EL 107

• Receptive skills - the language skills under receptive skills primary function to 'receive' information from the environment. Thus, there are two skills considered such as: listening and reading.
• Listening - is therefore "a complex process that involves the understanding of spoken data and involves receptive, interpretative, or constructive cognitive processes" (Barrot, 2016 p. 1).
• Hearing - is the physiological capacity to receive and process sounds.
• Listening - is assigning meaning to the stimuli received by the brain.
• Reading - is a complex process of decoding written symbols. Specifically, it is a "linguistic, socio-cultural, physical and cognitive activity", which involves getting meaning from putting meaning to the printed text.
• Reading - is receiving information from symbols regardless of time that input was established.
• Expressive skills - the language skills expressive skills, on another note, primarily function to 'express' information to the environment. Thus, there are two skills considered as such: speaking and writing.
• Speaking - The most basic definition of speaking is its delivery of language through the mouth.
• Speaking - is "the process of building and sharing meaning through that use of verbal and non-verbal symbols, in a variety of contexts. Speaking is an interactive process of constructing meaning that involves producing and receiving the processing information" (Shrouf, n.d.).
• Listening - is defined as the " complex process that involves simultaneous attention to content, vocabulary, discourse, information structing, morphosyntax, sound system, prosody, and pragma linguistic features" (Barrot, 2016, p.1).
• Writing - is the " act of putting ideas in text whether print or nonprint. It is a 'non-linear, exploratory, and generative process; as they discover ideas and reformulate them (Zamel, 1983, p.165).
• Writing is the counterpart of writing because it is expressing information to symbols regardless of time establishing the input.
• Viewing - is the skill of "perceiving, examining, interpreting, and constructing meaning from visual images and is crucial to improving comprehension of print and nonprint materials"
• Viewing - as a macro skill and multimedia technology, "it is imperative that both speakers and listeners critically audiovisual inputs and make meaning from them."
• Viewing as the novel macro skill is the establishment of another literacies: media literacy and visual literacy.
• Media literacy is the "ability to access, analyze, and evaluate media and technology information that involves moving images and sound effects... developing media literacy would help students question and critically analyze messages provided to the via media which facilities critical viewing and thinking."
• Visual literacy refers to the "power of giving meaning to and building up similar messages for visual imzges."
• Vocabulary basically refers to the words of a particular language.
• Grammar is the system governing the correct usage of language.
• Literature is the compilation of work simply made up from language which is either spoken or written.
• Listening and reading could improve one's vocabulary repertoire an in turn, vocabulary enriches one's speaking and writing prowess.
• Reading about the rules could enhance one's grammatical ability which in turn enhances one's grammar usage when speaking or writing.
• Communicative competence is referred as the "ability to use language, or to communicate, in a culturally appropriate manner in order to make meaning and accomplish tasks efficacy and fluency through extended interactions" (Tarvin, 2014, p. 6).
• Communicative competence is the synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse" (Deped).
• Grammatical/linguistic competence - the acquisition of phonological rules morphological words, syntactic rules, semantic rules and lexical items.
• Sociolinguistic competence - learning of pragmatic aspects of various speech acts, namely, the cultural values, norms, and other sociocultural conventions in social contexts. Different types of expressions as well as different beliefs, view, values, and attitudes, the development of sociolinguistic competence is essential for communicative social action.
• Discourse competence - the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative actions) of various types of discourse (oral and written).
• Strategic competence - to do with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual guessing, and tolerating ambiguity.
• Communicative competence demands not only the command of language but also social and culture context of the environment where the communication takes place in order to communicate safely and effectively.
• Teemant and Pinnegar (2019) claimed that there are two major aspects of language proficiency second language learners must acquire which are the Basic Interpersonal Communicative Skills (BICS) or also known as conversational proficiency, and Cognitive Academic Language Proficiency (CALP) or the academic Proficiency.
• BICS - informal (intimate or colloquial), acquired in the native language by age 5, excludes literacy, includes vocabulary of conversations, proficiency is weakly correlated to academic success.
• CALP - Formal and academic registers, acquired after age 5, includes literary, includes academic and formal register's vocabulary, proficiency is strongly correlated to academic success.
• Communicative Language teaching (CLT) focuses on teaching the communicative competence.
• Purposes for which the learners wish to acquire the target language. Second language facilitated when learners are engaged in interaction and meaningful communication.
• Setting where the learners want to use the target language. Effective classroom learning tasks and exercises provide opportunities for students to negotiate meaning, expand their language resources, notice how language is used, and take part in meaningful interpersonal exchange.
• Socially defined role where the learners will assume in the target language, as well as the role of their interlocutors. Meaningful communication results from students processing content that is relevant, purposeful, interesting, and engaging
• Communicative events where learners participate. Communication is a holistic process that often calls upon the use of several language skills or modalities.
• Language functions or what the learners can do with or through language.
• Notion/concepts or what the learners need to be able to talk about. Language learning is gradual process that involves creative use of language, and trial and error.
• Variety/ies of the target language that will be needed. Successful language learning involves the use of effective learning and communication strategies.