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The user/learner's competences
- General competences
- Declarative knowledge (savoir)
- Knowledge of the world
- This model is developed through
education and experience during
adolescence and adult life.
- This model is developed through
education and experience during
adolescence and adult life.
- Sociocultural knowledge
- •Everyday living.
•Living
conditions.
•Interpersonal
relations.
•Values, beliefs
and attitudes.
•Body language.
•Social
conventions.
•Ritual
behaviour.
- •Everyday living.
•Living
conditions.
•Interpersonal
relations.
•Values, beliefs
and attitudes.
•Body language.
•Social
conventions.
•Ritual
behaviour.
- Intercultural awareness
- Awareness of regional and
social diversity in both, the
world of origin and the
world of the target
community.
- Awareness of regional and
social diversity in both, the
world of origin and the
world of the target
community.
- Knowledge of the world
- Skills and know-how (savoir-faire)
- Practical skills and know-how
- •Social skills.
•Living skills.
•Vocational and
professional skills.
•Leisure skills.
- •Social skills.
•Living skills.
•Vocational and
professional skills.
•Leisure skills.
- Intercultural skills and know-how
- Practical skills and know-how
- "Existencial" competence (savoir-être)
- •Attutides.
•Motivations.
•Values.
•Beliefs.
•Cognitive
styles.
•Personality
factors.
- •Attutides.
•Motivations.
•Values.
•Beliefs.
•Cognitive
styles.
•Personality
factors.
- Ability to learn (savoir-apprendre)
- •Language an
communication awareness.
•General phonetic awareness
and skills. •Study skills.
•Heuristic skills.
- •Language an
communication awareness.
•General phonetic awareness
and skills. •Study skills.
•Heuristic skills.
- Declarative knowledge (savoir)
- Communicative language competences
- Linguistic competences
- Lexical competence
- Grammatical competence
- Semantic competence
- Phonological competence
- Othographic competence
- Orthoepic competence
- Lexical competence
- Sociolinguistic competence
- Linguistic markers of social relations
- •Use and
choice of
greetings.
•Use and
choice of
address
forms.
•Conventions
for
turntaking.
•Use and
choice of
expletives.
- •Use and
choice of
greetings.
•Use and
choice of
address
forms.
•Conventions
for
turntaking.
•Use and
choice of
expletives.
- Politeness conventions
- •"Positive" politeness.
•"Negative" politeness.
•Appropriate use of
"please", "thank you", etc.
•Impoliteness
- •"Positive" politeness.
•"Negative" politeness.
•Appropriate use of
"please", "thank you", etc.
•Impoliteness
- Expressions of folk wisdom
- •Proverbs.
•Idioms.
•Familiar
quotations.
•Expressions of
belief, attitude
and values.
- •Proverbs.
•Idioms.
•Familiar
quotations.
•Expressions of
belief, attitude
and values.
- Register differences
- •Frozen.
•Formal.
•Neutral.
•Informal.
•Familiar.
•Intimate.
- •Frozen.
•Formal.
•Neutral.
•Informal.
•Familiar.
•Intimate.
- Dialect and accent
- •Social class.
•Regional
provenance.
•National origin.
•Ethnicity.
•Occupational
group.
- •Social class.
•Regional
provenance.
•National origin.
•Ethnicity.
•Occupational
group.
- Linguistic markers of social relations
- Pragmatic competence
- Discourse competence
- Ability to arrange sentences in
sequence to produce coherent
stretches of language.
- Ability to arrange sentences in
sequence to produce coherent
stretches of language.
- Functional competence
- •Microfunctions.
•Macrofunctions.
•Interaction schemata.
•Exchanging goods for
payment.
•Leave-taking.
- •Microfunctions.
•Macrofunctions.
•Interaction schemata.
•Exchanging goods for
payment.
•Leave-taking.
- Discourse competence
- Linguistic competences
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