Communicative Competence ~ Chomsky’s ‘rule-governed creativity’ that so aptly described a child’s mushrooming grammar at the age of three or four did not account sufficiently for the social and functional rules of language. (60’s traditional) ~ Dell Hymes (1967) referred to communicative competence that enables us to convey and interpret messages and negotiate meanings interpersonally within specific context. (70’s) ~ Savignon (1983) noted that ‘communicative competence’ is relative, not absolute, and depends on the cooperation of all the participants involved. It is not so much an intrapersonal construct as we saw in Chomsky’s early writing but rather a dynamic, interpersonal constructive that can be examined only by means of the overt performance of two or more individuals in the process of communication.(80’s) ~ Savignon’s definition on communication prompted Canale and Swain to propose discourse and strategic competence to extend the model of communicative competence.
Four different components of communicative competence by Canale and Swain (1) Grammatical competence is that aspect of communicative competence that encompasses ‘knowledge of lexical items and of rules of morphology, syntax, sentence-grammar semantics, and phonology.’ It is the competence that we associate with mastering the linguistic code of a language. (2) Discourse competence is the ability we have to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances. Discourse means everything from simple spoken conversation to lengthy written texts. While grammatical competence focuses on sentence-level grammar, discourse competence is concerned with intersentential relationships. (3) Sociolinguistic competence is the knowledge of the sociocultural rules of language and of discourse. This type of competence requires an understanding of the social context in which language is used: the roles of the participants, the information they share, and the function of the interaction. Only in a full context of this kind can judgments be made on the appropriateness of a particular utterance. (4) Strategic competence is the verbal and nonverbal communication strategies that may be called into action to enhance the effectiveness of communication or to compensate for breakdowns in communication due to performance variables or due to insufficient competence. That is, they are strategies that one used to compensate for imperfect knowledge of rules— or limiting factors in their application such as fatigue, distraction, and inattention. In short, it is the competence underlying our ability to make repairs, to cope with imperfect knowledge, and to select an effective means of performing a communicative act that enable the listener/reader to identify the intended referent.’
~ Lyle Bachman schematization renamed ‘communicative competence’ as ‘Language Competence’ and altered its details to account for both competence and performance aspects of communication. Bachman (1990) places grammatical and discourse (renamed textual) competence under one node called ‘organizational competence’: all those rules and systems that dictate what we can do with the forms of language, whether they be sentence-level rules (grammar) or rules that govern how we string sentences together (discourse). Canale and Swain’s sociolinguistic competence is now broken down into two separate pragmatic categories: functional aspects of language (illocutionary competence, or, pertaining to sending and receiving intended meanings) and sociolinguistic aspects (which deal with such considerations as politeness, formality, metaphor, register, and culturally related aspects of language). Bachman adds strategic competence as an entirely separate element of communicative language ability. Here, strategic competence serves an executive function of making the final decision among many possible options, on wording, phrasing, and other productive and receptive means for negotiating meaning. (90’s) ~ It has been proposed that learning a language necessitates learning the second culture and understanding all aspects of culture also helps communication. Interactional competence involves knowing and using the mostly unwritten rules for interaction in various communication situation within a given speech community and culture. (2000’s)
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Communicative Competence
~ Chomsky’s ‘rule-governed creativity’ that so aptly described a child’s mushrooming grammar at the age of three or four did not account sufficiently for the social and functional rules of language. (60’s traditional)
~ Dell Hymes (1967) referred to communicative competence that enables us to convey and interpret messages and negotiate meanings interpersonally within specific context. (70’s)
~ Savignon (1983) noted that ‘communicative competence’ is relative, not absolute, and depends on the cooperation of all the participants involved. It is not so much an intrapersonal construct as we saw in Chomsky’s early writing but rather a dynamic, interpersonal constructive that can be examined only by means of the overt performance of two or more individuals in the process of communication.(80’s)
~ Savignon’s definition on communication prompted Canale and Swain to propose discourse and strategic competence to extend the model of communicative competence.
Four different components of communicative competence by Canale and Swain
(1) Grammatical competence is that aspect of communicative competence that encompasses ‘knowledge of lexical items and of rules of morphology, syntax, sentence-grammar semantics, and phonology.’ It is the competence that we associate with mastering the linguistic code of a language.
(2) Discourse competence is the ability we have to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances. Discourse means everything from simple spoken conversation to lengthy written texts. While grammatical competence focuses on sentence-level grammar, discourse competence is concerned with intersentential relationships.
(3) Sociolinguistic competence is the knowledge of the sociocultural rules of language and of discourse. This type of competence requires an understanding of the social context in which language is used: the roles of the participants, the information they share, and the function of the interaction. Only in a full context of this kind can judgments be made on the appropriateness of a particular utterance.
(4) Strategic competence is the verbal and nonverbal communication strategies that may be called into action to enhance the effectiveness of communication or to compensate for breakdowns in communication due to performance variables or due to insufficient competence. That is, they are strategies that one used to compensate for imperfect knowledge of rules— or limiting factors in their application such as fatigue, distraction, and inattention. In short, it is the competence underlying our ability to make repairs, to cope with imperfect knowledge, and to select an effective means of performing a communicative act that enable the listener/reader to identify the intended referent.’
~ Lyle Bachman schematization renamed ‘communicative competence’ as ‘Language Competence’ and altered its details to account for both competence and performance aspects of communication. Bachman (1990) places grammatical and discourse (renamed textual) competence under one node called ‘organizational competence’: all those rules and systems that dictate what we can do with the forms of language, whether they be sentence-level rules (grammar) or rules that govern how we string sentences together (discourse). Canale and Swain’s sociolinguistic competence is now broken down into two separate pragmatic categories: functional aspects of language (illocutionary competence, or, pertaining to sending and receiving intended meanings) and sociolinguistic aspects (which deal with such considerations as politeness, formality, metaphor, register, and culturally related aspects of language). Bachman adds strategic competence as an entirely separate element of communicative language ability. Here, strategic competence serves an executive function of making the final decision among many possible options, on wording, phrasing, and other productive and receptive means for negotiating meaning. (90’s)
~ It has been proposed that learning a language necessitates learning the second culture and understanding all aspects of culture also helps communication. Interactional competence involves knowing and using the mostly unwritten rules for interaction in various communication situation within a given speech community and culture. (2000’s)
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