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TOPIC 4. COMMUNICATIVE COMPETENCE. AN ANALYSIS OF ITS COMPONENTS - Coggle…
TOPIC 4. COMMUNICATIVE COMPETENCE. AN ANALYSIS OF ITS COMPONENTS
References
Bachman, L. F., & Van Ek, J. A. (1990). Language testing in practice: Designing and developing useful language tests. Oxford University Press.
Blum-Kulka, S. (1987). Indirectness and politeness in requests: Same or different? Journal of pragmatics, 11(2), 131-146.
Campbell, D. T., & Wales, R. J. (1970).
Scales for the measurement of some work values.
Journal of Applied Psychology.
Canale, M., & Swain, M. (1980). "
Theoretical bases of communicative approaches to second language teaching and testing
.
Chomsky, N. (1986). "
Knowledge of Language: Its Origin, Nature, Use
"
Halliday, M. A. K. (2013). "
An introduction to functional grammar
".
Hymes, D. (1972). "
On communicative competence
".
Royce, T. D. (2002). "
Multimodal communicative competence in Second Language Contexts."
. Language Education & Technology, 39(3), 351-366.
Rossiter, A. (2021). "The Importance of Grammar"
Van Ek, J. (1986). Objectives for foreign language learning.
Savignon, S. J. (1983).
Communicative competence: Theory and classroom practice.
Addison-Wesley Publishing Company.
DIDACTIC TRANSPOSITION
The Common European Framework of Reference for Languages (CEFR) is an open document and a guide for teachers and other experts in Foreign Language Teaching. This work is to be subject to revision. It tells about daily experience with concepts and tools proposed that will change its future. This affects the way in which the communicative competences are taught.
Innovative teachers always find new ways of transmitting the skills and knowledge which lie at the basis of these competences, while not abandoning the well-established procedures. This mixture of in-class experience and the application of previously unknown methodologies or POV is a guarantee of our students success in learning a foreign language to as a tool of communication, at the same time that they develop their specific and key competences and improve their English proficiency and their communication skills, something vital nowadays.
INTRODUCTION
The concept of communicative competence has been central to foreign language teaching in the last few decades. It lies at the basis of the way in which teachers and curriculum developers design their objectives, content and materials. At the same time, European political authorities decided to intervene in the process of establishing guidelines in those European countries which wish to follow them and defining communicative competence is crucial for understanding how to put that guide into practice.
For that reason, knowledge of the term communicative competence as well as its current interpretation and definition in the Common European Framework of Reference for languages is very important for foreign language teachers. This knowledge allows them to take decisions about the implementation of the curriculum in an informed way.
CONCEPT
of Communicative Competence referring to communication
appeared
in the 60s, when the study of Language Acquisition was strongly influenced by the theory of Generative Grammar. Nativists, such as
Chomsky, considered competence as the native speaker's
idealised knowledge
of the abstract system of rules of the language, thanks to which an ∞ nº of sentences can be produced and understood
It was expanded by
Savignon (1983), who defined communicative competence as
the ability to function and interact effectively in a truly communicative setting
. She suggested its implementation in the classroom via role-playing and discussions.
Michael Halliday stated
that language is a social systemic system for making meaning, and communicative competence involves the ability to use this resource in contextually appropriate ways
.
Campbell and Wales
advocated the necessity of
widening the notion of competence beyond purely grammatical competence to include the
social context
of speech and the
speaker's communicative ability
.
Campbell, D. T., & Wales, R. J. (1970).
Scales for the measurement of some work values.
Dell Hymes
formally introduced the term
communicative competence
as a set of values and motivations connecting language with attitudes towards a communicative conduct code. He contributed the notion of
sociolinguistic appropriateness
, distinguishing between what's possible/feasible/appropriate and done in the use of communicative language
He claimed that speakers must have knowledge of the speech community to accomplish their purposes.
He remarked that, in the speaking competence, it is
crucial not to separate cognitive from affective and volitive factors
in order to create an impact in the educational practice.
Hymes, D. (1972). "
On communicative competence
".
Canale and Swain
understood communicative competence as the
underlying systems of knowledge and skill required for communication.
, one of the blocks of basic knowledge that they saw as the exchange and negotiation of meaning between 2 individuals using (non)verbal symbols, oral/written/visual modes, and comprehension/production processes.
They described 4 components involved in Communicative Competence: grammatical, discourse, sociolinguistic and strategic competences.
https://www.youtube.com/watch?v=ILsiSjFPBJo&pp=ygUvVmFuIEVrJ3MgbW9kZWwgb2YgY29tbXVuaWNhdGl2ZSBhYmlsaXR5ICgxOTg2KSA%3D
Canale, M., & Swain, M. (1980). "
Theoretical bases of communicative approaches to second language teaching and testing
.
Van Ek (1986) added a 5th component:
sociocultural competence
, which refers to knowing how society works.
Bachman (1990) introduced the concept of
communicative language ability
:
language competence
: knowledge of language which includes 2 major abilities, organisational and pragmatic competences.
psycho-physiological mechanisms
: physical means of understanding and producing language.
Bachman, L. F., & Van Ek, J. A. (1990).
Language testing in practice: Designing and developing useful language tests.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.
Richards saw the communicative competence as the capacity to use language as a
guide
to utter accurate and
appropriate
sentences.
https://www.youtube.com/watch?v=RpGvWYPL7cU&list=PLK4tCoROoNcvo0IYCChNOrR3h8kKQVwyQ
https://www.youtube.com/watch?v=SwMii_YtEOw&t=24s
Richards, J. C., & Rodgers, T. S. (2014).
Approaches and Methods in Language Teaching
.
Savignon, S. J. (1983).
Communicative competence: Theory and classroom practice.
Chomsky, N. (1986). "
Knowledge of Language: Its Origin, Nature, Use
"
ANALYSIS OF THE COMPONENTS
OF COMMUNICATIVE COMPETENCE
GRAMMATICAL
COMPETENCE concerns with the
mastery of the language code
itself (verbal and non-verbal). It includes
features
such as phonology, orthography,
spelling, vocabulary, pronunciation, sentence/word-formation
, and linguistic semantics.
According to Rossiter (2021) and Hymes (1972), Grammar is essential for effective communication, especially in order to express complex ideas.
Rossiter, A. (2021).
"The Importance of Grammar"
SOCIOLINGUISTIC
COMPETENCE comprises understanding
social
rules and norms
for appropriate
language
use in different social contexts, depending on contextual factors, such as status of the participants and purposes of interaction. It's the extent to which our utterances are understood appropriately in diverse sociolinguistic contexts
In addition, it deals with the use of appropriate grammatical forms for different communicative functions in different sociolinguistic contexts.
Appropriateness
of utterances refers to both appropriateness of meaning (communicative functions, attitudes and ideas being deemed as proper in each situation) and form (a meaning represented in a verbal or non-verbal form that is proper in each sociolinguistic context). Blum-Kulka distinguished 3 types of rules for appropriateness:
-linguistic-realisation rules (several considerations such as the frequency of a grammatical form for a given function, the number and structural range of forms associated with each function, the generality of forms across functions and situations and the means of modulating the attitudinal tone of a given function).
-social-appropriateness rules (whether a given function would be conveyed normally and with how much directness)
-pragmatic rules (situational preconditions to be satisfied to carry out a given communicative function
The main
principles
of sociolinguistics are:
-it adopts a model of social sciences, focusing on diversity of language use in different social groups while investigating patterns of language use and their interface with language structure.
-it requires systematic methods of data collection and is concerned with both informational and expressive functions of language and
-it is interested in evidence from communities and coherent social settings.
DISCOURSE
competence concerns mastery of how to
combine grammatical forms and meanings to achieve a unified spoken or written text in different genres
. This involves the ability to use lexical and grammatical devices for cohesion and to structure one's discourse coherently
According to Savignon (1997), it is the
expression and interpretation of a global meaning
beyond individual sentences
STRATEGIC
COMPETENCE is composed of
mastery of (non) verbal communication strategies
called into action for 2 main reasons:
to compensate for breakdowns
in communication due to limiting conditions in actual communication or insufficient competence in (+)1 of the other areas of communicative competence
and to enhance the effectiveness of communication
.
Some
described assembled strategies
are:
Avoidance (topic or message),
paraphrase (approximation or circumlocution),
conscious transfer/borrowing (language switch or literal translation),
appeal for assistance
mime
.
SOCIOCULTURAL
competence: Van Ek's model of communicative ability emphasizes the importance of
understanding and functioning in different cultures
, as well as familiarity with differences in
social customs, cultural references, and non-verbal behaviors
specific to a particular community
Van Ek, J. A. (1986).
Objectives for foreign language learning
. Volume I: Scope. Strasbourg: Council of Europe.
INTERCULTURAL
competence is a range of
Affective, Behavioural and Cognitive skills
regarded by Kramsch in 2002 to include the ability
to interact effectively and appropriately with people from different cultures
. Cross-cultural education is used for the training to achieve cultural competence.
Effective
intercultural communication relates to behaviours that culminate with the accomplishment of the desired
goals
of the interaction and all parties involved in the situation.
Appropriate
intercultural communication includes behaviours that suit the
expectations
of a specific culture, the characteristics of the situation, and the level of the relationship between the parties involved in the situation.
https://www.youtube.com/watch?v=g4QOn07fbGQ
Kramsch, C. (1993).
Context and culture in language teaching
. Oxford: Oxford University Press.
MULTIMODAL
competence
According to Royce (2002), it's the
ability to interpret or produce messages through multiple modes of communication (verbal/visual), such as txt/images/sounds/gestures
In his words, "Multimodal communicative competence involves the
integration and orchestration of various semiotic resources to produce coherent and contextually appropriate messages."
Royce, T. D. (2002). "
Multimodal communicative competence in Second Language Contexts."
.
https://youtu.be/45W5ucCLYqM?si=i1_4ZYRNMRyYV0Og
https://www.youtube.com/watch?v=TA0xaYdcdNM
https://www.youtube.com/watch?v=RwtXQySU_C0
https://www.youtube.com/watch?v=2Anh-qEBb3A
