Педагогика / 4. Стратегические направления

реформирования системы образования

Shastova I.V.

Educational centre “Greenly”

Common European Framework of Reference for Languages: Structure of the Communicative Language Competence

The category of communicative language competence is widely discussed among Ukrainian educators. Researchers develop various, sometimes contradictive, structures of this language phenomenon while Ukrainian National Curriculum in teaching Foreign Languages strongly recommends coordinating foreign language teaching issues with Common European Framework of Reference for Languages: Learning, teaching, assessment. Thus, according to both documents communicative language competence has three components: linguistic competence, sociolinguistic competence, and pragmatic competence. The structure is presented in Figure 1.

Figure 1. Structure of the communicative language competence

Communicative language competence contributes to the language user/learner’s ability to communicate, however it is not the only factor to develop language skills as learners draw a number of other competences which are based on their previous general experience. Thus, communicative language competence is a part of the user’s competence. Figure 2 presents the place of communicative language competence among the other competences, as it is mentioned in Communicative European Framework of Reference for Languages: Learning, teaching, assessment.

Figure 2. Structure of the user/learner’s competence

It is noteworthy, that this structure needs a very careful consideration while translating the terminology from English into other languages. Thus, term “communicative” should be distinguish from the term “speech” as the first one has much broader connotation. Furthermore, term “phonological” and “phonetical” can be confused and replaced while translating them into Russian or Ukrainian.

Likewise, term “sociocultural” (in sociocultural skills) should be distinguished from “sociolinguistic” (in sociolinguistic competence). Moreover, the defitions of “skills” and “know-how” consider investigation and wise translation.

Indeed, communicative language competence cannot be forms without general competences – without, for example, language and communicative awareness, as well as general phonetical awareness and skills. At the same time it is necessary to remember that communicative language competence is activated in a number of communicative activities (such as production, perception, interaction and mediation) and learners also have to operate communicative strategies.

References

1.Communicative European Framework of Reference for Languages: Leaning, teaching, assessment : [Електронний ресурс] – Режим доступу : http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf