories and approaches to describing language, including classical grammar, structural linguistics, transformational generative grammar, functional/notional grammar, and discourse analysis. It notes that different language learning tasks may be more easily divided according to functional/notional categories rather than formal grammar, and emphasizes that language description does not necessarily imply implications for language pedagogy.
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Functional tasks for mastering the mechanics of writing and going just beyond
Functional tasks for mastering the mechanics of writing and going just beyond
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Language Traits and Power of Language
Resources
Language Traits and Power of Language Scoring Guide
.
Writing Feedback Tool
.
APA Style and Format
.
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:
Competency 1:
Evaluate communication issues and trends of various cultures within the United States.
Provide examples for the traits of phonology, semantics, and syntactics.
Competency 3:
Demonstrate knowledge, skills, and attitudes to increase intercultural competencies.
Explain what a language may suggest about its culture.
Discuss communication issues that arise because of the differences in languages
Competency 5:
Communicate effectively in a variety of formats.
Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
Instructions
Note:
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Given the information you gathered, write a short summary of the language you chose. Provide examples for the traits of phonology, semantics, and syntactics.
Explain what the selected language may suggest about the culture from which it originates. For example, the English language borrows extensively from other languages and tends to reflect the melting-pot nature of U. S. culture.
Discuss communication issues that arise because of the differences in languages. Include observations you made when creating and viewing your video clip for the Power of Language discussion and any observations you made of native speakers of your selected language.
In addition to your paper, submit the Adobe Connect video clip you recorded for The Power of Language discussion in this unit, along with its related Word transcript.
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Paper, resources, and citations are formatted according to APA style and formatting.
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2–3 double-spaced pages (not including title and reference pages).
Font and Font Size:
Times New Roman or Arial, 12 point.
Note:
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This document outlines the curriculum mapping for upper secondary students. It focuses on developing three key skills: reading comprehension, writing, and analyzing how writers' choices produce meaning and style. Suggested learning activities include working in groups to learn and revise language features, using online and textbook resources to understand different text types and their conventions. The goal is for students to understand and apply concepts like figurative language, rhetorical devices, and parts of speech in their analysis of various texts.
English - Area of study summaries
This document provides an overview of the three areas of study in VCE English: 1) Reading and Responding, which involves analyzing a variety of text types and genres; 2) Creating and Presenting, where students create their own written works informed by their reading; and 3) Using Language to Persuade, where students study persuasive texts and techniques. Key terms are also defined, such as SAC (School Assessed Coursework), Areas of Study, Outcomes, and Context. Details are given about the objectives and assessments for each of the three areas of study.
5810 day 3 sept 20 2014
This document provides an overview of the topics and activities to be covered in Class Session #3 of the LCRT 5810 workshop. It includes instructions for reconnecting with classmates, a discussion of observing how language varies based on social context, and an agenda for the day's session. The session will cover linguistics tools for analyzing language like phonology, morphology, syntax, semantics, and pragmatics. It will also discuss examining language in the classroom, collecting language samples from learners, and analyzing oral language. The document provides details on upcoming assignments and guidance for supporting classmates.
Deped k-12 Curriculum Guide in English
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and participating in oral discussions.
Deped k-12 curriculum guide
This document outlines the curriculum guide for 8th grade English in the Philippines. It covers the following domains for the first quarter: listening comprehension, oral language and fluency, vocabulary enhancement, reading comprehension, literature, viewing comprehension, writing, and grammar. The key standards and learning competencies are described for each domain. Similar information is provided for the second quarter, focusing on developing skills like projective listening, use of figurative language, gathering information from various sources, and employing different writing styles. The overall aim is for students to demonstrate communicative competence and appreciation of literature through understanding Afro-Asian works.
K-12 CURRICULUM GUIDE IN ENGLISH
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for understanding unknown words, employing various reading techniques, discussing issues orally, and using language correctly in different situations.
k-12 cURRICULUM GUIDE IN ENGLISH
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
Deped k-12 Curriculum Guide
This document outlines the curriculum guide for 8th grade English in the Philippines. It covers the following domains for the first quarter: listening comprehension, oral language and fluency, vocabulary enhancement, reading comprehension, literature, viewing comprehension, writing, and grammar. The key standards and learning competencies are described for each domain. Similar domains and standards are described for the second quarter with a focus on projective listening strategies, figurative language, gathering information from various sources, and writing informative texts.
Deped k-12 curriculum Guide in English
This document outlines the curriculum guide for 8th grade English in the Philippines. It covers the following domains for the first quarter: listening comprehension, oral language and fluency, vocabulary enhancement, reading comprehension, literature, viewing comprehension, writing, and grammar. The key standards and learning competencies are described for each domain. Similar information is provided for the second quarter, focusing on developing skills like projective listening, use of figurative language, gathering information from various sources, and employing different writing styles. The overall aim is for students to demonstrate communicative competence and appreciation of literature through understanding works from Afro-Asian cultures.
Samer
This document summarizes a research study on the difficulties of learning English idioms for non-native speakers and strategies to address these difficulties. The study explored the categories of idioms that create challenges, and suggested strategies like choosing idioms frequently used in the target language and discussing idioms to contrast literal and figurative meanings. The strategies discussed teaching idioms by defining them in context, using situational examples, drawing pictures, and acting them out dramatization to help learners understand idiomatic meanings.
5810 day 3 sept 20 2014
This document provides an overview of the topics and activities to be covered in Class Session #3 of the workshop LCRT 5810: Workshop in Language Development & Acquisition. The session will focus on using linguistic tools to observe and analyze language in the classroom. Activities include reconnecting with classmates, examining how one's own language varies in different contexts, and collecting and transcribing oral language samples from a case study learner. The document outlines the linguistic areas to be covered, such as phonology, morphology, syntax and pragmatics, and how they can be applied to analyze language samples. Requirements for upcoming assignments on analyzing oral language and collecting additional language samples are also provided.
Mississippi College and Career Readiness Standards f
Mississippi College and Career Readiness Standards for
English Language Arts Scaffolding Document
Third Grade
College- and Career-Readiness Standards for English Language Arts
Page 2 of 99-September 2016
Third Grade
CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
RL.3.1
Ask and answer questions
to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers ask questions before,
during, and after reading.
Readers answer questions
(who, what, when, where,
why, and how) about specific
details from the text.
Authors of literature include
characters, a setting, and
major events.
Readers visualize key
elements within the text.
A student should understand
(Conceptual Understanding)
Readers are always
questioning the text as they
read, including beyond the
text (inferential questions).
Readers listen to their inner
conversation as they read.
Asking and answering
questions about the text
prompts the reader to
examine what information
they lack or what parts of the
text are confusing.
Read closely in order to cite
information from the text in
order to ask and answer
questions.
A student should be able to do
(Evidence of Knowledge)
Provide oral and written
explanations that show
understanding of a text,
using examples from the text
to justify response/thinking.
Reference details and/or
examples in a text when
explaining the basis for the
answers.
Read a text and answer
questions about the text.
Read a text and ask
questions about the text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
questioning/question, ask, answer, text, summarize, text evidence, explicitly stated
College- and Career-Readiness Standards for English Language Arts
Page 3 of 99-September 2016
Third Grade
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
RL.3.2
Recount stories, including
fables, folktales, and myths
from diverse cultures;
determine the central
message, lesson, or moral
and explain how it is
conveyed through key
details in the text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers understand
characteristics of stories,
fables, folktales, and myths.
Readers determine the
central message, moral, or
lesson of a story.
Readers know the difference
between a central idea and
key details in a story.
Readers know the
characteristics of an effective
retelling/recounting of
events from a story.
A student should understand
(Conceptual Understanding)
Authors of litera ...
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