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Linguistic competence

specific language components and levels.

L1 can help, but it also causes interference

L2 for academic purpose

(Reading, Listening....)

interpersonal

Productive: Speaking and Writing

Receptive: Reading and Listening

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Vocabulary (lexicon)

function words: words that don't have meaning but they work as a connector.

idioms

collocation

metaphors

Morphology (word structure)

suffix

prefix

Phonology

phonemes

intonation

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sentence structure

non-verbal structure (gesture, posture, and eye contact)

coherence

cohesion

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Skills to comprehend language through reading and listening.

When you read you will be able to obtain grammatical rules, and vocabulary.

Listening and Reading help build vocab, cultural and writing knowledge

Being fluent in receptive will lead to being fluent in productive.

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Bottom-up processing and Top-down processing 

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Bottom-up processing and Top-down processing 

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Bottom-up processing relating to using linguistic knowledge to understand the meaning of the words or sentences.

Top down processing is when the speaker use their cultural understanding to understanding of the vocab.

Writing is disassociated from production.

Steps to proficient writing

Context knowledge who they are writing to

Content knowledge what are they writing

Cultural knowledge what is the cultural background

L2 writing and academic writing

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Speech acts: Specific words for different situations.

Turn-taking: taking turns (bac-to-back communication)

miming: interfere with language exchange sometimes (misunderstanding)

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A comprehensive overview

SLA: How individuals acquire knowledge

System of knowledge:

Understanding Grammar and Structure

Pragmatic competence: formal and informal language

communicative competence: They can adjust their speech

respond accordingly

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Innate ability

application of prior knowledge

Processing of language input

automatization

interaction

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Why are some learners more successful than others?

exposure

relation of L1 to L2

Motivation

Aptitude

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Make very few errors.

Pronunciation

Grammatical

word choice

Sentence Structure

It is difficult to achieve native-language competence if you've passed the critical period.

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How should we approach L2 teaching and learning? 

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How should we approach L2 teaching and learning? 

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understand the learners' goal

allocate the activities that play to their strength

teaching should accommodate the learners' nature.

Grammar translation is not useful to learners who focus on conversational purpose

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Can technology improve teaching and learning?

Before, it is teacher-centered

Now, it is more student-centered

Pedagogy first, technology second.

Willy Renandy

aligned with pedagogy

SLA application to using technology in digital age. Imput output