6. STRATEGIC AND DISCOURSE COMPETENCE.pptx

6. STRATEGIC AND DISCOURSE COMPETENCE.pptx

1. STRATEGIC AND DISCOURSE COMPETENCE ENGLISH IN EDUCATION

2. STRATEGIC COMPETENCE

3. Strategic competence defined as knowledge of communication strategies and how to use them. It helps language users compensate for gaps or deficiencies in knowledge when they communicate. It is the ability to convey information to a listener and correctly interpret information received. It includes the use of communication strategies to solve problems that arise in the process of conveying the information. The presence of communication strategies is used to cope with communication breakdowns and helps the speaker to improve their speaking skill to be more effective. Presentation title 3

4. Main Parts of Communication Strategy Celce Murcia (1995) described strategic competence by including five main parts as follows: Avoidance or reduction strategies. Responding to one’s message by either replacing message, avoiding topics, or abandoning message. Achievement or compensatory strategies. Reaching communicative goal by manipulating available language. Stalling or time-gaining strategies . Include fillers, hesitation devices, and gambits as well as repetitions. Self-monitoring strategies involve correcting or changing one’s own speech (self-repair) as well as rephrasing. Interactional strategies , involve appeals for help and meaning negotiation strategies. Presentation title 4

5. DISCOURSE COMPETENCE

6. Discourse competence is the main components in communicative competence. Richard as quoted by Agustien (2008) stated that learners learn a language through using it to communicate. Discourse is language forms that are produced and interpreted as people communicate with each other. Therefore, discourse is the main competence in Communicative. Presentation title 6

7. Discourses competence concerns mastery of how to combine grammatical forms and meanings to achieve a unified spoken or written text. Celce -Murcia (2007) stated that discourse competence refers to the selection, sequencing, and arrangement of utterances to create a unified text. In other words, the unity of text is very important in communication especially for discourse competence. In creating a unified text, cohesion and coherence are important. Presentation title 7

8. A text belongs to be a good text if it fulfils two properties; they are cohesion and coherence. Cohesion is the internal property of paragraph, while coherence is contextual properties of it. The internal property of paragraph means that cohesion is textual. The understanding of the text can be found from the text itself. Then, coherence is contextual properties. It means that coherence is a matter of content rather than of form. In coherent text, the reader or listener can know how the speaker or writer organizes the text. Presentation title 8

9. Cohesion Cohesion deals with how utterances or sentences are linked structurally and facilitate interpretation of a text. Halliday (1985:313) says that unity in a text can be achieved through structural components and cohesive devices. Cohesive devices are words and phrases that connect sentences and paragraphs together, creating a smooth flow of ideas. It consists of conjunction, pronoun references, and repetition of key ideas. Presentation title 9

10. Transition/Conjunction Conjunction is used to connect sentences together or relate ideas to one another. For example because, therefore, before, after, next, etc. Pronoun references A pronoun (he, she, it, they, etc.) takes the place of a noun (a person, place, thing, or idea) or a noun phrase (several words that refer to a person, place, thing, or idea. Repetition Another way to connect ideas in an essay is by repeating important words and phrases. Presentation title 10

11. Coherence A text is cohesive if its elements are linked together. A text is coherent if it makes sense. Coherence is related to unity. Ideas that are arranged in a clear and logical way are coherent. Example: I am a teacher. The teacher was late for class. Class rhymes with grass. The grass is always greener on the other side of the fence. Each sentence is notionally linked to the one that precedes it, using both lexical and grammatical means, but the text is ultimately senseless. Presentation title 11

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