2007 Volume 74 Issue 4 Pages 554-566
The Communicative Approach has had a strong impact on the field of foreign language teaching, or more broadly language education, in emphasizing learning a foreign language through authentic communication. This approach has its theoretical foundation in the concept of "communicative competence", which was proposed by the American linguist Dell Hymes. The notion of competence was originally proposed by Noam Chomsky, who defined the concept of "linguistic competence" as knowledge of linguistic structure. Hymes claimed that Chomsky's definition of "linguistic competence" was too limited as a notion of competence. Thus Hymes proposed "communicative competence" including not only grammatical knowledge but sociolinguistic aspects necessary for actual language use. Recently, however, some uncertainty has been raised regarding the effect of the approach to authentic learning, based on a concern about too much emphasis on actual communication. The detailed analysis of the previous studies on "communicative competence" proved that this concept has been positioned as the goal of the learning process. Most studies have assumed that "communicative competence" refers to an ability to be acquired through foreign language learning. On the contrary, this paper explains that Hymes' concept of "communicative competence" implies one's linguistic ability which can be continuously transformed. This paper focuses also on the articles by Hymes on his concept of "performance", which is strongly related to "communicative competence". Based on his analysis of the narrative performance in the myths and folklore of Native Americans, Hymes referred to "communicative competence", implying that one's competence to use language leads to the continual possibility of facing conflicts with others and eventually leading to transformation. Contrary to Hymes' description of "communicative competence", the discussions on foreign language teaching have positioned the concept as an objective of learning. Consequently "communicative competence" is separated from the ability a learner enjoys and eventually from the possibility of facing conflict and transforming ones own competence. Finally three points are offered to be studied. Firstly, the inclination to regard "communicative competence" as an objective of language learning is questioned. In order to learn a foreign language authentically and actively, it is preferable to focus on "communicative competence" which can be improved at any stage of learning. Secondly, the learning of grammar needs to be evaluated as a keystone for learners to face new insights. Considering Hymes' account that experience with others is organized into linguistic structures in the form of myths and folklores, grammar learning should promote chances for a learner to see insights into how other learners are working with the structure of a foreign language. Finally, the sociolinguistic aspects of language learning need further study. Based on the second point, related to learning unfamiliar linguistic structures, learners experience social and interactive language use with others. Sociolinguistic and grammatical aspects then need to be inquired into not as oppositional or dichotomous as seen in previous arguments but as continual and dependent.
