TExES (ESL) (154)

Communication rules govern how language is used appropriately in social contexts. These rules extend beyond grammar and vocabulary to include pragmatic competence—knowing what to say, how to say it, and when to say it.

Grammatical competence refers to knowledge of language forms, including vocabulary, pronunciation, spelling, and sentence structure. This is the foundation of language use but is insufficient for effective communication.

Sociolinguistic competence involves understanding the social rules of language use. This includes knowing how to adjust language based on audience, purpose, and context.

Discourse competence is the ability to connect sentences and ideas to create coherent, cohesive communication. This involves understanding how texts and conversations are organized.

Strategic competence involves using strategies to maintain communication when difficulties arise. This includes circumlocution, paraphrasing, asking for clarification, and using nonverbal communication.

Turn-taking rules govern how speakers exchange roles in conversation. These rules vary across cultures. Some cultures expect minimal pause between speakers, while others allow longer silences.

Politeness conventions determine appropriate language for requests, refusals, apologies, and other speech acts. Direct requests may be acceptable in some cultures but considered rude in others.

Register refers to the level of formality in language use. Speakers adjust register based on the relationship between speakers, the setting, and the purpose of communication. Formal register is used in professional and academic contexts, while informal register is used among friends and family.

Topic management involves knowing what topics are appropriate in different contexts, how to introduce and change topics, and how to close conversations.

Eye contact expectations vary significantly across cultures. In mainstream American culture, direct eye contact signals attention and respect. In some cultures, avoiding eye contact with authority figures shows respect.

Personal space preferences differ culturally. The appropriate physical distance between speakers varies from culture to culture.

Gestures may have different meanings across cultures. A gesture considered positive in one culture may be offensive in another.

Facial expressions are generally understood across cultures but may be displayed or suppressed based on cultural norms.

Teachers must explicitly teach communication rules that may differ from students' native cultures. Assumptions about "common sense" communication may not apply across cultural contexts.

Role-playing and simulations provide opportunities to practice communication rules in context.

Cultural comparisons help students understand differences without judging one set of rules as superior to another.

Feedback on pragmatic errors should be constructive and culturally sensitive. Students need to understand that different communication rules apply in different contexts.