Models of Communicative Competence: Implications for Language Teachers and Teacher Educators
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And Others TITLE the Role of Mother Tongue Literacy in Third Language Learning
DOCUMENT RESUME ED 307 796 FL 017 964 AUTHOR Swain, Merrill; And Others TITLE The Role of Mother Tongue Literacy in Third Language Learning. INSTITUTION Ontario Inst. for Studies in Education, Toronto. PUB DATE Mar 89 NOTE 33p.; Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). PUB TYPE Reports - Research/Technical (143) -- Information Analyses (070) -- Speeches/Conference Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Bilingual Education Programs; Case Studies; Comparative Analysis; Fnglish (Second Language); Foreign Countries; *French; Grade 8; Immersion Programs; Junior High Schools; *Language Proficiency; Language Research; Language Role; Language Skills; *Literacy; *Second Language Learning; Socioeconomic Background; Transfer of Training IDENTIFIERS Ontario ABSTRACT Several research and evaluation stuCties completed in bilingual education programs for language minority children In Canada are presented to support the claim that heritage, or first, language (HL) literacy plays an important role in the acquisition of a third language. A study completed by the Ontario Institute for Studies in Education investigated the learning of a third language (French) by eighth grade: HL students (N=210) who had been enrolled in an English/French bilingual program since grade five. The level of proficiency attained in French by the HL students was compared to the level of proficiency attained by students enrolled in an early total French immersion program. The researcn questions addressed included: (1) the effect of El, literacy knowledge on third language literacy; (2) the difference in acquisition of French language skills basedon whether the HL is a Romance language; and (3) the effects of socioeconomic variables on French language proficiency. -
Using the Focus on Form Method to Create a Grammar Resource Book for ELL Teachers
Hamline University DigitalCommons@Hamline School of Education Student Capstone Projects School of Education Fall 2017 Using The oF cus On Form Method To Create A Grammar Resource Book For ELL Teachers Julia Milne Hamline University Follow this and additional works at: https://digitalcommons.hamline.edu/hse_cp Part of the Education Commons Recommended Citation Milne, Julia, "Using The ocF us On Form Method To Create A Grammar Resource Book For ELL Teachers" (2017). School of Education Student Capstone Projects. 61. https://digitalcommons.hamline.edu/hse_cp/61 This Capstone Project is brought to you for free and open access by the School of Education at DigitalCommons@Hamline. It has been accepted for inclusion in School of Education Student Capstone Projects by an authorized administrator of DigitalCommons@Hamline. For more information, please contact [email protected], [email protected]. 1 USING THE FOCUS ON FORM METHOD TO CREATE A GRAMMAR RESOURCE BOOK FOR ELL TEACHERS by Julia E. Milne A capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in English as a Second Language Hamline University Saint Paul, Minnesota December 2017 Primary Advisor: Susan Manikowski Content Reviewer: Bette Blaisdell 2 Copyright by JULIA E. MILNE, 2017 All Rights Reserved 3 To my family and colleagues for your guidance and support throughout this capstone project. It would not have been possible without your patience, encouragement and advice. Thanks also to the Capstone Committee and everyone else at Hamline who has offered their assistance during this process. Finally, I huge thanks to my husband, who kept the kids fed and the house clean these last six months! 4 “Your grammar is a reflection of your image. -
Reflections on Communicative Language Teaching and Its Application in China
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 5, pp. 1047-1052, May 2015 DOI: http://dx.doi.org/10.17507/tpls.0505.20 Reflections on Communicative Language Teaching and Its Application in China Shan Liu Zhejiang Gongshang University, Hangzhou, China Abstract—The emergence of English as a global language has imposed a profound influence on the methodology of foreign language teaching. Communicative Language Teaching, an influential approach in language teaching, came into being decades ago and later was introduced into China. Nowadays, it has become one of the most important approaches in the field of foreign language teaching worldwide. The present paper discussed the historical and theoretical background of Communicative Language Teaching and its two versions and its main characteristics. After having explored its application in China, directions for future improvement are pointed out. Index Terms—communicative language teaching, historical and theoretical background, application I. INTRODUCTION The history of foreign language teaching can be traced back to thousands of years ago along the course of the history of the communication between people speaking different languages. The past few decades alone have witnessed a whirlwind of transitions in foreign language teaching, especially in the field of English language teaching, from grammar translation to direct method, to audiolingualism, to cognitive code, and many other methods (T. Pica, 2000). Among them, Communicative Language Teaching has attracted much attention from the field of language pedagogy, and at the same time has triggered much debate as well (D. Woods & H. Cakir, 2011; R. Najjari, 2014; W. Littlewood, 2014). As has been pointed out by Sandra J. -
1 CHAPTER I INTRODUCTION 1.1 Background of the Study
CHAPTER I INTRODUCTION 1.1 Background of the Study Communication is one of human behaviors in a society. It is used by people to do social interaction. Communication can not be separated from society because it is important part of them. It can also give an important role for people in society. The important role of communication is people can also get more information through the others. Communication also becomes a tool of interaction in human daily life. Communication means a process of exchanging information between one person to another person, through a symbol, a sign or attitude. In communication there is information, but there is also a process to give goods and services, and to convey information, like gossips, sharing, etc. The result of communication is a discourse. Discourse is an authentic product of socially linguistic interaction. In other word, discourse is a product when people use language as a tool to communicate with others. Discourse analysis also relates to communicative competence. Communicative competence extends to both knowledge and expectation of who may or may not speak in certain setting, when to speak and when to remain silent, to whom one may speak, and how one may talk to person of different status and role what non verbal behaviors are appropriate in various context, what the routines for turn taking are in conversation, how to ask and give information, how 1 2 to request, how to offer and decline assistance or cooperation, how to give commands, how to enforce discipline, and the like-in short, everything involving the use of language and another communicative modalities in particular social settings. -
Exploring Second Language Learning: Communicative Competence, Pragmatics, and Second Language Literacy
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 5-2012 Exploring Second Language Learning: Communicative Competence, Pragmatics, and Second Language Literacy Timothy M. Mecham Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the Education Commons Recommended Citation Mecham, Timothy M., "Exploring Second Language Learning: Communicative Competence, Pragmatics, and Second Language Literacy" (2012). All Graduate Plan B and other Reports. 166. https://digitalcommons.usu.edu/gradreports/166 This Creative Project is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies, School of 1-1-2012 Exploring Second Language Learning: Communicative Competence, Pragmatics, and Second Language Literacy Timothy M. Mecham Utah State University Recommended Citation Mecham, Timothy M., "Exploring Second Language Learning: Communicative Competence, Pragmatics, and Second Language Literacy" (2012). All Graduate Theses and Dissertations. Paper 1191. http://digitalcommons.usu.edu/etd/1191 This Thesis is brought to you for free and open access by the Graduate Studies, School of at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. EXPLORING SECOND LANGUAGE LEARNING: COMMUNICATIVE COMPETENCE, PRAGMATICS, AND SECOND LANGUAGE LITERACY by Timothy M. Mecham A portfolio submitted in partial fulfillment of the requirements for the degree of MASTER OF SECOND LANGUAGE TEACHING Approved: ___________________________________ ___________________________________ Dr. -
The Critical Period Hypothesis for L2 Acquisition: an Unfalsifiable Embarrassment?
languages Review The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable Embarrassment? David Singleton 1 and Justyna Le´sniewska 2,* 1 Trinity College, University of Dublin, Dublin 2, Ireland; [email protected] 2 Institute of English Studies, Jagiellonian University, 31-120 Kraków, Poland * Correspondence: [email protected] Abstract: This article focuses on the uncertainty surrounding the issue of the Critical Period Hy- pothesis. It puts forward the case that, with regard to naturalistic situations, the hypothesis has the status of both “not proven” and unfalsified. The article analyzes a number of reasons for this situation, including the effects of multi-competence, which remove any possibility that competence in more than one language can ever be identical to monolingual competence. With regard to the formal instructional setting, it points to many decades of research showing that, as critical period advocates acknowledge, in a normal schooling situation, adolescent beginners in the long run do as well as younger beginners. The article laments the profusion of definitions of what the critical period for language actually is and the generally piecemeal nature of research into this important area. In particular, it calls for a fuller integration of recent neurolinguistic perspectives into discussion of the age factor in second language acquisition research. Keywords: second-language acquisition; critical period hypothesis; age factor; ultimate attainment; age of acquisition; scrutinized nativelikeness; multi-competence; puberty Citation: Singleton, David, and Justyna Le´sniewska.2021. The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable 1. Introduction Embarrassment? Languages 6: 149. In SLA research, the age at which L2 acquisition begins has all but lost its status https://doi.org/10.3390/ as a simple quasi-biological attribute and is now widely recognized to be a ‘macrovari- languages6030149 able’ (Flege et al. -
Manipulating and Complementing Content Teaching to Maximize Second Language Learning1
Manipulating and Complementing Content Teaching to Maximize Second Language Learning1 Merrill Swain Much current discussion about com that not all content teaching is necessarily municative language teaching incorporates good language teaching, and suggests the notion that second language learning some ways in which content teaching will be enhanced through its integration might be organized to enhance second lan with content learning. This paper argues guage learning. The purpose of this paper is to suggest that not all content teaching is necessarily good language teaching. I hope to show, by way of examples from French immersion teaching, some ways in which typical content teaching is inadequate as a second language learning environment. And again, by means of examples, I hope to suggest some ways in which content teaching can be manipulated and complemented to enhance its language learning potential. There are many classrooms in Canada and elsewhere where the learning of content and·the learning of a second language are both programme goals. There is at least one major assumption about content teaching that is current in second language theory and pedagogical practices today. The assumption is-because content teaching is considered communicative lan guage teaching par excellence-that through content teaching, second lan guage learning will be enhanced. This was certainly one of the assumptions underlying the initiation of French immersion programmes. But just as it has come to be recognized in English content classes that learners of non-English backgrounds need the support of ESL classes, so in French immersion classes, the French language arts component is seen to support the language learning of the content class. -
The Role of Pragmatics in English Language Teaching. Pragmatic Competence
E-ISSN 2281-4612 Academic Journal of Interdisciplinary Studies Vol 2 No 4 ISSN 2281-3993 Published by MCSER-CEMAS-Sapienza University of Rome May 2013 The role of Pragmatics in English Language Teaching. Pragmatic Competence Nivis Deda MA University of Shkodra “Luigj Gurakuqi” E-mail: [email protected] Doi:10.5901/ajis.2012.v2n4p63 Abstract: Pragmatics is the way we convey the meaning through the communication. The meaning includes verbal and non verbal elements and it varies according to the context, to the relationship between utterers, also to many other social factors.Its dynamic growth makes English an international language that connects people all around the world. As a consequence, English can be regarded as the common focus of all English speakers who do not share a language or a culture. As a matter of fact, English is spoken in different settings and levels of intercommunication. As a result, speakers must know many pragmatic elements in order to avoid inaccuracies and misunderstandings during communication. Such a great usage of English language requires a pragmatic competence which will help all those who speak or learn English as a second language. Thomas defined pragmatic competence as “… the ability to analyze language in a conscious manner.” (as cited in Holmes & Brown, 2007, p 524).Pragmatic competence refers to the ability to comprehend, construct utterances which are accurate and appropriate to the social and cultural circumstances where the communication occurs. Pragmatic competence should be a leading goal for all those who teach English as a second language, which simultaneously represents a challenging task as well. -
Communicative Language Teaching: Linguistic Theory and Classroom Practice Sandra J
Copyrighted Material 1 Communicative Language Teaching: Linguistic Theory and Classroom Practice sandra j. savignon Communicative language teaching (CLT) refers to both processes and goals in classroom learning. The central theoretical concept in communica- tive language teaching is ‘‘communicative competence,’’ a term introduced into discussions of language use and second or foreign language learning in the early 1970s (Habermas 1970; Hymes 1971; Jakobovits 1970; Savignon 1971). Competence is defined in terms of the expression, interpretation, and negotia- tion of meaning and looks to both psycholinguistic and sociocultural per- spectives in second language acquisition (SLA) research to account for its development (Savignon 1972, 1997). Identification of learners’ communica- tive needs provides a basis for curriculum design (Van Ek 1975). Understanding of CLT can be traced to concurrent developments in Eu- rope and North America. In Europe, the language needs of a rapidly increas- ing group of immigrants and guest workers, and a rich British linguistic tradition that included social as well as linguistic context in description of language behavior, led the Council of Europe to develop a syllabus for learners based on notional-functional concepts of language use. The syllabus was derived from neo-Firthian systemic or functional linguistics, in which language is viewed as ‘‘meaning potential,’’ and the ‘‘context of situation’’ (Firth 1937; Halliday 1978) is viewed as central to understanding language systems and how they work. The syllabus described a threshold level of 1 Copyrighted Material 2 Sandra J. Savignon language ability for each of the major languages of Europe in view of what learners should be able to do with the language (Van Ek 1975). -
Focus on Form Through Collaborative Dialogue: Exploring Task Effects Merrill Swain and Sharon Lapkin
Chapter 5 Focus on form through collaborative dialogue: Exploring task effects Merrill Swain and Sharon Lapkin INTRODUCTION In our recent research1 we have been using tasks as a stimulus for generating talk among students (Swain and Lapkin, 1998). We have been interested in discovering whether, through output (the activities of talking and/or writ- ing), learners notice gaps in their linguistic knowledge, triggering an analysis of input or of existing internal resources to fill those gaps (Swain and Lapkin, 1995); whether learners' output serves as a hypothesis of how to convey their intended meaning (Swain, 1995); and whether learners use language to reflect on their own (or their interlocutors') language use - that is, whether learners externalise their hypotheses about form and meaning, exposing those hypotheses to scrutiny and discussion (Swain, 1998; 2000). Our re- search has involved a search for tasks that will generate this sort of student talk with the goal of demonstrating its relationship to second language learn- ing. The tasks we have used to generate such talk engage students in linguistic problem solving, are done collaboratively, and involve the production of a spoken and written text. Studies such as those of Donate (1994), LaPierre (1994; see also Swain, 1998), Swain and Lapkin (1998) and Tse (1996) suggest that the talk which surfaces when students collaborate in solving linguistic problems encountered m communicative task performance represents second language learning in progress. In these studies, later language use has been traced back to dialogue occurring as the students worked collaboratively to express their intended meaning and carry out the task at hand. -
Pragmatics and Communicative Competences Author Name(S)
Title: Pragmatics and Communicative Competences Author name(s): Grace Hui Chin Lin, Simon Chun Feng Su, Max Ming Hsuang Ho Adjunct Professor, National Changhua University of Education Publication date: (or date of document completion) 2009 Conference Information: 2009, International Conference on TESOL & Translation, Department of Applied English, JinWen University of Science & Technology Paper from proceeding: P. 54-60 54 Pragmatics and Communicative Competences Grace Hui Chin Lin Assistant Professor, National Sun Yat-sen University Simon Chun Feng Su Max Ming Hsuang Ho MA Graduate Students, National Sun Yat-sen University Abstract Pragmatics is included in one of four communicative competences (Canale, 1980). It is necessary and important to teach pragmatics at school in our globalized world in order to avoid as much as misunderstanding, which is likely to stem from cultural difference. As a result, greater importance should be attached to diverse customs and pragmatics. This conceptual paper aims to deal with the basic theoretical foundations of pragmatics. Moreover, a type of speech act, “traditional dialogues of giving and accepting presents” will be compared and contrasted through the author’s previous empirical studies. The significance of this study is that the readers will be able to distinguish various types of communicative competences that Canale (1980) has identified and defined. After reading this paper, the readers will also establish basic concepts about pragmatics and research methodologies of doing empirical studies on pragmatics. Key words: pragmatics, communicative competence, misinterpretation, diverse customs, globalization Introduction to communicative competences Canale (1980) offered a significant and wide-ranging review of communicative competence, arguing that pragmatics is a part of communicative competence and should be noticed by language learners and educators. -
Left Unsaid: L1 Attrition in an L2 Environment*
Left Unsaid: L1 attrition in an L2 environment* Laura B. Barlet Bryn Mawr College Swarthmore College Second Language Acquisition often creates a broadened perspective of the world. Not only does speaking another language open doors of communication with people from other lands, it also enhances one’s own view and perception of the world. Learning to see the world through the eyes of a foreign language can be advantageous and very rewarding. However, learning to speak a second language can also simultaneously have an encroaching effect upon the span of the original tongue. The process of learning a second language often comes with a small price: loss of the first. Not many are aware that this phenomenon even exists. However, through personal experiences, and in talking with others who have identified similar tendencies in themselves, I have gained insights into the linguistic processes of language attrition. In this article, I explore language attrition meaning, the loss of the speaker’s first language, in respect to the acquisition * The Title not only reflects an aspect of language attrition, but also coincides with my inability to officially finish the written version of my undergraduate senior thesis due to medical restraints. I would like to extend my gratitude to the Linguistics Department at Swarthmore College for taking my circumstance into consideration and allowing me to finish my thesis orally. I would like to thank my thesis advisor, K. David Harrison, my faculty reader, Donna Jo Napoli, my student readers, Jonathan Ference and Tiana Pyer-Pereira for all of their suggestions on my project.