THE INVESTIGATION BASED ON THE LINGUISTIC RESEARCHES
The concept of the
communicative
competence
A look at how it is defined and what is included in it
The definition of 'communicative competence
Discussion Summary of the evolution of the term
‘communicative competence’
points The contribution of scientists in its development
Key topics covered in 'Communicative competence' in the terms of the
this presentation
Spanish Educational System (ESO and Bachiller)
What is the
communicative
competence?
What is the
communicative
competence?
Communicative competence refers
to a learner's ability to use language
to communicate successfully.
Dell Hymes
defined the communicative
competence not only as something
related to grammatical competence
but also with sociolinguistic traits
associated to knowledge
of language structure
(not conscious)
linguistic
linguistic performance
competence
associated to the
processes of encoding
and decoding
Avram
Noam
Chomsky
perceived the communicative competence
as knowledge of rules of grammar and
performance to the actual use of
language in concrete situations
COMMUNICATIVE GRAMMATICAL
COMPETENCE COMPETENCE
Michael Canale
& Merrill Swain
From their point of view, communicative competence is
related to the interaction between grammatical
competence and sociolinguistic competence
communicative competence communicative performance
Marianne Celce-Murcia
ACTIONAL
COMPETENCE
COMMUNICATIVE
COMPETENCE
“they need to know historical and
geographical facts, facts about the
society and its institutions, facts about
socialisation through formal ceremonies,
religious and secular, and so on.”
Michael Byram
The students must have the opportunity to
“handle written and oral texts which gave
the students an opening onto the culture
of the country being studied”
Campos et al.
William
Littlewood
identified a distinction between
functional meaning and social meaning
highlighted the importance of the student
knowing in which context they should use
the different discursive genres that are
closely related with culture
The definition
of the term
“communicative
competence”
basic
grammatical
principles integrative combining
utterances and
theory of communicative
use of
language in communicative functions
according to the
social contexts competence principles of
to perform
communicative discourse
functions
Three major components of integrative theory
of communicative competence by John Munby
sociocultural orientation
a sociosemantic view of
linguistic knowledge
rules of discourse
Henry George Widdowson
cohesion
is a relational concept
concerned with how
propositions are linked
structurally in a text and
how the literal meaning
of a text is interpreted
Henry George Widdowson
cohesion coherence
is a relational concept is concerned with the
concerned with how relationships among the
propositions are linked communicative values
structurally in a text and (or contextual meanings)
how the literal meaning of utterances
of a text is interpreted
In normal communication,
a person deals with
aspects of language use,
and not with aspects of
grammatical use
B. J. Carroll ION
TENT
AT
grammatical
usage
sociolinguistic use
of language
Communicative
competence in Spanish
Educational Law
LOMLOE ESO and LOMLOE Bachiller
‘‘ The result of communicative action
within certain social practices, in which
the individual interacts with other
interlocutors via texts in multiple
modalities, formats and supports’’
The notion of Linguistic Communication Competence (CCL)
provided by Spanish Ministry of Education
Five pivotal
components of the
communicative
competence:
Linguistic component: lexis, grammar, semantics, phonology, orthography
and orthoepy (the correct articulation of sounds).
Pragmatic-discursive component: sociolinguistic, pragmatic and
discursive dimension.
Sociocultural component: knowledge about the world and the
intercultural dimension.
Strategic component: overcome difficulties and solve problems that
emerge form the commmunicative act.
Personal component: the speaker's attitude, motivations and
personality traits are engaged in the communicative interaction.
1 Express themselves orally and written
coherently, correctly and properly
CCL1
Students should :
2
Be able to take part in
communicative interactions
respectfully
3 Value content, make a personal
interpretation and analyse its main
ideas
Be capable of understanding and
CCL2
Students should :
1 assessing with critical attitude
different oral and written texts
Participate actively and
2 informed in different contexts to
build knowledge
Be able to locate, select, and
CCL3
1
contrast information
2 Avoiding risks of manipulation and
misinformation
Students should :
3 Integrate and transform the
information into knowledge
1 Read with autonomy a variety of
CCL4
works according to their age,
selecting those which best serve
their interests and preferences
2 Be able to appreciate the literary
Students should : heritage
3 Build and share their own
interpretation of the works
CCL5
1 Place their communicative
practices for coexistence
Students should : 2 Mediate for the resolution of
conflicts and the equal rights of
all people
THE METHOD APPLIED
FOR DATA COLLECTION
FOR THIS ESSAY
METHODOLOGY
METHODOLOGY
Data:
the recording of five interviews in audio form
Interviewees:
second language learners of English and
teachers of English as a second langauge
THE RESULTS
OF THE SURVEY
The key-points of the
interviews conducted
by our team:
1st person: 2nd person: 3rd person: 4th person: 5th person:
Adaptation Expression Understanding, Ability of a Ability to
engaging, personality to communicate in
knowing how to deal with people a specific
have and to express language,
conversations oneself overcoming a
foreign-
language
speaking fear
All five interviewees agree
about the human factor and
the communicative context
CONCLUSION
Both learners and teachers of English as a seocnd
language share the same viewpoints as the scholars
presented in this work. There is not possibility of
detaching the linguistic competence of a language
from its sociolinguistic component.
Not only do students need to be able to communicate
in the foreign language by having a thorough
knowledge of grammar rules, but also they need to
understand the contexts and cultural references
implied in the communicative act.
BIBLIOGRAPHY
Association des universités partiellement ou entièrement de langue
française, Campos, C., Higman, F., & Mendelson, D. (1988). L'enseignement de la civilisation
française dans les universités d'Europe. Didier Erudition.
Byram, M. (1994). Teaching-and-learning language-and-culture (Vol. 100).
Multilingual Matters.
Carroll, B. J. (1978). Specifications for an English language testing service. British Council.
Celce-Murcia M, Dörnyei Z, Thurrell S (1995) Communicative competence: A
pedagogically motivated model with content specifications. Issues in Applied
Linguistics.
Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, Massachusetts: The
M.I.T. Press.
BIBLIOGRAPHY
Hymes, D. H. (1972). On Communicative Competence. Baltimore, USA: Penguin Education,
Penguin Books Ltd.
Ley Orgánica 3/2020, de 29 de diciembre, por lo que se modifica la Ley Orgánica 2/2006,
de 3 de mayo, de Educación. Boletín oficial del Estado, 340, de 30 de diciembre de 2020,
122868-122953. https://www.boe.es/boe/dias/2020/12/30/pdfs/BOE-A-2020-17264.pdf
Littlewood, W., William, L., & Swan, M. (1981). Communicative language teaching: An
introduction. Cambridge university press.
Munby, J. (1981). Communicative syllabus design: A sociolinguistic model for designing
press. The content of purpose-specific language programmes. Cambridge university.
Widdowson, H. G. (1978). Teaching language as communication. Oxford university press.
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