Ma Ya Wang Shan Nurulaini Taib Nur Aini Omor Saadiah Bakarim

MA YA 
 WANG SHAN
 NURULAINI TAIB
 NUR AINI OMOR
 SAADIAH BAKARIM
University of Malaya, KL
PBET 2113 Group 6 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy, Faculty of Education, Universiti Malaya KL
-- is a term in linguistics which refers to a
language user’s grammatical knowledge of
syntax, morphology, phonology and the like,
as well as social knowledge about how and
when to use utterances appropriately.
 Cognitive / academic language
proficiency (CALP)
 a language-related term which refers

to formal academic learning.
 used to discuss the language
proficiency levels of students who are
in the process of acquiring a new
language.
• Basic interpersonal communicative
skills (BICS)
 language skills needed to interact in

social situations, primarily to context-
bound, face-to-face communication.
Grammatical
competence
4
Discourse
Sociolinguistic
competence
subcateg- competence
ories of CC
Strategic
competence
Grammatical competence
 the ability to recognize and produce

the distinctive grammatical structures
of a language and to use them
effectively in communication.
Discourse competence
 the ability we have to connect sentences

in stretches of discourse and to form a
meaningful whole out of a series of
utterances.
Sociolinguistic competence
 the ability to interpret the social meaning

of the choice of linguistic varieties and to
use language with the appropriate social
meaning for the communication situation.
Strategic competence
 the manner of manipulating language in

order to meet communicative goals.
 used to compensate communication
disruption caused by lack of communicative
competence and to strengthen
communicative effects.
Bachman—illocutionary
competence
Canale&Swain– discourse
and sociolinguistic
competence
PBET 2113 Group 6 ( TESL) Semester 2 AY 2009-2010, Department of Language & Literacy, Faculty of Education, Universiti Malaya KL
 The purposes that we accomplish with language.
E.g.: Stating, Requesting, Responding, Greeting, etc.
 Quiz:
1. A : Hello, Dan, Happy Chinese New Year to you and your family !
B : Thank you. Do come in. I'm glad you have come.
(A) To wish (B) To request
(C) To welcome (D) to inform
2. A : Lee fell while climbing up the rambutan tree.
B: I shouldn't have asked him to pluck the rambutans.
(A) To complain (B) To regret
(C) To apologize (D) To advise
3. A : Our team played badly, especially I.
B : It's all your fault. You have let the team down.
(A) To advise (B)To blame
(C)To warn (D)To protest
A series of communicative acts or speech
acts, which systematically to accomplish
particular purpose. (John Austin)
Implication: Production & Comprehension-----

Communicative act purpose.
Awareness for second language learners:

1.What the purpose of a communicative act
2.How to achieve that purpose.
PBET 2113 Group 6 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy, Faculty of Education, Universiti Malaya
KL
Michael Halliday’s 7
Functions of Language
 Instrumental Function: To get what we want,
to satisfy needs or desires
 Regulatory Function: To control the behavior of others,
to get them to do want we want to do
 Representational (informational) Function :
To communicate information,
to report facts of conclusions from facts
 Interactional Function: To establish and define
social relationship
 Personal Function: To express individuality and personality
 Heuristic Function: To explore the environment,
to acquire knowledge and understanding
 Imaginative Function: To create a word of one’s own
PBET 2113 Group 6 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy, Faculty of Education, Universiti Malaya
KL
 A. Heuristic F. I want lemon juice.
 B. Imaginative F. Go away.
 C. Instrumental F. She is a good girl.
 D. Interactional F. The sun is hot.
 E. Personal F.I like you, my friend.
 F. Representational F. Where is he from?
 G. Regulatory F. They lived happily ever.
Notional Functional Syllabuses
―Notions‖
 Abstract concept--existence, space, time;
 Situation--travel, health, shopping
To function as organizing elements of a

foreign language curriculum.
Topics Functions
personal identification introducing oneself and other people, greeting people
personal opinions expressing opinions, helping others to express their ideas,

interrupting a conversation , reporting what people say
hobbies/free time expressing preferences / likes and dislikes

expressing ability
environment describing simple processes

expressing purpose, cause and
result and giving reasons
places and buildings asking for /giving information about places
food and drink talking about food and ordering meals
travel and holidays asking for and giving travel information,

giving directions
Shopping/clothes buying and selling things (costs and

amounts), describing objects
weather talking about the weather
‘silent language’
-- process of communicating
through sending/receiving
wordless messages.
Convey: body language, gestures,

eye contact, physical distance etc.
Eye
Olfactory
Dimen-
NVC
contact Proxe-
Kinesics sions
mics Kinesthe-
Artifacts
tics
• Interpretation of body language: facial expression/gestures
• Movements may convey specific meanings
KINESICS • May be culture bound
• Important nonverbal channels you have for communication and

connecting with other people.
• "The cheapest, most effective way to connect with people is to look
EYE CONTACT them into the eye.“_Nicholas Boothman
• Intercultural interference --->misunderstanding.
• Acceptable distances for communication

• Comfortable distances: depends on culture, social situation, gender
and individual preferences.
• eg: public distance, social distance, personal distance, intimate
PROXIMICS distance.
• Varies according to culture.
• Eg: clothing & ornamentation
• Signal a person’s self esteem, socioeconomic class & general mood and
ARTIFACTS personality character. Eg: jewelery, accessories
• Related to the act of touching--> how & where

• Touching can be very personal, intimate style or extensive touching
KINESTHETICS • Knowing the limits is important for unambiguous communication.
• Sensory system –vary for different cultures

• Smell allows organisms with receptors to identify food, mates, sensual
pleasure (flowers/perfumes) or warnings of danger (spoiled
OLFACTORY food/chemical dangers.
DIMENSIONS
• Natural human odors esp. perspiration is acceptable in some cultures.
 Focuses on helping learners to communicate
meaningfully in a target language.
 Emphasizes interaction as both the means

and the ultimate goal of learning a
language.
 How learners will be assessed? = How well

learners have developed their
communicative competence.
communication
rather than
structure Functional
uses of
Fluency & language in
accuracy different
social
settings
PRINCIPLES
Authentic Meaningful
texts tasks
Purposeful
interaction
Role play
Pair works Interviews
Classroom
activities
Information
Surveys gap
Games
An approach that
focuses on the use
What is of authentic
TBI? language and on
asking students to
do meaningful tasks
using the target
Task- language.
based
Instruction
Example of Visiting a doctor,
activities conducting an
interview, or
calling customer
service for help
PBET 2113 Group 6 ( TESL) Semester 2 AY 2009-2010, Department of Language & Literacy, Faculty of Education, Universiti Malaya KL
Types of Task
Pedagogical
Target Tasks
Tasks
Uses of Uses of
language in the language that
world beyond occur in the
the classroom classroom
the tasks are likely
to be familiar to
the students
students are free

Student- centered; to use what
allows for more grammar
meaningful constructs and
communication vocabulary they
want
Advantages
Source: Brown, H. Douglas. 2007. Principles of
Language Learning and Teaching, 5th Edition. White
Plains, NY: Pearson Education. Chapter 8.
Created for: PBET 2113 Participants (TESL)

Semester 2, AY 2009-2010
Department of Language & Literacy
Faculty of Education
University of Malaya KL
Created by: Nur Aine Omor, Nurulaini Taib,
Saadiah Bakarim, Ma Ya and Wang Shan
Facilitator: Jessie Grace U. Rubrico, PhD
PBET 2113 Group 6 (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Ma Ya Wang Shan Nurulaini Taib Nur Aini Omor Saadiah Bakarim

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MA YA 

 a language-related term which refers

 language skills needed to interact in

 the ability to recognize and produce

 the ability we have to connect sentences

 the ability to interpret the social meaning

 the manner of manipulating language in

Implication: Production & Comprehension-----

Awareness for second language learners:

 Abstract concept--existence, space, time;

 Situation--travel, health, shopping

To function as organizing elements of a

personal opinions expressing opinions, helping others to express their ideas,

hobbies/free time expressing preferences / likes and dislikes

environment describing simple processes

places and buildings asking for /giving information about places

food and drink talking about food and ordering meals

travel and holidays asking for and giving travel information,

Shopping/clothes buying and selling things (costs and

weather talking about the weather

Convey: body language, gestures,

• Important nonverbal channels you have for communication and

• Acceptable distances for communication

• Related to the act of touching--> how & where

• Sensory system –vary for different cultures

 Emphasizes interaction as both the means

 How learners will be assessed? = How well

Pair works Interviews

students are free

Created for: PBET 2113 Participants (TESL)

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