4061534
COMMUNICATIVE LANGUEGE COMPETENCES
- RODRIGO CRUZ
- * LEXICAL COMPETENCE: is far more than the ability to
identify a given number of words. The process by which
learners acquire a great deal information about a word
takes place gradually over a long period of time, and it is
very elaborate. Is the knowledge of, and ability to use, the
vocabulary of a language, consists of lexical elements and
grammatical elements. *GRAMATICAL COMPETENCE may be
defined as knowledge of, and ability to use, the gramatical
resources of a language, is the ability to understand and
express meaning by producing and recognising well-formed
phrases and sentences in accordance with these principles.
Is the knowledge of the lexical ítems and of rules of
morphology, syntax, sentence grammar semantics, and
phonology. *SEMANTIC COMPETENCE: deals with the
learner’s awareness and control of the organisation of
meaning. Lexical semantics deals with questions of word
meaning. The notion of semantic competence does not take
account of the reference of
- PHONOLOGICAL COMPETENCE is the ability to recognize and produce the distinctive meaningful
sounds of a language, including: Consonants, vowels, tone patterns, intonation patterns, rhythm
patterns, stress patterns, any other suprasegmental features that carry meaning. Related to
phonological competence is orthographic competence, or the ability to decipher and write the
writing system of a language. involves a knowledge of, and skill in the perception and production of: •
the sound-units (phonemes) of the language and their realisation in particular contexts (allophones);
• the phonetic features which distinguish phonemes (distinctive features, e.g. voicing, rounding,
nasality, plosion); • the phonetic composition of words (syllable structure, the sequence of
phonemes, Word stress, word tones); • sentence phonetics (prosody) • sentence stress and rhythm •
intonation; phonetic reduction • vowel reduction • strong and weak forms • assimilation • elision.
- SOCOLINGUISTIC COMPETENCE refer to the sociocultural conditions of language use. Through its
sensitivity to social conventions and the social convnetions that rule language use in a specific
speech community. * LINGUISTIC MARKERS of social relations These are of course widely divergent in
different languages and cultures, depending on such factors as a) relative status, b) closeness of
relation, c) register of discourse, etc. The examples given below for English are not universally
applicable and may or may not have equivalence in other languages. +POLITENESS CONVENTIONS
provide one of the most important reasons for departing from the straightforward application of the
‘co-operative principle from one culture to another and are a frequent source of inter-ethnic
misunderstanding, especially when polite expressions are literally interpreted.
- ***PRAGMATIC COMPETENCE refers to the ability to use language appropriately in
different social situations. It is true to say that there is no correct way to use
language; however, we can certainly define what is appropriate use of language in
different circumstances. Purposes for communicating, often referred to as functions,
e.g., inviting, apologizing. *** DISCOURSE COMPETENCE refers to the way ideas are
linked across sentences (in written discourse) or utterances (in spoken discourse). We
use two main aspects to undestand Discourse Competence:: Cohesion, which refers
to how we link ideas linguistically. For example, we use pronouns to refer to what or
who has been mentioned previously, e.g., he, it, one, none, that, this. Another
example includes the use of an auxiliary verb as a substitute for the main verb, e.g.,
‘Do you work here?’ ‘Yes, I do.'
- ***PRAGMATIC COMPETENCE refers to the ability to use language appropriately in
different social situations. It is true to say that there is no correct way to use
language; however, we can certainly define what is appropriate use of language in
different circumstances. Purposes for communicating, often referred to as functions,
e.g., inviting, apologizing. *** DISCOURSE COMPETENCE refers to the way ideas are
linked across sentences (in written discourse) or utterances (in spoken discourse). We
use two main aspects to undestand Discourse Competence:: Cohesion, which refers
to how we link ideas linguistically. For example, we use pronouns to refer to what or
who has been mentioned previously, e.g., he, it, one, none, that, this. Another
example includes the use of an auxiliary verb as a substitute for the main verb, e.g.,
‘Do you work here?’ ‘Yes, I do.'
- SOCOLINGUISTIC COMPETENCE refer to the sociocultural conditions of language use. Through its
sensitivity to social conventions and the social convnetions that rule language use in a specific
speech community. * LINGUISTIC MARKERS of social relations These are of course widely divergent in
different languages and cultures, depending on such factors as a) relative status, b) closeness of
relation, c) register of discourse, etc. The examples given below for English are not universally
applicable and may or may not have equivalence in other languages. +POLITENESS CONVENTIONS
provide one of the most important reasons for departing from the straightforward application of the
‘co-operative principle from one culture to another and are a frequent source of inter-ethnic
misunderstanding, especially when polite expressions are literally interpreted.
- PHONOLOGICAL COMPETENCE is the ability to recognize and produce the distinctive meaningful
sounds of a language, including: Consonants, vowels, tone patterns, intonation patterns, rhythm
patterns, stress patterns, any other suprasegmental features that carry meaning. Related to
phonological competence is orthographic competence, or the ability to decipher and write the
writing system of a language. involves a knowledge of, and skill in the perception and production of: •
the sound-units (phonemes) of the language and their realisation in particular contexts (allophones);
• the phonetic features which distinguish phonemes (distinctive features, e.g. voicing, rounding,
nasality, plosion); • the phonetic composition of words (syllable structure, the sequence of
phonemes, Word stress, word tones); • sentence phonetics (prosody) • sentence stress and rhythm •
intonation; phonetic reduction • vowel reduction • strong and weak forms • assimilation • elision.
- * LEXICAL COMPETENCE: is far more than the ability to
identify a given number of words. The process by which
learners acquire a great deal information about a word
takes place gradually over a long period of time, and it is
very elaborate. Is the knowledge of, and ability to use, the
vocabulary of a language, consists of lexical elements and
grammatical elements. *GRAMATICAL COMPETENCE may be
defined as knowledge of, and ability to use, the gramatical
resources of a language, is the ability to understand and
express meaning by producing and recognising well-formed
phrases and sentences in accordance with these principles.
Is the knowledge of the lexical ítems and of rules of
morphology, syntax, sentence grammar semantics, and
phonology. *SEMANTIC COMPETENCE: deals with the
learner’s awareness and control of the organisation of
meaning. Lexical semantics deals with questions of word
meaning. The notion of semantic competence does not take
account of the reference of
- ROSA MARIA
RODRIGUEZ
- LEXICAL COMPETENCE : is the ability to recognize and use
words in a language in the way that speakers of the language
use them. Lexical competence includes understanding the
different relationships among families of words and the
common collocations of words ****LEXICAL COMPETENCE :
is the ability to recognize and use words in a language in the
way that speakers of the language use them. Lexical
competence includes understanding the different
relationships among families of words and the common
collocations of words GRAMMATICAL COMPETENCE: is the
ability to recognize and produce the distinctive grammatical
structures of a language and to use them effectively in
communication. SEMANTIC COMPETENCE: consists of the
ability to determine the meaning of a particular string of
words. Since a particular string of words may correspond to
more than one syntactic structure, we can take semantic
competence to consist of the ability to determine the
meaning of a particular syntactic structur
- LEXICAL COMPETENCE : is the ability to recognize and use
words in a language in the way that speakers of the language
use them. Lexical competence includes understanding the
different relationships among families of words and the
common collocations of words ****LEXICAL COMPETENCE :
is the ability to recognize and use words in a language in the
way that speakers of the language use them. Lexical
competence includes understanding the different
relationships among families of words and the common
collocations of words GRAMMATICAL COMPETENCE: is the
ability to recognize and produce the distinctive grammatical
structures of a language and to use them effectively in
communication. SEMANTIC COMPETENCE: consists of the
ability to determine the meaning of a particular string of
words. Since a particular string of words may correspond to
more than one syntactic structure, we can take semantic
competence to consist of the ability to determine the
meaning of a particular syntactic structur
- ORTHOGRAPHY COMPETENCE: is a set of conventions for how to
write a languaje. It includes rules of spelling,, capitalizacionword
break,emphasis, and puntation. LINGUISTIC MARKERS: is a free or
bound morphemethat indicates the gramatical funtion of the marked
word, phrase, or sentence. POLITENESS CONVENTIONS: Conventions
of politeness vary considerably between language communities, not
least in their linguistic form. In most societies, however, there
appears to be a correlation between more formal styles and a higher
level of overt politeness. DISCOURSE COMPETENCE : is used to refer to
two related, but distinct abilities. Textual discourse competence
refers to the ability to understand and construct monologues or
written texts of different genres, such as narratives, procedural texts,
expository texts, persuasive (hortatory) texts, descriptions and others
- CONCLUSIONS.
- Based on the study, it should be affirmed, that we are primarily "social" beings, in the sense that we spend most of our lives with others. It is therefore important to
learn to understand each other and function properly in social situations. Certain communication skills help us to improve interpersonal relationships. Linguistic
competence, is characterized by the ability of a speaker to produce and interpret verbal signs. Knowledge and appropriate use of the linguistic code allows an
individual to create, play and perform an infinite number of sentences. This knowledge and employment are linked to two different modes of language: the language
as a system of signs and language in use, in use. The linguistic competence refers to the use of language as an instrument of oral and written communication,
representation,
- This knowledge and employment are linked to two different modes of language: the language as a
system of signs and language in use, in use. The linguistic competence refers to the use of language
as an instrument of oral and written communication, representation, interpretation and
comprehension of reality, construction and communication of knowledge and of organization and
self-regulation of thinking, emotions and behavior.
- This knowledge and employment are linked to two different modes of language: the language as a
system of signs and language in use, in use. The linguistic competence refers to the use of language
as an instrument of oral and written communication, representation, interpretation and
comprehension of reality, construction and communication of knowledge and of organization and
self-regulation of thinking, emotions and behavior.
- Based on the study, it should be affirmed, that we are primarily "social" beings, in the sense that we spend most of our lives with others. It is therefore important to
learn to understand each other and function properly in social situations. Certain communication skills help us to improve interpersonal relationships. Linguistic
competence, is characterized by the ability of a speaker to produce and interpret verbal signs. Knowledge and appropriate use of the linguistic code allows an
individual to create, play and perform an infinite number of sentences. This knowledge and employment are linked to two different modes of language: the language
as a system of signs and language in use, in use. The linguistic competence refers to the use of language as an instrument of oral and written communication,
representation,
- CONCLUSIONS.
- YOVANNA RAMOS
- LINGUISTIC
COMPETENCES "In
[Noam] Chomsky's
theory, our linguistic
competence is our
unconscious knowledge
of languages and is
similar in some ways to
[Ferdinand de]
Saussure's concept of
langue, the organizing
principles of a language.
This term applies to
mastering the
combination of sounds,
syntax and semantics
known as the grammar
of a language. LEXICAL
COMPETENCE: Is the
ability to recognize and
use words in a language
in the way that speakers
of the language use
them. Lexical
competence includes
understanding the
different relationships
among families of words
and the common
collocations of words.
GRAMMATICAL
COMPETENCE: Is the
ability to recognize and
produce the distinctive
grammatical structures
of a language and to use
them effectively in
communication.
SEMANTIC COMPETENCE:
Is the system of linguistic
knowledge possessed by
native speakers of a
language. It is in contrast
to the concept of
linguistic performance,
the way the language
system is used in
communication.
- PHONOLOGICAL
COMPENTENCE: is the
ability to recognize
and produce the
distinctive meaningful
sounds of a language,
including consonants,
vowels, tone patterns,
intonation patterns,
rhythm patterns,
stress patterns, any
other suprasegmental
features that carry
meaning.
ORTHOGRAPHIC
COMPETENCE: s is
concerned with the
written language and
its structure. among
them letters, spelling,
punctuation,
abbreviations, and
special symbols.
SOCIOLINGUISTIC
COMPETENCES Is the
ability to interpret the
social meaning of the
choice of linguistic
varieties and to use
language with the
appropriate social
meaning for the
communication
situation. PRAGMATIC
COMPETENCES Refers
to the ability to use
language
appropriately in
different social
situations and in
different
circumstances.
Discourse
competence: is used to
refer to two related,
but distinct abilities.
Textual discourse
competence refers to
the ability to
understand and
construct monologues
or written texts of
different genres,
- LINGUISTIC
COMPETENCES "In
[Noam] Chomsky's
theory, our linguistic
competence is our
unconscious knowledge
of languages and is
similar in some ways to
[Ferdinand de]
Saussure's concept of
langue, the organizing
principles of a language.
This term applies to
mastering the
combination of sounds,
syntax and semantics
known as the grammar
of a language. LEXICAL
COMPETENCE: Is the
ability to recognize and
use words in a language
in the way that speakers
of the language use
them. Lexical
competence includes
understanding the
different relationships
among families of words
and the common
collocations of words.
GRAMMATICAL
COMPETENCE: Is the
ability to recognize and
produce the distinctive
grammatical structures
of a language and to use
them effectively in
communication.
SEMANTIC COMPETENCE:
Is the system of linguistic
knowledge possessed by
native speakers of a
language. It is in contrast
to the concept of
linguistic performance,
the way the language
system is used in
communication.
- ALEXA MARIN
- LINGUISTIC COMPETENCES: They relate
to the range and quality of knowledge,
cognitive organisation, the way this
knowledge is stored and its accessibility.
LEXICAL COMPETENCE: It is the
knowledge of, and ability to use, the
vocabulary of a language. It consists of
lexical elements (fixed expressions and
single word forms) and grammatical
elements. GRAMMATICAL COMPETENCE:
It is the knowledge of, and ability to use,
the grammatical resources of a
language. It is the ability to understand
and express meaning by producing and
recognising well-formed phrases and
sentences. SEMANTIC COMPETENCE: It
deals with the learner’s awareness and
control of the organisation of meaning.
There are lexical, grammatical and
pragmatic semantics. PHONOLOGICAL
COMPETENCE: It involves the knowledge
of, and skill in the perception and
production of phonemes, allophones,
the phonetic composition of words,
sentence phonetics and phonetic
reduction.
- SOCIOLINGUISTC COMPETENCES:
They are the knowledge and skills
required to deal with the
sociocultural conditions of language
use. LINGUISTIC MARKERS OF SOCIAL
RELATions: they refer to the use and
choice of greetings, address forms,
expletives, conventions for
turntaking, among others. They
depend on factors like the relative
status, closeness of relation and
register of discourse. POLITENESS
CONVENTIONS: They are the set of
positive politeness, negative
politness, appropiate use of courtesy
expressions and impoliteness. They
vary from one culture to another and
are a frequent source of inter-ethnic
misunderstanding. (There are also
social conventions, expressions of
folk wisdom, register differences,
dialect and accent and others)
PRAGMATIC COMPETENCES: They are
concerned with the functional use of
linguistic resources, the mastery of
discourse, cohesion and coherence,
the identification of text types and
forms, irony, and parody.
- SOCIOLINGUISTC COMPETENCES:
They are the knowledge and skills
required to deal with the
sociocultural conditions of language
use. LINGUISTIC MARKERS OF SOCIAL
RELATions: they refer to the use and
choice of greetings, address forms,
expletives, conventions for
turntaking, among others. They
depend on factors like the relative
status, closeness of relation and
register of discourse. POLITENESS
CONVENTIONS: They are the set of
positive politeness, negative
politness, appropiate use of courtesy
expressions and impoliteness. They
vary from one culture to another and
are a frequent source of inter-ethnic
misunderstanding. (There are also
social conventions, expressions of
folk wisdom, register differences,
dialect and accent and others)
PRAGMATIC COMPETENCES: They are
concerned with the functional use of
linguistic resources, the mastery of
discourse, cohesion and coherence,
the identification of text types and
forms, irony, and parody.
- LINGUISTIC COMPETENCES: They relate
to the range and quality of knowledge,
cognitive organisation, the way this
knowledge is stored and its accessibility.
LEXICAL COMPETENCE: It is the
knowledge of, and ability to use, the
vocabulary of a language. It consists of
lexical elements (fixed expressions and
single word forms) and grammatical
elements. GRAMMATICAL COMPETENCE:
It is the knowledge of, and ability to use,
the grammatical resources of a
language. It is the ability to understand
and express meaning by producing and
recognising well-formed phrases and
sentences. SEMANTIC COMPETENCE: It
deals with the learner’s awareness and
control of the organisation of meaning.
There are lexical, grammatical and
pragmatic semantics. PHONOLOGICAL
COMPETENCE: It involves the knowledge
of, and skill in the perception and
production of phonemes, allophones,
the phonetic composition of words,
sentence phonetics and phonetic
reduction.
- JAMES CANTILLO
- THE SEMANTIC COMPETENCE: It can be defined as domestic
and intuitive knowledge that human beings have of lexical
units of our language and the rules that apply to combine. This
inner knowledge is the basis of our ability to produce and
interpret any linguistic expression of our language even
without having issued or heard before. PHONOLOGICAL
COMPETENCE. This criterion assesses that students know and
acquire the skill of producing sound units. The descriptors are
organized around: a) The articulation joint or skill (position and
contact of the voice organs) b) The guided pronunciation:
phonemes and their distinctive features, syllabic structure,
acentual sequence of words and phonetics of prayers
-prosodia
- SPELLING COMPETITION: This criterion
assesses that students know the graphic
and orthographic conventions of Spanish
and learn to use them in writing. The
descriptors are organized around: a) The
psychomotor ability b) The alphabet /
Spanish alphabet (sound-grapheme
correspondences, case sensitive) c) The
training and separation syllabic (vowels and
combinations thereof and the formation of
consonant clusters)
- TOEFL
- The TOEFL test measures your ability to use and understand the English
language as it's read, written, heard and spoken in the university
classroom. As the most accepted English-language test in the world,
more than 8,500 universities, agencies, and other institutions in more
than 130 countries accept the TOEFL test as part of their admissions
criteria, including nearly every college and university in Australia and
the UK.
- The TOEFL test measures your ability to use and understand the English
language as it's read, written, heard and spoken in the university
classroom. As the most accepted English-language test in the world,
more than 8,500 universities, agencies, and other institutions in more
than 130 countries accept the TOEFL test as part of their admissions
criteria, including nearly every college and university in Australia and
the UK.
- TOEFL
- SOCIOLINGUISTIC COMPETENCE: It is one of the components of
communicative competence. It refers to a person's ability to
produce and understand utterances appropriately in different
contexts of use, where variable factors such as the status of the
participants and the relationship between them are given.
LINGUISTIC MARKERS: They are specific to each language that are
helpful for the sender know that the message is being
transmitted correctly words.
- IELTS
- The .International English Language Testing System (IELTS)
assesses the English language proficiency of people who want to
study or work where English is used as the language of
communication. IELTS test takers can choose between two
versions of the test – Academic or General Training – depending on
their academic or professional aims, or visa requirements
- The .International English Language Testing System (IELTS)
assesses the English language proficiency of people who want to
study or work where English is used as the language of
communication. IELTS test takers can choose between two
versions of the test – Academic or General Training – depending on
their academic or professional aims, or visa requirements
- IELTS
- SPELLING COMPETITION: This criterion
assesses that students know the graphic
and orthographic conventions of Spanish
and learn to use them in writing. The
descriptors are organized around: a) The
psychomotor ability b) The alphabet /
Spanish alphabet (sound-grapheme
correspondences, case sensitive) c) The
training and separation syllabic (vowels and
combinations thereof and the formation of
consonant clusters)
- THE SEMANTIC COMPETENCE: It can be defined as domestic
and intuitive knowledge that human beings have of lexical
units of our language and the rules that apply to combine. This
inner knowledge is the basis of our ability to produce and
interpret any linguistic expression of our language even
without having issued or heard before. PHONOLOGICAL
COMPETENCE. This criterion assesses that students know and
acquire the skill of producing sound units. The descriptors are
organized around: a) The articulation joint or skill (position and
contact of the voice organs) b) The guided pronunciation:
phonemes and their distinctive features, syllabic structure,
acentual sequence of words and phonetics of prayers
-prosodia
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