Communicative Competence in a Second Language

Matthew Kanwit, Megan Solon

Chapter 4 Sociocultural Considerations of Communicative Competence - all with Video Answers

Educators

Chapter Questions

Problem 1

Given that Vygotsky's theory is not specific to language development, what implications might there be for investigating the development of communicative abilities that emerge alongside other abilities, as in contexts of language immersion and content-and-language-integrated-learning?

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Problem 2

Knowing that much of Vygotsky's own empirical work was conducted with individuals who had various special needs and learning difficulties, what kinds of possibilities can Sociocultural Theory lead us to imagine for better supporting communicative L2 abilities among such learners?

Emily Himsel

Numerade Educator

Problem 3

What kinds of concepts in linguistics can you identify that would seem important for a Concept-based Language Instruction curriculum aimed at promoting L2 communicative competence?

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Problem 4

Since Dynamic Assessment intends to diagnose abilities that are ripening or emerging, how could language proficiency scales be revised to capture both learner independent performance and their performance with mediation?

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Problem 5

How might the concepts of perezhivanie and Social Situation of Development be used to inform research into the preparation of future language teachers, in particular as they shift beyond their histories as language learners in order to orient in new ways to promoting language development among their students?

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