Transcript Communicative Competence and Systemic Functional Model of

Communicative Competence
and Systemic Functional
Model of Language
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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
Linguistic Comp..
Actional Comp.
What does CC entail?
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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
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Syntax
Morphology
Lexicon
Phonology
Orthography
Actional Competence
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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
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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
Channel
(Field)
(Mode)
Register
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, don’t you.
E : I cleaned the room!
D : No, you didn’t!
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 : What’s your name?
D : Hartati
C : Where do you live?
D : Jalan Diponegoro.
When is logicosemantic
negotiation dominant?
• In transactional
conversations
* Giving /demanding
information
* Giving’demanding
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!