UNIVERSIDAD NACIONAL EXPERIMENTAL

“FRANCISCO DE MIRANDA”

ÁREA DE CIENCIAS DE LA EDUCACIÓN

DEPARTAMENTO DE IDIOMAS

APPLIED LINGUISTICSThe oral and written discourse of English as a foreign language

within the Critical Chinking Movement Approach.

M.Sc. MARCO TULIO SOTO LEON

Spoken and Written Discourse

SpokenIt typically relies on paralinguistic and nonverbal channels. No one speaks

without showing one's attitude toward the message and the speech activity.

WrittenIt relies on lexicalization for the establishment of cohesion by choosing words

with just the right connotation and using complex syntactic constructions.

Produce &

ExchangeDiscourse can be transmitted through oral means (a conversation, a conference

or a job interview) or by written means (a letter, a book or a newspaper article).

CoherenceA text is said to be coherent if for a certain hearer or reader when he is able to fit

its different elements into a single overall mental representation.

Culture

DifferenceStudents can become more critically aware of the social structure and ideologies

of a culture or community that produces the discourse.

Spoken Discourse Written Discourse

The message is captured by the ears. The message is captured by the eye.

There is interaction between the transmitter and receiver. No feedback from the receiver of the message.

Commonly, the message content refers to general topics. Commonly , the content of the message refers to specific topics.

It is momentary, lasts only the instant it is issued. It is durable, it remains in a format (book, magazine, etc..)

It is spontaneous and immediate and can not be deleted. It can be corrected as often as necessary.

The language is informal. The language is formal.

Presence of nonverbal resources: intensity of voice, rhythm,

tone.

Presence of verbal resources: typography, headings and subheadings, punctuation, paragraph organization.

Use of short, simple sentences. Use of longer and more complex sentences.

It carries brands dialects (geographical, social). It neutralizes dialectal marks.

Delivery emotional information from the issuer. Delivery reference information from the issuer.

Communicative Functions

Modes of organization

Text is organized from

propositions or

statements that list

qualities, properties,

characteristics of

object or phenomenon.

DESCRIPTION

Present some facts in a

temporal and casual

sequence. The narrative

can be presented in

different genres of

discourse.

NARRATIVE

The reasons and

arguments that make

up the text are

designed to provide a

system of values or an

opinion.

ARGUMENTATIVE

The explanation is to

raise awareness, do

understand and clarify

a particular issue. Its

purpose is to modify a

state of knowledge.

EXPLANATION

Methods UnderlyingApproach: Humanistic

Relevant Concepts

Role ofTeacher

Role of Learners

Class Stages or Sequence

Main Activitiesand Materials

Cooperative Learning

Authors:Paulsen, Deborah B. Kaufman, Hugh Fuller.

View of L2:

Social,Affective, Cognitive Constructivism

It focuses on opportunities to encourage both individual flexibility and affinity to a learning community.

He mediates to foster some benefits from the freedom of individual learning and other benefitsfrom social collaborative learning

Learners must work together in order to succeed and personal success only springs from group success

It meet five criteria: positive interdependence, individual accountability, face-to-face interaction, appropriate use of collaborative skills, and regular self-assessment of team functioning.

Tools may include Virtual Classrooms (i.e. geographically distributed classrooms linked by audio-visual network connections), chat, discussion threads, application sharing.

CriticalThinkingMovement

Authors:Fisher & Scriven: Edward M. Glaser,ul, Dr. Richard; Elder, Dr. Linda,

View of L2:

Communicative,Affective , Social Constructivism

It involvesdetermining themeaning andsignificance ofwhat is observedor expressed, or,concerning agiven inferenceor argument,determiningwhether there isadequatejustification toaccept theconclusion astrue.

Teachers foster critical thinking fosters reflectivenessin students by asking questions that stimulate thinking essential to the construction of knowledge.

All students must do their own thinking, their own construction of knowledge. Learners construct in their minds the basic ideas, principles, and theories that are inherent in content.

Internalization, application

It is an active process. Classroom instruction, homework, term papers, and exams, therefore, should emphasize active intellectual participation by the student. The intellectual skills of critical (thinkinganalysis, synthesis, reflection)must be learned by actually performing them.

Approaches and Methods Overview - Nunan 1989

Cognitive

Strategies

Practicing

Repeating

Practicing with sounds and writing systems

Recognizing and using formulas and patterns

Recombining

Practicing naturalistically

Receiving and

sending messages

Getting the idea quickly

Using recourses for receiving and sending messages

Analyzing and

reasoning

Reasoning deductively

Analyzing expressions

Analyzing contractively (across languages)

Translating

Transferring

Creating structure

for input and

output

Taking notes

Summarizing

Highlighting

Oxford´s Strategy Classification System

Oxford´s Strategy Classification System

Social

Strategies

Asking

questions

Asking for clarification or verification

Asking for correction

Cooperating

with others

Cooperating with others

Cooperating with proficient participants

Empathizing

with others

Developing cultural understanding

Becoming aware of other’s thoughts and feelings

Oxford´s Strategy Classification System

Affective

Strategies

Lowering

your

anxiety

Using progressive relaxation, deep breathing, meditation

Using music

Using laughter

Encouraging

yourself

Making positive statements

Taking risks wisely

Rewarding yourself

Taking your

emotional

temperature

Listening to your body

Using checklist

Writing a language learning diary

Discussing your feelings with someone else

They are procedures that include various techniques, operations, specific activitiesthat pursue a specific purpose such as learning and academic problems solution.

These allow and enable students to develop their own knowledge. They are toolslearned in social-cultural contexts of interaction with someone who knows more.

Importance of ICT in the University

Learning Strategies -L2 - ICT

Suarez & Cebrián

Transmission of knowledge is one of the fundamental pillars of academic institutions,then the technological apparatus significantly contribute to the development oflearning and, therefore, the importance of ICT cooperation with university academicprogress.

This transmission in terms of learning strategies empower learners with thistechnological platform and foreign languages and the social-cultural context implied.

Importance of ICT in the university, among which it is worth noting the

following:

-Expand access to education.

-Improve the quality of learning.

-Improve the relationship between costs and effectiveness of teaching.

-Allow adaptation to a working world where technologies are used.

Learning Strategies

Oxford, Suarez & Cebrián

Suarez & Cebrián

Language Learning by means of ICT

ICT provides dynamic media presentations and online self-assessment tools.

Computer Assisted Language Learning: it is used as anaid to presentation, reinforcement and assessment, ofmaterial (combination of text, images, sound and ideas).

Learning supported by ICT in virtual environments is gaining popularity.

Educational settings supported by ICT is fruitful in knowledge construction.

This technological approach on L2 is defined as CALL

LESSON OUTLINE

Level: Intermediate. Time: 90 minutes.

Topic: A lost Society.

Aim: To develop students' ability to identify what type of text it is

(Description) and to take information from it and construct their own

opinions about it.

Communicative function: To discuss one´s opinions and arguments about

a topic (Critical Thinking & Cooperative Learning).

Material and resource:

a) Strips of paper for ice break activity,

b) board and marker and

c) photocopied material.

LESSON OUTLINE

PREINSTRUCTIONAL STAGE

Enunciation of the objectives of the lesson and subject to be studied.

Ice break activity. I will have students work in groups of 3 or 4. Several strips of

paper are given to the students in order to put the parts into the correct order to

form a whole text. (Groups competition).

I will do some quick feedback to make sure they have the correct order and ask

them how they know the order.

Then, I will hand out the photocopies containing the activities.

LESSON OUTLINE

COINSTRUCTIONAL STAGE

Task 1. Deducing meaning of words.

I will have students read the whole text again and share their ideas about this

ethnical society, even if any body has ever been to that place.

I will ask students to write in the worksheet the words in bold in the text that

match the definitions.

Correction of task 1 (Students and teacher).

Task 2. Deducing syllable stress.

I will have students read out the vocabulary words and ask students to decide

how many syllables each word has and which syllable is stressed.

Correction of task 2 (Students and teacher).

LESSON OUTLINE

POSTINSTRUCTIONAL STAGE

Task 4. Stimulating Thinking / Written and Oral Production.

In this activity I will stress that there is no correct / incorrect answer. They

should complete the sentences according to their own opinion.

After the groups of students have completed the sentences they should

compare and discuss with the whole class.

Task 3. Order of Description.

I will ask students to skim the reading and put the facts under the correct

heading in the table.

Correction of task 3 (Students and teacher).

CONCLUSION

Discourses may develop different features. In other words, they normally

use more than a couple of words and sentences; they produce longer

stretches of language arranged into a single overall mental representation.

People use the language for communicating through coherent and

cohesive stretches of language. As people can communicate through the

spoken and written means, there are spoken and written discourses that

reveal a social, affective, psychological communicative event.

These chunks of language are connected in a logical way transmitting a

specific message. This process is called discourse, and its linguistic

product is called text whose analysis comes from humanistic principles

within the liberating thought headed by our nations .

BIBLIOGRAPHICAL REFERENCES

Delmastro, A. L. 2007. Consideraciones para el desarrollo de la lectura en lengua

extranjera: una mirada constructivista. (comp.), Desarrollo de destrezas lectores en

lenguas extranjeras. P: 41-74. Universidad del Zulia.

Calsamiglia, Helena y Amparo Tusón. (2002) . Las Cosas del Decir. Manual de

Análisis del Discurso. Barcelona, Ariel. Available at:

http://www.postgradolinguistica.ucv.cl/dev/documentos/49,751,las%20cosas%20de

l%20decir%201.pdf. Consulted on March 4th 2013.

Hallberg, David. 2010. Socioculture and Cognitivist Perspectives on Language and

Communication Barriers in Learning. (comp.), International Journal of Human and

Social Sciences P. 533-542.

Suarez, Enrique y Manuel Cebrián. 2008 “Estrategias para desarrollar las actividades

académicas con el empleo de las Tecnologías de Información y Comunicación” Revista

Synergies . No. 4 P. 171-189. Universidad del Zulia.

Oxford, Rebecca. 1990. Oxford’s strategy classification system. (comp.), Brown H.D.

2000 Principles of language learning and teaching. P. 132-133. New York Longman Inc.

BIBLIOGRAPHICAL REFERENCES

Tannen, Deborah. 1983. Oral and Literate Strategies in Spoken and Written Discourse.

(comp.), Literacy for life: The demand for reading and writing. P: 79-96. The modern

language Association. New York. Available at:

http://www9.georgetown.edu/faculty/tannend/pdfs/Oral_and_literate_strategies_in_sp

oken_and_written_narratives.pdf. Consulted on March 7th 2013.