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The Variable Competence Model

The Variable Competence Model proposes that an individual's language ability varies based on the context and type of language use. It abandons the distinction between competence and performance, instead viewing competence as variable rather than homogenous. The model suggests that competence consists of a single but heterogeneous set of language rules. Performance depends on whether unplanned or planned discourse is used, with unplanned discourse relying more on automatic rules and planned discourse relying more on analyzed rules. Development occurs through acquiring new rules and activating existing rules to be used in more contexts. The Variable Competence Model aims to account for variability in learner language and the internal and external processes involved in second language acquisition.

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Magica Mae Dela Torre
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1K views2 pages

The Variable Competence Model

The Variable Competence Model proposes that an individual's language ability varies based on the context and type of language use. It abandons the distinction between competence and performance, instead viewing competence as variable rather than homogenous. The model suggests that competence consists of a single but heterogeneous set of language rules. Performance depends on whether unplanned or planned discourse is used, with unplanned discourse relying more on automatic rules and planned discourse relying more on analyzed rules. Development occurs through acquiring new rules and activating existing rules to be used in more contexts. The Variable Competence Model aims to account for variability in learner language and the internal and external processes involved in second language acquisition.

Uploaded by

Magica Mae Dela Torre
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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THE VARIABLE COMPETENCE MODEL

By: Kyla De La Torre and Ma. Kaila Vierso

OUTLINE OF REPORT
Variable Competence Model take a sociolinguistic approach to SLA, and
abandon Chomsky’s distinction between competence and performance, viewing
competence as variable, not homogenous.
Who proposed the Variable Competence Model?
 Rod Ellis-an author, educator, and researcher.
“Many aspects of language and vocabulary are learned implicitly through exposure: word
structure and form, collocation, word class, and certain extent meaning.”
What does the Variable Competence Model propose?
 The ability to use language varies systematically within functional domains and
linguistic contexts, and that such variability is inherent in interlanguage as well.
It is based in two distinctions:
 Product of Language
 Continuum of discourse types ranged from unplanned to planned.
Planned discourse
 Thought out prior to expression.
Unplanned Discourse
 Lacks forethought and preparation.

 Process of Language
The distinction between linguistic knowledge(rules) and the ability to make use of
knowledge(procedures).
Procedures for actualizing knowledge are of two types:

1. Primary process-responsible for engaging in unplanned discourse.

2. Secondary process-Process comes into play in planned discourse.


Language User
-make the knowledge and linguistic rules work.
This process of language use is the result of:
1. A variable competence-the user possesses a heterogeneous rules system.
2. A variable application of procedures for actualizing knowledge in discourse.

Principles of the Variable Competence Model


 There is a single knowledge store containing variable interlanguage rules according to
how automatic and how analyzed the rules are.
 The learner possesses a capacity for language use which consists of primary and
secondary discourse and cognitive processes.
 L2 performance is variable as a result of whether primary processes employing
unanalyzed L2 rules are utilized in unplanned discourse, or secondary processes
employing analyzed L2 rules are utilized in planned discourse.
 Development occurs as a result of:
a). acquisition of new L2 rules through participation in various types of discourse (i.e.
new rules originate in the application of procedural knowledge);
b). activation of L2 rules which initially exist in either a non-automatic unanalyzed form
or in an analyzed form so they can be used in unplanned discourse.

Conclusion:
The variable competence model of SLA attempts to account for the variability of
language-learner language and the external and internal process responsible for SLA. It
Incorporates within the same framework of the theory of SLA.

References:
Beverly O. (1991). Variable Competence and performance in child second Language
Acquisition. Second Language Research. Retrieved from:
https://www.jstor.org/stable/43104433
ELLIS, R. (1985a) A variable competence model of second language acquisition. IRAL
23, 47-59.

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