Revisiting Strategic Competence: Implications for Assessing L2 Learners  

Oleh:

Musyahda, Lilla

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 784-790.
Topik: Strategic competence; speaking model; languageassessment
Fulltext: hal 784.pdf (15.04MB)

Isi artikel

Most of educational institutions at various levels become more sensitive to the importance of accomplishing the objective for communicative purposes. Unfortunately, the fact shows that the university graduates in Indonesia still have some problems in dealing with communicative issue especially in the area of oral productive skill,which is, speaking. The aspect of speaking is generally unplanned, dynamic and context dependent (Hughes, 2002). The initial part relates to the organization competence which leads to strategic competence. It is the third element of communicative competence besides grammatical and sociolinguistics competence which can be defined as how to deal in commnication problems. Examining the strategic competence, i.e, the ability to solve communication problems despite an inadequate command of the linguistic and sociocultural code, can contribute to the development of an overall communicative competence.The paper will describethe basic types of communication strategies, concentrating particularly on the use of achievement strategies at the discourse level for English learners to manage communication appropriately. Moreover, Alderson and Bachman (2008) points out that strategic competence is active and dynamic. It plays an important role in speech production and has a significant contribution to the development ofthe learning process.It shows that the learners apply the achievement strategies as the element of strategic competence in conversing with their peers. Thus, it can be applied to the model of language assessment at the tertiary level.

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