grammatical competence)에 국한
Hymes(1972)
Competence: ‘communicative competence’로 확대
-> the rules of grammar + the rules of use (appropriateness)
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Example: p. 25-26
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I. Communicative Competence
Canale & Swain (1985): 제2언어 교육관점에서 ‘communicative competence’를 정의
Components of ‘Communicative Competence’
Grammatical competence
Discourse competence
Socio
Visual cortex (striate, extrastriate cortex) → Angular gyrus → Wernicke ’s area → Broca ’s area → Motor cortical area → Speech
실어증
왼쪽 대뇌반구에 존재하는 뇌의 언어영역의 손상으로 인한 후천적인 언어장애
말을 하기 위해 사용하는 언어와 관련된 모든 방법이나 특정영역의 손실을 의미
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실어증(aphasia)은 뇌의 언
New grammatical terminology
“Past continuous” (Form-focused instruction)
Teacher’s repetition of question
Verbal scaffolds
Meaning to Form-focused instruction
”I have a question”: Student’s initiation
T : Andy kept pointing toward the fridge with a hopeful expression. Do you know what hopeful expression is? What is hopeful expression?
S : Helpful.
T : Helpful? Helpful
New grammatical terminology
“Past continuous” (Form-focused instruction)
Teacher’s repetition of question
Verbal scaffolds
Meaning to Form-focused instruction
”I have a question”: Student’s initiation
T : Andy kept pointing toward the fridge with a hopeful expression. Do you know what hopeful expression is? What is hopeful expression?
S : Helpful.
T : Helpful? Helpful an
grammatical) system
▶ focuses on oral language
Objectives
Short-range Objectives
Training in listening comprehension, accurate pronunciation,
recognition of speech symbols as graphic signs on the printed
page, and ability to reproduce these symbols in writing
Long-range Objectives
Must be language as the native speaker uses it
There must be some knowledge of a second lan