Knowledge, Competence And Communication [4]
论文作者:William H. Walcott 论文属性:短文 essay登出时间:2009-04-07编辑:刘宝玲点击率:40997
论文字数:10000论文编号:org200904070956225756语种:中文 Chinese地区:中国价格:免费论文
关键词:linguistic competencecommunicative competencelanguagelanguage teachingCommunicationKnowledge
to “grammatical competence” are required for speaker/hearers to participate in meaningful interaction.
Ellis and Roberts add that not only did Hymes “set the socio - cultural ball rolling”, but he also demonstrated how language variation correlated with social and cultural norms of speech events or certain defined public interactions. And in one of his earliest statements about the broad version of competence Hymes ( 1971b, pp. 5 - 10 ) says the purpose of the linguist is to account for the fact that a “normal child” acquires much more than grammatical knowledge of sentences.
The linguist’s problem is to explain how the child comes rapidly to be able to produce and understand ( in principle ) any and all of grammatical sentences of a language. If we consider a child actually capable of producing all possible sentences, he would probably be institutionalised particularly if not only the sentences but also speech or silence were random or unpredictable. We then have to account for the fact that a normal child acquires knowledge of sentences not only as grammatical but also as appropriate. This is not accounted for in a transformational grammar which divides linguistic theory into two parts: linguistic competence and linguistic performance.
Hymes adds that children acquire repertoires of speech acts and are capable of participating in the performance of speech acts, as well as, evaluating the speech acts of others.
Hymes is talking about competence which is integral to attitudes and values concerning language and other codes of communication. Here is reference to “social factors” which he exemplifies as positive productive aspects of linguistic engagement in social life: there are rules of use without which rules of grammar would be useless.
Criper and Widdowson ( 1978, pp. 154 - 157 ), two principal protagonists of communicative language teaching, adopt a similar stance. They note Chomsky’s distinction between competence ( the ideal language user’s knowledge of grammatical rules ) and performance ( actual realisation of the knowledge in utterances ) and add that he has made the latter a prime object of linguistic study. Such choice - they claim - has allowed him to define linguistics by restricting the kind of information about language which has to be accounted for within his theoretical framework.
They characterise the choice as a necessary investigative step in confronting limited problems and achieving their partial or complete solutions prior to increasing the complexity of data studied. This approach is, however, too limited for the language teacher who is concerned, simultaneously, with competence in describing or contrasting language systems and ways of using the systems. In a particular reference to language learning, they say it means learning rules of use, as well as, rules of formal linguistic systems.
Until learners know how to use grammatical resources for sending meaningful messages in real life situations, they cannot be said to know a language. It is essential that they know what varieties of language are used in specific situations, how to vary styles according to their addresses, when they should speak or be silent, what types of gestures are needed for different forms of speech. They insist that the very essence of language is it serves as a means of communication. Language use involves social interaction.
Thus, knowing a language means knowing how it fulfils communicative function. And in what
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