Presentation of communicative competence of undergraduate students of English Department, Teacher Training and Education Faculty

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Communicative Competence

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Defining Communicative Competence
Hymes referred to
communicative competence as
that aspect of our competence
that enables us to convey and
interpret messages and to
negotiate meanings
interpersonally within specific
contexts.

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In communicative competence, the first
two subcategories reflect the use of the
linguistic system itself; the last two define
the functional aspects of communication.
Grammatical Competence
Discourse
Sociolinguistic Competence
Strategic Competence

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Language Functions
There are seven different functions of language.

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Functional Syllabuses
National-functional syllabuses attended to
functions as organizing elements of a foreign
language curriculum.
The “functional” part of the national-functional
syllabus corresponded to what we have defined
above as language functions. Curricula were
organized around such functions as Identifying,
reporting, denying, declining an invitation, asking
permission, apologizing, etc.

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Discourse Analysis
The analysis of the
relationship between
forms and functions of
language is commonly
called discourse
analysis.

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Conversation Analysis
One aspect of the acquisition of
conversation competence is the
recognition and production of
conventions for accomplishing certain
functions.
Second language researchers
have studied such varied functions as
apologizing, complimenting,
disapproving and inviting.

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Pragmatics
Pragmatic
constraints on language
comprehension and
production may be
loosely thought of as the
effect of context on
strings of linguistic
events.

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(Phone rings, a ten-year-old child picks up
the phone)
Stefanie: Hello.
Voice: Hi, Stef, is your Mom there?
Stefanie: Just a minute. (cup the
phone, and yells) Mom! Phone!
Mom: (from upstairs) I’m in the tub!
Stefanie: (returning to the phone) She
can’t talk now. Wanna leave a
message?
Voice: oh, (pause) I’ll call back later.
Bye.

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Language And Gender
Women appear to use language
that expresses more uncertainty
(hedges, tag questions, rising
intonation on declaratives, etc.)
than men, suggesting less
confidence in what they say. Men
have been reported to interrupt
more than women, and to use
stronger expletives, while the latter
use more polite forms.

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Style And Registers
Martin Joos (1967) provided one of the most
common classifications of speech styles using the
criterion of formality:
An oratorical style
A deliberative style
A consultative style
Casual conversations
An intimate style

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Nonverbal Communication
Language becomes distinctly human
through its nonverbal dimension, or what
Edward Hall (1959) called the “silent
language”.

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