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2011 BCE
Maturana, 2011
The communicative competence: she defines it as “a globalizing construct that encompasses the skills, abilities and knowledge that the language user must use to effectively interact in various social contexts” with specific intentions. Likewise, the construct must be recognized and used by the language user in a communicative situation. -
1990 BCE
Bachman and Palmer,1990
Communicative competence.
They propose a new organization for communicative competence based on two major components called knowledge: organizational knowledge and pragmatic knowledge.
This organization allows to visualize the communicative competence from the integrality and in the dialogic relation established between the macro areas and between the components of each one of them.
Organizational knowledge and pragmatic knowledge will be explained later by Pérez 2000 and Pilleux 2001 -
1981 BCE
Stern and Rivers,1981.
Applications of the concept of communicative competence to language teaching. Stern maintains that language teaching can and should approach language learning objectively and analytically through the study and practice of structural, functional, and sociocultural aspects. (live the language as a personal experience.) Similarly, Rivers proposes methodological distinction between “skill-getting “and “skill-using “activities. -
1980 BCE
Canale and Swain,1980
Communicative competence:
They defined the communicative competence in terms of three basic components or competences, with which to a large extent picking up the Hymes model. grammatical competence, sociolinguistic competence and strategic competence. Theoretical framework of communicative competence. Their work focuses on the interaction of social context, grammar, and meaning (more precisely, social meaning). -
1978 BCE
Widdowson,1978
Linguistic and communicative contexts by Widdwson. He explain that the Linguistic context approaches on usage to enable the students to select which form of sentence is contextually appropriate, while communicative context approaches on use to enable the students to recognize the type of communicative function their sentences fulfillment. -
1973 BCE
Widdowson,1973
According to Widdowson, the idea that once competence is acquired, performance will take care of itself is false. He states that six or more years of instruction in English does not guarantee normal language communication. He suggests that communicative abilities have to be developed at the same time as the linguistic skills; otherwise the mere acquisition of the linguistic skills may inhibit the development of communicative abilities. -
1972 BCE
Hymes,1972
communicative competence: Hymes maintains that social life affects not only outward performance, but also inner competence itself. He argues that social factors interfere with or restrict grammar use because the rules of use are dominant over the rules of grammar. Hymes concludes that a linguistic theory must be able to deal with a heterogeneous speech community, differential competence and the role of sociocultural features. -
1971 BCE
Hymes, 1971.
communicative competence: He proposes that the concept of communicative competence should be understood as the knowledge and skills required to use language in a social context, and which is mediated by eight components of the linguistic interaction structured under the acronym (SPEAKING) Setting and scene: a) time and place of a speech
cultural definition
Key: tone, manner, or spirit of the speech act
Instrumentalities : Forms and styles of speech
register-dialects) Ends: Purposes -
1970 BCE
Halliday,1970.
communicative competence: becomes the use of language in a given situation and context. Its contribution lies in the establishment of a series of functions that entail the exchange of meanings and occurs when people simply interact. Halliday proposed seven functions which he groups as follows:
Instrumental, Regulatory, Interpersonal,Personal,Heuristic, Imaginative and representative. -
Bachman and Palmer,1996.
The evaluative construct: is the linguistic ability, understood as the ability of a linguistic user to get involved in various types of interactions. According to Bachman and Palmer this ability is composed of 4 elements that interact with each other in a given situation. -Thematic knowledge - the affective scheme- communicative competence- strategic competence. Each and every one of the elements are likely to be evaluated, but not all are acts to be qualified based on evidence. -
Pérez, 2000
Organizational knowledge: As the name implies it has to do with the way the discourse is organized from its minimum units as a phrase, through the sentence and ending in the text.
The organizational component in turn compromises two types of knowledge:
Gramatical: It gives an account of the organization of the minimum discursive units in terms of syntax, vocabulary, phonology, graphology and spelling.
Textual: (conceived as oral or written). -
Pilleux,2001
Pragmatic knowledge: It is our ability to interpret and properly use the social meaning of linguistic varieties, from any circumstance, in relation to the functions and varieties of the language and to the cultural assumptions in the communication situation. The characteristics of pragmatic knowledge are related to a myriad of knowledge related to dialects, registration, linguistic varieties, idiomatic expressions, cultural references, among others. -
Pawlikowska Smith,2002
Strategic competence: strategic competence is considered as: knowledge of ‘knowing how’, ‘communication problem solving’, ‘ways of learning’ and ‘general manager’. Example, the user displays a series of metacognitive strategies whose intention is to use the language effectively so that the communicative intention is carried finished. For this, the strategic competence is based on verbal and nonverbal communication resources. -
Ormrod, 2005
Thematic knowledge: From the theory of learning, this scheme refers to previous knowledge that allows an individual to establish relationships with new information and develop learning, thus generating significant learning Because of its positive or negative implications in the evaluation process, this knowledge scheme becomes strategic when designing evaluations.
