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Competence and Performance

The document discusses key concepts in second language acquisition including linguistic competence versus performance, communicative competence, proficiency levels, and teaching approaches. It covers Chomsky's view of linguistic competence as unconscious knowledge of grammatical structures versus performance in actual use. Hymes expanded on communicative competence to include sociocultural knowledge. Proficiency develops through use and is assessed based on global tasks, contexts, content accuracy, and text types. The ACTFL guidelines establish proficiency levels from novice to superior. Effective teaching facilitates the acquisition process, provides literacy development, and accounts for individual differences through a proficiency-oriented method.

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Khawla Adnan
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56 views

Competence and Performance

The document discusses key concepts in second language acquisition including linguistic competence versus performance, communicative competence, proficiency levels, and teaching approaches. It covers Chomsky's view of linguistic competence as unconscious knowledge of grammatical structures versus performance in actual use. Hymes expanded on communicative competence to include sociocultural knowledge. Proficiency develops through use and is assessed based on global tasks, contexts, content accuracy, and text types. The ACTFL guidelines establish proficiency levels from novice to superior. Effective teaching facilitates the acquisition process, provides literacy development, and accounts for individual differences through a proficiency-oriented method.

Uploaded by

Khawla Adnan
Copyright
© Attribution Non-Commercial (BY-NC)
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Download as PPT, PDF, TXT or read online on Scribd
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On Knowing a Language (Omaggio Chapter 1, 3)

Linguistic Competence versus Performance Communicative Competence and Proficiency.

Linguistic Competence Versus Performance (Chomsky)


Grammatical competence (Unconscious knowledge of possible grammatical structures in an idealized speaker)
*What eats John? What does John eat?

Performance (Actual production and comprehension of language in specific instances of language use)
Whe..When are you coming? I dont well uhm, maybe tomorrow.

Communicative Competence
Hymes (1972):Knowledge of the appropriateness of an utterance to a particular situation or context and of its sociocultural significance. Sauvignon (1972): the ability to function in a truly communicative setting.

Redefining Language Competence

Language Competence
Organizational competence
Grammatical Competence Textual Competence

Pragmatic competence
Illocutionary Competence Sociolinguistic Competence

The Notion of Proficiency

Language competence develops through language use. Proficiency: development of language competence through language use. Basic language use skills:
Speaking, listening, reading and writing

ACTFL: Proficiency Guidelines

Levels of proficiency
Novice (No real functional ability to communicate. Memorized words or phrases).
Low, Mid, High

Intermediate (Can create with language, capable of asking simple questions and answering them with simple full sentences, can describe).
Low, Mid, High

ACTFL: Proficiency Guidelines (2)


Advanced (Can narrate and describe in major time/aspect frames, can survive complicated situations)
Low, Mid, High

Superior (Can give supported opinions, hypothesize, provide complicated explanations and deal with abstract topics.

Assessment Criteria

Global tasks/functions
from naming objects or using basic greetings to developing an argument

Context
Settings in which language is used

Assessment Criteria

Content Accuracy Text type

ACTFL Guidelines

ACTFL Guidelines Speaking

Group Discussion

Analyze the textbook and materials that you use in class. What level of speaking proficiency do you think your students are expected to attain at the end of this semester? Is it realistic?

Standards for Foreign Language Learning

Communication Cultures Connections Comparisons Communities

Group Discussion

Develop an activity that includes the following Standards:


1.1. Students engage in conversation, provide and obtain information, express feelings and emotions and exchange opinions 2.1. Students demonstrate the an understanding of the relationship between the practices and perspectives of the culture studied. 5.1. Students use the language both within and beyond the school setting.

On Teaching a Language

A sobering fact:
The majority of bilinguals in the world acquire a second language in naturalistic environments, not in classroom settings. They acquire speaking and listening skills and develop some form of linguistic competence in the L2 through exposure to a target language in language contact situations.

On Teaching a Language(2)

Rather than teaching a language we are facilitators in the process of language acquisition. Our main role is to provide adequate input and a positive environment for acquisition to take place.

The Demands of Academic Settings

In addition to facilitating the process of language acquisition, in academic settings we are expected to help the students acquire literacy and cultural awareness.

Group Discussion

Mention at least three cognitive skills needed for the development of literacy that differ from those needed for language acquisition (oral skills, grammatical knowledge and lexicon).

How Do We Do It?

Method
Theoretical approach to language acquisition and to literacy. Teaching Strategies Syllabus/Frameworks.

Proficiency-oriented Method

H 1: Opportunities must be provided for students to practice using language in a range of contexts likely to be encountered in the target culture.

Proficiency-oriented Method

Corollaries:
_ Express meaning as early as possible Active communicative interaction among students Creative language practice Authentic language

Proficiency-oriented Method

H 2: Opportunities should be provided for students to practice carrying out a range of functions (tasks) likely to be necessary in dealing with others in the target culture.

Proficiency-oriented Method

H3 The development of accuracy should be encouraged in proficiency-oriented instruction. As learners produce language, various forms of instruction and evaluative feedback can be useful in facilitating the progression of their skills toward more precise and coherent language use.

Proficiency-oriented Method

H4 Instruction should be responsive to the affective as well as the cognitive needs of the students, and their different personalities, preferences and learning styles should be taken into account.

Proficiency-oriented Method

H5 Cultural understanding must be promoted in various ways so that students are sensitive to other cultures and are prepared to live more harmoniously in the target culture.

Group Discussion

How do the following methods differ from the proficiency-oriented method? Grammar-Translation Method Direct Method Audiolingual Total Physical Response Suggestopedia

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