Teaching Strategies of Oral Class Interaction [12]
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关键词:Teaching StrategiesOral Class InteractionA Survey Study on VariouscommunicationMethod
es are grammatically
possible, but are hardly feasible. The third item covers appropriateness to context. The
speaker-listener's underlying competence includes rules of appropriateness, and usually a
sentetlce can be grammatically possible, feasible, but concerned,with the culture
difference and pragmatic use, the sentence may be inappropriate. The fourth item relates
to the area which is commonly referred to as accepted usage. It concerns whether or not
something is in fact done. A sentence may be,possible, feasible, and appropriate but does
not occur.
It can be seen clearly that in Hymes' view, communicative competence relates to both
knowledge and ability for language use. It is the ability n)t only to apply to grammatical
rules, but also to know when, where, to whom.and how to use these sentences.
Since Chomsky、proposed the distinction between competence and performance,
确
Chapter Three Communicative Approach in Oral Class Interaction
17
Hymes proposed his concept of communicative competence in reaction to Chomsky,
which involves four items as discussed in the above section. Still, many other linguists
explore the issue from their angles. Halliday elaborates a powerful theory of the functions
of language, which complements Hyme's view of communicative competence.
"Linguistics…is concerned…with the description of all special act or texts, since only
through the study of language in use are all the functions of language and therefore all
component of meaning, brought into focus" (1972: 145). Henry Widdowson in his book
Teaching Language as Communication (1978) presented a view of the relationship
between linguistic systems and their communicative values in text and discourse. He
proposed the idea of usage and use to refer to learners' communicative competence. Usage
refers to learners' grammatical ability. Use refers to learners' ability to use language
appropriately. Gumperz defines communicative competence as "the knowledge of
linguistic and related communicative conventions that speakers must have to create and
sustain conversational cooperation, and thus involves both grammar and
contextualization" (1982: 209). Larsen-Freeman regards it as the ability "to apply
morphological, phonological, lexical, syntactic, discourse, paralinguistic, and nonverbal
rules" and "to know other things as well…know to use these linguistic forms
approprsately" (qtd in Dubin, 1989: 174). Jenny Thomas (1983) explains communicative
competence as "lin肿stic competence" and pragmatic competence. The former is made up
of grammatical competence. The latter means the ability to use language effectively in
order to achieve a specific purpose and to understand language in context. Thomas' idea
parallels Leech's (1983) division of linguistics into grammar and pragmatics. In Canale
and Swain (1980), communicative competence is understood as the underlying systems of
knowledge and skill required for communication. These explanations seek to clan斤the
conception of communicative competence. However, Canale and Swain pointed out that
the theories of basic communication skills which underly these communicative teaching
approaches emphasize the minimum level of communication skills needed to cope in
second language situation, and concomitantly de-emphasize concerns with appropriate
rules of discourse and grammatical accuracy. They therefore proposed a theoretical
framework of four components by which to
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