Communicative Communicative CompetenceCompetence

Helena I. R. AgustienHelena I. R. Agustienhagustien@yahoo.comhagustien@yahoo.com

Competence

DiscourseCompetence

Linguistic Comp.. Actional Comp.

Socio –Cultural Comp.

Strategic Competence

Linguistic CompetenceLinguistic CompetenceSYNTAXSYNTAX

Constituent/phrase structureConstituent/phrase structureWord order (canonical and marked)Word order (canonical and marked)Sentence typesSentence typesSentence typesSentence types

statements, questions, imperatives, exclamationsstatements, questions, imperatives, exclamationsSpecial constructionsSpecial constructions

existentials (existentials (there + BEthere + BE...)...)clefts (clefts (It's X that/who...; WhatIt's X that/who...; What + sub.+ verb + BE) + sub.+ verb + BE)question tags, etc.question tags, etc.

Modifiers/intensifiersModifiers/intensifiersquantifiers, comparing and equatingquantifiers, comparing and equating

Coordination (and, or, etc) and correlation (Coordination (and, or, etc) and correlation (both X and Y; either X both X and Y; either X or Yor Y))Subordination (e.g., adverbial clauses, conditionals)Subordination (e.g., adverbial clauses, conditionals)EmbeddingEmbedding

noun clauses, relative clauses (e.g., restrictive and non-noun clauses, relative clauses (e.g., restrictive and non-restrictive),reported speechrestrictive),reported speech

I got A!!!

Linguistic CompetenceLinguistic CompetenceMORPHOLOGYMORPHOLOGY

Parts of speechParts of speechInflections (e.g., agreement and concord)Inflections (e.g., agreement and concord)Derivational processes (productive ones)Derivational processes (productive ones)

compounding, affixation, conversion/incorporationcompounding, affixation, conversion/incorporationLEXICON (receptive and productive)LEXICON (receptive and productive)

WordsWordscontent words (Ns, Vs, ADJs)content words (Ns, Vs, ADJs)function words, (pronouns, prepositions, verbal auxiliaries, etc.)function words, (pronouns, prepositions, verbal auxiliaries, etc.)RoutinesRoutinesword-like fixed phrases (e.g.,word-like fixed phrases (e.g., of course, all of a sudden of course, all of a sudden))formulaic and semi-formulaic chunks (e.g., formulaic and semi-formulaic chunks (e.g., how do you dohow do you do))Collocations O-Obj (e.g., Collocations O-Obj (e.g., spend moneyspend money), Adv-Adj (e.g., ), Adv-Adj (e.g., mutually mutually intelligibleintelligible), Adj-N (e.g.,), Adj-N (e.g., tall building tall building))Idioms (e.g.,Idioms (e.g., kick the bucket kick the bucket))

Chunks…

Formulaic

express-ions…

Linguistic CompetenceLinguistic Competence

PHONOLOGY (for pronunciation)PHONOLOGY (for pronunciation)SegmentalsSegmentals

vowels, consonants, syllable types, vowels, consonants, syllable types, variation (changes and reductions between variation (changes and reductions between

adjacent sounds in the stream of speech)adjacent sounds in the stream of speech)SuprasegmentalsSuprasegmentals

prominence, stress, intonation, rhythmprominence, stress, intonation, rhythmORTHOGRAPHY (for spelling)ORTHOGRAPHY (for spelling)

Letters (if writing system is alphabetic)Letters (if writing system is alphabetic)Phoneme-grapheme correspondencesPhoneme-grapheme correspondencesRules of spellingRules of spellingConventions for mechanics and punctuationConventions for mechanics and punctuation

It’s very imPORtant!

Actional CompetenceActional CompetenceKNOWLEDGE OF LANGUAGE FUNCTIONSKNOWLEDGE OF LANGUAGE FUNCTIONS

INTERPERSONAL EXCHANGEINTERPERSONAL EXCHANGEGreeting and leave-takingGreeting and leave-takingMaking introductions, identifying oneselfMaking introductions, identifying oneselfExtending, accepting and declining invitations and offersExtending, accepting and declining invitations and offersMaking and breaking engagementsMaking and breaking engagementsExpressing and acknowledging gratitudeExpressing and acknowledging gratitudeComplementing and congratulatingComplementing and congratulatingReacting to the interlocutor's speechReacting to the interlocutor's speech

showing attention, interest, surprise, sympathy, showing attention, interest, surprise, sympathy, happiness, disbelief, disappointmenthappiness, disbelief, disappointmentINFORMATIONINFORMATION

Asking for and giving informationAsking for and giving informationReporting (describing and narrating)Reporting (describing and narrating)RememberingRememberingExplaining and discussingExplaining and discussing

Thank you!It’s very kind of you…

Actional CompetenceActional Competence

OPINIONSOPINIONSExpressing and finding out about opinions and attitudesExpressing and finding out about opinions and attitudesAgreeing and disagreeingAgreeing and disagreeingApproving and disapprovingApproving and disapprovingShowing satisfaction and dissatisfactionShowing satisfaction and dissatisfaction

FEELINGSFEELINGSExpressing and finding out about feelingsExpressing and finding out about feelings

love, happiness, sadness, pleasure, anxiety, anger, love, happiness, sadness, pleasure, anxiety, anger, embarrassment, pain, relief, fear,embarrassment, pain, relief, fear,annoyance, surprise, etc.annoyance, surprise, etc.

SUASIONSUASIONSuggesting, requesting and instructingSuggesting, requesting and instructingGiving orders, advising and warningGiving orders, advising and warningPersuading, encouraging and discouragingPersuading, encouraging and discouragingAsking for, granting and witholding permissionAsking for, granting and witholding permission

I was so embarrassed!

Actional CompetenceActional CompetencePROBLEMSPROBLEMS

Complaining and criticizingComplaining and criticizingBlaming and accusingBlaming and accusingAdmitting and denyingAdmitting and denyingRegrettingRegrettingApologising and forgivingApologising and forgiving

FUTURE SCENARIOSFUTURE SCENARIOSExpressing and finding out about wishes, hopes, and Expressing and finding out about wishes, hopes, and

desiresdesiresExpressing and eliciting plans, goals and intentionsExpressing and eliciting plans, goals and intentionsPromisingPromisingPredicting and speculatingPredicting and speculatingDiscussing possibilities and capabilities of doing somethingDiscussing possibilities and capabilities of doing something

KNOWLEDGE OF SPEECH ACT SETSKNOWLEDGE OF SPEECH ACT SETS

You!Stupid idiot!!!

Socio-cultural CompetenceSocio-cultural Competence

SOCIAL CONTEXTUAL FACTORSSOCIAL CONTEXTUAL FACTORSParticipant variablesParticipant variables

age, gender, office and status, social distance, relations (power and age, gender, office and status, social distance, relations (power and affective)affective)

Situational variablesSituational variables time, place, social situationtime, place, social situationSTYLISTIC APPROPRIATENESS FACTORSSTYLISTIC APPROPRIATENESS FACTORS

Sociocultural background knowledge of the target language communitySociocultural background knowledge of the target language communityliving conditions (way of living standards); social and institutional living conditions (way of living standards); social and institutional

structure; social conventions and rituals; major values, beliefs, and structure; social conventions and rituals; major values, beliefs, and norms; taboo topics; historical background; cultural aspects norms; taboo topics; historical background; cultural aspects

including literature and artsincluding literature and artsAwareness of major dialect or regional differencesAwareness of major dialect or regional differencesCross-cultural awarenessCross-cultural awareness

differences; similarities; strategies for cross-cultural differences; similarities; strategies for cross-cultural communicationcommunication

Socio-cultural CompetenceSocio-cultural Competence

NON-VERBAL COMMUNICATIVE FACTORSNON-VERBAL COMMUNICATIVE FACTORSKinesic factors (body language)Kinesic factors (body language)discourse controlling behaviours (non-discourse controlling behaviours (non-verbal turn- taking signals)verbal turn- taking signals)backchannel behavioursbackchannel behavioursaffective markers (facial expressions), affective markers (facial expressions), gestures, eye contactgestures, eye contactProxemic factors (use of space)Proxemic factors (use of space)Haptic factors (touching)Haptic factors (touching)Paralinguistic factorsParalinguistic factorsacoustical sounds, nonvocal noisesacoustical sounds, nonvocal noisesSilenceSilence

When should I speak?Should I move my hands?

Strategic CompetenceStrategic CompetenceAVOIDANCE or REDUCTIONAVOIDANCE or REDUCTION

Message replacementMessage replacementTopic avoidanceTopic avoidanceMessage abandonmentMessage abandonment

ACHIEVEMENT AND COMPENSATORY STRATEGIESACHIEVEMENT AND COMPENSATORY STRATEGIESCircumlocution (e.g., Circumlocution (e.g., the thing you open the bottle withthe thing you open the bottle with for for corkskrewcorkskrew))Approximation (e.g., Approximation (e.g., fishfish for for carpcarp))All purpose words (e.g., All purpose words (e.g., thingy, thingamajigthingy, thingamajig))Non-linguistic means (mime, pointing, gestures, drawing Non-linguistic means (mime, pointing, gestures, drawing pictures)pictures)Restructuring (e.g., Restructuring (e.g., The bus was very... there were a lot of The bus was very... there were a lot of people on itpeople on it))Word-coinage (e.g., Word-coinage (e.g., vegetarianistvegetarianist))Literal translation from L1 Literal translation from L1 Foreignizing (e.g., L1 with L2 pronunciation)Foreignizing (e.g., L1 with L2 pronunciation)Code switching to L1 or L3Code switching to L1 or L3Retrieval (e.g., Retrieval (e.g., bro... bro... bronzebro... bro... bronze))

You know…

thingimejigLike the thing…

Strategic CompetenceStrategic CompetenceSTALLING or TIME-GAINING STRATEGIESSTALLING or TIME-GAINING STRATEGIES

Fillers, hesitation devices and gambits (e.g., Fillers, hesitation devices and gambits (e.g., well, actually..., where well, actually..., where was I...?was I...?))Self and other-repetitionSelf and other-repetition

SELF-MONITORING STRATEGIESSELF-MONITORING STRATEGIESSelf-initiated repair (e.g., Self-initiated repair (e.g., I meanI mean))Self-rephrasing (over-elaboration) (e.g., Self-rephrasing (over-elaboration) (e.g., This is for students... This is for students... pupils... when you're at school...pupils... when you're at school...))

INTERACTIONAL STRATEGIESINTERACTIONAL STRATEGIESAppeals for helpAppeals for help

- direct (e.g., - direct (e.g., what do you call?what do you call?))- indirect (e.g., - indirect (e.g., I don't know the word in EnglishI don't know the word in English......

or puzzled expression)or puzzled expression)Meaning negotiation strategiesMeaning negotiation strategies

Indicators of non/mis-understandingIndicators of non/mis-understandingRequestsRequests

- repetition requests (e.g., - repetition requests (e.g., Pardon?Pardon? or or Could you say that Could you say that again please?again please?))

- clarification requests (e.g., - clarification requests (e.g., What do you mean by...?What do you mean by...?))- confirmation requests (e.g., - confirmation requests (e.g., Did you say...?Did you say...?))

What did you say?

Strategic CompetenceStrategic CompetenceExpressions of non-understandingExpressions of non-understanding - verbal (e.g., - verbal (e.g., Sorry, I am not sure I understandSorry, I am not sure I understand ...)...)- non-verbal (raised eyebrows, blank look)- non-verbal (raised eyebrows, blank look)

Interpretive summary (e.g., Interpretive summary (e.g., You mean...?/So what you're You mean...?/So what you're saying is...?saying is...?))ResponsesResponses

repetition, rephrasing, expansion, reduction, confirmation, repetition, rephrasing, expansion, reduction, confirmation, rejection, repairrejection, repairComprehension checksComprehension checks

- whether the interlocutor can follow you (e.g., - whether the interlocutor can follow you (e.g., Am I Am I making sense? making sense?))

- Whether what you said was correct or grammatical - Whether what you said was correct or grammatical (e.g., (e.g.,

Can I/Can you say that?Can I/Can you say that?)) - whether the interlocutor is listening (e.g., on the - whether the interlocutor is listening (e.g., on the

phone: phone: are you still there?are you still there?)) - whether the interlocutor can hear you- whether the interlocutor can hear you

I beg your pardon?Sorry…?

Discourse CompetenceDiscourse Competence

COHESIONCOHESIONReference (anaphora, cataphora)Reference (anaphora, cataphora)Substitution/ellipsesSubstitution/ellipsesConjunctionConjunctionLexical chains (related to content schemata), Lexical chains (related to content schemata), parallel structureparallel structure

DEIXISDEIXISPersonal (pronouns)Personal (pronouns)Spatial (Spatial (here, there; this, thathere, there; this, that))Temporal (Temporal (now, thennow, then, , before, after before, after))Textual (Textual (the following chart; the example the following chart; the example aboveabove))

And then…

they did it again after…

Discourse CompetenceDiscourse CompetenceCOHERENCECOHERENCE

Organized expression and interpretation of content Organized expression and interpretation of content and purpose (content schemata)and purpose (content schemata)Thematization and staging (theme-rheme Thematization and staging (theme-rheme development)development)Management of old and new informationManagement of old and new informationPropositional structures and their organizational Propositional structures and their organizational

sequences, temporal, spatial, cause-effect, sequences, temporal, spatial, cause-effect, condition-result, etc.condition-result, etc.

Temporal continuity/shift (sequence of tenses)Temporal continuity/shift (sequence of tenses)

GENRE/GENERIC STRUCTURE (formal schemata)GENRE/GENERIC STRUCTURE (formal schemata)narrative, interview, service encounter,narrative, interview, service encounter,

research report, sermon, etc. research report, sermon, etc.

First of all…Secondly…Therefore…

Finally…

Discourse CompetenceDiscourse Competence

CONVERSATIONAL STRUCTURE (inherent to the CONVERSATIONAL STRUCTURE (inherent to the turn-taking system in conversation but may turn-taking system in conversation but may extend to a variety of oral genres)extend to a variety of oral genres)How to perform openings and reopeningsHow to perform openings and reopeningsTopic establishment & changeTopic establishment & changeHow to hold & relinquish the floorHow to hold & relinquish the floorHow to interruptHow to interruptHow to collaborate & backchannelHow to collaborate & backchannelHow to do preclosings and closingsHow to do preclosings and closingsAdjacency pairs (related to actional competence)Adjacency pairs (related to actional competence)

first and second pair parts (knowing first and second pair parts (knowing preferred and dispreferred responses)preferred and dispreferred responses)

Right… huh uh…

I see…

Discourse CompetenceDiscourse Competence

Discourse competence concerns the selection, Discourse competence concerns the selection, sequencing, and arrangement of words, sequencing, and arrangement of words, structures and utterances to achieve a unified structures and utterances to achieve a unified spoken or written spoken or written texttext. (Celce-Murcia et al. . (Celce-Murcia et al. 1995:13)1995:13)

Utterances should ‘hang

together’.

Why Celce-Murcia et al.’s Why Celce-Murcia et al.’s model?model?

The proposed model has been motivated by their The proposed model has been motivated by their “belief in the potential of a direct, explicit approach “belief in the potential of a direct, explicit approach to the teaching of communicative skills, which to the teaching of communicative skills, which would require detailed description of would require detailed description of what what communicative competence entailscommunicative competence entails in order to use in order to use the sub-components as a content base in syllabus the sub-components as a content base in syllabus design” (1995:6design” (1995:6))

Explicit in the statement is that communication Explicit in the statement is that communication happens in text, spoken or written. happens in text, spoken or written.

Thus communicating is creating text, Thus communicating is creating text, and this involves more than simplyand this involves more than simply creating grammatical sentencescreating grammatical sentences..

TextText

We PUSH students from sentence to

TEXT.

TEXT

CULTURE

Genre (Purpose)

Situation

Who is involved?

(Tenor)

Subject matter Channel

(Field) (Mode)

Register

TextTextA semantic unitA semantic unitCreated in contextCreated in contextContext determines language choiceContext determines language choice

So… a text must be meaningful.

Right… when it is not meaningful,

there is no communication.

CCommunicationommunication

The creation of textThe creation of textThe text produced is usually larger than a The text produced is usually larger than a clauseclauseMajor issue: how can learners put clauses Major issue: how can learners put clauses together to create text?together to create text?

We create text by negotiating…

Elements of Context /Elements of Context /Register VariablesRegister Variables

FieldField: the subject matter; topic – vocabulary: the subject matter; topic – vocabularyTenorTenor: interpersonal relationships established by : interpersonal relationships established by participants; power relation – Mood, Modality , participants; power relation – Mood, Modality , intonation, appraisal etc.intonation, appraisal etc.ModeMode:: spoken or written – different features (lexical spoken or written – different features (lexical density, clause / sentence etc.)density, clause / sentence etc.)

Field, tenor and mode determine our

language choice.

GenreGenreCommunicative purposeCommunicative purpose

Text structureText structure

Linguistic featuresLinguistic features

Every culture produces genres

or text types.

True. There are unique

communicative events in every

culture.

Spoken GenresSpoken Genres

Transactional ConversationTransactional ConversationInteractional / interpersonal conversationInteractional / interpersonal conversationMonologues (in various genres)Monologues (in various genres)Short functional texts (announcements etc.)Short functional texts (announcements etc.)

We speak with different purposes

Written genresWritten genres

Essays (in various genres: procedure, recount, Essays (in various genres: procedure, recount, descriptive, narrative etc.)descriptive, narrative etc.)Short functional texts (road signs, notices etc.)Short functional texts (road signs, notices etc.)

We write with sense of purpose

And with sense of audience too.

SPOKEN AND WRITTEN LANGUAGESPOKEN AND WRITTEN LANGUAGECONTINUUMCONTINUUM

Most Spoken Most Written

Spoken Language

Written Language

Language accompanying action Language as reflection

Where is the boundary?

Spoken and Written Spoken and Written LanguageLanguage

Turn taking organisationTurn taking organisation

Context dependentContext dependent

Dynamic structureDynamic structure Interactive stagingInteractive staging Open endedOpen ended

Spontaneity phenomena Spontaneity phenomena (false start, hesitation (false start, hesitation etc.)etc.)

Monologic organisationMonologic organisation

Context independentContext independent

Synoptic structureSynoptic structure Rhetorical stagingRhetorical staging Closed / FiniteClosed / Finite

Final draft/polishedFinal draft/polished

(indication of earlier draft (indication of earlier draft removed)removed)

Spoken and Written Spoken and Written LanguageLanguage

Everyday lexisEveryday lexis

Non-standard grammarNon-standard grammar

Grammatical complexityGrammatical complexity

Lexically sparseLexically sparse

Prestige lexisPrestige lexis

Standard grammarStandard grammar

Grammatical simplicityGrammatical simplicity

Lexically denseLexically dense

But in this context… I have to

use standard grammar.

Hey, I tell you what! Yesterday I went to… you Hey, I tell you what! Yesterday I went to… you know this place? They call it Guci. It’s know this place? They call it Guci. It’s somewhere around this city… what do you somewhere around this city… what do you call it? The city that people plant those call it? The city that people plant those shallots and also lots of salted duck eggs? I shallots and also lots of salted duck eggs? I think it starts with B or something. From here think it starts with B or something. From here it’s rather far… I think it’s after Tegal or…it’s rather far… I think it’s after Tegal or…

Spoken LanguageSpoken Language

Written LanguageWritten Language

Yesterday I went to a Yesterday I went to a little townlittle town called called Guci. It is a Guci. It is a small cool citysmall cool city located at a located at a cool mountain slopecool mountain slope not far from not far from Brebes. Usually people come to Guci to Brebes. Usually people come to Guci to enjoy enjoy some hot-water springssome hot-water springs that are that are believed to have believed to have strong soothing strong soothing effectseffects to those who suffer from to those who suffer from water- water-born skin diseasesborn skin diseases caused by caused by badly badly managed sewage sanitationmanaged sewage sanitation..

My written assignment.Lots of noun phrases…

Performative Level (Primary)Performative Level (Primary)Functional Level (Junior High)Functional Level (Junior High)

Informational Level (Senior High)Informational Level (Senior High)Epistemic Level (University)Epistemic Level (University)

LiteracyLiteracy LevelsLevels

Literate… Just like me

Learners can Learners can Use English to accompany actionsUse English to accompany actions

participate in classroom and participate in classroom and school interactions,school interactions,

Recognise simple written EnglishRecognise simple written English

Performative LevelPerformative Level(Language accompanying action)(Language accompanying action)

Hey… Wait for me, please…

Learners canLearners can* use English to get things done* use English to get things done

* use English for survival purposes* use English for survival purposes (buying and selling, asking and giving permission, (buying and selling, asking and giving permission,

making and canceling appointments, making and canceling appointments, read and write simple texts, read popular science, etc.)read and write simple texts, read popular science, etc.)

Functional LevelFunctional Level

Look, I can read the instructions

here …

Learners canLearners can* use English to access * use English to access accumulated knowledgeaccumulated knowledge ((Science etc.Science etc.) ) * use English in informal * use English in informal and formal contextsand formal contexts

Informational LevelInformational Level

Lucky I understand English…

Otherwise I cannot do this

project.

Learners canLearners can* use English to transform knowledge * use English to transform knowledge (doing reasearch, writing reports, (doing reasearch, writing reports, lecturing etc.)lecturing etc.)

* use English for aesthetic purposes* use English for aesthetic purposes

Epistemic LevelEpistemic Level

Okay everyone…

Let me begin with the first

issue…