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Variable Competence Model (GREPO)

The document summarizes Rod Ellis's Variable Competence Model of second language acquisition. [1] It proposes that learners' linguistic knowledge and ability to use that knowledge varies. [2] Learners internalize language through exposure and interaction, and can access rules automatically or through analysis. [3] Learners' language production exists on a continuum from entirely unplanned to entirely planned discourse.

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Hannah Grepo
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3K views

Variable Competence Model (GREPO)

The document summarizes Rod Ellis's Variable Competence Model of second language acquisition. [1] It proposes that learners' linguistic knowledge and ability to use that knowledge varies. [2] Learners internalize language through exposure and interaction, and can access rules automatically or through analysis. [3] Learners' language production exists on a continuum from entirely unplanned to entirely planned discourse.

Uploaded by

Hannah Grepo
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Variable

Competence Model

Prepared by: Hannah B. Grepo


BSED-ENGLISH2A
Variable Competence Model

 Proposed by Rod Ellis (1984)


 Many aspects of language and vocabulary are learned through
exposure: word structure and from, collocations, word class,
and certain meaning.
 Exposure to a target language is necessary for learning.
 Focusing on interaction; having appropriate input is not
enough, but providing the opportunity to negotiate meaning
is the key factor.
 The variation in the production of interlanguage forms is often
the result of using automatic rules in unplanned discourse or
analyzed rules in planned discourse.
Categories of Variable Competence
Model

The Variable Competence Model proposed by Rod Ellis (1984)


is divided into two categories:

 PROCESS OF LANGUAGE
 PRODUCT OF LANGUAGE
PROCESS OF LANGUAGE

 Language use is to be understand in terms of the


distinction between linguistic knowledge (rules) and
the ability to make use of this knowledge (procedures).
 The process refers to both how the learner internalizes
second language knowledge and how he uses this
knowledge in performances.
 The process of language is more pragmatic than we
think; people have far more understanding of the
language than what is expressed in discourse. This leads
to the basic premise of the model:
PREMISE OF THE MODEL

A. Language user has variable competence

We possess a myriad of different rules for


different uses of language.
PREMISE OF THE MODEL

B. Language user has variable application

When we speak we analyze from different perspective what we


are saying prior and during speech.
Latter analysis of speech happens in a
primary and secondary way:

PRIMARY SECONDARY

When we say things that


we automatically know The secondary analysis
and does not require happens when we plan
analysis, such as our ahead, or when we
name, address, and "mentally-edit" what
other factual knowledge we need to say.
that is stored
permanently.
PRODUCT OF LANGUAGE

 The plan and unplanned discourse discussed previously,


where the user chooses to speak out of a source of
general knowledge to provide automatic information or
to speak meticulously planning ahead what is to be said.

 That is the basic premise of the "product" part of the


theory.
PRODUCT OF LANGUAGE

 Product or performance of language use comprises a


continuum of discourse types ranging from entirely
unplanned to entirely planned.
Discourse continuum – accounts the second language
learners produce output that manifests one rule on one
occasion and a different rule on another occasion.

 The product refers to what the learner does with the


language – the discourse which he helps to construct.
Difference between Unplanned and
Planned Discourse

PLANNED
UNPLANNED
DISCOURSE
DISCOURSE
- Discourse that is
- Discourse that lacks thought out prior to
thought and expression. It requires
preparation. It is conscious thought and
associate with the opportunity to
spontaneous work out content and
communication. expression.
Variable Competence Model
 Claims that a variable competence, i.e. the user possesses a
heterogeneous rule system; and variable application of procedures for
actualizing knowledge in discourse occur, it claims that they are related.
 Variability of the learner's rule system is described with reference to
Bialystok's dual distinction between automatic/non-automatic and
analytic/unanalytic.
 Automatic/non-automatic: concerns the the relative access that the
learner has to L2 Knowledge. Knowledge that can be retrieved easily and
quickly is automatic. Knowledge that takes time and effort to retrieve is
non-automatic.
 Analytic/unanalytic: concerns the extent to which the learner possesses a
'propositional mental representation which makes clear the structure of
the knowledge and its relationship to other aspects of knowledge'
 Both represent continua rather than dichotomies
Two Process for Actualizing Knowledge

Cognitive process:
Discourse process: • Construct an underlying
• Simplify the semantic conceptual structure of a
structure of a message by message.
• Compare this structure with
omitting meaning
the frame of reference shared
elements that are with an interlocutor.
communicatively • Eliminate redundant elements
redundant or that can be and elements for which no
realized by a non-verbal lexical item is available.
device
Primary and Secondary Processes

 Account got how L2 learners actualize their linguistic


knowledge in discourse. They account for the variability of
language-learner language by positing that both different
types of knowledge and different procedures are involved in
the construction of how, it is necessary to return to what
Widdowson has to say about rules and procedures.
VARIABLE COMPETENCE
Acquisition
MODEL of SLA Acquisition

Automatic
Unplanned L2 Planned
discourse knowledge discourse

analytic
Use Use

Primary Secondary
Processes processes
General Review

 Our brain stores a significant amount of interlanguage rules


which we can access at any point.
 All language users have the capacity to use language either in
a primary (automatic) or secondary (analytical) way.
 Speech in L2 is produced either automatically or analytically;
we decide whether we use the interlanguage rules or not.
 More L2 is produced as more discourse takes place, hence,
the more we talk the more we learn in L2 given the number
of new rules that are learned through dialogue.
Source and References:

 The Variable Competence Model


Link: https://app.emaze.com/@ALRQFWZR#1
 Variable competence model as proposed by Rod Ellis
Link: https://
www.enotes.com/homework-help/discuss-variable-compete
nce-model-proposed-by-rod-368460
 First and Second Language Acquisition
Link: http://
staffnew.uny.ac.id/upload/197804302008122001/pendidikan/
first-second-language-acquisition-new.pdf

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