Saville-Troike, M. (2005). Introducing
second language acquisition. New York:
Cambridge UP.
N99C0028 王淑鈴 Winni
N99C0003 向倍儀 Ellie
 Communicative
Competence
everything that a speaker needs to know in
order to communicate appropriately within
a particular community
people share knowledge of a common
language to at least some extent
Constructs
1.Knowledge of linguistic competence
2.Knowledge of specific components
＆levels of a language
3.Knowledge for appropriate use in
communicative activities
competence 實用
people must know in order to interpret
and convey meaning within
communicative situations
1.Knowledge account for the choices they
make
2.Constraints in using language in social
interaction
3.Effects their use of language
Pragmatic
1.Language use isn’t just as the production
of the other domains
2.Use plays an essential role in creation,
maintenance and change
Knowledge of L2 learners
1.General cognitive development ( he previously
acquired)
2.Prior social experience
3.L1 Acquisition
※ Adults with prior knowledge learn better than
children
advantages :
1.Expressing
2.Perceing writer/speaker intent
3.Fuifilling interactional and instrumental goals
of communication
1.learn
about other subjects
2.a tool in scholarly research
3.a medium in professional or
occupational field
Contact with others face-to –face
Ex: speaking
There is no necessary reason for
one type to proceed the other.
Literacy in L1 facilitates acquisition
of competence in L2 under
conditions of formal instruction
vocabulary(lexicon)
morphology(word
structure)
phonology(sound system)
syntax(grammar)
discourse(ways to connect sentences
＆organize information)
1.The most important level of L2
(academic ＆interpersonal competence)
2. Content words 實詞 : N, Adj, V, Adv
Function words 虛詞 : 連接詞,介係詞,冠詞
代名詞
3.idioms, metaphors, collocations
P139.
The
number of words
The degree of vocabulary knowledge
ability to “pick up” information from
contexts
Knowledge: p.141
1.Linguistic knowledge
2.World knowledge
3. Strategic knowledge
Derivation
morphology衍生構詞學: affix
1.compounding words
Ex: head-ache, wind-shield
2.creating new meanings
prefix: Ex: unhappy, impossible
suffix : Ex: teacher, worker
3.changing parts of speech
Ex: friendly, believable
Inflectional
morphology曲折構詞學
grammatical markers represent such
concepts as tense, number, gender……
Ex: kicked, coming, books
 Critical
period Hypothesis關鍵期
learners past the age of puberty are
unable to achieve native-like
pronunciation in any case—no matter how
much effort is spent on the learning task
 Phoneme音素(音韻學最小單位)
1.Which speech sounds are meaningful
components of phonological system
2.Bundles of distinctive features
 the
study of the rules for the formation of
grammatical sentences in a language.
 the study of the patterns of formation of
sentences and phrases from words.
1.order of elements
SVO: English, Chinese, French, Russian
SOV: Japanese, Turkish, Finnish
VSO: Irish, Welsh, Samoan
2.Degree of flexibility
Ex: German, Russian
p.147
 Linguistic elements at the level of discourse
function beyond the scope of a single sentence.
(p.150)

Microstructural discourse level

Macrostructural discourse level
l
 Microstructural discourse level
1. Sequential indicators
2. Logical connectors
3. Other device to create cohesion
 Macrostructural discourse level
1. particular genres(體裁)
2. Interactional strategies
(politeness, turn-taking)
->differ in different cultures
Sequential indicator:
Ex. First, we will consider………
Then,…… Next,…….. Finally,……..
Temporal sequence:
Ex. before-after,
yesterday-today-tomorrow
Spatial sequence:
 logical connector
1. cause-effect
(e.g. because; as a result; consequently)
2. contrast
(e.g. however; on the other hand)
3. addition of information
(e.g. furthermore; moreover)
 Cohesion
Types of cohesion in English
Reference相關性
Conjunction連接詞
Pronominal 代名詞
He, they
Additive 補充的
and, as well as
Demonstratives; articles
指示詞
This, that,
the
Adversative
反義詞
yet, but,
however
Comparatives 比較詞
same, other
Causal
so, it follows
Temporal
時間性的
Then, in the end
Continuative 持續性
的
of course,
anyway
Substitution替換詞
Nominal substitution
one, all
Verbal substitution
do, likewise
Clausal 子句substitution
so
Ellipsis省落詞
Nominal , Verbal, Clausal Ellipsis
Lexical 語詞的
Same item
Mushroom-mushroom
Synonym
同義詞
the ascent-the climb
Superordinate
A new Jaguar-the car
General item
the rafters-those things
Collocation
Boy-girl,north-south
Genres (體裁) “ conventionalized”約定成俗
1. Academic genres-research paper,
lectures, and book-review
2. Interpersonal genres-conversation,
service encounter, letters
- Contrastive
Rhetoric(對比修辭學)
“compare genre-specific conventions
in different languages and cultures.”

Receptive Activities
Reading
Listening

Productive Activities
Writing
Speaking
Receptive Processing
 Bottom-up
1. prior knowledge of the language
system( i.e. vocabulary, morphology,
syntax, and discourse structure)
2. interpretation of physical(graphic and
auditory) cue
Limitation: L2 learner’s language knowledge is
insufficient. Especial, for early stage learners .
 Top-down “compensate for linguistic limitation”,
“prior knowledge” “guess the meaning”
1. Content Knowledge
2. Context Knowledge
3. Culture Knowledge
Schemas
Content:
1. background knowledge about the topic.
2. might have studied in their L1
3. A scaffold for understanding and
integrating.
Context:
1. In a specific text or situation.
2. Understanding what the intentions are.
3. Prediction of what is likely to follow, and
how is likely to be organized.
Culture:
social dimensions
Receptive Processing
Beginning L2 reading
Some difficulties:
• different symbolic writing system (orthography)
(S-T p.157)
•Different forms and handwriting
•A new convention of punctuation
(ex. Thai and Lao, Chinese character)
Academic Reading
Grabe (1991)- fluent academic reading
1. Automatic recognition ability
2. Vocabulary and structural knowledge
3. Formal discourse structure knowledge
4. Content/ World background knowledge
5. Synthesis and evaluation processes
/strategies
6. Metacognitive knowledge and
comprehension monitoring
“Purposeful academic reading is possible
even during the beginning and
intermediate states of L2 learning”
“reading for different purposes does not
necessarily require the same level of
background linguistic knowledge
nor automaticity.”
Grabe (2002)
Grabe (2002)functions for reading in academic setting
1. Reading to find information- scan or search
text for a specific topic, word, or phrase
easy
Beginner
2. Reading for general understanding-get
Intermediate
the main ideas or some supporting ideas
3. Reading to learn-understand the main idea
and store meanings and supporting details
4. Reading to critique and evaluate
advanced
difficult
Academic Reading
Grabe (2002)- advanced reading
1. A large recognition vocabulary of basic
and subject-specific items.
2. Complex sentence structure, along with
punctuation conventions.
3. Organized features at sentence level –
which in focus, distinguish old and new
4. Organized features at discourse levelhow text are structure, how information is
organized
SQ3R
Survey-Skim the text for an overview of main
ideas
Question-ask question about what reader whish
to get out of the text.
Read-Read the text while looking for answers to
previously formulated questions
Recite-Reprocess the salient point of the text
through oral or written language
Review-Assess the important of what just read,
incorporate it into long-term associations
Classify Listening
Reciprocal- interpersonal interaction
Non-reciprocal- radio, TV, broadcast
General Listening-general gist of the message
Selective Listening- for important detail
Listening phenomena
Information Processing
Beginning L2 Listening
 segment the stream of speech into meaningful
units : words, phrase, clauses, sentences
Easier for them to understand:
• Know what the speaker will talk about
• Key words and phrases are as recognition vocabulary
• Speaker pause between parts of sentences
• Auditory message are supposed by visual image
•A reciprocal situation to seek repetition and clarification
Beginning L2 Listening
Interference:
• Poor signal quality (static or sound distortion)
• Background noise
• Any distraction of the listener’s attention
• Affective features such as anxiety
• Speaker pronunciation
Academic Listening
1. A large recognition vocabulary of basic and
subject-specific items.
2. Complex sentence structure, along with
punctuation conventions.
3. Organized features at sentence level –
which in focus, distinguish old and new
4. Organized features at discourse level
 Speakers’ different accent is a challenge for
comprehension
Productive Processing
 Bottom-up
Use prior knowledge of the language
system( i.e. vocabulary, morphology,
syntax, and discourse structure)—
• Access words
• Combine them into phrase, clauses……
Top-down
1.Content Knowledge-writer or speaker
wishes to communicate
1.Context Knowledge- what should (or
should not) be written or said
2.Culture Knowledge-convention for lg use
Writing
 Academic and interpersonal function
The meaningful language output facilitate SLA
1. Generating input
2. Enhancing fluency
3. Helping learners notice gaps in their own knowledge
-- give more attention to relevant information
4. Opportunity for monitoring and revision
5. Providing opportunity for others to comment
on problem and give corrective feedback
Beginning L2 Writing
 different orthographic system- extensive practice
 begin with low-level task
(1) copying, tracing over
(2) words or phrases that recognize by sight
(3) recording graphically something they hear
 Vocabulary Knowledge
 Transfer of effective language-specific writing process
 Give learner a model to follow  “plagiarism”
Academic Writing
 Effective academic writing
1) Considerable knowledge of linguistic elementvocabulary, morphology and syntax
2) Mechanics of orthographic representation and
punctuation
3) Conventions related to style and organization
4) Relatively formal register
5) Accuracy in production
Speaking
•Important for interpersonal purpose
•Involved in bottom-up and top-down processing
(1) bottom-up: appropriate vocabulary, feature of
pronunciation, grammatical pattern,
discourse structure
(2) top-down: (A) content knowledge about the topic
(B) microsocial context- speaker role
and relationship to addresses,
appropriate conditions
(C) macrosocial context
Speech Act 語言行為
an utterance as a functional unit in communication
ex. Request something, apologize, promise, deny,
express emotion, compliment, complain……
1)Locutionary meaning (言內意義)- literal meaning
2)Illocutionary force (言外意義) – the effect
the speaker wants the utterance to have on
listener.
Ex. I am thirsty
Pragmatic(語用學) competence
-- knowing when to deploy speech act
Communicative Competence
•Knowledge of conversational structure
(1) cultural difference
(2) back-channel signal =feedback
(3) adjacency pair (鄰對)
•Knowledge of contextualization cue
(1) selection of vocabulary and pronunciation
(2) prosody (intonation and stress)
(3) rhythmic pattern (pause and stop)
•Knowledge of communication strategies
Communication Strategies
Elaine Tarone (1977)
Typology of communication strategies
1. Avoidance
(a) Topic avoidance
Avoiding reference to a subject for which
the learner lacks necessary vocabulary
(b) Message abandonment Giving up on a topic because it is too
difficult to talk about
2. Paraphrase
(a) Approximation
Using a word that is not correct, but
that refers to a similar subject
(b) Word coinage
Making up a new word or phrase to
describe an object and event
(c) Circumlocution
Describing an object or event instead of
using an appropriate vocabulary item
3. Conscious transfer
(a) Literal translation
Translating word for word from the L1
(b) Language switch
Inserting L1 words or phrases into L2
4. Appeal for assistance
5. Mime
Using gesture or other nonverbal mean
Thanks for listening!