Linguistics: Competence and Performance in L2 Learning - Prof. Bustos, Ejercicios de Derecho

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LINGUISTICS Title Derlys Yurley Ruiz Torres Corporación Universitaria del Caribe – CECAR Faculty of Humanities and Education Bachelor in English Linguistics Distance mode Sincelejo (Sucre) 2022

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• 1. First workshop......................................................................................................................................... Table of Contents
  • 1.1 First point...........................................................................................................................................
  • 1.2 First
• 2. Point two.................................................................................................................................................
• 3. Point three...............................................................................................................................................
• 4. Point four.................................................................................................................................................
• 5. Point five..................................................................................................................................................
• 6. Point six...................................................................................................................................................
• 7. Point seven..............................................................................................................................................
• 8. Point eight...............................................................................................................................................
• Bibliographic References...........................................................................................................................

LINGUISTICS The conclusion is that the relationship between teaching/learning in the classroom of the grammar of an L2 is neither necessary nor sufficient, and that it focuses more on knowledge (competence) than on performance, for example: We swimmed in the ocean this weekend. Is this error due to competence or performance? It belongs to the performance of an irregular verb conjugation, the correct sentence would be: we swam in the ocean this weekend (Bilash, 2009) Studies have determined that the processes for achieving proficiency in a second language and the mother tongue are very different. Chomsky considers that it is effectively impossible to learn all the units and rules because there is not enough material, which would affect performance and competence, he raises the possibility of teaching L2 in the same way as L1, therefore, it must be learned in natural. When we learn the mother tongue we do not start from the grammar but we obtain it in real situations of life itself, this is how the learning processes of the first language and foreign languages are considered basically identical. b. Give reasons why performance cannot constitute matter of linguistics but competence can? Cite at least one author The performance is full of bugs, we normally use the simplest grammatical constructs. “He further states that “Observed use of language (...) cannot constitute the actual subject matter of linguistics” (Newby, 2011), due to the hesitations, corrections and errors of speech, such as when we abruptly change the subject or idea while we are in conversation. The competence is a linguistic knowledge to produce and understand grammatically correct sentences, known as traditional grammar with a series of linguistic levels such as pragmatics, semantics, syntax, morphology, phonology, phonetics, a clear example is when the speaker establishes, for example: co-reference between noun and pronoun, and he knows that in “Mario believes that he sings”, the pronoun “he” can refer to both “Mario” and “another person”, but he definitely knows that in “He believes that Mario sings ”, that pronoun, “he”, no longer refers to “Mario”, but to “another person”. The speaker knows when the pronoun establishes co-reference, he does not learn this knowledge, because he is endowed with it, it is natural to him. “Competence is an idealized faculty, resulting from abstracting the judgments of an ideal speaker/listener from a completely homogeneous linguistic community,

LINGUISTICS unaffected by grammar-irrelevant conditions such as memory limitations, distractions, errors, etc.” (Chomsky, 1965:3) 1.2 First “We have to account for the fact that a normal child acquires knowledge of sentences, not only as grammatical, but also as appropriate. He or she acquires competence as to when to speak, when not, and as to what to talk about with whom, when, where, in what manner (Hymes).” What does this sentence mean? And how the idea does not necessarily show Chomsky’s idea about competence and performance? (1Pt.) It means that his social and cultural environment reaffirms this competent communicative part of a child's skills and knowledge to interpret the rules of the context and social interaction in a sociolinguistic communication situation The Exposed Idea does not necessarily show Chomsky's idea of competence and performance because while Chomsky states that competence represents what he calls "mental reality" the "real underlying behavior" and brings with it grammatical knowledge. Hymes affirms that competence represents the social reality that underlies real behavior, he emphasizes that it is not enough to know the grammatical rules because the context is part of the knowledge that the speaker needs and, in turn, the context is what defines the grammatical rules, and add the communicative word, communicative competence. Language is not only a mental reality, it is also a social reality, not only linguistic knowledge but also sociolinguistic knowledge is important. Chomsky defines the term performance as the use of language, while Hymes expresses that performance is the actual use of language in communicative competence. (Newby,

2. Point two Halliday states “Can mean is a ‘realization of can do” this corresponds to the second criticism of Chomsky’s view of competence and performance and also concern the functional dimension of a language. Describe the second criticism and the functional dimension. (1Pt)

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5. Point five What are the schematic constructs? (1Pt) Schematic constructions or schematic knowledge constitute an essential part of the construction of meaning. The acquisition of language is acquired through the very construction of the individual, nothing that exists is given, but is built by experience, within a context and that context serves for the individual to build meaning through the perception that he has, in this way he builds new schemes. These constructs, or mental representations of knowledge, interact with the systemic knowledge of a language to facilitate the processing, interpretation and understanding of the language, as the individual acts, interacts with others to that extent he builds his language. The individual carries out his own construction on a day-to-day basis as a result of the interaction in the environment with what comes from the medium (the schemes, the scenario, the framework, the script) and his internal disposition will allow his own construction. Schematic constructions make up a language and are part of cognitive linguistics in the learning/teaching of foreign languages, within the framework of the Grammar of Constructions, a current that conceives the union of form and meaning and productivity as the main feature of constructions. (Newby, 2011) Langacker, Heine , Tomasello and Jackendoff Chomsky  language is not an autonomous cognitive faculty  grammar is conceptualization  knowledge of language emerges from language use Language is not separate from, but embedded within, general aspects of human cognition. Linguistic reality reflects a specific language module in a speaker’s brain and the complementary hypothesis of the existence of a universal grammar What is innate in a child at birth is not only what Chomsky termed a “language acquisition device” but an experience acquisition device.

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6. Point six In 1980 Canale and Swain provided a description of competence based on four categories. What are those categories? Explain (1Pt)

1. Grammatical competence: knowledge of lexical items and of rules of morphology, syntax, sentence grammar semantics and phonology; that is, the individual has the skills to understand and express himself correctly
2. Sociolinguistic competence: the ability to communicate appropriately in a variety of contexts; this includes both verbal and non-verbal communication; is the ability to communicate adequately in the environment and social context
3. Discourse competence: the ability to use language which goes beyond the level of the sentence; this includes aspects such as cohesion and coherence; that is, the speech must be clear, concise, precise and concrete.
4. Strategic competence: appropriate use of communication strategies to overcome or repair breakdowns in communication, due perhaps to lack of linguistic competence; that is, express ideas from various strategic points of view so that they are correctly interpreted (Newby, 2011) 7. Point seven After reading all the competences described in the CEFR what do you think CEFR perception about competence and performance? Is it more related to social or individual? Is it more linguistic? Or not? (1Pt) The CEFR defines competences as “the sum of knowledge, skills and characteristics that allow a person to perform actions” goes beyond mere knowledge and reflects the “behavior potential” The performance that is the use of language, is based on the strategies to activate the general and communicative competence to be able to carry out the activities and processes that entail the expression, comprehension and construction of a discourse, we find, linguistic markers of social relations, rules of

LINGUISTICS knowledge, but that ability is there, it will be part of what my competence is, and the performance will be the actual use of that competence, for example right now I am doing my performance, I am using my communicative competence to explain the conclusions about the competence and the performance. The terms competence and performance affect the SLA, because there is no natural environment, that is, an L2 is learned in an environment where only that language is spoken, since otherwise the competences can be acquired but the performance is lost because It would not be using the new language, which is why learning must be exposed to the foreign language to avoid its deterioration and loss of ability, it is knowledge vs. practice. (Echeverría & Madrid, 2000) Bibliographic References Bilash, 2009: , (Bilash, 2009),

LINGUISTICS (Chomsky, 1965:3: , (Chomsky, 1965:3), Pacheco, 2007: , (Pacheco, 2007), (Newby, 2011: , (Newby, 2011), Echeverría & Madrid, 2000: , (Echeverría & Madrid, 2000),