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The notion of communicative competence is one of the theories that underlies the communicative approach to foreign language teaching. [5] At least three core models exist. The first and most widely used is Canale and Swain's model [6] and the later iteration by Canale.
Canale (1983) refined the model by adding discourse competence, which contains the concepts of cohesion and coherence. [ 12 ] An influential development in the history of communicative language teaching was the work of the Council of Europe in creating new language syllabi.
Swain is also known for her work with Michael Canale on communicative competence. [4] Swain was the president of the American Association for Applied Linguistics in 1998. [5] She received her PhD in psychology at the University of California. [3] Swain has co-supervised 64 PhD students. [6]
The effective use of strategies has been shown to be critical to successful language learning, so much so that Canale and Swain (1980) included "strategic competence" among the four components of communicative competence. [5] Research here has also shown significant pedagogical effects. This has given rise to "strategies-based instruction."
Communicative Competence The role of language learning is to achieve communicative competence. Communicative competence has four parts, which we call language competencies. Grammatical competence is how well a person has learned that features and rules of the language. This includes vocabulary, pronunciation, and sentence formation.
A model of ICC (or IC) widely accepted in foreign language education has been proposed by Byram. [2] This model includes five components, all of which are needed for a student to become an "intercultural speaker": attitudes: curiosity and openness, readiness to suspend disbelief about other cultures and belief about one's own.
competence (V) intergroup climate (VI) personality (VI) This model “looks at WTC as the final step in preparing the language learner for communication, because it represents the probability that a learner will use the language in authentic interaction with another individual, given the opportunity.” (p. 558)
The CEFR divides general competences in knowledge, skills, and existential competence with particular communicative competences in linguistic competence, sociolinguistic competence and pragmatic competence. This division does not exactly match previously well-known notions of communicative competence, but correspondences among them can be made. [4]