Deanship of Supportive Studies
The Model of Communicative Language Ability in the different levels:
Language Knowledge
Grammatical Knowledge Strategic Competence
The knowledge of grammar and vocabulary at the sentence level,
which enables the building and recognition of well- formed,
grammatically accurate utterances, according to the rules of syntax,
semantics, morphology and phonology/graphology. The ability to manage the integration and
application of all other components of
language ability to the specific context and
situation of language use. It involves
planning and assessing communication,
avoiding or repairing difficulties in
communication, coping with
communication breakdown and using
affective devices. Most of all, its function is
to ensure effectiveness of communication.
Textual Knowledge
The knowledge and application of cohesion and coherence rules and
devices in building larger texts or discourse. It enables the
connection of utterances and sentences into cohesive, logical and
functionally coherent texts and/or discourse.
Functional Knowledge
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Strategic Competence
The ability to convey and interpret the communicative intent (or
function) behind a sentence, utterance or text. It encompasses
macro-functions of language use (e.g., transmission of information,
social interaction and getting things done/persuading others,
learning and thinking, creation and enjoyment), and micro-
functions, or speech acts (e.g., requests, threats, warnings, pleas),
and the conventions of use.
Sociolinguistic Knowledge
The ability to produce and understand utterances appropriately. It
encompasses rules of politeness; sensitivity to register, dialect or
variety; norms of stylistic appropriateness; sensitivity to
"naturalness"; knowledge of idioms and figurative language;
knowledge of culture, customs and institutions; knowledge of
cultural references; and uses of language through interactional skills
to establish and maintain social relationships.