Application of a Communicative Competence Skill Essay

Introduction I will first describe the components of Communicative Competence then the four spheres of Multiliteracies Pedagogy then conclude by applying a skill. Communicative Competence Communicative Competence has five components: 1. Discourse Competence: The selection, sequencing, and arrangement of words, structures and utterances to achieve a unified spoken or written text. Examples of Discourse Competence skills: A. Cohesion B. Deixis C. Coherence 2. Linguistic Competence: The basic elements of language: A. Syntax B. Morphology C. Lexicon D. Phonology E. Orthography 3. Actional Competence: Conveying and understanding speech acts. Examples of Actional Competence skills: A. Interpersonal Exchange B. Suasion C. Problems 4. Sociocultural Competence: The knowledge of how to communicate appropriately within the social and cultural context of communication. Examples of Sociocultural Competence skills: A. Social Contextual Factors B. Stylistic Appropriateness Factors C. Cultural Factors 5. Strategic Competence: The knowledge of communication strategies and how to use them. Examples of Strategic Competence skills: A. Avoidance or reduction strategies. B. Achievement or compensatory strategies. C. Interactional strategies. The Multiletracies Pedagogy model: 1. Situated Practice: It provides immersion for students to develop familiarity for the activities and learn by doing. 2. Overt Instruction: It provides direct information from the teacher to let the students learn the important features of the learning activities and focus on the structure (grammar) of the activities. 3. Discourse Analysis: It helps students analyze their activities and know how to benefit best from the materials. 4. Transformed Practice: it give an opportunity for students to use what they learned in new situations. Applying the model I chose service encounters to apply to the multileteracies pedagogy model: 1. Situated Practice: show the students a service encounter on how to order in a restaurant or book a room in a hotel via video or a role play. 2. Discourse Analysis: Let the students have a discussion on how to do service encounters well and what kind of language they should use. 3. Overt Instruction: Explain the structures and expressions used in service encounters, for example the use of â€Å" I want †¦, please† and â€Å"How much †¦?† 4. Transformed practice: Have the students do a role play as employee at a travel agency and a client, or a waiter and a customer. Student can also record a service encounter on the phone or a digital recorder calling for a takeout meal or the mobile service company to file a complaint