COMMUNICATIVE COMPETENCE

HI EVERYONE... I AM GONNA SUMMARIZE THE TOPIC WE HAVE LEARNED YESTERDAY I HOPE IT WILL BE BENEFICIAL :))
Firstly we have make difference between ''competence'' and ''performance''

competence: capacity
performance: usage

• competence is more greater than performance

COMPONENTS of COMMUNICATIVE COMPETENCE

1) GRAMMATICAL COMPETENCE: Understanding the skills and knowledge necessary to speak write accurately. Grammatical competence includes:

-vocabulary

-word formation

-meaning

-sentence formation

-pronunciation

spelling

2) SOCIOLINGUISTIC COMPETENCE: Knowing how to produce and understand the language in different sociolinguistic context, taking into consideration such factors as:

-the status of the participants

-the purpose of the interaction 

-the norms or convention of the interaction.

3)DISCOURSE COMPETENCE: The ability to combine and connect utterances (spoken) and sentences (written) into a meaningful whole. Discourse ranges from a simple spoken conversation to long written texts.

4)STRATEGIC COMPETENCE: The use of both verbal and non verbal language to meet communicative goals. Speakers use strategic competence to:

-compensate for breakdowns in communication, example; the speaker is forced to paraphrase or gesture when he she doesn't know a term and convey the idea.

-make communication more effective; example a speaker raises or lowers the voice for effect.

COMPETENCE VS PERFORMANCE

Chomsky(1965): competence is mental representations of linguistic rules that constitute grammar.

This internal grammar is implicit rather than explicit. It is evident in the intuitions about the grammatically of sentences.

-performance S the use of this grammar in the comprehension and production of the language.

-communicative competence enables the speaker to convey and interpret messages and to negotiate meanings interpersonally  within specific contexts.

-language  occurs in social interaction. It is used for a purpose such as persuading,commanding, and establishing social relationship.

-instead of specific knowledge of grammatical forms the competent speaker knows when where and how to use language appropriately.

KRASHEN'S FIVE HYPOTHESES for SECOND LANGUAGE ACQUISITION

HELLO LADIES AND GENTLEMAN HOW ARE YOU:)) I AM FINE THANK YOU ...
TODAY ALSO I WANNA SHARE THE IMPORTANT POINT IN LANGUAGE ACQUISITION LETS STARTTT:))

1)The Acquisition Learning Hypotheses two independent ways of developing language ability:

Language Acquisition: a subconscious process; occurs naturally both children and adults can subconsciously acquire languages.

Language Learning: a conscious process;occurs at school includes rules and grammar of language.

2) The Natural Order Hypothesis states:

• we acquire parts of a language in a predictable order. Some grammatical items tend to come earlier in the acquisition process than others.
• For example the ing progressive is acquired fairly early in first language acquisition while third person singular -s- is acquired later.

3) The Monitor Hypothesis explains how acquisition and learning are used.

• language is normally produced using our linguistic competence.
• conscious learning has only one function.... as the ''monitor'' or ''editor''
• after we produce some language using the acquired system, we sometimes inspect it and use our learned system to correct errors.
• this can happen internally before we actually speak or write,or as a self correction after we produce the written or spoken text.

4) Comprehensible Input Hypothesis: More comprehensible input results in more acquisition.

5) The Affective Filter Hypotheses states:

• affective variables do not impact language acquisition directly but can prevent input from reaching LAD.
• The LAD is the part of the brain that is responsible for language acquisition.

MY DEAR FRIENDS AS YOU SEE I TRIED TO EXPLAIN KRASHEN'S FIVE HYPOTHESIS FOR SECOND LANGUAGE ACQUISITION I HOPE WE WILL SEE YOU AGAIN. 

PREZI PRESENTATION ABOUT GRAMMAR TRANSLATION METHOD

http://prezi.com/ctpzwakrqntw/?utm_campaign=share&utm_medium=copy&rc=ex0share

MY PREZI PRESENTATION ABOUT HEARING AND LISTENING

It is the link :))  http://prezi.com/lvcwayj6lka2/?utm_campaign=share&u

SPECIAL TEACHING METHODS/PRACTICE

GOOD EVENING FOR EVERYONE :)) TODAY ALSO A NEW TOPIC FOR YOU THAT I WILL SHARE WITH YOU. AS YOU KNOW THIS TERM WE HAVE ''SPECIAL TEACHING METHODS'' CLASS AFTER THE VISAS OUR FIRST UNIT IS ''PRACTICE'' LET ME SHARE WITH YOU WHAT WE LEARNED...

1)ORAL PRACTICE:Drills are usually very controlled and therefore they have limited potential. Because they are fairly repetitive and not very creative they should not be used for too long or too frequently. However they do give students the opportunity for safe practice accuracy can be focused on as the students get a chance to rehearse language. In the following examples the first three concentrate on practicing question forms whilst the fourth looks at a way of making drills a bit more fun.  

a) four phase drills: four phase drills are so called because there are four phases or stages Q-A-Q-A. The reason why four is in brackets is of course because we can also have six or eight-phase-phase drills or any number for that matter although for seems to be the most usable. The students are encouraged to ask a question and on the basis of the answer follow it up with another question for eample;

A: Is john English
B: No he isn't.
A: Where is he from, then?
B: He is Australian.

b) mixed question and answer drills: the difference between mixed question and answer drills is that the former have more questions than the latter and they can be  asked in any order. In the following example the teacher works with the whole class who see the following wall picture.
Students are then put in pairs to work with similar pictures and they might use the answers to write short paragraphs for example Jean Paul is from Paris.

c)talking about frequency of activities: In this drill students work with a specially prepared set of flashcards. The cards show various activities taking place. Students are put in groups of four and set of flashcards is placed in front of them face downwards.

    THESE ARE THE WHAT WE LEARNED TODAY IN SPECIAL TEACHING METHODS CLASS MY POSTS WILL BE GO ON NEXT GOOD NIGHT FOR EVERYONE...

LANGUAGE AND THE BRAIN

HI EVERYONE HOW ARE YOU MY DEAR FRIENDS?? I KNOW YOU ARE FINE;) LIKE ALWAYS TODAY I AM GONNA TELL WHAT WE DID IN OUR CLASS WE DID TYPICAL THINGS IN OUR FIRST CLASS WAS LINGUISTICS we moved on a new topic after the visas unfortunately our grades are not high because of the second term's new subjects while the our grades are explaining our morale goes down... anyway I hope we will be better lets start:))

NEUROLINGUISTICS: The study of the relationship between language and the brain is called ''neurolinguistics''

LANGUAGE AREAS IN BRAIN :

1)  BROCA'S AREA

2)WERNICKE'S AREA

3)THE MOTOR CORTEX

4)ARCUATE FASCICULUS

BROCA'S AREA: The part shown as in the illustration is technically described as the ''anterior'' speech cortex or more usually as Broca's Area. Paul Broca a French surgeon reported in the 1860s that damage to this specific part of the brain was related to extreme difficulty in producing speech . BRIEFLY THIS PART OF THE BRAIN IS RESPONSIBLE FOR PRODUCTION OF THE SPEECH. 

WERNICKE'S AREA: The part shown as in the illustration is the ''posterior speech'' cortex or Wernicke's area. THIS PART OF THE BRAIN IS RESPONSIBLE FOR THE UNDERSTANDING IF THE LANGUAGE.

THE MOTOR CORTEX AND THE ARCUATE FASCICULUS: The part shown as in the illustration is a bundle of nerve fibers called ''arcuate fasciculus''  THIS PART OF THE BRAIN IS RESPONSIBLE FOR MAKING CRUCIAL CONNECTION BETWEEN WENICKE'S AND BROCA'S AREA.

for today that's all I WANT YOU TO WATCH THESE VIDEOS TO MAKE STH CONCRETE

1-Language and the brain: Aphasia and split-brain patients
 

2-The Brain - Language and speech, broca´s and wernicke´s area

FIRST LANGUAGE ACQUISITION

MY DEAR FRIENDS THIS TERM WE HAVE A LANGUAGE ACQUISITION CLASS DON'T WORRY BUT I WANT YOU TO REMEMBER THIS LESSON IT IS not so easy but we know that if we work on that we can achieve lets start with some basic knowledge about it.

FIRST LANGUAGE ACQUISITION THEORIES

I - INTRODUCTION

First language acquisition theories are expected to answer such questions as:

a- WHAT do children learn when they acquire their first language?

b- HOW do they learn what they learn? For example, how do they determine what words mean, or how to produce grammatical utterances they have never heard before?

c- WHY do they learn (a) language?

Do they learn it:

-because their parents or adults teach it to them?

- because they are genetically programmed to acquire a language?

- because it is just there, thus they can't help learning it?

-in the service of some need to communicate with others and to meet their needs through language?

- because their mental productivity forces them to emit their production so that others may know it and because the same productivity forces them to have insight what others emit?

Gleason and Ratner (1998) argue that theories which attempt to explain first language acquisition must account for some facts about the phenomenon.

1- Children learn language rapidly. In only a few years, they progress from no language comprehension or production to almost adult capacity.

2- Across languages, some systematic regularities exist in what children learn both early and late, as well as some differences that require explanation.

3- There are systematic errors in children's language production. (e.g We holded the baby rabbit.)

4- There is a predictable sequence of acquisition of linguistic components. (e.g.1 Concrete nouns are acquired before abstract nouns. e.g 2 Young children respond more rapidly to relative clauses formed on the subjects than on objects. Keenan and Comrie, 1977)

5- Every average (even those who are retarded) child learns the language s/he is exposed to. Children who are not exposed to a language, for some reasons, have developed a language which abides with UG principles.

Two poles in the explanation of language acquisition

At the one pole, there are scholars who claim that language acquisition/production is a learned behavior which is not different from general learning system and that parents teach language to their children.

At the other pole, there are scholars who assume that language is innate, that there are universal principles which govern language acquisition which are prewired at birth.

There are many dimensions in language acquisition theories which are derived from these two poles.

Nature or Nurture

Is language innate in the sense that it is encoded on the genes of human beings or is it learned/taught through interaction with the environment?

Continuity or Discontinuity?

Is language development continuous without any transitions and stages or does it occur in discernable stages?

Universal competence or Individual variation?

Do all normal speakers of a language share the same linguistic knowledge? Does individual knowledge vary greatly? Do all the children acquire language in the same way or is each child unique in language acquisition?

Structure or Function?

Should researchers who study language concentrate on the grammar of the language or the ways children use it in various situations?

Autonomy or Dependency?

Is language a separate faculty of human mind which works according to its own principles or is it a subordinate part of general human cognition?

Rules or Associations?

Is a child who is acquiring a language internalizing a set of abstract cognitive principles or is s/he learning language as a set of connections?

First Language Acquisition Theories	Theoretician(s)	Development, Hypotheses and assumptions
Behaviorist/Learning Theory	Watson (Psychologist) Pavlov B.F. Skinner Albert Bandura Charles Osgood	Watson(1913), behavior could be explained in terms of observable acts that could be described by stimulus-response sequences Hypothesis: Language is acquired according to the general laws of learning and is similar to any other learned behavior. Classical conditioning Operant conditioning Social learning (There is a mediator between the stimulus and response: the human mind. Osgood's mediation theory (though Osgood places his theory in the behavioristic paradigm, his theory is based partly on cognitivism and innativism for a number of reasons) Pitfalls:  Novel utterances which have never been heard by children Lacking of some categories in production (e.g function words) No explanation for the logical problem of first language acquisition.
Linguistic/Innatist Theory	Psammetichus Lenneberg(critical period hypothesis) Chomsky Goldin-Meadow (deaf children's developing language) Bickerton (pidgin--creaole) Lightfoot	Hypothesis: Many aspects of language development are preprogrammed in the individual and a child does not require explicit teaching or experience in order to acquire language. (Not "a" language)  Language is autonomous (Modular) There are Universal Principles (UG) which any natural human language obeys. LAD Evidence for the hypothesis Studies with deaf  Pidgin -- > creole studies deficiency of input (Lightfoot) Negative evidence and correction
Cognitive Theory	Piaget (1970s)	Hypothesis: Language is a subordinate part of cognitive development. Object permanence Children develop in many ways simultaneously Children learn the world around them first (Language is mapped onto an individual's set of prior cognitive structures, and the principles of language are no different from other cognitive principles.) Temporal development Counter evidence: Children whose sensory-motor developments are not completed were able to learn language. (p. 385)
Social Interactionist Theory	Bruner  Gleason	Hypothesis: Language is learned through active interaction between the child and the environment. Language learning is a process of socializaton. CDS--> bootstrapping LAD exists, but No critical period LASS (Language Acquisition Socialization System)  Watching TV or listening to  the radio Children are not little grammarians, motivated to decode the syntax of the language around them through the operation of their LAD, but social beings who acquire language in the service of their needs to communicate with others. Marriage of Chomsky's LAD and Bruner's LASS.
Connectionist Models	McClelland Rumelhart	Hypothesis: Language is built through connections, but not rules. (Post-behaviorist theory)  meaning of words (bottle-->milk) PDP (Parallel Distributed Processing) Sufficient exposure Connectionist theories model language acquisition at the neural level. (acquisition of inflectional system)

AUDIO

HI EVERYONE how are you today I hear your voice you are fineee:)) And I am fine too because of the weather forecast most of us ill in my class so I have a flu I hope it will end soon you know that when you have a flu your voice change and my voice is funny now anyway it is time to learn today we are gonna talk about audio in our material development class we learnt new thing if you let me I wanna share them with you our dear teacher gives notes but in the class I take notes for repeating at home.

AUDIO:  Audio is sound within the acoustic range available to humans. In other words audio is sth about hearing.

• Hearing is a physiological process.
• listening is a psychological process.
• Hearing is foundation of listening.
• Hearing and listening are also teaching and learning process.

***WHEN YOU GET OLDER YOUR HEARING GETS WEAKER.

LISTENING: Begins with someone's awareness of attention to sounds or speech patterns receiving proceeds through identification and recognition of specific auditory signals(decoding) and ends in comprehension(understanding)

HEARING&LISTENING PROCESS

Encoding: Communication losses due to sender's lack of skills in expressing the idea.

Hearing:  Communication losses due to masking auditory fatigue hearing and impairments.

Listening: Communication losses due to receiver's lack of listening skills.

Decoding: Communication losses due to receiver's lack of skills in comprehending the idea.

DEVELOPING LISTENING SKILLS

• Guide listening 
• Give directions
• Ask students to listen for main ideas details or inferences.
• Use context in listening.
• Analyze the structure of a presentation.
• Distinguish between relevant and irrelevant information.

ADVANTAGES OF CASSETTE TAPE

• easy to record
• easy to erase
• easy to store
• not easy to damage

ADVANTAGES OF AUDIO

• portable and inexpensive
• readily available and simple to use
• reproducible and repeatable 
• ideal for teaching foreign language
• stimulating
• easy to lesson preparation
• selection easy to locate

INTEGRATION 

Teachers can use Audio Media in all phase of instruction from introduction of a topic to evaluation of student learning.Students can use audio tape to prepare their class presentations and to learn foreign language.

VIDEO : Latin word video means I see. Video is sequence of moving images that are sent  in compressed form electronically. It is a recording of both the video and audio components especially one containing a record.

To His Coy Mistress

BY ANDREW MARVELL

Had we but world enough and time,

This coyness, lady, were no crime.

We would sit down, and think which way

To walk, and pass our long love’s day.

Thou by the Indian Ganges’ side

Shouldst rubies find; I by the tide

Of Humber would complain. I would

Love you ten years before the flood,

And you should, if you please, refuse

Till the conversion of the Jews.

My vegetable love should grow

Vaster than empires and more slow;

An hundred years should go to praise

Thine eyes, and on thy forehead gaze;

Two hundred to adore each breast,

But thirty thousand to the rest;

An age at least to every part,

And the last age should show your heart.

For, lady, you deserve this state,

Nor would I love at lower rate.

       But at my back I always hear

Time’s wingèd chariot hurrying near;

And yonder all before us lie

Deserts of vast eternity.

Thy beauty shall no more be found;

Nor, in thy marble vault, shall sound

My echoing song; then worms shall try

That long-preserved virginity,

And your quaint honour turn to dust,

And into ashes all my lust;

The grave’s a fine and private place,

But none, I think, do there embrace.

       Now therefore, while the youthful hue

Sits on thy skin like morning dew,

And while thy willing soul transpires

At every pore with instant fires,

Now let us sport us while we may,

And now, like amorous birds of prey,

Rather at once our time devour

Than languish in his slow-chapped power.

Let us roll all our strength and all

Our sweetness up into one ball,

And tear our pleasures with rough strife

Through the iron gates of life:

Thus, though we cannot make our sun

Stand still, yet we will make him run.

Charles I of England

Charles I (19 November 1600 – 30 January 1649^[a]) was monarch of the three kingdoms 

of England, Scotland, and Ireland from 27 March 1625 until his execution in 1649.

Charles was the second son of King James VI of Scotland, but after his father inherited the English throne in 1603, he moved to England, where he spent much of the rest of his life. He became heir apparent to the English, Irish and Scottish thrones on the death of his elder brother, Henry Frederick, Prince of Wales, in 1612. An unsuccessful and unpopular attempt to marry him to aSpanish Habsburg princess culminated in an eight-month visit to Spain in 1623 that demonstrated the futility of the marriage negotiations. Two years later he married the Bourbon princess Henrietta Maria of France instead.

After his succession, Charles quarrelled with the Parliament of England, which sought to curb his royal prerogative. Charles believed in the divine right of kings and thought he could govern according to his own conscience. Many of his subjects opposed his policies, in particular the levying of taxes without parliamentary consent, and perceived his actions as those of a tyrannicalabsolute monarch. His religious policies, coupled with his marriage to a Roman Catholic, generated the antipathy and mistrust ofreformed groups such as the Puritans and Calvinists, who thought his views too Catholic. He supported high church ecclesiastics, such as Richard Montagu and William Laud, and failed to successfully aid Protestant forces during the Thirty Years' War. His attempts to force the Church of Scotland to adopt high Anglican practices led to the Bishops' Wars, strengthened the position of the English and Scottish parliaments and helped precipitate his own downfall.

From 1642, Charles fought the armies of the English and Scottish parliaments in the English Civil War. After his defeat in 1645, he surrendered to a Scottish force that eventually handed him over to the English Parliament. Charles refused to accept his captors' demands for a constitutional monarchy, and temporarily escaped captivity in November 1647. Re-imprisoned on the Isle of Wight, Charles forged an alliance with Scotland, but by the end of 1648 Oliver Cromwell's New Model Army had consolidated its control over England. Charles was tried, convicted, and executed for high treason in January 1649. The monarchy was abolished and a republic called the Commonwealth of England was declared. In 1660, the English Interregnum ended when the monarchy wasrestored to Charles's son, Charles II

CAVALIER POETRY

Cavalier poets lived in the 17th century, and were loyal to King Charles I. In this lesson, we will take a look at the Cavalier poets and their style. We will also analyze how Cavalier poetry differed from metaphysical poetry, which was popular during the 17th century as well.

Definition

The Cavalier poets, members of the aristocracy, wrote in the 17th century, and supported King Charles I, who was later executed as a result of a civil war. They were known as Royalists. Cavalier poetry is straightforward, yet refined. Many of the poems centered around sensual, romantic love and also the idea of carpe diem, which means to 'seize the day.' To the Cavalier poet, enjoying life was far more important than following moral codes. They lived for the moment.

Cavalier poetry mirrored the attitudes of courtiers. The meaning of cavalier is ' (s)howing arrogant or offhand disregard; dismissive' or 'carefree and nonchalant; jaunty.' This describes the attitude of Cavalier poets.

Characteristics

Some of the most prominent Cavalier poets were Thomas Carew, Richard Lovelace, Robert Herrick, and John Suckling. They emulated Ben Jonson, a contemporary of Shakespeare. These poets opposed metaphysical poetry, such as that of John Donne. While poets like John Donne wrote with a spiritual, scientific, and moral focus, the Cavalier poets concentrated on the pleasures of the moment. Metaphysical poets also wrote in figurative, lofty language, while the Cavaliers were simple, being more apt to say what they meant in clear terms. The Cavalier poet wrote short, refined verses, and the tone of Cavalier poetry was generally easy-going.

Examples

We will examine stanzas from the above four poets and analyze their themes. Let's think about how these themes fit into the above definition and descriptions of Cavalier poetry.

The first poet, Thomas Carew, wrote about the rejection of one young woman, Celia, whom he refuses to pursue further. Here is the first and last stanza of his poem entitled 'Disdain Returned.'

Stanza One:

'He that loves a rosy cheek,

Or a coral lip admires,

Or from starlike eyes doth seek

Fuel to maintain his fires;

As old Time makes these decay,

So his flames must waste away.

Stanza Two:

'No tears, Celia, now shall win

My resolved heart to return;

I have searched thy soul within,

And find naught but pride and scorn;

I have learned thy arts, and now

Can disdain as much as thou.

Some power, in my revenge convey

That love to her I cast away.'

It almost seems that Carew has a 'na,na,na,na,na,' attitude here. 'It serves you right!' he seems to say to Celia. If she can reject him, then he will also reject her! No matter how much she might cry and ask for him to change his mind, he remains resolute. This fits the Cavalier poet's mindset. At this moment, Carew dislikes Celia, but tomorrow he may very well change his mind.

Richard Lovelace

Once briefly imprisoned during the civil war, Lovelace wrote 'To Althea from Prison.' Here is one stanza:

'When Love with unconfinèd wings

Hovers within my Gates,

And my divine Althea brings

To whisper at the Grates;

When I lie tangled in her hair,

And fettered to her eye,

The Gods that wanton in the Air,

Know no such Liberty.'

Although Lovelace seems a little syrupy in this poem, he is writing from his feelings of the moment, and there is definitely a sensual element to this poem. His lover visits him in prison, and he 'lie(s) tangled in her hair.' He feels free in spite of his imprisonment.

AFTER THE EXAMS:))

Hello my dear friends after a long time fortunately we are together I hope all of you are fine ...For five days we had exams and I should remember that before the exams we were preparing for that so I couldn't write anything to you you are gonna ask me that how were the exams...they were not bad I hope everyone will get what they hope .After this relaxation,we will be focus on the our lessons,assignments etc before to share something today I will study Cavalier Poetry see youuuu my dear friends.