Communicative competence is a cornerstone concept in English Language Teaching (ELT), representing the ultimate goal for language learners. It goes beyond simply knowing grammar rules; it's about effectively using language in real-world situations. Understanding Communicative Competence in ELT is crucial for both students and educators.
What is Communicative Competence in ELT?
In English Language Teaching, the primary aim is to foster communicative competence. This means more than just memorizing vocabulary or conjugating verbs. Communicative competence is defined as the ability to use the language correctly, accurately, effectively, and appropriately to the context of the situation.
This holistic view of language proficiency ensures that learners can not only form grammatically correct sentences but also convey meaning effectively and interact successfully in diverse social contexts. It's about being able to truly communicate.
The Evolution of Communicative Competence Theory
The concept of what it means to truly know a foreign language has evolved over time, with several influential scholars contributing to our understanding of communicative competence.
Early Conceptualizations: Chomsky, Savignon, and Hymes
- Noam Chomsky (1965): He introduced the term competence to describe an individual's underlying knowledge of language. He distinguished this from performance, which is the actual use of language in concrete situations. For Chomsky, linguistic competence was a person's inherent ability to create and understand novel sentences.
- Sandra Savignon (1971): Her research emphasized the importance of communicative strategies. She encouraged learners to take risks, ask for information and clarification, and negotiate for meaning. These coping strategies later became a foundation for the concept of strategic competence.
- Dell Hymes (1972): Hymes critiqued Chomsky's view as too narrow. He argued that simply knowing grammatical rules isn't enough; there are also rules of language use that are essential. He proposed that linguistic competence is merely one component of a broader communicative competence, which also includes the ability to use language appropriately.
Expanding the Frameworks: Canale & Swain, Van Ek, and Bachman
Following Hymes's work, other theorists developed more detailed models of communicative competence:
- M. Canale and M. Swain (1980): They proposed an influential model that initially included three key components:
- Grammatical competence: Mastery of the language code (vocabulary, word formation, syntax, pronunciation, spelling).
- Sociolinguistic competence: Knowledge of sociocultural rules of use and discourse (appropriacy to context).
- Strategic competence: Mastery of verbal and non-verbal communication strategies to compensate for breakdowns and enhance effectiveness. Later, Canale added discourse competence, which is the mastery of rules for combining forms and meanings to achieve a meaningful unity of texts (focusing on coherence and cohesion).
- Jan Van Ek (1986): Building on Canale and Swain, Van Ek added two more components:
- Social competence: The will and skill to interact with others and handle social situations.
- Socio-cultural competence: Knowledge of the cultural context in which the language is used. Van Ek's work significantly influenced the Common European Framework of Reference for Languages (CEFR).
- Lyle Bachman (1990): Bachman provided an even more elaborate framework, the Communicative Language Ability model, building on the work of Hymes, Canale, and Swain. His model subcategorizes language competence into:
- Organizational Competence: Divided into grammatical and textual competence.
- Grammatical Competence: Covers morphology, syntax, vocabulary, and phonology.
- Textual Competence: Involves organizing utterances cohesively to convey and comprehend messages effectively.
- Pragmatic Competence: Divided into illocutionary and sociolinguistic competence.
- Illocutionary Competence: Concerns the functions or acts speakers intend to perform through utterances.
- Sociolinguistic Competence: Focuses on the appropriateness of expression in a given context. Bachman emphasized the crucial, close interaction between these components for successful communication. However, a disadvantage of this model is that it does not explicitly mention the four language skills (listening, speaking, reading, writing) or intercultural communicative competence.
Modern Perspectives: CEFR and Usó-Juan & Martínez-Flor
Contemporary models continue to refine our understanding:
- CEFR Model: The Common European Framework of Reference for Languages (2001) organizes communicative language competence into:
- Linguistic Competence: Knowledge of the language system.
- Sociolinguistic Competence: Knowledge of the rules of language use in social contexts.
- Pragmatic Competence: Knowledge of how to use language to achieve communicative functions and organize discourse.
- The Communicative Competence Framework by Usó-Juan and Martínez-Flor (2006): This model integrates various elements, highlighting:
- Discourse Competence: The ability to choose and order utterances to create cohesive and coherent texts (spoken or written) for a specific purpose and context. This manifests in the four skills: Listening, Speaking, Reading, Writing.
- Linguistic Competence: Also known as grammatical competence, it's the knowledge of the language system.
- Pragmatic Competence: The knowledge of functions and appropriateness in a given context.
- Strategic Competence: The knowledge of communication strategies to avoid breakdowns and learning strategies.
- Intercultural Competence: The knowledge of sociocultural habits and cross-cultural differences. This model places the four language skills at its center, showing how competence is manifested through them.
Communicative Competence in Curriculum Documents
Understanding communicative competence in ELT is vital for curriculum design. The Common European Framework of Reference for Languages (CEFR) is a key document that guides language education across Europe.
One of the main objectives of the CEFR is to develop and review language curricula. It defines positive "can do" descriptors adapted to learners' ages, interests, and needs. National curricula, such as the Framework for Education Programme for Elementary School (RVP), interpret these CEFR principles for local contexts.
Teachers should not rely solely on national curriculum documents like the RVP, as School Educational Programmes are often tailored to specific schools. English language teachers should also consult the CEFR documents to ensure their teaching aligns with broader communicative goals.
Key competences and cross-cutting topics also integrate a significant part of the curriculum. When planning lessons, teachers should intentionally define which aspect of communicative competence they aim to develop, working with it as a whole.
Frequently Asked Questions about Communicative Competence
What is the difference between competence and performance according to Chomsky?
According to Noam Chomsky, competence refers to a person's underlying linguistic knowledge or ability to create and understand sentences. Performance, in contrast, is the actual use of language in concrete situations, which can be influenced by external factors like memory, distractions, or fatigue.
Why is Dell Hymes's view of communicative competence important?
Dell Hymes was crucial because he expanded on Chomsky's linguistic competence, arguing that knowing grammar isn't enough. He introduced the idea that there are also rules of language use and appropriateness without which grammatical rules are useless. This broadened the scope of language learning to include social and contextual factors.
How does the CEFR relate to communicative competence in ELT?
The CEFR is deeply rooted in the concept of communicative competence. It provides a common basis for the description of language proficiency, outlining what language users can do with the language (the "can do" statements). It guides curriculum development, testing, and teacher training by defining communicative competence in terms of linguistic, sociolinguistic, and pragmatic components across different proficiency levels.
What are the key components of communicative competence as proposed by Canale and Swain?
Canale and Swain's initial model included grammatical competence (mastery of language code), sociolinguistic competence (appropriateness to context), and strategic competence (communication strategies). Later, Canale added discourse competence (achieving meaningful unity in texts).