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 de la lengua
Competencia organizativa
Competencia gramatical
Competencia pragmática
Competencia textual
Competencia llocutiva
Vocabulario
Cohesión
Morfología
Organización retórica
Sintaxis
Fonología
Competencia sociolingüística
Funciones manipulativas
Heurísticas, imaginativas
Sensibilidad a dialectos
Sensibilidad a registros
Sensibilidad a naturalidad
Referencias culturales y figuras retóric
Components of Communicative Language
Ability in Communicative Language Use
(Bachman, 1990, p. 85)
KNOWLEDGE STRUCTURES
LANGUAGE COMPETENCE
Knowledge of the world
Knowledge of language
STRATEGIC
COMPETENCE
PSYCHOPHYSIOLOGICAL
MECHANISMS
CONTEXT OF
SITUATION
Communicative Competence
(Celce-Murcia, Dörnyei, & Thurrell, 1995)
Old Paradigm and New Paradigm
Objectives
Stated in terms of
Stated in terms of what
grammatical knowledge learners should know and be
as provided in textbook 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
Integrated practice of three
skills: listening, speaking, modes of communication,
reading, writing
which build on one another
The
Learner
Mostly passive and learns Actively engaged in learning
the material presented
and has opportunities to
by the teacher
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
Materials Textbook as primary
material
Facilitates instruction and guides
student learning; designs
opportunities for cooperative
learning; audience includes
peers and community
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
Assessment
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