From Communicative Competence to Pragmatic Competence: What Impact on FL Teaching and Learning?
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Published:
Dec 25, 2016
Keywords:
communicative competence - pragmatic competence - pragmatic interlanguage - pragmatics tests.
Main Article Content
Abstract
This paper shows the importance pragmatic competence has gained
through time with the development of the concept of communicative
competence. Towards that aim a description of the circumstances
in which the concept of communicative competence emerged is
presented in addition to two different models of communicative
competence: the model of Canale and Swain (1980, 1983) and the
model of Bachman (1990). As a consequence of the role pragmatic
competence plays to help learners be communicatively competent,
the area of learners’ interlanguage pragmatics has gained increased
attention. Observational and interventional studies have been
conducted to understand the process of pragmatic acquisition.
Factors that influence the learning of pragmatics have been
identified, and issues related to the teachability of pragmatics and
testing pragmatic ability have been tackled.
Article Details
How to Cite
Fiziya , A. (2016). From Communicative Competence to Pragmatic Competence: What Impact on FL Teaching and Learning?. AL-Lisaniyyat, 22(1), 91-110. https://doi.org/10.61850/allj.v22i1.361
Section
Articles
References
- Alcon, E. (2005). Does instruction work for pragmatic learning in EFL
contexts?, System, 33 (3), 417-435.
- Alcon, E. & Martınez-Flor, A. (2005) Pragmatics in instructed language
learning [Special Issue]. System 33 (3), 381-536.
- Bachman, L. (1990). Fundamental Considerations in Language Testing,
Oxford: OUP.
- Bardovi-Harlig, K. (2002).Pragmatics and second language acquisition. In
R.B. Kaplan (ed.) The Oxford Handbook of Applied Linguistics, 182-192.
Oxford: Oxford University Press.
- Bardovi-Harlig, K. and Hartford, B.S. (1996). Input in an institutional setting.
Studies in Second Language Acquisition, 18, 171-190.
- Barron, A. (2003).Acquisition in Interlanguage Pragmatics: Learning how to
do things with words in a Study Abroad Context. Amsterdam: John Benjamins.
- Boxer, D. and Pickering, L. (1995). Problems in the presentation of speech acts
in ELT materials. The case of complaints. ELT Journal, 49, 44-58.
- Brown, H.D. (2000). Principles of Language Learning and Teaching, London:
Longman.
- Brown, J. (2001). Pragmatics tests: different purposes, different tests. In
K.R. Rose & G. Kasper (Eds). Pragmatics in Language Teaching, 301-325,
Cambridge: CUP.
- Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches
to second language teaching and testing. Applied Linguistics, 1, 1-47.
- Canale, M. & Swain, M. (1983). From communicative competence to language
pedagogy. In J.Richards& R. Schmidt (Eds). Language and Communication,
2-27, London, Longman.
- Chomsky, N. (1965). Aspects of the Theory of Syntax, Cambridge: MIT
- Crandall, E. and Basturkmen, H. (2004).Evaluating pragmatics-focused
materials. ELT Journal 58 (1), 38-49.
- Crystal, D. (Ed). (1997). The Cambridge Encyclopaedia of Language (2nded),
New York: CUP.
- Ellis, R. (1992). Learning to communicate in the classroom: a study of two
learners requests. Studies in Second Language Acquisition, Oxford: OUP
AL-LIS½NIYY½T - Numéro 22 107
Anissa Fiziya Sari-Ahmed
- Ellis, R. (1994). The Study of Second Language Acquisition, Oxford: OUP
- Gilmore, A. (2004). A comparison of textbooks and authentic interactions. ELT
Journal 58, 362-374.
- Grant, L. and Starks, D. (2001). Screening appropriate teaching materials.
Closings from textbooks and television soap operas. International Review of
AppliedLinguistics, 39, 39-50
- Halliday, M.A.K. (1970). Functional diversity in language as seen from a
consideration of modality and mood in English. Foundations of Language,
6, 332-61.
- Halliday, M.A.K. (1973). Towards a sociological semantics. In Edward Arnold,
Exploration in the Functions of Language, 27-48
- House, J. (1986). Learning to talk, talking to learn: an investigation of learner
performance in two types of discourse. In G. Kasper, (Ed). Learning Teaching
and Communication in the Foreign Language Classroom, 43-57, Aarhus:
Aarhus University Press.
- House, J. (1996). ‘Developing pragmatic fluency in English as a foreign
language: routines and metapragmatic awareness’. Studies in Second
Language Acquisition, 18, 225-252.
- House, J. and Kasper, G. (1981).Politeness markers in English and German.
In F. Coulmas (ed.) Conversational Routine, 157-185. The Hague: Mouton
de Gruyter.
- Howatt, A.P.R. &Widdowson, H.G. (2004). A History of English Language
Teaching, 2nd edition, Oxford, OUP.
- Hymes, D. (1971). On Communicative Competence, Philadelphia University
of Pennsylvania Press.
- Hymes, D. (1972). On communicative competence, In J.Pride & J. Holmes
(Eds). Sociolinguistics: selected readings, 269-293, Harmondsworth: Penguin
- Kanagy, R. & Igarashi, K. (1997). Acquisition of pragmatic competence in
a Japanese immersion kindergarten. In L. Bouton (Ed).Pragmatics and
Language Learning, 8, 243-265.
- Kasper, G. (1985). Repair in foreign language teaching. Studies in Second
Language Acquisition, 7, 200-215.
- Kasper, G. (1997). Can Pragmatic Competence be Taught? (HTML document).
Honolulu: University of Hawai, Second Language Teaching and Curriculum
108 AL-LIS½NIYY½T - Numéro 22
From Communicative Competence to Pragmatic Competence
Center. http://www.lll.hawai.edu/nflrc/networks/nw6/
- Kasper, G. (2001). Classroom research on interlanguage pragmatics. In
K.R. Rose and G. Kasper (eds) Pragmatics in Language Teaching 33_60.
Cambridge: Cambridge University Press.
- Kasper, G. & Rose, K.R. (1999). Pragmatics and SLA Annual Review of
Applied Linguistics, 19, 81_104.
- Kasper, G. & Rose, K.R. (2002).Pragmatic Development in a Second Language.
Malden: Blackwell Publishers.
- Kobayashi, H. & Rinnert, C. (2003). Coping with high imposition requests:
High vs. low proficiency EFL students in Japan. In A. Martı´nez-Flor, E.
Uso´-Juan & A. Ferna´ndez-Guerra (eds) Pragmatic Competence in Foreign
Language Teaching, 161-184. Castello´ : Servei de Publicacions de la
Universitat Jaume I.
- Kasper, G. & Blum-Kulka, S. (1993). Interlanguage Pragmatics, Oxford:
OUP.
- Kim, D & Hall, J.K. (2002). The Role of an interactive book reading program
in the development of second language pragmatic competence. Modern
Language Journal, 86, 332-348
- Leech, G. (1983). The Principles of Pragmatics, London: Longman
- Long, M.H. (1996).The role of linguistic environment in second language
acquisition. In W.C. Ritchie and T.K. Bhatia (eds),Handbook of Second
language Acquisition, 413-468, San Diego: Academic Press.
- Long, M.H, Adams, L, McLean, M., & Castanos, F. (1976). Doing things with
words: Verbal interaction in lockstep and small group classroom situations.
In H.D Brown, C.A, Yorio, C.A., & R.H, Crymes (Eds). Teaching and
Learning English as a Second Language: Trends in research and practice
(137-153), Washington, DC: TESOL.-Lorscher, W & Schulze, R. (1988).
On polite speaking and foreign language classroom discourse. International
Review of Applied Linguistics in Language Teaching, 26, 183-199.
- Lyster, R. (1994). The effect of functional-analytic teaching on aspects of
French immersion students Sociolinguistic Competence’. Applied Linguistics,
15, 263-287
- Munby, J. (1978). Communicative Syllabus Design, Cambridge: CUP
- Ohta, A. (1999). ‘Interactional routines and the socialisation of interactional
AL-LIS½NIYY½T - Numéro 22 109
Anissa Fiziya Sari-Ahmed
style in adult learners of Japanese’. Journal of Pragmatics, 31, 1493-1512
- Olshtain, E. & Cohen, A. D. (1990). The learning of complex speech act and
behaviour. TESL Canada Journal 7, 45-65.
- Olshtain, E. &Weinbach, L. (1987). Complaints: A study of speech act behaviour
among native and non-native speakers of Hebrew. In J. Verschureen&& M.
Bertuccelli-Papi (Eds). The pragmatic Perspective: Selected Papers from
the 1985 International Pragmatics Conference,195-208, Amsterdam: John
Benjamins.
- Poole, D. (1992). Language socialisation in the second language classroom.
Language Learning, 42, 593-616.
- Rose, K.R. (2000). An exploratory cross-sectional study of interlanguage
pragmatic development. Studies in Second Language Acquisition, 22, 27- 67.
- Rose, K.R. (2005).On the effects of instruction in second language pragmatics,
System, 33 (3), 385-399.
- Rose, K.R. and Kasper, G. (eds) .(2001).Pragmatics in Language Teaching.
Cambridge: Cambridge University Press.
- Savignon, S. (1983). Communicative Competence : theory and classroom
practice, Reading, MA : Addison Wesley
-Scarcella, R. (1979). On speaking politely in a second language. In C. Yoro, K.
Perkins, & J. Schacher (Eds). On TESOL 79: The Learner in Focus, 274-287,
Washington, DC: TESOL
- Scarcella, R. (1992). The Tapestry of Language Learning: The individual in the
communicative classroom, USA: Heinle&Heinle Publishers
- Swain, M. (1980). Communicative competence: some roles of comprehensible
input and comprehensible output in its development. In S. M. Gass & C.G.
Madden. (Eds). Input in Second Language Acquisition, 235-253, Rowley,
MA: Newbury House
- Takahashi, T. and Beebe, L.M. (1987).The development of pragmatic
competence by Japanese learners of English. JALT Journal, 8, 131-155.
- Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4,
91-112
- Wildner-Bassett, M. (1984). Improving Pragmatic Aspects of Learners’
Interlanguage, Tubingen: Narr
- Wildner-Bassett, M. (1986). Teaching ‘polite noises’: improving advanced
110 AL-LIS½NIYY½T - Numéro 22
From Communicative Competence to Pragmatic Competence
adult learners repertoire of gambits. In G. Kasper (Ed), Learning Teaching
and Communication in the Foreign Language Classroom, 163-178, Arhus:
Arhus University Press
- Wildner-Bassett, M. (1994). Intercultual pragmatics and proficiency: ‘Polite’
noises for cultural appropriateness. International Review of Applied
Linguistics, 32, 3-17 Wolfson, N. (1989). Sociolinguitics and TESOL, New
York: Newburry House
- Yoshimi, D.R. (2001).Explicit instruction and the use of interactional discourse
markers. In K.R. Rose and G. Kasper (eds), Pragmatics in Language Teaching,
223-244, Cambridge: Cambridge University Press.
contexts?, System, 33 (3), 417-435.
- Alcon, E. & Martınez-Flor, A. (2005) Pragmatics in instructed language
learning [Special Issue]. System 33 (3), 381-536.
- Bachman, L. (1990). Fundamental Considerations in Language Testing,
Oxford: OUP.
- Bardovi-Harlig, K. (2002).Pragmatics and second language acquisition. In
R.B. Kaplan (ed.) The Oxford Handbook of Applied Linguistics, 182-192.
Oxford: Oxford University Press.
- Bardovi-Harlig, K. and Hartford, B.S. (1996). Input in an institutional setting.
Studies in Second Language Acquisition, 18, 171-190.
- Barron, A. (2003).Acquisition in Interlanguage Pragmatics: Learning how to
do things with words in a Study Abroad Context. Amsterdam: John Benjamins.
- Boxer, D. and Pickering, L. (1995). Problems in the presentation of speech acts
in ELT materials. The case of complaints. ELT Journal, 49, 44-58.
- Brown, H.D. (2000). Principles of Language Learning and Teaching, London:
Longman.
- Brown, J. (2001). Pragmatics tests: different purposes, different tests. In
K.R. Rose & G. Kasper (Eds). Pragmatics in Language Teaching, 301-325,
Cambridge: CUP.
- Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches
to second language teaching and testing. Applied Linguistics, 1, 1-47.
- Canale, M. & Swain, M. (1983). From communicative competence to language
pedagogy. In J.Richards& R. Schmidt (Eds). Language and Communication,
2-27, London, Longman.
- Chomsky, N. (1965). Aspects of the Theory of Syntax, Cambridge: MIT
- Crandall, E. and Basturkmen, H. (2004).Evaluating pragmatics-focused
materials. ELT Journal 58 (1), 38-49.
- Crystal, D. (Ed). (1997). The Cambridge Encyclopaedia of Language (2nded),
New York: CUP.
- Ellis, R. (1992). Learning to communicate in the classroom: a study of two
learners requests. Studies in Second Language Acquisition, Oxford: OUP
AL-LIS½NIYY½T - Numéro 22 107
Anissa Fiziya Sari-Ahmed
- Ellis, R. (1994). The Study of Second Language Acquisition, Oxford: OUP
- Gilmore, A. (2004). A comparison of textbooks and authentic interactions. ELT
Journal 58, 362-374.
- Grant, L. and Starks, D. (2001). Screening appropriate teaching materials.
Closings from textbooks and television soap operas. International Review of
AppliedLinguistics, 39, 39-50
- Halliday, M.A.K. (1970). Functional diversity in language as seen from a
consideration of modality and mood in English. Foundations of Language,
6, 332-61.
- Halliday, M.A.K. (1973). Towards a sociological semantics. In Edward Arnold,
Exploration in the Functions of Language, 27-48
- House, J. (1986). Learning to talk, talking to learn: an investigation of learner
performance in two types of discourse. In G. Kasper, (Ed). Learning Teaching
and Communication in the Foreign Language Classroom, 43-57, Aarhus:
Aarhus University Press.
- House, J. (1996). ‘Developing pragmatic fluency in English as a foreign
language: routines and metapragmatic awareness’. Studies in Second
Language Acquisition, 18, 225-252.
- House, J. and Kasper, G. (1981).Politeness markers in English and German.
In F. Coulmas (ed.) Conversational Routine, 157-185. The Hague: Mouton
de Gruyter.
- Howatt, A.P.R. &Widdowson, H.G. (2004). A History of English Language
Teaching, 2nd edition, Oxford, OUP.
- Hymes, D. (1971). On Communicative Competence, Philadelphia University
of Pennsylvania Press.
- Hymes, D. (1972). On communicative competence, In J.Pride & J. Holmes
(Eds). Sociolinguistics: selected readings, 269-293, Harmondsworth: Penguin
- Kanagy, R. & Igarashi, K. (1997). Acquisition of pragmatic competence in
a Japanese immersion kindergarten. In L. Bouton (Ed).Pragmatics and
Language Learning, 8, 243-265.
- Kasper, G. (1985). Repair in foreign language teaching. Studies in Second
Language Acquisition, 7, 200-215.
- Kasper, G. (1997). Can Pragmatic Competence be Taught? (HTML document).
Honolulu: University of Hawai, Second Language Teaching and Curriculum
108 AL-LIS½NIYY½T - Numéro 22
From Communicative Competence to Pragmatic Competence
Center. http://www.lll.hawai.edu/nflrc/networks/nw6/
- Kasper, G. (2001). Classroom research on interlanguage pragmatics. In
K.R. Rose and G. Kasper (eds) Pragmatics in Language Teaching 33_60.
Cambridge: Cambridge University Press.
- Kasper, G. & Rose, K.R. (1999). Pragmatics and SLA Annual Review of
Applied Linguistics, 19, 81_104.
- Kasper, G. & Rose, K.R. (2002).Pragmatic Development in a Second Language.
Malden: Blackwell Publishers.
- Kobayashi, H. & Rinnert, C. (2003). Coping with high imposition requests:
High vs. low proficiency EFL students in Japan. In A. Martı´nez-Flor, E.
Uso´-Juan & A. Ferna´ndez-Guerra (eds) Pragmatic Competence in Foreign
Language Teaching, 161-184. Castello´ : Servei de Publicacions de la
Universitat Jaume I.
- Kasper, G. & Blum-Kulka, S. (1993). Interlanguage Pragmatics, Oxford:
OUP.
- Kim, D & Hall, J.K. (2002). The Role of an interactive book reading program
in the development of second language pragmatic competence. Modern
Language Journal, 86, 332-348
- Leech, G. (1983). The Principles of Pragmatics, London: Longman
- Long, M.H. (1996).The role of linguistic environment in second language
acquisition. In W.C. Ritchie and T.K. Bhatia (eds),Handbook of Second
language Acquisition, 413-468, San Diego: Academic Press.
- Long, M.H, Adams, L, McLean, M., & Castanos, F. (1976). Doing things with
words: Verbal interaction in lockstep and small group classroom situations.
In H.D Brown, C.A, Yorio, C.A., & R.H, Crymes (Eds). Teaching and
Learning English as a Second Language: Trends in research and practice
(137-153), Washington, DC: TESOL.-Lorscher, W & Schulze, R. (1988).
On polite speaking and foreign language classroom discourse. International
Review of Applied Linguistics in Language Teaching, 26, 183-199.
- Lyster, R. (1994). The effect of functional-analytic teaching on aspects of
French immersion students Sociolinguistic Competence’. Applied Linguistics,
15, 263-287
- Munby, J. (1978). Communicative Syllabus Design, Cambridge: CUP
- Ohta, A. (1999). ‘Interactional routines and the socialisation of interactional
AL-LIS½NIYY½T - Numéro 22 109
Anissa Fiziya Sari-Ahmed
style in adult learners of Japanese’. Journal of Pragmatics, 31, 1493-1512
- Olshtain, E. & Cohen, A. D. (1990). The learning of complex speech act and
behaviour. TESL Canada Journal 7, 45-65.
- Olshtain, E. &Weinbach, L. (1987). Complaints: A study of speech act behaviour
among native and non-native speakers of Hebrew. In J. Verschureen&& M.
Bertuccelli-Papi (Eds). The pragmatic Perspective: Selected Papers from
the 1985 International Pragmatics Conference,195-208, Amsterdam: John
Benjamins.
- Poole, D. (1992). Language socialisation in the second language classroom.
Language Learning, 42, 593-616.
- Rose, K.R. (2000). An exploratory cross-sectional study of interlanguage
pragmatic development. Studies in Second Language Acquisition, 22, 27- 67.
- Rose, K.R. (2005).On the effects of instruction in second language pragmatics,
System, 33 (3), 385-399.
- Rose, K.R. and Kasper, G. (eds) .(2001).Pragmatics in Language Teaching.
Cambridge: Cambridge University Press.
- Savignon, S. (1983). Communicative Competence : theory and classroom
practice, Reading, MA : Addison Wesley
-Scarcella, R. (1979). On speaking politely in a second language. In C. Yoro, K.
Perkins, & J. Schacher (Eds). On TESOL 79: The Learner in Focus, 274-287,
Washington, DC: TESOL
- Scarcella, R. (1992). The Tapestry of Language Learning: The individual in the
communicative classroom, USA: Heinle&Heinle Publishers
- Swain, M. (1980). Communicative competence: some roles of comprehensible
input and comprehensible output in its development. In S. M. Gass & C.G.
Madden. (Eds). Input in Second Language Acquisition, 235-253, Rowley,
MA: Newbury House
- Takahashi, T. and Beebe, L.M. (1987).The development of pragmatic
competence by Japanese learners of English. JALT Journal, 8, 131-155.
- Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4,
91-112
- Wildner-Bassett, M. (1984). Improving Pragmatic Aspects of Learners’
Interlanguage, Tubingen: Narr
- Wildner-Bassett, M. (1986). Teaching ‘polite noises’: improving advanced
110 AL-LIS½NIYY½T - Numéro 22
From Communicative Competence to Pragmatic Competence
adult learners repertoire of gambits. In G. Kasper (Ed), Learning Teaching
and Communication in the Foreign Language Classroom, 163-178, Arhus:
Arhus University Press
- Wildner-Bassett, M. (1994). Intercultual pragmatics and proficiency: ‘Polite’
noises for cultural appropriateness. International Review of Applied
Linguistics, 32, 3-17 Wolfson, N. (1989). Sociolinguitics and TESOL, New
York: Newburry House
- Yoshimi, D.R. (2001).Explicit instruction and the use of interactional discourse
markers. In K.R. Rose and G. Kasper (eds), Pragmatics in Language Teaching,
223-244, Cambridge: Cambridge University Press.