Discourse Anaysis
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Discourse analysis examines patterns of language beyond individual words and how people organize what they say based on typical structures. It looks at the relationship between language and social/cultural contexts, and considers communicative competence as the ability to use language appropriately in different situations based on social and cultural settings. Discourse analysis draws together concepts like textual competence, discursive competence, generic competence, and social competence to describe how language allows people to respond to recurring and new communicative situations and take part in social interactions.
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Discourse competence
The document discusses discourse competence, which is defined as the ability to understand, create, and develop forms of language longer than sentences with appropriate cohesion, coherence, and organization. It examines how discourse competence emerged as a goal in language teaching and models proposed by scholars. Key aspects of discourse competence include cohesion, coherence, rhetorical effectiveness, and thematic organization. The document also provides examples of exercises to develop discourse competence and innovations such as content-based language teaching and contrastive rhetoric.
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Communicative competence slides
Communicative competence involves both linguistic and sociolinguistic rules of language. It has four main components: linguistic competence involving grammar, sociolinguistic competence involving appropriate language use for different contexts, discourse competence involving coherent language structures, and strategic competence involving repairing communication breakdowns. Sociolinguistic competence, involving dialect, register, naturalness and cultural aspects, is particularly difficult for non-native speakers to acquire as it differs across cultures and languages.
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Communicative competence slides
Communicative competence involves both linguistic and sociolinguistic rules of language. It has four main components: linguistic competence involving grammar, sociolinguistic competence involving appropriate language use for different contexts, discourse competence involving coherent language structures, and strategic competence involving repairing communication breakdowns. Sociolinguistic competence, involving dialect, register, naturalness and cultural aspects, is particularly difficult for non-native speakers to acquire as it differs across cultures and languages.
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Communicative competence enables conveying and interpreting messages within contexts. It has four aspects: discourse, grammatical, strategic, and sociolinguistic. Language serves seven functions: instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. Notional-functional syllabuses organize curricula around notions and functions. Conversation analysis examines language forms and functions. Pragmatics studies how context contributes to meaning. Gender differences in language use include females expressing more uncertainty while males interrupt more. Nonverbal communication conveys wordless messages through kinesics, proxemics, artifacts, kinesthetics, and olfactory dimensions in culturally specific ways.
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Communicative competence refers to an individual's ability to communicate effectively and appropriately based on the social context. It involves four elements: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Grammatical competence is knowledge of grammar rules, sociolinguistic competence is understanding appropriate language use based on social context, discourse competence is coherent language use across sentences, and strategic competence is adapting language when needed due to communication issues.
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The document discusses the scope and subject of theoretical grammar. It defines theoretical grammar as the analysis of a language's structures based on linguistic principles and approaches, as opposed to practical grammar which provides rules for usage. It outlines some key linguistic concepts including the difference between language and speech, and the system of relations within a language including paradigmatic and syntagmatic relations. It also describes the main levels of linguistic structure from phonology to text.
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This document discusses the different levels of linguistic analysis:
1) Phonetics and phonology concern the sounds of human language and how phonemes are organized in a given language.
2) Morphology examines the structure of words and how they are formed from morphemes.
3) Syntax analyzes the rules and patterns for combining words into phrases and sentences.
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This document discusses communicative competence and its key components. It defines communicative competence as the ability to convey and interpret messages within social contexts, as coined by Dell Hymes in response to Chomsky's notion of linguistic competence. It describes James Cummins' distinction between cognitive academic language proficiency and basic interpersonal communicative skills. It also summarizes Canale and Swain's four components of communicative competence: grammatical, discourse, sociolinguistic, and strategic competence. Finally, it briefly discusses the functional approach to language and its seven functions.
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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.
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Noam Chomsky introduced the concept of communicative competence through his generative grammar theory. Communicative competence refers to a speaker's subconscious ability and ideal capacity for language in terms of grammar, as if they knew a language perfectly without external influences. Performance is the actual production of language in real situations, which can be affected by things like memory limitations or distractions. According to Chomsky, competence is a speaker's internal linguistic knowledge, while performance is the observable use of language. His transformational-generative grammar model uses rules to generate grammatically correct sentences, demonstrating the underlying principles of a language.
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.
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This document outlines the steps for planning a research project. It discusses pre-planning including defining an idea and parameters. Researchers must clearly define the problem, determine the purpose such as being exploratory or descriptive, and identify constraints like time, money, and resources. The literature should be reviewed to learn from past work and guide methodology. Primary data collection is generally more beneficial than secondary sources. The project needs objectives, hypotheses, and an appropriate research design involving choosing a method like experiments, surveys, or focus groups and developing a methodology for data collection and analysis and report preparation.
Different text types
This document contains summaries of different text types:
1. A descriptive text describes characteristics and aims to show rather than tell what something is like.
2. A narrative text entertains and engages readers with stories that can be imaginary, factual, or a combination.
3. A comparative text examines similarities and differences between two or more things to present ideas on various topics.
4. An argumentative text aims to prove an opinion or position is more truthful than others by providing supporting reasons.
Summary Writing Skills
This document provides an 8-step method for writing concise and accurate summaries of texts. The steps include breaking down the text into sections, actively re-reading to identify key ideas and facts, writing one sentence to describe the main point of each section, developing an overall thesis statement, using the thesis and sentences to draft the summary, and revising to ensure the summary accurately conveys the original text in a condensed form without personal commentary. Following this process helps readers understand the essential information in a text and write high-quality summaries.
Full types of text
An information report presents factual information about a subject in an objective manner. It aims to classify and describe the subject's parts, behaviors, and qualities. An information report includes an introductory statement about the subject followed by paragraphs providing details about various features of the subject. It uses technical language, general nouns, and present tense verbs.
Descriptive text (structure and examples)
This document defines and describes descriptive text. Descriptive text shows how something is done or what something looks like through careful observation. The main goals are to inform or express feelings. Descriptive text is common in journalism, manuals, and other areas. It typically includes describing the subject, its qualities, and parts. Description can be subjective, expressing the author's perspective, or objective, in an impersonal way. Linguistic techniques include using spatial indicators, adjectives, short sentences, and varied descriptive terms. Description varies based on perspective, order, and purpose. Examples are given from literature and brochures.
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Discourse Anaysis
- 1. Discourse Analysis Discourse structure of texts Social competence Communicative competence and discourse Generic competence Context Discursive competence Relationship between language, social and cultural contexts. Looks at patterns of language beyond the word How people organize what they say on the sense of what they typically say first Knowing a language. How to use language appropriately in a particular situation Social and cultural setting in which the speaking or writing occurs Ability to produce and interpret contextually appropriate texts Draws together these three concepts Textual competence Ability to produce and interpret contextually appropriate texts Describes how we are able to respond to both recurring and new communicative situations Describes how we use language to take part in social and institutional interactions Pragmatics Semantics Interpretation of language depends on knowledge of the real world Deals with literal meaning Connected discourse Typical ways of using language in particular situations Name: Javiera Barrueto F. Is the Very similar toVery different to Communication is determined by the