Competences

Individual general competences Existential Socio -cultural competence competence Personal factors Knowledge of the such as attitudes, society and culture motivation, values, of the community beliefes and the which speaks a personal traits language forms an affects user's and individual learner's knowledge of the communicative word. Knowledge of activities. They are religious beliefs, constituents of the taboos, a shared language user's history is essential in emotional, communication. affective, cognitive This competence and social attitudes consists of and are essential in knowledge, skills intercultural and existential communication. competences This competence relating to can be modified in distinctive the process of characteristics of a language use or particular society. learning. This These include daily competence is also life, living relevant to conditions, body language learning language, social and teaching as rituals etc. personal traits can help or hinder language learning and the acquisition of the target language Communicative language competences Linguistic Socio -linguistic Pragmatic competence competence competence It is the ability to This competence Pragmatic use language refers to the competence accurately in knowledge and skills involves the terms of involved in using functional uses of phonological, language functionally linguistic grammatical and in a social context. It resources lexical accuracy. is ability to (carrying out understand and language product utterance functions, speech appropriately in acts) using various social scenarios or contexts. These norms affect rules of predetermined address, greetings scripts of and politeness, the interactional Transversal competences Acquisitional competence- Strategic competence Learning skills This strategy is used Learning competence

way in which relations between generations, sexes, people of different social status, social groupings are expressed through special language markers, linguistically codified rituals, differences in register, dialect and accent, through vocal rhythms, for example.

exchanges. It also involves mastery of discourse, cohesion and coherence, the recognition of text types and genres, using irony or parody.

involves skills, the ability to make efficient use of learning opportunities in teaching situations paying close attention to information provided (concentration), grasping the purpose of tasks to be carried out, co-operating constructively in group or pair work, making frequent use of the language learnt, even at beginner levels and using new technology to search for information. It is especially important to acquire communicative skills in the target language through close observation of and participation in communicative events and to develop heuristic, analytical and observation skills.

dealing with the unexpected, such as changes of domain, theme schema etc.; dealing with communicative breakdown in interaction or production as a result of such factors as memory lapses, inadequate communicative competence for the task in hand, misunderstandings and misinterpretation, slips of the tongue, mishearings. These difficulties require the use of various compensation strategies, such as reorganisation of the utterance, periphrasis, substituting one word for another, asking for help or clarification, or the use of repair strategies.