Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

SECTION 1.2
LINGUISTIC COMPETENCE 
“... the harmony between thought and reality is to be 
found in the grammar of the language” (Wittgenstein, 1974, 
p. 162).
GOALS
The purpose of this section is to discuss the first feature of communi-
cative competence – linguistic competence – and show how people share 
common linguistic rules (grammar, syntax, semantics, phonetics, and sty-
listics), with the help of which they can recognize meaningful structures 
(form) and signs (semantics). Thus, at the level of linguistic competence we 
learn language through its form/structure and meanings/semantics) – two 
facets of Celce-Murcia and Larsen-Freeman’s (1999) form, meaning, and use 
conceptualization of language, which we are drawing from, are in Figure 
One below:
FORM/STRUCTURE
Morphosyntactic and 
lexical patterns
Phonemic/graphemic 
patterns
MEANING
/SEMANTICS
Lexical Meaning
Grammatical
Meaning
USE/PRAGMATICS
Social Context
Linguistic Discourse Context
Presuppositions about
Context
Figure One. Form-Meaning-Use (Celce-Murcia & Larsen-Freeman, 1999).

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CHAPTER ONE: COMMUNICATIVE COMPETENCE
Language at the level of form/structure and meanings/semantics 
could only be employed to understand recognizable within a community 
words, phases, sentences, texts, utterances; as such, to know form/struc-
ture and meanings/semantics is important but not enough to accomplish 
communicative goal. 
Thus, by the end of this section, you will only be able to...
A) discuss how linguistic competence is tied to form, meaning, use; 
and,
B) confirm your knowledge of the building blocks of language:
PHONOLOGY
distinctive
feature
phoneme
morpheme
word
phrase
clause
utterance
text
syllable
MORPHOLOGY
SYNTAX
DISCOURSE
STRESS
RYTHM
INTONATION