Vous êtes sur la page 1sur 15

Hery Yufrizal

Presented at one day MGMP Tanggamus 25 English Teacher meeting November 2014
COMMUNICATIVE COMPETENCE
DEFINITION
 Communicative competence is the ability to function
in a truly communicative setting – that is, in a dynamic
exchange in which linguistic competence must adapt
itself to the total informational input, both linguistic
and paralinguistic, of one or more interlocutors”
(Savignon, 1972:8).
 The ability to understand and use of language
effectively to communicate in authentic social and
school environment
http://www.learnalberta.ca/content/eslapb/about_communicative_competence.html
Grammatical competence
 concerned with mastery of the linguistic code (verbal
or non-verbal) which includes vocabulary knowledge
as well as knowledge of morphological, syntactic,
semantic, phonetic and orthographic rules. This
competence enables the speaker to use knowledge and
skills needed for understanding and expressing the
literal meaning of utterances.
the sociolinguistic competence
 includes knowledge of rules and conventions which
underlie the appropriate comprehension and language
use in different sociolinguistic and sociocultural
contexts.
discourse competence
 mastery of rules that determine ways in which forms
and meanings are combined to achieve a meaningful
unity of spoken or written texts. The unity of a text is
enabled by cohesion in form and coherence in
meaning. Cohesion is achieved by the use of cohesion
devices (e.g. pronouns, conjunctions, synonyms,
parallel structures etc.) which help to link individual
sentences and utterances to a structural whole
strategic competence
 composed of knowledge of verbal and non-verbal
communication strategies that are recalled to
compensate for breakdowns in communication due to
insuffi cient competence in one or more components
of communicative competence. These strategies
include paraphrase, circumlocution, repetition,
reluctance, avoidance of words, structures or themes,
guessing, changes of register and style, modifications
of messages etc (swain and Canale)
Figure2): Components of Celce Murcia's model of communicative competence
Linguistic or grammatical
competence
 consists of the basic elements of
communication: sentence patterns,
morphological inflictions, lexical
resources and phonological or
orthographic systems.
Socio–linguistic competence,
 which consists of the social and cultural knowledge
required to use the language opportunity with
reference to formality, politeness and other
contextually defined choices.
Discourse competence,
 involves the selection, sequencing and arrangement of
words, structures, and sentences utterances to achieve
a unified spoken or written whole with reference to a
particular message and context.
Strategic competenc,
 refers to the ability to know when and how to start the
talk, how to keep a conversation going, how to
terminate a conversation, breakdown as well as
comprehension problems (Alkhuli, 2000). It includes
the strategies and procedures relevant to language
learning, language processing and language
production. It activates knowledge of the other
competences and helps language users compensate for
gaps or deficiencies in knowledge when they
communicate.
Actional competence:
 It includes knowledge of language functions.
Communicative competence in our
curriculum
 the ultimate goal of a curriculum implies that
linguistic competence and the other competencies are
introduced for the sake of creating English texts in
contexts both in spoken and written modes.
 This implies that if we want to teach learners how to
communicate in English we need to expose them to
the English texts; texts that are not just spoken or
written using English words, but those that are
structured or developed the English way to achieve
different communicative purposes. Teaching lexicon
and grammar is one thing; developing English texts or
discourse is quite an-other.

Vous aimerez peut-être aussi