Communicative Competence and Skills in Language Learning
Defining Communicative Competence
To understand the relationship between communicative competence and skills, we first need to define communicative competence and its key characteristics. It emerges when functional or social linguistics intersect with fields like pragmatics, text linguistics, and discourse analysis. This provides a theory of the social processes involved in language use.
Functional linguistics has developed the notion of communicative competence, which encompasses more than just linguistic competence (knowledge of the linguistic code). It also includes knowledge of language use – what speakers need to know to communicate effectively in a speech community.
According to Hymes, adding a communicative element to competence means incorporating rules of use alongside grammar, syntax, semantics, and speech. Speakers need all of these to understand and use linguistic forms effectively.
Canale and Swain referred to linguistic competence as grammatical competence. Chomsky proposed that the objective of formalist linguistics is the study of linguistic competence. This implies an idealization and abstraction of actual linguistic behavior. For him, it represents the ideal speaker’s knowledge of language structure and the relationships between elements at various linguistic levels.
Three Essential Competences
Within communicative competence, we have three essential components:
- Textual Competence: The speaker/hearer’s knowledge of how to interpret individual elements in connection with others, combining them efficiently to integrate them into a spoken or written text.
- Interactional Competence: The speaker/hearer’s knowledge of how to carry out effective communication with the interlocutor.
- Sociolinguistic Competence: The speaker/hearer’s knowledge of the social context in which communication takes place.
We need to combine these types of communicative competence to define and clarify the concept of ‘skill’.
Communicative Language Teaching
Communicative language teaching (CLT) emphasizes practicing structures in situational activities, similar to skill-based activities. This communicative approach stems from a theory of language as communication, with these key characteristics:
- Language is a system for expressing meaning.
- The primary function of language is to allow interaction and communication.
In CLT, learners have a negotiation role and are expected to interact in groups with the teacher, who acts as a facilitator of the communicative process. Materials used include textbooks, tables of contents, language practice exercises, games, role-plays, and simulations.
Speaking Skills and the Three Competences
Interactional Competence and Speaking
Within interactional competence, we observe the following in effective speaking activities:
- Learners talk extensively, with even participation.
- Classroom discussion is not dominated by a few individuals.
- Motivation is high as speakers are interested in the topic.
- Language is of an acceptable level, with relevant utterances.
There are two types of turns: short turns (one or two utterances) and long turns (a string of utterances). Long turns demand more from the speaker. The primary purposes for communication are social, aiming for harmonious interactions. These aspects also contribute to sociolinguistic competence.
Sociolinguistic Competence and Speaking
In sociolinguistic competence, individuals who know a language are referred to as ‘speakers’ of that language. Many foreign language learners are primarily interested in learning to speak. The context of speaking is crucial, as we are aware of the social context in which communication takes place. Sometimes communication breaks down due to a lack of understanding of this context.
Textual Competence and Speaking
Finally, textual competence relates to speaking activities by providing coherence and cohesion to the speaking process. Learners may be hesitant to speak in a foreign language due to fear of making mistakes or having nothing to say, leading to low participation. Sharing the same mother tongue can also be a barrier.
Improving Speaking Skills
Several methods can improve learners’ speaking ability:
- Use group work to reduce inhibition.
- Base activities on easy language.
- Choose topics carefully and provide clear instructions.
Role Interaction
Role interaction is a valuable tool to diversify spoken interaction in the classroom. Techniques include dialogues, plays, small group simulations, and pair role-plays.