COMMUNICATIVE COMPETENCE OF GRADE 6 LEARNERS: AN ENHANCEMENT PLAN
DOI:
https://doi.org/10.5281/zenodo.15815353Keywords:
communicative competence, grammatical competence, sociolinguistic competence, strategic competence, discourse competence, enhancement planAbstract
This study assessed the communicative competence of Grade 6 learners at Apid Elementary School in Toledo City Division as a basis for an enhanced instructional teaching program. Using a descriptive correlational research design, this study used the MACCS (Mizzou’s Assessment of Classroom Communication Skills) rubric adapted from the University of Missouri. Based on the findings, a satisfactory level of communicative competence was found in all four key components such as: grammatical, sociolinguistic, strategic, and discourse. Additionally, there is a strong relationship between grammatical and sociolinguistic competence, grammatical and strategic competence, and grammatical and discourse competence. On the other hand, there is a moderate relationship between sociolinguistic and strategic competence, sociolinguistic and discourse competence, and strategic and discourse competence. These findings affirm that communicative competence is not a set of isolated skills but an integrated system in which each component reinforces and supports the others. Thus, it is recommended that an enhancement plan be designed to address the specific language needs of the students, integrating the four key components of communicative competence such as grammatical, sociolinguistic, strategic, and discourse.
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