appearance in applied linguistics, others have attempted to use the concept of communicative competence, and its underlying theory of language, to construct
frameworks for the design of language curricula and test. One of the more comprehensive frameworks to date is that by Celce-Murcia et al. 1995. Their
model, depicted in figure 2.1, consist of five interrelated areas of competence: discourse, linguistic, actional or rhetorical, sociocultural, and strategic. Hall,
2002
Figure 2. 1 Communicative Competence
Celce-Murcia 1995:35
2.1.1 Discourse Competence
On the model of communicative competence proposed by Celce-Murcia et al. 1995, the authors as cited by Hall 2002 define discourse competence as the
core of communicative competence. It includes not only knowledge of and the ability to use linguistic resources to create cohesion and coherence in both oral
and written texts. It also includes knowledge of and the ability to use conversations for taking turns, holding on to the conversational floor interrupting
and providing listener feedback cues such as „umm‟ and „uh huh‟. They argued
that discourse competence deals with the selection, sequencing, and arrangement of words, structures, and utterances to achieve a unified spoken message. This is
where the top-down communicative intent and sociocultural knowledge intersect with the lexical and grammatical resources to express messages and attitudes and
to create coherent text. They described several sub-areas of discourse competence, four of which are most important with regard to current model:
a. cohesion: conventions regarding use of reference anaphoracataphora,
substitutionellipsis, conjunction, and lexical chains. b.
deixis: situational grounding achieved through use of personal pronouns, spatial terms, temporal terms, and textual terms.
c. coherence: expressing purposeintent through appropriate content schemata,
managing old and new information, maintaining temporal continuity and other organizational schemata through conventionally recognized means.
d. generic structure: formal schemata that allow the user to identify an oral
discourse segment as a conversation, narrative, interview, service encounter, report, lecture, sermon, etc.
Giving shaped to, and being shaped by, discourse competence is three additional competences. There are linguistic competence, actional or rhetorical
competence, and sociocultural competence.
2.1.2 Linguistic Competence
