Theories/Models of

Communicative
Competence

DE GUZMAN, MIA MILAGROS T.

II-17 BSE ENGLISH
ESL/EFL
PROF. M. PALMA
Theories/Models of Communicative
Competence

HYMES

BACHMAN
Getting to
Know

DELL
HATHAWAY
HYMES
HYMES
Born in Portland, Oregon on the 7th of
June, 1927
Died on the 13th of November, 2009
in Charlottesville, Virginia due to the
complications of his Alzheimers
disease
Linguist, sociolinguist,
anthropologist, and folklorist
Two Types of Linguistic Relativity
(1966); On Communicative
HYMES
His work in the Army as a DECODER is part of
what influenced him to become a linguist
INFLUENCES ON HIS WORKS:
American Tradition:
Franz Boas, Edward Sapir and Harry Hoijer
Prague Linguistic Circle:
Roman Jakobson
Sociologist:
Erving Goffman
Ethnomethodologist:
Harold Garfinkel, Harvey Sacks, Emanuel SChegloff
and Gail Jefferson
 Communicative
Competence
and
The "S-P-E-A-K-I-N-
G" Model
Communicative
Competence
Sometimes referred to as
pragmatic or sociolinguistic
competence
Knowledge necessary to use
language in SOCIAL context, as
an object of linguistic inquiry
Coined by DELL HYMES (1966) in
reaction to Noam Chomskys
notion of linguistic competence
Linguistic vs. Communicative
(Competence)

Question:
What do you (as a
language learner)
think is the goal of
LANGUAGE COURSE?
Linguistic vs. Communicative
(Competence)

Probable Answer:
It is to teach the
GRAMMAR and
VOCABULARY of that
language.
Linguistic vs. Communicative
(Competence)

Question:
What is YOUR own
PERSONAL GOAL as
an L2 learner?
Linguistic vs. Communicative
(Competence)

Probable Answer:
It is to be able to
COMMUNICATE in the
L2 of your choice.
What does this mean?
In linguistics terminology, a
language course should not
only have linguistic
competence as its goal, but
communicative
competence in GENERAL.
As Hymes observes:
a normal child acquires knowledge of
sentences not only as grammatical, but
also as appropriate. He or she acquires
competence as to when to speak, when
not, and as to what to talk about with
whom, when, where, in what manner. In
short, a child becomes able to
accomplish a repertoire of speech acts,
to take part in speech events, and to
evaluate their accomplishment by
others.
PLEASE REMEMBER THIS!!!
A language
learner/user needs to
use the language not
only CORRECTLY but
also APPROPRIATELY.
FOUR COMPONENTS OF
COMMUNICATIVE COMPETENCE
FOUR COMPONENTS OF
COMMUNICATIVE COMPETENCE
Linguistic competenceis the knowledge of
the language code, i.e. its grammar and
vocabulary, and also of the conventions of its
written representation (script and
orthography).
grammar component includes:
Phonetics
Phonology
Morphology
Syntax
Semantics
FOUR COMPONENTS OF
COMMUNICATIVE COMPETENCE
Sociolinguistic competenceis the knowledge of
socio-cultural rules of use, i.e. knowing how to use
and respond to language appropriately.
appropriateness depends on:
setting of the communication
Topic
relationships among the people communicating
knowing what the taboos are
what politeness indices are used
what the politically correct term would be for something
how a specific attitude (authority, friendliness, courtesy,
irony etc.) is expressed
FOUR COMPONENTS OF
COMMUNICATIVE COMPETENCE
Discourse competenceis the knowledge of
how to produce and comprehend oral or
written texts in the modes of speaking/writing
and listening/reading respectively. Its
knowing how to combine language structures
into a cohesive and coherent oral or written
text of different types.
discourse competence deals with:
organizing words, phrases and sentences in
order to create conversations, speeches,
poetry, email messages, newspaper articles etc.
FOUR COMPONENTS OF
COMMUNICATIVE COMPETENCE
Strategic competenceis the ability to
recognize and repair communication breakdowns
before, during, or after they occur.
For instance:
the speaker may not know a certain word, thus will
plan to either paraphrase, or ask what that word is
in the target language.
During the conversation, background noise or other
factors may hinder communication; thus the
speaker must know how to keep the
communication channel open.
After, clarifications can be made if the presentation
of the topic was not clear enough.
The "S-P-E-A-K-I-N-G"
Model
Hymes developed a valuable model
to assist the identification and
labeling of components of linguistic
interaction that was driven by his
view that, in order to speak a
language correctly, one needs not
only to learn its vocabulary and
grammar, but also the context in
which words are used.
The "S-P-E-A-K-I-N-G"
Model
The model had sixteen components that
can be applied to many sorts of
discourse: message form; message
content; setting; scene;
speaker/sender; addressor;
hearer/receiver/audience; addressee;
purposes (outcomes); purposes
(goals); key; channels; forms of
speech; norms of interaction; norms
of interpretation; and genres.
The "S-P-E-A-K-I-N-G"
Model
Hymes constructed the acronym SPEAKING,
under which he grouped the sixteen
components within eight divisions:
S - Setting and Scene
P - Participants
E - Ends
A - Act Sequence
K - Key
I - Instrumentalities
N Norms
G - Genre
Setting and Scene
Setting physical

circumstances
Scene psychological

setting or cultural definition

Which shows the Setting?
Scene?
Participants
Speaker and
audience
- Audience can
be
distinguished
as
ADDRESSEES
and OTHER
 Ends
Purposes, goals,
and outcomes

Act Sequence
Form and order
of the event
Key
Clues that establish
the "tone, manner, or
spirit" of the speech act

Instrumentalitie
s
Forms and styles
of speech.
Norms
Social rules governing
the event and the
participants' actions and
reaction.

Genre
The kind of speech act
or event; for the
example used here, the
kind of story.
Moving on
Getting to
Know
LYLE
BACHMAN
BACHMAN
Chair of the Department of Applied
Linguistics and TESL at the University
of California, Los Angeles
Fundamental Considerations in
Language Testing (1990) and
Language Testing in Practice
(1996), co-authored with Adrian
Palmer
lfb@humnet.ucla.edu
COMPONENTS OF LANGUAGE
COMPETENCE (BACHMAN, 1990)
Language
Organizational
Pragmatic
Grammatical
Textual
Illocutionary
Sociolinguistic
Competence
Competence
Competence
Competence
Competence
Competence
Competence
BACHMAN
The organizational competence is divided into
grammatical competence and textual competence.
Bachmans grammatical competence is consonant with
Canale and Swains grammatical competence.
The textual competence, pertains to the knowledge of
conventions for cohesion and coherenceand rehetorical
organization. It also includes conventions for language
use in conversations, involving starting, maintaining,
and closing conversations.
Bachmans textual competence have both the part of
Canale and Swains discourse competence and
the part of their strategic competence.
 BACHMANS VIEW
Bachmans pragmatic competence, mainly
focuses on the relationship between what one
says in his or her communicative acts and
what functions
he or she intends to perform through his or
her utterances.
References
Bachman, Lyle (1990). Fundamental Considerations
in Language Testing. Retrived from
http://books.google.com.ph/books/about/Fundament
al_Considerations_in_Language_T.html?id=5_KJCfkW
gqcC&redir_esc=y
Chomsky, Noam (1965). Aspects of the Theory of
Syntax. Cambridge: M.I.T. Press
Hymes, Dell H. (1966). Two Types of Linguistic
Relativity. In Bright, W. Socioliguistics. The Hague:
Movton pp. 114-158
Hymes, Dell H. (1972). On Communicative
Competence. InPride, JB; Holmes, J, Sociolinguistics:
Selected Readings. Harmonds Worth: Penguin pp.
269-293
References
http://humanidades.uprrp.edu/smjeg/rese
rva/Estudios%20Hispanicos/espa3246/Prof
%20Sunny%20Cabrera/ESPA%203246%20-%20On
%20Communicative%20Competence%20p%2053-
73.pdf
http://en.wikipedia.org/wiki/Dell_Hymes
http://anthropology.virginia.edu/node/1366
https://en.wikipedia.org/wiki/Communicative
_competence
http://rua.ua.es/dspace/bitstream/10045/1040
0/1/RAEI_21_09.pdf
http://www.zoltandornyei.co.uk/uploads/1995-ce
lce-murcia-dornyei-thurrell-ial.pdf
THE END!!!