2月语言学与英语教学x

Linguisticsandlanguageteaching唐山师范学院外语系张蔚东Languageandlanguagelearning2023/9/2913:352commonviewsonlanguageStructuralviewFunctionalviewInteractionalviewThestructuralview

seeslanguageasalinguisticsystem

3sub-systemsSoundsWordsGrammarThestructuralviewSyntacticsystem(phrases&sentences)…Morphological/Lexicalsystem(morphemes&words)Phonologicalsystem(Phonemes)TopBottomStructuralViewItseeslanguageasalinguisticsystemmadeupofvarioussubsystem:

fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Thefunctionalview

(Thefunctional-notionalview)

Thefunctionalviewseeslanguageasalinguisticsystem

andameansfordoingthings.

Functionsoflanguageoffering,suggesting,advising,apologizing,etc.

Toperformfunctions,rulesandvocabularyareneededtoexpressnotions.

presenttime,pasttime,andfuturetime;certaintyandpossibility;agentandinstrument;relationshipbetweenpeopleandobjects

thefunctionalview

phonologysystemoflanguagemorphologyLanguagesyntaxnotionsFunctionalView:

Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Functionalactivities:offering,suggesting,advising,apologizing,etc.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.M.A.K.Hallidaysystem-functionallinguisticsHuZhuanglinLinguisticsACourseBookTheinteractionalviewTheinteractionalviewseeslanguageasacommunicativetool

(tobuildupandmaintainrelationsbetweenpeople).

Twothingsareneededforcommunication:Rulesoflanguageform(grammar,vocabulary,sounds…)

Rulesoflanguageuseinacontext(Isit

appropriatetousethislanguageiteminthiscontext?)

FatherDadpa-paSireYellowscarfBluefilm/pornographicmovies/EroticFilmI’msorrytotroubleyou,butcouldIaskyoutoclosethedoorformeplease?

Wouldyoumindclosingthedoorplease?Icoulddowithoutthedraughtfromthatdoor.Shutthedoor,won’tyou?Shutthedoor,willyou?Door!Wereyouborninabarn?Iknowalittleboywhoneverleavesthedooropen.InteractionalView:

Languageisacommunicativetool,theuseofwhichistobuildupandmaintainsocialrelationsbetweenpeople.Learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.

DellHathawayHymesCommunicativecompetence1979H.G.WiddowsonTeachingLanguageasCommunicationOxford:OxfordUniversityPress.1978Viewsonthenatureoflanguagehaveanimpactontheteaching/learningmethodofaperson.

Viewsonlanguagelearningandlearningingeneral

Behaviouristtheory

Cognitivetheory

Constructivisttheory

Socio-constructivisttheoryTheBehaviouristtheorySkinner&SkinnerboxWatsonanRaynor:astimulus-responsetheoryofpsychologyExperimentofWatsonandRaynorlittleAlbert9-11monthsRat-nofearLoudnoise-fearRat-loudnoise-fearRat–fearTheBehaviouristtheoryStimulus→Organism→ResponseBehaviorReinforcement(behaviorlikelytooccuragainandbecomeahabit)NoReinforcement(behaviornotlikelytooccuragain)TheBehaviouristtheoryAccordingtothetheory:Formsofbebavioursuchasmotions,habits,etc.areseenaselementsthatcanbeobservedandmeasured.

“Youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.〞(Harmer.1983:30)TheBehaviouristtheorySkinner:Languageisalsoaformofbehaviour.LanguageteachinginUSA:TheAudio-LingualMethod(the“listen-and-repeat〞drillingactivities).Behaviouristtheory:Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesthe“listenandrepeat〞drillingactivities.Theideaofthismethod:languageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraisedLanguageisnotaformofbehaviour.Itisanintricate(complicated)rule-basedsystem.(Languageisrule-governed.)Thereareafinitenumberofgrammaticalrulesinthesystemandwithknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.(Languageisgenerative.)TheCognitivetheoryChomsky:TheimpactofChomsky’stheoryonlanguageteachingNoamChomsky’question:

Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.Oneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.

不闻不假设闻之，闻之不假设见之，见之不假设知之，知之不假设行之。学至于行而止矣。行之，明也。——荀子Tellme…andIforget.Showme…andIlearn.Involveme…andIremember.--BenjaminFranklin

MariaMontessoriChild-centered

Hands-onlearning

Experientialeducation

JohnDewey

philosopher,psychologist,educationalreformerConstructivisttheory

JeanWilliamFritzPiaget

theoryofcognitivedevelopment(developmentalstagetheory)itdealswiththenatureofknowledgeitselfandhowhumanscomegraduallytoacquireit,constructit,anduseitLevSemyonovichVygotsky

ZoneofproximaldevelopmentScaffoldingdevelopmentalstagetheory

Sensori-motor

感知运动阶段〔0-2岁〕

(Birth-2yrs)

Differentiatesselffromobjects

Recognisesselfasagentofactionandbeginstoactintentionally:e.g.pullsastringtosetmobileinmotionorshakesarattletomakeanoise

Achievesobjectpermanence:realisesthatthingscontinuetoexistevenwhennolongerpresenttothesense(paceBishopBerkeley)

Pre-operational

前运算阶段〔2-7〕

(2-7years)

Learnstouselanguageandtorepresentobjectsbyimagesandwords

Thinkingisstillegocentric:hasdifficultytakingtheviewpointofothers

Classifiesobjectsbyasinglefeature:e.g.groupstogetheralltheredblocksregardlessofshapeorallthesquareblocksregardlessofcolour

Concreteoperational

具体运算阶段〔7-11〕

(7-11years)

Canthinklogicallyaboutobjectsandevents

Achievesconservationofnumber(age6),mass(age7),andweight(age9)

Classifiesobjectsaccordingtoseveralfeaturesandcanordertheminseriesalongasingledimensionsuchassize.

Formaloperational

形式运算阶段〔11-16〕

(11yearsandup)

Canthinklogicallyaboutabstractpropositionsandtesthypothesessystemtically

Becomesconcernedwiththehypothetical,thefuture,andideologicalproblems

ConstructivisttheoryJohnDewey—foundationofconstructivismRepresentatives:皮亚杰(J.Piaget)、科恩伯格(O.Kernberg)、斯滕伯格(R.J.sternberg)、卡茨(D.Katz)、维果斯基(Vogotsgy)Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.Teachingshouldbebuiltbasedonwhatlearnersalreadyknownandengagelearnerstofosterinventive,creative,criticallearners.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.Teachers:balanceanunderstandingofthehabits,characteristicsandpersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestsandcuriosityforlearning.Socio-constructivisttheoryRepresentedbyVygotskysimilartoconstructivisttheorysocial-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment〞(ZPD)andscaffolding.Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Teacher(questions/explanations)—learner(higherlevelofunderstanding)ZoneofProximalDevelopment(近侧开展区间,简称ZPD〕:前苏联开展心理学家利维·维谷斯基(Vygotsky)提出的学习理论.指学习者现时及实际可到达的开展的差距。这个差距是由学习者的独立解题能力及其潜在开展水平而决定的。换句话说，就是学习者的学习能力以内，但暂时未能理解的知识。维高斯基认为，人的开展有两种层次：实际开展层次与潜在开展层次。实际开展层次就是皮亚杰所谓的儿童开展阶段，什么样的阶段有什么样的能力；潜在开展层次那么是在大人或同伴的合作下，能够解决问题的能力。这两者之间的差距，维高斯基称之为「近侧开展区间」。每个个体的根本能力〔实际开展层次〕和近侧开展区间都不同，最好的教育应该要考虑到个体的差异，而这也是学校教育所要到达的目标。ScaffoldingInstruction:(鹰架理论，又名支架式教学)，指学生在学习一项新的概念或技巧时，透过提供足够的支援来提及学生的学习能力的教学方法。?

Viewsonlanguagelearning&learningingeneralBehaviouristtheory(Skinner)StimulusresponsereinforcementCognitivetheory(Chomsky)LanguageacquisitionlanguagecreationConstructivisttheory(Dewey)Learner’sownexperiences/knowledgemeaningconstructionSocio-constructivisttheory(Vygotsky)DynamicinteractionZPDahigherlevelofunderstandingApproachesandmethodsinlanguageteachingMajortrendsintwentieth-centurylanguageteaching:GrammarTranslation(语法翻译法):DirectMethod(直接法):TheoralApproach/TheSituationalLanguageTeaching(口语法/情景法〕TheAudiolingualMethod〔听说法〕Alternativeapproachesandmethods:TotalPhysicalResponse〔全身反响法〕TheSilentWay〔沉默法〕CommunityLanguageLearning〔社团语言学习法〕Suggestopedia〔暗示法〕WholeLanguage〔全语言法〕MultipleIntelligences〔多元智能法〕NeurolinguisticProgramming〔神经语言程序法〕TheLexicalApproach〔词汇法〕Competency-BasedLanguageTeaching〔能力导向型教学法〕422023/9/2913:35Currentcommunicativeapproaches:CommunicativeLanguageTeaching〔交际法〕TheNaturalApproach〔自然法〕CooperativeLanguageLearning〔合作学习语言法〕Content-BasedInstruction〔内容型教学法〕Task-BasedLanguageTeaching〔任务型教学法〕ThePost-methodsEra〔前方法时代〕432023/9/2913:35TheAudiolingualMethod

Repetition:Teacher:Thisistheseventhmonth.Student:Thisistheseventhmonth.

Inflection

:Teacher

:Iatethesandwich.

Student

:Iatethesandwiches.

Replacement

:Teacher

:Heboughtthecarforhalf-price.Student

:Heboughtitforhalf-price.

Restatement

:Teacher

:Tellmenottoshavesooften.Student

:Don'tshavesooften!Completion:Teacher:I’llgomywayandyougo…Student:I’llgomywayandyougoyours.Transposition:Teacher:I’mhungry.(so)student:SoamI.TheAudiolingualMethodExpansion:Teacher:Iknowhim.(hardly)Student:Ihardlyknowhim.Contraction:Teacher:Putyourhandonthetable.Student:putyourhandthere.Transformation:Heknowsmyaddress.Hedoesn’tknowmyaddress.Doesheknowmyaddress?Integration:Theymustbehonest.Thisisimportant.Itisimportantthattheybehonest.Rejoinder:BePolite.Thankyou.You’rewelcome.Restoration:students/waiting/busThestudentsarewaitingforthebus.452023/9/2913:35TheAudiolingualMethodThefollowingexampleillustrateshowmorethanonesortofdrillcanbeincorporatedintoonepracticesession

:

Teacher:There'sacuponthetable...repeat

Students:There'sacuponthetable.

Teacher:Spoon

Students:There'saspoononthetable.

Teacher:Book

Students:There'sabookonthetable.

Teacher:Onthechair

Students:There'sabookonthechair.

462023/9/2913:35UnderstandingLearnerDifferencesactivitiesquestionsnames1.likesreading2.likestraveling3.likesmakingthingswithhands4.likesrememberingvocabularybywritingthemdown5.likesmusicandisverymusical:playinginstrumentsorhavingagoodearformusic.6.likesreadingbookswithmanypictures.7.Likesdoingpuzzles.8.likeswritingpoemsandarticles.9.likesdancing.10.likestellingjokes.…Eightdifferenttypesoflearners

Reid,1998aVisuallearnersAuditorylearnersTactilelearnersKinestheticlearnersGrouplearnersIndividuallearnersAuthorityorientedlearnersReflectivelearnersVisualLearners:learnmoreeffectivelythroughtheeyes(seeing).Forexample,theyremembernewwordsbetterwhentheycanseehowthewordsarewrittenorspelled.Theycanunderstandthesituation/meaningbetterbyseeingthescenethroughpicturesorothervisuals,suchasdrawings,diagrams,tablesorposters.AuditoryLearners:learnmoreeffectivelythroughtheear(hearing).Forexample,theycanremembernewwordsorfactsbetterwhentheycanhearthenewwordsorfactsspoken.TactileLearners:learnmoreeffectivelythroughtouch(hands-on).Thatistosay,theylearnthingsbydoing.Theyneedtodothingswiththeirhands,e.g.writingwithapenonapieceofpaperordoinghandcrafts.KinestheticLearners:learnmoreeffectivelythroughbodyexperience.Thatistosay,theyrememberbestwhentheycanbeinvolvedphysically.Theypreferactingthingsoutormimingthingswiththeirbodies.GroupLearners:learnmoreeffectivelythroughworkingwithothers.Theydonotliketostudyalonebutprefertoshareanddiscussthingswithothers.Theyfindthatworkingwithotherscanhelpthemlearnmoreactivelyandefficiently.IndividualLearners:learnmoreeffectivelythroughworkingalone.Theyprefertostudybythemselves.Onlyinthiswaycantheyconcentratemore,understandbetter,andremembermore.AuthorityOrientedLearners:prefertolistentotheteachermorethanworkwithothersorworkalone.Theytrusttheteachersandneedteacherstogivethemguidance.Theyfeelsecurewhenlearningwiththeteacher.ReflectiveLearners:learnmoreeffectivelywhengiventimetoconsideroptions.Theytendtothinkmorebeforetheyrespondandtheycandobetteriftheyaregiventimetothinkandmakeplans.Weneedtogiveavarietyoftasksthathelpstudentslearnindifferentways.Ofcourse,inaonehourlesson,itisperhapsimpossibletopleaseeverybodyallthetimebutwecantryandstimulateasmuchaspossible.Thinkaboutyourownpreferredlearningstyle.Whatsortoflanguageactivitiesdidyouenjoymostatschool?Howdid/doyoulearnnewwords?AreyoubetteratwritingorspeakingChinese?Haveyougotanearforaccents?Doyouliketoworkalone,inapairorinalargegroup?Doyouneedtotakenotesinclass?Doyoulikemakingtablesanddiagramstohelpyoustudy?Findoutwhichtypeoflearneryouare.PreferredwaysoflearningVerymuchnotatallLearningthroughseeing54321Learnthroughhearing54321Learnthroughhands-onactivities54321Learnthroughphysicalinvolvement54321Learnthroughworkingwithothers54321Learnthroughworkingalone54321Learnbylisteningtoteacher54321Learnthroughreflections54321Mostofus,moreorless,amixtureofdifferentlearningstyles,butsomestylesarepreferredmorethanothers.Goodlanguagelearnersuseacombinationofstylesinlearning.Theyadoptdifferentwaysoflearningstylesfordifferentlearningpurposes.Inanyclassroom,mismatchesexistbetweenteachers’teachingstyleandlearners’learningstyles.However,teachersneedtobeawareoftheirlearners’differentlearningstylesandmakeaneffortinteachingtomeettheneedsofdifferentlearners.AdvicetoTeachers

(ChengandBanya,1998)Teachershavetobeawareofthestudentslearningstylesaswellastheirownlearning/teachingstyles.Inteaching,teachersshouldtrytousedifferenttechniquesandwaysofteachingtomeettheneedsofstudents’differentleaningstyles.

Teachersneedtotakeriskstointegratemoreteachingstylesintotheirclasspreparationeventhoughtheymaynotfeelentirelycomfortableusingthem.

Teachershavetheresponsibilitytoprovidemultipleopportunitiesfortheirstudentstodevelop/expanddifferentlearningstyles.

Teachersshouldalsoencouragetheirstudentstotrydifferentwaysoflearningandadjustthemselvestodifferentlearningstyles,becausecertainlearningstylesaremoreappropriateincertainlearningsituationsandforsomespecialleaningpurposes.Gardner(1983):intelligencedoesnotexistinonesingleformlikeIQ(intelligencequotient).Itisnotstaticeither.

(Peoples’intelligencescanexistinmanydifferentformsandcandevelopandbedevelopedoveralifetime.)EightIntelligencesGardnerproposed

(BasedonChristison,1996:11)Verbal/LinguisticIntelligence

Theabilityofusewordseffectively,bothorallyandinwriting.Sampleskillsarerememberinginformation,convincingotherstohelp,andtalkingaboutlanguageitself.MusicalIntelligence

Sensitivitytorhythm,pitch,andmelody.Sampleskillsarerecognizingsimplesongsandbeingabletovaryspeed,tempo,andrhythminsimplemelodies.EightIntelligencesGardnerproposed

(BasedonChristison,1996:11)Logical/MathematicalIntelligenceTheabilitytousenumberseffectivelyandreasonwell.Sampleskillsareunderstandingthebasicpropertiesofnumbers,theprinciplesofcauseandeffect,andtheabilitytopredict.Spatial/VisualIntelligenceSensitivitytoform,space,colour,line,andshape.Sampleskillsincludetheabilitytorepresentvisualorspatialideasgraphically.EightIntelligencesGardnerproposed

(BasedonChristison,1996:11)Bodily/KinestheticIntelligenceTheabilitytousethebodytoexpressideasandfeelings,andtosolveproblems.Sampleskillsarecoordination,flexibility,speed,andbalance.InterpersonalIntelligenceTheabilitytounderstandanotherperson’smood,feelings,motivations,andintentions.Sampleskillsarerespondingeffectivelytootherpeople,problemsolving,andresolvingconflict.EightIntelligencesGardnerproposed

(BasedonChristison,1996:11)IntrapersonalIntelligenceTheabilitytounderstandyourself,yourstrengths,weaknesses,moods,desires,andintentions.Sampleskillsareunderstandinghowoneissimilartoordifferentfromothers,remindingoneselftodosomething,knowingaboutoneselfasalanguagelearner,andknowinghowtohandleone’sfeelings.NaturalistIntelligenceTheabilitytoappreciatethenaturalistworldandenjoyoutdooractivities.Thetheoryofmultipleintelligencesimpliesthatourteachingshouldbeabletodevelopasmuchaspossiblestudents’differentpotentialsintheirintelligences,givingeveryonethechancetodemonstrateandusetheirpotentialstothefullestpossible.Inotherwords,weshouldtrytogiveeverysinglestudentthechancetobethebesttheycanbeintheirabilities.Developstudents’Intelligence

ThroughClassroomActivitiesIntelligenceFormsoflearningLearningActivitesLinguisticVerbalizing,hearing,andseeingwordsWordsusedinreading,writing,speaking;storytelling;recitingpoems;sayingadialogues;Journalordiarykeeping;formalspeech;oraldebate,etc.MathandLogicalthinkingConceptualisingit,quantifyingit,thinkingcriticallyaboutitUnderstandingabstractsymbols;rememberingandusingformulas;calculation;counting;decipheringcodes;findingpatterns;establishingrelationships;usinggraphicorganizers;Numberingsequences;outlining;problemsolving.Developstudents’Intelligence

ThroughClassroomActivitiesIntelligenceFormsoflearningLearningActivitesSpatialvisualisingitDrawingit,sketchingit,Activeimagination;colourschemes;Designsandpatterns;drawing;guidedimagery;mindmapping;paintingpictures;pretending;sculpture/modelsbodylanguage;dancingBodily-KinestheticDancingit,buildingamodelofit,doingahands-onactivityrelatedtoitFolkorcreativedrama/acting;inventing;martialarts;mime;physicalgestures;physicalexercises;playingsportsandgames;role-playingDevelopstudents’Intelligence

ThroughClassroomActivitiesIntelligenceFormsoflearningLearningActivitiesMusicalSingingit,chantingit,findingmusicthatillustratesit,puttingonbackgroundmusicwhileCreatingmusic;environmentsounds;humming;listeningtomusic;musicperformance;musiccomposition;rhythmicpatterns;singing;tonalpatternslearningitInterpersonalWorkingonitwithanotherpersonorgroupofpeopleCollaborationskills;cooperating;cooperativelearning;givingfeedback;groupprojects;listening;person-to-personcommunication;receivingfeedback;sensingothers’motives;talkingtoothers;teamwork/divisionoflabor;dealingwithcommunicationproblemsDevelopstudents’Intelligence

ThroughClassroomActivitiesIntelligenceFormsoflearningLearningActivitiesIntrapersonalRelatingittoapersonalfeelingorinnerexperienceBeingalone;complexguidedimagery;emotionalprocessing;focusing/concentrationskills;higher-orderreasoning;“findoutaboutyourself”practices;meta-cognitivepractices;silentreflectionmethods;tellingaboutfeelings;tellingaboutthinking;thinkingstrategies;discoveringanduncoveringNaturalistic-PhysicalWorldObservingit,classifyingit,appreciatingitObserving;watching;forecasting;predicting;planting;comparing;displaying;sortingandclassifying;photographing;buildingenvironments;culturaltopics692023/9/2913:35AskingthewayDrawamapoftheneighbourhoodShowvisitorsaroundone’sneighbourhoodSinganactionsongaboutaskingthewayDescribeyourNeighbourhoodDoaroleplayRe-orderadialogueDesignawebpageforavirtualtourofone’sschoolWritean-e-mailtotellafriendhowtogettoyourhome

ItiseveryEnglishteacher’sresponsibilitytohelplearnersdevelopeffectivestrategiesforachievingbetterlearningresultandpreparethemforlife-longlearning.ContentsandProceduresforLearnerTrainingPsychologicalpreparation,e.g.activitiestobuildconfidenceMethodologicalpreparation,e.g.activitiestohelplearnersunderstandandusemetalanguage(languagefordescribinglanguageandlanguagelearning)andtobecomeawareoftherationalebehindclassroomactivities.Practiceinself-direction,e.g.activitieswhichprovidelearnerswithopportunitiestomakechoicesabouttheirlearning.IdeasmaybeadaptedinlearnertrainingInvolvestudentsinanoverviewofthetextbookatthebeginningInvolvestudentsinfindingoutaboutthemselvesIntroducestudentstoanumberofdifferentlearningstrategiesHelplearnerssetuptheirownlearninggoalsandmaketheirownplans.SharelessonaimswithstudentsinclassandreviewthembytheendofthelessonUselearnerdiariesasawaytohelpstudentreflectontheirlearningGuidestudenttomakeplansforlearningUseportfoliostopromotemoreautonomouslearningHelpstudentslearntouseresourcesConclusionthemoreinformedlearnersareaboutlanguageandlanguagelearningthemoreeffectivetheywillbeatmanagingtheirownlearninglearnertrainingisagradualprocessandthereforeitisnotrealisticforteacherstoexpectinstantresults.Asteachers,ourresponsibilityistostartlearnersonthejourneytowardsindependenceandassistthemintheprocessofdevelopingautonomy.CLTandTBLTThegoalofCLT

Todevelopstudents’CommunicativeCompetence.(whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.)

Discusshowmanyfunctionsthesentencemayhave?

“Whydon’tyouclosethedoor?〞Situation1:arealquestionSituation2:acommandSituation3:acomplaint762023/9/2913:35Makeasuggestiontosb.Youshould…Haveyouthoughtabout…Ithinkyoushould…Don’tyouthinkit’sagoodideato…You’dbetter…Whydon’tyou…Isuggestthatyou…IfIwereyou,Iwould……ThegoalofCLTDiscussthepossiblemeaningandfunctioneachmayhave.FlightCA937isnowlanding.Thetrainisleavingintenminutes.Sheisalwayscomplainingwheneveryoutalktoher.HeismakingprogressslowlyWecanseethatonelanguageformmayexpressanumberofcommunicativefunctionsandonecommunicativefunctioncanalsobeexpressedbyavarietyoflanguageforms.LinguisticcompetenceandCommunicativecompetenceLinguisticCompetence=grammaticalknowledgeorknowledgeaboutthelanguageformCommunicativeCompetence=Knowledge&abilityfor: rulesofform/grammar+rulesofuseCommunicativeCompetenceincludesknowledge/awareness

of:

whentosaywheretosaytowhomtosaywhattosayhowtosayCommunicativeCompetence

Hedge(2000:46-55),5maincomponentsofCC:Linguisticcompetence:knowledgeaboutlanguage,formandmeaningPragmaticcompetence:appropriateuseofthelanguage(Hymes:whentospeak,whennot,whattotalkaboutwithwhom,when,whereandinwhatmanner)Discoursecompetence:abilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem(CanaleandSwain,1980)Strategiccompetence:strategiesemployedwhenthereiscommunicationbreakdownFluency:link

unitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation.ImplicationsforteachingandlearningLinguisticcompetenceTeachersneedtohelplearnersAchieveaccuracyinthegrammaticalformsofthelanguages;Pronouncetheformsaccurately;Usestress,rhythmandintonationtoexpressmeaning;Buildarangeofvocabulary;Learnthescriptandspellingrules.Achieveaccuracyinsyntaxandwordformation.ImplicationsforteachingandlearningPragmaticcompetenceTeachersneedtohelplearnersLearntherelationshipbetweengrammaticalformsandfunctions;Usestressandintonationtoexpressattitudeandemotion;Learnthescaleofformality;Understandanduseemotivetone;Usethepragmaticrulesoflanguage.Selectlanguageformsappropriatetotopic,listenerorsetting,etc.Implicationsfortea