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Linguistic Competence Communicative Competence

2.1.2 Linguistic Competence

The first competence that is giving shaped to discourse competence is linguistic competence, which consist of the basic elements of the linguistic system that are used to interpret and construct grammatically accurate utterances and texts. This also includes knowledge of and ability to use syntax, involving sentence, patterns, word order, coordination, and subordination and embedding in addition to morphology, phonology, vocabulary, and orthography. According to Hymes at cited by Celce-Murcia et al. 2007, linguistic competence refers to the rules for describing sound systems and for combining sounds into morphemes and morphemes into sentences. The term of linguistic competence includes four types of knowledge: a. phonological: includes both segmentals vowels, consonants, syllable types and suprasegmentals prominencestress, intonation, and rhythm. b. lexical: knowledge of both content words nouns, verbs, adjectives, adverbs and functional words pronouns, determiners, prepositions, verbal auxiliaries, etc c. morphological: part of speech, grammatical inflections, productive derivational processes. d. syntactic: constituentphrase structure, word order both canonical and marked, basic sentence types, modification, coordination, subordination, embedding Linguistic competence is the main focus in teaching English as second or foreign language in most country around the world. Whereas, to maintain communication run well, one should know aware with whom and from where he talks to, so he can use the appropriate strategies in communication. Thus, the next competence which linked to discourse competence will provide some component that one should know in maintaining communication that is sociocultural competence. This comprises the non-linguistic, contextual knowledge that communicators rely on to understand and contribute to a given communicative activity. This aspect competence includes knowledge of, ability to use, the rules, norms and expectations governing the larger social context of the activity.

2.1.3 Sociocultural Competence

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