CEFR

The basic features of this model are fully developed during early childhood, but it is
further developed through education and experience in adolescence and adult life.
SLT and FLT often asume that learners have already acquired a knowledge of the world
sufficient for the purpose
Knowledge from the world derives either from experience, education, other information
sources, etc. It includes General contexts such as knowing institutions, locations,
organisations, persons, objects, events, factual knowledge of the country/ies in which the
language is spoken, geography, demographic, economic and political features.
Sociocultural: Knowledge of the society and culture of the community(ies) in which a
language is spoken. It involves information of everyday living (public holidays, food &
drink, manners, working standards), living standards, welfare arrangements and
Interpersnal relations (class structure, gender relations, family structures, public relations,
race relations, political and religious relations), Values and beliefs, body language, social
conventions, ritual behavior.
Intercultural awareness: Understanding of the relation between the world of origin and
that of the target community. It involves awareness of regional and social diversity. Which
perspectives each community has of one another
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Practical skills: Social skills –how to interact-, living skills –routine actions in daily living-,
vocational and professional skills, leisure activities skills –arts, crafts, sports, hobbies-.

Intercultural: Bringing the culture of origin and the foreign one into relation with each
other. Cultural sensitivity and use of strategies for contact with those from other cultures.
How to deal with misunderstandings, how to overcome stereotypes.
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Ability to observe and participate in new experiences and to incorporate new knowledge
into existing knowledge
Heuristic skills: How to come to terms with the new experience, how to find, understand
and convey new information. Ability to use new technologies
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Lexical  vocabulary fixed expressions, idioms, phrasal verbs, gramatical ítems, etc.
Grammatical  articles, quantifiers demonstratives, possesives, relatives, etc. (those
belonging to closed Word clases) and Morphology
Semantics awaraness of meaning reference connotation, synonymy anotnymy
collocations,etc.
Perception and production of Phonological units (phonemes and allophones)
Ortogrpahic (spelling)
Orthoepic ability to read out loud a prepared tect, spelling conventions, representation of
pronunciation, ability to resolve ambiguity in light of context

Expressions of folk wisdom proverbs idioms quotations (pop culture)

Register differences  text type. Formal, neutral, informal, familiar, intimate
Dialect and accent  Social class, national origin, etchinicity, etc.
Politeness conventions  postive, negative, apporpriate use of please and thank
youLinguistic markers an social relations  choice of adress form conventions of turn
taking, use of expletives bollocks, oh my god, oh Dear!

Discourse: How to arrange sentences in sequence to produce coherent stretches of

language
Functional: The use of spoken discourse and written texts in communicat. For particular
purposes and therefore to perform communicative functions
-Design: Interactional and transactional schemata (patterns of social interaction).

Tomasello
is providing a usage-based approach to Language Acquistion in response to connectionist
models.
Connectionism  Input is the source of both units of language and the rules of language.
Usage-basde theory  “meaning is use” “structure emerges from use”
Pinker  attempted to analyze language acquisition with formal linguistic theory. But
adults language and children’s language are not the same. (structure) “Continuity
assumption”
“the actual structures and representations involved are different at these different stages”

Connectionistis mistakes:
 They don’t deal with communicative intention. Children are focused on the adult’s
communicative intentions as they attempt to comprehend. Communicative function to
base their linguistic generealizations

 Model works with Words and grammatical morphemes in isolation instead of as a

whole linguistic construction.

Usage Based Approach:

Functionalist: Intentions-reading. Cognitive representations comes from human
perception rather than our linguistic abstractions Children use function to make their
linguistic generalizations
Construction-based: Whole utterances and constructions “direct embodiment of a
speaker’s communicative intentions. Meaningful linguistic chunk. Language rules can only
be induced if children are able to grasp larger utterances.
Children’s language as concrete linguistic entities. Item-based construction.

Usage-based: Language structure emerges from language use, find patterns in these store
utterances. Focused on production. How children internalize the linguistic inventories in
creative ways on a particular

Ellis
SLA is not uniform or predictable. Different learners in different situations learn L2 in
different ways. General Aspects. Factors pertaining to the learner and learning situations
these factors are in constant Interaction.
Similar to l1 acquisition?
Naturalistic/Classroom
Morphosyntax centralization
SLA studies both Competence and Performance. Studies Peformacne as an evidence of
competence. How sooo?? Issue.
Acquisition exposure rather than learning.
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1.- The role of the First Language. Language Transfer. Contrastive analysis. Learner can
avoid those rules.
2.- The Natural route of development. Does it exist? What does this thing consist of??
3.- Contextual Variation in language-learner language. Learner commit different mistakes
in accordance to the situational context and the linguistic context .Can be systemized
valuable rules.
4.-Individual Learner Differences. Age, aptitude, cognitive style, motivation, personality,
5.-The role of input Does it shape or does it trigger? Mere exposure to L2 is not enough
6.-Learner Process Use of strategies
7.- The role of formal Instruction the effect it has on the route of learning.
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A Framework for investigating SLA:

Situational factor: Influence the nature of the linguistic input and the strategies
used by the learner. (environment) Distinction between naturalistic SLA and class room
SLA
Linguistic Input: Does it shape SLA? Native speakers adapt their language to L2
learner
Learner differences: age aptitude, motivation, personality and cognitive style.
Contrastive Analysis.
Learner Process: Cognitive or linguistic. Learning strategies (internalize L2)
production strategies (how the use their knowledge to produce lg) communication
strategies (how the language learner attempts to communicate when hi/her language
resources are not enough)
Linguistic Output: LL language is variable but systematic. Predictable but not the
same in every context. Variable route?

Cohen
Success depends on the duration and intensity of the language course
impact of the most important learner feautures on language leaarninf.
Personal baggage  how fast and how likely you are able to learn a L2
Natural environment
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Is like learning a second culture
Generated Choice motivation  then you select a task goal
Maintained and protected in the classroom. No dsitractions.
Retrospective evaluation  evaluatets how things worked out in the past.

Orientation  postivie dispotion L2 desire to interact or be valued by them

Instrumental  Pragmatics gains  higher salry, better job, etc.
Integrative  attituteds towards the teacher and the course/ motivatio in itself

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Quality of the learning experience  5 factors.

1.- Supportive classroom environment

2.- increasig the expectancy of success.
3.- learning is stimulating and appealing, protecting the self steem of the student
4.- motivational feedback
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Used to imprve performancec

To retrieve language material from storage.
Practicising target language structures
Convey messAGE THAT THE HEARER undertsands, language gap
Laguhing at a joke you did not understand

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Message abandonement. Avoidance of a certain topic

Circumculation: paraphrase the terms you are looking for. Using empty lexical ítems such
as things, stuff, intersting, make, do
Repetition. Use of fillers “as a matter of fact” “as far as I am concerned”
Asking for clarification, repetition, confirmation.
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Mental manipulations
Planning/checking/evaluating
Reduction of anxiety and for self encouragement
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