LAC 2000

Draft Proposals for a Knowledge Strategy for Acquisition of Modern Foreign Languages ( nglis!" Frenc!" #er$an" %talian" Korean" &ussian" Spanis!'

( MP)S *+,++-./ Sofia" 2000

A Knowledge Strategy for Acquisition of Modern Foreign Languages

A Knowledge Strategy for Acquisition of Modern Foreign Languages

(a0le of Contents *1 Fra$ewor2 Curriculu$3 Le4el 21 Fra$ewor2 Curriculu$3 Structure and Content +1 6yperte7t Planning n4iron$ent 51 Draft * of a Linguistic Co$ponent Proposal page + page 5 page *0 page **

*1 Fra$ewor2 Curriculu$3 Le4el

(!e fra$ewor2 curriculu$ targets t!e independent language user (8*982' as defined in t!e Co$$on uropean Fra$ewor2 (C F' and t!e uropean Language Portfolio ( LP'1 At t!is target le4el" t!e learner Can understand t!e $ain points of clear standard input on fa$iliar $atters" rgularly encountered in wor2" sc!ool" leisure" etc1 Can deal wit! $ost situations li2ely to arise w!ilst tra4elling in an area w!ere t!e language is spo2en1 Can produce si$ple connected te7t on topics" w!ic! are fa$iliar or of personal interest1 Can descri0e e7periences and e4ents" drea$s" !opes and a$0itions and 0riefly gi4e reasons and e7pectations for opinions and plans1 (!e fra$ewor2 curriculu$ is designed for uni4ersity undergraduate students1 (!e age group concerned e7tends fro$ */ to 22 years1

A Knowledge Strategy for Acquisition of Modern Foreign Languages

21 Fra$ewor2 Curriculu$3 Structure and Content

(!e fra$ewor2 curriculu$ is organised on t!e 0asis of a programme of study (Part *' and a specification of attainment targets (Part 2'1 Part * sets out w!at students s!ould 0e taug!t and Part 2 defines t!e e7pected standard of students: perfor$ance1 Part * ; Progra$$e of Study (!is part of t!e curriculu$ consists of two sections (learning and using the target language and areas of experience' w!ic! s!ould 0e taug!t toget!er1 Learning and using t!e target language (!is section of Part * co4ers t!e s2ills and understanding" w!ic! s!ould 0e de4eloped t!roug! acti4ities in t!e target language (t!e language 0eing studied'1 Areas of e7perience (!is section of Part * lists t!e 0road topic areas" w!ic! s!ould 0e e7plored t!roug! t!e target language1 (!is section pro4ides conte7ts for learning and using t!e target language1 (!e areas of e7perience are the personal domain, the public domain, the educational domain and the occupational domain1 Part 2 ; Attain$ent (argets (!is part of t!e fra$ewor2 curriculu$ sets out t!e e7pected standard of students: perfor$ance1 %t descri0es t!e type and range of perfor$ance t!at students s!ould c!aracteristically de$onstrate1 (!e four attain$ent targets are presented in a specific order1 %t is related to t!e state$ent of t!e fra$ewor2 curriculu$ le4el (cf1 supra' and indicates t!e priority of t!e recepti4e o4er t!e producti4e language s2ills esta0lis!ed1 A Knowledge Strategy for Acquisition of Modern Foreign Languages +

Students s!ould 0e gi4en opportunities to ta2e part in acti4ities in t!e target language t!at" w!ere appropriate" co$0ine two or $ore language s2ills1 Attain$ent target * - &eading and responding Attain$ent target 2 - Listening and responding Attain$ent target + - Spea2ing and interacting Attain$ent target 5 - <riting

A Knowledge Strategy for Acquisition of Modern Foreign Languages

Part 1 Programme of Study *1*1 Learning and using t!e target language (!is section is su0di4ided into t!ree furt!er sections w!ic!" ne4ert!eless" are interrelated1 *1*1*1 Co$$unicating in t!e target language ; co$$unicati4e co$petence (linguistic co$ponent" socio-linguistic co$ponent and prag$atic co$ponent' and use of language for real purposes (co$$unicating in direct contact or 0y telep!one" electronic $ail" letters" etc1'1 *1*121 Language s2ills ; reception" production" interaction and $ediation in oral or written for$ or 0ot!1 Language accuracy3 Students can generally correct slips and $ista2es if t!ey 0eco$e conscious of t!e$ or if t!e y!a4e led to $isunderstandings1 Students can use reasona0ly accurately a repertoire of frequently used =routines: and patterns t!at t!e !a4e learnt to associate wit! $ore predicta0le situations1 Discourse co!erence3 Students can use a nu$0er of co!esi4e de4ices to lin2 sentences into a clear" connected discourse1 *1*1+1 Cultural awareness ; 2nowing !ow to disco4er =ot!erness: wor2ing wit! aut!entic $aterials" including newspapers" $aga>ines" 0oo2s" fil$s" radio" tele4ision fro$ t!e countries of t!e target language" co$$unicating wit! nati4e spea2ers" using t!e %nternet and 2nowing poe$s" songs" ?o2es" sayings" etc1

*121 Areas of e7perience (!is section too is su0di4ided into se4eral furt!er sections1 *121*1 Personal do$ain ; e4eryday acti4ities" including t!e language of t!e classroo$" !o$e life and sc!ool" food" !ealt! and fitness" and personal and social life" including self" fa$ily and personal relations!ips" pets and

A Knowledge Strategy for Acquisition of Modern Foreign Languages

do$estic ani$als" free ti$e and social acti4ities" penfriends" !o00ies" !olidays and special occasions (personal" local" national" religious" etc1' *12121 Pu0lic do$ain ; t!e world around us" including !o$e" town and local area" t!e natural and $ade en4iron$ent" people" places" custo$s" and t!e international world" including touris$ at !o$e and a0road" life in ot!er countries and co$$unities" world e4ents and issues" etc1 *121+1 ducational do$ain ; t!e world of sc!ool and uni4ersity" including education and training" sc!ool and uni4ersity su0?ects and disciplines" sciences and arts" careers and e$ploy$ent1 *12151 @ccupational do$ain ; t!e world of wor2" including professional opportunities and co$$unication in t!e wor2place1

Part 2 Attainment Targets 21*1 Attain$ent target * ; &eading and responding Students s!ow understanding of a 4ariety of types of written $aterial ta2en fro$ a range of sources" suc! as newspapers" 0oo2s" t!e %nternet1 <!en reading for personal interest and for infor$ation" t!ey consult a range of reference sources as appropriate1 (!ey cope wit! unfa$iliar topics in4ol4ing $ore co$ple7 language and recognise attitudes and e$otions1 2121 Attain$ent target 2 ; Listening and responding Students s!ow understanding of a 4ariety of types of spo2en $aterial ta2en fro$ a range of sources (including a range of regional and national accents' suc! as news ite$s" inter4iews" docu$entaries" fil$s and plays1 <!en listening" t!ey draw inferences" recognise attitudes and e$otions1 21+1 Attain$ent target + ; Spea2ing and interacting Students present descriptions on a range of su0?ects related to t!eir fields of interests1 (!ey narrate a story or relate t!e plot of a 0oo2 or fil$ and descri0e t!eir reactions1

A Knowledge Strategy for Acquisition of Modern Foreign Languages

As t!ey progress t!roug! t!eir studies" students will increasingly s!ow confidence in dealing wit! unpredicta0le ele$ents in con4ersations and wit! people w!ose accent $ay 0e unfa$iliar1 (!ey discuss facts" ideas and e7periences using a range of 4oca0ulary and structures1 215 Attain$ent target 5 ; <riting As t!ey progress t!roug! t!eir studies" students will increasingly s!ow confidence in e7pressing ideas" opinions or personal points of 4iew and in see2ing t!e 4iews of ot!ers1 (!ey de4elop t!e content of w!at t!ey !a4e read" seen or !eard1 (!ey write letters !ig!lig!ting t!e personal significance of e4ents and e7periences1 (!ey produce sequences in w!ic! spelling and gra$$ar are generally accurate" logical progress and paragrap!ing are accepta0le" and style is appropriate to t!e conte7t1 (!ey increasingly use reference $aterials to e7tend t!eir range of language and i$pro4e accuracy1

A Knowledge Strategy for Acquisition of Modern Foreign Languages

CCCCCCCCCCCCCCCCCCC Attainment targets CCCCCCCCCCCCCCCCCCC

Personal do$ain Prag$ati c co$pon ent

&eceptio n ducatio nal do$ain Linguisti c co$pon ent

Sociolin guistic co$pon ent

$pty 0ecause $odel is open

Producti on

%nteracti on

Pu0lic do$ain

@ccupati onal do$ain

Mediatio n

CCCCCCCCCCCCCCCCCCC Attainment targets CCCCCCCCCCCCCCCCCCC Figure *3 (!e 6(P $odel" including t!e nodes and lin2s of co$$unicati4e language co$petence" language acti4ities" do$ains" etc1

A Knowledge Strategy for Acquisition of Modern Foreign Languages

+1 6yperte7t Planning n4iron$ent

(!e fra$ewor2 curriculu$ is organised on t!e 0asis of t!e 6yperte7t Planning n4iron$ent (6(P '1 6(P is a non-linear and non-sequential networ2 $odel in w!ic! eac! ele$ent is related to all ot!er ele$ents1 6(P consists of nodes and lin2s1 A node stores infor$ation (linguistic" e7periential" etc1' and a lin2 represents se$antic relations 0etween nodes1 (!e structure and content of t!e 6(P " w!ic! includes all curriculu$ co$ponents" is s!own in Figure *1 Curriculu$ planners and users are ad4ised to construct t!e progra$$es of study and areas of e7perience (Part * of t!e fra$ewor2 curriculu$' to suit t!eir particular educational en4iron$ents" on t!e 0asis of t!e 6(P " and to apply t!e$ in t!e pedagogical process for ac!ie4ing t!e attain$ent target (Part 2 of t!e fra$ewor2 curriculu$'1 (eac!ers $ay interpret" de4elop or supple$ent t!e 6(P in con?unction wit! t!e students1 Students s!ould 0e gi4en opportunities to ta2e part in acti4ities in t!e target language t!at" w!ere appropriate" co$0ine two or $ore language s2ills1 (eac!ers s!ould consider t!e 0est interests of students w!en planning t!eir co4erage of t!e 6(P to ensure t!at all students are suita0ly c!allenged1 6(P pro$otes t!e de4elop$ent of self-aware" self-reliant and responsi0le citi>ens1 %t ad4ocates di4ersity of cultures" languages and ways of life and raises awareness of and tolerance to =ot!erness:1

A Knowledge Strategy for Acquisition of Modern Foreign Languages

51 Draft * of a Linguistic Co$ponent Proposal

(arget Language

nglis! Frenc! #er$an %talian Korean &ussian Spanis!

page 1 page !! page !" page page # page " page $1

(!e following specification of language functions and t!eir e7ponents for" in alp!a0etical order" nglis!" Frenc!" #er$an" %talian" Korean" &ussian and Spanis! is 0ased on t!e Pro?ect Docu$ents and t!e FL( tradition in t!is country1 %t defines t!e linguistic co$ponent of t!e curriculu$ wit! regard to language functions1 (!is su0?ect area is structured into a nu$0er of 0road categories" e1g1 i$parting and see2ing factual infor$ation" e7pressing and finding attitudes and e$otions" deciding on a course of action" socialising" structuring discourse" co$$unication repair1

A Knowledge Strategy for Acquisition of Modern Foreign Languages

*0

(!e linguistic co$ponent is also constituted 0y t!e gra$$atical" le7ical and pronunciation aspects of t!e target language1 %t !as 0een de4eloped for nglis!1 (!e gra$$atical" le7ical and pronunciation in4entories" presented as e7ponents of t!e language functions specified" are not intended to 0e e7!austi4eD t!ey only represent t!e proficiency le4el defined1 (!eir structure includes3 #ra$$ar ; sentence patterns" synta7" $orp!ology" stylistic pro0le$s" punctuationD Eoca0ulary ; general and specific le7is" le7ical p!rase discourse organisersD Pronunciation ; 0asic $odel" perfor$ance target" speec! sounds" intonation and stress1

A Knowledge Strategy for Acquisition of Modern Foreign Languages

**

English (!e following specification of language functions and t!eir e7ponents is 0ased on t!e Pro?ect Docu$ents and t!e L( tradition in t!is country1 %t defines t!e linguistic co$ponent in 5 su0?ect areas3 language functions" gra$$ar" 4oca0ulary and pronunciation1 (!e in4entories are not intended to 0e e7!austi4eD t!ey are only representati4e of t!e co$$unicati4e co$petence le4el defined1 Language Functions (!is su0?ect area is structured into A 0road categories3 i$parting and see2ing factual infor$ation" e7pressing and finding attitudes and e$otions" deciding on a course of action" socialising" structuring discourse" co$$unication repair1 %$parting and See2ing Factual %nfor$ation %dentifying (defining' &eporting (descri0ing and narrating' Correcting As2ing and answering for confir$ation or for infor$ation 7pressing and Finding Attitudes and $otions Factual 7pressing agree$ent and disagree$ent nquiring a0out agree$ent and disagree$ent state$ent Denying so$et!ing Stating w!et!er one 2nows or does not 2now a person" t!ing" fact or action nquiring w!et!er one re$e$0ers or !as forgotten a person" t!ing" fact or action 7pressing degrees of pro0a0ility or certainty 7pressing9denying necessity" o0ligation" ina0ility to do so$et!ing nquiring a0out a0ility9ina0ility to do so$et!ing 7pressing9enquiring w!et!er so$et!ing is or is not per$itted or per$issi0le #ranting and wit!!olding per$ission Eolitional 7pressing9enquiring a0out wants9desires 7pressing9enquiring a0out intentions 7pressing9enquiring a0out preference $otional 7pressing9enquiring a0out pleasure9!appiness or displeasure9un!appiness 7pressing9enquiring a0out li2ing9disli2ing 7pressing9enquiring a0out satisfaction9dissatisfaction 7pressing9enquiring a0out interest9lac2 of interest 7pressing surprise9lac2 of surprise 7pressing lo4e" !ope" fear" worrying" disappoint$ent 7pressing !u$our 7pressing gratitude &eacting to an e7pression of gratitude

A Knowledge Strategy for Acquisition of Modern Foreign Languages

*2

Moral @ffering and accepting an apology 7pressing9enquiring a0out $oral o0ligation 7pressing9enquiring a0out appro4al9disappro4al 7pressing regret" sy$pat!y" indifference Deciding on a Course of Action Suggesting a course of action (in4ol4ing 0ot! spea2er and addressee' Agreeing to a suggestion &equesting so$eone to do so$et!ing Ad4ising so$eone to do so$et!ing <arning ot!ers to do so$et!ing or to refrain fro$ doing so$et!ing %nstructing or directing so$eone to do so$et!ing %n4iting so$eone to do so$et!ing &equesting9offering assistance Accepting9declining an offer or in4itation nquiring w!et!er an offer or in4itation is accepted or declined Socialising Attracting attention #reeting people (for$al or infor$al' &eplying to greetings Addressing a friend or a stranger %ntroducing so$eone to so$eone else (for$al or infor$al' &eacting to 0eing introduced (for$al or infor$al' Congratulating so$eone (a2ing lea4e Structuring Discourse @pening (for$al or infor$al' 6esitating" e1g1 loo2ing for words" for forgotten na$e Correcting oneself %ntroducing a t!e$e C!anging a t!e$e nu$erating 7e$plifying $p!asising 7pressing an opinion Su$$arising S!owing t!at one is following a person:s words %ndicating a wis!9encouraging so$eone to continue %nterrupting As2ing so$eone to 0e silent %ndicating t!at one is co$ing to an end Closing #i4ing o4er t!e floor

A Knowledge Strategy for Acquisition of Modern Foreign Languages

*+

%elephoning& @pening (on answering a call or w!en initiating a call' As2ing for a person As2ing so$eone to wait As2ing w!et!er you are !eard9understood #i4ing signals t!at you are !earing9understanding Letter'writing& @pening (if t!e na$e is 2nown or un2nown' Closing Co$$unication &epair Signalling non-understanding As2ing for repetition of a sentence9word9p!rase As2ing for confir$ation of understanding As2ing for clarification As2ing so$eone to spell so$et!ing As2ing for so$et!ing to 0e written down 7pressing ignorance of a word9p!rase Appealing for assistance As2ing so$eone to spea2 $ore slowly Parap!rasing &epeating w!at one !as said (si$ply repeating as spo2en or =!e9s!e said t!at: F indirect speec! for$' Spelling out9supplying a word or p!rase Grammar (!e learner s!ould 0e fa$iliar wit! and 0e a0le to use t!e following aspects of gra$$ar of oral and written nglis!1 (!e gra$$atical in4entory is not e7!austi4eD it is only representati4e of t!e co$$unicati4e co$petence le4el defined1 Sentence patterns in nglis! Su0?ect Eer0 Co$ple$ent Modifier <ord-order (0asic and deri4ed patterns' (!e noun p!rase Count and non-count nouns Deter$iners Gouns ; nu$0er" case" gender (prono$inalisation of ani$ate nouns ; !e9s!e9w!o9so$e0ody" prono$inalisation of inani$ate nouns ; it9w!ic!9so$et!ing' Plural e7pressions in co$pound ad?ecti4es (a ten-pound note' Gouns ; word-for$ation (deri4ation" con4ersion' Co$pound nouns (p!otocopy" letter-0o7" coffee cup' (!e 4er0 p!rase

A Knowledge Strategy for Acquisition of Modern Foreign Languages

*5

(enses and aspects Garrati4e tenses (past si$ple" past perfect" past continuous" past perfect continuous" future-in-t!e-past' Future for$s (will" going to" present continuous" present si$ple" future continuous" future perfect' P!rasal 4er0s Ad?ecti4e F preposition Goun F preposition Eer0 F preposition Su0?ect-4er0 agree$ent Modal au7iliary 4er0s (will" $ust" s!ould" $ay" $ig!t" could" would" can" need" etc1' Conditional sentences (ype * (0ased on fact in real ti$e' (ype 2 (unreal conditions in t!e present or t!e future' (ype + (unreal conditions in t!e past' Eer0 patterns in reported speec! Eer0 F o0?ect F infiniti4e Eer0 F t!at F clause Eer0 F -ing Eer0 F infiniti4e &elati4e clauses Defining9non-defining clauses @ptional relati4e clause reduction Passi4e 4oice Present su0?uncti4e (=s!e insisted t!at s!e !elp !i$:' Past su0?uncti4e (=% wis! s!e were !ere now:' Ad?ecti4es and ad4er0s Co$$on stylistic pro0le$s Sequence of tenses Say9tell Antecedents of pronouns (!e pronouns =one: and =you: Participles as ad?ecti4es &edundancy Parallel structures (ransfor$ation of direct and indirect o0?ects Ad4er0ial $odifiers at t!e 0eginning of t!e sentence Punctuation Co$$as Direct speec! Apostrop!es Se$icolon Colon 8rac2ets 6yp!en

A Knowledge Strategy for Acquisition of Modern Foreign Languages

*,

Vocabulary (!e 4oca0ulary co$ponent is to 0e deter$ined on t!e 0asis of t!e content specification of t!e co$$unicati4e co$petence le4el defined1 (!e concrete learning en4iron$ents s!ould offer alternati4e e7ponents of t!e language functions1 (!erefore" t!is docu$ent does not include a specific 4oca0ulary in4entory1 For a $odel word-list" t!e user of t!e curriculu$ is referred to t!e (!res!old Le4el *..0 docu$ent of t!e Council of urope1 (!e learner s!ould 0e fa$iliar wit! and 0e a0le to use specific le7ical p!rase discourse organisers3 #lo0al Discourse @rganisers

(opic Mar2ers (o 0egin wit!" Let $e start wit!111 (!e first t!ing is111 Let us first deal wit!H First of all" @ne t!ing a0out all of t!is111 % would li2e to $ention111 (opic S!ifters @n t!e ot!er !and" 8esides t!at" Despite t!is" %n addition" Furt!er$ore" Let us loo2 at111 8ac2 to111 (!is leads to111 (!at points t!e way to111 8y contrast" Su$$arisers (o su$$arise" All t!is says is111 %n s!ort" %n conclusion" Finally" @ne final point is111 So t!is see$s to 0e111 My point is t!at111 My own 0elief is t!at111 %n fact" in $y opinion"

A Knowledge Strategy for Acquisition of Modern Foreign Languages

*A

Local Discourse @rganisers

7e$plifiers For e7a$ple9instance" Ido not use e.g.J @ne of t!e ways t!is can 0e seen is111 @ne way isH (a2e K" for instance" <e can see t!is if we loo2 at111 @ne of t!e$ is111 <e s!ould see t!is in111 K is w!at % $ean 0y L1 Consider e7a$ples fro$ two quite different do$ains1 &elaters (!at is" Ido not use i.e.J %n ot!er words" For t!is reason" %n consequence" As a result" %n t!is respect" %n fact" (!is ties in wit!111 %t !as to do wit!111 (!at goes not only for K 0ut also for L1 (!e ot!er t!ing K is L1 Along t!e sa$e lines" <e s!ould t!in2 of t!is not so $uc! as K 0ut as L1 (o return to t!e point" Aside fro$ t!is" <!ic!e4er way it is" %n t!e sa$e way" Put anot!er way" <it! respect to K" (!e question naturally arises w!et!er111 (!e surprising t!ing is t!at111 Seen fro$ t!is point of 4iew" 6ere an analogy $ay 0e drawn to111 4aluators And t!at is really t!e 2ey to111 <e s!ould 0e careful not to111 8ut as a $atter of fact" (!e K % would offer is L1 %t depends on !ow we define111 So far as % 2now" As far as % can tell"

A Knowledge Strategy for Acquisition of Modern Foreign Languages

*B

(!at is true" 0ut111 %t does not $ean t!at111 %t is only in K t!at L1 %t would 0e $isleading to suggest" !owe4er" t!at111 (o $y 2nowledge" %t is wort! noting t!at111 Pro0le$ 4oca0ulary and prepositions Co$$only $isused words Confusingly related words Eer0al idio$s )se of prepositions (nouns F prepositions" 4er0s F prepositions" ad?ecti4es F prepositions' Pronunciation 8asic $odel (!e reco$$ended language nor$ is 8ritis! &P1 %t !as wide currency in t!e uropean conte7t" is readily understood" is adequately descri0ed in te7t0oo2s and dictionaries and !as a$ple recorded $aterial a4aila0le for t!e learner1 Furt!er$ore" t!at c!oice of 0asic $odel is $ade in accordance wit! t!e pedagogic tradition in t!is country1 Perfor$ance target (!e required perfor$ance le4el is defined as !ig! accepta0ility" i1e1 one w!ic! in production is as readily intelligi0le as t!at of a nati4e spea2er1 (!e perfor$ance target allows t!e learner to understand wit!out difficulty t!e i$portant for$s of nglis! (8ritis! and A$erican pronunciation' in reception1 %n production" t!e learner is e7pected to 0e a0le to use 8ritis! &P1 (!e learner $ay 0e per$itted certain tolerances in !is or !er pronunciation" pro4ided t!at speec! retains its intelligi0ility and internal consistency" i1e1 it is not a $i7ture of regional 4arieties and styles1 (!e perfor$ance target is to 0e ac!ie4ed at t!e end of t!e instruction period1 Standard A$erican pronunciation (pro4ided" cf1 supra" it is consistent' is also accepta0le1 Speec! sounds (!e learner s!ould $aster t!e p!onetic (allop!onic' realisation of t!e p!one$es of t!e language nor$ selected (e1g1 8ritis! &P'3 $onop!t!ongs" dip!t!ongs" se$i4owels and consonants1 6e or s!e is allowed so$e latitude in t!e pronunciation of t!e seg$ental p!one$es" i1e1 t!e c!oice of allop!onic 4ariants and in particular t!ose of 4owels1 (!e learner s!ould $aster t!e following c!aracteristics of sounds in conte7t3 (a' lision of al4eolar stops occurring $edially in clusters of t!ree consonants 0roug!t toget!er at word 0oundaries" e1g1 left turn" $as!ed potatoes" ?ogged 0y1 (0' Assi$ilation of sounds usually resulting fro$ t!e ine4ita0le acco$$odation" w!ic! ta2es place 0etween two articulations in t!e speec! continuu$1 (!e learner s!ould 0e a0le to recei4e t!e !ig!ly elided and assi$ilated speec! produced 0y nati4e spea2ers1

A Knowledge Strategy for Acquisition of Modern Foreign Languages

*/

%ntonation and stress (!e learner s!ould $aster t!e following aspects of intonation and stress in connected speec!3 (a' (ones (t!e types of pitc!-c!ange" w!ic! ta2es place on t!e nucleus of t!e tonegroup'1 (!e falling tone in state$ents" special questions and question-tags e7pecting confir$ation of a state$ent1 (!e rising tone in general questions and question-tags requesting infor$ation1 (!e learner s!ould 0e aware of t!e following attitudinal $eaning of t!e general pitc! le4el of t!e speec! seg$ent preceding t!e nucleus of t!e tone-group3 a !ig! le4el usually indicates ent!usias$" interest" li4elinessD a low le4el usually gi4es an i$pression of a perfunctory" uninterested" surly or suspicious attitude1 (0' Stressed sylla0les1 @ne-sylla0le words of $a?or word-classes (nouns" 4er0s" ad?ecti4es" ad4er0s'1 (!e accented sylla0les of words of $ore t!at one sylla0le of $a?or word-classes1 (c' )nstressed sylla0les of prepositions" pronouns" articles and t!e unstressed sylla0les of words of $ore t!an one sylla0le1 (!e learner s!ould 0e a0le to produce t!e correct reduction of t!e unaccented gra$$atical ite$s1

A Knowledge Strategy for Acquisition of Modern Foreign Languages

*.

A Knowledge Strategy for Acquisition of Modern Foreign Languages

20

French Francais Actes de parole Donner et de$ander des infor$ations Faire l:!ypot!ese qu:un fait est 4rai 6ypot!ese si$ple 4entuel %rreel Poser un fait co$$e3 Erai Gecessaire Certain Apparent Pro0a0le Possi0le Contingent %$pro0a0le %$possi0le Fau7 %nsister sur un fait (e$p!ase' $p!ase intensi4e $p!ase oppositi4e Annoncer"infor$er d:un fait Signaler" a4ertir" pre4enir" $ettre en garde &appeler" repeter Donner son opinion sur la 4erite d:un fait Sa4oir" se sou4enir" se rappeler Con4iction @pinion Doute %gnorance Presupposer qu:un fait est 4rai De$ander infor$ation factuelle De$ander si un fait est 4rai (question totale' De$ander infor$ation sur un fait (question partielle' De$ander opinion sur la 4erite d:un fait De$ander accord sur la 4erite d:un fait Prendre position &eagir au7 faits et au7 e4ene$ents Se feliciter Feliciter Se plaindre

A Knowledge Strategy for Acquisition of Modern Foreign Languages

2*

Plaindre Muger l:action acco$plie par autrui Approu4er Accuser 7cuser" pardonner Critiquer Disapprou4er" reproc!er" protester Muger l:action acco$plie par sol-$e$e Se feliciter S:accuser" a4ouer S:e7cuser Muger enonciation Approu4er9disapprou4er enonciation Critiquer enonciation De$ander ?uge$ent sur une action acco$plie par sol-$e$e De$ander a4is De$ander d:approu4er De$ander de desapprou4er De$ander de reagir par rapport a une action acco$plie De$ander de de$ander pardon De$ander de re$ercier De$ander de pardonner Faire des pro?ets d:action Proposer a autrai de faire de faire soi-$e$e Proposer" offrir Pro$ettre De$ander a autrai de faire soi-$e$e De$ander la parole De$ander per$ission De$ander dispense Proposer a autrui de faire ense$0le Proposer" suggerer %n4iter Proposer a autrui de faire lui-$e$e Suggerer Proposer Conseiller &eco$$ander Deconseiller Per$ettre" autoriser Dispenser De$ander a autrui de faire lui-$e$e De$ander %n4iter" ecourager Menacer d:une sanction

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Pro$ettre une reco$pense @rdonner Defendre" interdire Prier" supplier %nterpeller n c!a$p li0re Au telep!one Correspondance Appeler a l:aide De$ander de parler De$ander propositions d:action De$ander de (ne pas' trans$ettre 7pri$er des attitudes et des senti$ents Faisa0ilite9infaisa0illite Facilite9difficulte )tilite9inutilite %ndispensa0ilite De4oir @0ligation %nterdiction Per$ission Eolition %ndecision %ndifference Desir Crainte %ntention Eolonte Co$petence9inco$petence Capacite9incapacite Moti4ation 8ut c!ec" reussite Dispositions su0?ecti4es Dispositions o0?ecti4es &esponsa0ilite Affecti4ite %nteret" appreciation" preference" ad$iration Sy$pat!ie" a$itie" a$our Pitie Antipat!ie" !ostilite" !aine" dedain" $epris Confiance" $efiance #ratitude9ingratitude &ancune" ressenti$ent Fierte" !onneur" !onte" des!onneur

A Knowledge Strategy for Acquisition of Modern Foreign Languages

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Surprise" etonne$ent" indifference Satisfaction" contente$ent" plaisir" 0on!eur" ?oie" fascination %nsatisfaction" deception" regret" depit" deplaisir Souci" tristesse" c!agrin" desespoir" $al!eur n4ie" ?alousie %rritation" indignation nnui" e$0arras" inquietude" angoisse 8onne et $au4aise !u$eur &ealiser des actes sociau7 Saluer Prendre conge A l:oral Correspondance Presenter quelqu:un Se presenter Presenter sa sy$pat!ie" ses condoleances Sou!aiter quelque c!ose a quelqu:un &e$ercier S:e7cuser (rinquer ffectuer des operations discursi4es %llustrer" donner des e7e$ples Preciser Citer (S:'e7pliquer Go$$er Co$parer Argu$enter Prou4er" de$ontrer Muger" e4aluer" apprecir Decrire nu$ererraconter &apporter discours &esu$er ffeurer 4oquer" faire allusion a S:etendre sur peler" dicter Sylla0er #loser Parap!raser" e7plicitertraduire Se reprendre Se corriger Corriger autrui

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ngager con4ersation Prendre la paroleannoncer plan" points Marquer e de0ut d:un point Conclure Faire une transition Faire une digression Poursui4re De$ander de se taire De$ander de repeter De$ander de parap!raser" d:e7pliciter De$ander de preciser De$ander raisons De$ander consequences De$ander intentions enonciati4es %nterpreter enonciation

A Knowledge Strategy for Acquisition of Modern Foreign Languages

2,

German Deutsc! Sprec!a2te %nfor$ationsaustausc! Mitteilung %dentifi>ieren" 0enennen Feststellen" 0e!aupten (als gege0en darstellen" als nic!t gege0en darstellen" als se0st4erstandlic! darstellen" als sic!er darstellen" als offen0ar darstellen" als wa!rsc!einlic! darstellen" als $oglic! darstellen" als unsic!er darstellen" als unwa!rsc!einlic! darstellen" als un$oglic! darstellen' Eerallge$einern" generalisieren 8esc!rei0en r2laren Auf etwas auf$er2sa$ $ac!en An etwas erinnern 8ericten Auserungen wiederge0en An2undigen 6ypot!etisc! sprec!en (4on 4entualfallen sprec!en" 4on irrealen Sac!4er!alen sprec!en' Eersic!ern" 0eteuern Frage %nfor$ationen erfragen Sic! 4ergewissern Antwort 8e?a!en Eerneinen Aus2unft ge0en Gic!twissen ausdruc2en Antwort 4erweigern Ausdruc2 2ogniti4er instellungen <issen ausdruc2en )0er>eugung ausdruc2en #lau0en ausdruc2en Eer$utungen ausdruc2en Nweifel ausdruc2en Frage nac! 2ogniti4er instellung Gac! <issen fragen Gac! )0er>eugung" #lau0en" Eer$utungen fragen 8ewertungD Ko$$entar Meinungsauserung Meinungen" Ansic!ten ausdruc2en

A Knowledge Strategy for Acquisition of Modern Foreign Languages

2A

Partei ne!$en 8eurteilung 4on Nustanden" reignissen" 6andlungen Lo0en" positi4 0ewerten 8illingen Dan2end aner2ennen Eer>ei!en Sic! entsc!uldigen Kritisieren" negati4 0ewerten Mis0illigen Eorwurfe $ac!en" 0esc!uldigen 8edauern &ec!tfertigung 8egrunden" rec!tfertigen Nuge0en" eingeste!en Sic! entc!uldigen 8itte u$ Stellungna!$e Meinungen erfragen )$ 8eurteilung 0itten Nusti$$ung suc!en &ec!tfertigung 4erlangen Ko$$entar >a 8e!auptungen" Meinungen Nusti$$en" 0eipflic!ten <idersprec!en Korrigieren inrau$en inwenden" an>weifeln Auf etwas 0e!arren <iderrufen Ausdruc2 e4aluati4er instellungen" <ert!altungen %nteresse ausdruc2en #efallen ausduc2en <unsc!4orstellungen ausdruc2en Eorlie0e ausdruc2en %ndifferen> >usdruc2en Musfallen ausdruc2en Desinteresse ausdruc2en Frage nac! e4aluati4en instellungen" <ert!altungen Gac! %nteresse fragen Gac! <ertsc!at>ung fragen Gac! <unsc!4orstellungen fragen Gac! Eorlie0e fragen #efu!lsausdruc2 Sy$pat!ie ausdruc2en Mitgefu!l ausdruc2en Antipat!ie ausdruc2en

A Knowledge Strategy for Acquisition of Modern Foreign Languages

2B

8egeisterung ausdruc2en Freude ausdruc2en Nufrieden!eit ausdruc2en )0errasc!ung ausdruc2en rleic!terung ausdruc2en nttausc!ung ausdruc2en 8estur>ung ausdruc2en #elassen!eit ausdruc2en #leic!gulig2eit ausdruc2en &esignation ausdruc2en &atlosig2eit ausdruc2en Angst ausdruc2en Ku$$er ausdruc2en (raurig2eit ausdruc2en )n>ufrieden!eit ausdruc2en Langeweile ausdruc2en )ngeduld ausdruc2en Eerargerung ausdruc2en A0sc!eu ausdruc2en Sc!$er> ausdruc2en 6andlungsregulierung Aufforderung Me$anden auffordern Auffordern >u ge$einsa$e$ 6andeln 8itten )$ 6ilfe 0itten <unsc!e ausern Eerlangen" 2aufen 8estellen Auftrage ge0en #e0ieten Anordnen" 0efe!len Eer0ieten %nstruieren &e2la$ieren Drangen <arnen Dro!en r$untern Eorsc!lagen &aten rlau0nis- rlau0nis4erweigerung rlau0en Eerpflic!tungen auf!e0en rlau0nis 4erweigern

A Knowledge Strategy for Acquisition of Modern Foreign Languages

2/

Konsultation )$ rlau0nis 0itten )$ Eorsc!lage 0itten )$ &at fragen )$ %nstru2tion 0itten Ange0ot Gac! <unsc!en fragen Dinge an0ieten An0ieten" etwas >u tun 6ilfe an0ieten inladen Eersprec!en inwilligung ; <eigerung inwilligen Eerein0aren Ange0ote anne!$en Sic! weigern Ange0ote a0le!nen Nogern Ausdruc2 !andlungs0e>ogener instellungen und Eorausset>ungen %ntention (A0sic!t ausdruc2en" ntsc!lossen!eit ausdruc2en" )nentsc!lossen!eit ausdruc2en" A0sic!tslosig2eit ausdruc2en" Eer>ic!t ausdruc2en' Moti4ation (6andlungswunsc! ausdruc2en" Praferen> ausdruc2en" 6andlungs>wec2 ausdruc2en' &ealisier0ar2eit (Fa!ig2eit ausdruc2en" Nustandig2eit ausdruc2en" Ko$peten> ausdruc2en" 8ereitsein ausdruc2en" Moc!0ar2eit ausdruc2en" Gic!t$ac!0ar2eit ausdruc2en" Eer!indertsein ausdruc2en" Gic!t-Nustandig2eit ausdruc2en" )nfa!ig2eit ausdruc2en' Eerpflic!tung (auf Eerpflic!tung !inweisen" auf Eer0ote !inweisen" auf rlau0t!eit !inweisen' Frage nac! !andlungs0e>ogenen instellungen und Eorausset>ungen %ntention (nac! A0sic!t fragen" nac! ntsc!lossen!eit fragen' Moti4ation (nac! 6andlungswunsc! fragen" nac! Praferen> fragen" nac! 6andlungs>wec2 fragen' &ealisier0ar2eit (nac! Fa!ig2eit fragen" nac! Nustandig2eit fragen" nac! Ko$eten> fragen" nac! 8ereitsein fragen" nac! Mac!0ar2eit fragen' Eerpflic!tung (nac! Eerpflic!tung fragen" nac! rlau0t!eit fragen' So>iale Kon4entionen Konta2taufna!$e Me$aden 0egrusen Nuruc2grusen Gac! de$ 8efinden fragen Auf Frage nac! de$ 8efinden reagieren Sic! 4orstellen Me$anden 4orstellen

A Knowledge Strategy for Acquisition of Modern Foreign Languages

2.

&eagieren" wenn sic! ?e$and 4orstellt ode 4orgestellt wird Me$anden ansprec!en &eagieren" wenn $an angesroc!en wird )$ rlau0nis 0itten ein>utreten Me$anden !erein0itten Sic! als Anrufender a$ (elefon 4orstellen Sic! als Angerufener a$ (elefon $elden Anrede in 8riefen Konta2t0eendigung Sic! 4era0sc!ieden A0sc!iedsgrus erwidern Me$ande$ #russe auftragen Eersprec!en" #russe aus>uric!ten Sic! a$ (elefon 4era0sc!ieden A0sc!iedsgrus a$ (elefon erwidern Sc!lus" #rusfor$eln in 8riefen Sta0ilisierung 4on Konta2ten Sic! entsc!uldigen Auf ntsc!uldigungen reagieren Sic! 0edan2en Auf Dan2 readieren Ko$pli$ente $ac!en Auf Ko$pli$ente reagieren #ratulieren Auf #ratulation reagieren #ute <unsc!e aussprec!en Auf gute <unsc!e reagieren Me$ande$ >utrin2en Auf Nutrun2 reagieren &edeorganisation und Eerstandigungssic!erung <ec!selrede )$s <ort 0itten Me$anden unter0rec!en An>eigen" das $an weiter sprec!en will Auf$er2sa$2eitdes 6orers suc!en Das <ort u0erlassen" u0erge0en Nu$ Sprec!en auffordern Nur Kenntnis ne!$en Nu$ Sc!weigen auffordern Eerstandigungssic!erung &uc2fragen )$ <iederer!olung 0itten 8itten >u 0uc!sta0ieren Gic!t-Eerste!en signalisieren )$ sprac!lic!e r2larungen >u Auserungen 0itten

A Knowledge Strategy for Acquisition of Modern Foreign Languages

+0

)$ 7pli>ierung" Ko$$entierung 0itten 8uc!sta0ieren Eerste!en signalisieren Kontrollieren" o0 $an a2ustisc! 4erstanden wird Kontrollieren" o0 %n!alt9Nwec2 eigner Auserungen 4erstanden werden igene Auserungen e7pli>ieren" 2o$$entieren &edestru2turierung Auserung einleiten Nogern" nac! <orten suc!en )$ Ausdruc2s!ilfe 0itten Sic! 2orrigieren )$sc!rei0en Auf>a!len 8ispiel ge0en (!e$a wec!seln Nusa$$enfassen 8etonen" !er4or!e0en Auserung a0sc!liesen

A Knowledge Strategy for Acquisition of Modern Foreign Languages

+*

talian %taliano Atti co$unicati4i Dare e cercare infor$a>ione effetti4a %dentificare" definire Asserire c!e si e9non si e 4erificato qualcosa &iportare" raccontare" descri4ere Annunciare" infor$are di un fatto C!iedere infor$a>ioni su dei fatti &ispondere per dar infor$a>ioni su dei fatti spri$ere" indagare atteggia$enti e opinioni spri$ere un atteggia$ento" conoscen>a spri$ere d:accordo9disaccordo Sapere9non sapere Credere9non credere &icordare9di$enticare C!iedere opinioni For$ulare opinioni %potesi di e4entualita @potesi di irrealta spri$ere e indagare sul carattere di un fatto Porre un fatto co$e 4ero9falso Do$andare accordo sulla 4erita di un fatto Porre un fatto co$e conseguen>a ine4ita0ile di un altro innega0ile in se Porre un fatto co$e certo Porre un fatto co$e apparente Porre un fatto co$e possi0ile9i$possi0ile Porre un fatto co$e pro0a0ile9i$pro0a0ile Porre un fatto co$e necessario9non necessario Porre un fatto co$e facile9difficile spri$ere c!e qualcuno e9non e capace di fare un:a>ione spri$ere stati e$oti4i" senti$enti" $orale %nteresse" si$patia Appro4a>ione" d:accordo Piacere" a$$ira>ione #ioia" felicita A$ici>ia" a$ore Preferen>a Pieta" partecipa>ione Speran>a Sollie4o Sorpresa

A Knowledge Strategy for Acquisition of Modern Foreign Languages

+2

%ndifferen>a" pa>ien>a" rassegna>ione Antipatia Disappro4a>ione %ncredulita Goiainsoddisfa>ione" delusione" ri$pianto Preoccupa>ione Dispiacere (riste>>a" infelicita" dispera>ione Diffiden>a" sfiducia %rrita>ione" ra00ia (i$ore" paura Catti4o u$ore" depressione Progetti di a>ione A>ioni c!e riguardano noi stessi @ffrire di fare qualcosa Pro$ettere di fare qualcosa spri$ere inten>ione9$ancan>a di inten>ione" desiderio" 4olonta" decisione di fare &inunciare a fare Proporre di fare insie$e ad altri %n4itare qualcuno" incitare spri$ere o00ligo" do4ere" i$pegno A>ioni c!e riguardano gli altri Suggerire" consigliare c!e gli altri facciano qualcosa" esigere &acco$andare" incoraggiare A44ertire" segnalare Dare9c!iedere instru>ioni" recla$are Per$ettre ad altri di fare9negare il per$esso Dispensare di fare %n4itare a fare Pregare" c!iedere" ordinare C!iedere di non fare Con4en>ioni sociali Attirare l:atten>ione %ni>iare un contatto Salutare e rispondere al saluto spri$ere auguri e rispondere Presentarsi" presentare qualcuno" rea>ioni &ingra>iare e rispondere al ringra>ia$ento Scusari e rispondere alle scuse Presentare le si$patie" le condoglian>a %n4itare qualcuno e rispondere all:in4ito C!iedere il per$esso di fare qualcosa e concedere il per$esso C!ia$are per telefono e rispondere al telefono" for$ule di c!iusurari4olgersi a persone per $e>>o di:lettre

A Knowledge Strategy for Acquisition of Modern Foreign Languages

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Congratularsi e rispondere alle congratula>ioni Fare auguri e rispondere For$ule di c!iusura di lettre Congedarsi" $andare dei saluti a qualcuno C!iedere un fa4ore e rispondere 8rindare (ecnic!e della co$unica>ione C!iedere e dare la parola" interro$pere l:interlocutore %n4itare a parlare" a tacere Go$inare %llustrare" portare ese$pi" prendere nota di qualcosa Spiegar9si Assicurarsi c!e ci si e spiegati Segnalare di a4er9non a4er sentito nu$erare &accontare" riassu$ere" descri4ere De$onstrare" pro4are Paragonare Definire Anali>>are Classificare Correggersi Fare una digressione Soffer$arsi nfasi sull:atto di asserire qualcosa Concludere Strategie di corre>ione Segnalare di non a4er capito C!iedere di ripetere" di silla0are C!iedere un c!iari$ento Dire di non conoscere C!iedere di parlare piu lenta$ente C!iedere di perifrasare C!iedere di descri4ere con particolarita C!iedere di identificare $ostrando &icorrere al soccorso di un:altra persona" di un di>ionario" ecc1 Ca$0iare discorso Sinteti>>are" rile4are" sottolineare" concludere il discorso

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!orean (!is section !as 0een pu0lis!ed separately wit! t!e support of t!e Korea Foundation3 A1 Fedotoff" #1M1 C!oi" (1 S!opo4" 2000" Ma(ing the )rade" Sofia3 7el-M Pu0lis!ers1

A Knowledge Strategy for Acquisition of Modern Foreign Languages

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A Knowledge Strategy for Acquisition of Modern Foreign Languages

+A

xecfSca_mna_U cfXaR_ ]W^_`XaSX ^_[cQ\S" P[cZcmnQ\ZSU ]W^_`XaSX aXP[cZcmnQ\ZSU" cqc^YXaSU ]cb^cQ ci P[cZcmnQ\ZSU" aXP[cZcmnQ\ZSS" ^_[cQ\S ]W^_`XaSX9ZWUQaXaSX QSeb_\SS" ^_Qbcmc`XaSU ]W^_`XaSX9ZWUQaXaSX _a\Sb_\SS ]W^_`XaSX P[cZmX\Zc^XaSU9aXP[cZmX\ZcXaSU ]cb^cQ ci P[cZmX\Zc^XaacQ\S9aXP[cZmX\Zc^XacQ\S ]W^_`XaSX Sa\X^XQ_9c\QPQ\ZSU Sa\X^XQ_ ]W^_`XaSX V_Sa\X^XQcZ_aacQ\S Z YXe-\c9iXV^_VmSYSU ]W^_`XaSX P[SZmXaSU OX_RfSU a_ P[SZmXaSX l\QPQ\ZSX P[SZmXaSU ]cb^cQ bc bcZc[P P[SZmXaSU ]W^_`XaSX a_[X`[W ]W^_`XaSX ^_VcY_^cZ_aSU" [cQ_[W ]W^_`XaSX ^_Q\X^UaacQ\S ]W^_`XaSX icUVaS" Q\^_o_" iXQbcRcTQ\Z_ tQbcR_SZ_aSX ]cb^cQ bc bcZc[P Q\^_o_" icUVaS ]W^_`XaSX ec^_mnaWo ciUVU\XmnQ\Z ]W^_`XaSX c[ci^XaSU9aXc[ci^XaSU ]cb^cQ ci c[ci^XaSS9aXc[ci^XaSS ]W^_`XaSX ^_QR_UaSU ]W^_`XaSX Qc`_mXaSU ]W^_`XaSX QcYPZQ\ZSU ]cV[XTQ\ZSX" PiX`[XaSX u^X[mc`XaSX [XTQ\ZSU hcqm_QSX Q b^X[mc`XaSXe u^cQni_ Q[Xm_\n Y\c-mSic hcZX\ u^X[cQ\X^`XaSX" bciP`[XaSX R c\R_VP uciP`[XaSX" bccj^XaSX R [XTQ\ZSv gaQ\^PRfSS" ^XRcZc[Q\Z_ u^XVmc`XaSX bcecjS l\ZX\ a_ b^X[mc`XaSX bcecjS u^Sqm_pXaSX R [XTQ\ZSv u^SaU\SX b^Sqm_pXaSU l\R_V c\ b^Sqm_pXaSU" b^X[mc`XaSU ]cb^cQ c b^SaU\SS b^X[mc`XaSU SmS c\R_VX c\ b^X[mc`XaSU u^cQni_ c RcaR^X\acT ZXjS tRmcaYSZWX c\ZX\W hcfS_mSV_fSU" ^XYXZcT X\SRX\ u^SZmXYXaSX ZaSe_aSU

A Knowledge Strategy for Acquisition of Modern Foreign Languages

+B

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A Knowledge Strategy for Acquisition of Modern Foreign Languages

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S#anish spanol Funciones linguisticas %nfor$acion Pedir9dar infor$acion Pedir infor$acion so0re un !eco Manifestar interes9curiosidad por algo Preguntar so0re lo ocurrido &esponder la pedida de infor$acion &espuesta afir$ati4a &espuesta negati4a &espuesta du0itati4a Pedir9dar infor$acion so0re una persona %dentificar9se &elatar Anunciar 7plicar Descri0ir Garrar &esu$ir Co$entar (rans$itir do dic!o Corregir Preguntar9responder acerca de correcto9incorrecto Preguntar si es correcto Decir que es correcto Decir que no es correcto (argu$entos" e7plicaciones' Preguntar9respondir (distntos tipos de preguntas y su respuesta' Actitudes intelectuales y su co$pro0acion 7presar acuerdo9desacuerdo Preguntar acerca de acuerdo9desacuerdo &esponder acerca de acuerdo9desacuerdo star9ponerse de acuerdo (argu$entos" condiciones' Go estar de acuerdo ($oti4os" e7plicaciones' @ponerse9contradir (argu$entos" $oti4os' Aceptar9declinar una oferta o una in4itacion Preguntar acerca de aceptacion o rec!a>o &esponder acerca de aceptacion o rec!a>o &espuesta afir$ati4a (condiciones" posi0ilidades' &espuesta negati4a (argu$entos" $oti4os' @freci$iento para !acer algo Proponer un fa4or o ayuda a alguien

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Pedir fa4or o ayuda Decir que uno se acuerda o se !a ol4idado de algo o de alguien Preguntar si uno se acuerda o se !a ol4idado &esponder que se acuerda o no se acuerda &ecordar algo a alguien 7presar posi0ilidad9i$posi0ilidad Considerar un !ec!o posi0le o i$posi0le Preguntar si algo se considera posi0le o i$posi0le &esponder que es posi0le (condiciones' &esponder que no es posi0le (e7plicaciones" argu$entos' 7presar capacidad9incapacidad Preguntar acerca de capacidad9incapacidad &esponder acerca de capacidad9incapacidad Decir que uno puede !acer o no !acer algo (argu$entos' Decir a alguien que puede o no puede !acer algo (argu$entos' Ani$ar a algien a !acer algo (argu$entos' 7presar conclusion logica Preguntar si algo se considera co$o conclusion logica y =por que: 6acer conclusion logca" deducir Considerar algo co$o conclusion logica (e7plicaciones" argu$entos" $oti4os' 7presar seguridad9inseguridad Preguntar si uno esta seguro o no Preguntar acerca del grado de seguridad o inseguridad &esponder acerca de seguridad o inseguridad Decir que esta seguro y =por que: Decir que no esta seguro y =por que: Definir el grado de seguridad o inseguridad (argu$entos' 7presar o0ligacion9no o0ligacion Preguntar si uno esta o0ligado a !acer algo o no &esponder que esta o0ligado o no o0ligado a !acer algo (condiciones" $oti4os' Decir a alguien que esta o0ligado o no o0ligado a !acer algo (cndiciones" $oti4os' @0ligar a alguien a !acer algo (e7plicar =por que:" poner condiciones' 6acer callar Autori>ar y pedir per$iso 7presar autori>acion9falta de autori>acion (condiciones" $oti4os' Pedir9solicitar per$iso (argu$entos' Conceder per$iso (condiciones' Denegar per$iso" pro!i0ir ($oti4os' Consultar9e7presar opinion Pedir la opinion a alguien 7presar opinion Dar la opinion A0stenerse a dar la opinion Caracteri>ar" calificar" co$parar Apro0ar9desapro0ar &ec!a>ar algo

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Criticar9elogiar Protestar 7poner las ra>ones Considerar un !ec!o3cierto9falso" 0ueno9$alo" facil9dificil" !er$oso9feo" necesario9innecesario" pro0a0le' 7presar duda o suposicion Preguntar so0re !ec!os dudosos o supuestos Considerar un !ec!o dudoso o supuesto For$ular !ipotesis Preguntar so0re !ipotesis e4entuales o irreales For$ular !ipotesis e4entuales For$ular !ipotesis irreales Actitudes e$ocionales" senti$ientos y su co$pro0acion 7presar 0uen9$al !u$or Preguntar acerca del estado de ani$o 7presar 0uen !u$or" 0uen estado de ani$o 7presar $al !u$or" $al estado de ani$o 7presar dolor fiscio" la$entarse" que?arse 7presar gusto" placer" agrado9falta de gusto" disgusto" desagrado Preguntar so0re gustos" placeres 7presar lo que a uno le gusta" le agrada 7presar lo que a uno no le gusta" no le agrada 7presar preferencias Preguntar a alguien por sus preferencias 7poner sus preferencial 7presar interes9falta de interes por algo Preguntar a alguien si esta interesado por algo 7presar interes 7presar falta de interes" indiferencia" a0urrie$iento 7presar si$patia" a$istad" a$or9antipatia" odio Preguntar acerca de las aficiones por algo o alguien 7presar aficiones 7presar alergia" satisfaccion9triste>a" insatisfaccion" descontendo Preguntar acerca de los senti$ientos 7presar senti$ientos 7presar opti$is$o" entusias$o9pesi$is$o" desilusion" decepcion" depresion 7presar confian>a9disconfian>a 7presar gratitud9ingratitud 7presar deseo" 4oluntad Preguntar acerca de los deseos de alguien Desear" querer" an!elar algo 7presar necesidades Preguntar acerca de necesidades 7presar necesidades o falta de algo 7presar i$paciencia" preocupacion" te$or" $iedo" angustia

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7presar enfado" indignacion" irritacion" !orror 7presar @rgullo Sorpresa speran>a Pena Lasti$a Arrepenti$iento Ali4io &epulsion" asco Actitudes $orales y su co$pro0acion Disculparse" pedir perdon Pedir perdon o disculpa &esponder a una disculpa Apreciar Pedir aprecio" apro0acion 7presar aprecio" apro0acion 7presar disapro0acion Pro$eter Pedir pro$esa Dar una pro$esa 7presar responsi0ilidad Persuasion Solicitar9proponer" sugerir acti4idades Solicitar acti4ades de otro Proponer" sugerir acti4idades con la participacion del !a0lante Aconse?ar Pedir conse?os Dar conse?os A4isar" pre4enir A4isar Pre4enir" aconse?ar a alguien que no !aga ciertas cosas %nstruir" dirigir %nsistir )sos sociales de la lengua Saludar" esta0lecer contactos Modos de saludar &eci0ir a alguien %niciar9concluir una con4ersacion %nfor$ar9se acerca del estado de salud o de ani$o Preguntar acerca de la salud o del estado de ani$o Modos de responder Presentarse" presentar a alguien

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Modos de presentarse Modos de presentar a orta persona &esponder a una presentacion Despedirse" despedir a alguiene7presiones de despedida Modos de responder Desear 0uena suerte$odos de desear 0uena suerte Corresponder al deseo Atraer atencion &ecla$ar la atencion de alguien Manifestar atencion Agradecer Dar las gracias De4ol4er las gracias &eproc!ar algo a alguiene7presar irritacion y enfado %nsultar A$ena>ar Felicitar Modos de felicitar &esponder las felicitaciones 8rindar 6acer un 0rindis Desear 0uen pro4ec!o @frecer algo 7presiones usadas a la entrega de una cosa Modos de responder 6a0lar por telefono Lla$ar por telefono Contestar una lla$ada telefonica scri0ir una carta &edactar una carta personal (for$ulas" e7presiones' &edactar una carta oficial (for$ulas" e7presiones'

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