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Applied Communicative

This document discusses the evolution of the concept of communicative competence. It begins by explaining Hymes' reaction to Chomsky's view of linguistic competence, introducing the broader concept of communicative competence which includes both linguistic and sociolinguistic knowledge. The document then outlines models of communicative competence proposed by Canale and Swain, Celce-Murcia, Dornyei and Thurrell, and Pawlikowska-Smith, which expand on Hymes' work and identify additional components such as strategic, discourse, and actional competence. The document concludes that while views of communicative competence emphasize different components, the term was coined by Hymes to describe language ability beyond Chomsky's notion of competence and performance.

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Miftahul Jannah
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51 views4 pages

Applied Communicative

This document discusses the evolution of the concept of communicative competence. It begins by explaining Hymes' reaction to Chomsky's view of linguistic competence, introducing the broader concept of communicative competence which includes both linguistic and sociolinguistic knowledge. The document then outlines models of communicative competence proposed by Canale and Swain, Celce-Murcia, Dornyei and Thurrell, and Pawlikowska-Smith, which expand on Hymes' work and identify additional components such as strategic, discourse, and actional competence. The document concludes that while views of communicative competence emphasize different components, the term was coined by Hymes to describe language ability beyond Chomsky's notion of competence and performance.

Uploaded by

Miftahul Jannah
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COMMUNICATIVE COMPETENCE

 Ellis’s (1996:74) statement that the goal of learning a foreign language “is
concerned with the ability to use language in communicative situations” and
the point of language teaching is to help the students communicative.
 Hymes’ concept
 Hymes was an anthological linguist who was interested in expression within
speech communities and the interaction between social norms and
communication.
 Communication was more than speaker’s regurgitations of grammar, “how
something is said is part of what is said” (Hymes, 1986:41). In other words,
speakers must have more than linguistic competence to successfully and
appropriately communicate in any given situation.
 The language used for communication in society is full of varieties that
competence must be coupled with performance.
 He described Chomsky’s idea as a “Garden of Eden” view.
 For Chomsky, the focus of linguistic theory was to characterize the abstract
abilities speakers possess that enable them to produce grammatically correct
sentences in a language (Chomsky, 1965:3).
 According to Hymes linguistic theory needed to be seen as part of a more
general theory incorporating communication and culture.
 Hymes introduced broader concept of communicative competence, which
includes both Linguistic knowledge (implicit and explicit knowledge of the
rules of grammar) and contextual or sociolinguistic knowledge of the rules of
language use in context.
 He argues that “we have then to account for the fact that a normal child
acquires knowledge of sentence, not only as grammatical, but also as
appropriate.
 Person who acquires communicative competence acquires both knowledge
and ability for language use with respect to the following components:
1. Whether or not something is formally possible (grammatically)
2. Whether or not something is feasible (natural and immediately
comprehensible or easily understood)
3. Whether or not something is appropriate in relation to a context in which
it is used
4. Whether or not something is in fact done and actually performed (Hymes,
1972:281; Brumfit and Johnson, 1989:14)
 Canale and Swain’s Concept
 The four domains of communicative competence in canale and swain’s
concept can be described as follows:
1. Grammatical competence or linguistic competence is concerned with
mastery of the linguistic code which includes vocabulary knowledge as
well as, morphological, syntax, semantic and phonology.
2. Sociolinguistic competence it refers to the learner’s ability to use
language correctly in specific social situation. such as politeness and
appropriateness.
3. Discourse competence as mastery of rules that determine ways in which
form and meanings. The unity of a text is enabled by cohesion in form
and coherence in meaning.
4. Strategic competence: the verbal and non –verbal communicative
strategies a speaker uses to achieve a desired end result. It refers to the
strategies for effective communication when the learner’s vocabulary
proves inadequate for the job, and his or her command of useful learning
strategies.
Bachman, Bachman and Palmer’s Concept

Celce-Murcia, Dornyei and Thurrell's Model


In 1995 Celce-Murcia, Dornyei, and Thurrel proposed a communicative
Competence model which represents an elaboration of the previous models. Celce-
Murcia et al. (1995) give emphasize on the dynamic aspect of the model and
indicates that the different components in the model interact with each other.
Celce-Murcia's model of communicative competence provides a
comprehensive view of linguistic and cultural issues that may affect students
academic performance. The model suggest that some components can be employed
more effectively in the classroom situations and according to the communicative
needs of the specific learner group. This model is meant to inform syllabus design in
communicative language teaching which includes five competencies: discourse
competence, linguistic competence, actional competence, sociocultural competence,
and strategies competence.
Discourse competence refers to the interpretation of individual message
elements in terms of their interconnectedness and how suffice meaning is represented
in relationship to the entire discourse or text.
Linguistic competence is the domain of grammatical and lexical capacity. It is
the mastery of linguistic code, the ability to use grammar, syntax, and vocabulary of
a language.
Actional competence refers to ability to choose speech act or knowledge of
language functions (e.g. expressing and finding out feelings, suasion, asking for and
giving information, complaining, greeting and leaving, etc) and knowledege of
speech act sets, Just as linguists have tried tu understand how speaker might be able
to produce an infinitive number of sentences might a very finite set of functios
(Hatch, 1994: 121.)
Sociocultural competence refes to an understanding of social contest in which
communication takes place, including role relationships, shared information of the
participants, and the communicative purpose for their interactions Richards (2001:
160).
Strategic competence refers to the coping strategies that communicators
employ to initiate, terminate, maintain, repair, and redirect communication.
(Richards, 2001: 160). It is used to know how sufficient to learn more about the
language in context.
Pawlikowska-Smith’s Concept
Canadian Language Benchmark is based on a functional view of language,
language use,and language proficiency. Such a view relates language to the contexts
in which it is used and the communicative functions it perform. The focus of CLB is
on communicative proficiency in English as a second language. Communication
profiency is the ability to interact, express, interpret meaning, and creat discourse in a
variety of social context and situations (Pawlikoska-Smith, 2000:5). The
communicative proficiency consist of five distinct competencies with linguistic
competence as one, yet fundamental, component of overall communicative
proficiency.
The communicative proficiency in CLB consist of five distinct competencies
which look very similar to the competencies discussed earlier by Celce-Muria, et al.
(1995), as follows:
(1) Linguistic Competence: syntax, morphology, phonology, orthography, and
lexicon;
(2) Textual competence; cohesion, coherence,deixis , genre structure, and
conversational structures;
(3)Functional competence: humor, using language for a specific purpose (e.g
teaching, warning, self-expression, persuading, etc.;
(4) socio-cultural Competence: rules of appropriateness and politeness, idioms and
figurative language, non-verbal communication, cultural knowledge and references.
Knowledge of social contexts and relationships;
(5) Strategic Competence: planning for effective communication in a given situation,
avoiding difficulties in communication, and recovering from communication
breakdowns (Pawlikowska-Smith, 2002: 8-23)
Closing
The question which always becomes the concern of foreign language practitioners is
what should be involved in learning a foreign language and the answer deals with
language competence.
The term communicative competence was first coined by Hymes’(1972) as a
reaction to Chomsky’s (1965) notion of competence and performance. Since then
linguists provide explanation which often emphasize different components in their
description of communicative competenc, from Dell Hymes, Canale and Swain,
Bachman, Bachman and Plamer, to Celce-Murcia Dell Hymes.

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