Name
: Rini Dwijayanti
NIM
: 2201409040
\ Subject
: Topic in Applied
Linguistics (403-404)
Communicative Competence
The communicative approach in current language teaching has a goal which is about
communicative competence.
The grammatical competence used to be the goal of
communicative approach, but nowadays, communicative competence becomes the top priority as
the goal of language acquisition in order to be able to communicate effectively in a language.
According to Friedrich (1994) explanation, communication competence is best understood as a
situational ability to set realistic and appropriate goals and to maximize achievement by using
knowledge of self, other, context, and communication theory to generate adaptive
communication performances.
There are eight aspects of communicative competence which is grouped into 2 general
aspects. They are linguistics aspect (phonology and orthography, grammar, vocabulary,
discourse), and pragmatic aspect (functions, variations, interactions skills, cultural framework).
These aspects can be used to deliver a good interaction to others by concerning to the
adaptability, conversational involvement, conversational management, empathy, effectiveness,
and appropriateness in communicating (Canary and Cody, 2000).
According to Celce – Murcia model above, there are various components of
communicative components. They are:
1. Sociocultural Competence, consists of some variables:
-social contextual factors: the participants’ age, gender, status, social distance and their
relations to each other.
- stylistic appropriateness: politeness strategies, a sense of genres and registers.
-cultural factors: background knowledge of the target language group, major dialects/regional
differences, and cross cultural awareness
2. Discourse Competence
It refers to the selection, sequencing, and arrangement of words, structures, and utterances to
achieve a unified spoken message
3. Linguistic Competence
There are 4 types of knowledge:
phonological: includes both segmentals (vowels, consonants, syllable types) and
suprasegmentals (prominence/stress, intonation, and rhythm).
lexical: knowledge of both content words (nouns, verbs, adjectives) and unction words
(pronouns, determiners, prepositions, verbal
auxiliaries, etc.).
morphological: parts of speech, grammatical inflections, productive derivational
processes.
syntactic: constituent/phrase structure, word order (both canonical andmarked), basic
sentence types, modification, coordination,
subordination, embedding.
4. Formulaic Competence
Formulaic competence refers to those fixed and prefabricated chunks of language that
speakers use heavily in everyday interactions
5. Interactional Competence
- actional competence
- conversational competence:
how to open and close conversation ,establish and change topics, get, hold, and relinquish
the floor, interrupt, and collaborate and backchannel
- non-verbal/paralinguistic competence includes:
•kinesics (body language), non-verbal turn-taking signals, backchannel
•behaviors, gestures, affect markers, eye contact.
•proxemics (use of space by interlocutors)
•haptic behavior (touching)
•non-linguistic utterances with interactional import (e.g. ahhh!
Uh-oh. Huh?) the role of silence and pauses
6. Strategic Competence
In learning strategies, there are most important strategies for our purposes. They
are cognitive, metacognitive, and memory-related strategies.