Getting to L 3 Proficiency inListening, Reading and Speaking

Presenter: Sabine AtwellPresenter: Sabine Atwell

Defense Language InstituteDefense Language Institute

Monterey, CaliforniaMonterey, California

USAUSA

Definition of Level 3Listening Can understand the essentials of all speech in a Can understand the essentials of all speech in a

standard languagestandard language Can follow accurately the essentials of Can follow accurately the essentials of

conversations between educated native speakers conversations between educated native speakers on general concrete and abstract topics and areas on general concrete and abstract topics and areas of professional interestof professional interest

Can understand argumentation and hypothesisCan understand argumentation and hypothesis Can understand implications and can often detect Can understand implications and can often detect

emotional overtonesemotional overtones

Definition of Level 3Reading Can understand a variety of authentic texts on unfamiliar Can understand a variety of authentic texts on unfamiliar

subjects with almost complete comprehensionsubjects with almost complete comprehension International news items, general reports and technical International news items, general reports and technical

material in his/her professional fieldmaterial in his/her professional field Texts may include argumentation, supported opinion, and Texts may include argumentation, supported opinion, and

hypothesishypothesis Able to read “ between the lines”Able to read “ between the lines” Misreading is rareMisreading is rare

Definition of Level 3Speaking Can converse formally and informally about concrete and Can converse formally and informally about concrete and

abstract topicsabstract topics Can converse extensively in formal and informal situationsCan converse extensively in formal and informal situations Can support opinions and convey abstract ideas and Can support opinions and convey abstract ideas and

conceptsconcepts Can clarify points, answer objections, justify decisions, Can clarify points, answer objections, justify decisions,

state and defend policystate and defend policy Can deal with unfamiliar situationsCan deal with unfamiliar situations Can hypothesizeCan hypothesize Can use the language as part of normal professional dutiesCan use the language as part of normal professional duties

Accuracy Requirements for L3 Speaking Broad enough vocabulary for effective formal and Broad enough vocabulary for effective formal and

informal conversations on concrete and abstract informal conversations on concrete and abstract topicstopics

Use of structural devices is flexible, errors occur Use of structural devices is flexible, errors occur in low-frequency and highly complex structuresin low-frequency and highly complex structures

Speaks readily and fills pauses suitablySpeaks readily and fills pauses suitably Discourse is cohesiveDiscourse is cohesive Uses cultural referencesUses cultural references Misunderstandings are rareMisunderstandings are rare

Getting to Level 3:A Process that requires acquiring abstract and more precise vocabularyacquiring abstract and more precise vocabulary building cultural schematabuilding cultural schemata improving accuracy of comprehension and improving accuracy of comprehension and

productionproduction developing an understanding of formal and developing an understanding of formal and

informal registersinformal registers developing an understanding of extended developing an understanding of extended

discoursediscourse

What Do We Mean by Abstract?

An abstract topic or domain as opposed to a An abstract topic or domain as opposed to a concrete oneconcrete one

An abstract linguistic formulation of a topicAn abstract linguistic formulation of a topicExampleExample: From a news broadcast: From a news broadcastAmerican officials and Iraqis American officials and Iraqis markedmarked Saddam Saddam

Hussein’s birthday by Hussein’s birthday by conveningconvening in the in the capitalcapital to discuss how to to discuss how to forgeforge a new a new government for Iraq.government for Iraq.

Recast in more general and concrete language, this might read: American and Iraqi people American and Iraqi people celebratedcelebrated

Saddam Hussein’s birthday by Saddam Hussein’s birthday by getting getting togethertogether and and talking abouttalking about how how to formto form a a new government.new government.

What is lost in the more concrete and What is lost in the more concrete and general recasting of language?general recasting of language?

Acquiring Abstract and More Precise Vocabulary Investigating an author’s choice words?Investigating an author’s choice words? ExampleExample: An excerpt of a text dealing with the : An excerpt of a text dealing with the

ambivalence of the Poles toward joining the EU: “A ambivalence of the Poles toward joining the EU: “A Polish company exports tulips to Holland. Blue jaguars Polish company exports tulips to Holland. Blue jaguars cruise the streets of Warsaw past snazzy coffee shops cruise the streets of Warsaw past snazzy coffee shops serving up frothy cappuccinos. However,….”serving up frothy cappuccinos. However,….”

Working with collocationsWorking with collocations Why don’t we ever say…?Why don’t we ever say…? Butter and bread issues, line at the bottom, ballpark Butter and bread issues, line at the bottom, ballpark

number, bad dictator, for worse or for better, etc.number, bad dictator, for worse or for better, etc.

Acquiring Abstract and More Precise Vocabulary Working with vocabulary for formal and informal Working with vocabulary for formal and informal

purposes bypurposes by using letters, video and film clips, using letters, video and film clips, recordings, radio broadcasts, e-mail, a thesaurusrecordings, radio broadcasts, e-mail, a thesaurus

Examples:Examples:

Dear Brian,Dear Brian,

it was great hanging out with you and the kids on the on the it was great hanging out with you and the kids on the on the 44thth..

Dear Professor Leneaux:Dear Professor Leneaux:

It was a pleasure meeting you this past weekend.It was a pleasure meeting you this past weekend.

Acquiring Abstract and More Precise Vocabulary Working with synonyms and antonyms and why they Working with synonyms and antonyms and why they

are importantare important

Examples:Examples: What is the opposite of gregarious? How are What is the opposite of gregarious? How are excellent, delicious and scrumptious different? What is the excellent, delicious and scrumptious different? What is the opposite of luxury goods?opposite of luxury goods?

Working with vocabulary multipliersWorking with vocabulary multipliers

Examples:Examples: Cognates (depending on the language) Cognates (depending on the language)

Affixes: re-, de-, mis-, mal-, ill-; -able, -ify, -tionAffixes: re-, de-, mis-, mal-, ill-; -able, -ify, -tion

Latinisms: de jure, de facto, quid pro quo, en loco parentesLatinisms: de jure, de facto, quid pro quo, en loco parentes

Acquiring Abstract and More Precise Vocabulary Working with a Thesaurus, or What fits?Working with a Thesaurus, or What fits?

Example:Example: The San Francisco The San Francisco GiantsGiants but but

--A monster storm--A monster storm

--A huge house--A huge house

--A gigantic wave--A gigantic wave

--A Herculean effort--A Herculean effort

--A colossal mistake--A colossal mistake

--A vast desert--A vast desert

--A jumbo cheeseburger--A jumbo cheeseburger

Building Cultural Schemataor

Why do Americans move so much?Why do Americans move so much? Background reading in students’ native languageBackground reading in students’ native language

ExamplesExamples:In history, scholarly books and articles, etc.:In history, scholarly books and articles, etc. Working withWorking with predictionspredictions

Example from an adExample from an ad: : Taking Your Mortgage With YouTaking Your Mortgage With You Comparing cultures in various categoriesComparing cultures in various categories

ExamplesExamples: Issues of time, views on work, privacy, family, : Issues of time, views on work, privacy, family, gender, political organization, economy, etc.gender, political organization, economy, etc.

Automatic cultural processing in the TL cultureAutomatic cultural processing in the TL culture

Building Cultural Schemata

What do you need to know and react to automatically What do you need to know and react to automatically without having to think about it ?without having to think about it ?

Examples for the American culture:Examples for the American culture: Individualism and Personal FreedomIndividualism and Personal Freedom Frontier HeritageFrontier Heritage Jeffersonian DemocracyJeffersonian Democracy LegalismLegalism Separation of Church and StateSeparation of Church and State PluralismPluralism Youth CultureYouth Culture

Building Cultural Schemata

What is cultural, personal , universal?What is cultural, personal , universal? A Level 3 is able to sort out the differenceA Level 3 is able to sort out the difference

CulturalCultural refers to what a group of people have in common refers to what a group of people have in common with each other and how they are different from other with each other and how they are different from other groups.groups.

PersonalPersonal refers to ways in which each person is different from refers to ways in which each person is different from everyone else, including those in the same group.everyone else, including those in the same group.

UniversalUniversal refers to ways in which all people in all groups are refers to ways in which all people in all groups are basically the same.basically the same.

Building Cultural Schemata

Role-playing “linguistic” misunderstandingsRole-playing “linguistic” misunderstandings ExampleExample:: Jack: Hi, Natasha. What’s cooking? Jack: Hi, Natasha. What’s cooking?

Natasha: We’re having fish with rice tonight.Natasha: We’re having fish with rice tonight. What does it really mean?What does it really mean?

Examples:Examples: See you later. I’m ready when you are. Just get me See you later. I’m ready when you are. Just get me a ballpark figure. I’ll stop by some time.a ballpark figure. I’ll stop by some time.

What’s funny? The role of humorWhat’s funny? The role of humor

ExampleExample: Working with cartoons and jokes: Working with cartoons and jokes

Building Cultural Schemata

Working with “Dear Abby” advice columnsWorking with “Dear Abby” advice columnsWhat do you think these letter writers are concerned What do you think these letter writers are concerned

about?about?ExamplesExamples: : Woman in love is ready to face the truthWoman in love is ready to face the truth Sexy gift from in-laws has multiple meaningsSexy gift from in-laws has multiple meaningsTrucker’s midlife crisis makes for rocky roadTrucker’s midlife crisis makes for rocky roadMoocher wears out welcome by criticizing the handoutsMoocher wears out welcome by criticizing the handoutsMother of sons dreads her future as a mother-in-lawMother of sons dreads her future as a mother-in-lawRoller-coaster romance makes boyfriend queasyRoller-coaster romance makes boyfriend queasy

Building Cultural Schemata

Special expressions, idioms, proverbs that express the Special expressions, idioms, proverbs that express the TL culture. Where do they come from and why?TL culture. Where do they come from and why?

Examples for American EnglishExamples for American English

Shakespeare: To be or not to be; all that glisters is not goldShakespeare: To be or not to be; all that glisters is not gold

Proverbs: The early bird gets the worm; boys will be boysProverbs: The early bird gets the worm; boys will be boys

Sports: Hit a home run; heavy hitterSports: Hit a home run; heavy hitter

Pioneer: Son of a gun, a gunmanPioneer: Son of a gun, a gunman

Bible: To turn the other cheek; Good SamaritanBible: To turn the other cheek; Good Samaritan

General Western: Freudian slip, Orwellian nightmareGeneral Western: Freudian slip, Orwellian nightmare

Improving Accuracy of Comprehension and Production Working on grammatical accuracyWorking on grammatical accuracy by transcribing L 3 by transcribing L 3

textstexts

Example:Example: Students transcribe own oral production, L 3 audio Students transcribe own oral production, L 3 audio texts, correct own production and use follow-on peer texts, correct own production and use follow-on peer editingediting

Cloze exercisesCloze exercises

Example:Example: Can be used for any kind of structures, lexicon, Can be used for any kind of structures, lexicon, idioms and collocations, depending on focus neededidioms and collocations, depending on focus needed

Text from the N.Y. Times: Text from the N.Y. Times: Hug an EvangelicalHug an Evangelical

Improving Accuracy of Comprehension and ProductionI’___argued often that gay marriage______be legal and that I’___argued often that gay marriage______be legal and that

conservative Christians_____show a tad more divine love conservative Christians_____show a tad more divine love for homosexuals. ____there’s a corollary.___ liberals for homosexuals. ____there’s a corollary.___ liberals demand that the Christian right show more tolerance for demand that the Christian right show more tolerance for gays and lesbians,_______liberals need to be gays and lesbians,_______liberals need to be ____respectful of conservative Christians.____respectful of conservative Christians.

Improving accuracy through writingImproving accuracy through writing

Example:Example: Using L3 writing prompts:What measures may Using L3 writing prompts:What measures may have to be taken to avoid increased obesity in children and have to be taken to avoid increased obesity in children and adults in the U.S.? Cite cultural,social and medical factors.adults in the U.S.? Cite cultural,social and medical factors.

Improving Accuracy of Comprehension and Production Using summaries to improve comprehensionUsing summaries to improve comprehensionExampExamplele: : LearnersLearners write summaries of L3 audio or printed write summaries of L3 audio or printed

texts, compare and discuss their summaries, choose the texts, compare and discuss their summaries, choose the one that best represents the text.one that best represents the text.

Accent reduction exercisesAccent reduction exercises – if accent interferes with – if accent interferes with comprehension or is very heavycomprehension or is very heavy

What accuracy issues does this speaker need to work What accuracy issues does this speaker need to work on?on?

ExampleExample:: LearnersLearners listenlisten to different taped speech profiles, to different taped speech profiles, discuss what each speaker needs to work on.discuss what each speaker needs to work on.

Note: L3 is a non-compensatory levelNote: L3 is a non-compensatory level

Developing an Understanding of Formal and Informal Register The acquisition of register for second language learners The acquisition of register for second language learners

poses no simple problemposes no simple problem Cross-cultural variation is a primary barrierCross-cultural variation is a primary barrier It is difficult to understand cognitively and affectively It is difficult to understand cognitively and affectively

what levels of formality are appropriate or inappropriatewhat levels of formality are appropriate or inappropriate American culture tends to accept lower registers for given American culture tends to accept lower registers for given

occasions than other culturesoccasions than other cultures Many learners of English consequently experience Many learners of English consequently experience

difficulty in gauging appropriate formality distinctionsdifficulty in gauging appropriate formality distinctions Acquisition of registers combines linguistics and cultureAcquisition of registers combines linguistics and culture

Developing an Understanding of Formal and Informal Register Exploring speech register (Martin Joos, 1967)Exploring speech register (Martin Joos, 1967)

Examples: Examples: oratorical or frozen, deliberative or formal, oratorical or frozen, deliberative or formal, consultative, casual, intimateconsultative, casual, intimate

Identifying formal and informal situationsIdentifying formal and informal situations

Example:Example: Brainstorming which situations at work might be Brainstorming which situations at work might be formal vs. informal; which situations in the family, etc.formal vs. informal; which situations in the family, etc.

Identifying and understanding the function of formal Identifying and understanding the function of formal and informal language in filmsand informal language in films

Examples:Examples: Moonstruck, The Shawshank Redemption, Scent of Moonstruck, The Shawshank Redemption, Scent of a Womana Woman

Developing an Understanding of Formal and Informal Register Reading and writing formal and informal lettersReading and writing formal and informal letters

Examples:Examples: Hi, Tyler Hi, Tyler

how is it going? Sure hope we can swap more war stories how is it going? Sure hope we can swap more war stories soon. It was great seeing you guys. Give Janelle a hug for soon. It was great seeing you guys. Give Janelle a hug for me and don’t be a stranger. Take care, … me and don’t be a stranger. Take care, …

Dear Dr. Miller:Dear Dr. Miller:

I hope all is well with your family. It was a real pleasure I hope all is well with your family. It was a real pleasure meeting you recently. We are very pleased that you have meeting you recently. We are very pleased that you have decided to continue to serve on our board and appreciate decided to continue to serve on our board and appreciate your many contributions. Regards, …your many contributions. Regards, …

Developing an Understanding of Formal and Informal Register Formal, informal and mismatched conversationsFormal, informal and mismatched conversationsExampleExample: Discuss plans for the weekend with a close friend, with a : Discuss plans for the weekend with a close friend, with a

colleague and with a high ranking member of your organizationcolleague and with a high ranking member of your organization How intonation and stress can change the meaning. Marked How intonation and stress can change the meaning. Marked

or unmarked?or unmarked?Example:Example: “ “Thanks a lot”Thanks a lot”““I appreciate the help you gave me yesterday on that paper.I appreciate the help you gave me yesterday on that paper.Thanks a lot.” Thanks a lot.” BUTBUT““Mom, I’m really upset I can’t spend the night at Lisa’s house.She Mom, I’m really upset I can’t spend the night at Lisa’s house.She

already rented my favorite movie, and we were gonna have already rented my favorite movie, and we were gonna have pizza. pizza. Thanks aThanks a lot!lot!””

Be nice now. Nice work. Yeah, right? I know.Be nice now. Nice work. Yeah, right? I know.

Developing an Understanding of Formal and Informal Register Euphemisms and other interesting thingsEuphemisms and other interesting thingsExamples: Examples: Sales associate, team player, homemaker, Sales associate, team player, homemaker,

linguist,departed or pass on,visit the ladies roomlinguist,departed or pass on,visit the ladies roomEuphemisms are usually nicer and socially more acceptableEuphemisms are usually nicer and socially more acceptable Working with other areas of the Level 3 lexical Working with other areas of the Level 3 lexical

domain:domain:Proverbs, quotations, phrases from Shakespeare, biblical Proverbs, quotations, phrases from Shakespeare, biblical

references, popular fallaciesreferences, popular fallaciesExamplesExamples:Don’t rock the boat! We put our cat to sleep. He :Don’t rock the boat! We put our cat to sleep. He

had to go for the forbidden fruit. Much ado about nothing! had to go for the forbidden fruit. Much ado about nothing! The whole nine yards! She is just too chicken.The whole nine yards! She is just too chicken.

Developing an Understanding of Extended DiscourseDefinition:Definition:At Level 3 and aboveAt Level 3 and above, a writer/speaker develops an , a writer/speaker develops an

argument, an analysis, a synthesis, a hypothesis or an argument, an analysis, a synthesis, a hypothesis or an evaluation using appropriate historical, legal, social and/or evaluation using appropriate historical, legal, social and/or cultural references. Level 3 listeners and readers will be cultural references. Level 3 listeners and readers will be able to comprehend such spoken or printed texts.able to comprehend such spoken or printed texts.

Therefore,Therefore, extended discourse can be defined as a series of extended discourse can be defined as a series of well organized paragraphs shaped into a fully developed well organized paragraphs shaped into a fully developed argument resulting in language that contains frequent argument resulting in language that contains frequent embeddings and interjections.embeddings and interjections.

Developing an Understanding of Extended Discourse Analyzing topical development and organizational Analyzing topical development and organizational

patterns of Level 3 printed and spoken textspatterns of Level 3 printed and spoken texts

Examples:Examples: Learners identify organizational patterns of a Learners identify organizational patterns of a variety of authentic texts; identify markers that are used to variety of authentic texts; identify markers that are used to create each type of organizational pattern.create each type of organizational pattern.

Learners watch a variety of movie/TV clips and jot down Learners watch a variety of movie/TV clips and jot down organizational markersorganizational markers

Writing term papersWriting term papers

Students write short term papers consisting of several Students write short term papers consisting of several paragraphs in the L3 topical domainparagraphs in the L3 topical domain