Communication competence and performance: A research and pedagogical perspective

Abstract

Current conceptualizations of the construct of “communication competence” are examined and found to be problematic. It is argued that “communication competence” must be distinguished from “communication performance.” Neither is seen as a reliable predictor of the other. It is suggested that both research and pedagogy must make clear distinctions among cognitive, affective, and psychomotor elements if they are to lead to improvements in either competence or performance.