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Communicative Competence - Coggle Diagram

- - - - When a person judges that sentence John said that Jane helped himself is ungrammatical, it is because the person has tacit knowledge of the grammatical principle that reflexive pronouns must refer to an NP in the same clause)
      - [Noam] Chomsky’s theory - unconscious knowledge of languages and is similar in some ways to [Ferdinand de] Saussure’s concept of lauge, the organizing principles of a language.
        
        Linguistic performance is different from lingustic competence (example - Martun Luther King, Jr was a terrific orator, much better than you might be) This judgements tell us about performance, not competence.
    - - Communicative competence includes grammatical knowledge of syntax, morphology, phonology and other related topics, as well as social understanding of how and when to utilise utterances appropriately.
    - - Morphology - deals with the formation of words when we put these sound segments together.
        
        A field of study that help to explain and understand some words that we never heard before (example: “embiggens” from The Simpsons
      - Syntax - works similarly with morphology but refers to sentence structure.
        
        studies the rule speakers follow in order go organize their words into coherent sentences.
      - Phonology - seeks to understand they way phonemes are organized in a language or dialect.
        
        Examines what sort of rules a languge follows to determine how certain words should be pronounced.
      - Semantics - is where concepts begin to get motr external.
        
        focuses on studying the meanings of words
      - Pragmatics - is similar to semantics but with words, phrases, and utterances being studied in context rather than independently.
        
        Example: the phrase, “I’m going to drop off keys” seems to have a very clear meaning.
      - Phonetics - studies individual speech sounds (phonemes) and how we produce them.
        
        touched on the physiology behind creating speech sounds
        
        Basic level of analysis because we use these spesific sounds to make up words.
    - - Intuitive (if simplified) understanding of grammatical structures
      - Native-like pronunciations
      - Strong command of high-frequency vocabulary learned at home/in the community
      - Strong listening and speaking skills
- - - - References
        
        Use of words
        
        Determiners
        
        Point backwards (anaphora) or forward (cataphora) to the referent.
        
        Personal pronouns
        
        Demonstrative pronouns
      - Substitutions / Elipses
        
        cohesive devices in conversations when the topic of the statement is unambiguous to avoid repeating information.
      - Conjunctions
        
        Use of words
        
        and
        
        but
        
        so
        
        cohesive devices to connect statements or utterances together.
        
        however
        
        furthermore
      - Lexical cohesion
        
        relationship between the meaning of two ‘words used in conversation
        
        lexical repetitions (car-car)
        
        use of synonyms (e.g., achievement-success)
        
        use of parallel structure, superordinates (e.g. dengue-disease)
        
        contributes
        
        listener’s ease of understanding the utterances in conversation
        
        all-purpose words (e.g., stuff, place, thing)
    - - the interrelatedness of sentences or utterances in a text (meaning)
        
        can easily distinguish the difference between a coherent paragraph and a string of words and sentences jumbled together.
        
        cohesive text may not always be coherent
        
        a coherent text generally consists of at least three clauses that make use of cohesive devices
        
        organization or sequencing of statements or utterances that follow patterns depending on the genre, content, or purpose
        
        Considered coherent
        
        meaningful, interpretable, and serves a function
    - - Knowledge of the structure of written and oral discourse helps one determine the function of the communicative event
        
        Formal
        
        Lectures
        
        Reports
        
        Informal
        
        Conversations
        
        Narrative
        
        Conflict
        
        Cimax
        
        Setting
    - - deals with the turn-taking in oral discourse, such as conversations and interviews
        
        includes being able to open and end conversations
        
        establish the topic of conversation, control or change the topic, interrupt
        
        collaborate (e.g., completing sentences for each other), provide backchannel (verbal and nonverbal feedback to keep the conversation going, e.g., nodding or saying “I see.”),
        
        hold and relinquish the floor, and repair breakdown or correct themselves in conversation (related to strategic competence).
  - - - Mastery Of rules
        
        determine ways
        
        forms
        
        achieve a meaningful unity (spoken and written text)
        
        enabled by
        
        Cohesion (form)
        
        Coherence (meaning)
        
        meaning
      - Celce - Murcia (2007)
        
        Selection
        
        Sequencing
        
        Arrangements of words
        
        Structure
        
        Utterances
        
        Unified spoken or written text
        
        the knowledge of how to combine grammatical forms and meanings to achieve a unified spoken or written text in different genres and situations.
      - Canale (1983)
- - - - Sociolinguistic competence refers to the mastery of the cultural rules of use and rules of discourse that are at play in different languages. With respect to cultural rules of use, the emphasis is on appropriateness of communicative acts and the naturalness of speech within given socio-cultural contexts.
      - Sociolinguistic competence includes knowledge of sociocultural rules of use. It is concerned with the learners' ability to handle for example settings, topics and communicative functions in different sociolinguistic contexts. In addition, it deals with the use of appropriate grammatical forms for different communicative functions in different sociolinguistic contexts.
        (Canale & Swain's Model of Communicative Competence)
      - Sociolinguistic competence also refers to
        the ability to select topics that are appropriate for a communicative event.
  - - - NON-VERBAL BEHAVIOURS
      - SOCIAL RULES LANGUAGE
        
        Example : formality, politeness & directness
      - CULTURAL REFERENCES
        
        Example : Idioms, expressions, background knowledge
  - - - avoiding expressing strong views about politics and religion over dinner.
      - thanking a friend in a formal speech is different from how it is done over a meal.
      - when teaching a foreign language to students.
      - Knowing how to talk to an elderly gentleman in the supermarket compared to how one speaks to their best friend at school is an example of sociolinguistic competence.
- - - - The ability to paraphrasing words & improvise
    - - Strategic competence, an aspect of communicative competence, refers to the ability to overcome difficulties when communication breakdowns occur
        (Celce-Murcia, Dörnyei & Thurrell, 1995)
      - Strategic competence is the knowledge of how to use one's language to communicate intended meaning.
    - - Circumlocution
        
        The learner describes / defines object
      - Transfer
        
        The learner uses his/her native language, translating word for word or not bothering to translate at all
      - Paraphrase
        
        The learner uses an approximation in the form of a structure or vocabulary item which she/he knows is incorrect but will get the message across.
        
        The learner invents a new word to get the message across
      - Other Strategies
        
        Asking for help
        
        Mime
        
        Pause fillers (using "um". "you know", "let's see" & etc
        
        Topic Avoidance
        
        The learner avoids or changes topic when she/he lacks proficiency to continue
        
        Message abandonment
        
        stops in mid-utterance, lacking the proficiency to continue
    - - Before Strategic Competence
        
        Early Production & Beginning Fluency
      - After Strategic Competence
        
        Intermediate - Advanced Fluency