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Forum_Andrea_Males_ETP
- 1. APPLIED LINGUISTICS TOTHE 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 awide 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.
- 4. Linguistic competence It reflects knowledge, judgment, and skills toaccomplish communication goals. Spoken Written It demonstrates how well someone is able to communicate with others
- 5. Sociocultural competence It refers tothe 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 knowCulture 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 usa 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 typeof 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 Itclaimed 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 sinceit 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 producesless 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 Tobe 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: Pronunciationand 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
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