Acquiring knowledge for l2 use part 1

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Acquiring knowledge for l2 use part 1

• By Nane Magdalena / 06920090052

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Topics covered...

• Acquisition of Communicative Competence
• Competence and Use
• Academic vs. Interpersonal Competence
• Competence of Language Knowledge

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Competence and Use

• Communicative Competence everything that a
  speaker needs to know in order to communicate
  appropriately within a particular community.

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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.

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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.

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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 doesnt 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)

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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)

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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).

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1. Vocabulary

• Interpersonal situations affective
  (interactional) and task-oriented (transactional)
  purposes (how are you today? vs. Howre ya
  doin?).
• 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).

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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.

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2. Morphology

• its 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).

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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

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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 cyning seah ðone bisceop
• (The king saw the bishop.)
• ðone bisceop seah se cyning.
• Se cyning ðone bisceop seah.
• Modern English has lost the flexibility.

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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.

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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.

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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.

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Thank You