Task 2: Communicative Competence and Performance
COMMUNICATIVE COMPETENCE models of:
Dell Hymes (1967, 1972)
Canale and Swain (1980)
BAchman (1990)
Littlewood (2011)
Celce-Murcia, Dornyei, and Thurrel (1995)
It's the information that speakers and listeners
need to communicate effectively in a variety of
social situations. It's a key concept in
sociolinguistics and other socially oriented
approaches to language research.
The learner's capacity to successfully utilize
the language to share information or ideas in
four areas: words and rules, appropriacy,
cohesion and coherence, and communication
methods.
The organizational and pragmatic aspects of
Bachman's communicative competence are
separated. Textual competence refers to
knowledge of conventions for cohesion and
coherence, as well as rhetorical organization,
and is congruent with Canale's and Swain's
competency. Grammatical competence refers
to knowledge of conventions for cohesion and
coherence, as well as rhetorical organization.
The crucial element is that all models agree
that communicative competence involves a
grammatical or linguistic component, which
requires knowledge of syntax, morphology,
phonology, and vocabulary or lexis. Littlewood
also uses the phrase "linguistic competence."
Littlewood emphasizes linguistic, discourse,
pragmatic, sociolinguistic, and sociocultural
competence in his approach to communicative
competence. The new terminology, according
to Littlewood, better reflect the extent of their
definitions than the labels used in prior
models.
This model's dynamic heirarchy includes
implications such as cultural training,
contextually molded discourse, a balance
between language as a system and language
as a formula, an emphasis on communicative
contact, and a periodic concentration on
different tactics.