Iva Dlurrotun Nihayah
2201409009
401-102
Third Assignment of Topics in Applied Linguistic
Summary of Communicative Competence
The main key in this case are the words performance and competence. The term ‘performance’ and ‘competence’ are used differently by the research, so that why Chomsky (1965) had differed those two terms. According to Chomsky (1965), the term ‘competence’ refers to the linguistics system (grammar) that an ideal native speaker of a given language has internalized whereas ‘performance’ mainly concerns the psychological factors that are involved in the perception and production of speech. Given this perspective, theory of competence is equivalent to the theory of grammar or language rule that can generate and describe the grammatical sentence of a language. In other hand, theory of performance focuses on the acceptability of sentence in perception and speech production.
in other words, communicative competence can be defined as a knowledge that enables someone that enables someone to use that knowledge communicatively. Some researchers had been defining the term communicative competence, Munby (1978) assumed that communicative competence should focus minimally on the relationship and interaction between regularities in grammatical competence and regularities in sociolinguistic competence. It can be assumed that the rule of language will be useless if there is no grammar rule “not only knowing the grammatical rules of language, but also what to say to whom in what circumstances and how to say it, example: the rule when we greet the younger will be different with the rule when we greet the elder.
There are some guiding principles for communicative competence in second language teaching. The first, communicative competence is composed minimally of grammatical competence, sociolinguistic competence, and communicative strategies. A communication approach must be based on and respond to the learner’s need. The second language must have the opportunity to take part in meaningful communicative interaction with highly competent speaker of the language. It is particularly at the early stages of learning (young age). The primary objective of a communication-oriented second language program must be to provide the learners with the information, practice, and much of the experience needed to meet their communicative needs in second language.
Rabu, 11 April 2012
Second Assignment of Applied Linguistic
Iva Dlurrotun Nihayah
2201409009
401-102
Third Assignment of Topics in Applied Linguistic
Summary of Communicative Competence
The main key in this case are the words performance and competence. The term ‘performance’ and ‘competence’ are used differently by the research, so that why Chomsky (1965) had differed those two terms. According to Chomsky (1965), the term ‘competence’ refers to the linguistics system (grammar) that an ideal native speaker of a given language has internalized whereas ‘performance’ mainly concerns the psychological factors that are involved in the perception and production of speech. Given this perspective, theory of competence is equivalent to the theory of grammar or language rule that can generate and describe the grammatical sentence of a language. In other hand, theory of performance focuses on the acceptability of sentence in perception and speech production.
in other words, communicative competence can be defined as a knowledge that enables someone that enables someone to use that knowledge communicatively. Some researchers had been defining the term communicative competence, Munby (1978) assumed that communicative competence should focus minimally on the relationship and interaction between regularities in grammatical competence and regularities in sociolinguistic competence. It can be assumed that the rule of language will be useless if there is no grammar rule “not only knowing the grammatical rules of language, but also what to say to whom in what circumstances and how to say it, example: the rule when we greet the younger will be different with the rule when we greet the elder.
There are some guiding principles for communicative competence in second language teaching. The first, communicative competence is composed minimally of grammatical competence, sociolinguistic competence, and communicative strategies. A communication approach must be based on and respond to the learner’s need. The second language must have the opportunity to take part in meaningful communicative interaction with highly competent speaker of the language. It is particularly at the early stages of learning (young age). The primary objective of a communication-oriented second language program must be to provide the learners with the information, practice, and much of the experience needed to meet their communicative needs in second language.
2201409009
401-102
Third Assignment of Topics in Applied Linguistic
Summary of Communicative Competence
The main key in this case are the words performance and competence. The term ‘performance’ and ‘competence’ are used differently by the research, so that why Chomsky (1965) had differed those two terms. According to Chomsky (1965), the term ‘competence’ refers to the linguistics system (grammar) that an ideal native speaker of a given language has internalized whereas ‘performance’ mainly concerns the psychological factors that are involved in the perception and production of speech. Given this perspective, theory of competence is equivalent to the theory of grammar or language rule that can generate and describe the grammatical sentence of a language. In other hand, theory of performance focuses on the acceptability of sentence in perception and speech production.
in other words, communicative competence can be defined as a knowledge that enables someone that enables someone to use that knowledge communicatively. Some researchers had been defining the term communicative competence, Munby (1978) assumed that communicative competence should focus minimally on the relationship and interaction between regularities in grammatical competence and regularities in sociolinguistic competence. It can be assumed that the rule of language will be useless if there is no grammar rule “not only knowing the grammatical rules of language, but also what to say to whom in what circumstances and how to say it, example: the rule when we greet the younger will be different with the rule when we greet the elder.
There are some guiding principles for communicative competence in second language teaching. The first, communicative competence is composed minimally of grammatical competence, sociolinguistic competence, and communicative strategies. A communication approach must be based on and respond to the learner’s need. The second language must have the opportunity to take part in meaningful communicative interaction with highly competent speaker of the language. It is particularly at the early stages of learning (young age). The primary objective of a communication-oriented second language program must be to provide the learners with the information, practice, and much of the experience needed to meet their communicative needs in second language.
First Assignment of Applied Linguistic
Iva Durrotun Nihayah
2201409009
401-102
First Assignment of Applied Linguistic
The Definition of Applied Linguistic
1. Applied linguistics is an umbrella term that covers a wide set of numerous areas of study connected by the focus on the language that is actually used. The emphasis in applied linguistics is on language users and the ways in which they use languages, contrary to theoretical linguistics which studies the language in the abstract not referring it to any particular context, or language, like Chomskyan generative grammar for example.
( Kamil Wisniewski aug 29th,2007 download from http://www.w3.org/TR/html4/strict.dtd on march 2012
2. Applied Linguistics (AL) provides the theoretical and descriptive foundations for the investigation and solution of language-related problems, especially those of language education (first-language, second-language and foreign-language teaching and learning), but also problems of translation and interpretation, lexicography, forensic linguistics and (perhaps) clinical linguistics.’ (Dick Hudson’s online survey of BAAL British Association of Applied Linguistics members 1968) http://homepage.ntlworld.com/vivian.c/SLA/ESFProject.htm
3. Applied Linguistics itself may be seen as an autonomous, problem-solving disciple, concerned broadly with language (mainly, but not exclusively second language) education and language problems in society’ (Steve McDonough, 2002) http://homepage.ntlworld.com/vivian.c/SLA/ESFProject.htm
The Scope Applied Linguistic
1. Language and Education/Learning : it includes :
• First-language education : when child studied their home language
• Additional language education ( second language and foreign language)
• Clinical linguistic : the study of treatment of speech and communication impairments.
• Language testing : the assesment and evaluation of language achivement and proficiency.
2. language, Work and Law
it includes :
• workplace communication : the study of language is used in the workplace.
• Language planning : the making of decission.
• Forensic linguistic : the deployment of language evidence in crimnal and other legal investigation.
3. Language, Information and Effect
it includes :
• literary stylistic : the study of the relationship between linguistic choices and effects in literature.
• Critical discourse analysis : the study of the relationship between linguistic choices and effects in persuasive uses of language.
• Translation and intepretation : formulation of principles underlying the perceive equivalence between a strecth of language and its translation.
• Information design : the agreement and presentation of written language.
• Lexicography : the compelling of both monolingual and bilingual dictionaries and also other language references.
2201409009
401-102
First Assignment of Applied Linguistic
The Definition of Applied Linguistic
1. Applied linguistics is an umbrella term that covers a wide set of numerous areas of study connected by the focus on the language that is actually used. The emphasis in applied linguistics is on language users and the ways in which they use languages, contrary to theoretical linguistics which studies the language in the abstract not referring it to any particular context, or language, like Chomskyan generative grammar for example.
( Kamil Wisniewski aug 29th,2007 download from http://www.w3.org/TR/html4/strict.dtd on march 2012
2. Applied Linguistics (AL) provides the theoretical and descriptive foundations for the investigation and solution of language-related problems, especially those of language education (first-language, second-language and foreign-language teaching and learning), but also problems of translation and interpretation, lexicography, forensic linguistics and (perhaps) clinical linguistics.’ (Dick Hudson’s online survey of BAAL British Association of Applied Linguistics members 1968) http://homepage.ntlworld.com/vivian.c/SLA/ESFProject.htm
3. Applied Linguistics itself may be seen as an autonomous, problem-solving disciple, concerned broadly with language (mainly, but not exclusively second language) education and language problems in society’ (Steve McDonough, 2002) http://homepage.ntlworld.com/vivian.c/SLA/ESFProject.htm
The Scope Applied Linguistic
1. Language and Education/Learning : it includes :
• First-language education : when child studied their home language
• Additional language education ( second language and foreign language)
• Clinical linguistic : the study of treatment of speech and communication impairments.
• Language testing : the assesment and evaluation of language achivement and proficiency.
2. language, Work and Law
it includes :
• workplace communication : the study of language is used in the workplace.
• Language planning : the making of decission.
• Forensic linguistic : the deployment of language evidence in crimnal and other legal investigation.
3. Language, Information and Effect
it includes :
• literary stylistic : the study of the relationship between linguistic choices and effects in literature.
• Critical discourse analysis : the study of the relationship between linguistic choices and effects in persuasive uses of language.
• Translation and intepretation : formulation of principles underlying the perceive equivalence between a strecth of language and its translation.
• Information design : the agreement and presentation of written language.
• Lexicography : the compelling of both monolingual and bilingual dictionaries and also other language references.
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