Acquiring Knowledge for L2 Use

and
Popular Ideas About Language
Learning Revisited
By:
Ayu Septiana Putri A.
Muhammad Anwari
Nurul Masyita Rery
Qonita Naylilhusna
Wahyu
Weny Anita F.
Competence and use

Culture
knowledge

Language
context Context
knowledge

Language
use
Academic vs interpersonal
competence
L1 competence
• Involves the broad knowledge which people
need to communicate appropriately for many
purposes within their native language community.

L2 competence
• Often serves much more limited range of needs
than first language depending on the situation.
Priorities for L2 use

• Includes the knowledge needed by learners

Academic
who want to use L2 primarily to learn about
the other subjects.

competence
• Focuses on specific vocabulary of the
certain field of subject.
• Reading, listening, and writing.

• Includes knowledge required of learners who

Interpersonal
plan to use L2 primarily in face-to-face
contact with other speakers.

competence
• Focuses on participating in face-to-face
interaction.
• Speaking and listening.
 Vocabulary
The most important Academic
Vocabulary thing to develop in competence Broader scope of
learning L2 communicative
Interpersonal competence
competence

That, this, to, of,

Core Function for, but, I, You, and
vocabulary words so on.
 Modifiers such as
Academic analytical, explanatory,
context and implicit, data,
hypothesis, and
correlation.

Beginning Encounter subject-

students in a specific terms along
field (L1 or L2) with the concept they
represent.

Learning L2 labels for

Technological or scientific terms
Advanced L2 concept they may
tend to be borrowed from one
students have already acquired
language to another.
in L1.

Can contain unexpected trap for

the learners
 Affective Beyond common
(interactional)purpos greetings, leave-
Interpersonal context
es and task-oriented takings, invitations,
(transactional) warnings

Regional differences
Idioms, metaphors, and other multiple might be the greatest at
word combination are considered as the informal interaction
holistic units that are seldom taught in level, and least at more
language lessons. formal and more
academic levels.
 Vocabulary Depends on the
knowledge is learners’ ability to pick
acquired to up the information
different from the context
degrees

Linguistics knowledge

Types of knowledge
in the use of context
for vocabulary wolrd knowledge
learning

Strategic knowledge
discourse

Microstructural
discourse
Sequential indicators

Logical connectors macro

- Language form
Devices to create cohesion
-
Macrostructural
Communicative
discourse
Genres situations

micro
Interactional strategies
 Phrases
Clauses

Written
or
Spoken

Sequential indicators
 Example

 First, we will consider an overall characterization of

communicative
competence. Then, we will distinguish between knowledge
that is
required for academic versus interpersonal functions. Next,
we will
categorize and prioritize areas of knowledge according to
traditional
levels of language. Finally, we will explore aspects of
communicative
competence in relation to activity type.
 Case-effect

contrast

Addition
information

Logical connectors
 Logical
connectors
 References • Conjunction
 Pronominals : he, they • Additive : and, as well as
 Demonstrative : this, the • Adversative : yet, but, however
 Comparative; articles : same, other • Causal : so, it follows
 Substitutes • Temporal : then, in the end

 Nominal : one, all • Continuative : of course, anyway

• Intonation
 Verbal : do, likewise
 Clausal substitutes : so • Lexical
 Ellipsis • Same item : mushroom-mushroom

 Nominal : (omissions at subsequent • Synonym or near synonym : the ascent-

mention) the climb
 Verbal • Superordinate : a new jaguar-the car

 Clausal • General item : the rafters-those thing

• Collocation : boy-girl, north-south
Example
 Students who acquire second languages do so1 in many social contexts.
For example, they2 may learn L2s3 in formal classrooms, or [ ]4 in informal
interaction with native speakers. Language learners5 may profit from either
setting6, but7 of course8 not all9 will have equal success. In the end10,
motivation as well as11 aptitude and12 opportunity is a critical variable13
1 Substitution for acquire second languages 7 Adversative
2 Pronominal reference for students who acquire second 8 Continuative
languages 9 Substitution of quantifier for elided language learners
3 Synonym for acquire second languages 10 Temporal
4 Ellipsis for they may learn L2s 11 Additive
5 Synonym for students who acquire second languages
12 Additive
6 Substitution for formal classrooms and informal interaction
13 Superordinate for motivation, aptitude, and opportunity
Receptive activities

Comprehension of written and spoken language involves by Bottom-

up & top-down processing.
Bottom-up processing : prior knowledge of language and
interpretation of physical
Top-down processing : prior knowledge of content, context, culture
 TOP-DOWN

Culture
knowledge

Content Content

TEXT

Vocabular Discourse
Morphology Phonology Syntax
y Structure

TOP-DOWN
reading

Academic Getting
Reading
competence along
Academic reading
Automatic recognition ability

Vocabulary and structural knowledge

Formal discourse structure knowledge

Content/world background knowledge

Synthesis and evaluation processes/strategies

Metacognitive knowledge and comprehension monitoring

Beginning l2 reading
 Writing
model
Vocabulary
knowledge

Adding
ability
 Functionalism

Linguistic
approache
s to SLA
Social
Approac
h Psychologic
al Approach
 Knowledge of
conversational
structure

Knowledge of
contextualization cues

Knowledge of
communication
strategies
Typology of communication strategies
1. Avoidance
a. Topic Choosing conversational topics which are understandable
Avoidance by speaking members
b. Message
Leaving topics that are too difficult to discuss
Abandonment
2. Paraphrase
a. Approximation Accommodating the meaning with similar words
b. Word Coinage Making up a new word to address what is being discussed
c. Describing the conversational object and avoiding using a
Circumlocution specific term
3. Conscious Transfer
a. Literal
Understanding word by word
Translation
b. Language
Inserting L1 term while speaking in L2
Switch
Practicing with native L2 speakers, picking up common
4. Appeal for
words used in communication from dictionary, consulting