, TMN3701 ASSIGNMENT 3 ANSWERS - DUE DATE 9 JULY 2026
QUESTION 1
1.1 Define sociolinguistic competence and explain why it is essential for Teaching English
First Additional Language (EFAL) learners to understand the boundaries between standard
and non-standard English. (8)
Sociolinguistic competence refers to the knowledge and ability to use language appropriately
in different social contexts. It involves understanding the social rules of language use, such
as choosing the right level of formality, politeness strategies, appropriate vocabulary, and
tone depending on the audience, purpose, setting, and cultural norms. In essence, it is about
knowing “what to say in what context and what not to say; or how to speak in one context as
opposed to another” (TMN3701 Study Guide, 2020, p. 186). This component is part of the
broader framework of communicative competence, which also includes grammatical
competence, discourse competence, and strategic competence, as emphasised in
Communicative Language Teaching (CLT) approaches (TMN3701 Study Guide, 2020, p.
25-27 and p. 186).
This competence is essential for EFAL learners in the Intermediate Phase (Grades 4-6) for
multiple pedagogical, linguistic, and socio-cultural reasons. Many EFAL learners in South
African classrooms come from multilingual backgrounds and naturally incorporate elements
from their home languages, slang, or digital SMS language (such as “2N8”, “LOL”, or
“IDK”) into their formal writing. Without explicit instruction in sociolinguistic competence,
they struggle to code-switch effectively between informal, non-standard varieties and the
standard English required for academic and professional success (TMN3701 Study Guide,
2020, p. 186-187).
The CAPS curriculum for EFAL in the Intermediate Phase highlights the development of
communicative competence to equip learners to use English as the Language of Learning and
Teaching (LoLT) across subjects and in real-life situations (TMN3701 Study Guide, 2020, p.
5 and Unit 1). Understanding the boundaries between standard English (formal, rule-
QUESTION 1
1.1 Define sociolinguistic competence and explain why it is essential for Teaching English
First Additional Language (EFAL) learners to understand the boundaries between standard
and non-standard English. (8)
Sociolinguistic competence refers to the knowledge and ability to use language appropriately
in different social contexts. It involves understanding the social rules of language use, such
as choosing the right level of formality, politeness strategies, appropriate vocabulary, and
tone depending on the audience, purpose, setting, and cultural norms. In essence, it is about
knowing “what to say in what context and what not to say; or how to speak in one context as
opposed to another” (TMN3701 Study Guide, 2020, p. 186). This component is part of the
broader framework of communicative competence, which also includes grammatical
competence, discourse competence, and strategic competence, as emphasised in
Communicative Language Teaching (CLT) approaches (TMN3701 Study Guide, 2020, p.
25-27 and p. 186).
This competence is essential for EFAL learners in the Intermediate Phase (Grades 4-6) for
multiple pedagogical, linguistic, and socio-cultural reasons. Many EFAL learners in South
African classrooms come from multilingual backgrounds and naturally incorporate elements
from their home languages, slang, or digital SMS language (such as “2N8”, “LOL”, or
“IDK”) into their formal writing. Without explicit instruction in sociolinguistic competence,
they struggle to code-switch effectively between informal, non-standard varieties and the
standard English required for academic and professional success (TMN3701 Study Guide,
2020, p. 186-187).
The CAPS curriculum for EFAL in the Intermediate Phase highlights the development of
communicative competence to equip learners to use English as the Language of Learning and
Teaching (LoLT) across subjects and in real-life situations (TMN3701 Study Guide, 2020, p.
5 and Unit 1). Understanding the boundaries between standard English (formal, rule-
