Summary of Communicative Competence in ELT
Communicative Competence in ELT: A Full Guide for Students
Introduction
Communicative competence is the central aim of English language teaching: the ability to use English correctly, accurately, effectively and appropriately in real-life situations. This material explains the concept, major theoretical models, classroom implications and practical ways to develop communicative competence for a self-study (Not attending) student.
Definition: Communicative competence is the ability to use the language correctly, accurately, effectively and appropriately to the context of the situation.
1. Why communicative competence matters
- Focuses on real communication, not only on knowing rules
- Prepares learners to achieve meaningful goals: ask for information, express opinions, negotiate meaning and interact socially
- Guides lesson design and assessment when the goal is successful use of language in context
💡 Věděli jste?Did you know that modern language teaching shifted from grammar-centered aims to communication-focused outcomes after research showed native-like grammatical knowledge alone does not guarantee effective interaction?
2. Key components (overview)
Below are the widely cited components across different models. They overlap and work together.
| Component | What it covers | Classroom focus / example |
|---|---|---|
| Linguistic (grammatical) | Grammar, vocabulary, phonology, morphology, syntax | Accuracy activities: form-focused drills, targeted vocabulary practice |
| Discourse (textual) | Cohesion and coherence across sentences; structuring spoken/written texts | Sequencing sentences, paragraph writing, storytelling, conversation repair |
| Sociolinguistic / Sociocultural | Appropriateness to situation, register, politeness norms, cultural conventions | Role-plays with formal/informal contexts, cultural awareness tasks |
| Pragmatic (illocutionary) | Functions of language: requesting, apologizing, promising; intention of utterances | Speech-act practice, task-based dialogues, pragmatic judgement tasks |
| Strategic | Communication strategies to overcome gaps (asking for clarification, paraphrasing) | Training negotiation of meaning, repair strategies, circumlocution |
| Social (interactional) | Will and skill to interact; turn-taking, collaboration | Group projects, pairwork, collaborative problem-solving |
3. Historical models and what they add
Chomsky (1965)
- Introduced the term competence vs performance: competence = knowledge of language; performance = actual use.
- Important idea: internal linguistic system matters but is not the whole story.
Dell Hymes (1972)
- Criticized Chomsky as too narrow: introduced the idea that knowing grammar is insufficient; appropriateness and rules of use matter.
Savignon (1971)
- Focus on strategies: encouraged learners to ask questions, take risks, negotiate meaning — practical behaviors that support communication.
Canale & Swain (1980) and later Canale
- Proposed components: grammatical, sociolinguistic, and strategic competence; later added discourse competence (cohesion/coherence across texts).
Jan van Ek (1986) and CEFR (2001)
- Added social and socio-cultural aspects; influenced the Common European Framework of Reference for Languages which highlights linguistic, sociolinguistic and pragmatic competences.
Bachman (1990)
- Built an elaborate framework: organizational competence (grammatical + textual) and pragmatic competence (illocutionary + sociolinguistic).
- Noted limitations: the four skills (listening, speaking, reading, writing) are not explicitly itemized; intercultural competence needs more attention.
4. Breaking down complex concepts into digestible parts
Linguistic (grammatical) competence
Definition: Knowledge of words, grammar, pronunciation and sentence structure.
- Classroom tasks: controlled practice, pronunciation drills, grammar-in-context activities.
- Example: practice past tense forms in storytelling activities.
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Communicative Competence
Klíčová slova: Communicative competence in English teaching, Language Teaching Curriculum
Klíčové pojmy: Communicative competence = ability to use language correctly, effectively and appropriately, Linguistic competence covers grammar, vocabulary, phonology and sentence structure, Discourse competence involves cohesion and coherence across texts, Sociolinguistic competence concerns register, politeness and cultural norms, Pragmatic competence covers speech acts and speaker intentions, Strategic competence includes repair and clarification strategies, Task-based and role-play activities develop real communicative skills, Self-assessment portfolios and checklists are useful for Not attending students, Bachman subdivides competence into organizational and pragmatic parts, Canale & Swain model includes grammatical, sociolinguistic, strategic and discourse competence, Hymes emphasised appropriateness, expanding Chomsky's competence concept, Practice should integrate the four skills in communicative tasks
## Introduction
Communicative competence is the central aim of English language teaching: the ability to use English correctly, accurately, effectively and appropriately in real-life situations. This material explains the concept, major theoretical models, classroom implications and practical ways to develop communicative competence for a self-study (Not attending) student.
> **Definition:** Communicative competence is the ability to use the language correctly, accurately, effectively and appropriately to the context of the situation.
## 1. Why communicative competence matters
- Focuses on real communication, not only on knowing rules
- Prepares learners to achieve meaningful goals: ask for information, express opinions, negotiate meaning and interact socially
- Guides lesson design and assessment when the goal is successful use of language in context
Did you know that modern language teaching shifted from grammar-centered aims to communication-focused outcomes after research showed native-like grammatical knowledge alone does not guarantee effective interaction?
## 2. Key components (overview)
Below are the widely cited components across different models. They overlap and work together.
| Component | What it covers | Classroom focus / example |
|---|---:|---|
| **Linguistic (grammatical)** | Grammar, vocabulary, phonology, morphology, syntax | Accuracy activities: form-focused drills, targeted vocabulary practice |
| **Discourse (textual)** | Cohesion and coherence across sentences; structuring spoken/written texts | Sequencing sentences, paragraph writing, storytelling, conversation repair |
| **Sociolinguistic / Sociocultural** | Appropriateness to situation, register, politeness norms, cultural conventions | Role-plays with formal/informal contexts, cultural awareness tasks |
| **Pragmatic (illocutionary)** | Functions of language: requesting, apologizing, promising; intention of utterances | Speech-act practice, task-based dialogues, pragmatic judgement tasks |
| **Strategic** | Communication strategies to overcome gaps (asking for clarification, paraphrasing) | Training negotiation of meaning, repair strategies, circumlocution |
| **Social (interactional)** | Will and skill to interact; turn-taking, collaboration | Group projects, pairwork, collaborative problem-solving |
## 3. Historical models and what they add
### Chomsky (1965)
- Introduced the term **competence** vs **performance**: competence = knowledge of language; performance = actual use.
- Important idea: internal linguistic system matters but is not the whole story.
### Dell Hymes (1972)
- Criticized Chomsky as too narrow: introduced the idea that knowing grammar is insufficient; appropriateness and rules of use matter.
### Savignon (1971)
- Focus on strategies: encouraged learners to ask questions, take risks, negotiate meaning — practical behaviors that support communication.
### Canale & Swain (1980) and later Canale
- Proposed components: **grammatical**, **sociolinguistic**, and **strategic** competence; later added **discourse** competence (cohesion/coherence across texts).
### Jan van Ek (1986) and CEFR (2001)
- Added social and socio-cultural aspects; influenced the Common European Framework of Reference for Languages which highlights linguistic, sociolinguistic and pragmatic competences.
### Bachman (1990)
- Built an elaborate framework: organizational competence (grammatical + textual) and pragmatic competence (illocutionary + sociolinguistic).
- Noted limitations: the four skills (listening, speaking, reading, writing) are not explicitly itemized; intercultural competence needs more attention.
## 4. Breaking down complex concepts into digestible parts
### Linguistic (grammatical) competence
> **Definition:** Knowledge of words, grammar, pronunciation and sentence structure.
- Classroom tasks: controlled practice, pronunciation drills, grammar-in-context activities.
- Example: practice past tense forms in storytelling activities.
### Di