Batchinitcha, Lorinille G. Fil.

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1. Communicative Competence ( Kakayahang Komunikatibo)

Dell Hymes (1966) ito ay ang kakayahan ng isang tao na gumamit ng wika nang
wasto sa mga angkop na sitwasyon, upang maging maayos ang komunikasyon,
maipabatid ang tamang mensahe, at magkaunawaan nang lubos ang taong nag-
uusap.
Sabi naman nina Bagaric, et.al (2007), ang communicative competence ay hindi
lamang natatapos sa kakayahang gumamit ng wika, kundi sa paggamit ng wika
nang may kahusayan, kasanayan, at galing sa paggamit nito, at naangkop sa
sitwasyong komunikatibo.

2. Linguistic Competence ( Kakayahang Linggwistika)

Linguistic Competence is one of Hyme’s four competences. It refers to the

knowledge of grammar and vocabulary. It focuses on the idea that grammar and
vocabulary are the basic building blocks of a language. It implies these two
should not be taught in isolation; instead they should be introduced within themes
and topics (Koay, J. 2015).

Nabanggit ni Chomsky sa kaniyang pag-aaral ( Generative Grammar), ang

linguistic competence ay natural na kaalaman ng tao sa sistema ng kaniyang
wika, dahilan kaya nagagamit niya ito nang tama at mabisa.

Phillips, et.al (n.d) Linguistic Competence defines the system of rules that
governs an individual’s tacit understanding of what is acceptable and what is not
in the language they speak. The concept, introduced by the linguist Noam
Chomsky in 1965, was intended to address certain assumptions about language,
especially in structuralist linguistics, where the idea of an unconscious system
had been extensively elaborated and schematized.

3. Textual Competence

Textual competence refers to one’s ability to appreciate the overall conceptual

and rhetorical structure of oral or written discourse (Littlemore, J. et.al 2006).

Textual competence is under in Organizational Competence of Bachman (1990).

It pertains to the knowledge of conventions for cohesion and coherence, and
rhetorical organization of written and spoken texts. Moreover it includes
 conventions for language use in conversations, containing establishing, starting,
maintaining and terminating conversations (Bekele, 2012).

4. Illocutionary Competence

Ayon sa pag-aaral nina Littlemore at Low (2006), Illocutionary competence refers

to one’s ability to understand the message behind the words that one reads or
hears, or to make clear one’s own message through careful use of words.
Illocutionary competence is what (usually) prevents us from ‘getting the wrong
end of the stick’ when people talk to us. It consists of ideational functions,
manipulative functions, heuristic functions and imaginative function.

Illocutionary, what is done in uttering the words, the performance of an act, the
function of the words, the specific purpose that speaker have in mind (Cutting,
2002, p. 16). Austin explain in his book that an illocutionary act is performance of
an act in saying something. Some certain words used in the utterances
sometimes need to be explained based on the context. When we say an
utterance, we normally produce certain effects based the feelings, thoughts, or
actions of the audience or of the other persons. Through those feeling, thoughts
or the action it may be done with the design, intention, or purpose of producing
them.

5. Speech Act Theory

The speech act theory considers language as a sort of action rather than a
medium to convey and express. The contemporary Speech act theory developed
by J. L. Austin. The theory emphasis that the utterances have a different or
specific meaning to its user and listener other than its meaning according to the
language. The theory further identify that there are two kinds of utterances, they
are called constative and performative utterances. In his book of ‘How do things
with words’ Austin clearly talks about the disparities between the constative and
performative utterances.

Speech acts theory describes what utterances are intended to do, such as
promise, apologise, and threaten (Cutting, 2002, p. 2). Expressing a speech acts,
means that we do something with the words in the utterances we used. In the
other words, it could be performing activity that bring a change as the result from
the utterances that we heard.

6. Accommodation Theory
 Dito ay sinusuri ang mga motibasyon at konsikwens ng pangyayari kung ang
dalawang ispiker ay nagbabago ng istilo ng komunikasyon. Upang lubusang
maunawaan ang kabuuan at katangian ng teoryang ito, nararapat na alamin
natin ang kahulugan ng salitang accommodation. Maraming kahulugan ang
salitang accommodation, ngunit sa puntong ito, ang accommodation ay
nangangahulugan bilang isang kakayahan sa pag-adjust, pag-modify at pag-
regulate ng sariling kaasalan bilang tugon sa iba. Sinasabing nagagawa nating
ibagay ang ating sarili ng hindi napapansin, depende sa kung sino ang ating
kinakausap. Pinapatunayan sa teroyang ito na sa lahat ng komunikasyon,
mayroong pagkakatulad at pagkakaiba. Ang akomodasyong ito ay nagagawa sa
dalawang paraan: divergence at convergence.

Ang divergence ay nagaganap kapag ang nagsasalita ay ipinapakita ang hindi

pagsang-ayon o paghihiwalay sa kanilang sarili sa iba. Ang mga grupong may
malakas na pagmamalaking etniko ay madalas na gumagamit ng divergence
upang ihaylayt ang kanilang identidad. Samantala, ang convergence naman ay
ang proseso kung saan binabago ang kanilang mga estilo ng pananalita upang
maging katulad sa pakikipag-ugnayan. Nagaganap ito kung saan mayroong
matinding pangangailangan para sa social approval. Ang gumagawa nito
madalas ay mga indibidwal na walang kapangyarihan o mga taong naghahangad
ng suporta mula sa partikular na lipunan. Kabilang na dito ang mga pulitiko na
binabagay ang kanilang sarili sa mga mahihirap upang maging mas epektibo ang
kanilang pangangampanya.

7. Ethnography of Communication

Ang ethnography of Communication o mas kilalang Speech codes theory ay

nauukol sa pag-aaral ng mga sitwasyon, gamit, patern at tungkulin ng
pagsasalita. Ang pinakasusi ng teoryang ito ay ang pamamaraang partisipant-
obserbasyon na nangangailangan ng imersyon sa isang partikular na
komunidad. Pinapalagay kasi sa teoryang ito na kung saan may natatanging
kultura may matagpuan din na isang natatanging speech code.

The ethnography of communication is concerned with the questions of what a

person knows about appropriate patterns of language use in his or her
community and how he or she learns about it. (Farah, 1998: 125)

Binanggit sa pag-aaral ni Marcellino (2010) ang pahayag ni Dr. Hymes na the

study of language must concern itself with describing and analyzing the ability of
the native speakers to use language for communication in real situations
(communicative competence) rather than limiting itself to describing the potential
ability of the ideal speaker/listener to produce grammatically correct sentences
(linguistic competence). Speakers of a language in particular communities are
 able to communicate with each other in a manner which is not only correct but
also appropriate to the socio-cultural context. This ability involves a shared
knowledge of the linguistic code as well as of the socio-cultural rules, norms and
values which guide the conduct and interpretation of speech and other channels
of communication in a community.

8. Perlocutionary Theory

Perlocutionary act or theory discuss the effect giving by the listener after hearing
the speaker’s utterance. What kind of effect could be given by the listener, is it
related with the speaker’s intention or not. When someone uttered an utterance,
sometimes there is an implicit or explicit meaning. From those utterances that
stated by the speaker, we could identify the kinds of functions from thee
illocutionary act , there are representatives, directives, commissives, expressive,
and declaratives, then the writer identified the purpose and get the effect by
uttering the utterance. The effect that given by the listener could be identify by
the
perlocutionary act.

Perlocutionary o ang pagsasabi sa isang bagay na kadalasang nagdudulot ng

mga konsikwens sa damdamin at isipan ng tagapakinig. Ito’y maaring maganap
sa anyo ng panghihikayat, panghahamon, pananakot at iba pa. Halimbawa, kung
ang isang tao na nakasakay sa eroplano ay sisigaw ng “may bomba”, tiyak na
magkakagulo ang mga nakasakay sa nasabing sasakyan. Samakatuwid, sa una
ay may kahulugan, ang ikalawa’y may pwersa at ang ikatlo’y may konsikwens.

9. Narrative Paradigm

Ang narrative paradigm ay naiiba sa pangalan sa lahat ng mga teorya.

Mapapansing paradigm ang ginamit at hindi teorya. Ang paradigm ay
nangangahulugang isang hanay ng mga pagpapalagay, mga konsepto, mga
halaga, at mga kasanayan na bumubuo ng isang paraan ng pagtingin ng
katotohanan para sa komunidad na nakikibahagi, lalo na sa isang intelektuwal na
disiplina.

Ang narrative paradigm ay naglalarawan sa mga tao bilang mga storytelling

animals. Ang teoryang ito ay nagpapanukala ng naratibong lohika bilang pamalit
sa tradisyunal na lohika ng argumento. Ang naratibong lohika o ang lohika ng
mabuting katwiran ay nagmumungkahi na husgahan ang kredebilidad ng isang
ispiker batay sa kohirens at pideliti ng kanilang istorya. Isang demokratikong
paghuhusga di umano ito sapagkat hindi naman kailangan ng pagsasanay sa
oratoryo at panghihikayat upang makalikha ng paghuhusga batay sa kohirens at
pideliti.
 Pinapalagay din sa teoryang ito na nakukumbensi tayo sa isang magandang
kwento kaysa isang mgandang argumento. Mahihinuhang kung papipiliin tayo sa
dalawang artikulo, pinapaniwalaan sa teoryang ito na mas pipiliin natin ang
artikulong naiinbolb o naire-relate natin ang ating sarili.

10. Ethno-semantics

This field of study is concerned with the referential meanings of linguistic

expressions across cultures and languages.
Ethnosemantics is the study of how people relate concepts to each other. It is
thus a scientific discipline that investigates the foundations of knowledge and
understanding—Dr. Leon James, University of Hawaii.

11. Phenomenology

The goal in phenomenology is to study how people make meaning of their lived
experience; discourse analysis examines how language is used to accomplish
personal, social, and political projects; and grounded theory develops
explanatory theories of basic social processes studied in context (Trinidad and
Starks, 2007).

SANGGUNIAN

Barnabas, B. (2012) Communicative Competence in CLT Framework. Retrieved

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Littlemore, J and Low, G. (2006). Figurative Thinking and Textual Competence.
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