The document discusses the origins and evolution of the concept of communicative competence. It begins by describing Chomsky's distinction between competence and performance, and how Hymes expanded on this to argue that competence must account for sociocultural factors and differential abilities within heterogeneous communities. Hymes coined the term "communicative competence" and defined it as knowledge of linguistic and social meaning. Later theorists like Canale and Swain, and Bachman further developed the model of communicative competence to include grammatical, sociolinguistic, discourse and strategic competencies. The document concludes by summarizing the current understanding of these four competencies that make up communicative competence.

1. COMMUNICATIVECOMMUNICATIVE
COMPETENCECOMPETENCE
DIDACTIC IIDIDACTIC II
DANILZA LORDUY A.DANILZA LORDUY A.
20122012

2. ORIGINSORIGINS
The idea was originally derived fromThe idea was originally derived from
Chomsky’s distinction betweenChomsky’s distinction between
competence and performacecompetence and performace
 Competence shared knowledge ofCompetence shared knowledge of
ideal speaker-listener set in a completelyideal speaker-listener set in a completely
homogenous speech community.homogenous speech community.
““Underlying knowledge enables users to produce and understand”Underlying knowledge enables users to produce and understand”

3. ORIGINSORIGINS
 Performance: process of applyingPerformance: process of applying
underlying knowledge to actual languageunderlying knowledge to actual language
use.use.
““Should be given under ideal circunstances ( the ideal speaker-Should be given under ideal circunstances ( the ideal speaker-
listener know and use language perfectly without making anylistener know and use language perfectly without making any
mistakes)”mistakes)”

4. ORIGINSORIGINS
Hymes Chomsky’view too narrow to describeHymes Chomsky’view too narrow to describe
language behavior as a whole.language behavior as a whole.
 Sociocultural factors or differential competence in aSociocultural factors or differential competence in a
heterogeneous speech community???heterogeneous speech community???
 Social life affects outward performance and innerSocial life affects outward performance and inner
competence itself.competence itself.
 Social factorsSocial factors interfere with or restrict grammar use
because the rules of use are dominant over the rules of
grammar

5. ORIGINSORIGINS
 Hymes concludes that a linguistic theory must
be able to deal with a heterogeneous speech
community, differential competence and the
role of sociocultural features
 Performance he defines it as the actual use of
language in a concrete situation, not an
idealized speaker-listener situation in a
completely homogeneous speech community

6. ORIGINSORIGINS
 HymesHymes two kinds of competence: linguistic
competence, and the communicative competence
 Linguistic competence that deals with producing and
understanding grammatically correct sentences
 Communicative competence that deals with producing
and understanding sentences that are appropriate and
acceptable to a particular situation.

7. ORIGINSORIGINS
 Hymes coins a term “communicative
competence” and defines it as “a
knowledge of the rules for understanding
and producing both the referential and
social meaning of language.”

8. ORIGINSORIGINS
WiddowsonWiddowson knowing a language is more than how to
understand, speak, read,and write sentences, but how
sentences are used to communicate.
 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.
 “ usage and use “

9. ORIGINSORIGINS
 “Usage” makes evident the extent to which the
language user demonstrates his knowledge of
linguistic rules
 “Use” makes evident the extent to which the
language user demonstrates his ability to use
his knowledge of linguistic rules for effective
communication.(Widdowson, 1978)

10. ORIGINSORIGINS
Teachers should provide linguistic and
communicative contexts.
 Linguistic context focuses on usage to enable
the students to select which form of sentence
is contextually appropriate
 Communicative context focuses on use to
enable the students to recognize the type of
communicative function their sentences fulfill

11. ORIGINSORIGINS
 (Canale & Swain, 1980) They strongly believe
that the study of grammatical competence is as
essential to the study of communicative
competence as is the study of sociolinguistic
competence.
 They propose their own theory of
communicative competence that minimally
includes three main competencies: grammatical,
sociolinguistic and strategic competence.

12. ORIGINSORIGINS
 Grammatical competence includes knowledge
of lexical items and of rules of
morphology,syntax,sentence―grammar
semantics, and phonology.
 Sociolinguistic competence is made up of two
sets of rules: sociolinguistic rules of use and
rules of discourse. They believe that
knowledge of these rules will be crucial in
interpreting utterances for social meaning

13. ORIGINSORIGINS
 Strategic competence is made up of
verbal and non-verbal communication
strategies that may be called into action to
compensate for breakdowns in
communication due to performance
variables or to insufficient grammatical
competence

14. BACHMAN’S VIEWBACHMAN’S VIEW
The organizational competence is divided into
grammatical competence and textual competence.
Bachman’s grammatical competence is consonant with
Canale and Swain’s grammatical competence.
The textual competence, pertains to the knowledge of
conventions for cohesion and coherenceand rehetorical
organization. It also includes conventions for language
use in conversations, involving starting, maintaining,
and closing conversations.
Bachman’s textual competence have both the part of
Canale and Swain’s discourse competence and
the part of their strategic competence.

15. BACHMAN’S VIEWBACHMAN’S VIEW
 Bachman’s pragmatic competence,
mainly focuses on the relationship
between what one says in his or her
communicative acts and what functions
he or she intends to perform through his
or her utterances.

17. COMMUNICATIVECOMMUNICATIVE
COMPETENCE THEN…COMPETENCE THEN…
 Communicative competence is made up of fourCommunicative competence is made up of four
competence areas: linguistic, sociolinguistic,competence areas: linguistic, sociolinguistic,
discourse, and strategic.discourse, and strategic.
 Linguistic competenceLinguistic competence is knowing how to useis knowing how to use
the grammar, syntax, and vocabulary of athe grammar, syntax, and vocabulary of a
language. Linguistic competence asks: Whatlanguage. Linguistic competence asks: What
words do I use? How do I put them intowords do I use? How do I put them into
phrases and sentences?phrases and sentences?

18. COMMUNICATIVECOMMUNICATIVE
COMPETENCE THEN…COMPETENCE THEN…
 Sociolinguistic competenceSociolinguistic competence is knowing how to useis knowing how to use
and respond to language appropriately, given theand respond to language appropriately, given the
setting, the topic, and the relationships among thesetting, the topic, and the relationships among the
people communicating.people communicating.
 Sociolinguistic competence asks: Which words andSociolinguistic competence asks: Which words and
phrases fit this setting and this topic? How can Iphrases fit this setting and this topic? How can I
express a specific attitude (courtesy, authority,express a specific attitude (courtesy, authority,
friendliness, respect) when I need to? How do I knowfriendliness, respect) when I need to? How do I know
what attitude another person is expressing?what attitude another person is expressing?

19. COMMUNICATIVECOMMUNICATIVE
COMPETENCE THEN…COMPETENCE THEN…
 Discourse competenceDiscourse competence is knowing how tois knowing how to
interpret the larger context and how tointerpret the larger context and how to
construct longer stretches of language so thatconstruct longer stretches of language so that
the parts make up a coherent whole.the parts make up a coherent whole.
 Discourse competence asks: How are words,Discourse competence asks: How are words,
phrases and sentences put together to createphrases and sentences put together to create
conversations, speeches, email messages,conversations, speeches, email messages,
newspaper articles?newspaper articles?

20. COMMUNICATIVECOMMUNICATIVE
COMPETENCE THEN…COMPETENCE THEN…
 Strategic competenceStrategic competence is knowing how to recognizeis knowing how to recognize
and repair communication breakdowns, how to workand repair communication breakdowns, how to work
around gaps inaround gaps in one’s knowledge of the language, andone’s knowledge of the language, and
how to learn more about the language and in thehow to learn more about the language and in the
context.context.
 Strategic competence asks: How do I know when I’veStrategic competence asks: How do I know when I’ve
misunderstood or when someone has misunderstoodmisunderstood or when someone has misunderstood
me? What do I say then? How can I express my ideasme? What do I say then? How can I express my ideas
if I don’t know the name of something or the right verbif I don’t know the name of something or the right verb
form to use?form to use?