2. •Some people do it better than
others
•It is informed by a range of
sub-skills and processes
•It can be learned and improved
If speaking is a skill…
4. •Grammatical Competence
• Can use grammar, vocabulary and phonological mechanics
•Discourse Competence
• Use and understand structures and discourse markers to
connect ideas and time, indicate causal relationships etc
•Strategic Competence
• How to take turns and deal with communication breakdowns
•Sociolinguistic Competence
• Mastery of social norms regarding timing and manner of
interactions between speakers in a given context
Competent Speakers
5. •Scripts and Schemata
• Who is speaking, and how are they expected to behave?
• “A horse walks into a bar and the barman says…”
•Register
• High-risk situations and hedges > appropriate tone
•Managing Interactions
• Establishing roles, expectations and agendas
•Managing the message
Sociolinguistic competence
6. How would you say this in L1 vs
L2?
What social and cultural factors governing this exchange
might cause communicative difficulties for learners?
What social and cultural factors governing this exchange
might cause communicative difficulties for learners?
Holmes & Riddiford (2011), Tracking sociolinguistic development
7. The Lesson
• A task-based framework
• Analysis involved:
• Listening to 2 native speakers
• Noting the sequence of interactions
• Discussing:
• Is their relationship close? Is it polite?
• How do the speakers feel? Why?
• Finding examples of language that
demonstrate these assumptions
8. The results
•Sequence and pattern of interactions
followed a typically “Colombian” manner
•Learners’ assumptions of “roles” may
override linguistic knowledge
•It’s not what you say…
•…it’s why you choose to say it
9. •Contextual factors are just as important as, if
not more than, linguistic ones if we are to
promote language as a phenomenon that
evolves from relationships between people
rather than a mechanical tool used to trade
information and fill in gaps (McConachy, 2009)
Sociolinguistic competence
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Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Please replace the IHWO logo in the bottom left corner with your school ’ s if you can .
