This document discusses communicative competence in teaching English as a foreign language. It defines communicative competence according to various scholars such as Hymes, Chomsky, Savignon, and Cummins. Communicative competence includes grammatical, discourse, sociolinguistic, and strategic competence. The document also discusses language functions such as instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. It explains functional syllabuses which are based on recognizing and expressing communicative functions and concepts through language.

1. INTRO TO
TEACHING ENGLISH AS A FOREIGN
LANGUAGE (TEFL)
COMMUNICATIVE
COMPETENCE
GROUP IV
UBAIDILLAH, BETTA YUANA, NURHAYATI,
NANIK DWI ASTUTI
2014

2. THE SCOPE OF DISCUSSION
“COMMUNICATIVE COMPETENCE”
A. DEFINING COMMUNICATIVE
COMPETENCE
 Dell Hymes (1967, 1972)
 Chomsky’s (1965)
 Savignon (1983)
 Paulston (1974)
 James Cummins (1979, 1980)
 Cummins Later (1981)

3. THE SCOPE OF DISCUSSION
“COMMUNICATIVE COMPETENCE”
B. LANGUAGE FUNCTIONS
Function of the language
The instrumental
The regulatory
The representational
The interactional
The personal
The heuristic
The imaginative (Michael Halliday : 1973).
Form of the language

4. THE SCOPE OF DISCUSSION
“COMMUNICATIVE COMPETENCE”
C. FUNCTIONAL SYLLABUSES
D. DISCOURSE ANALYSIS
 Conversation Analysis
E. PRAGMATICS
 Language and Gender

5. THE SCOPE OF DISCUSSION
“COMMUNICATIVE COMPETENCE”
F. STYLES AND
REGISTERS
 Oratorical style
 Deliberative
style
 Consultative
style
G. NONVERBAL
COMMUNICATION
 Kinesics
 Eye Contact
 Proxemis
 Artifacts
 Kinesthetics
 Olfactory Dimensions

6. DEFINING
COMMUNICATIVE
COMPETENCE

7. DEFINING COMMUNICATIVE
COMPETENCE
 Dell Hymes (1967, 1972)
Communicative Competence is the aspect of our
competence that enables us to convey and interpret
messages and to negotiate meanings interpersonally
within specific contexts.
 Chomsky’s (1965)
Communicative Competence is the account sufficiently
for the social and functional rules of language.

8. DEFINING COMMUNICATIVE
COMPETENCE
 Savignon (1983)
Communicative Competence is relative, not absolute, and
depends on the cooperation of all the participants involved.
 Paulston (1974)
Communicative Competence distinguished between
linguistic and communicative competence.
- Linguistic competence is knowledge about language forms
and,
- Communicative competence is knowledge that enables a
person to communicate functionally and interactively.

9. DEFINING COMMUNICATIVE
COMPETENCE
 James Cummins (1979, 1980)
 Cognitive/Academic Language Proficiency (CALP)
CALP is the dimension of proficiency in which the learner
manipulates or reflects upon the surface features of language
outside of the immediate interpersonal context.
E.g. the learners use it in the classroom exercises and tests that
focus on form.
 Basic Interpersonal Communicative Skills (BICS)
Is the communicative capacity that all children acquire in order
to be able to function in daily interpersonal exchanges.

10. DEFINING COMMUNICATIVE
COMPETENCE
 Cummins Later (1981)
 Context-reduced is the dimension of considering
the context in which language is used. E.g. A good
share of classroom, or school-oriented language.
 Context-embedded is face-to-face communication
with people. By referring to the context of our use
of language, then, distinction becomes more
feasible to operationalize.

11. DEFINING COMMUNICATIVE
COMPETENCE
 Michael Canale & Merril Swain (1980)
Four different components, or subcategories, make
up the construct of communicative competence,
there are:
 Grammatical Competence
 Discourse Competence
 Sociolinguistic Competence
 Strategic Competence

12. Michael Canale & Merril Swain (1980)
 Grammatical Competence
GC is the aspect of communicative competence
taht encompasses ‘knowledge of lexical items and
of rules of morphology, syntax, sentence-grammar
semantics, and phonology’.
 Discourse Competence
DC is the ability we have to connect sentences in
stretches of discourse and to form a meaningful
whole out of a series of utterances.

13. Michael Canale & Merril Swain (1980)
 Sociolinguistic Competence
is the knowledge of the sociocultural rules of
language and discourse. It is the requirement to
understand of the social context in which language
is used: the roles of the participants, the
information they share, and the function of the
interaction.
 Strategic Competence
is the competence underlying our ability to make
repairs, to cope with imperfect knowledge, and to
sustain communicative through “paraphrase,
circumlocution, repetition, hesitation, avoidance,
and guessing, as well as shifts in register and
style”.

14. LANGUAGE
FUNCTION
&
FUNCTIONAL
SYLLABUS

15. LANGUAGE FUNCTION
Functions : the purpose that we
accomplish with language
 e.g., stating, requesting,
responding, greeting, parting, etc.
Form of language: morphemes,
words, grammar rules, discourse rules
and other organizational competencies.

16. Examples:
 “How much does that cost?”
A form functioning as a question
 “He bought a car”
A form functions as a statement.

17. Second language learner need to
understand the purpose of
communication, developing
an awareness of what the purpose of a
communicative act is and how to achieve
that purpose through linguistic form.

18. 7 Functions of Language by
Michael Halliday (1975)
1. The Instrumental Functions
Serve to manipulate the environment to
cause certain even to happens.
example:
“On your mark, get set, go!”
“Don’t touch that stove!”

19. 2. The regulatory function
The control of events.
The different between instrumental and
regulatory function:
“ I pronounce you guilty and sentence you to
three years in prison” serves an instrumental
function.
“ Upon good behavior, you will be eligible for
parole in ten months”. Serve more of
regulatory function.

20. 3. The Representational Function
 The use of language to make statements,
convey facts and knowledge, explain, or
report– that is to “represent” reality as one
sees it.
Examples:
 “ the sun is hot”
 The president gave a speech last night”
 It was rain last night”

21. 4. The Interactional Function
 The communicative contact between and
among human beings that simply allows them
to establish social contact and to keep channels
of communication open (Malinowski)
 Successful interactional communication
requires:
Knowledge of slang, jargon, jokes, folklore,
cultural mores, politeness and formality
expectation, etc.

22. 5. The Personal Function
Allows a speaker to express feelings,
emotions, personality, “gut-level”
reactions.

23. 6. The Heuristic Function
Involves language used to acquire
knowledge, to learn about the
environment.
It is conveyed in the form of
questions that will lead to answers.

24. 7. The Imaginative Function
 Serves to create imaginary systems or ideas.
Examples:
telling fairy
joking,
writing a novel
poetry,
tongue twisters
puns

25. FUNCTIONAL SYLLABUS
 The most apparent practical classroom application of
functional descriptions of language was found in the
development of functional syllabus, more popularly
notional—functional syllabus.
 Notional—functional syllabus attended to functions
as organizing elements of a foreign language
curriculum
 Grammar, which was the primary element in the
historically preceding structural syllabus, was
relegated to a secondary focus.

26. A functional-notional syllabus is based on
learning to recognize and express the
communicative functions of language and the
concepts and ideas it expresses.
In other words, this kind of syllabus is based
more on the purposes for which language is
used and on the meanings the speaker
wanted to express than on the forms used to
express them
http://www-
01.sil.org/lingualinks/languagelearning/mangngyrlngglrnngprgrm/HowToDesignAFunction
alNotional.htm

27. An example of a list of sequence communicative
function covered in the first several lessons of an
advanced-beginner’s textbook, New Vistas 1
1. Introducing self and other people
2. Exchanging personal information
3. Asking how to spell someone’s name
4. Giving commands
5. Apologizing and thanking
6. Identifying and describing people
7. Asking for information

28. A typical unit in this textbook includes
an eclectic blend of conversation practice
with a classmate,
 interactive group work,
 role-plays,
 grammar and pronunciation focus
exercises,
 information-gap techniques,
 internet activities, and
 extra-class interactive practice.

29. The benefits of a functional-notional
syllabus :
 The learners learn how to use language to
express authentic communicative purposes.
 Learners may be motivated by the
opportunity to use language to express their
own purposes, ideas and emotions.
http://www-
01.sil.org/lingualinks/languagelearning/mangngyrlngglrnngprgrm/HowToDesi
gnAFunctionalNotional.htm