INTRO TO

TEACHING ENGLISH AS A FOREIGN

LANGUAGE (TEFL)

GROUP IV

UBAIDILLAH, BETTA YUANA, NURHAYATI,

NANIK DWI ASTUTI

2014

COMMUNICATIVE

COMPETENCE

THE SCOPE OF DISCUSSION

“COMMUNICATIVE COMPETENCE”

A. DEFINING COMMUNICATIVE

COMPETENCE

Dell Hymes (1967, 1972)

Chomsky’s (1965)

Savignon (1983)

Paulston (1974)

James Cummins (1979, 1980)

Cummins Later (1981)

Michael Canale & Merril Swain (1980)

THE SCOPE OF DISCUSSION

“COMMUNICATIVE COMPETENCE”

B. LANGUAGE FUNCTIONS

Function of the language

The instrumental

The regulatory

The representational

The interactional

The personal

The heuristic

The imaginative (Michael Halliday : 1973).

Form of the language

THE SCOPE OF DISCUSSION

“COMMUNICATIVE COMPETENCE”

C. FUNCTIONAL SYLLABUSES

D. DISCOURSE ANALYSIS

Conversation Analysis

E. PRAGMATICS

Language and Gender

THE SCOPE OF DISCUSSION

“COMMUNICATIVE COMPETENCE”

F. STYLES AND

REGISTERS

Oratorical style

Deliberative

style

Consultative

style

G. NONVERBAL

COMMUNICATION

Kinesics

Eye Contact

Proxemis

Artifacts

Kinesthetics

Olfactory Dimensions

DEFINING

COMMUNICATIVE

COMPETENCE

DEFINING COMMUNICATIVECOMPETENCE

Dell Hymes (1967, 1972)

Communicative Competence is the aspect of our

competence that enables us to convey and interpret

messages and to negotiate meanings interpersonally

within specific contexts.

Chomsky’s (1965)

Communicative Competence is the account sufficiently

for the social and functional rules of language.

DEFINING COMMUNICATIVECOMPETENCE

Savignon (1983)

Communicative Competence is relative, not absolute, and

depends on the cooperation of all the participants involved.

Paulston (1974)

Communicative Competence distinguished between

linguistic and communicative competence.

- Linguistic competence is knowledge about language forms

and,

- Communicative competence is knowledge that enables a

person to communicate functionally and interactively.

DEFINING COMMUNICATIVECOMPETENCE

James Cummins (1979, 1980)

Cognitive/Academic Language Proficiency (CALP)

CALP is the dimension of proficiency in which the learner

manipulates or reflects upon the surface features of language

outside of the immediate interpersonal context.

E.g. the learners use it in the classroom exercises and tests that

focus on form.

Basic Interpersonal Communicative Skills (BICS)

Is the communicative capacity that all children acquire in order

to be able to function in daily interpersonal exchanges.

DEFINING COMMUNICATIVECOMPETENCE

Cummins Later (1981)

Context-reduced is the dimension of considering

the context in which language is used. E.g. A good

share of classroom, or school-oriented language.

Context-embedded is face-to-face communication

with people. By referring to the context of our use

of language, then, distinction becomes more

feasible to operationalize.

DEFINING COMMUNICATIVECOMPETENCE

Michael Canale & Merril Swain (1980)

Four different components, or subcategories, make

up the construct of communicative competence,

there are:

Grammatical Competence

Discourse Competence

Sociolinguistic Competence

Strategic Competence

Michael Canale & Merril Swain (1980)

Grammatical Competence

GC is the aspect of communicative competence

taht encompasses ‘knowledge of lexical items and

of rules of morphology, syntax, sentence-grammar

semantics, and phonology’.

Discourse Competence

DC is the ability we have to connect sentences in

stretches of discourse and to form a meaningful

whole out of a series of utterances.

Michael Canale & Merril Swain (1980)

Sociolinguistic Competence

is the knowledge of the sociocultural rules of

language and discourse. It is the requirement to

understand of the social context in which language

is used: the roles of the participants, the

information they share, and the function of the

interaction.

Strategic Competence

is the competence underlying our ability to make

repairs, to cope with imperfect knowledge, and to

sustain communicative through “paraphrase,

circumlocution, repetition, hesitation, avoidance,

and guessing, as well as shifts in register and

style”.

LANGUAGE

FUNCTION

&

FUNCTIONAL

SYLLABUS

LANGUAGE FUNCTIONFunctions : the purpose that we

accomplish with language

e.g., stating, requesting, responding, greeting, parting, etc.

Form of language: morphemes, words, grammar rules, discourse rules and other organizational competencies.

Examples:“How much does that cost?”

A form functioning as a question

“He bought a car”

A form functions as a statement.

Second language learner need to understand the purpose of communication, developing

an awareness of what the purpose of a communicative act is and how to achieve that purpose through linguistic form.

7 Functions of Language by Michael Halliday (1975)1. The Instrumental Functions

Serve to manipulate the environment to cause certain even to happens.

example:

“On your mark, get set, go!”

“Don’t touch that stove!”

2. The regulatory function

The control of events. The different between instrumental and regulatory function:

“ I pronounce you guilty and sentence you to three years in prison” serves an instrumental function.

“ Upon good behavior, you will be eligible for parole in ten months”. Serve more of regulatory function.

3. The Representational FunctionThe use of language to make statements,

convey facts and knowledge, explain, or report– that is to “represent” reality as one sees it.

Examples:

“ the sun is hot”

The president gave a speech last night”

It was rain last night”

4. The Interactional Function The communicative contact between and

among human beings that simply allows them to establish social contact and to keep channels of communication open (Malinowski)

Successful interactional communication requires:

Knowledge of slang, jargon, jokes, folklore, cultural mores, politeness and formality expectation, etc.

5. The Personal FunctionAllows a speaker to express feelings,

emotions, personality, “gut-level” reactions.

6. The Heuristic FunctionInvolves language used to acquire

knowledge, to learn about the environment.

It is conveyed in the form of questions that will lead to answers.

7. The Imaginative FunctionServes to create imaginary systems or ideas.

Examples:

telling fairy

joking,

writing a novel

poetry,

tongue twisters

puns

The most apparent practical classroom application of functional descriptions of language was found in the development of functional syllabus, more popularly notional—functional syllabus.

Notional—functional syllabus attended to functions as organizing elements of a foreign language curriculum

Grammar, which was the primary element in the historically preceding structural syllabus, was relegated to a secondary focus.

FUNCTIONAL SYLLABUS

A functional-notional syllabus is based on learning to recognize and express the communicative functions of language and the concepts and ideas it expresses.

In other words, this kind of syllabus is based more on the purposes for which language is used and on the meanings the speaker wanted to express than on the forms used to express themhttp://www-01.sil.org/lingualinks/languagelearning/mangngyrlngglrnngprgrm/HowToDesignAFunctionalNotional.htm

An example of a list of sequence communicative function covered in the first several lessons of an advanced-beginner’s textbook, New Vistas 1

1. Introducing self and other people

2. Exchanging personal information

3. Asking how to spell someone’s name

4. Giving commands

5. Apologizing and thanking

6. Identifying and describing people

7. Asking for information

A typical unit in this textbook includes

an eclectic blend of conversation practice with a classmate,

interactive group work,

role-plays,

grammar and pronunciation focus exercises,

information-gap techniques,

internet activities, and

extra-class interactive practice.

The benefits of a functional-notional syllabus :The learners learn how to use language to

express authentic communicative purposes.

Learners may be motivated by the opportunity to use language to express their own purposes, ideas and emotions.

http://www-01.sil.org/lingualinks/languagelearning/mangngyrlngglrnngprgrm/HowToDesignAFunctionalNotional.htm