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Communicative language competence can be considered
as comprising several components: linguistic, sociolinguistic
and pragmatic.
Linguistic competences include lexical, phonological,
syntactical knowledge and skills and other dimensions of
language as system, independently of the sociolinguistic value
of its variations and the pragmatic functions of its realisations.
Sociolinguistic competences refer to the sociocultural
conditions of language use. Through its sensitivity to social
conventions (rules of politeness, norms governing relations
between generations, sexes, classes and social groups,
linguistic codification of certain fundamental rituals in the
functioning of a community), the sociolinguistic component
strictly affects all language communication between
representatives of different cultures, even though participants
may often be unaware of its influence.
Pragmatic competences are concerned with the
functional use of linguistic resources (production of language
functions, speech acts), drawing on scenarios or scripts of
interactional exchanges. It also concerns the mastery of
discourse, cohesion and coherence, the identification of text
types and forms, irony, and parody. For this component even
more than the linguistic component, it is hardly necessary
to stress the major impact of interactions and cultural
environments in which such abilities are constructed.
(https://www.coe.int/en/web/common-european-framework-
reference-languages. Acesso 17.08.2025. Adaptado)
Mark the alternative which illustrates appropriate
sociolinguistic competence by the speaker.
