Desarrollo de la competencia comunicativa

Fernando RubioUniversidad de Huelva

Etapa previa al desarrollo de los estudios sobre competencia

comunicativa

• Análisis lingüísticos de lenguas.• Método audio-oral.• Investigación en la naturaleza de la

interlengua, con énfasis en el error.

Conceptualización de competencia comunicativa

• Término acuñado por Dell Hymes (1967).

• Competencia lingüística y comunicativa:– “…knowledge about language forms and

knowledge that enables a person to communicate functionally and interactively”.

Conceptualización de competencia comunicativa

• James Cummins (1979) propuso:– Capacidad académica/cognitiva de la lengua.– Destrezas comunicativas interpersonales.

Conceptualización de competencia comunicativa

• Michael Canale y Merrill Swain (1980): Cuatro componentes.-

– Competencia gramatical.– Competencia discursiva.– Competencia sociolingüística.– Competencia estratégica.

Conceptualización de competencia comunicativa

• Lyle Bachman distingue competencias organizativa y pragmática (aspectos funcionales y sociolingüísticos).

Esquema de Bachman

Competencia de la lengua

Competencia organizativa Competencia pragmática

Competencia gramatical

Vocabulario

Morfología

Sintaxis

Fonología

Competencia textual

Cohesión

Organización retórica

Competencia llocutiva Competencia sociolingüística

Funciones manipulativasHeurísticas, imaginativas

Sensibilidad a dialectosSensibilidad a registros

Sensibilidad a naturalidadReferencias culturales y figuras retóricas

Components of Communicative Language Ability in Communicative Language Use

(Bachman, 1990, p. 85)

CONTEXT OFSITUATION

PSYCHOPHYSIOLOGICALMECHANISMS

STRATEGICCOMPETENCE

KNOWLEDGE STRUCTURESKnowledge of the world

LANGUAGE COMPETENCEKnowledge of language

Communicative Competence (Celce-Murcia, Dörnyei, & Thurrell, 1995)

Old Paradigm and New Paradigm

Objectives

Stated in terms of grammatical knowledge as provided in textbook

Stated in terms of what learners should know and be able to do with the language

Content/Culture

Content limited to bits and pieces of cultural information included in textbook; connections to other disciplines absent

Interdisciplinary and cultural connections; integration of cultural and academic content; culture explored by means of products, practices, and perspectives

Old Paradigm and New Paradigm

Skills Practice of individual skills: listening, speaking, reading, writing

Integrated practice of three modes of communication, which build on one another

The Learner

Mostly passive and learns the material presented by the teacher

Actively engaged in learning and has opportunities to explore her/his own interests

Old Paradigm and New Paradigm

The Teacher

The center of instruction and the audience for learners; students work to impress the teacher

Facilitates instruction and guides student learning; designs opportunities for cooperative learning; audience includes peers and community

Materials

Textbook as primary material

Textbook as one of many tools; others include authentic materials (tape recordings, videos, magazines, short stories, folklore), World Wide Web, visuals, realia

Old Paradigm and New Paradigm

Assess-ment

Purpose to evaluate student achievement; focus on discrete-point grammar items, often out of context; primarily paper-and-pencil testing; learners provide one right answer

Purpose to assess progress in meeting standards and to improve instruction; assessment strategies include integration of modes for meaningful purposes, exploration of content, completion of real-world tasks, self-assessment by learners

Shrum & Glisan, 2005, p. 68