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Communicative Competence
The document instructs students to form groups of four, choose representatives, and discuss language competencies. It defines several types of language competencies, including morphological, syntactic, semantic, and orthographic competencies, which concern mastery of verbal and non-verbal codes. It also defines textual competence as understanding different texts, and rhetorical competence as effectively contributing to conversations and expressing ideas. Strategic competence refers to techniques used to communicate clearly such as gestures and clarifications.
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Students are grouped to analyze texts on a topic, explaining key points and providing examples after discussion.
Focuses on linguistic skills: morphology, syntax, semantics, orthography, and phonetics essential for language mastery.
Emphasizes the importance of knowing when and how to communicate effectively in social settings.
Explains textual competence (reading skills) and rhetorical competence (conversation contribution and understanding).
Discusses techniques like synonyms, gestures, and clarifications used to enhance communication and prevent misunderstandings.
Highlights the necessity to avoid culture bias in conversations, emphasizing sociolinguistic competence.
An example of a teacher using discourse competence to effectively communicate ideas in class.
Illustrates strategic competence through a student utilizing a dictionary to understand unfamiliar words.
Highlights students ensuring write-ups are error-free, showcasing grammatical competence in writing.
Lists various competencies: Grammatical, Sociolinguistic, Discourse, and Strategic, summarizing key communication skills.
Students summarize their learnings and plans for applying them on a sheet of paper, reinforcing the lesson's concepts.
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Communicative Competence
- 4. Group into fourand choose 1 or 2 representative/s. Each group will receive strips of paper with texts about the topic. You have to explain the sentences given and provide examples to the class after 5 minutes of discussion.
- 5. Concerned with masteryof linguistic code (verbal or non-verbal) which include: Morphology Syntax Semantics Orthography Phonetics
- 6. Possession of knowledgeand skills for appropriate language use in a social context. When to say? How to say?What to say? For whom?
- 7. TEXTUAL COMPETENCE A measureof how well an individual can read and understand different texts. RHETORICAL COMPETENCE Defined by how well an individual can contribute to a conversation, how well can he understand what is being said by speakers and how can he reflect and express his ideas.
- 8. The speaker’s useof techniques in order to preserve communication, repair breakdowns in communication, or prevent miscommunication. Synonyms Gestures Clarifications Delivery Context Clues
- 9. 1. I haveto avoid culture-bias in any conversation. Sociolinguistic Competence
- 10. 2. The teachercan eloquently share her ideas to the class. Discourse Competence
- 11. 3. She refersto the dictionary to look for the meaning of the word she doesn’t understand. Strategic Competence
- 12. 4. The studentsmake sure their write-ups are free from errors, Grammatical Competence
- 13. 5. Performing anexperiment by following the procedure given. Discourse Competence
- 14.
- 15. On a one-fourthsheet of paper, write the 3 things you have learned in this lesson and the 2 things you will do to apply what you learned
Editor's Notes
- #3 The term COMMUNICATIVE COMPETENCE was born out of resistance to the concept of linguistic competence. Many scholars consider communicative competence more encompassing than the linguistic, which is seen to be only a part of communicative competence.
- #6 Morphology- internal structure of words. Syntax- arrangement of words in a sentence. Semantics- meaning of language expressions. Phonetics- sounds of human speech- in sign language, the equivalent aspects of sign. Orthography- the methodology of writing a language.
- #7 Knowledge of rules and conventions which underlie the appropriate comprehension and language in different sociolinguistic and sociocultural contexts. WHAT TO SAY- choosing the right words for a situation. HOW TO SAY- sometime it’s not what you say but how you say it, you might be misunderstood. WHEN TO SAY- how appropriate the language in a certain situation. FOR WHOM- who are you talking to?
- #9 Brown- “a speaker’s ability to adapt his/her use of verbal and non-verbal language to compensate for communication problems caused by the speaker’s lack of understanding of proper grammar use and/or insufficient knowledge of social behavioural and communication norms.”