1. What does it mean that someone has communicative competence in an L2?
Communicative competence refers to
a language user’s knowledge and mastery of the competencies required to
establish communication in a second language. According to the model provided
by Usó, E; Martinez-flor, A (n.d) Communicative competence is reached through the
reciprocal interaction between linguistic, strategic, intercultural and
pragmatic competencies with discourse competence which includes the four skills
of the language: the productive skills; speaking and writing and the receptive
skills; reading and listening.
2. Study the communicative competence framework proposed. What do you
think the arrows imply about the relationship of the components of the
framework?
The four arrows imply that each of
these components helps to build discourse competence which serves to build the
other competencies. They are interconnected.
3. Why is this relevant information in the field of TESL?
This information is relevant in
the field of TESL because it provides a perspective of how people employ
different types of competencies and how they relate them so as to communicate
with one another. A thorough understanding of the processes that occur during
the act of communication allows ESL teachers to think about models of teaching
which include the development of those competencies in the activities
designed.
4. What is input for SLA? What is not? Give examples that are relevant
for a classroom.
In simple words, Input is the
language the learner hears or reads that has communicative intent. In the
classroom, one of the teacher’s jobs is to expose the students to
comprehensible input so they can develop an understanding of the language that
allows them to use the L2 in a competent way. The student’s role is to
understand what it means.
Examples of comprehensible input
in the classroom.
·
A teacher explains a lexical content to
his students using paralinguistic elements such as gestures or body language.
·
To listen to a song whose lyrics are not
clear to the students, however: the images shown previously by the teacher and
the preliminary exercises done before help grasp the lyrics meaning more
easily.
·
To watch a short film whose characters
act out the actions they mention.
·
To read a text such a tale or a comic
with pictures that assist the student’s comprehension process.
·
To read a text whose difficult words are
underlined and defined on the bottom of the page with simple definitions in the
target language.
·
To listen to a conversation whose input
has been modified to fit a particular grammar or lexical content they students
have been learning.
On the other hand, if a learner
cannot understand the language he listens or reads, that is not input.
·
To listen to a song whose lyrics contain
elements too advanced for the students’ proficiency level.
·
To listen to a teacher who does not
provide the necessary tools to grasp the meaning of his utterances. (No
comprehensible input)
·
To listen to a conversation where the
meaning is not clear or has not had been properly introduced by the teacher.
·
To listen or read grammar explanations
of the second language in the L1.
5. How do people acquire the ability to use a second language? What does
this mean for teachers?
Teachers must consider the fact
that unlike people who acquire an L1, those who acquire the ability to use a
second language already know their L1 system, so they have an idea of how
languages work and how they could be learned. This point becomes even more important
when the L1 and the L2 share some features that can be used to facilitate the
process of acquiring a second language. In addition, teachers must also know
the stages through which a learner must go in order to become proficient in the
L2. According to Krashen, S (1986) these
stages are:
1. The silent and receptive
stage: Students are exposed to L2 input for the first
time and generally cannot respond verbally to communication. Krashen suggests
using the natural approach to teaching English in this stage. Some activities that a teacher can do are
working with visuals, employing card games, have the students do mimicry and
hands-on projects.
2. Early production stage: After a period of exposure, learners start producing language which is
generally produced in one or two-word responses
such as “yes/ no” answers.
Krashen (1986) mentions that learners repeat words that are in a
familiar context.
In this stage, teachers should
emply scaffolding techniques, ask yes/ no questions or simple questions and
allow students to illustrate their knowledge, make diagrams among others.
3. Speech emergence stage:
Students begin producing simple sentences and can understand a
considerable amount of utterances. At
this stage, teachers must provide structured comprehensible input. (Krashen
claims that the activities should be focused on meaning rather than on form)
4.
Intermediate fluency stage: Students are in transition to understand and
produce more elaborated speech. Teachers
must continue to provide comprehensible input, model activities and give
opportunities for the students to communicate.
5. Advanced fluency stage: At this level, students are able to participate in non-cued
conversations, are familiar with a great number of utterances and can use their
competences to produce and understand the target language. Teachers must provide activities to develop
cognitive processing and increase vocabulary.
6. Look at the second part of the Input in SLA PDF. What are some
characteristics of structured input for instruction?
Van Pattern (2003:142) describes
structured input as “input that has been manipulated in particular ways to push
learners to become dependent on form and structure to get meaning” This input
should be truly communicative.
Some suggestions the author makes
are:
-
To present one thing at a time: So as not to overwhelm the students, teachers’ must present one thing at
a time which can be a grammar content, a set of words or a pronunciation
pattern.
-
To keep meaning in focus: To comprehend the text (oral or written) is the most important task of any activity
designed to learn English.
-
To move from sentences to connected discourse: Van Dijk, T Kinscht, W (1983)
claim that people communicate in discourse. For instance, it is key teachers
move from teaching words or sentences to teaching students how to use those
sentences in context as a part of a wider set of ideas which together makes
meaning.
-
To use both oral and written input: Both language skills are essential for the
learners to study, practice and master.
-
To have the learner do something with the Input: Teachers should provide activities whose objectives must be truly
communicative. Example: Understanding
the meaning of a sign or a menu or listening to the instruction of a “flight
assistant” (teacher) in a simulation activity.
-
To Keep the learner’s processing strategies in mind: Teachers should help their students develop strategies to understand
what they listen or read such as grasping the global idea of an oral or written
text, using context to comprehend meaning, skimming and scanning a text among
other strategies.
