THE CONCEPT OF COMMUNICATIVE COMPETENCE IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
Keywords:
communicative competence, grammatical competence, linguistic competence, discourse competence, pragmatic competence, sociolinguistic competence, language functions, notional syllabuses, communicative language teaching.Abstract
This article explores the concept of communicative competence and its evolution in the context of teaching English as a second language (ESL). Initially introduced by Chomsky in 1965, the concept was expanded by scholars such as Hymes, Canale and Swain, and Bachman, who defined various sub-competencies necessary for effective communication. These include grammatical, sociolinguistic, discourse, and strategic competencies. A more recent model by Celce-Murcia, Dörnyei, and Thurrell (1995) adds discourse competence, linguistic competence, actional competence, sociocultural competence, and strategic competence to the framework. The article highlights the importance of sociocultural competence in English as a lingua franca and its role in intercultural communication. It also discusses the development of communicative language teaching (CLT) methods and syllabuses, emphasizing their focus on communication over grammar. The article concludes by noting the influence of these theories on ESL curricula worldwide, particularly in Uzbekistan, where CLT principles have been integrated into university-level language programs since 2013.
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