C1M3

1. Describe the difference between someone who is a native-like user of a language and someone who is just learning it. What does “competent” mean to you? You will need this definition for an assignment at the end of the module.

One major factor in being fully linguistically competent is the ability to understand cultural references within language. Other factors essential to a "full" understanding of language is tonality (the ability to detect sarcasm, humour, etc).
The ability to synthesize, or "put together" concepts, and respond, or argue these concepts. Of course grammatical knowledge is an essential facet of strong linguistic competence.





2. Once you’ve got a picture in your mind of someone who is “competent” in a language, you can check out the official definition of the word from the Online Merriam-Webster Dictionary:


(From the Merriam-Webster Dictionary)

1: proper or rightly pertinent
2: having requisite or adequate ability or qualities : fit (a competent teacher) (a competent piece of work)
3: legally qualified or adequate (a competent witness)
4: having the capacity to function or develop in a particular way; specifically : having the capacity to respond (as by producing an antibody) to an antigenic determinant


This definition also references another definition, competent--for language learners, and is as follows:
[more competent; most competent] 1 : having the necessary ability or skills : able to do something well or well enough to meet a standard


3. Think about a group of students you’d like to teach. What is likely to be their main goal for learning English?



One of the main goals my current students is to be able to function adequately in a post-secondary education environment. Though the CLDs point towards a minimum level 8 being most appropriate for post-secondary education, I'm certain many enter university below this level. That is not to say they cannot succeed. When a person is motivated to learn, or even simply linguistically talented, much learning can occur. Meeting the goal in being proficient at CLB level 8 would likely be a central goal in my students.



4. What kinds of language tasks would these students be able to perform competently if they reached their goal?

Benchmark 8 tasks are specified by the following:

SPEAKING
-I am comfortable speaking about almost any topic that comes up in normal conversation in social situations or at work.
-I can manage a conversation, check comprehension, encourage others and handle minor conflicts.
-I am able to address large groups or participate in group discussions.
-I can speak on familiar topics at both concrete and abstract levels (15 - 20 minutes).
-I can present information, give instructions, propose and recommend.
-I can provide descriptions, opinions and explanations. I can synthesize abstract complex ideas and hypothesize.
-I can ask questions, analyze and compare information in order to make decisions.
-I have an expanded inventory of concrete, idiomatic and conceptual language.
People rarely have trouble understanding me.
-I am comfortable talking on the phone.

LISTENING

-When someone is speaking, I can understand the main points, details, purpose, and attitude.
-I can recognize different levels of formality.
-I can understand some technical conversations, especially about my line of work.
-I can understand abstract and complex ideas on a familiar topic.
-I recognize other people’s moods, attitudes and feelings.
-I can understand many local idioms and expressions and can follow detailed stories of general interest.
-I can follow detailed and extended instructions if they are clear and coherent.
-I can usually understand phone messages, even on unfamiliar, non-routine subjects.
-I can read popular newspapers, magazine

READING
-I can follow main ideas, key words and important details in a text of 2-5 pages
on a familiar subject.
-I can read popular newspapers, magazine articles.
-I can find relevant points in a text, but sometimes I need clarification
of idioms or cultural references.
-I can locate and integrate several specific pieces of information in a table or
directory across paragraphs
-I am able to follow an extended set of multistep instructions for an established process.
-I read in English to get information for an established process.
-I read in English to get information, to improve my English and develop my reading skills.
-I use a unilingual dictionary for vocabulary building.
-I can read about abstract, conceptual or technical topics.
-I can infer the writer's intention in messages containing general opinions and assessments.


WRITING

-I can write routine business letters and Listening.
-I can link sentences and 3 – 4 paragraphs to form coherent texts to express ideas on
familiar, abstract topics with some support for main ideas and an
appropriate sense of audience.
-I can write down a set of simple communication or simple procedural text
instructions based on clear oral of greater length.
-I can fill out complex forms.
-I can extract key information and relevant detail from a page-long text or 10 – 15
minute oral presentation, and write an outline or a one-paragraph summary.
-I reduce information to the main points with no major omissions.
-I demonstrate good control over common I can write numbers. sentence patterns, grammar, and spelling.
-I can write an effective resume and cover letter.
-I can write an incident report or memo.



5. What types of social or cultural knowledge might they need in addition to structural and functional knowledge about the language?
Now read the first two sections of the attached article by Vesna Baraic and Jelena Mihaljevic Djigunovic, and answer the questions that follow. The answers do not need to be submitted, but working through the questions thoroughly will ensure that you have considered the essential points.



6. How did each of the theorists mentioned in the first section contribute to the understanding of communicative competence?

(from course material)
By focusing on language usage in a range of communication contexts, new ideas about learning emerged. Social aspects of language were researched. Affective or psychological factors that contribute to learning became more important. “Language for specific purposes” gained momentum as a way of thinking more precisely about both the motivations for learning and the structures that might be needed in different situations. At the same time, the Canadian experiment with French immersion was underway in public schools, trying to make language learning as authentic and culturally rich as possible. The aim of language teaching was increasingly about helping students to become competent communicators in real- life settings.

The term “communicative competence” was coined during this time as a deliberate contrast to the earlier focus on “linguistic competence” and to reflect the new, social view of language use. The focus changed from knowledge about a language to skill in using language appropriately in different settings. This view necessitated a significant shift in language teaching methodology too. The focus of language instruction now needed to be on authentic interactions, real materials and meaningful activities.



7. Provide a definition for each of the following: grammatical competence, sociolinguistic competence, discourse competence, strategic competence.


Grammatical competence is the ability to recognize and produce the distinctive grammatical structures of a language and to use them.


Sociolinguistic competence is knowing how to use and respond to language appropriately, given the setting, topic, and varous social and conversational context.

Discourse competence relates to Textual discourse competence --the ability to interpret written texts of different genres.

strategic competence is the ability to solve communication problems despite an inadequate command of the language in question.






8. What areas comprise language ability, according to Bachman and Palmer
(1996)?


Linguistic competence -----> Accuracy of grammar Intelligibility of speech
Textual competence --------> Organization of discourse: coherence Cohesion
Socio-cultural competence ----> Appropriateness








9. How does the CEF model of 2001 manage the balance between knowledge
about language and ability to use language?