Week 1 Kang, Nam-Joon 2014, March, 5 Current Issues in CLT Week 1 Kang, Nam-Joon 2014, March, 5

CLT?

Learn Language through communication

Communicative language Teaching What is it? Communicative language Teaching

Interaction?

Why?

People learn from communicating with others. Vygotsky + Bruner People learn from communicating with others. Interactionists

INPUT HYPOTHESIS Krashen (1985): i + 1 Curtain and Pesola (1994): Meaningful context Anderson and Lynch: Schematic and contextual knowledge

INTERACTION HYPOTHESIS Children learn language through meaningful interaction in which they could negotiate meaning. Children negotiate meaning through scaffolded interaction when they could have supportive feedback from the more skilled person. Vygotsky, Bruner Long (1983)

Comprehensible Output comprehensible input promotes language acquisition (Krashen, 1985; Long, 1981, 1983; Swain, 1985, 1995). this comprehensible input can be achieved more through meaningful and purposeful interaction in which children negotiate meaning (Long, 1981, 1983; Swain, 1985, 1995). through meaningful communication in which they could express their own meaning children could notice linguistic form (Schmidt, 1998; Skehan, 1998; Swain, 1985, 1995).

Psycholinguistic processes in language use and language learning

Memory systems and language Working memory Input output Contextual knowledge Long-term memory Memory systems and language

People learn language through meaningful interaction. No interaction No learning Vygotsky

With scaffolding help learners can learn faster than on his/her own. Scaffolding can be done through meaningful interaction. Bruner

Meaningful Interaction What is it? Meaningful Interaction

Is it a meaningful interaction? A: This is for you. B: Oh! A nice dress. A: Do you like it? B: Of course. Thanks. Is it a meaningful interaction?

NO!

Meaningful Interaction? Choose own topic Choose own language In communication. Meaningful Interaction?

Share ideas and opinions with Other people: oral, written Me: oral, written Share ideas and opinions with

What is communicative ability? Week 2-1 Kang, Nam-Joon

What is one of the most Characteristic features of CLT?

It pays systematic attention to functional as well as structural aspects of language combining these into a more fully communicative view.

Communicative view. Functional Structural

Appropriate use of language in social contexts Hymes (1971, 1972) Appropriate use of language in social contexts Savignon (1972, 1983, 1991) Distinguish between a language learner’s mastery of isolated grammar rules and the more complex ability to negotiate meaning and interact with other students

Canale and Swain (1980) Grammatical competence: learners’ knowledge of the structure of the target language. Discourse competence: to use knowledge of that grammar system to connect sentences in a meaningful manner. Sociolinguistic competence: is based on the knowledge of the social and cultural rules of the L2 environment Strategic Competence provides strategies such as repetition, hesitation, fillers, guessing, and body language, which serve to compensate for any breakdown in communication.

Brown (1994) Organizational competence (grammatical and discourse) Pragmatic competence (functional and sociolinguistic) Strategic competence Psychomotor skills (pronunciation)

Form and Function (Kang, 2005) Form: linguistic knowledge (linguistic competence in Celce-Murcia et al, 1995; grammatical competence in Canale and Swain, 1980) Function: using the target language appropriately to the context (actional, discourse, sociolinguistic competence in Celce-Murcia et al, 1995; discourse, sociolinguistic, strategic competence in Canale and Swain, 1980).

Structural and Functional Structural views of language learning concentrates on the grammatical system, describing ways in which linguistic items can be combined. Describes the word order rules that make us interpret. “ the girl chased the boy” “ the boy chased the girl” It enables one to produce new sentences to match the meanings that he needs to express. (?, Skehan?)

But! It is not sufficient on its own to account for how language is used as a means of communication Interrogative What’s the reason? It’s very cold here I need some privacy Why don’t you close the door? You don’t know how to behave well. Imperatives Close the door!

Just as a single linguistic form an express a number of functions, so also can a single communicative function be expressed by a number of linguistic forms.

Nonlinguistic knowledge? Or lack of linguistic knowledge? May have been within his linguistic competence but outside his communicative competence Would you pick up the towel for me, before someone steps on it? Lack of situational knowledge and social knowledge What do we do with towel, Jimmie? Well, would you like to hang it up?

Understanding functional meaning Three corresponding aspects of the skill involved in understanding meanings The ability to understand linguistic structures and vocabulary Knowledge of the potential communicative functions of linguistic forms ( role of direct imperatives and interrogatives taking commanding or plea or suggestions) The ability to relate the linguistic forms to appropriate nonlinguistic knowledge, in order to interpret the specific functional meaning intended by the speaker. (how are you doing? What’s up?)

The foreign language learner needs more than a fixed repertoire of linguistic forms corresponding to communicative function,. Why?

Textbook dialogues A: Is this your book? B: yes, it is. Thanks. A: your welcome. A: Is this your ball? B: No.

Can you make some change? Which one do you have to think first? Linguistic variation Communicative intention

Expressing functional meanings We have to constantly estimate the hearer’s knowledge and assumptions in order to select language that will be interpreted in accordance with our intended meaning. Effectively and efficiently Meaning Negotiation Comprehension check Confirmation request Confirmation check

The most skillful communicator in the foreign language is not always the person who is best at its structure but skillful at processing the complete the situation involving himself and his hearer, taking account of what knowledge is already shared between them, and selecting items which will communicate his message effectively.

Shared knowledge =effective communication? A: Good. B: Good? A; Good. B: OK, then. A: shut up. B: why? A: look. B: Oh! A: Sorry. B: Whew---. B: Oh! A: Gone! B: Really? A: Surprise? B: Oh, no!!!

Understanding and expressing social meanings A further important factor is his interpretation of the social situation in which communication is taking place: language carries not only functional meaning, it also carried social meaning.

Understanding social convention A speaker conforming to linguistic (social linguistic) conventions in order to be unobtrusive. Social situation determine the social atmosphere of the situation but also The language determines the atmosphere.

Understanding social meanings A: How about going to the movies? B: If you like to. A: You do want to go, don’t you? B: Well, you know very well, I like going to a movie. Physical setting Emotional setting.

In general, the use of informal speech not only reflects but also accelerates the development of a personal relationship.

One word role-plays A: Gone. B: Really? A: Again. B: Surprise?

A: She’s gone. She’s left. She’s not in her room. B: Really A: She’s gone. She’s left. She’s not in her room. B: Really? Are you sure? A: This isn’t the first time. She’s done it before. Now she’s urn off again. B: Are you really surprised, after the way you treated her?

Tops and tails A) There’s no hope. I’m very sorry. I really didn’t expect this. What can I say? B) It was just wonderful. I wish you could have seen her. I’ll never forget it. Never. C) How much longer? I can’t stand this waiting. Can’t you do anything?

Appropriate use of language in social contexts Hymes (1971, 1972) Appropriate use of language in social contexts Savignon (1972, 1983, 1991) Distinguish between a language learner’s mastery of isolated grammar rules and the more complex ability to negotiate meaning and interact with other students

Canale and Swain (1980) Grammatical competence: learners’ knowledge of the structure of the target language. Discourse competence: to use knowledge of that grammar system to connect sentences in a meaningful manner. Sociolinguistic competence: is based on the knowledge of the social and cultural rules of the L2 environment Strategic Competence provides strategies such as repetition, hesitation, fillers, guessing, and body language, which serve to compensate for any breakdown in communication.

Brown (1994) Organizational competence (grammatical and discourse) Pragmatic competence (functional and sociolinguistic) Strategic competence Psychomotor skills (pronunciation)

Form and Function (Kang, 2005) Form: linguistic knowledge (linguistic competence in Celce-Murcia et al, 1995; grammatical competence in Canale and Swain, 1980) Function: using the target language appropriately to the context (actional, discourse, sociolinguistic competence in Celce-Murcia et al, 1995; discourse, sociolinguistic, strategic competence in Canale and Swain, 1980).

Communicative language teaching Summary Communicative language teaching Functional Knowledge Linguistic Knowledge Shared knowledge Social knowledge

Homework Read two articles, summarize each article following the structure below Research questions Research methods Participants Findings Read one chapter about CLT and summarize meanings of CLT, theory of language and learning. Try to understand roles of comprehension and production in language learning.