10[1].+communicative+competence.doc

Topic10 Communicative competence and communicative language teachinga. linguistic competenceN. Chomsky: the speaker-hearers knowledge of his language. A set of (finite or infinite) sentences, each finite in length and constructed out of a finite set of elements.b. communicative competenceD. Hymes: Whether (and to what degree) something is formally possible. Whether (and to what degree) something is feasible, in virtue of the means of implementation available. Whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to the context in which it is used and evaluated. Whether (and to what degree) something is in fact done, actually performed, and what its doing entails. Knowledge vs ability for use: “the individuals potential to realize a possible, feasible and appropriate speech act, not the realization itself”. Its scope is broad, including cognitive and non-cognitive factors such as motivation, courage, gameness, gallantry, composure, presence of mind, dignity, stage confidence and others.M. Canale and M. Swain: Grammatical competenceSociolinguistic competence Discourse competenceStrategic competenceCanale and Swain deliberately exclude ability for use from their model of communicative competence. They argue that while performance may demonstrate such factors as volition, motivation, etc., they doubt that there is any theory of human action that can adequately explicate ability for use and hence, as it cannot be modeled, it cannot be included in their framework. They view ability for use as simply part of communicative performance.c. Communicative language abilityL. Bachman: communicative language abilitylanguage competence strategic competence psychomotor skillsorganizational competence productive receptive grammatical competence textual competence visual oral visual oral lexis morphology syntax phonology/ pragmatic competencegraphology cohesion rhetorical organization illocutionary competence sociolinguistic competence ideational manipulative heuristic imaginative register cultural naturalness function function function function and references dialect and figures of speechcohesion: comprises ways of explicitly marking semantic relations such as reference, substitution, ellipsis, conjunction and lexical cohesion, as well as the conventions governing the ordering of old and new informationrhetorical organization: pertains to the overall conceptual structure of a text and is related to the effect of a text on the language user. Conventions of rhetorical organizations include common methods of development such as narration, description, comparison, classification and process analysis.ideational function: by which we express meaning in terms of our experience of the real world.an utterance act: simply the act of saying something. a propositional act: involving referring to something or expressing a predication about something. an illocutionary act: is the function (assertion, warning, request, order, etc.) performed by saying something or the purpose for which an utterance is produced. perlocutionary acts: the effect of an utterance upon the hearer.manipulative function: whose primary purpose is to affect the world around us and includes instrumental (to get thing done), regulatory (to control the behavior of others) and interactive (to form, maintain and change interpersonal relations) functions. heuristic function: pertains to the use of language to extend our knowledge of the world around us and occurs commonly in such acts as teaching, learning, problem-solving and conscious memorizing. imaginative function: to create or extend our own environment for humorous or esthetic purposes: telling jokes, communicating fantasies, creating metaphors or other figures of speech, as well as reading literary works for enjoyment.dialect: regional, class, temporalregister: degrees of formalitycultural references and figures of speech: The ability to interpret cultural references and figures of speech is another aspect of sociolinguistic competence. Many cultural references and figures of speech are incorporated, with set meanings, into the lexicon of any language and are thus considered part of lexical competence. Nevertheless, knowledge of the extended meanings given by a specific culture to particular events, places, institutions, or people is required whenever these meanings are referred to in language use.naturalness: to either formulate or interpret an utterance in a native-like way.strategic competence: 1) interactional view: mastery of verbal and non-verbal strategies both to compensate for breakdowns in communication due to insufficient competence or to performance limitations and to enhance the rhetorical effect of an utterance. 2) psycholinguistic view: I. Assessment component: i) identify the information needed for realizing a particular communicative goal in a given context, ii) determine what language competencies are at our disposal for most effectively bringing that information to bear in achieving the communicative goal, iii) ascertain the abilities and knowledge that are shared by our interlocutors, and iv) follow the communication attempt, evaluate the extent to which the communicative goal has been achieved. II. Planning component: retrieves relevant items from language competence and formulates a plan whose realization is expected to achieve the communicative goal. III. Execution component: draws on the relevant physiological mechanisms to implement the plan in the modality and channel appropriate to the communicative goal and context. psychophysiological mechanisms: are essentially the neurological and physiological processes. We can distinguish the visual from the auditory channel and the productive from the receptive mode. In receptive language use, visual and auditory skills are used, while in productive, neuromuscular skills (articulatory and digital)II. Components of communicative language ability in communicative language use KNOWLEDGE STRUCTURES LANGUAGE COMPETENCE Knowledge of the world Knowledge of language STRATEGIC COMPETENCE PSYCHOPHYSICAL MECHANISMS CONTEXT OF SITUATIONNonverbal Communication1. Fundamental concepts of nonverbal communication1.1. The definition Nonverbal communication is the process by which nonverbal behaviors are used, either singly or in combination with verbal behaviors, in the exchange and interpretation of messages within a given situation or context.1.2. The functions of nonverbal messages 1) complementing: consistent with the accompanying verbal message but add or strengthen or clarifying the meaning of the verbal message. 2) contradicting: contradict the verbal message. 3) repeating: repeat the verbal message and can stand alone when the verbal message is not present. 4) regulating: regulate the cooperative communication. 5) accenting: accent or emphasize distinct points in verbal messages. 6) substituting: nonverbal rather than verbal messages are sent.1.3. Nonverbal communication and culture1) transfer: when an item in the target nonverbal communication system corresponds in both form and meaning to an item in the native nonverbal communication system, the learner can simple transfer the native item to the target one: nodding2) underdifferentiation: an item in the native nonverbal communication system has no corresponding item in the target nonverbal communication system, the learner has to avoid using that item when interacting with the native user of that system: the turtle gesture as a swear gesture3) reassociation: when an item in the target body language corresponds in meaning but not in form to an item in the native nonverbal communication system, the learner has to associate the meaning with a different form: eight. When an item in the target body language corresponds in form but not in meaning to an item in the native nonverbal communication system, the learner has to associate the form with a different meaning: the OK gesture means 0 in Chinese.4) reinterpretation: an item in the target nonverbal communication system is similar but not identical to an item in the native nonverbal communication system: the speaker claps his hands together with the audience when he completes his speech.5) overdifferentiation: an entirely new item in the target nonverbal communication system must be learned: thumb down to mean a strong “no”.6) conflict: an item in the target body language is similar or identical in form to an item in the native body language, but the two convey conflicting meaning in the two cultures: laugh when seeing, for example, somebody fall down.2. Kinesics or body language2.1. Facial expressions and eye behavior The four basic facial management techniques1) intensifying: to exaggerate ones facial expression to meet others expectations: receiving gifts.2) deintensifying: deemphasize ones facial behavior to maintain social relations: getting a job while a close friend does not.3) neutralizing: avoid showing any emotion: hide ones feelings of frustration or despair.4) masking: replace felt emotions with emotions thought to be appropriate: to smile to the winners.The three qualities or characteristics of eye behaviors1) saliency: having a high probability of being noticed.2) arousal: creating arousal.3) involvement: eye behaviors are involved in human interactions.2.2. Gestures The five categories of gestures1) emblems: intentional and can replace spoken words: waving good bye.2) illustrators: intentional and illustrate the spoken words: that big.3) regulators: intentional and regulate conversations with ones interlocutors: 4) affect displays: unintentional, shaking when experiencing fear.5) adapters: unintentional, responses to boredom or stress-producing situations or responses to negative feelings towards ourselves or someone else: rubbing ones head.2.3. Postures The three categories of postures1) inclusive vs non-inclusive: acts or positions of a group that either include or block out other people.2) face to face vs parallel body orientation: postural relationship between two people during a conversation.3) congruence vs non-congruence: whether the two persons involved imitate or share similar posture.3. Territory and proxemics The three basic categories of territory1) primary territory: the space that exclusively belongs to its owner.2) secondary territory: not central to the daily activities of its owners and not under their exclusive control. It might be invaded.3) public territory: open to anyone but subject to temporary ownership and can be defended as personal property.The four interpersonal distance zones1) the intimate zone: from touching to 18 inches, usually reserved for the very few special people in ones life.2) the casual-personal zone: from 18 inches to about 4 feet, used when talking with close friends or relatives.3) the socio-consultative zone: from 4 feet to 8 feet, used to discuss business.4) the public zone: from 8 feet to the limits of our vision and hearing, used to deliver a speech.4. Kinethetic dimensions The