Rega
Detapratiwi
2201409057
405-406
Communicative competence: A
pedagogically motivated model with content specifications
Celce-Murcia, Dőrnyei, Thurrell (1995)
The relationship between models of
communicative competence and pedagogical specification of content for
Communicative Language Teaching not
unified under a comprehensive, theoretical model of language teaching. According
to Hymes (1972), the meaning of communicative competence itself is such
competence involves: not only knowing the grammatical rules of a
language but also what to say to whom in what circumstances and how
to say it; that is, the rules of grammar are useless without the rules of
language use. Thus, the real objective of linguistic research should be the
study of how language is performed in different contexts, with different
people, on different topics, for different purposes.
The
competences that stated by Celce-Murcia, Dornyei and Thurrell including:
1.
Linguistic
competence: the knowledge of the basic elements of the language
code (syntax, morphology, vocabulary, phonology, orthography).
2.
Strategic competence: knowledge of verbal and non-verbal
communication strategies
which enable us to overcome difficulties when communication breakdowns occur,
ie. It is the ability to express oneself in the face of difficulties or limited
language proficiency.
3.
Sociocultural
competence: the mastery of the sociocultural rules of language
use: the appropriate application of vocabulary, registers, politeness, and
style in a given social situation within a given culture.
4.
Actional
competence: the ability to understand and convey communicative
intent by interpreting and performing language functions (complimenting,
reporting, agreeing/disagreeing, predicting, suggesting, etc.)
5.
Discourse competence: the ability to combine
language structures into different types of unified spoken and written
discourse (dialogue, political speech, poetry, academic paper, cookery
recipe, etc.).
https://netfiles.uiuc.edu/hbishop/
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