Communicative competence
Template:Short description The concept of communicative competence, as developed in linguistics, originated in response to perceived inadequacy of the notion of linguistic competence. That is, communicative competence encompasses a language user's grammatical knowledge of syntax, morphology, phonology and the like, but reconceives this knowledge as a functional, social understanding of how and when to use utterances appropriately.
Communicative language teaching is a pedagogical application of communicative competence.<ref>Template:Cite book</ref>
The understanding of communicative competence has been influenced by the field of pragmatics and the philosophy of language, including work on speech acts.Template:Sfn
OriginEdit
The term was coined by Dell Hymes in 1966,Template:Sfn reacting against the perceived inadequacy of Noam Chomsky's (1965) distinction between linguistic competence and performance.Template:Sfn To address Chomsky's abstract notion of competence, Hymes undertook ethnographic exploration of communicative competence that included "communicative form and function in integral relation to each other".Template:Sfn The approach pioneered by Hymes is now known as the ethnography of communication.
ApplicationsEdit
The notion of communicative competence is one of the theories that underlies the communicative approach to foreign language teaching.Template:Sfn At least three core models exist. The first and most widely used is Canale and Swain's modelTemplate:Sfn and the later iteration by Canale.Template:Sfn In a second model, sociocultural content is more precisely specified by Celce-Murcia, Dornyei, and Thurrell in 1995. For their part, they saw communicative competence as including linguistic competence, strategic competence, sociocultural competence, actional competence, and discourse competence.Template:Sfn A third model widely in use in federal language training in Canada is Bachman and Palmer's model.Template:Sfn
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