CHAP 6

Learning the L2 vocabulary for ordinary informal interpersonal interaction sometimes poses more difficulties than learning ………………………… for an academic or scientific field

•  the “everyday” vocabulary

• the technical vocabulary

• core vocabulary

L2 learning at the level of morphology (or word structure) can be ………………… for vocabulary development as well as for achieving grammatical accuracy

• very easy

• very necessary

• very important

………………………. processing can compensate for linguistic limitations to some

extent by allowing learners to guess the meaning of words they have not

encountered before, and to make some sense out of larger chunks of written and oral text

Academic listening often requires ability to ……………….by speakers of different native and nonnative varieties of the language which can be especially challenging for L2 learners.

• process pronunciation

• distinguish new from old information

• highlight important content.

Ability to communicate effectively in social interactions, involving appropriate language use in different contexts.

• interpersonal discourse competence

• academic discourse competence

..... competence is the ability to communicate effectively in academic settings, requiring specific language knowledge and skills.

1. In Academic Competence, which are receptive modes? 

• Reading & Listening

• Reading & Writing

• Speaking & Writing

• Listening & Speaking

In Interpersonal Competence, which are productive modes?

• Reading & Listening

• Reading & Writing

• Speaking & Writing

• Speaking & listening

Learning how to perform these acts in the L2 is central to language learning, and knowing when to deploy them is basic to what we have called…………..

• academic competence

• pragmatic competence

• interpersonal competence

………………..(Gumperz 1977) are elements of communication that allow people to express and interpret meaning beyond the referential meaning that the surface structure of messages provides.