THE VARIABLE COMPETENCE MODEL

By: Kyla De La Torre and Ma. Kaila Vierso

OUTLINE OF REPORT
Variable Competence Model take a sociolinguistic approach to SLA, and
abandon Chomsky’s distinction between competence and performance, viewing
competence as variable, not homogenous.
Who proposed the Variable Competence Model?
 Rod Ellis-an author, educator, and researcher.
“Many aspects of language and vocabulary are learned implicitly through exposure: word
structure and form, collocation, word class, and certain extent meaning.”
What does the Variable Competence Model propose?
 The ability to use language varies systematically within functional domains and
linguistic contexts, and that such variability is inherent in interlanguage as well.
It is based in two distinctions:
 Product of Language
 Continuum of discourse types ranged from unplanned to planned.
Planned discourse
 Thought out prior to expression.
Unplanned Discourse
 Lacks forethought and preparation.

 Process of Language
The distinction between linguistic knowledge(rules) and the ability to make use of
knowledge(procedures).
Procedures for actualizing knowledge are of two types:

1. Primary process-responsible for engaging in unplanned discourse.

2. Secondary process-Process comes into play in planned discourse.

Language User
-make the knowledge and linguistic rules work.
This process of language use is the result of:
1. A variable competence-the user possesses a heterogeneous rules system.
2. A variable application of procedures for actualizing knowledge in discourse.

Principles of the Variable Competence Model

 There is a single knowledge store containing variable interlanguage rules according to
how automatic and how analyzed the rules are.
 The learner possesses a capacity for language use which consists of primary and
secondary discourse and cognitive processes.
 L2 performance is variable as a result of whether primary processes employing
unanalyzed L2 rules are utilized in unplanned discourse, or secondary processes
employing analyzed L2 rules are utilized in planned discourse.
 Development occurs as a result of:
a). acquisition of new L2 rules through participation in various types of discourse (i.e.
new rules originate in the application of procedural knowledge);
b). activation of L2 rules which initially exist in either a non-automatic unanalyzed form
or in an analyzed form so they can be used in unplanned discourse.

Conclusion:
The variable competence model of SLA attempts to account for the variability of
language-learner language and the external and internal process responsible for SLA. It
Incorporates within the same framework of the theory of SLA.

References:
Beverly O. (1991). Variable Competence and performance in child second Language
Acquisition. Second Language Research. Retrieved from:
https://www.jstor.org/stable/43104433
ELLIS, R. (1985a) A variable competence model of second language acquisition. IRAL
23, 47-59.