The principle of linguistic skills.. Sufficiently grammatical, spelling enough, enough reading, the adequacy of written communication, oral communication adequacy

Language two main components: the cognitive component represents the concepts of language description, and the rules of grammar and their morphological and acoustic, semantic and spelling, and linguists call language ability. And component performance piece, which is the individual production of written language or words, and he calls the bigeye statement, and offset side Alastkabbala language of reading and listening, he calls the bigeye identification. Valkvaih in the eyes of this approach means the (estimated)   It consists of the estimated theoretical knowledge (knowledge base), and the skill of performing (speed and quality in the application).

 Knowledge, not intended for its own sake, nor room for measurement and evaluation, but rather is a means to help create progress and the goal of the learner to perform the skill and the mastery of which is appointed by and mastery, Valmharh is the target, an area measurement,

Based on the degree of being able to judge the success of the student or Rsoppe. If the performance is the goal, skill, language skills, the curriculum complies selected aspects of skill (language lesson), and avoids the theoretical knowledge that does not stop them master the skill. From this point of the language department curriculum competencies to five core competencies are: 

1 - grammatical competence (To adjust the product of language)  

2 - enough spelling (To adjust the graphic written)

3 - adequate literacy (Skill learning)

4 - the adequacy of written communication (Production of written language)

5 - the adequacy of oral communication (Listening, and speaking)

Or to the three elements as divided Suhaibani Represent a linguistic lesson, namely:

1 - the adequacy of the statement (linguistic performance): the ability to produce language, governed by the rules of language, language and customs of the group. The adequacy of the oral communication (speech), and the adequacy of written communication (writing).

2 - the adequacy of identification (language reception): the ability to understand the linguistic message (heard or read) And analysis, and criticism, and interact with, and use. The competence in reading and listening.