The user/learner's competences

The user/learner's competences

1. General competences

   • Declarative knowledge
     • Knowledge of the world
       • This model is developed through education and experience during adolescence and adult life.
     • Sociocultural knowledge
       • •Everyday living. •Living conditions. •Interpersonal relations. •Values, beliefs and attitudes. •Body language. •Social conventions. •Ritual behaviour.
     • Intercultural awareness
       • Awareness of regional and social diversity in both, the world of origin and the world of the target community.
   • Skills and know-how
     • Practical skills and know-how
       • •Social skills. •Living skills. •Vocational and professional skills. •Leisure skills.
   • "Existencial" competence
     • •Attutides. •Motivations. •Values. •Beliefs. •Cognitive styles. •Personality factors.
   • Ability to learn
     • •Language an communication awareness. •General phonetic awareness and skills. •Study skills. •Heuristic skills.

2. Communicative language competences

   • Linguistic competences
     • Lexical competence
     • Grammatical competence
     • Semantic competence
     • Phonological competence
     • Othographic competence
     • Orthoepic competence
   • Sociolinguistic competence
     • Linguistic markers of social relations
       • •Use and choice of greetings. •Use and choice of address forms. •Conventions for turntaking. •Use and choice of expletives.
     • Politeness conventions
       • •"Positive" politeness. •"Negative" politeness. •Appropriate use of "please", "thank you", etc. •Impoliteness
     • Expressions of folk wisdom
       • •Proverbs. •Idioms. •Familiar quotations. •Expressions of belief, attitude and values.
     • Register differences
       • •Frozen. •Formal. •Neutral. •Informal. •Familiar. •Intimate.
     • Dialect and accent
       • •Social class. •Regional provenance. •National origin. •Ethnicity. •Occupational group.
   • Pragmatic competence
     • Discourse competence
       • Ability to arrange sentences in sequence to produce coherent stretches of language.
         • References
           • file:///C:/Users/alan-/Downloads/Framework_EN.pdf
     • Functional competence
       • •Microfunctions. •Macrofunctions. •Interaction schemata. •Exchanging goods for payment. •Leave-taking.

3. Jonathan Haro