Communicative Competence

and Systemic Functional Model of Language

hagustien@yahoo.com

Why we need a CC model

Celce-Murcia et al.s effort has been motivated by the belief in the potential in the direct, explicit approach to the teaching of communicative skills, which would require a detailed description of what CC entails in order to use the sub-components as a content base in syllabus design.(p.6)

Strategic

Socio Cultural Comp.

Competence

Discourse Competence Competence Actional Comp.

Linguistic Comp..

What does CC entail?

Discourse Competence Linguistic Competence Actional Competence Socio-cultural Competence Strategic Competence (p.10)

Discourse Competence
Discourse competence concerns the selection, sequencing, and arrangement of words, structures, sentences and utterance to achieve a unified spoken or written text. (p.13)

Components of Discourse Competence

COHESION
Reference, Substutition, Conjuction, Lexical Chains

DEIXES
Personal pronouns, Spatial, Temporal, Textual

COHERENCE
Thematization, Management of old and new information

GENRE/GENERIC STRUCTURE
Narrative, Report, service encounter, etc.

CONVERSATIONAL STRUCTURE How to perform opening, hold the floor, adjacency pairs, etc.

What do we develop?
The ability to participate in discourse, or The ability to communicate, or The ability to create spoken and written texts, or The ability to negotiate meanings, or The ability to exchange nuances of meanings

Linguistic Competence
Syntax Morphology Lexicon Phonology Orthography

Actional Competence
Interpersonal Exchange Information Opinions Feelings Suasion Problems Future Scenario

Sociocultural Competence
Social Contextual Factors Stylistic Appropriateness Factors Cultural Factors Non-Verbal Communicative Factors

Strategic Competence
Avoidance or Reduction Strategies Achievement or Compensatory Str. Stalling or Time-Gaining Str. Self-Monitoring Str. Interactional Str.

The Nature of the CC Model

Pedagogically motivated (Celce-Murcia) Sociocultural theory of language / Language as communication (Halliday) Constructivism in sociocultural tradition (Vygotsky) Literacy in ELT (Kern)

CULTURE

Genre (Purpose)

Situation

Who is involved?
(Tenor)

Subject matter (Field) Register

Channel (Mode)

TEXT

CULTURAL LEVEL Discourse Semantic Level Textual Interpersonal

Lexicogrammatical Level Ideational Phonology/ Graphology Level

Syarat pengembangan kompetensi komunikatif

Scaffolding Talks:
Bahasa yang digunakan guru dalam mengelola proses pembelajaran sebagai

language accompanying action.

Zone of Proximal Development

Independent Learning zone

Teacher intervention

Peer-peer interaction

Interactive discourse

Peran guru
Menciptakan pengalaman pembelajaran Merancang kegiatan Merancang komunikasi Berperan sebagai ibu dalam pemerolehan bahasa alamiah

Learning Experiences

Literacy Principles

Interpretation Collaboration Convention Cultural Knowledge Problem solving Reflection Language use

Literacy Levels

Performative Level Functional Level Informational Level Epistemic Level

SPOKEN AND WRITTEN LANGUAGE CONTINUUM

Most Spoken Language accompanying action Most Written Language as reflection

Spoken Language Written Language

Spoken & Written Language

Spoken:
* Language as exchange * About YOU and I

Written: * Language as representation

* About others

What do people do when communicating?

They exchange meanings.

How do we negotiate?

Interpersonally
Logicosemantically

Where in the sentence does interpersonal meaning reside?

In the Mood area

Mood = Subject + Finite Mood expresses: Attitudes Feelings Judgement Etc.

Negotiating interpersonally
A : I am sleepy. B : Are you?

C : I love her. D : You do, dont you. E : I cleaned the room! D : No, you didnt!

When is interpersonal negotiation dominant?

In sustained casual
conversations * Chatting * Gossiping * Killing the time

Negotiating logicosemantically
A : I am sleepy. B : Sleepy or hungry? A : Both, actually.
C : Whats your name? D : Hartati C : Where do you live? D : Jalan Diponegoro.

When is logicosemantic negotiation dominant?

In transactional conversations
* Giving /demanding information * Givingdemanding goods and services

Negotiation in Writing

Focused on old and new

information

Focused on Theme and Rheme

Old and New Information

Once upon a time, there was an old lady. She was very poor, but she was happy.

She had a handsome son called Ande-Ande Lumut.

He was a fine young man. Many girls liked him.

Negotiation is
* The Communication Engine

* The key to discourse competence

Good Luck!