This document discusses oral skills, literacy skills, and receptive and productive skills as macro skills that contribute to communicative competence. It defines communicative competence as the ability to function in a communicative setting, not just linguistic forms, and notes it was coined by Dell Hymes. The document outlines Hymes' view that competence involves appropriate language use based on social context. It also describes 5 components of communicative competence: linguistic, sociolinguistic, cultural, discourse, and strategic competence. Finally, it presents the SPEAKING model for analyzing communicative acts based on setting, participants, ends, act sequence, key, instrumentalities, and norms.

1. A . O R A L S K I L L S
B . L I T E R A C Y S K I L L S
C . R E C E P T I V E A N D P R O D U C T I V E S K I L L S
Macro Skills

2. A. Oral Skills
1. Listening
2. Speaking

3. 1. Listening
 Listening is the
ability to accurately
receive and interpret
messages in the
communication
process.
 There are three
common modes of
listening:
competitive,
passive and active.

4. 2. Speaking
 Speaking is done
through the
vocalization of human
communication.
 Speaking depends on
the context wherein
communication will
take place.
 Speaking can be
formal or informal

5. B. Literacy Skills
1. Reading
2. Writing

6. 1. Reading
 Reading
comprehension
involves decoding
symbols with the
intention of deriving
meaning from the text.
 This can be used for
sharing knowledge, for
self-development or
simply for relaxation

7. 2. Writing
 Writing is the process of
using symbols to
communicate thoughts and
ideas in a readable form.
 Writing allows for a more
meaningful and in-depth
transmission of ideas
compared to speaking.
 Follow the writing process:
1) prewriting 2) drafting 3)
revising 4) proofreading 5)
publishing

8. 3. Viewing
 Refers to the ability to
perceive meaning from
visual images and
presentations
 Process that supports
oracy and literacy
 Broadens the ways in
which students can
understand and
communicate their ideas
 non verbal
communication

9.  ways to represent ideas visually:
Drawings
Photographs
Organizational graphs and charts
Videos
Multimedia
WebPages – and web based correspondence

10. Types of viewing:
 Visual Literacy
 Ability to interpret meaning from visual images (Georgis,
1999)
 Ability to construct effective visuals in order to convey
ideas to others (Valmont, 2003; Heinich, 1999)
 Critical Viewing
 Ability to carefully comprehend and evaluate information
presented by visual media
 Ability to think critically about the composition of the
picture

11. 4. Receptive and Productive
ORAL
SKILLS
LITERACY
SKILLS
RECEPTIVE
SKILLS
Listening Reading
PRODUCTIVE
SKILLS
Speaking Writing
Connection

13. Significance
 To effectively communicate
 To understand subtext and various aspects
of communication
 To solve future problems or successfully
achieve objectives which essentially derive
from effective communication

14. Significance
 To accomplish four main purposes
including: expressing wants and needs,
developing social closeness, exchanging
information, and fulfilling social
etiquette routines (Light, 1997)

15. A . D E F I N I T I O N
B . D E L L H Y M E S
C . C O M P O N E N T S
D . S P E A K I N G M O D E L
Communicative
Competence

16. A. Communicative Competence
 “The ability to function in a truly
communicative setting.”
 Not limited to linguistic forms
 Social rules and context
 Coined by Dell Hymes

17. B. Dell Hymes
-language and
social context
-oral narratives

18. He says…
 “…a normal child acquires knowledge of sentences
not only as grammatical, but also as appropriate.
He or she acquires competence as to when to
speak, when not, and as to what to talk
about with whom, when, where, in what
manner. In short, a child becomes able to
accomplish a repertoire of speech acts, to take part
in speech events, and to evaluate their
accomplishment by others.”
(Hymes 1972, 277)

19. 5 Components

20. 1. Linguistic/Grammatical Competence
 Knowledge of language code:
Phonology
Morphology
Syntax
Lexicon

21. 2. Sociolinguistic Competence
 Knowledge of socio-cultural use of the
language

22. 3. Cultural Competence
 Awareness and sensitivity to other’s
culture and tradition.
Setting
Topic
Taboos

23. 4. Discourse Competence
 Knowledge of producing ,
comprehending , combing oral and
written language:
Organizing words, phrases, sentences

24. 5. Strategic Competence
 Ability to recognize, adjust and repair
verbal and non verbal communication
errors:
Paraphrasing
Shifting
Avoidance

25. S-P-E-A-K-I-N-G MODEL

26. 1. Setting and Scene
 Physical
circumstances
 When and where
communication
take place
Ex: Hearing in the
court; simple class
discussion

27. 2. Participants
 Speaker and
audience
Ex: friends;
business tycoons

28. 3. Ends
Purposes, goals
and outcomes
Ex: to persuade,
to inform

29. 4. Act Sequence
Form and order
of event
Ex: begin-
middle-end

30. 5. Key
Tone, manner
or spirit
Ex: lively,
serious

31. 6. Instrumentalities
Forms and
styles of speech
Ex: informal,
formal

32. 7. Norms
Social rules
Ex: Do’s and
Don’ts

33. 8. Genre
Kind of speech
act or event
Ex: anecdotes to
entertain or to
give moral
lessons.

34. Lyle Bachman
 1990- Language
Competence
 Grammatical and
Discourse (Textual)
 Functional
(Illocutionary) and
Sociolinguistic
 Strategic

36. John Gumperz
“Communicative
competence is going
beyond mere description
of language patterns”

37. James Cummins
 CALP- Cognitive/Academic Language
Proficiency
 School oriented language- Context Reduced
 BICS- Basic Interpersonal Communication
Skills
 Face to face communication- Context Embedded

39.  Basically, greatly developing one’s macro
skills promotes communicative competence.
 The macro skills play a key role in fostering
learners’ communicative competence since:
 they are the manifestations of interpreting and
producing a spoken or written piece of discourse
 as well as a way of manifesting the rest of the
components of the communicative competence
construct.