Communicative competence and communicative language teaching. Evaluación de aprendizaje en el contexto de otras lenguas. Santiago Cardona Ledesma
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Chomsky.
Established that the communicative competence for a speaker-listener combines a set of social and grammatical rules underlying knowledge enables a user of a language which produces and understands an infinite set of sentences, where these rules are finite not like the possibilities of the communicative competence. -
Hynes.
Then Hymes proposes to Chomsky's idea the sense of the performances of the language which can never reflect competence except under the ideal circumstances, Hymes saw Chomsky’s theory as utopic conception of the communicative competence. -
Halliday.
Extended Hymes’ idea with establishing the point that the language interchange occurred when people interact giving meaning to the set of functions that aim to the communicative competence as a social interaction. -
Widdowson.
Then Widdowson appears with the idea that not only the acquisition of a language is the following of a set of rules, but also acquiring the language in order to use it, to communicate. -
Swain & Canale.
They believe in the importance of the grammatical rules in communicative competence terms, which it is connect with the Hymes’ idea, without grammatical rules there is not a practical way of communication, with this context, grammar and meaning are those mains tools to for developing an effective communicative process. -
Stern.
Established 3 main main aspects with this students will have an effective acquisition in communicative competence terms, these are: Structural which refers to the grammatical structure of the language. Functional that is the semantic part of the language, adn sociocultural which means the context that is around the student and the language. -
Bachman & Palmer.
Bachman and Palmer proposed a new reorganization to the communicative competence which includes two main components that are: The organizational knowledge and the pragmatic knowledge, with this knowledge concepts open the view to an a macro perspective including the components of the dialogical relation in communicative competences view. -
Pawlikowska-Smith.
In this part the strategy competence is summarized with metaphors as: el conocimiento del ‘saber cómo’, ‘resolución de problemas de comunicación’, ‘formas de aprender’ y ‘gerente general’ -
Maturana.
Maturana closed this communicative competence with the idea that this can be defined as a globalized construct that takes into account the abilities, skills and knowledge from the use of the language.