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Noam Chomsky 1965
Noam chomsky defined that Communicative competence is the required knowledge and skills for using language in a social context, where it refers to that competence As the knowledge by which both the listener and the receiver can produce and at the same time understand an unlimited number of sentences. -
Halliday,1970
concept of 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. -
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Halliday proposed seven functions which he groups as follows:
Instrumental: is the use of language to achieve something.
Regulatory: intends to control the behavior of others.
Interpersonal: used to establish interactions.
Personal: the use of language to express feelings and meanings.
Heuristic: requires the use of language to learn and describe.
Imaginative and representative. invites the use of language to create. -
Hymes,1971.
concept of 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) -
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Components of the Linguistic Interaction proposed by Hymes
Setting and scene: a) time and place of a speech
act; b) cultural definition
Participants: Speaker and audience
Ends: Purposes, goals, and outcomes
Act sequence:
Form and order of the event
Key: tone, manner, or spirit of the speech act Tono = cómo
Instrumentalities : Forms and styles of speech
(register-dialects)
Norms: Social rules governing the event and -
Hymes,1972
Concept of 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. -
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Suggestions made by Widdowson
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. -
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. -
Canale y Swain,1980
Concept of 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. -
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Canale and Swain (Thinking)
believe that the sociolinguistic work of Hymes is important to the development of a communicative approach to language learning. Their work focuses on the interaction of social context, grammar, and meaning (more precisely, social meaning). -
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. -
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Skill-getting activities and Skills-using activities by Rivers
“skill-getting “activities, the teacher isolates specific elements of knowledge or skill that compose communicative ability, and provides the learners with opportunities to practice them separately. skills-using “activities. In this stage, the learner should be on her own and not supported or directed by the teacher. She may be working one-on-one with another student or with a small group of students. -
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 -
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Thematic knowledge and Affective scheme by Bachman and Palmer .
Thematic knowledge: Includes elements such as: experiences, anecdotes, attitudes, beliefs. Its value is that language intentions are widely energized by this knowledge. Affective scheme: it is related to two factors: On the one hand, with the emotional or affective, positive or negative link that the student establishes with his knowledge scheme; and on the other, with the set of personal attributes that directly interfere with learning and evaluation. -
Pérez Abril,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). -
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Grammatical and textual component
These components require another level of knowledge such as coherence, cohesion and rhetorical organization or linguistic structure, from which emerges the concept of discourse or communicative situation with a specific verbal or written structure, framed by cultural, intentional and contextual elements that they print the pragmatic character to any communication situation. -
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. -
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Example about Pragmatic knowledge.
For example, the social use of the language is one of its communicative or linguistic functions that can be achieved through speech acts such as greeting, saying goodbye, introducing, congratulating, apologizing, asking for a favor, etc. The language will select from its repertoire the function of language that represents its interest and communicative intention specifically, obviously, from the context. -
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.
