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Língua Inglesa: Prática Oral e Escrita 3
Exercício 
Question 1
Celce-Murcia et al. (1995) divided communicative competence into five types of competences, namely discourse, actional, linguistic, sociocultural and strategic. Actional competence can be best defined as:
A CORRETO
The ability to convey or detect communicative intent through the production or recognition of linguistic action patterns.
B
The sociolinguistic competence that accounted for everything linguistic competence lacked.
C
A vast repertoire of strategies is used to negotiate meaning-making with the interlocutors.
D
The mastery of grammatical knowledge.
E
The ability to use words literally and figuratively.
Option A is correct.
Actional competence includes the knowledge of conventionalized rules, forms, expressions, strategies and lexical chunks used to interpret and convey meaning according to a specific communicative intent.
Question 2
Even though communicative competence was first conceived by Hymes, throughout the years the concept has been critiqued and slightly altered. Concerning trends in the field of communicative competence, it is correct to affirm that:
A
Strategic competence is likely to be divided into new competences since it was originally meant to include everything that linguistic competence could not encompass.
B
Language education has benefitted from research on grammatical competence, which has promoted more context-based and socially situated approaches to L2 teaching.
C
Language education has benefitted from studies in the field of communicative competence, which has promoted more context-based and socially situated approaches to L2 teaching.
D
The inclusion of discourse and actional competences is indicative that the concept of sociolinguistic competence was excessively limited.
E
The inclusion of discourse and actional competences is indicative that the concept of sociolinguistic competence could easily replace the notion of grammatical competence.
Option C is correct.
Research within the field of communicative competence has offered a number of gains, such as the emergence of context-centered approaches to language teaching. The field’s trend was therefore to further exploit the broad notion of sociolinguistic competence by describing new communicative competences, such as discourse competence and actional competence. These two additions suggest that the concept of sociolinguistic competence, as originally conceived, had basically concentrated everything that was excluded from the linguistic competence realm.