Actional Competence Strategic Competence

2.1.4 Actional Competence

Also linked to discourse competence is actional or rhetorical competence. Celce- Murcia et al. defined this component as the knowledge of and ability to match actional intent with linguistic form based on the knowledge of an inventory of verbal schemata that carry illocutionary force. Entailed here, therefore, is knowing how to use language to do something, to perform certain functions, such as making promise, giving orders, complaining and so on. It also involves knowing how to combine individual acts into larger, meaningful sets of actions to create an appropriate communicative activity such as making a purchase, setting up an appointment, recounting a story and so on. When discussing written text, Celce-Murcia et al. prefer the parallel term of rhetorical competence. This aspect includes knowledge of the speech acts and speech act sets conventionally associated with particular written grammar. Celce-Murcia et al, 1995 added that nonverbal or paralinguistic aspects of oral interactions are also crucial made which are rarely treated in the language classroom. These conventions can overlap with those for conversational turn- taking; for example an English speaker‟s body movements, in breaths, and eye contact can result in a conversational turn for the person displaying such non- verbal signals. Hence, all of the differences in communication should be solved in order to participate in discourse, which is the main goal in communication. Thus, the final component of Celce- Murcia et al.‟s model is strategic competence. It includes the knowledge, skills and ability to resolve communicative difficulties and enhance communicative effectiveness.

2.1.5 Strategic Competence

According to Oxford 2001:362 as cited by Celce-Murcia et al., strategies for langu age learning and use are “specific behaviors or thought processes that students use to enhance their own L2. ” Such behaviors are either learning strategies or communication strategies. We know that the learners who can make effective use of strategies i.e. who have strategic competence tend to learn languages better and faster than those who are strategically inept. There are some terms that should be realized in strategic competence. There are: a. cognitive: that is strategy in making use of logic and analysis to help oneself learn a new language through outlining, summarizing, note taking, organizing and reviewing material, etc. b. metacognitive: this strategy involves planning one‟s learning by making time for homework or for preparation, and engaging in self ev aluations of one‟s success on given task or on one‟s overall progress. This is achieved in part by monitoring and one‟s errors, learning from teacher and peer feedback, etc. Compansationing for missing or partial knowledge by guessing the meanings of words from context or the grammatical function of words from formal clues are also aspect of metacognitions. c. memory-related: that is strategy that help learners recall or retrieve words through the use of acronyms, images, sounds rhymes, or other clues. The other crucial strategies, which are highlighted by Celce-Murcia et al. 1995: 26-29, are communication strategies; they include the following: a. achievement: strategies of approximation, circumlocution, code switching, miming, etc. b. stalling for time gaining: using phrases like Where was I? Could you repeat that? c. self-monitoring: using phrases that allow for self repair. i.e. I mean... d. interacting: this is strategy that include appeals for helpclarification, that involve meaning negotiation, or that involve comprehension and confirmations checks, etc. e. Social: these strategies involve seeking out native speakers to practice with, actively looking for opportunities to use the target language. Hall 2002: 108 argued that the notion of communicative competence helps us to see that language use involves not just knowledge of and ability to use language forms, it also involves knowledge and to use language in ways that are, to use Hymes‟ terms, socially appropriate, and feasible called for. That might be the reason way Hymes added sociolinguistic competence in the beginning of communicative competence development.

2.2 Sociolinguistic