c Sociolinguistic Competence
Richards 2002: 207 mentions that learners must have competence which involves knowing what is expected socially and culturally by users of the
target language. Understanding the socilinguistic aspect of language will help learners to give appropriate comments or responses.
d Strategic Competence
As cited by Richards, Berns 1990 says strategic competence is the ability to compensate fot imperfect knowledge of linguistic, sociolinguistic, and
discourse rules. It refers to the ability to know how to keep the conversation going, how to start or take turn or end the conversation and how to clear up
communication breakdown as well as comprehension problems.
2. Communicative Approach
Communicative approach is also often called communicative language teaching. Richards and Rodgers 2001: 155 says that for some, communicative language teaching
means little more than an integration of grammatical and functional teaching. They cite Littewood states that one of the most characteristic features of communicative language
teaching is that it pays systematic attention to functional as well as structural aspects of language. They add that for others, it means using procedures where learners work in
pairs or groups employing available language resources in problem-solving tasks.
Here are some features of communicative approach, according to Finocchiaro and Brumfit as cited by Richards and Rodgers 2001: 156:
a. Meaning is paramount.
b. Dialogues, if used, center around communicative functions and are not
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normally memorized. c.
Contextualization is a basic premise. d.
Language learning is learning to communicate. e.
Effective communication is sought. f.
Drilling may occur, but peripherally. g.
Comprehensible pronunciation is sought. h.
Any device that helps the learners is accepted – varying according to their age, interest, etc.
i. Attempts to communicate may be encouraged from the very beginning.
j. Judicious use of native language is accepted where feasible.
k. Translation may be used where students need or benefit from it.
l. Reading and writing can start from the first day, if desired.
m. The target linguistic system will be learned best through the process of
struggling to communicate. n.
Communicative competence is the desired goal i.e. the ability to use the linguistic system effectively and appropriately.
o. Linguistic variation is a central concept in materials and methodology.
p. Sequencing is determined by any consideration of content, function, or
meaning that maintains interest. q.
Teachers help learners in any way that motivates them to work with the language.
r. Language is created by the individual, often through trial and error.
s. Fluency and acceptable language is the primary goal: Accuracy is judged not
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in the abstract but in context. t.
Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.
u. The teacher cannot know exactly what language the students will use.
v. Intrinsic motivation will spring from an interest in what is being
communicated by the language. Richards and Rodgers 2001: 161 added some of the characteristics of
communicative view of language: a
Language is a system for the expression of meaning. b
The primary function of language is to allow interaction and communication. c
The structure of language reflects its functional and communicative uses. d
The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as
exemplified in discourse.
3. Designing Instructional Materials
