A . O R A L S K I L L S

B . L I T E R A C Y S K I L L S

C . R E C E P T I V E A N D P R O D U C T I V E S K I L L S

Macro Skills

A. Oral Skills

1. Listening

2. Speaking

1. Listening

Listening is the ability to accurately receive and interpret messages in the communication process.

There are three common modes of listening: competitive, passive and active.

2. Speaking

Speaking is done through the vocalization of human communication.

Speaking depends on the context wherein communication will take place.

Speaking can be formal or informal

B. Literacy Skills

1. Reading

2. Writing

1. Reading

Reading comprehension involves decoding symbols with the intention of deriving meaning from the text.

This can be used for sharing knowledge, for self-development or simply for relaxation

2. Writing

Writing is the process of using symbols to communicate thoughts and ideas in a readable form.

Writing allows for a more meaningful and in-depth transmission of ideas compared to speaking.

Follow the writing process: 1) prewriting 2) drafting 3) revising 4) proofreading 5) publishing

3. Viewing

Refers to the ability to perceive meaning from visual images and presentations

Process that supports oracy and literacy

Broadens the ways in which students can understand and communicate their ideas

non verbal communication

ways to represent ideas visually:

Drawings

Photographs

Organizational graphs and charts

Videos

Multimedia

WebPages – and web based correspondence

Types of viewing:

Visual Literacy

Ability to interpret meaning from visual images (Georgis, 1999)

Ability to construct effective visuals in order to convey ideas to others (Valmont, 2003; Heinich, 1999)

Critical Viewing

Ability to carefully comprehend and evaluate information presented by visual media

Ability to think critically about the composition of the picture

4. Receptive and Productive

ORAL SKILLS

LITERACY SKILLS

RECEPTIVE SKILLS

Listening Reading

PRODUCTIVE SKILLS

Speaking Writing

Connection

Significance

To effectively communicate

To understand subtext and various aspects of communication

To solve future problems or successfully achieve objectives which essentially derive from effective communication

Significance

To accomplish four main purposes including: expressing wants and needs, developing social closeness, exchanging information, and fulfilling social etiquette routines (Light, 1997)

A . D E F I N I T I O N

B . D E L L H Y M E S

C . C O M P O N E N T S

D . S P E A K I N G M O D E L

Communicative Competence

A. Communicative Competence

“The ability to function in a truly communicative setting.”

Not limited to linguistic forms

Social rules and context

Coined by Dell Hymes

B. Dell Hymes

-language and social context

-oral narratives

He says…

“…a normal child acquires knowledge of sentences not only as grammatical, but also as appropriate. He or she acquires competence as to when to speak, when not, and as to what to talk about with whom, when, where, in what manner. In short, a child becomes able to accomplish a repertoire of speech acts, to take part in speech events, and to evaluate their accomplishment by others.”(Hymes 1972, 277)

5 Components

1. Linguistic/Grammatical Competence

Knowledge of language code:

Phonology

Morphology

Syntax

Lexicon

2. Sociolinguistic Competence

Knowledge of socio-cultural use of the language

3. Cultural Competence

Awareness and sensitivity to other’s culture and tradition.

Setting

Topic

Taboos

4. Discourse Competence

Knowledge of producing , comprehending , combing oral and written language:

Organizing words, phrases, sentences

5. Strategic Competence

Ability to recognize, adjust and repair verbal and non verbal communication errors:

Paraphrasing

Shifting

Avoidance

S-P-E-A-K-I-N-G MODEL

1. Setting and Scene

Physical circumstances

When and where communication take place

Ex: Hearing in the court; simple class discussion

2. Participants

Speaker and audience

Ex: friends; business tycoons

3. Ends

Purposes, goals and outcomes

Ex: to persuade, to inform

4. Act Sequence

Form and order of event

Ex: begin-middle-end

5. Key

Tone, manner or spirit

Ex: lively, serious

6. Instrumentalities

Forms and styles of speech

Ex: informal, formal

7. Norms

Social rules

Ex: Do’s and Don’ts

8. Genre

Kind of speech act or event

Ex: anecdotes to entertain or to give moral lessons.

Lyle Bachman

1990- Language Competence

Grammatical and Discourse (Textual)

Functional (Illocutionary) and Sociolinguistic

Strategic

John Gumperz

“Communicative competence is going beyond mere description of language patterns”

James Cummins

CALP- Cognitive/Academic Language Proficiency

School oriented language- Context Reduced

BICS- Basic Interpersonal Communication Skills

Face to face communication- Context Embedded

Basically, greatly developing one’s macro skills promotes communicative competence.

The macro skills play a key role in fostering learners’ communicative competence since:

they are the manifestations of interpreting and producing a spoken or written piece of discourse

as well as a way of manifesting the rest of the components of the communicative competence construct.