语言学习与语言教学的原则修改版ppt课件.ppt

On defining communicative competence The beginning of communicative competence The term “communicative competence” was coined by (1967,1972), a sociolinguist who was convinced that Chomsky’s notion of competence was too limited. According to Hymes, Chomsky’s “rule-governed creativity” that so aptly describes a child’s mush-rooming grammar at the age of 3 or 4 did not account sufficiently for the social and functional rules of language. The beginning of communicative competence Then, communicative competence is that aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts. Savigon notes that “communicative competence is relative, not absolute and depends on the cooperation of all the participants involved.” It is not so much an intrapersonal construct as we saw in Chomsky’s early writings but rather a dynamic, interpersonal construct. Development of communicative competence In the 1970s, research on communicative competence distinguished between linguistic and communicative competence to highlight the difference between knowledge “about” language forms and knowledge that enables a person to communicate functionally and interactively. In a small vein, James Cummins proposed a distinction between cognitive/academic language proficiency (CALP) and basic interpersonal communicative skills (BICS). Development of communicative competence Development of communicative competence In Canale’s definition, four different components make up the construct of communicative competence. 1). Grammatical competence: It encompasses “knowledge of lexical items and of rules of morphology, syntax, sentence-grammar semantics and phonology”. 2). Discourse competence: It is the ability we have to conn- ect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances.