Applied Linguistics: The teaching

practice
Montse Irun
mirun@dal.udl.cat
Basic SLA theory
Learners make hypotheses about how languages work.
Parents tend to focus on meaning.
High IQ learners are not more successful.
Motivation is an asset.
Early age is not a variable except for pronunciation.
Errors are produced by overgeneralizations more than
interference from L1.

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Basic SLA theory
Language learning is not linear.
Certain structures are acquired before others.
Developmental errors are part of the learning process.
Materials should be varied.
Learners do not learn their mates mistakes.
Learners learn things they havent been taught.


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Why communication?
Language is a dynamic resource for the creation of
meaning.




Communication is our aim in foreign language teaching.

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Features of communication

1.- Language is a means; only rarely is it also the end.
2.- In communication, there are no display questions.
3.- In communication, the teacher-role and the
student-role are infrequent.
4.- Communication is purposeful and the purpose is
seldom linguistic.
5.- Success is measured in the extent to which the
purpose is efficiently fulfilled.


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Features of communication


6.- Communication is embedded in a context and
depends in part on that context (layout, visuals,
gestures, etc.).
7.- Communication depends on presuppositions and
predispositions.
8.- Conditions and means are never perfect but
communication does not break for lack of a word, for
noise, etc.
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Features of communication
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9.- In communication no one specifies the structures to
be used.
10.- In communication, no one explains the meaning of
the words before using them.
11.- In spoken communication, there is a very wide range
of accents and speeds, and there is a limit to which these
can be simplified.
12.- Normal conversation does not stick to one topic but
rather moves unpredictably from one thing to another.

Components of Communicative Competence
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Grammatical competence
Sociolinguistic competence
Discursive competence
Strategic competence
(Canale, M. & Swain, M 1980)
Sociocultural competence

Characteristics of communicative activities

communicative purpose
communicative desire
content (what) not form
variety of language
no teacher intervention
no materials control
(Rod Ellis)

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Is this activity communicative?
Look at these two pictures. What do they like doing in
their free time?







Sarah Zach
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Is this activity communicative?
Role play: Choose either A or B

A invites B
B thanks A
A asks for an explanation
B gives a justification
A insists
B answers the way he/she decides.

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Language practice Communication
Speaking
Correcting exercises
orally
Expressing an opinion
Listening
Listening to this and try
to understand
everything
Listening to the news
Writing
Writing the questions
to these answers
Writing an e-mail to
your friend
Reading
Reading a text in order
to answer the questions
that follow
Reading about your
favourite actor
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Four conditions for language learning
Exposure to input.
Attention focused
Do something with it
Comprehensible
Authentic
Interesting
Production of output
What kind?
Memorization
How?
Motivation
Types

Instruction hastens the process (communicative activities)
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Motivation

Wanting to do something.
Having a positive attitude towards it.




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Types of motivation
Instrumental
(functional)
Integrative
(culture)
Extrinsic
motivation
Achievement
(success)
Task (task)
Intrinsic
motivation
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The end
mirun@dal.udl.cat
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