Competence, Process, and Assessment Standards

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Competence, Process, andAssessment Standards

• Helena I. R. Agustien
• Universitas Negeri Semarang
• hagustien_at_yahoo.com

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Why we need a CC model

• Celce-Murcia et al.s effort has been motivated
  by the belief in the potential in the direct,
  explicit approach to the teaching of
  communicative skills, which would require a
  detailed description of what CC entails in order
  to use the sub-components as a content base in
  syllabus design.(p.6)

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Competence
Socio Cultural Comp.
Competence
Strategic
Discourse Competence
Actional Comp.
Linguistic Comp..
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Discourse Competence

• Discourse competence concerns the selection,
  sequencing, and arrangement of words, structures,
  sentences and utterance to achieve a unified
  spoken or written text. (p.13)

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Components of Discourse Competence

• COHESION
• Reference, Substutition, Conjuction, Lexical
  Chains
• DEIXES
• Personal pronouns, Spatial, Temporal, Textual
• COHERENCE
• Thematization, Management of old and new
  information
• GENRE/GENERIC STRUCTURE
• Narrative, Report, service encounter, etc.
• CONVERSATIONAL STRUCTURE
• How to perform opening, hold the floor,
  adjacency pairs, etc.

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Linguistic Competence

• Syntax
• Morphology
• Lexicon
• Phonology
• Orthography

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Actional Competence

• Interpersonal Exchange
• Information
• Opinions
• Feelings
• Suasion
• Problems
• Future Scenario

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Sociocultural Competence

• Social Contextual Factors
• Stylistic Appropriateness Factors
• Cultural Factors
• Non-Verbal Communicative Factors

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Strategic Competence

• Avoidance or Reduction Strategies
• Achievement or Compensatory Str.
• Stalling or Time-Gaining Str.
• Self-Monitoring Str.
• Interactional Str.

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What do we develop?

• The ability to participate in discourse, or
• The ability to communicate, or
• The ability to create spoken and written texts,
  or
• The ability to negotiate meanings, or
• The ability to exchange nuances of meanings

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How do we develop discourse competence?

• By knowing that
• Communication happens in text
• Every text has communicative purpose
• Every text has structure
• Every text has linguistic features
• Every text is a genre

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CULTURE
Genre (Purpose)
Situation
Who is involved? (Tenor)
Subject matter
Channel (Field)
(Mode)
Register
TEXT
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SPOKEN AND WRITTEN LANGUAGECONTINUUM
Most Spoken
Most Written
Language accompanying action
Language as reflection
Spoken Language
Written Language
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What do people do when communicating?

• They exchange meanings.

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CULTURAL LEVEL
Discourse Semantic Level
Textual
Interpersonal
Lexicogrammatical Level
Ideational
Phonology/ Graphology Level
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Syarat pengembangan kompetensi komunikatif

• Scaffolding Talks
• Bahasa yang digunakan guru dalam mengelola proses
  pembelajaran sebagai
• language accompanying action.

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Zone of Proximal Development
Independent Learning zone
Teacher intervention
Peer-peer interaction
Interactive discourse
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Peran guru

• Menciptakan pengalaman pembelajaran
• Merancang kegiatan
• Merancang komunikasi
• Berperan sebagai ibu dalam pemerolehan bahasa
  alamiah

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Learning Experiences
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LiteracyPrinciples
Interpretation
Collaboration
Convention
Cultural Knowledge
Problem Solving
Reflection
Language USE
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Literacy Levels

• Performative Level
• Functional Level
• Informational Level
• Epistemic Level

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What is the KEY to creating texts?

• Negotiating meanings
• Responding to interlocutor
• Continuing own texts

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How do we negotiate?

• Interpersonally
• Logicosemantically

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Where in the sentence does interpersonal meaning
reside?

• In the Mood area
• Mood Subject Finite
• Mood expresses
• Attitudes
• Feelings
• Judgement
• Etc.

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Negotiating interpersonally

• A I am sleepy.
• B Are you?
• C I love her.
• D You do, dont you.
• E I cleaned the room!
• D No, you didnt!

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When is interpersonal negotiation dominant?

• In sustained casual conversations
• Chatting
• Gossiping
• Killing the time

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Negotiating logicosemantically

• A I am sleepy.
• B Sleepy or hungry?
• A Both, actually.
• C Whats your name?
• D Hartati
• C Where do you live?
• D Jalan Diponegoro.

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Negotiation in Writing

• Focused on old and new information
• Focused on Theme and Rheme

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Old and New Information

• Once upon a time, there was an old lady.
• She was very poor, but she was happy.
• She had a handsome son called Ande-Ande Lumut.
• He was a fine young man.
• Many girls liked him.

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Negotiation is

• The Communication Engine
• The key to discourse competence

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• Good Luck!