Download - Communicative competence
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 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 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