Communicative Competence and Systemic Functional Model of Language

Communicative Competence and Systemic Functional Model of Language hagustien@yahoo. com

Why we need a CC model Celce-Murcia et al. ’s effort has been motivated by the belief in the potential in the direct, explicit approach to the teaching of communicative skills, which would require a detailed description of what CC entails in order to use the sub-components as a content base in syllabus design. (p. 6)

Strategic Socio – Cultural Competence Discourse Competence Linguistic Comp. . Actional Comp.

What does CC entail? • • • Discourse Competence Linguistic Competence Actional Competence Socio-cultural Competence Strategic Competence (p. 10)

Discourse Competence Discourse competence concerns the selection, sequencing, and arrangement of words, structures, sentences and utterance to achieve a unified spoken or written text. (p. 13)

Components of Discourse Competence • COHESION Reference, Substutition, Conjuction, Lexical Chains • DEIXES Personal pronouns, Spatial, Temporal, Textual • COHERENCE Thematization, Management of old and new information • GENRE/GENERIC STRUCTURE Narrative, Report, service encounter, etc. • CONVERSATIONAL STRUCTURE How to perform opening, hold the floor, adjacency pairs, etc.

What do we develop? • The ability to participate in discourse, or • The ability to communicate, or • The ability to create spoken and written texts, or • The ability to negotiate meanings, or • The ability to exchange nuances of meanings

Linguistic Competence • • • Syntax Morphology Lexicon Phonology Orthography

Actional Competence • • Interpersonal Exchange Information Opinions Feelings Suasion Problems Future Scenario

Sociocultural Competence • Social Contextual Factors • Stylistic Appropriateness Factors • Cultural Factors • Non-Verbal Communicative Factors

Strategic Competence • • • Avoidance or Reduction Strategies Achievement or Compensatory Str. Stalling or Time-Gaining Str. Self-Monitoring Str. Interactional Str.

The Nature of the CC Model • Pedagogically motivated (Celce-Murcia) • Sociocultural theory of language / Language as communication (Halliday) • Constructivism in sociocultural tradition (Vygotsky) • Literacy in ELT (Kern)

CULTURE Genre (Purpose) Situation Who is involved? (Tenor) Subject matter Channel (Field) (Mode) Register TEXT

CULTURAL LEVEL Discourse Semantic Level Textual Interpersonal Lexicogrammatical Level Ideational Phonology/ Graphology Level

Syarat pengembangan kompetensi komunikatif Scaffolding Talks: Bahasa yang digunakan guru dalam mengelola proses pembelajaran sebagai language accompanying action.

Zone of Proximal Development Independent Learning zone Teacher intervention Peer-peer interaction Interactive discourse

Peran guru Menciptakan pengalaman pembelajaran Merancang kegiatan Merancang komunikasi Berperan sebagai “ibu” dalam pemerolehan bahasa alamiah

Learning Experiences

Literacy Principles • • Interpretation Collaboration Convention Cultural Knowledge Problem solving Reflection Language use

Literacy Levels • Performative Level • Functional Level • Informational Level • Epistemic Level

SPOKEN AND WRITTEN LANGUAGE CONTINUUM Most Spoken Language accompanying action Most Written Language as reflection Spoken Language Written Language

Spoken & Written Language Spoken: * Language as exchange * About YOU and I Written: * Language as representation * About others

What do people do when communicating? • They exchange meanings.

How do we negotiate? • Interpersonally • Logicosemantically

Where in the sentence does interpersonal meaning reside? • In the Mood area Mood = Subject + Finite Mood expresses: • Attitudes • Feelings • Judgement • Etc.

Negotiating interpersonally A : I am sleepy. B : Are you? C : I love her. D : You do, don’t you. E : I cleaned the room! D : No, you didn’t!

When is interpersonal negotiation dominant? • In sustained casual conversations * Chatting * Gossiping * Killing the time

Negotiating logicosemantically A : I am sleepy. B : Sleepy or hungry? A : Both, actually. C : What’s your name? D : Hartati C : Where do you live? D : Jalan Diponegoro.

When is logicosemantic negotiation dominant? • In transactional conversations * Giving /demanding information * Giving’demanding goods and services

Negotiation in Writing • Focused on old and new information • Focused on Theme and Rheme

Old and New Information Once upon a time, there was an old lady. She was very poor, but she was happy. She had a handsome son called Ande-Ande Lumut. He was a fine young man. Many girls liked him.

Negotiation is * The Communication Engine * The key to discourse competence

Good Luck!