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RESEARCH Systematic Logical Tangible Replicable Reductive

RESEARCH Systematic Logical Tangible Replicable Reductive. Systematic: well structured, the “rules” Logical: progression from step to step Tangible: data is quantifiable Replicable: test of all research is can the results be replicated

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RESEARCH Systematic Logical Tangible Replicable Reductive

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  1. RESEARCH Systematic Logical Tangible Replicable Reductive

  2. Systematic: well structured, the “rules” Logical: progression from step to step Tangible: data is quantifiable Replicable: test of all research is can the results be replicated Reductive: conclusions of research establish patterns and relations

  3. VARIABLES Characteristics or abilities that differ over time or among individuals (gender, age, economic status, educational background, etc.) FIVE TYPES Dependent Independent Moderator Control Intervening

  4. PROFICIENCY • Key term in language learning and teaching • Skills and knowledge needed for real-world use • Competence influences performance • Linguistic grammatical competence and • Communicative competence

  5. Communication is dependent on individual’s willingness to take risks. Resourcefulness to use knowledge to make one’s self understood Linguistic accuracy: only one of the major parts of communication Success varies depending on situation Competences: RELATIVE and depends on the cooperation of participants

  6. 2L learning is more effective when grammar is in a meaningful context • Therefore: integration of competencies is important • Four main areas of competence: • Grammatical • Sociolinguistic • Discourse • Strategic

  7. Grammatical: master code • Sociolinguistic: use of “registers”—sensitivity to cross-cultural differences • Discourse: combine ideas, cohesion of thought, use of logical connectors • Strategic: compensate for gaps in knowledge—negotiating meaning, using circumlocutions

  8. Proficiency: functional ability ACTFL: need for a nationally approved procedure for assessing language Standards: 1978 recommendations MLA / ACTFL

  9. WWII: 11 ranges of proficiency • ACTFL assessment: • Global tasks and functions • Context and content • Accuracy • Text type • Characteristics of each level

  10. Speaking proficiency table (Ommagio, 14) • Accuracy: • Fluency • Grammar • Pronunciation • Vocabulary • Pragmatics • Sociolinguistic As proficiency increases, less participation of interlocutor Text type: from isolated to extended discourse

  11. Four Macrostages of Linguistic Development Interlanguage forms, resembling pidgin Begin to use syntax of TL, parts of speech Grammatical morphemes more systematic Complex sentences, more precision

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