Chapter 1

• Language


  Primarily a human and non-instinctive method of communicating ideas, emotions, and desire through a system of voluntarily produced symbols
• Give the 5 Macro skills

  Listening, speaking, reading, writing and viewing skills
• Listening


  • The prerequisite for understanding, the skill of grasping and decoding information during the exchange of messages, the beginning of understanding and a valuable key to effective communication, the task of getting the meaning of what is being heard
• 10 Steps to Effective Listening (Dianne Schilling)


  • Look at the speaker in the face and eyes
  • Focus and give attention but relax
  • Be open-minded
  • Listen and picture what the speaker is saying
  • Don't speak while the person is talking
  • When the speaker pauses, you may ask clarifying questions
  • Ask relevant questions
  • Put yourself in the speaker's place
  • Give feedback
  • Focus as well to nonverbal cues
• Speaking


  • The ability that makes us superior to other species, a complex cognitive and linguistic skill that involves words and sounds, and involves meaning, sociality, relationship, affect, cultural issue, and sound elements
• Functions of Speaking


  • Interaction (seen in social conversations)
  • Transaction (when there is an act to be done after the message is received)
  • Performance (when an audience accepts the message spoken)
• Reading


  • A multifaceted process involving word recognition, comprehension, fluency, and motivation, integrating these facets to make meaning from print
• Categories of Reading (Brown, 1989)

  • Oral Reading
  • Silent Reading (Intensive - linguistic, context; Extensive - skimming large, scanning, global)
• Writing


  • Entails control of language variables, a complex cognitive activity, needed for all students to accomplish their educational and employable requirements
• Writing Process


  • Decide the topic
  • Research and Collect Information
  • Outline and Plan
  • Write a simple draft
  • Review, Edit, and Format
• Viewing Skills


  • Includes giving meaning to the images or visuals and even with computer programs and websites which have printed and spoken words, the ability to learn visually by thinking and solving problems presented in the visual domain
• Ideas presented visually


  • pictures
  • graphics
  • posters
  • drawings
  • videos
  • web pages
  • multimedia
• Visual Literacy


  Skill to decipher the meaning from visuals, ability to create visuals to convey effectively the ideas in mind
• Critical Viewing


  Skill to understand and evaluate information from visuals, ability to analyze the composition of the picture
• Communicative Competence


  The knowledge one has on morphology, phonology, syntax including how and when to use these appropriately in utterances, the proper and efficient communication flow and the skill to utilize and acclimate this expertise in different situations
• Dell Hymes coined this term after opposing the description of Chomsky's (1966) performance and competence
• Canale and Swain's Communicative Competence Theory

  • Grammatical Competence
  • Sociolinguistic Competence
  • Strategic Competence
  • Discourse Competence
• Three Principles in Developing Communicative Competence

  • CP or Communication Principle (Provide activities for students that push them use language in a communicative context)
  • TP or Task Principle (Provide real-life activities to complete or do)
  • MP or Meaningful Principle (Choose authentic and engaging activities that create meaning for students)
• In communication, one can do it orally, using voice articulation or written, using print. In oral communication, we consider the tone of voice, gestures, eye contact while in written communication, we consider the diction/ use of words or language and manner of writing
• Lesson II: First Language vs Second Language
• Language Acquisition


  The process by which humans acquire the capacity to perceive and comprehend language as well as to produce, use words and sentences to communicate
• Language Acquisition


  Allows us to use language intuitively, with less attention to grammatical rules
• Language Learning


  Offers a deep understanding of the language's structure, making it possible to comprehend and use more complex forms
• First Language


  The language used and learned by a person from birth until the critical period, the language used in the house
• Stages of First Language Acquisition

  • Cooing
  • Babbling
  • One-word utterances
  • Two-word utterances/Telegraphic Speech
  • Basic Adults sentence structure
• Telegraphic Speech


  Simply two-word sentences, such as "kitty tired" or "I hungry", developed by toddlers between 18-24 months, a big step towards understanding grammar
• First Language


  Comes to a person as an inheritance, legacy, or birthright, with no alternative, acquired subconsciously without conscious effort
• Second Language


  A language learned after learning the first language, requires effort, conscious will, and familiarization with form, vocabulary, pronunciation, functions, and rules, a personal choice requiring guidance and constant effort
• Foreign Language Setting


  Learning a language that is not generally spoken in the surrounding community
• Second Language Setting


  Learning a language that is spoken in the surrounding community
• Acquisition


  The gradual development of language skills involves naturally using it in communicative situations with language-knowing individuals
• Learning


  A deliberate process of acquiring knowledge about language features like pronunciation, vocabulary, and grammar
• Acquisition Barriers


  • Insufficient focus on the process
  • Insufficient Incentive
  • The "critical period" for language acquisition has passed
  • Affective Factors
• Native Language


  The first language a person has been exposed to from birth or within the critical period
• Foreign Language


  A language that is not an official language of, nor typically spoken in, a specific country
• Difference Between First Language Acquisition and Second Language Acquisition

  • First Language Acquisition (An instinct, triggered by birth, Very Rapid, Complete, Natural (no instruction), Informal)
  • Second Language Acquisition (A personal choice, required motivation, Varies, but never as quick as FLA, Never as a native speaker, though good competence can be achieved, Natural or guided, Formal)
• Micro Linguistics


  Looks at linguistic with a narrower view, the focus is more on the structures of the language system in itself and for itself
• Micro Linguistic Studies


  • Phonetics (the study of speech sounds)
  • Phonology (the study of the function of speech sounds in a language)
  • Morphology (the study of the construction and formation of words)
  • Syntax (the study of relationship between linguistic forms)
  • Semantics (the study of the relationship between linguistic forms and entities in the word)
  • Pragmatics (the study of the relationship between linguistic forms and the users of those forms)
• Macro Linguistics


  Looks at linguistics with a broader view, the focus is on the way languages are acquired, stored in the brain and used for various functions
• Macro Linguistic Studies


  • Psycholinguistics (the study of language and mind)
  • Sociolinguistics (the study of the relation between language and society)
  • Neurolinguistic (the study of language processing and language representation in the brain)
  • Discourse analysis (the study of how stretches of a language used in communication assume meaning, purpose, and unity of their users)
  • Computational linguistics (the application of linguistic theories and computational techniques to problems of natural language processing)
  • Applied linguistics (the field of the study that looks at how linguistics can help understand real-life problem in areas such as, psychology, sociology, and education)