Chapter 6 Acquiring knowledge for L2 use

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Chapter 6 Acquiring knowledge for L2 use

• Chapter Preview
• Communicative competence
• everything that a speaker
  needs to know in order to
• communicate appropriately
  within a particular community
• Linguistic competence
• knowledge of the specific
  components and levels of
• a language, and knowledge
  that is required for
• their appropriate use in
  communicative activities
• knowledge for academic functions
• Knowledge for traditional levels of language

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Competence and Use

• Culture knowledge
• Content Language
  Context
• knowledge
• Language use
• 6.1 Relationahip of domains of communicative
  competence

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Academic vs. interpersonal competence

• 6.2 Priorities for L2 Use
• 6.3 Classification of activities involving
  language use

Academic competence Interpersonal competenceI
1. Reading 1. Listening
2. Listening 2. Speaking
3. Writing 3. Reading
4. Speaking 4. Writing
Written mode Oral mode
Receptive Reading Listening
Productive Writing Speaking
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Components of language knowledge

• vocabulary, morphology, phonology, syntax,
  discourse
• Vocaburay
• - Register
• - Idioms
• - Collocational behavior, metaphorical uses,
  connotations associated with synonyms, and
  stylistic register constraints
  (Nation, 1990)

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Listening

• We listen to variety of things
• during a conversation
• announcements
• the weather forecast
• a play on the radio
• music
• someone elses conversation
• a lecture
• professional advice
• instructions
• a taped dialogue in class

• We listen for a purpose
• (depending on the situation)
• for specific details
• for general meaning
• for the general idea or gist
• for information
• for enjoyment or social reasons
• to learn new language

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Speaking

• We speak in many different types of situation
• - talking face to face
• - talking on the phone
• - answering a question in class
• - giving a speech
• - taking part in a meeting
• - asking a stranger for direction

• Not usually planned or
• prepared beforehand
• Speakers use incomplete or
• ungrammatical sentences
• They can hesitate, repeat
• themselves, use fillers
• (er-,well,you know, etc.)

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Reading

• 1. Two types of texts
• a. authentic newspaper articles, website pages,
  e-mails, etc.
• b. non-authentic/invented
• a reading text in an elementary coursebook
• 2. A variety of reasons to read
• a. read for information
• b. read something as part of
• communicating with someone
• c. read for pleasure
• d. read something for our studies or our job

3. Reading skills (1) skimming and scanning (2)
adapting the way they read according to the
text and their reason for reading (3) reading
'actively'--using a dictionary, guessing or
asking about unknown words understanding
the relationship between sentences (4)
helping understanding by using textual and
visual clues, headings, the way the text
is organized into paragraphs, punctuation,
signal words, pictures, typography, and so
on (5) using contextual clues (6) inferring
meaning (7) guessing meaning (8) background
knowledge of the culture about which they
are reading.
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Writing

• A variety of writing texts
•  Letters, emails, diaries, application
• forms, lists, memos, notes, postcards,
• Purpose of writings
•   - to pass on information and opinions
• - to ask questions, request or offer
• something,
• - to entertain,
• - to keep a record,
• - to organize our thoughts, as part of
• the assessment process, and so on.
• - to communicate
• - for a composition, a short story, or
• an examination, reports, formal
• letters, or fill in application forms.
•  

• Writing activities
• Write notes to each other, e.g., asking to
• borrow a ruler inviting a friends to a
• party arranging to go out.
• Write a quiz about sport, general
• knowledge, famous people
• Design birthday cards
• Write instructions e.g., how to make a
• paper aeroplane, how to play their favorite
• game, how to get to their house
• Make posters
• Write letters to real people, to a local
• newpaper, or write to find pen friends
• Work together to start a school newspaper,
• or produce a project on something of
• interest.

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Chapter 7 L2 Learning and Teaching

• Effective teacher
• understands learners language needs
• and respond to them positively
• - designs lesson
• - monitors and corrects sensitively
• provides feedback and encouragement
• tells learners not to worry about making
• mistakes
• encourages good learning habits
• keeps track of progress, gaps, and repeated
• errors
• creates an input-rich environment in the
• classroom
• encourages learners to read English texts
• or listen to the radio in English

• Active learners
• - developing positive habits
• - making notes
• - reviewing consolidating
• - completing homework
• - coming to class on time
• and prepared
•  

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Chapter 7 L2 Learning and Teaching
Factors which affect language learning The
relationship between teaching and
learning Innate ability, aptitude,
motivation, age, proximity of L1 to English ,
opportunity to use the target language,
learning strategies, learner types,
relationship to teaching, relationship to the
teacher, relationship with other learners,,
embarrassment and anxiety, self-confidence,
attitudes towards language learning, attitudes
towards English and English-speaking
countries, status and value of the target
language in the country, learning theories

• Structuring
• Step 1 tell the aim of lesson
• Step 2 build confidence
• Step 3 model question
• Step 4 open pairs asking
• Step 5 expand the question
• and answers
• Step 6 dialogue