Notes on Communicative Competence in ELT

Definition of Communicative Competence

  • Communicative Competence is the ability to use language skills effectively to convey messages appropriately within given contexts.

Historical Context

  • Global Usage: As English gained prominence globally, communicative competence became central in English Language Teaching (ELT) since 1966 (Hymes).

Theoretical Framework

  • Hymes vs. Chomsky: Communicative competence was conceived as a response to Chomsky's linguistic competence, emphasizing practical usage over theoretical knowledge.
  • Components by Canale & Swain (1980):
    • Grammatical Competence: Mastery over syntax, morphology, and phonology.
    • Sociolinguistic Competence: Ability to understand and use language appropriately in various social contexts.
    • Discourse Competence: Knowledge in creating coherent and cohesive communication.
    • Strategic Competence: Skills to manage and recover from communication breakdowns.

Modern ELT Priorities

  • The focus has shifted towards real-world language proficiency and interaction setups in teaching.
  • Bachman (1990) introduced Organizational and Pragmatic Competence as additional aspects of understanding language use in context:
    • Organizational Competence: Structure of language.
    • Pragmatic Competence: Contextual language use.

Communicative Language Teaching (CLT)

  • Integrates interaction as a critical aspect for developing language proficiency.
  • Key Areas of Focus:
    • Understanding: Grasping vocabulary and language conventions (grammar, syntax).
    • Awareness: Understanding social rules, nonverbal behaviors, and cultural references.
    • Techniques for Overcoming Gaps: Planning communication, modifying texts according to the audience, and achieving conversational fluency.

International Aspects of Communicative Competence

  • Globalization & English as a Lingua Franca (ELF): Importance of English in a global context and accommodating cultural variations in communication styles.
  • Pragmatics in Diverse Contexts: Navigating cross-cultural communication challenges and understanding varying pragmatic norms.

Teaching Strategies

  • Effective Communicative Task Implementation based on Lee's (2000) model:
    • Establishing clear goals.
    • Creating interactive tasks with adequate linguistic support.
    • Simulating real-world communication scenarios.

Challenges in Teaching Communicative Competence

  • Linguistic Complexity: Navigating multiple languages in the classroom may introduce complexities.
  • Cultural Misunderstandings: Misinterpretations in cross-cultural discussions.
  • Balancing Fluency and Accuracy: Aiming for both correct language use and fluid conversation.
  • Fair Assessment: Developing equitable assessments for communicative competence.

Strategies for Enhancement

  • Task-Based Learning: Incorporate authentic materials into lessons.
  • Role-Playing: Use simulations like dialogue exercises to build practical language skills.
  • Diverse Exposure: Familiarize students with various English dialects and accents.
  • Metalinguistic Awareness: Encouraging self-monitoring and understanding of language as a system.

Practical Application

  • Activity Design: Create a speaking task for B2-level students focusing on real-life scenarios. Address each component of communicative competence to ensure comprehensive skill development.

References

  • Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
  • Hymes, D. (1966). On communicative competence.
  • Bachman, L. (1990). Fundamental considerations in language testing.
  • Lee, J. (2000). Tasks and communicating in the language classroom.
  • Brandl, K. (2009). Communicative language teaching in action.