Communicative Competence

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In History
  • Hymes

    The social propose, situational and contextual of Hymes in regards to the communicative competence and it was enriched and explained by the linguist Halliday in 1970. His contribution is in the stablishment of a series of functions that lead to the exchange of meanings and it is present when people simply interact.
  • Dell Hathaway Hymes

    The name of the anthropologist, folclorist and sociolinguistic Dell Hathaway Hymes it is present in history for being the first person in debating the meaning of Noam Chomky's competence (1965). and proposes the concept of communicative competence, that it is understood as the knowledge and abilities required in order to use the language in a social context, it is regulated by eight components of the linguistic interaction.
  • Hymes

    Hymes says that the transformational theory carries to its perfection the desire to deal in practice only with what is internal to language, yet to find in that internality that in theory is of the widest or deepest human significance.
  • Hymes

    According to Hymes, the most salient connotation of performance is “that of imperfect manifestation of underlying system.
  • Widdowson

    He states that six or more years of instruction in English does not guarantee normal language communication.
  • Hymes

    Children develop a general theory of speaking appropriately in their community from a finite experience of speech acts and their interdependence with sociocultural features. Taking this into account, Widdowson strongly suggests that we need to teach communicative competence along with linguistic competence.
  • Widdowson

    He suggests that communicative abilities have to be developed at the same time as the linguistic skills; otherwise the mere acquisition of the linguistic skills may inhibit the development of communicative abilities.
  • Widdowson

    Widdowson views language learning not merely as acquiring the knowledge of the rules of grammar, but also as acquiring the ability to use language to communicate. Knowing a language is more than how to understand, speak, read, and write sentences, but how sentences are used to communicate. We do not only learn how to compose and comprehend correct sentences as isolated linguistic units of random occurrence; but also how to use sentences appropriately to achieve communicative purposes.
  • Widdowson

    He also distinguishes two aspects of meaning: “significance” and “value.” Significance is the meaning that sentences have in isolation from the particular situation in which the sentence is produced. Value is the meaning that sentences take on when they are used to communicate.
  • Canale and Swain

    Canale and Swain defined the communicative competence in terms of three components or basic competencies gathering greatly Hymes' model. The grammatical competence, the sociolinguistic competence and the strategic competence.
  • Stern

    Stern maintains that language teaching can and should approach language learning objectively and analytically through the study and practice of structural, functional, and sociocultural aspects. It should offer opportunities to live the language as a personal experience through direct contact with the target language community.
  • Stern

    As Stern points out, the activity offers the learner a chance of developing coping techniques that the learner needs when he finds himself alone in the new language environment.
  • Bachman and Palmer 1996

    In the particular field of teaching and learning of foreign languages, the evaluative construct is the linguistic ability and this is understood as the skill of the linguistic user in order to involve him or herself in different types of of interactions. For these authors, such ability is conformed by four elements that interact with each other in a determine situation. In this way, the thematic knowledge, the affective scheme, the communicative competence and the strategic competence.
  • Bachman and Palmer

    Bachman and Palmer propose a new organization for the communicative competence based on two big components called knowledge: organizative knowledge and pragmatic knowledge. This organization allows to visualize the communicative competence from the integrality and in the dialogic relation stablished between the macro and between the components of each one of them.
  • Pilleux

    It's our ability to interpret and use appropriately the social meaning of the linguistic varieties in any given circumstances, in relationship with the functions and varieties of the language and with the cultural assumptions in the communicative situation.
  • Maturana

    The globalizing construct that includes the abilities, strengths and knowledge that are to be used by the language user in order to interact effectively in diverse social contexts.