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Linguistic competence is knowledge that is REQUIRED for appropriate use of specific components and levels of a language.
Communicative competence combines the knowlege of language (linguistic competence) and knowledge that is required for its appropriate use in communicative activities.
Knowledge of culture includes: content, context, linguistic elements and an understanding of wider societal structures
Includes the ability to use language appropriately and knowledge that affects choices speakers make and contraints they encounter in using language in social interaction.
1) WHAT knowledge of language is required for different types of language use?
2) HOW are activities in L2 reading, listening, writing, and speaking achieved?
3) WHY do learners reach different levels of proficiency in language use?
L2 competence is usually more restricted and serves a more limited range of needs, depending on the context.
Each motivation for learning an L2 involves different combinations of linguistic and cultural knowledge and different levels of profiency.
Learners with an academic goal should be concerned with content-specific vocabulary, developing academic listening skills and proficiency in L2 academic writing.
Acquiring vocabulary is the most important level of language knowledge for learners with an interpersonal goal.
Speaking and listening are likely to play dominant roles in interpersonal production and interpretation.
Productive activities involve communicating meaning to others by writing or speaking.
In your own studies of an L2 , which competence was stressed? Considering your goals as a learner, was it the right one for you?
Fuction words are a limited set of terms that carry primarily grammatical information.
Interpersonal situation can be subdivided into 2 categories:
Linguistic knowledge: syntactic information; contraints on possible word meanings
during the 2nd half of the 20th century there was a shift in interest from phonology to syntax
In recent years, there has been a renewed interest in phonological perception and production
Aspect of perception and production of speech segments which is related to the location of a phoneme boundary and to identification of initial stop consonants
the process of acquiring syntax begins with recognizing that sentences are more than just combinations of words, and that every language has specific limits and requirements on the possible orders and arrangements of elements
Sentences in all languages consist of a subject and predicate, and the predicate includes a verb, or a verb and 1 or 2 objects, plus other phrases
But the order of these elements can vary drastically among languages...
S V O - English, Chinese, French, Russian
S O V - Japenese, Turkish, Persoan, Finnish
V S O - Irish, Welsh, Samoan, Zapotec
Speakers of Russian, Chinese and Japanese will find the English simplified "the" difficult to master because these languages lack an exact equivalent
Cohesion devices link one element of discourse to another, integrating them into a unified text.
Contrastive rhetoric: area of research that compares genre-specific conventions in different languages and cultures, with focus on predicting and explaining problems in L2 academic and professonal writing.
Top-down processing utilizes prior knowledge of content, context,and culture.
Content: background information about the topic that is being read or listened to; new information is percievd and interpreted in relation to this based.
Context: includes information learned from what has already been read or heard in a specific text or situation, and an understanding of the writer's intention and the discourse pattern being used.
For many learners , reading in the primary channel for L2 input and a major source of exposure to associated literature and other aspects of the L2 culture.
Grabes 6 component abilities and types of knowledge involved in reading...
Metacognitive knowledge and comprehension monitoring
Vocabulary recognition
Complex sentences structures and puncuation
Organization at the sentence level
Organization at the discourse level
listening accounts for most of the language input for L1 acquisition by children, but L2 learners often have less opportunity to hear the target language.
Productive activities
Many L2 learners feel more secure if they are given a model to follow in early stages of writing (controlled writing excercise)
The relatively formal register needed for most academic writing may conflict with the relatively informal register that is often emphasized in “communicative” language teaching.
SPEAKING
Speaking is a very important area of activity for L2 learning if they will be using the language for interpersonal purposes, whether these are primarily social or instrumental
There are also high frequency words that occur in every language and in a wide range of academic contexts.