What is Communicative Competence in ELT?
Communicative competence is the central aim of English Language Teaching (ELT). It is defined as the ability to use language correctly, accurately, effectively, and appropriately for the specific context of a situation. This concept goes beyond just knowing grammar; it encompasses the practical application of language skills.
This article will break down the history and evolution of communicative competence, exploring how different linguists have shaped our understanding. We'll also examine key models and how this crucial concept is reflected in educational curricula.
Communicative Competence: A Historical Overview and Key Thinkers
Many linguists have attempted to answer a fundamental question: "What does it mean to know a foreign language?" Their ideas have profoundly influenced the understanding of communicative competence.
Noam Chomsky's Linguistic Competence
In 1965, Noam Chomsky introduced the term competence to describe a person's underlying knowledge of language. He distinguished it from performance, which is the actual use of language in real situations. For Chomsky, linguistic competence is the ability to create and understand sentences, even those never heard before.
Sandra Savignon's Focus on Coping Strategies
Sandra Savignon's research in 1971 highlighted the importance of practicing coping strategies. She encouraged learners to take risks, ask for information and clarification, and negotiate for meaning. These identified communicative strategies later formed the basis for strategic competence in other models.
Dell Hymes: Expanding Beyond Grammar
Dell Hymes, in 1972, argued that Chomsky's view was too narrow. He emphasized that rules of language use are essential, as grammatical rules alone are insufficient. Hymes proposed that linguistic competence is only one part of communicative competence, with the ability to use language appropriately being equally vital.
Canale and Swain's Initial Model
In 1980, M. Canale and M. Swain proposed a foundational model that included three key components:
- Grammatical competence: Knowledge of vocabulary, syntax, and morphology.
- Sociolinguistic competence: Understanding how to use language appropriately in different social contexts.
- Strategic competence: The ability to use verbal and non-verbal communication strategies to compensate for breakdowns in communication.
Later, Canale added discourse competence. This refers to the mastery of rules for combining forms and meanings to achieve meaningful, cohesive, and coherent texts.
Jan Van Ek's Comprehensive Additions
Jan Van Ek expanded on Canale and Swain's model in 1986 by adding two more components:
- Social competence: The willingness and skill to interact with others and manage social situations.
- Socio-cultural competence: Knowledge of the broader cultural context and norms.
Van Ek's work significantly influenced the Common European Framework of Reference for Languages (CEFR) in 2001.
Lyle Bachman's Elaborate Framework for Communicative Language Ability
In 1990, Lyle Bachman presented an even more detailed framework for Communicative Language Ability. His model built upon the insights of Hymes, Canale and Swain, and other pioneers. It offers a thorough breakdown of language competence.
Understanding Bachman's Model of Language Competence
Bachman's model categorizes language competence into two main areas, with further subdivisions:
- Organizational Competence
- Grammatical Competence: This covers morphology, syntax, vocabulary, and phonology.
- Textual Competence: This relates to organizing utterances cohesively to convey messages effectively and comprehend them correctly.
- Pragmatic Competence
- Illocutionary Competence: This concerns the relationship between utterances, the acts or functions speakers intend to perform through them.
- Sociolinguistic Competence: This refers to the appropriateness of an expression in a given context.
These competences are intricately linked, and their interaction is crucial for successful communication. However, one disadvantage of this model is that the four language skills (listening, speaking, reading, writing) are not explicitly mentioned, nor is intercultural communicative competence.
Other Key Models of Communicative Competence in ELT
Beyond Bachman, other models provide valuable perspectives on communicative competence.
The CEFR Model of Communicative Language Competence
The Common European Framework of Reference for Languages (CEFR) identifies three core components:
- Linguistic competence: The knowledge of the language system (grammar, vocabulary, phonology).
- Sociolinguistic competence: Understanding social conventions of language use.
- Pragmatic competence: The functional use of language and discourse organization.
The Usó-Juan and Martínez-Flor (2006) Communicative Competence Framework
This model, like others, emphasizes specific aspects, often giving prominence to skills.
- Discourse competence: The knowledge of how to choose and order utterances or sentences to create a cohesive and coherent text (spoken or written) to achieve a particular purpose in a given context. This is manifested in the four skills: Listening, Speaking, Reading, Writing.
- Linguistic competence: Also known as grammatical competence, it represents the knowledge of the language system.
- Pragmatic competence: This involves the knowledge of functions and appropriateness in a specific context.
- Strategic competence: This is the knowledge of communication strategies to prevent communication breakdowns and effective learning strategies.
- Intercultural competence: This component addresses the knowledge of sociocultural habits and cross-cultural differences.
This model effectively places the four skills (Listening, Speaking, Reading, Writing) at the center of the scheme, highlighting their importance in demonstrating communicative competence.
Communicative Competence in Curriculum Documents (CEFR, RVP)
Communicative competence is not just a theoretical concept; it's a guiding principle for language education worldwide. It is reflected directly in major curriculum documents.
The Common European Framework of Reference for Languages (CEFR)
One of the main objectives of the CEFR is to guide the development and review of language curricula. It defines positive "can do" descriptors adapted to learners' age, interests, and needs. National curricula must interpret CEFR principles and relate them to local contexts.
Framework for Education Programme for Elementary School (RVP)
The Czech "RVP" (Rámcový vzdělávací program) for Elementary School is based on the CEFR documents. Therefore, the principles of communicative competence are deeply embedded within it. English language teachers should not rely solely on the "RVP" as School Educational Programmes (ŠVP) are specific to each school. Teachers should consult the CEFR documents directly for a broader understanding.
A significant part of the curriculum also includes key competences and cross-cutting topics, which further support the development of communicative competence. Teachers should plan lessons that foster communicative competence as a whole, consciously defining which specific parts of it they are developing.
FAQs: Your Questions on Communicative Competence Answered
What is the main aim of ELT?
The main aim of English Language Teaching (ELT) is to develop communicative competence in learners. This means enabling them to use English correctly, accurately, effectively, and appropriately in real-world communication situations.
Who first introduced the concept of competence in language?
Noam Chomsky introduced the term "competence" in 1965 to describe a person's underlying knowledge of language, distinguishing it from "performance," which is the actual use of language. Dell Hymes later expanded this to "communicative competence."
What are the key components of communicative competence according to Canale and Swain?
Canale and Swain's initial model included grammatical competence, sociolinguistic competence, and strategic competence. Later, Canale added discourse competence to this framework, highlighting the importance of organizing coherent and cohesive texts.
How does the CEFR relate to communicative competence?
The CEFR (Common European Framework of Reference for Languages) is fundamentally structured around communicative competence. It provides a common basis for curriculum development by describing language proficiency in terms of what learners "can do" in real-world communicative tasks, encompassing linguistic, sociolinguistic, and pragmatic competences.