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

Competence and Use Culture knowledge Content Language Context Language use 6.1 Relationahip of domains of communicative competence

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

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)

Listening We listen to variety of things: during a conversation announcements the weather forecast a play on the radio music someone else’s 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

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.)

  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.

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.

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

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