Macro Skills
A. ORAL SKILLS
B. LITERACY SKILLS
C. RECEPTIVE AND PRODUCTIVE SKILLS
A. Oral Skills
1. Listening
2. Speaking
1. Listening
Listening is the
ability to accurately
receive and interpret
messages in the
communication
process.
There are three
common modes of
listening:
competitive,
passive and active.
2. Speaking
Speaking is done
through the
vocalization of human
communication.
Speaking depends on
the context wherein
communication will
take place.
Speaking can be
formal or informal
B. Literacy Skills
1. Reading
2. Writing
1. Reading
Reading
comprehension
involves decoding
symbols with the
intention of deriving
meaning from the text.
This can be used for
sharing knowledge, for
self-development or
simply for relaxation
2. Writing
Writing is the process of
using symbols to
communicate thoughts and
ideas in a readable form.
Writing allows for a more
meaningful and in-depth
transmission of ideas
compared to speaking.
Follow the writing process:
1) prewriting 2) drafting 3)
revising 4) proofreading 5)
publishing
3. Viewing
Refers to the ability to
perceive meaning from
visual images and
presentations
Process that supports
oracy and literacy
Broadens the ways in
which students can
understand and
communicate their ideas
non verbal
communication
ways to represent ideas visually:
Drawings
Photographs
Organizational graphs and charts
Videos
Multimedia
WebPages – and web based correspondence
Types of viewing:
Visual Literacy
Ability to interpret meaning from visual images (Georgis,
1999)
Ability to construct effective visuals in order to convey
ideas to others (Valmont, 2003; Heinich, 1999)
Critical Viewing
Ability to carefully comprehend and evaluate information
presented by visual media
Ability to think critically about the composition of the
picture
4. Receptive and Productive
ORAL LITERACY
SKILLS SKILLS
RECEPTIVE Listening Reading
SKILLS
PRODUCTIVE Speaking Writing
SKILLS
Connection
Significance
To effectively communicate
To understand subtext and various aspects
of communication
To solve future problems or successfully
achieve objectives which essentially derive
from effective communication
Significance
To accomplish four main purposes
including: expressing wants and needs,
developing social closeness, exchanging
information, and fulfilling social
etiquette routines (Light, 1997)
Communicative
Competence
A. DEFINITION
B. DELL HYMES
C. COMPONENTS
D. SPEAKING MODEL
A. Communicative Competence
“The ability to function in a truly
communicative setting.”
Not limited to linguistic forms
Social rules and context
Coined by Dell Hymes
B. Dell Hymes
-language and
social context
-oral narratives
He says…
“…a normal child acquires knowledge of sentences
not only as grammatical, but also as appropriate.
He or she acquires competence as to when to
speak, when not, and as to what to talk
about with whom, when, where, in what
manner. In short, a child becomes able to
accomplish a repertoire of speech acts, to take part
in speech events, and to evaluate their
accomplishment by others.”
(Hymes 1972, 277)
5 Components
1. Linguistic/Grammatical Competence
Knowledge of language code:
Phonology
Morphology
Syntax
Lexicon
2. Sociolinguistic Competence
Knowledge of socio-cultural use of the
language
3. Cultural Competence
Awareness and sensitivity to other’s
culture and tradition.
Setting
Topic
Taboos
4. Discourse Competence
Knowledge of producing ,
comprehending , combing oral and
written language:
Organizing words, phrases, sentences
5. Strategic Competence
Ability to recognize, adjust and repair
verbal and non verbal communication
errors:
Paraphrasing
Shifting
Avoidance
S-P-E-A-K-I-N-G MODEL
1. Setting and Scene
Physical
circumstances
When and where
communication
take place
Ex: Hearing in the
court; simple class
discussion
2. Participants
Speaker and
audience
Ex: friends;
business tycoons
3. Ends
Purposes, goals
and outcomes
Ex: to persuade,
to inform
4. Act Sequence
Form and order
of event
Ex: begin-
middle-end
5. Key
Tone, manner
or spirit
Ex: lively,
serious
6. Instrumentalities
Forms and
styles of speech
Ex: informal,
formal
7. Norms
Social rules
Ex: Do’s and
Don’ts
8. Genre
Kind of speech
act or event
Ex: anecdotes to
entertain or to
give moral
lessons.
Lyle Bachman
1990- Language
Competence
Grammatical and
Discourse (Textual)
Functional
(Illocutionary) and
Sociolinguistic
Strategic
John Gumperz
“Communicative
competence is going
beyond mere description
of language patterns”
James Cummins
CALP- Cognitive/Academic Language
Proficiency
School oriented language- Context Reduced
BICS- Basic Interpersonal Communication
Skills
Face to face communication- Context Embedded
Basically, greatly developing one’s macro
skills promotes communicative competence.
The macro skills play a key role in fostering
learners’ communicative competence since:
they are the manifestations of interpreting and
producing a spoken or written piece of discourse
as well as a way of manifesting the rest of the
components of the communicative competence
construct.
