Communicative Competence: Theory and Classroom Practice

TLDR

Communicative competence, defined as the knowledge native speakers use to interact effectively, is treated as a prerequisite to linguistic competence and examined for its nature, teaching implications, and ways to make foreign‑language programs more meaningful. The study aims to explore the nature of communicative competence, its implications for second‑language teaching, and practical strategies for enhancing program relevance. Implementation is suggested through spontaneous role‑playing, discussions, games, radio, and telephone activities. The authors conclude that teachers need usage‑based tests, should disregard sequencing surface features, emphasize non‑linguistic communication aspects, and re‑examine attitudes toward students and teaching. Author's note: AM.

Abstract

ABSTRACT Within the framework of viewing communicative competence as a prerequisite to linguistic competence, rather than vice versa, this paper considers the following: (1) the nature of communicative competence; (2) the implications of communicative competence for second language teaching; and (3) ways in which the teacher can begin to make a foreign language program more meaningful. Communicative competeuce is defined as what native speakers know which enables them to interact effectively with each other. Implications for the language teacher include: (T) the need for tests which measure the ability to use language; (2) the irrelevancy of sequencing surface features; (3) the need for emphasis on non-lizguistic aspects of communication; and (4) the need to re-examiLe attitudes toward students and language teaching. Practical suggestins for implementing communicative competence in the classroom include the use of spontaneous role-playing, discussions, games, radio, and the telephone. (AM)