Strand Specific Competencies
The descriptive indicators within each strand are organized around four communicative competence areas. Each of these strands has an additional communicative focus: auditory discrimination, pronunciation, fluency and editing as shown in the chart below.
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Listening |
Speaking |
Reading |
Writing |
Communicative Competencies
and
Strand-specific Competencies |
Linguistic
Strategic
Socio-linguistic
Discourse
Auditory Discrimination |
Linguistic
Strategic
Socio-linguistic
Discourse
Pronunciation |
Linguistic
Strategic
Socio-linguistic
Discourse
Fluency |
Linguistic
Strategic
Socio-linguistic
Discourse
Editing |
Listening Strand-specific Competency: Auditory Discrimination
Auditory discrimination is the ability to hear specific sounds and words, and to recognize changes in tone and other nuances of spoken English.
Speaking Strand-specific competency: Pronunciation
Pronunciation involves the ability to produce the sounds and intonations of English effectively so that the speaker is understood. Accents are expected and accepted.
Reading Strand-specific Competency: Fluency
Fluency relates to the rate, ease and accuracy with which a student decodes and comprehends a text in English.
Writing Strand-specific Competency: Editing
Editing is the process of reviewing, revising and refining a text for the purpose of improving it based on English language conventions (spelling, punctuation and grammar), word choice, the form of the text, and its intended audience and purpose.
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