COMMUNICATIVE COMPETENCE
Even
though communicative competence is construct that has been a topic of interest for
least four decades, recent trends have put less on the myriad social, cultural,
and pragmatic implications of what it means to communicate in a second language.
DEFINING COMMUNICATIVE COMPETENCE
James
Cummins (1980, 1997) proposed a distinction between:
Ø Cognitive/academic language
proficiency (CALP):
dimension of proficiency in which the learner manipulates or reflects upon the
surface features of language outside of the immediate interpersonal context.
Ø Basic interpersonal communicative
skills (BICS): the communicative capacity
that all children acquire in order to be able to function in daily
interpersonal exchanges.
A.
Grammatical
competence is that aspect of CC that encompasses “knowledge of lexical items
and of rules of morphology, syntax, sentence-grammar semantics, and phonology”
(Canale & Swain, 1980, p. 29).
B.
The second
subcategory is discourse competence, the complement of grammatical competence
in many ways.
C.
Sociolinguistic
competence is the knowledge of the sociocultural rules of language and of
discourse.
D.
Strategic
competence is a construct that is exceedingly complex.
LANGUAGE FUNCTIONS
Functions are essentially the purposes that we accomplish with language,
e.g., stating, requesting, responding, greeting, parting, etc. but linguistic
forms are not always unambiguous in their function. Communication may be
regarded as a combination of acts, a series of elements with purpose and
intent. Second language learners need to understand the purpose of
communication, developing an awareness of what the communicative act is and how
to achieve that purpose through linguistic forms.
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