37. Which of the following statements about speaking proficiency is correct?
(A)Sociolinguistic competence enables learners to encode and decode the discourse around them.
(B) Grammar competence is concerned with intersentential relationship.
(C) Strategic competence involves the rules and norms governing the realization of speech acts.
(D)Discourse competence is the way learners manipulate language in order to meet communicative goals.

Language proficiency or linguistic proficiency is the ability of an individual to speak or perform in a language. CLT(communicative language teaching)認為，語言包含了溝通能力和語言所處的文化社會意涵，其功用則包括了 

1. 功能性（functional; 指用言語和他人互動）
2. 規範性（regulatory; 指用言語限制他人行動）
3. 互動性（interactional; 指用言語和他人互動）
4. 想像性（imaginative; 指用言語創造出想像世界）
5. 再現性（representative; 指用言語溝通、呈現訊息）

其中，溝通能力還可細分為

1.  (B)文法能力（grammatical competence，也就是字彙、構詞、語法的能力）
2. 社會性語言能力（sociolinguistic competence，指對溝通者本身的角色、說 / 聽者雙方所共同知道的背景資訊、以及溝通互動之意旨等的瞭解）
3. (D)言談能力（discourse competence，指如何根據聽 / 說者雙方間的關係來闡釋訊息、如何將意義呈現等之能力）
4. (C)溝通策略能力（strategic competence，只指如何開始、終止、延續或修正溝通過程的能力）。

為了能培養以上所述這些能力，CLT主張下列三種學習原則：（1）溝通原則---實際的溝通情境會增強學習效果；（2）任務原則---藉由語言溝通來完成任務的學習型；（3）意義原則---教學內容對學習者能產生意義者較能增強學習效果。

(B)(C)(D)訂正

Discourse competence is concerned with intersentential relationship, while grammatical competence focuses on sentence-level grammar.

Strategic competence is "the way learners manipulate language in order to meet communicative goals" (Brown 1994:228).

(A) Sociolinguistic competence enables learners to encode and decode the discourse around them.

如何編碼、解碼，是社會語言學範疇Socialinguistic沒錯

(B) Grammar competence is concerned with intersentential relationship.

句子之間的關係→應該是Discourse competence

(C) Strategic competence involves the rules and norms governing the realization of speech acts.

行為準則規範→應該是Socialinguistic

(D) Discourse competence is the way learners manipulate language in order to meet communicative goals.

達到溝通目的→應該是Strategic competence

Sociolinguistic competence社會性語言能力

指對溝通者本身的角色、說 / 聽者雙方所共同知道的背景資訊、以及溝通互動之意旨等的瞭解n

(A)社會性語言能力能幫助學習者正確使用及理解在他們周遭的對話 

The communicative competence, as identified by Canale and Swain (1980), consistsof 4 dimensions as follows: 1) Grammatical competence or linguistic competence,2) Sociolinguistic competence or an understanding of social contexts, 3) Discourse competence oran interpretation of individual message elements, and 4) Strategic competence or communicators’coping strategies.

In Halliday’s language function theory, the term “speech acts” is described as language functions or what communicators do with language (Wilkins 1972; Halliday, 1975. It, also,suggests 7 basic functions that language performs) including

1) Instrumental function: 

The instrumental function of language refers to when language is used to fulfill a need, such as requiring food, drink, or comfort. For example, phrases such as 'I want', 'Can I have', and 'I need' are all examples of instrumental language.

2) Regulatory function:

When a speaker commands, persuades or requests something from someone else, this is known as a regulatory language function. Regulatory language controls the listener's behaviour (the speaker adopts a commanding tone). Examples include:

· 'Let's go home now.'

· 'You need to finish that work by tomorrow so get on with it.'

3) Interactional function: 

This function is how we form relationships with others as it encompasses the communicative use of language. It is how we relay our thoughts and emotions, strengthening bonds with those around us. Interactional language examples include phrases like 'I love you mum' or 'Thank you so much', revealing the emotions and opinions of the speaker.

4) Personal function: 

This function defines how we refer to ourselves and express our personal opinions , our identity, and our feelings. A child may communicate their opinions and emotions in a simplistic way, using phrases like 'me good' or 'me happy'.

5) Heuristic function:

His term refers to language associated with discovery and explanation , usually in the form of questions or a running commentary (when the child talks about what they are doing as they are doing it). For example, a lot of children talk to themselves when they are younger (some people still do this as adults!) to explain what they are doing, to themselves. This helps them understand their actions in relation to the world around them. Children tend to do this when they are playing. They say things like 'The horsey goes over to the dinosaur and says hello, but he doesn't say hello back because he isn't being friendly. The wizard felt bad for the horsey and came and said hello to her. Now they are best friends'.

6) Imaginative function: 

When children create stories.

7) Representational/ Informative function:

Similar to heuristic and personal functions, representational language occurs when we request information . However, it differs from 'heuristic' and 'personal' functions as it also refers to when we relay information. In other words, it describes the exchange of information between two or more people.

For example, questions like 'what's that?' and 'what does that do?' are representational; if this question is answered it leads to an exchange of information.

Another example of representational language is when people relay information. Imagine someone telling a story, such as, 'I was walking down the street and a cat jumped out in front of me. It really made me jump! ' This is an example of representational language because it relates information about events.

資料來源 :https://www.studysmarter.us/explanations/english/language-acquisition/halliday/