1. Presented by
Hani Shakir GS39584
Hemin Hasan GS40423
Rashad Yaqoob GS38704
Fibi Balami GsS41868
Bilal H. Yaseen GS39550
Presented to
Dr. Che An Abdul Ghani
Faculty of Modern Languages and Communication
University Putra Malaysia
November 2014

2. Definitions of Communicative Competence
Hani Shakir

3. The idea was originally derived from Chomsky’s
distinction between Competence and
Performance.
 Competence: shared knowledge of ideal
speaker-listener set in a completely homogenous
speech community.
 Performance: process of applying underlying
knowledge to actual language.

4. Hymes: Chomsky’s view is too narrow to describe
language behavior as a whole.
Communicative Competence: is the aspect of our
competence that enables us to convey and interpret
messages and to negotiate meanings interpersonally
within specific contexts. (Hymes 1972)
 Sociocultural factors or differential competence in a heterogeneous
speech community.
 Social life affects outward performance and inner competence itself.
 Social factors interfere with or restrict grammar use because the rules
of use are dominant over the rules of grammar

5. Basic interpersonal communicative skills (BICS)
BICS is the communicative capacity that all human beings use to
function in daily interpersonal exchange.
 language skills needed to interact in social situations,
primarily to Context-embedded, face-to-face communication.

6. Cognitive / academic language proficiency (CALP)
CALP is a specialized dimension of communication used to negotiate
typical educational tasks and activities and often involves a
conscious focus on language forms.
 A language-related term which refers to formal academic learning.
 A language used to discuss the language proficiency levels of
students who are in the process of acquiring a new language. For this
reason it is Contest-reduced.

7. Grammatical
Competence
(Accuracy)
Sociolinguistic
Competence
Discourse
Competence
Strategic
Competence

8. Language CompetenceOrganizational Competence Pragmatic Competence
Grammatical
Competence
Textual
(Discourse)
Competence
Illocutionary
Competence
Sociolinguistic
Competence

9. Language Function
Hemin Hasan

10. Functions are essentially the purposes that
we accomplish with language, e.g

11. .

12. Sender1
Language form3
Topic4
Receiver5
Context6
Message channel2
Speaker , writer
Speech, writing, gestures
sequencing
What the message is about
Hearer, reader
Place, time, situation

13.  1. Locutionary meaning: the basic literal meaning
of an utterance. The act of saying something that
makes sense or what is actually said by a speaker.
 2. Illocutionary: the intended effect that an
utterance has on the reader or hearer. It is the real,
intended meaning.
 3. Perlocutionary: is the actual effect of the
utterance has on the addressee. What the hearer
does in response to the utterance

14. e.g. Locutionary
It is hot in here. Literally is a statement of fact.
• But the illocutionary force was the intention to get
someone to open the window.
Perlocutionary
'It's hot in here' could result in someone opening the
windows
• what we say,
• what we mean when we say it, and
• what we accomplish by saying it

15. To cause Certain events to happen .1- Instrumental
Control of events
Setting rules
Conveying facts and knowledge
Representing reality as it is.
To establish & maintain contact
To express feelings and emotions
Seeking answers especially using
“but why” questions
To create ideas and imaginations
Going beyond the real world.
2- Regulatory
3- Representational
4- Interactional
5- Personal
6- Heuristic
7- Imaginative
Get away.
If it’s not cold, stay outside.
The sky is blue.
How is it going?
I feel very excited today!
why did they refuse to comply?
You can’t change the truth but
the truth can change you.

16. people stared teaching functions like
Introduce yourself and others
Provide personal information
Identifying and describing people
Accepting and declining invitation
Order from a menu
Giving direction
Booking travel services
Functions of language encouraged language
educators to develop
Functional Approach to Language teaching
Functional –notional approach

17.  Notional-Functional syllabuses
Notion is referred both to abstract
concepts such as existence, space,
time, quantity and quality and to what
we call context or situation such as
health, travel, free time, shopping
Functions correspond to what we already
talked about Language Functions i.e.
instrumental, representational, etc..

18. Pragmatics
Rashad Yaqoob

19.  The study of the relations between linguistic forms
and its users
 The INFERENCES made by listeners
 UNSAID “invisible meaning”

21.  Sociopragmatics: the interface between
pragmatics and social organization.
 Pragmalinguistics: the intersection of
pragmatics and linguistic forms.
 Cause difficulty
American: How is my new car?
Iraqi : It is horrible.
American : got shocked !!!!!!!

22. • The differences
between the
way males and
females speak
may give impact
to both
production and
reception of
language.
Men Women
StandardVS
Vernacular
form
Use more
vernacular forms
Use more standard
forms
Confidence Straight forward
language
Express more
uncertainty
:hedges, tag
questions, rising
intonation,
declaratives
Interruptions Interrupt more and
use stronger
expletives
Give up floor with
little or no protest.
Feedback More competitive
and less supportive
More encouraging
and give positive
feedback

23. Communicative Competence
Interactive Competence
Fibi Balami

24. Interactive Competence
 Q. : what is it that enables us to engage in social interaction?
 Young (2011), noted that interactional competence is more
than simply pragmatic competence. It is the ability to
interact which implies intersubjectivity.
 He listed the following interactional abilities :
1. Participation framework
2. Register
3. Selection of forms in modes of meaning
4. Speech acts
5. Turn taking
6. Repair
7. Boundaries
Communicative Competence

25. Discourse Analysis
 Technically discourse refers to any string of words that
extends beyond the sentence.
 Discourse analysis involves the analysis of the
interrelation between form and function.
 The focus of analysis is on the context that shapes
the form and gives it meaning and function.
 Context includes, persons, places, time, topic, etc.
 Meaning is represented by the interaction of
sentences, the prior and the following.
 Without the pragmatic context, the communicative
purpose will be ambiguous
Communicative Competence

26. Conversation Analysis
 What are the rules that govern our conversation?
It involves an analysis to the discourse paying more
attention to the social and interaction.
This process is governed by the following rules:
1. Attention getting
2. Topic nomination
3. Topic development
4. Turn-taking
5. Topic clarification
6. Repair
7. Shifting, avoiding and interrupting
8. Topic termination
Communicative Competence

27. Style
 In analysing a discourse, the accepted
conventions for selecting words, phrases,
discourse, and nonverbal language is called style
Style can be classified into five speech styles:
1. Oratorical
2. Deliberative
3. Consultative
4. Casual
5. Intimate/personal
Communicative Competence

28. Nonverbal Communication
Bilal H. Yaseen

29. "I am the most spontaneous speaker in the world
because every word, every gesture, and every
retort has been carefully rehearsed."
Resource: Internet/
http://www.all-famous-quotes.com/George_Bernard_Shaw_quotes.html
George Bernard Shaw

30. What is nonverbal communication?
Nonverbal Communication = Communication without words
o Nonverbal communication is a process of communication through sending
and receiving wordless messages.
o Communication or interpretation of information by any means other than
language.
o Edward Hall (1959) called it as ‘silent language’.
- Key importance: ‘it is not what you say, but how you say it’.
- To convey message with body language, gestures, eye contact, physical
distance, etc.

31. Before moving forward, let’s keep in your mind
that verbal communication and nonverbal
communication are interconnected and they
operate together in communication.

32. Verbal and non verbal are all types of
communication. But the difference between
them is that we use our voice in verbal
communication and we use body signs in
non-verbal communication.

33. Importance of Nonverbal Communication
Verbal & nonverbal Communication plays an important role in how people
interact with one another. People are using around 35% verbal
communication and 65% nonverbal communication in daily life.
Nonverbal communication has also cultural meaning.
“The most important thing in communication is to hear what isn't being said.”
Peter F. Drucker

34. Nonverbal communication is
the most powerful form of
communication. More than
voice or even words, nonverbal
communication helps to create
your image in others mind and
even you can express your
emotions and feelings in front
of others, which you are
unable to express in words.
Power of nonverbal communication

35. Types of Nonverbal Communication
There are two types of nonverbal communication:-
•Intentional nonverbal communication
Example: Pointing out the finger, giving smile and clapping.
•Unintentional nonverbal communication
Example: ……………….?
This may be intentional or unintentional
nonverbal communication message.

36. Forms of nonverbal communication
• KINESICS
• Eye Contact
• PROXEMICS/ Personal Space
• ARTIFACTS
• KINESTHETIC
• OLFACTORY DIMENSION
• Facial Expressions
• Posture
• Gestures

37. Kinesics is the non-verbal behaviour related to
movement, either of any part of the body, or the
body as a whole.
In short all communicative body movements are
generally classified as kinesics.

38. Eye contact, a key
characteristic of nonverbal
communication, expresses
much without using a single
word. In American culture,
maintaining eye contact
shows respect and indicates
interest.
Eye contact also establish
the nature of a relationship.
Eye Contact

39. Have you ever felt
uncomfortable during a
conversation because the
other person was standing
too close and invading your
space?
People often refer to their
need for "personal space,"
which is also an important
type of nonverbal
communication.
When someone violates an
appropriate distance,
people may feel
uncomfortable or defensive.
Their actions may well be
open to misinterpretation.

40. • What clothing or jewelry do you
like to wear?
• How does what you wear affect
you?
• Artifactual communication /
appearance influence our
reactions.
• Can be a significant factor in lifting
barriers, identifying certain
personalities characteristic and
setting general mood

41. Why do we touch, where do we touch, and what
meanings do we assign when someone else
touches us?
Touching in some cultures signals a very personal
or intimate style, while in other culture extensive
touching is commonplace
Knowing the limit and conventions is important
for clear and unambiguous communication

42. The olfactory
system concerns the sense of
smell.
Our sense of smell can deliver
many different messages.
Subtle but powerful ways to
influence how one reacts to
other people
The smell of human
perspiration is quite
acceptable and attractive.
Exp: Lotions,Creams,
Powders, etc..

43. Facial expressions are the
key characteristics of
nonverbal communication.
Your facial expression can
communicate happiness,
sadness, anger or fear.
Facial Expressions

44. Posture and how you carry
your self tells a lot about you.
How you walk, sit, stand or
hold your head not only
indicates your current mood,
but also your personality in
general.
For example, if you cross your
arms while standing, you indicate
that you may be closed off and
defensive. Meanwhile, walking
with your head down and avoiding
eye contact with others may
indicate shyness.
Posture

45. A gesture is a
characteristic
of nonverbal
communication in which
visible body actions
communicate particular
message.
Gestures include
movement of the hands,
face, or other parts of
the body.
Gestures

46. Nonverbal Communication Around the World
Nonverbal Communication in
China
The Chinese don't like being touched
by strangers.Therefore don’t make
any body contact.
Cultural effect

47. Nonverbal Communication Around the World
Nonverbal Communication in
Argentina
A handshake and nod show respect when
greeting someone.
Cultural effect

48. Nonverbal Communication Around the World
Nonverbal Communication in
India
Greeting with 'namaste' - placing both
hands together with a slight bow is a
very common nonverbal
communication and shows respect.
Cultural effect

49. Nonverbal Communication Around the World
Nonverbal Communication in
the U.S.A
Quite Informal way of
nonverbal communication - A
handshake, a smile, and 'hello'.
Cultural effect

50. • Classroom goals are focused on all components of CC & not restricted
to grammatical / linguistic components
• Language techniques are designed to engage students in pragmatic
authentic, functional use of language for meaningful purposes
• Fluency and accuracy as complementary principles
• Students use the target language, productively and receptively, in
unrehearsed contexts.
4 characteristics as a definition of CLT: