Hi, Group B! (Daisy, Ellie, Esther) Here are three comprehension questions I give you as a discussion leader. Q1. According to Dell Hymes, what is communicative competence? Q2. Communicative competence was subcategorized into four components by Canale and Swain. What are they? Q3. Does the strategic competence mean only "compensatory strategies?" If not, please define it in your own words based on what you read in the text.
And here is a discussion question I'm curious about. I'm not clearly sure about "fossilization" and want you to help me understand it in an aspect of language learning.
1. 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. 2. They are grammatical competence, discourse competence, sociolinguistic competence and strategic competence. 3. That is limited, therefore It's not enough. The strategic competence means the way we can use language in order to achieve communicative goals.
1. Communicative competence is the ability to nogotiate meanings interpersonally within specific contexts. 2. Grammatical competence is knowledge of rules of morphology, syntax, sentence-grammer semantics, and phnology. 3. Discourse competence is that we can connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances. 4. Sociolinguistic competence is the knowledge of the sociocultural rules of language and of discourse. 5. Strategic competence is the way we can use language in order to achieve communicative goals. 6. Interlanguage is the learner's own language system which is located somewhere between L1 and L2. 7. Fossilization is the relatively permanent incorporation of incorrect linguistic forms into a person's L2 competence.
1. Communicative competence is the aspect of our competence that enables us to deliver and understand messages and to negotiate meanings interpersonally within specific contexts. 2. They are grammtical competence, discourse competence, sociolinguistic competence and strategic competence. 3. No, the strategic competence should cover more actions and abilities. It is the way we use language to meet communicative goals.
1. How does this information help and English teacher? : Teachers can realize the importance of four subcategories in the communicative competence and can try to encompass the spectrum without missing. Also Teacher can have better understanding of each student proficiency level based on the interlanguage characteristics.
2. Can this information be applied to real classrooms? -> I believe so. As long as teachers are trying to keep aware of the four competences in communicative competency and the interlanguge characteristics, then they can organize their teaching method, strategies appropriate to meet the communicative competency and to upgrade student's proficiency.
3. If so, what are some examples of how this information can be applied in the classroom. -> The class program can be set up to touch the four all competences. For example, teacher can show some hot social issue article in English and let students share their opinion about that. Plus, teacher can give some language grammar, vocabularies before or after the discussion. Through this way, students can naturally understand the social article form and grammar as well as acquire sociolinguistic, strategic competency during the class.
HI Group D (Heather, Lena) Here are some questions. 1. Can you explain what are four subcategories of competence? 2. What are the characteristic of an interlanguage? 3. What are the differences between grammatical competence and discourse competence?
DQ : Mostly L2 learners are more likely to fossilize than young learners in interlanguage acquisition. Nevertheless some learners are more successful than others. Why do you think this is so?
1. They are grammatical competence, discourse competence, sociolinguistic competence and strategic competence. First two reflects linguistic system itself, and last two define the functional aspects of communication.
2. IL has 4 types of characterlistics; Systematic, Dynamic,Variable and Reduced system both in form and function.
3. Grammatical competence is the ability of dealing with the linguistic code of a language such as having knowledge of morphology, syntax, and phonology. On the other hand, discourse competence is the ability to connect sentences meaningfully for communication.
DQ Answer: It happens exceptionally. But, some learners could be successful than others due to the factors of social identity and communicative need.
As an Applier:
1. How does this information help and English teacher? -> Language is kind of living creature that reflect the present phenomenon. That's why English teachers should know what can be the main concerns and how you need to teach Ss continuously. This information shows how communicative competence is getting important, and what two main distinctions are. English teacher shoud know the trend and characteristics on IL and that helps teachers disgnose their students' proficiency or background.
2. Can this information be applied to real classrooms? -> It helps when teachers organize their lesson plans and give the ratio of each competence evenly based on the target students' proficiency. It gives the direction of when, how to deal with CIs, MICs, etc. either with authentic materials or not.
3. If so, what are some examples of how this information can be applied in the classroom. -> Based on target student's proficiency and goals, it can apply vaiously. Teachers can make a variety of activities focusing on building a or two competences. For instance, if teachers aims to develop sociolinguistic competence, showing some authentic visuals(pictures or video clips), visiting a place or doing role-play can be used in the class.
I'm not sure my answer is enough. I hope we can discuss it more together.:)
1. They are grammatical competence, discourse competence, sociolinguistic competence and strategic competence.
2. Interlanguage has Systematic, Dynamic,Variable and Reduced system both in form and function characteristics.
3. Grammatical competence is the ability of having knowledge of morphology, syntax, and phonology. Discourse competence is the ability to connect sentences stretches of communication.
DQ Answer: Because even they are more likely to fossilize in IL acquisition, they have other abilities such as social communicative competence.
Communicative competence is relative in process of communication. They are grammatical competence, discourse competence, sociolinguistic competence and strategic competence. First two reflects linguistic system itself, and last two define the functional aspects of communication.
Interlanguage refers to the intermediate states when learner’s language as it moves toward the target language. It reflects the learner’s developmental system. An IL has following characteristics; systematic, dynamic, variables, and reduced system, both in form and function. Systematic means IL follow stages, in dynamic, IL changes unpredicted, variables shows different patterns of language use.
Here are my questions ^^ 1) What is communicative competence according to Chomsky, Hymes, and Savignon? 2) What is the difference between linguistic and communicative competence? 3) What are the four subcategories of compononents that make up the construct of communicative competnece?
Discussion question: Should "progress" be measured against native-speaker norms?
Communicative competence(CC) enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts. It can be examined only be means of the overt performance of two or more individuals in the process of communication. CC distinguished between linguistic and communicative competence. There are CALP and BICS. CALP focuses on form and learner manipulates or reflects upon the surface features of language outside of the immediate interpersonal context. BICS is able to function in daily interpersonal exchanges. CALP is context-reduced communication and school-oriented. BICS is context-embedded communication and face-to-face communication. Canale and Swain said CC has four different components ; Grammatical competence and discourse competence are use of the linguistic system itself, Sociolinguistic competence and strategic competence are functional aspect of communication. Bachman replaces these competences. Grammatical and discourse(textual) are organizational competence. Sociolinguistic competence is broke down into illocutionary competence and sociolinguistic aspects. He also adds strategic competence as an entirely separate element of communicative language ability.
1.How does this information help an English teacher? - The concept of communicative competence can gave English teachers the direction where they should lead their classes. It focuses on communication or interactions with others even more than individual development.
2.Can this information be applied to real classrooms? - Yes. Teachers can apply communicative competence to their classes by using a lot of communicative interactions between a teacher and students, students and other students.
3. If so, what are some examples of how this information can be applied in the classroom? - I thought three examples that can apply communicative competence to the classes. First, teachers can make students to do a role play. Second, teachers can give students a lot of opportunities to talk with partner. Lastly, teachers can make an atmosphere where students ask a teacher any questions freely whenever they have something they don't know well.
My questions are... 1) What is the four different components of Canale's communicative competence? (Please summarize it shortly) 2) What is the definition of communicative competence by Hymes,Savignon and James Cummins? 3) Please summarize shortly four characteristics of interlanguage.
DQ: Selinker mentioned there are diffrence s between IL development in SLA and L1 acquisition by chidren. I do not clearly understand what overgeneralization is. In detail, I would like to discuss what this sentence means, "Overgeneralization of the target language linguistic material, in which L2 rules that are learned are applied too broadly."
For the answer first, four components consist of two uses of linguistic system subcategories which are grammatical competence and discourse competence, and two functional aspects of communication which are sociolinguistic competence and strategic competence.
Hymes coined the term 'communicative competence' which enables us to convey and interpret message and to negotiate meanings interpersonally within specific context. Another linguist Savignon noted that "'communicative competence' is relative and depends on the cooperation of all the participants involved.", which also emphasizes dynamic and interpersonal features of 'communicative competence' added Chomsky's. James Cummins suggested CALP which is the learner's proficiency can manipulate the surface features of language and BICS which is the communicative capacity in daily interpersonal exchanges. Later, CALP and BICS were modified in the form of context-reduced and context-embedded.
IL has four significant four characteristics which are systematic, dynamic, variable and reduced system.
As a applier: How does this information help an English teacher? -> Chapter nine informs English teachers that how communicative competence is important, specific components and characteristics of communicative competence. Adding 'communicative competence', this chapter let English teachers be aware of characteristics of IL. Those information can help English teachers set the appropriate goals, authentic context, and make effective strategies. As understanding IL help teachers make their lesson plan associated with their L2 learners IL, teacher can know the reason why L2 learners have difficulties one particular stage or not as well . Can this information be applied an English teacher? Yes, even though teachers can teach relatively bent on grammatical or discourse parts in this Korean public educational system, teachers can make classes more context-embedded, communicative using tasks and activities. By the way, teachers private institute apply this information more effectively.
If so, what are some examples of how this information can be applied in the classroom? Teachers use various of techniques and tasks associated with each components of competence and encourage learners communicate interpersonally using L2 in the authentic contexts or more authentic-like contexts, also teachers prepare the TLC based on their IL development. As a applier, I answered above three questions in my opinion. What do you think about that? Although we are supposed to discuss these, I would like to know your thought.
DQ: As I understand that, learners might make errors overgeneralize their L2 linguistic material, in other words L2 learners sometimes apply their previous L2 knowledge too broadly. For example,L2 learners often make an error when they use 'discuss','marry' ,which are transitive verbs, as using 'discuss about','marry with'. Those comes from the previous knowledge which preposition must come after intransitive verbs which have objectives such as 'talk about','go with'. Already these knowledge learners got, learners can easily overgeneralize these knowledge to learning other L2 knowledge. Does it make sense? I think and understnad that term like these.
1. Grammatical competence: Knowledge of lexical items and of rules of morphology, syntax, sentence-grammar semantics, and phonology. Discourse competence: the ability to connect sentences in stretches of discourse and to meaningful whole out of a series of utterances. Focus on intersentential relationship. Sociolinguistic competence: the knowledge of the sociocultural rules of languages and of discourse. An understanding of the social context in which language is used. Strategic competence: the verbal and nonverbal communication strategies that may be called into action to compensate for breakdowns in communication due to the variables or due to the insufficient competence.
2-Hymes: CC enables us to convey and interpret messages and to negotiate meanings interpersonally within specific context. Savignon: CC is relative, not absolute, and depends on the cooperation of all the participants involved. Cummings: Cognitive/Academic language proficiency (CALP) is that dimension if proficiency in which learner manipulates or reflects upon the surface features of language outside of immediate interpersonal context. Basic interpersonal communicative skills (BICS) is the communicative capacity that all children acquire in order to be able to function in daily interpersonal exchanges. In modified version, he added dimension of considering the context in which language is used called. CALP is called context-reduced form and BICS is called context-embedded form.
3- Four characteristics about Interlanguage ① Systematic: At any particular point or stage of development, the IL is governed by rules which constitute the learner’s internal grammar. ② Dynamic: The system of rules which learners have in their minds changes frequently, or is in a state of flux, resulting in succession of interim grammar. ③ Variables: Although the IL is systematic, differences in context result in different patterns of language use. ④ Reduced system, both in form and functions: the less complex grammatical structures that typically occur in IL compared to the target language.
SUMMARIZER Communicative competence is related with effective communication. It is not only about linguistic and grammatical competence and but also functional aspects of communication. In Canal’s definition, there are four aspects; grammatical, discourse, sociolinguistic and strategic competence. Grammatical competence focuses on the sentence level grammar but discourse competence considers intersentential relationship. Sociolinguistic competence requires an understanding of the social context in which language is used. Lastly, strategic competence is the communication skill to compensate for breakdown in communication. It helps L2 learners to sustain their communication.
Interlanguage refers to the intermediate grammatical system when learners learn the target language. It reflects the learner’s developmental system. There are four characteristics; systematic, dynamic, variables, and reduced system. Systematic means IL follows predicted stages. In dynamic stage, IL changes constantly. Variable shows the internal grammar which is correct or not.
HIGHLIGHTER 1. BICS: BICS is an abbreviation of Basic Interpersonal Communicative Skills. It is ability to communicate with people in daily life that all students acquire. 2. Context-embedded communication: It resembles BICS and context-embedded communication occurs in face-to-face conversation. 3. Sociolinguistic competence: This is how well a person know sociocultural rules of language and discourse. 4. Strategic competence:is the way we manipulate language in order to meet communicative goals. 5. Organizational competence: It is a kind of grammatical and discourse competence 6. Interlanguage 7. Interlanguage Fossilization: Interlanguage fossilization is a stage during second-language acquisition. When mastering a target language (TL), second language (L2) learners develop a linguistic system that is self-contained and different from both the learner’s first language (L1) and the TL.
Hi, Group B! (Daisy, Ellie, Esther)
ReplyDeleteHere are three comprehension questions I give you as a discussion leader.
Q1. According to Dell Hymes, what is communicative competence?
Q2. Communicative competence was subcategorized into four components by Canale and Swain. What are they?
Q3. Does the strategic competence mean only "compensatory strategies?" If not, please define it in your own words based on what you read in the text.
And here is a discussion question I'm curious about. I'm not clearly sure about "fossilization" and want you to help me understand it in an aspect of language learning.
1. 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.
Delete2. They are grammatical competence, discourse competence, sociolinguistic competence and strategic competence.
3. That is limited, therefore It's not enough. The strategic competence means the way we can use language in order to achieve communicative goals.
Delete1. Communicative competence is the ability to nogotiate meanings interpersonally within specific contexts.
2. Grammatical competence is knowledge of rules of morphology, syntax, sentence-grammer semantics, and phnology.
3. Discourse competence is that we can connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances.
4. Sociolinguistic competence is the knowledge of the sociocultural rules of language and of discourse.
5. Strategic competence is the way we can use language in order to achieve communicative goals.
6. Interlanguage is the learner's own language system which is located somewhere between L1 and L2.
7. Fossilization is the relatively permanent incorporation of incorrect linguistic forms into a person's L2 competence.
1. Communicative competence is the aspect of our competence that enables us to deliver and understand messages and to negotiate meanings interpersonally within specific contexts.
Delete2. They are grammtical competence, discourse competence, sociolinguistic competence and strategic competence.
3. No, the strategic competence should cover more actions and abilities. It is the way we use language to meet communicative goals.
This comment has been removed by the author.
DeleteAs an Applier:
Delete1. How does this information help and English teacher?
: Teachers can realize the importance of four subcategories in the communicative competence and can try to encompass the spectrum without missing. Also Teacher can have better understanding of each student proficiency level based on the interlanguage characteristics.
2. Can this information be applied to real classrooms?
-> I believe so. As long as teachers are trying to keep aware of the four competences in communicative competency and the interlanguge characteristics, then they can organize their teaching method, strategies appropriate to meet the communicative competency and to upgrade student's proficiency.
3. If so, what are some examples of how this information can be applied in the classroom.
-> The class program can be set up to touch the four all competences. For example, teacher can show some hot social issue article in English and let students share their opinion about that. Plus, teacher can give some language grammar, vocabularies before or after the discussion. Through this way, students can naturally understand the social article form and grammar as well as acquire sociolinguistic, strategic competency during the class.
HI Group D (Heather, Lena)
ReplyDeleteHere are some questions.
1. Can you explain what are four subcategories of competence?
2. What are the characteristic of an interlanguage?
3. What are the differences between grammatical competence and discourse competence?
DQ : Mostly L2 learners are more likely to fossilize than young learners in interlanguage acquisition. Nevertheless some learners are more successful than others. Why do you think this is so?
1. They are grammatical competence, discourse competence, sociolinguistic competence and strategic competence. First two reflects linguistic system itself, and last two define the functional aspects of communication.
Delete2. IL has 4 types of characterlistics; Systematic, Dynamic,Variable and Reduced system both in form and function.
3. Grammatical competence is the ability of dealing with the linguistic code of a language such as having knowledge of morphology, syntax, and phonology. On the other hand, discourse competence is the ability to connect sentences meaningfully for communication.
DQ Answer:
DeleteIt happens exceptionally. But, some learners could be successful than others due to the factors of social identity and communicative need.
As an Applier:
1. How does this information help and English teacher?
-> Language is kind of living creature that reflect the present phenomenon. That's why English teachers should know what can be the main concerns and how you need to teach Ss continuously. This information shows how communicative competence is getting important, and what two main distinctions are. English teacher shoud know the trend and characteristics on IL and that helps teachers disgnose their students' proficiency or background.
2. Can this information be applied to real classrooms?
-> It helps when teachers organize their lesson plans and give the ratio of each competence evenly based on the target students' proficiency. It gives the direction of when, how to deal with CIs, MICs, etc. either with authentic materials or not.
3. If so, what are some examples of how this information can be applied in the classroom.
-> Based on target student's proficiency and goals, it can apply vaiously. Teachers can make a variety of activities focusing on building a or two competences. For instance, if teachers aims to develop sociolinguistic competence, showing some authentic visuals(pictures or video clips), visiting a place or doing role-play can be used in the class.
I'm not sure my answer is enough. I hope we can discuss it more together.:)
1. They are grammatical competence, discourse competence, sociolinguistic competence and strategic competence.
Delete2. Interlanguage has Systematic, Dynamic,Variable and Reduced system both in form and function characteristics.
3. Grammatical competence is the ability of having knowledge of morphology, syntax, and phonology. Discourse competence is the ability to connect sentences stretches of communication.
DQ Answer:
Because even they are more likely to fossilize in IL acquisition, they have other abilities such as social communicative competence.
As a Summarizer:
DeleteCommunicative competence is relative in process of communication. They are grammatical competence, discourse competence, sociolinguistic competence and strategic competence. First two reflects linguistic system itself, and last two define the functional aspects of communication.
Interlanguage refers to the intermediate states when learner’s language as it moves toward the target language. It reflects the learner’s developmental system. An IL has following characteristics; systematic, dynamic, variables, and reduced system, both in form and function. Systematic means IL follow stages, in dynamic, IL changes unpredicted, variables shows different patterns of language use.
This comment has been removed by the author.
ReplyDelete
ReplyDeleteHello Grooup E (Rachel and Sunyoung)
Here are my questions ^^
1) What is communicative competence according to Chomsky, Hymes, and Savignon?
2) What is the difference between linguistic and communicative competence?
3) What are the four subcategories of compononents that make up the construct of communicative competnece?
Discussion question: Should "progress" be measured against native-speaker norms?
Communicative competence(CC) enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts. It can be examined only be means of the overt performance of two or more individuals in the process of communication. CC distinguished between linguistic and communicative competence. There are CALP and BICS. CALP focuses on form and learner manipulates or reflects upon the surface features of language outside of the immediate interpersonal context. BICS is able to function in daily interpersonal exchanges. CALP is context-reduced communication and school-oriented. BICS is context-embedded communication and face-to-face communication. Canale and Swain said CC has four different components ; Grammatical competence and discourse competence are use of the linguistic system itself, Sociolinguistic competence and strategic competence are functional aspect of communication. Bachman replaces these competences. Grammatical and discourse(textual) are organizational competence. Sociolinguistic competence is broke down into illocutionary competence and sociolinguistic aspects. He also adds strategic competence as an entirely separate element of communicative language ability.
DeleteThis comment has been removed by the author.
DeleteThis comment has been removed by the author.
DeleteAs an applier...
Delete1.How does this information help an English teacher?
- The concept of communicative competence can gave English teachers the direction where they should lead their classes. It focuses on communication or interactions with others even more than individual development.
2.Can this information be applied to real classrooms?
- Yes. Teachers can apply communicative competence to their classes by using a lot of communicative interactions between a teacher and students, students and other students.
3. If so, what are some examples of how this information can be applied in the classroom?
- I thought three examples that can apply communicative competence to the classes. First, teachers can make students to do a role play. Second, teachers can give students a lot of opportunities to talk with partner. Lastly, teachers can make an atmosphere where students ask a teacher any questions freely whenever they have something they don't know well.
Hi, Group A (Amy, Dianne, Seo Youn)
ReplyDeleteMy questions are...
1) What is the four different components of Canale's communicative competence?
(Please summarize it shortly)
2) What is the definition of communicative competence by Hymes,Savignon and James Cummins?
3) Please summarize shortly four characteristics of interlanguage.
DQ: Selinker mentioned there are diffrence s between IL development in SLA and L1 acquisition by chidren. I do not clearly understand what overgeneralization is.
In detail, I would like to discuss what this sentence means,
"Overgeneralization of the target language linguistic material, in which L2 rules that are
learned are applied too broadly."
This comment has been removed by the author.
DeleteFor the answer first, four components consist of two uses of linguistic system subcategories which are grammatical competence and discourse competence, and two functional aspects of communication which are sociolinguistic competence and strategic competence.
DeleteHymes coined the term 'communicative competence' which enables us to convey and interpret message and to negotiate meanings interpersonally within specific context. Another linguist Savignon noted that "'communicative competence' is relative and depends on the cooperation of all the participants involved.", which also emphasizes dynamic and interpersonal features of 'communicative competence' added Chomsky's. James Cummins suggested CALP which is the learner's proficiency can manipulate the surface features of language and BICS which is the communicative capacity in daily interpersonal exchanges. Later, CALP and BICS were modified in the form of context-reduced and context-embedded.
IL has four significant four characteristics which are systematic, dynamic, variable and reduced system.
As a applier:
How does this information help an English teacher?
-> Chapter nine informs English teachers that how communicative competence is important, specific components and characteristics of communicative competence. Adding 'communicative competence', this chapter let English teachers be aware of characteristics of IL. Those information can help English teachers set the appropriate goals, authentic context, and make effective strategies. As understanding IL help teachers make their lesson plan associated with their L2 learners IL, teacher can know the reason why L2 learners have difficulties one particular stage or not as well
.
Can this information be applied an English teacher?
Yes, even though teachers can teach relatively bent on grammatical or discourse parts in this Korean public educational system, teachers can make classes more context-embedded, communicative using tasks and activities. By the way, teachers private institute apply this information more effectively.
If so, what are some examples of how this information can be applied in the classroom?
Teachers use various of techniques and tasks associated with each components of competence and encourage learners communicate interpersonally using L2 in the authentic contexts or more authentic-like contexts, also teachers prepare the TLC based on their IL development.
As a applier, I answered above three questions in my opinion. What do you think about that? Although we are supposed to discuss these, I would like to know your thought.
DQ: As I understand that, learners might make errors overgeneralize their L2 linguistic material, in other words L2 learners sometimes apply their previous L2 knowledge too broadly. For example,L2 learners often make an error when they use 'discuss','marry' ,which are transitive verbs, as using 'discuss about','marry with'. Those comes from the previous knowledge which preposition must come after intransitive verbs which have objectives such as 'talk about','go with'. Already these knowledge learners got, learners can easily overgeneralize these knowledge to learning other L2 knowledge. Does it make sense? I think and understnad that term like these.
Delete1. Grammatical competence: Knowledge of lexical items and of rules of morphology, syntax, sentence-grammar semantics, and phonology.
DeleteDiscourse competence: the ability to connect sentences in stretches of discourse and to meaningful whole out of a series of utterances. Focus on intersentential relationship.
Sociolinguistic competence: the knowledge of the sociocultural rules of languages and of discourse. An understanding of the social context in which language is used.
Strategic competence: the verbal and nonverbal communication strategies that may be called into action to compensate for breakdowns in communication due to the variables or due to the insufficient competence.
2-Hymes: CC enables us to convey and interpret messages and to negotiate meanings interpersonally within specific context.
Savignon: CC is relative, not absolute, and depends on the cooperation of all the participants involved.
Cummings:
Cognitive/Academic language proficiency (CALP) is that dimension if proficiency in which learner manipulates or reflects upon the surface features of language outside of immediate interpersonal context.
Basic interpersonal communicative skills (BICS) is the communicative capacity that all children acquire in order to be able to function in daily interpersonal exchanges.
In modified version, he added dimension of considering the context in which language is used called. CALP is called context-reduced form and BICS is called context-embedded form.
3- Four characteristics about Interlanguage
① Systematic: At any particular point or stage of development, the IL is governed by rules which constitute the learner’s internal grammar.
② Dynamic: The system of rules which learners have in their minds changes frequently, or is in a state of flux, resulting in succession of interim grammar.
③ Variables: Although the IL is systematic, differences in context result in different patterns of language use.
④ Reduced system, both in form and functions: the less complex grammatical structures that typically occur in IL compared to the target language.
SUMMARIZER
DeleteCommunicative competence is related with effective communication. It is not only about linguistic and grammatical competence and but also functional aspects of communication. In Canal’s definition, there are four aspects; grammatical, discourse, sociolinguistic and strategic competence. Grammatical competence focuses on the sentence level grammar but discourse competence considers intersentential relationship. Sociolinguistic competence requires an understanding of the social context in which language is used. Lastly, strategic competence is the communication skill to compensate for breakdown in communication. It helps L2 learners to sustain their communication.
Interlanguage refers to the intermediate grammatical system when learners learn the target language. It reflects the learner’s developmental system. There are four characteristics; systematic, dynamic, variables, and reduced system. Systematic means IL follows predicted stages. In dynamic stage, IL changes constantly. Variable shows the internal grammar which is correct or not.
HIGHLIGHTER
Delete1. BICS: BICS is an abbreviation of Basic Interpersonal Communicative Skills. It is ability to communicate with people in daily life that all students acquire.
2. Context-embedded communication: It resembles BICS and context-embedded communication occurs in face-to-face conversation.
3. Sociolinguistic competence: This is how well a person know sociocultural rules of language and discourse.
4. Strategic competence:is the way we manipulate language in order to meet communicative goals.
5. Organizational competence: It is a kind of grammatical and discourse competence
6. Interlanguage
7. Interlanguage Fossilization: Interlanguage fossilization is a stage during second-language acquisition. When mastering a target language (TL), second language (L2) learners develop a linguistic system that is self-contained and different from both the learner’s first language (L1) and the TL.