MODULE 1 DEFINITION OF LANGUAGE 4 MACRO.pptx

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MODULE 1
Review on Definitions of
Language, Macro Skills,
Communicative Competence,
Views on Language, and
Components of Grammar

At the end of the lesson, the students should be
able to:
a.Give an in-depth definition of language
b.Identify the skills in macro skills
c.Analyze the four components of communicative
competence
d.Identify the structure and components of
grammar

Noam Chomsky

Communication
Theory

Language

Definition of Language
Language is an integral part of society, it
connects us and helps us to have better
communication and transmission of information to each
other.
Language is the best influential way to be able to understand
and connect with others.

Language is the most
significant form
of communication.

"What is the
meaning
of language?"

Language is an intricate
human phenomenon.

“Original noise”

Language is a system of
traditional, spoken, or
written symbols utilized by
humans for communication

Definition of
language according
to our greatest
Scholars

According to Noam Chomsky, the ability of
native speakers to comprehend and
construct grammatical sentences is innate.
A language is a set of (finite or infinite)
sentences, each of finite length and
constructed from a finite set of elements.
Sentences are the foundation of a
language. Sentences may be constrained or
unrestricted and contain only minor
components.
NOAM CHOMSKY

Derbyshire asserts that a language is
undeniably a form of human
communication. Primarily, it consists of
vocal sounds that are systematic,
articulatory, arbitrary, and symbolic. This
definition of Derbyshire clearly states that
language is the most effective means of
communication, and it describes the
formation of human language and the
fundamental principles of language.
DESMOND C. DERBYSHIRE (1924-2007)
Object-initial language(OVS)

Language is a system of arbitrary signs composed of
signifiers and signified. In other words, language is a system
based on neither logic nor reason, and the system
encompasses actually language is a system based on neither
logic nor reason, and the system encompasses both
components and expressions used to describe objects.
FERDINAND D SUASSURE
Expressions and objects are arbitrarily linked. Lastly,
expressions consist of the sounds and graphemes that
humans use to generate written and spoken words, respectively,
for communication.

The language of a linguistic community is
the sum of all utterances that can be
constructed in that speech community.
Bloomfield's distinction of language tends to
focus on utterances made by all members of
the community and thus ignores writing.
Furthermore, he emphasizes form as the
foundation of language rather than
meaning.
LEONARD BLOOMFIELD
Scientific basis of linguistics
Behaviorism

Speech is the manifestation of
the mind's experiences.
Language, according to Aristotle,
is a speaking sound created by
humans to express their
emotions, ideas, thoughts, wants,
and even needs.
ARISTOTLE

Language is the conveyance of
thoughts through the combination
of speech sounds into words. The
combining of words into sentences
corresponds to the synthesis of
concepts into thoughts
HENRY SWEET

1. Language is primarily used for
communication.
2. Language is a vital aspect of
humans.
3. Set of arbitrary symbols in language.

4. Arbitrary symbols are vocal and visual
5. Symbols allude to predetermined,
conventionalized meanings.
6. Language can be generative and
systematic.

7. Culture or speech community
is where language operates.

Macro Skills

Macro abilities are the
principal, most important,
prominent, and essential
extensive skill set in a specific
situation.

According to Aydoan (2014), the concept of the four core
language skills—listening, reading, speaking, and
writing—has been used in language instruction for many
years. The "macro skills" are four commonly employed
linguistic talents. This is in contrast to the "micro-skills,"
that include things like vocabulary, grammar, spelling, and
pronunciation. As we acquire a language, we need four skills
in order to communicate effectively. These are referred to as
the four "skills in language."

LSRW
competencies

The ability to
grasp words
and language
is referred to
as
RECEPTIVE
MACRO SKILL
EXPRESSIVE
MACRO SKILL
The use of
language, words,
gestures,
sentences, and
writing to produce
a message or
transmit a
meaning

In the oral modality, the
receptive skill is listening
comprehension
Speaking is the oral mode's
expressive capability.

Reading is the written mode's
receptive skill
Writing is a productive skill in
terms of written aspects

Why viewing is considered a new
macro skill in English? Why is it
necessary to include this
skill?

Viewing is the process of observing, evaluating,
interpreting, and building meaning from visual
pictures, and it is essential for enhancing the
understanding of printed and non-print sources. It is
a procedure that promotes literacy and oracy and is
part of a comprehensive language arts program
VIEWING

It entails deciphering the visuals
that words represent and
interconnecting pictures in videos,
computer programs, and web
pages

Types of viewing

 Capability and ability to deduce meaning
from visual imagery. (Georgis,1999)
 Capability to create effective visuals to
communicate concepts to others.
(Valmont, 2003; Heinich, 1999)
VISUAL LITERACY

 Aptitude to properly absorb and analyze
information offered through visual media
 Capability to critically think about the
different picture compositions.
CRITICAL VIEWING

The connection of the macro-skills with
vocabulary, grammar, and literature
Increasing one's macro abilities enhances communication
competence, which includes the ability to use vocabulary,
grammar, and literature appropriately. Listening, speaking, reading,
writing, and viewing are all macro-skills that play an important part in
increasing learners' competency. Since these abilities or skills are
essential in the manifestations of producing and interpreting a spoken
or written piece of discourse (literature), as well as a method of
manifesting the remaining components of a language(vocabulary and
grammar)

Direction: As you have learned the definition of language,
answer the following questions down below, consisting of
three to six paragraphs in every question.
a. What is your own definition of language?
b. Why language is important in terms of communication
to other people?
c. Do you think that we will be able to live harmoniously
and connect to other people without language? Why?
Why not?

Direction: Answer the table base
on the given situation. Select the
best macro skill that is suited for
each scenario, put a check ( ) for
your selected answer.

LISTENING SPEAKING READING WRITING VIEWING
1. Kyla is joining a debate regarding
the issues of pre- marital sex in our
country.
2. Arjon is joining an essay contest
about the climate change.
3. Carla’s friend is telling her about
the problems that she has in school.
4. Teacher Trisha is asking the class
to read the story of The Little Prince.
5. Johna will go to Art Museum to see
spectacular paintings

LISTENING SPEAKING READING WRITING VIEWING
6. Kevin is a musician who writes
songs about heart break.
7. Chesca is decoding a grammar
analysis on her work book.
8. Rhizza heard the angelic voice of
Rihanna on the other room.
9. Analyn will recite a poem in front
of the class.
10. Amethyst is appreciating the view
of the sunset near the river

What is the aim of
language course?

Communicative Competence
Linguistic competence
Sociolinguistic competence
Discourse competence
Strategic competence

Communicative Competence
Communicative competence is the
instinctive highly functional knowledge,
understanding and control of language
usage rules.

As Hymes points out:
“ a normal child acquires knowledge of sentences not
only as grammatical, but also as appropriate. He or
she acquires competence as to when to speak, when
not , and as to what to talk about with whom, when,
where, and in what manner. In short, a child becomes
able to accomplish a repertoire of speech acts, to take
part in speech events, and to evaluate their
accomplishment by others .” (Hymes 1972, 277)”.

The following characteristics of linguistic
knowledge are included in communicative
competence:
1. Understanding how to utilize language for a
variety of purposes and functions.
2. Understanding and producing many forms of
texts (e.g., narratives, interviews, reports, and
dialogues).

3. Understanding how to modify our use of language
depending on the situation and the participants (for
example, knowing about when to use formal and casual
speech or how and when to use language suited for
written rather than spoken communication).
4. Understanding how to continue communication
despite limits in one's language expertise (e.g.,through
using different variants of communication strategies)

Linguistic competence
 It is the unconscious state of understanding of the
language code, including its grammar and vocabulary,
as well as the standards of written representation
(orthography and script).
 It is the understanding of the language code, which
includes grammar and vocabulary, as well as the
standards of representation in written form (script
and orthography).

It can also be called speech competency
since it refers to the capacity to carry out and
explain communication objectives based on
the communication goals (Fisenko et al.,
2021).

It is knowing how to communicate effectively
in a specific situation by using the
appropriate vocabulary, words, expressions,
and attitudes in particular contexts. It is the
understanding of sociocultural rules use and,i.e.
knowing how to utilize and respond
appropriately to language.

The appropriateness of the
communication is determined by
the context, the issue, and
the connections between the
individuals communicating.

 Discourse competence is the ability to create and
comprehend oral or written texts through the
modes of writing and speaking as well as
listening and reading.
 It is the ability to blend several types of language
patterns into a coherent and cohesive oral
or written text.

Consequently, discourse competency is
concerned with structuring words,
phrases, and sentences to produce
discussions, speeches, poetry, email
messages, newspaper stories, and so on

Strategic competence is the ability to
detect and remedy communication
disruptions before,during, and after
they happen
Strategic competence

A COMMUNICATIVE
APPROACH IN FOREIGN
LANGUAGE TEACHING

Communicative language teaching,
which involves the instruction and
acquisition of the language considered
acceptable to specific situations,
predicated on what speakers actually
use as opposed to what is assumed to
be used

COMPREHENSIVE
OVERVIEW OF
CLT

1. Asserts that pupils
acquire a language
through communication.

2. The objective of
classroom activities should
be honest and meaningful
dialogue

3. fluency-which is the capacity to generate and
transmit one's concepts intelligibly and with
relative ease, is regarded as a significant aspect
of communication, as opposed to the preceding
concept of the term correctness, which refers to
the capacity to produce and understand with few
errors

4. Communication is
supposed to involve the
integration of multiple
language skills

5.Learning is a process
of inventive
construction involving
trial and error.

The Natural Approach, Content-Based
Teaching, and Cooperative Language
Learning, often known as CLIL, and
Task-Based Teaching emerged as a
result of the rapid implementation and
adoption of Communicative Language
Teaching.

Direction: Analyze the four
components of communicative
competence by completing the
SWOT analysis for each
competency.

STRENGTH WEAKNESSES
OPPURTUNUTIES THREATS
SWOT
LINGUISTIC
COMPTENCE

STRENGTH WEAKNESSES
SWOT
SOCIOLINGUSTIC
COMPTENCE

STRENGTH WEAKNESSES
SWOT
DISCOURSE
COMPTENCE

STRENGTH WEAKNESSES
SWOT
STRATEGIC
COMPTENCE

DIFFERENT VIEWS
ON LANGUAGE

1.STRUCTURAL VIEW
2. FUNCTIONAL VIEW
3.INTERACTIONAL VIEW

 The structural view conceives languages as a
linguistic system composed of numerous
subsystems, ranging from phonological,
morphological, lexical, etc. to sentences.
 There are a finite amount of these structural elements
in each language. To learn a language, one must
acquire certain structural elements in order to
comprehend and produce language.
STRUCTURAL VIEW

 The functional view of language as both a linguistic
system and a tool for accomplishing tasks.
 The majority of our daily language use
comprises of utilitarian actions, such as
suggesting, offering, advertising, and apologizing.
 Learners acquire a language in order to accomplish
tasks with it
FUNCTIONAL VIEW

 The interactional view of language as a tool of
communication whose primary function is to develop
and maintain social relationships between individuals.
 Learners must consequently not only master the
syntax and vocabulary of the language, but also the
rules for employing them in a wide variety of
communicative contexts.
INTERACTIONAL VIEW

COMPONENTS
OF GRAMMAR

1. SYNTAX
Understanding of grammar involves how
to arrange words in sentences (syntax
rules) in recognizable English patterns.
Yet syntax is more than just word order.
Moreover, syntax interacts with other parts
of the linguistic system.

How do we classify words as "parts
of speech?“
How do we break the statement
into its two major
components/phrases?)

2. MORPHOLOGY
 Morphology focuses on the study of words,
their formation (word structure), and their
connections to other words within the same
language.
 Examines the structure of words, including prefixes,
infixes, suffixes, and root words. Derivational
morphology lexical) and inflectional morphology are
known as the branches of morphology.

Suffixation and prefixation are
two methods for constructing
words. These word parts are
known as morphemes.

Resealable
Resealed

a morpheme refers to the smallest grammatical
units of a language, each of which constitutes a
meaningful portion of a word and cannot be
subdivided into smaller, independent grammatical
units.
morphemes attach to words or word roots (and
some languages have infixes, which occur within
words, and circumfixes, which simply attach to the
beginning and the end of a word).

Two types of affixation exist: derivational and
inflectional. Re- and -able are derivational affixes
since their addition creates a dictionary or a new
word entry (reseal, sealable, resealable).
Inflectional affixes give grammatical information to
existing words; they do not produce new words (e.g.,
the plural–s, the comparative –er). It is observed that
only "rat and cold, but not rat and colder," have
entries in the dictionary

Examples of some derivational
affixes:
Verbs ( -ate, -ize -ify, -dis, en)
Adverbs (-wise, -ly, -like)
Nouns (-ment, -ity, -ex, -ion)

Here are the exact eight inflectional affixes in
English:
Adjectives (superlative –est, and comparative
–er)
Nouns (plural –s, and possessive –s)
Verbs (pres. participle –ing, past tense –ed ,
3rd sing. –s, past participle –en/ed)

Here are additional rules of word construction
(applied solely to lexical categories — verb,
noun, adjective, and adverb).
1. COINING
2. COMPOUNDING
3. BLENDING
4. CONVERSION
5. ACRONYMS
6. EPONYMS

COINING – Creating new terms unrelated
to existing ones (quiz, bling).
COMPOUNDING – Several words
functioning as a single word (backlash,
bailout, voiceover).

BLENDING – telescoping together
of two words (spork, brunch).
CONVERSION – Assigning a single
word to many syntactic classes
(email, father, tweet).

ACRONYMS – Words derived from
abbreviations (ROTC).
EPONYMS - Commonly derived
from brand names (xerox, google).

3. SEMANTICS
 Semantics is the linguistics and logic subfield
concerned with meaning. It is the analysis and study of
how language creates meaning.
 In addition to syntactic and morphological data,
grammatical knowledge provides rules for
constructing and comprehending the significance
and meaning of words and sentences.

colorless green ideas
snooze frantically

1. Grammatical knowledge involves the
ability to generate meaning from words and
sentences.
2. Grammar component that determines
meaning is distinct from other grammatical
components.

4. PHONOLOGY and PHONETICS
 Phonology is the set of rules used to combine
phonemes into syllables, words, and bigger units;
the study of the patterns of the sound that
occur within a language.
 the study of the creation and description of
sounds and speech, with phonology

 Phonetics is the study of spoken sounds and their
physiological production and acoustic properties, as
well as the anatomy, neurology, physiology and acoustics of
speaking.
 Phonetics, according to Ladefoged (n.d.), is concerned
with the vocal track's configuration, utilized to produce
speech sounds (articulatory phonetics), the acoustic
qualities of speech sounds (acoustic phonetics), and the
manner in which sounds are combined to form syllables,
words, and sentences (linguistic phonetics).

Note that phonetics and phonology actually
interact with other grammar components as well.
Changing a word's pronunciation,
• (serene/ serenity; school/
scholarly).
• Cats, desks (s is pronounced as /s/); dogs,
automobiles (s is pronounced as /z/ due to a
phonological rule known as voicing assimilation)

MODULE 1 DEFINITION OF LANGUAGE 4 MACRO.pptx

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