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1.The development of the notion of communicative competence (competence vs. performance, BICS vs. CALP,
linguistic vs. communicative competence).
Competence vs. performance
Competence knowledge of language rules which is subconscious.
Performance the realization of this knowledge as sentences, actual language rules we use. Imperfect reflection of
competence. Using language and making mistakes.
Hymes communicative competence use language appropriately in a given situation or context ability.
Linguistic vs. communicative competence
Linguistic knowledge about language forms.
Communicative competence knowledge that enables a person to communicate functionally and interactively.
BICS vs. CALP
CALP (cognitive/academic language proficiency) ability to manipulate language forms. School oriented
(exercises, tests), formal situation, focus on form.
BICS (basic interpersonal communicative skills) communication in everyday situation, daily interpersonal
exchanges, face to face communication/
2.The recent formulations of the concept of communicative competence and its components: grammatical
competence, sociolinguistic competence, discourse competence, strategic competence.
Communicative competence:
grammatical - knowledge of grammar (morphology, syntax) vocabulary, pronunciation, spelling.
discourse
- ability to join sentences in stretches of discourse to form a meaningful whole out of a set of
utterances; it is related to the concepts of coherence and cohesion.
coherence the existence of logical links between sentences; thus an exchange:
o What time did you come back last night?
o I love tomato soup.
cohesion the existence of grammatical links between sentences;
o Mark is a very intelligent boy. They know the answer.
For successful communication there has to be a coherence:
o The phone is ringing.
o Im in the shower.
sociolinguistic ability to use language appropriately to a given context as well as knowledge of sociocultural
rules of language. Language has to fit the context. Different phrases can mean different things in
different languages.
strategic
- ability to use communication strategies to overcome breakdowns in communication or to make it
more effective. You are still able to communicate i.e. you forgot some word and you use other
words to describe it.

3.The components of a native speakers grammatical competence (grammar, pronunciation, vocabulary) and
their characteristics.
Components of a native speakers grammatical competence:
- Pronunciation native speaker know unconsciously how to say a word, how to pronounce it. This knowledge is
made up of 3 areas:
sounds speakers need to know these sounds if they want to understand what is said to them.
stress native speaker know which part of that word should receive the heaviest emphasis, they
know how to use stress to change the meaning of phrases, sentences and questions.
intonation
- Grammar they dont consciously know any rules of grammar, but they subconsciously produce grammatically
correct sentences.
- Vocabulary metaphorical and literal meaning of word. Competent speaker know connotations, collocations etc.
4.What is sociolinguistic competence (appropriacy) and what factors govern it?
Factors governing appropriacy (sociolinguistic competence):
- setting where we are.
- interlocutor who we are talking to.
- purpose what we wish to communicate.
- channel how the message is conveyed, phone call, letters etc.
- topic what we are talking about.
6.What language skills do competent language users possess and what are their characteristic?
We have 4 skills: listening, writing, speaking, reading.
Speaking and writing involve language production and they are often referred to as productive skills.
Listening and reading involve receiving messages and they are often referred to as receptive skills.
7.Be able to explain such distinctions as: productive vs. receptive skills, macro vs. micro skills, crosslingual vs.
intralingual skills.
Productive: speaking, writing we produce information
Receptive: listening, reading we receive information
Sub-skills:
Macro skills: 4 basic language skills: writing, speaking, listening, reading.
Micro skills: reading for special aim, goal. Skill in general.
Crosslingual skills: you use both languages, translating. The teacher uses mother tongue during the lesson.
Intralingual skills: teaching in one language, trying to teach thinking in language. To use only L2 and to think in L2.
Teacher leads lessons using only the foreign language.
8.What can we realistically expect our students to learn as far as different components of communicative
competence are concerned?
-

pronunciation (stress, rhythm, intonation, sound, accent)

grammar
vocabulary (context, idioms etc.)
discourse
skills

9.Explain the importance of listening, language awareness and context when teaching the different components
of communicative competence.
-

Importance of listening:
the students need to understand how sounds are made and how stress is used.
they need to hear the language used so that they can both imitate the pronunciation and also
acquire some of its sounds and patterns.
the teacher should be the language model for the students to aim at.
students should be exposed to other voices and thats why listening to tapes is so important.
the teacher should give students as much listening material on video, tapes as possible.
students should be given as much exposure to people speaking the language correctly as possible.
Importance of language awareness:
you should be conscious of Grammatik how to use it in daily communication.
The vocabulary in context:
students should go home every evening and learn a list of words by heart.
practice and repeat words all the time.
if they learn words from context it is likely to forget them soon.
10.What are language functions and how they should be taught.

Language functions we decide what we want to say on the basic of what purpose we wish to achieve. Asking,
thanking (not transparent you should read between lines)
Connotation different words evoke different feelings: plump, fat, chubby.
Collocation way words can be linked i.e. it is raining cats and dogs.