2. Strategic Competence
pointing out that Canale and Swain's and Canale's model did not describe the mechanisms by which strategic competence operates.
referred to Faerch and Kasper (1983)'s view on strategic competence
+ interactional view --- CS functions as compensation for communication breakdowns
psycholinguistic view --- enhance rhetorical effect of utterances
+ Faerch and Kasper (1983) drew on the psycholinguistic work (Clark and Clark 1977) and described two phases of communication strategy, which is (a) planning and (b) execution
three phases (Bachman added assessment phase to F and K's model)
(1) assessment
(2) planning
(3) execution
3. Psychophysiological Mechanisms
channel --- visual/auditory
mode --- productive/receptive
3. Model Assessment
CC model revised
1. Grammatical Competence
the knowledge of abstract language system
2. Discourse Competence
cohesion/coherence
Gricean maxims
conversational competence
speech acts
3. Sociolinguistic Competence
appropriacy of language form
language function
interactional patterns
sociocultural values and constraints
speech acts
4. Strategic Competence
1. assessment
in order to assess speech situations properly, sufficient background knowledge (e.g. social values, taboos, interactional patterns, interlocuter's personality, topic selection, etc.)is needed.
also, precise evaluation of effectiveness is necessary.
2. planning
3. execution (closely related to "psychophysiological mechanisms")
5. Psychophysiological Mechanisms
actual performative skills
4 Skills
Now, let's assess what is needed for some language performances:
(example 1) "pronunciation"
1. phonological knowledge (grammatical)
2. ariticulatory capability (psychophysiological)
3. paralinguistic features: e.g. appropriate tone of voice (sociolinguistic, discourse)
all of the above go through the processes of assessment, planning and execution. (strategic)
(example 2) "listening to an oral text"
1. phonological knowledge (grammatical)
2. perceptual capability (psychophysiological)
3. inferencing: correct guessing of sounds and words and constructing meanings in a text (discourse, also sociolinguistic)
all of the above go through the processes of assessment, planning and execution. (strategic)
2. Mapping of areas of study onto cc model
a. Grammatical Competence
Chomsky (1965)
Prabhu (1983)
b. Discourse Competence
pragmatic elements
1. conversational analysis (e.g. Coulthard's (1977) adjacency pairs)
2. Gricean maxims
3. Cohesion/coherence (Halliday & Hasan 1976)
4. Speech Acts/Speech Events (Ranney 1992)
5. Pragmatic Failure & Transfer (Thomas 1983, Beebe et. al. 1985)
6. Planned/unplanned discourse (Ochs 1979)
c. Sociolinguistic Competence
BICS/CALP (Cummins 1979, 84)
Speech Acts (Brown & Levinson 1978, Austin 1962, Wolfson 1981, Holmes and Brown 1987)
Pragmatic Failure & Transfer (Thomas 1983, Beebe et. al. 1985)
d. Strategic Competence
Faerch and Kasper (1983 or 84)
Tarone (1981)
Wolfson (1983) "remedial interchange"
Bachman (1990)
e. Psychophysiological Mechanisms
Bachman (1990)
Arguments:
1. Some studies and theories do not neatly fit into one component of CC and overlap several components. For instance, interactional competence, in Kramsch's term, cannot be categorized as a part of sociolinguistic competence. ("interactional competence" is related to research on group work done by Long & Porter 1985, Pica & Doughty 1985, Varonis & Gass 1985)
speech act theory --- discourse, sociolinguistic, strategic
pragmatic transfer & failure --- discourse, sociolinguistic
2. The definition of CC varies depending upon learner's needs to communicate in TL and contexts in which TL is used.
McGroarty (1984)
ESP