Acquiring knowledge for l2 use part 1

1. By: Nane Magdalena / 06920090052 Acquiring knowledge for l2 use part 1

2. Topics covered... Acquisition of Communicative Competence Competence and Use Academic vs. Interpersonal Competence Competence of Language Knowledge

3. *Competence and Use Communicative Competence: everything that a speaker needs to know in order to communicate appropriately within a particular community. Culture Knowledge Content Language Knowledge Context Language Use

4. Competence and Use Includes Pragmatic Competence: how to interpret and convey meaning within communicative situations, the choice, language in social interaction, and the effects. Includes prior knowledge and social experience.

5. *Academic vs. Interpersonal Competence L1 competence: the broad repertoire of knowledge, people communicate for many purposes within their native language community. L2 competence: more restricted, especially when SLA takes place in a foreign language setting. e.g. Chinese native speakers in China learn English L2 to prepare for Olympic games, pursue graduate degrees in English-dominant country. Motivations for learning L2 entails very different combinations of linguistic and cultural knowledge and different levels and types of proficiency.

6. Priorities for L2 Use Academic competence: the knowledge needed by L2 learners to learn about other subjects, scholarly research, as a medium in a specific professional or occupational field. (specific vocabulary, reading, academic listening, academic writing, however doesn’t necessarily require fluent speaking ability) Interpersonal competence: the knowledge needed by L2 learners primarily in face-to-face contact with other speakers. (vocabulary is the most important, listening, speaking, “online”, reading, speaking)

7. *Components of Language Knowledge 5 components for purposes of description and analysis: Vocabulary (lexicon) Morphology (word structure) Phonology (sound system) Syntax (grammar) Discourse (ways to connect sentences and organize information)

8. 1. Vocabulary is the most important level to develop. Function words: determiners, prepositions, conjunctions, pronouns, auxiliary verbs. For spoken: interjections, contractions, verbs expressing opinion or feeling. For academic contexts: modifier, scientific concepts, technical terms. Borrowed and commonly inherited words can be a trap for learners (German, gross – large; Spanish, largo – long, embarazada – pregnant).

9. 1. Vocabulary Interpersonal situations: affective (interactional) and task-oriented (transactional) purposes (how are you today? vs. How’re yadoin’?). Idioms, metaphors, collocations. These “chunks” are typically memorized as holistic units (the big picture, a ballpark guess). The most frequent multiple-word combinations: greetings, formulaic routines, discourse fillers, hedges, smoothers (you know, kind of, never mind).

10. 1. Vocabulary The types of knowledge: Linguistic knowledge: syntactic information; constraints on possible word meaning, patterns in word structure; meanings of surrounding words. World knowledge: understanding of the concepts which the words represent; familiarity with related conceptual frameworks; awareness of social associations. Strategic knowledge: control over cognitive resources.

11. 2. Morphology it’s very important for vocabulary development and achieving grammatical accuracy. derivational morphology: adding prefixes and suffixes that can create new meanings (un- + kind = unkind, friend + -ly = friendly). inflectional morphology: word parts that carry meanings, such as tense, aspect, and number (kicked, coming, and books).

12. 3. Phonology the first priority during the middle of the 20th century. proficiency in perception and intelligible production are essential for successful spoken communication, degree of “foreign accent” is acceptable. the following aspects of the sound systems are likely to differ for L1 and L2: phonemes possible sequences of consonants & vowels (phonotactics) syllable and word positions intonation patterns (stress, pitch, duration) rhythmic patterns

13. 4. Syntax 1st step: realizing that certain aspects of language are universal, but how they are expresses may vary greatly. the most common orders is S V O Old English was more like Russian and Latin: Se cyningseahðonebisceop (‘The king saw the bishop.’) ðonebisceopseah se cyning. Se cyningðonebisceopseah. Modern English has lost the flexibility.

14. 4. Syntax the concepts of grammatical gender and number, which determine the choice of pronouns, singular, plural. to form yes/no and Wh- questions, passive form, negation, time and perspective in the verb system. Nominalizations – whole sentenced are transformed into fillers for noun phrase positions.

15. 5. Discourse function beyond the scope of a single sentence. Microstructural discourse: sequential indicators, logical connectores, and other devices to create CoHeSioN. Macrostructural discourse: characteristic of particular GenRes and of interactional strategies. CoHeSioN devices link 1 element of discourse to another, integrating them into a unified text. different GenRes: different classes of participants, addressing different topics, requiring different language styles and organization.

16. 5. Discourse Contrastive Rhetoric: focus on predicting and explaining problems in L2 academic and professional writing. Intercultural Communication: politeness and turn-taking conventions from L1 to L2, expression, interpretation – misunderstanding of speaker intent and message tone.

17. Thank You…