CHAPTER 1 – THE NATURE OF LANGUAGE

AND LANGUAGE STUDY

Lesson 1: A Quick Look at Language, Macro Skills and

Communicative Competence
Lesson 2: First Language Vs. Second Language
Lesson 3: Macro and Micro Linguistics Studies
 WELCOME!
LESSON 1: A QUICK LOOK AT LANGUAGE,
MACRO SKILLS AND COMMUNICATIVE
COMPETENCE
 Language

o Comes from the Latin word, lingua. It means tongue and the French term
langue. It is associated with human vocal and auditory means of expressing
ideas and feelings.
o Language is primarily a human and non-instinctive method of
communicating ideas, emotions, and desires through a system of voluntarily
produced symbols (Sapir).
o Language goes beyond just describing real situations, for it primarily aims to
form the components of culture (Sapir-Whorf Hypothesis).
o Language may be defined as the expression of thought utilizing speech-
sounds (Henry Sweet).
MACRO SKILLS
A. LISTENING

Is a prerequisite to understanding. It is the skill of gasping and

decoding information during the exchange of messages. Listening is
the beginning of understanding and a valuable key to effective
communication. It is the task of getting the meaning of what is
being heard (Underwood, 2009).
10 STEPS TO EFFECTIVE LISTENING

1. Look at the speaker in the face and 6. When the speaker pauses, you
eyes. may ask clarifying questions.
2. Focus and give attention but relax. 7. Ask relevant questions.
3. Be open-minded. 8. Put yourself in the speaker’s
4. Listen and picture what the place.
speaker is saying. 9. Give Feedback.
5. Don’t speak while the person is 10. Focus as well to nonverbal cues.
talking.
B. SPEAKING
Is the ability that makes us superior to other species. It is a
complex cognitive and linguistic skill that involves words and
sounds. It also involves:
• Meaning: connotation, denotation, grammar
• Sociality, Relationship, Affect: formal, informal, slang, gender, dialect
• Performance: articulation, projection, pronunciation
• Sound Elements: how value pitch, pace, and nature of sound
complement/contradict/replace words.
FUNCTIONS OF SPEAKING

Interactio Performanc
Transaction e
n
C. READING

Is a multifaceted process involving word recognition,

comprehension, fluency, and motivation. Learn how readers
integrate these facets to make meaning from print (Leipzig, 2001).
Reading is making meaning from print, It requires that we:
oIdentify the words in print – a process called word recognition.
oConstruct and understanding from them – a process called
comprehension and
oCoordinate identifying words and making meaning so that reading
is automatic and accurate – an achievement called fluency.
CATEGORY OF READING (BROWN 1989)

A.Oral Reading
B.Silent Reading
I. Intensive
a. linguistic
b. Context
II. Extensive
a. Skimming
b.Scanning
c. Global
D. WRITING

Writing is perhaps the most complex of the communication

skills and takes the most time to master. 
 1. Decide
the topic

5. Review, 2. Research
edit and and Collect
Format STEPS information
FOR
WRITING

4. Start
writing by 3. Outline
a simple and Plan
draft
E. VIEWING
Allow students to pause and reflect and think about the images
they are seeing and analyze or evaluate further these visuals for
better use. It includes giving meaning to the images or visuals.
IDEAS MAY BE PRESENTED
THROUGH:

1. Pictures 5. Videos
2. Graphics 6. Web pages
3. Posters 7. Multimedia
4. Drawings
TYPES OF VIEWING
VISUAL LITERACY
• Skill to decipher the meaning
form visuals (George, 1999).
• Ability to create visuals to
convey effectively the ideas in
mind (Valmont, 2003; Heinish,
1999)
CRITICAL VIEWING
• Skill to understand and
evaluate information from
visuals
• Ability to analyze the
composition of the picture.
COMMUNICATIVE COMPETENCE
Refers to the knowledge one has on morphology,
phonology, syntax including how and when to use these
appropriately in utterances. It is the proper and efficient
communication flow and the skill to utilize and acclimate
the expertise in different situations (Cooley and Roach,
1984).
COMMUNICATIVE COMPETENCE THEORY BY
CANALE AND SWAIN (1980)

GRAMMATICAL SOCIOLINGUISTIC
COMPETENCE COMPETENCE
COMMUNICATIVE
COMPETENCE

DISCOURSE COMPETENCE STRATEGIC COMPETENCE

3 PRINCIPLES IN DEVELOPING
COMMUNICATIVE COMPETENCE

1. CP or Communication Principle: As teachers, we provide activities for

students that push them use language in a communicative context.
2. TP or Task Principle: Teachers provide real-life activates to complete or do.
In doing so, they learn and gain communicative competence.
3. MP of Meaningful Principle: Teachers must carefully choose authentic and
engaging activities that create meaning for students for learning to take
place and endure.