Desarrollo de la competencia comunicativa

Fernando Rubio Universidad 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 gramatical Competencia organizativa Competencia textual Vocabulario Competencia de la lengua Cohesión Competencia llocutiva Competencia pragmática Competencia sociolingüística Funciones manipulativas Heurísticas, imaginativas Sensibilidad a dialectos Sensibilidad a registros Sensibilidad a naturalidad Referencias culturales y figuras retóricas Morfología Organización retórica Sintaxis Fonología

Components of Communicative Language Ability in Communicative Language Use (Bachman, 1990, p. 85) KNOWLEDGE STRUCTURES Knowledge of the world STRATEGIC COMPETENCE LANGUAGE COMPETENCE Knowledge of language PSYCHOPHYSIOLOGICAL MECHANISMS CONTEXT OF SITUATION

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