Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Introduction:
Noam Chomsky
Jürgen Habermas
M. Halliday
Dell Hymes
Widdowson
Bachman and Palmer
Canale and Swain
4. Conclusion
Teaching Inference
Bibliography
INTRODUCTION
This topic constitutes the epistemological source of any course of Foreign
Language Learning. It not only provides with a deep understanding of
, but also……..
Before embarking on this task, I would like to address briefly the concepts of
language and communication, which constitute the subject matter of study for
designing models of communicative competence.
In the 1960s and 70s Chomsky’s description of the terms competence and
performance triggered an intensive debate among linguists, later to be picked up by
applied linguists. What is at issue for most of them, is not necessarily the nature of a
Chomskyan view of competence but its limited scope; (in fact Chomsky’s general
cognitive view of language can also be found in the Common European Framework of
Reference), on the other hand, his notion of performance, which is described as irrelevant
For Hymes, the field of study for any linguistic theory are the speech
events , these are activities governed directly by rules of language use. A major
aspect of the ethnography of speaking is the analysis of speech events in relation to
their constitutive components. These are:
The setting Setting (physical time and place), Scene ( psychological or
cultural setting).
Participants (speaker and hearer)
E
A
Although most of the theories referred to so far were not developed with
foreign language teaching in mind, they have had, since the 1970s, a
considerable effect on pedagogy. Recent theoretical and empirical research
on communicative competence is largely based on three models of
communicative competence: the model of Canale and Swain, the model of
The essential aspects of the theoretical framework presented here concern the
nature of communication, the distinction between communicative competence and
actual communication and the main components of communicative competence.
In the theory of discourse, according to Canale and Swain, the clearest and
most directly and applicable description of discourse for second language teaching
is that discussed by Widdowson (1978). He makes a fundamental distinction
between cohesion and coherence in spoken or written discourse. Coherence is a
semantic concept concerned with the meaningful connections. Cohesion is a
relational concept concerned with how propositions are linked structurally in a text
and how literal meaning of a text is interpreted.
Taking into consideration the results of prior theoretical and empirical re-search,
in the late 1980s, Bachman proposed a new model of communicative competence
1. Language Competence
Language competence or linguistic competence refers to the knowledge of and
ability to use language resources to form well-structured messages.
The subcomponents of language competence are:
Lexical competence concerning the knowledge of, and ability to use the
vocabulary of a language, both of lexical elements (including single lexical items and
fixed expressions for different functions –greetings, proverbs, archaisms, phrasal
verbs, collocations, etc.-) and grammatical elements: articles; quantifiers;
demonstratives; personal pronouns; question words and relatives; possessives;
prepositions; auxiliary verbs and conjunctions.
Grammatical competence Grammatical competence is the ability to
understand and express meaning by producing and recognising well-formed
phrases and sentences in accordance with the set of principles governing the
assembly of elements into sentences.
Semantic competence refers to the learner’s awareness and organization of
meaning.
Phonological competence involves a knowledge of, and skill in the
perception and production of phonemes, syllable structure, stress, rhythm and
intonation, etc.
Orthographic competence involves a knowledge of and skill in the perception
and production of the symbols used for writing (letters): The proper spelling of
words. Punctuation marks and their conventions of use. Typographical conventions
and varieties of font, etc Logographic signs in common use
Orthoepic competence may be defined as the application of orthographic
competence in combination with some competences belonging to the semantic and
phonological categories. It implies being able to produce a correct pronunciation
from the written form. This may involve:
Knowledge of spelling conventions.
Ability to consult a dictionary.
Knowledge of the implications of punctuation marks for phrasing and
intonation.
Ability to resolve ambiguity (homonyms, syntactic ambiguities, etc) in the light
of the context.
4. Conclusion
TEACHING INFERENCE
This competence contributes to the creation of a positive personal image and fosters
constructive relationships with other people and with the environment.
The development of the linguistic competence is crucial to solve problems and learn
to live in harmony with others.
· link the different skills such as speaking, reading and listening, together, since
they usually occur together in the real world
BIBLIOGRAPHY