On Knowing a Language Omaggio Chapter 1, 3

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On Knowing a Language(Omaggio Chapter 1, 3)

• Linguistic Competence versus Performance
• Communicative Competence and Proficiency.

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Linguistic Competence Versus Performance (Chomsky)

• Grammatical competence (Unconscious knowledge of
  possible grammatical structures in an idealized
  speaker)
• What eats John?
• What does John eat?
• Performance (Actual production and comprehension
  of language in specific instances of language
  use)
• Whe..When are you coming?
• I dont well uhm, maybe tomorrow.

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Communicative Competence

• Hymes (1972)Knowledge of the appropriateness of
  an utterance to a particular situation or context
  and of its sociocultural significance.
• Sauvignon (1972) the ability to function in a
  truly communicative setting.

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Redefining Language Competence

• Language Competence
• Organizational competence
• Grammatical Competence
• Textual Competence
• Pragmatic competence
• Illocutionary Competence
• Sociolinguistic Competence

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The Notion of Proficiency

• Language competence develops through language
  use.
• Proficiency development of language competence
  through language use.
• Basic language use skills
• Speaking, listening, reading and writing

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ACTFL Proficiency Guidelines

• Levels of proficiency
• Novice (No real functional ability to
  communicate. Memorized words or phrases).
• Low, Mid, High
• Intermediate (Can create with language, capable
  of asking simple questions and answering them
  with simple full sentences, can describe).
• Low, Mid, High

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ACTFL Proficiency Guidelines (2)

• Advanced (Can narrate and describe in major
  time/aspect frames, can survive complicated
  situations)
• Low, Mid, High
• Superior (Can give supported opinions,
  hypothesize, provide complicated explanations and
  deal with abstract topics.

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Assessment Criteria

• Global tasks/functions
• from naming objects or using basic greetings to
  developing an argument
• Context
• Settings in which language is used

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Assessment Criteria

• Content
• Accuracy
• Text type

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ACTFL Guidelines

• ACTFL Guidelines Speaking

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Group Discussion

• Analyze the textbook and materials that you use
  in class. What level of speaking proficiency do
  you think your students are expected to attain at
  the end of this semester?
• Is it realistic?

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Standards for Foreign Language Learning

• Communication
• Cultures
• Connections
• Comparisons
• Communities

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Group Discussion

• Develop an activity that includes the following
  Standards
• 1.1. Students engage in conversation, provide and
  obtain information, express feelings and emotions
  and exchange opinions
• 2.1. Students demonstrate the an understanding of
  the relationship between the practices and
  perspectives of the culture studied.
• 5.1. Students use the language both within and
  beyond the school setting.

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On Teaching a Language

• A sobering fact
• The majority of bilinguals in the world acquire a
  second language in naturalistic environments, not
  in classroom settings. They acquire speaking and
  listening skills and develop some form of
  linguistic competence in the L2 through exposure
  to a target language in language contact
  situations.

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On Teaching a Language(2)

• Rather than teaching a language we are
  facilitators in the process of language
  acquisition.
• Our main role is to provide adequate input and a
  positive environment for acquisition to take
  place.

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The Demands of Academic Settings

• In addition to facilitating the process of
  language acquisition, in academic settings we are
  expected to help the students acquire literacy
  and cultural awareness.

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Group Discussion

• Mention at least three cognitive skills needed
  for the development of literacy that differ from
  those needed for language acquisition (oral
  skills, grammatical knowledge and lexicon).

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How Do We Do It?

• Method
• Theoretical approach to language acquisition and
  to literacy.
• Teaching Strategies
• Syllabus/Frameworks.

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Proficiency-oriented Method

• H 1
• Opportunities must be provided for students to
  practice using language in a range of contexts
  likely to be encountered in the target culture.

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Proficiency-oriented Method

• Corollaries
• _ Express meaning as early as possible
• Active communicative interaction among students
• Creative language practice
• Authentic language

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Proficiency-oriented Method

• H 2
• Opportunities should be provided for students
  to practice carrying out a range of functions
  (tasks) likely to be necessary in dealing with
  others in the target culture.

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Proficiency-oriented Method

• H 3
• The development of accuracy should be encouraged
  in proficiency-oriented instruction. As learners
  produce language, various forms of instruction
  and evaluative feedback can be useful in
  facilitating the progression of their skills
  toward more precise and coherent language use.

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Proficiency-oriented Method

• H4
• Instruction should be responsive to the
  affective as well as the cognitive needs of the
  students, and their different personalities,
  preferences and learning styles should be taken
  into account.

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Proficiency-oriented Method

• H5
• Cultural understanding must be promoted in
  various ways so that students are sensitive to
  other cultures and are prepared to live more
  harmoniously in the target culture.

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Group Discussion

• How do the following methods differ from the
  proficiency-oriented method?
• Grammar-Translation Method
• Direct Method
• Audiolingual
• Total Physical Response
• Suggestopedia