Hi Chelsea, Eunjoo, and Tei,
Welcome to READING CIRCLES.
Please read below and answer these questions.
1. Please explain the term of communicative competence according to Hymes.
2. What are four different components or subcategories of communicative competence in Canale's Definition, please explain each competence?
3. What are interlanguage characteristics?
I'd like to discuss differences between IL development in SLA and L1 acquisition by children which Selinker issued.
I am not sure that I have to answer Emily's question here or we are going to discuss those in class. Anyway, I am a highlighter this time and these are keywords. (Almost similar to Emily's question.)
ReplyDelete1. Definition of Communicative competence
1) Communicative competence as cognitive/academic language proficiency(CALP)- school-oriented language, context-reduced
2) Communicative competence as basic interpersonal communicative skills(BICS)- for daily interpersonal life, context-embeded
2. Four components of Communicative Competence
1) Grammatical competence-how much a person have linguistic power such words or structures of grammar
2) Discourse Competence- how well a person can expend statement over sentence level
3) Sociolinguistic Competence-how well a person know and use full context of SPEAKING(ICC)
4) Strategic Competence- how well a person reach a goal of communication effectively or compensate for imperfect language
3. Interlanguage
1) Def: language inbetween L1 and L2
2) Characteristics: systematic, dynamic, variable, reduced system
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ReplyDeleteI post the summary of chapter 9 instead of answering of the upper questions.
ReplyDelete(Definition of communicative competence)
Social constructivist perspectives drew our attention to language as communication across individuals the last couple of decades of the twentieth century. Teachers more focus on meaningful, authentic exchanges among users of a language. Foreign language learning started to be viewed not only petentially predictable developmental process but also as the creation of meaninful through interactive negotiation among learners. According to this stream of langusge education, Hymes refered to communitive competence as that aspect of our competence that enables us to convey and interpret messages and to negociate meanings interpersonally within specific contexts.
In the 1970s, reseach on communicative competence distinguished betwwen linguistic and communicative competence. James Cummins proposed the distinction between cognitive language proficiency(CALP) and basic interpersonal communicative skills(BICS). Later, he modified his notions in the form of context-reduced and context-embeded communication.
Canale and Swain pointed out four different componeents of subcategories that are grammatical, discourse, sociolingustic, strategic competence. Expecially strategic competence has a meaning of compensatory strategie.In fact, strategic conpetence is way we manipulate language in order to meet communicative goals.
Lyle Bachman's(1990) placed language competence as an organizational competence. However, Canale and Swain's sociolinguistic aspects divided into funtional aspects and sociolingurstic aspects.
(Characteristics of interlanguage)
There are four different distict characteristics on interlanguage, such as systematic, dynamic, variable and reduced system. Selinker(1972) stresses that there are certain phenomenon relateds to age of learning which is difference of learning older L2 learners and younger ones.
Please find the below that the way of this material can be applied in actual Korean English classroom
ReplyDelete1) How does this information help an English teacher?
This material is the way student manipulate language in order to meet communicative goals.
for example an eloquent speaker possesses and uses a sophisticated strategic competence. A salesman utilizes certain strategies of communication to make a product seem irresistible
2) Can this information be applied to real classrooms? then what are some examples of how this information can be applied in the classroom?
L1 acquisition is the strong likelihood of fossilization for L2 learners. the probability that they will cease their IL development in some respects before they reach target language norms, in spite of continuing L2 input and passage of time. This phenomenon relates to age of learing which older L2 learners more likely to fossilize than younger ones, but also to factors of social identity and communicative need. Such factors are at the core of discussions concerning the basic question of why some learners are more successful than others "Relative success" can be defined in this approach as the level of IL development reached before learning stops
additionally on the Q2, If we know the process of language learning process and characteristics, Teacher can understand how to teach the student more effectively. Also It will be important what is the L1 of each student then teacher can set the strategies of second language learning or how learners approach the L2 materials and the task L2 learning
ReplyDeleteadditionally on the Q2, If we know the process of language learning process and characteristics, Teacher can understand how to teach the student more effectively. Also It will be important what is the L1 of each student then teacher can set the strategies of second language learning or how learners approach the L2 materials and the task L2 learning
ReplyDelete