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Communicative Competence and Systemic Functional Model of Language . hagustien@yahoo.com. Why we need a CC model.

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communicative competence and systemic functional model of language

Communicative Competence and Systemic Functional Model of Language

hagustien@yahoo.com

why we need a cc model
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)

slide3

Competence

Socio –

Cultural Comp.

Competence

Strategic

Discourse

Competence

Actional Comp.

Linguistic Comp..

what does cc entail
What does CC entail?
  • Discourse Competence
  • Linguistic Competence
  • Actional Competence
  • Socio-cultural Competence
  • Strategic Competence (p.10)
discourse competence
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
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
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
Linguistic Competence

Syntax

Morphology

Lexicon

Phonology

Orthography

actional competence
Actional Competence
  • Interpersonal Exchange
  • Information
  • Opinions
  • Feelings
  • Suasion
  • Problems
  • Future Scenario
sociocultural competence
Sociocultural Competence
  • Social Contextual Factors
  • Stylistic Appropriateness Factors
  • Cultural Factors
  • Non-Verbal Communicative Factors
strategic competence
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
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)
slide13

CULTURE

Genre (Purpose)

Situation

Who is involved?

(Tenor)

Subject matter Channel

(Field) (Mode)

Register

TEXT

slide14

CULTURAL LEVEL

Discourse Semantic Level

Textual

Interpersonal

Lexicogrammatical

Level

Ideational

Phonology/

Graphology

Level

syarat pengembangan kompetensi komunikatif
Syarat pengembangan kompetensi komunikatif

Scaffolding Talks:

Bahasa yang digunakan guru dalam mengelola proses pembelajaran sebagai

language accompanying action.

slide16

Zone of Proximal Development

Independent

Learning zone

Teacher

intervention

Peer-peer

interaction

Interactive

discourse

peran guru
Peran guru
  • Menciptakan pengalaman pembelajaran
  • Merancang kegiatan
  • Merancang komunikasi
  • Berperan sebagai “ibu” dalam pemerolehan bahasa alamiah
literacy principles
Literacy Principles
  • Interpretation
  • Collaboration
  • Convention
  • Cultural Knowledge
  • Problem solving
  • Reflection
  • Language use
literacy levels
LiteracyLevels
  • Performative Level
  • Functional Level
  • Informational Level
  • Epistemic Level
spoken and written language continuum
SPOKEN AND WRITTEN LANGUAGECONTINUUM

Most Spoken

Most Written

Languageaccompanyingaction

Language as reflection

Spoken Language

Written Language

spoken written language
Spoken & Written Language

Spoken:

* Language as exchange

* About YOU and I

Written:

* Language as representation

* Aboutothers

how do we negotiate
How do we negotiate?
  • Interpersonally
  • Logicosemantically
where in the sentence does interpersonal meaning reside
Where in the sentence does interpersonal meaning reside?
  • In the Mood area

Mood = Subject + Finite

Mood expresses:

  • Attitudes
  • Feelings
  • Judgement
  • Etc.
negotiating interpersonally
Negotiating interpersonally

A : I amsleepy.

B : Are you?

C : I love her.

D : You do, don’t you.

E : I cleaned the room!

D : No, you didn’t!

when is interpersonal negotiation dominant
When is interpersonalnegotiation dominant?
  • In sustained casual conversations

* Chatting

* Gossiping

* Killing the time

negotiating logicosemantically
Negotiating logicosemantically

A : I am sleepy.

B : Sleepy or hungry?

A : Both, actually.

C : What’s your name?

D : Hartati

C : Where do you live?

D : Jalan Diponegoro.

when is logicosemantic negotiation dominant
When islogicosemantic negotiation dominant?
  • In transactional conversations

* Giving /demanding information

* Giving’demanding goods and services

negotiation in writing
Negotiation in Writing
  • Focused on old and new information
  • Focused on Theme and Rheme
old and new information
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

Negotiation is

* The Communication Engine

* The key to discourse competence