利用scmc 真实语境提高中学生英语交际能力

附件全国优秀教育硕士专业学位论文推荐表单位名称论文题目利用SCMC真实语境提高中学生英语交际能力作者姓名论文答辩日期学科专业方向孙英2006119学科教学（英语）在英汉语言对比中渗透德育发表在北京教育普教版2005年10月期，获北京市教委“把德育体现于每一学科”征文二等奖任务型的逆向英语课堂教学模式发表在沈阳师范大学学报2006年10月期动感校园2006年9月发表在英语辅导报七年版第11期发表学术论文题目，刊名,时间，社会影响论文所产生的实际影响对作者工作及所在单位工作通过论文的撰写，促进了自己的学术水平和教师职业专业化水平的提高。多方面跨学科地丰富了理论知识，把理论运用到实际教学中，并加以创新，自己的教育理念改变了，工作能力也得到提高，更适应新时代对教师的要求。不能只做教书匠，要做教育家，关注培养学生的全面发展，自己也具备了教育教学研究的能力，使自己走在教育改革的前沿。出版专著名称、出版社、出版时间2006年7月循序渐进培养与提高中学生英文写作能力获沈阳市和平区“十五”教科研课题项目一等奖2005年12月在全国中学生英语能力竞赛中指导八年级学生梅玉获一等奖，获国际英语外语教师协会中国分会，国家基础教育实验中心外语教育研究中心颁发的一等指导教师证书。攻硕期间及获得硕士学位后一年内获得与硕士学位论文有关的成果获奖项目名称、等级及时间）2004年获北评为沈阳市和平区先进教师中文论文摘要论文选题的意义,论文运用的主要研究方法,主要研究成果,主要参考文献外语教学的最终目的是培养学生的交际能力,强调语言功能的交际法在实际英语教学中并没有取得理想效果。在课堂交际活动中,由于语法和言语结构没有得到充分的练习和巩固，造成学生言语输出的大量错误，直接影响语言的准确性与流利性。作为外语学习者，学生在言语输出的低层次阶段没有形成自动化，难以在交际表达时同时考虑言语的内容与结构，学生常常焦虑担心出错。另外，非真实的目标语言环境和交际任务、有限的接触与使用目标语言的机会，导致学生的消极应付行为,学生的口语交际能力即使经过几年的学习也没有得到提高。多媒体与网络越来越多地应用于外语教学，作为电脑技术的重要部分，电脑实时同步交互为英语学习者提供了更多的，轻松方便的，经济的，不受时间地域限制的与英语本族语言者进行真实交际的机会。SCMC兼具文本交互与语音交互的特点，它符合言语输出的过程和机制，类似于真实交际，但它降低了交际过程的速度，使交际者有时间考虑言语的内容与形式，因而有可能弥补课堂交际的不足。本文通过实验，用问卷调查和口语测试的方法比较实验组（利用电脑实时同步交互）和控制组（在传统课堂交际环境下），通过数据的分析，推断出电脑实时同步交互在情感方面对英语学习者具有降低焦虑感，提高学习兴趣与动机，形成正确的学习态度的作用，对学习者的口语能力水平具有提高的作用，对学习者的交际能力具有促进的作用。REFERENCESANDERSON,JR1982ACQUISITIONOFCOGNITIVESKILLPSYCHOLOGICALREVIEW,89,369406ARNOLD,J2000AFFECTINLANGUAGELEARNINGBEIJINGFOREIGNLANGUAGETEACHINGANDRESEARCHPRESSBROWN,HD2002PRINCIPLESOFLANGUAGELEARNINGANDTEACHINGBEIJINGFOREIGNLANGUAGETEACHINGANDRESEARCHPRESSCHUN,DM1994USINGCOMPUTERNETWORKINGTOFACILITATETHEACQUISITIONOFINTERACTIVECOMPETENCESYSTEM,221,1731DEBOT,K1992ABILINGUALPRODUCTIONMODELLEVELTSSPEAKINGMODELADAPTEDAPPLIEDLINGUISTICS,131,124DEBOT,K,THEROLESOFINTERACTIONMEANINGNEGOTIATION,FEEDBACK,MODIFIEDINTERACTION,CLARIFICATION,NOTICING,SCAFFOLDING,ZONEOFPROXIMALDEVELOPMENTANDTHEROLESOFAFFECTIVEFACTORSMOTIVATION,ATTITUDE,ANXIETYINSLAITSHOULDFOLLOWLANGUAGEPRODUCTIONPROCESSANDMECHANISM,SOTHERESEARCHISBASEDONTHESETHEORIESASTHESYNCHRONOUSCOMPUTERMEDIATEDCOMMUNICATIONHASAGREATRESEMBLANCEWITHREALINTERACTION,ITALSOHASTHEUNIQUEFEATUREOFBOTHTEXTINTERACTIONANDVOICEINTERACTION,WHICHSLOWSDOWNTHEPROCESSOFLANGUAGEPRODUCTION,SOTHESPEAKERSWILLHAVETIMETOPLANBEFORETHESPEECH,THUSITLLPROBABLYMAKEUPTHEINEFFECTIVENESSINCLASSCOMMUNICATIONTHERESEARCHISUNDERTAKENINEXPERIMENT,WITHTHECOMPARISONSOFTHEQUESTIONNAIRESANDTHECOMPARISONSOFTHEPRETEST/POSTTESTOFORALEVALUATIONBETWEENTHECONTROLGROUPINCLASSROOMCOMMUNICATIONANDTHEEXPERIMENTALGROUPINSCMC,THROUGHSTATISTICSANALYSIS,THESTUDYPROVEDTHATSCMCHASEFFECTSONREDUCINGANXIETY,ENHANCINGINTERESTANDMOTIVATIONINL2LEARNING,IMPROVINGORALCAPABILITY,FACILITATINGCOMMUNICATIVECOMPETENCETHESTUDYEXPLORESANEFFECTIVEWAYOFINCREASINGLEARNERSEXPOSUREANDUSEOFTHETARGETLANGUAGEWITHNATIVESPEAKERSINAMOREAUTHENTIC,MOTIVATED,CONVENIENT,ECONOMICALANDLESSANXIOUSENVIRONMENTKEYWORDSCOMMUNICATIVECOMPETENCE,SYNCHRONOUSCOMPUTERMEDIATEDCOMMUNICATION,L2PRODUCTION,CALL摘要外语教学的最终目的是培养学生的交际能力,强调语言功能的交际法在实际英语教学中并没有取得理想效果。在课堂交际活动中,由于语法和言语结构没有得到充分的练习和巩固，造成学生言语输出的大量错误，直接影响语言的准确性与流利性。作为外语学习者，学生在言语输出的低层次阶段没有形成自动化，难以在交际表达时同时考虑言语的内容与结构，学生常常焦虑担心出错。另外，非真实的目标语言环境和交际任务、有限的接触与使用目标语言的机会，导致学生的消极应付行为,学生的口语交际能力即使经过几年的学习也没有得到提高。本文以认知主义理论和二语习得理论为基础，通过分析言语输出假设，交互理论和情感因素理论在二语习得中的作用，参考了LEVELT和DEBOT的言语输出模式，ANDERSON的从陈述性知识到过程性知识的三个阶段和MCLAUGHLIN的言语加工过程的理论，认为促进与实现真正的口语交际能力的教学活动必须遵循言语输出的过程与机制,在交际活动中实现言语输出,言语交互和情感因素对二语习得的作用。随着信息技术与因特网的发展，多媒体与网络越来越多地应用于外语教学，作为电脑技术的重要部分，电脑实时同步交互为英语学习者提供了更多的，轻松方便的，经济的，不受时间地域限制的与英语本族语言者进行真实交际的机会。由于电脑实时同步交互兼具文本交互与语音交互的特点，它符合言语输出的过程和机制，类似于真实交际，但它降低了交际过程的速度，使交际者有时间考虑言语的内容与形式，因而电脑实时同步交互有可能弥补课堂交际的不足。本文通过实验，用问卷调查和口语测试的方法比较实验组（利用电脑实时同步交互）和控制组（在传统课堂交际环境下），通过数据的分析，推断出电脑实时同步交互在情感方面对英语学习者具有降低焦虑感，提高学习兴趣与动机，形成正确的学习态度的作用，对学习者的口语能力水平具有提高的作用，对学习者的交际能力具有促进的作用。关键词交际能力，电脑实时交互，二语输出，计算机辅助教学ACKNOWLEDGEMENTSIWOULDFIRSTLIKETOACKNOWLEDGEMYSUPERVISOR,ASSOCIATEPROFESSORBAIZHIGANG,WHODIRECTEDANDSUPPORTEDMEINTHEFIELDOFCOMPUTERASSISTEDLANGUAGELEARNINGFROMTHESTARTTHINKINGOFTHETHESISTHENHEHELPEDANDENCOURAGEDMETOCONTINUEWITHITATEVERYSTAGEOFTHETHESISWRITINGWHENEVERIMETANYDIFFICULTIESORFELTPUZZLEDWITHTHETHESISIAMEXTREMELYGRATEFULFORHISVALUABLESUGGESTIONSINTHEFORMATIONANDCOMPLETIONOFTHEVERYTHESISNEXTIWOULDLIKETOACKNOWLEDGETHOSEWHOHELPEDINTHECORRECTIONOFTHETHESISOUTLINE,SUCHASPROFZHANGPING,ANDTHOSEWHOGAVEMEFEEDBACKONTHISMANUSCRIPTMYHEARTFULTHANKSGOTOASSOCIATEPROFXINGJIAWEIANDGAOYANYINGWHOREADTHROUGHTHEMANUSCRIPTCAREFULLYANDPROVIDEDMANYUSEFULCOMMENTSIWOULDALSOLIKETOEXTENDMYGRATITUDETOTHESCHOLARSFROMABROAD,DRSCOTTPAYNEFROMPENNSYLVANIASTATEUNIVERSITY,USWHOSENTMETHESAMPLEOFORALPROFICIENCYEVALUATIONFORFOREIGNLANGUAGEANDMBSDINFROMTHEUNIVERSITYOFMALAYSIA,WHOSENTMESOMEREFERENCESONCALLEQUALLYGRATEFULISMYFEELINGTOTHEFRIENDSFROMDIFFERENTCOUNTRIESWHOOFFEREDSINCEREHELPANDCOOPERATIONINTHESCMCWITHMYSTUDENTSFINALLYTHANKSSHOULDBEALSODUETOMYPARENTSLOVE,SUPPORTANDCONCERNTABLEOFCONTENTSTITLEPAGEIAPPROVALPAGEIIENGLISHBSTRACTIIICHINESEABSTRACTIVACKNOWLEDGEMENTVTABLEOFCONTENTSVICHAPTERONEINTRODUCTION111AGENERALDESCRIPTIONOFTHESTUDY1111THESISSTATEMENT2112LIMITATIONOFTHESTUDY2113MEANSOFOBTAININGDATA2114DATAPRESENTATIONANDANALYSISTECHNIQUES312NEEDFORTHESTUDY313THEOVERALLSTRUCTUREOFTHETHESIS3CHAPTERTWOLITERATUREREVIEW521COMMUNICATIVELANGUAGETEACHING5211COMMUNICATIVEAPPROACHANDCOMMUNICATIVECOMPETENCES5212PROBLEMSINCLTCLASSROOM722THEORIESOFSLA9221THEFUNCTIONSOFOUTPUT9222INTERACTIONISTTHEORY10223THEAFFECTIVEFACTORSANDLANGUAGELEARNING1223THEPROCESSANDMECHANISMOFLANGUAGEPRODUCTION13231LEVELTSSPEECHPRODUCTIONMODEL13232DEBOTSADAPTEDMODEL15233ANDERSONSDECLARATIVEPROCEDURALKNOWLEDGEMODEL17234MCLAUGHLINSINFORMATIONPROCESSINGMODEL1824SYNCHRONOUSCOMPUTERMEDIATEDCOMMUNICATION21241CALLDEVELOPMENT21242INTERPRETATIONANDFEATURESOFSCMC22243STUDIESOFSCMCANDLANGUAGELEARNING23CHAPTERTHREEMETHODOLOGY2631RESEARCHQUESTIONS2632DESIGNOFTHEEXPERIMENT27321SUBJECTSANDSETTINGSOFTHERESEARCH27322TREATMENTANDPROCEDURESOFTHEEXPERIMENT2833INSTRUMENTSOFTHERESEARCH32331QUESTIONNAIRE32332PRETESTANDPOSTTESTINTHEEXPERIMENT3334DATACOLLECTIONANDSTATISTICALMEASUREMENT34341QUESTIONNAIRESCOMPARISONS34342PRETESTANDPOSTTESTCOMPARISONS35CHAPTERFOURRESULTSANDDISCUSSION3741MAJORFINDINGS37411THEEFFECTOFSCMCONLEARNERSAFFECTTOWARDSENGLISHLEARNING37412THEEFFECTOFSCMCONFACILITATINGLEARNERSORALPROFICIENCY39413THEEFFECTOFSCMCONENHANCINGLEARNERSCOMMUNICATIVECOMPETENCE4542LIMITATIONSOFTHEPRESENTSTUDY4943SUGGESTIONSFORFURTHERSTUDY50CHAPTERFIVECONCLUSION54REFERENCES57APPENDIXIQUESTIONNAIRES62APPENDIXIIORALPRODUCTIONINTERVIEWSCALE68APPENDIXIIISPEAKINGTASKS69CHAPTERONEINTRODUCTION11AGENERALDESCRIPTIONOFTHESTUDYTHECOMMUNICATIVEAPPROACHAIMSATIMPROVINGLEARNERSCOMMUNICATIVECOMPETENCESHIFTEDTHEEMPHASISINFLTEACHINGFROMAFOCUSONLINGUISTICFORMTOACTIVITIESWHICHINVOLVEEFFECTIVECOMMUNICATIONFROMTHE1970SINTHELATE1980S,THEABILITYTOCOMMUNICATESEEMEDTOHAVEREPLACEDGRAMMATICALACCURACYASTHEMEASUREOFSUCCESSFULMODERNLANGUAGELEARNINGEVENIFGRAMMATICALERRORSOCCURREDHOWEVER,THE1990SHAVESEENTHESHORTCOMINGSOFCOMMUNICATIVEAPPROACHBEINGINCREASINGLYPOINTEDOUTENGAGINGMEANINGANDENABLINGCOMMUNICATIONMIGHTDEEMPHASIZELANGUAGEGRAMMARANDFORMMANYEFLLEARNERSSPEAKLESSACCURATELYINTHEPOSTCOMMUNICATIVECLIMATE,THERESANURGENCYBALANCINGFORMANDFUNCTIONINFLTEACHINGEFLTEACHERSNOWURGENTLYNEEDASOLUTIONTOSOLVETHEINEFFICIENCYOFCLTANDTOINCREASEAUTHENTICEXPOSUREANDUSEOFTHETARGETKNOWLEDGEBOTHINSIDEANDOUTSIDEOFTHECLASSROOMTOFOSTERCOMMUNICATIVECOMPETENCEANDACHIEVEREALL2COMMUNICATION,ELTACTIVITIESSHOULDREALIZETHEROLESOFOUTPUTTRIGGERINGFUNCTION,HYPOTHESISTESTING,METALINGUISTICFUNCTION,ETCTHEROLESOFINTERACTIONMEANINGNEGOTIATION,FEEDBACK,MODIFIEDINTERACTION,CLARIFICATION,NOTICING,SCAFFOLDING,ZONEOFPROXIMALDEVELOPMENTANDTHEROLESOFAFFECTIVEFACTORSMOTIVATION,ATTITUDE,ANXIETYINSLAFOLLOWTHENOTIONSOFTHEOUTPUTHYPOTHESISFROMAPSYCHOLINGUISTICPERSPECTIVEASABASISFORDEPICTINGL2PRODUCTIONPROCESSANDFORPROPOSINGMECHANISMSTHATINFLUENCEL2ACQUISITIONACCORDINGTOLEVELTSMODELOFLANGUAGEPRODUCTIONTOGETHERWITHDEBOTSADAPTEDMODEL,ANDERSONSDECLARATIVEKNOWLEDGETOPROCEDUREKNOWLEDGEASWELLASMCLAUGHLINSCONTROLLEDTOAUTOMATICPROCESSINGMODELDUETOTHEDEVELOPMENTOFCOMPUTERTECHNOLOGY,THEINTERNETINPARTICULARHASBECOMEANEWMEDIUMOFCOMMUNICATIONTHATISSHAPINGBOTHTHEPROCESSESANDTHEPRODUCTSOFCOMMUNICATIONWHILEMUCHSECONDLANGUAGETEACHINGANDLEARNINGHASBENEFITEDFROMTHEEMPLOYMENTOFMULTIMEDIA,ITSAPPLICATIONISSTILLRELATIVELYNEWTOTHETEACHINGANDLEARNINGOFEFLINCHINATHERESTILLEXISTSANEMPIRICALGAPBETWEENTHETHEORIESOFCALLANDITSAPPLICATIONINTHEAREAOFELTTHESTUDYWASUNDERTAKENINEXPERIMENTTOFINDOUTIFSCMCCANFACILITATESECONDARYSCHOOLEFLLEARNERSCOMMUNICATIVECOMPETENCEBYDEVELOPINGTHESAMECOGNITIVEMECHANISMSUNDERLYINGSPONTANEOUSCONVERSATIONALSPEECHTHERESEARCHQUESTIONSTOBEADDRESSEDINTHESTUDYARETHEFOLLOWING1WHATARETHEEFFECTSOFSCMCONLEARNERSAFFECTIONTOWARDSENGLISHLEARNING2WHATSTHEEFFECTOFSCMCONFACILITATINGLEARNERSORALPROFICIENCY3WHATSTHEEFFECTOFSCMCONENHANCINGLEARNERSCOMMUNICATIVECOMPETENCE111THESISSTATEMENTTHEPURPOSEOFTHEPAPERISTOPROVEANDEXPLORESYNCHRONOUSCOMPUTERMEDIATEDCOMMUNICATIONHASANEFFECTONINCREASINGSECONDARYSCHOOLEFLLEARNERSEXPOSUREANDUSEOFTHETARGETLANGUAGEWITHNATIVESPEAKERSINAMOREAUTHENTIC,MOTIVATED,CONVENIENT,ECONOMICANDLESSANXIOUSENVIRONMENTASWELLASFACILITATINGANDDEVELOPINGTHEIRCOMMUNICATIVECOMPETENCEBASEDONLEVELTETALSPROCESSANDMECHANISMOFL2PRODUCTIONMODEL,THETHEORIESOFOUTPUTHYPOTHESIS,INTERACTIONISMANDAFFECTIVEFACTORS112LIMITATIONOFTHESTUDYSINCETHEUSEOFSYNCHRONOUSCMCINTHEEFLCLASSROOMISSTILLAYOUNGENTERPRISEANDSOFARTHEFULLINTEGRATIONOFTHEINTERNETINTOFOREIGNLANGUAGETEACHINGHASNOTYETBEENACHIEVEDEVENINADVANCEDCOUNTRIESSTUDIESCONDUCTEDSOFARAREOFTENSMALLSCALE,SOMETIMESSOMEWHATBIASEDMANYCLAIMSHAVENOTORONLYPARTLYBEENBACKEDUPBYHARDEVIDENCE,ANDITSHARDFORTHEWRITERWHOISRESTRICTEDWITHTIMEANDCAPACITYTOFINDENOUGHREFERENCESANDTOMAKEATHOROUGH,EXTENSIVEANDCOMPREHENSIVERESEARCHINTOTHEFIELDINADDITION,ITISVERYEARLYINEXPERIMENTALLYEXAMININGCOMMUNICATIONCOMPETENCEASARESULTOFSYNCHRONOUSCMC,THESEFINDINGSNEEDTOBEREPLICATEDWITHDIFFERENTPOPULATIONSANDDIFFERENTINSTRUCTIONALTREATMENTS113MEANSOFOBTAININGDATADATAMAINLYCOMEFROMCHINESEANDENGLISHPUBLICATIONSOBTAINEDFROMSHENYANGNORMALUNIVERSITYSLIBRARYANDINTERNETRESOURCES114DATAPRESENTATIONANDANALYSISTECHNIQUESITISAQUANTITATIVETOPROVIDEAPRACTICALSOLUTIONTOTHEPROBLEMOFEFLLEARNERSLACKOFCHANCESFORENGLISHOUTPUTANDTHEINEFFECTIVENESSINCOMMUNICATIVECLASS,THUSITREALIZESTHEULTIMATEGOALOFENGLISHTEACHINGTHEOBJECTIVESOFTHEPAPERAREATOPRESENTTHEINEFFICIENCYOFTHECOMMUNICATIVELANGUAGETEACHINGBTOFINDTHEORETICALBASISFORAPPLYINGSYNCHRONOUSCOMPUTERMEDIATEDCOMMUNICATIONINTOEFLTEACHINGCTOINCREASEEFLLEARNERSEXPOSUREANDUSEOFTHETARGETLANGUAGEINAMOREAUTHENTIC,MOTIVATED,CONVENIENT,ECONOMICANDLESSANXIOUSENVIRONMENTDTOENHANCELEARNERSCOMMUNICATIVECOMPETENCESVIASCMCTHUSTOSOLVETHEPROBLEMOFCHINESEEFLLEARNERSLOWCAPABILITYOFCOMMUNICATIONETOPROVIDEANEWACCESSTOASSISTANDREALIZETHEULTIMATEGOALOFENGLISHTEACHINGFTOGUIDETHESTUDENTSTOUSETHECOMPUTERASATOOLFORLANGUAGELEARNING13THEOVERALLSTRUCTUREOFTHETHESISTHISTHESISCONSISTSOFFIVECHAPTERSCHAPTERONEISTHEINTRODUCTIONOFTHETHESISWITHAGENERALDESCRIPTIONOFTHESTUDY,NEEDFORTHESTUDYANDTHEOVERALLSTRUCTUREOFTHETHESISCHAPTERTWOISTHEPARTOFLITERATUREREVIEWFIRSTITREVIEWSTHECOMINGOFCOMMUNICATIVEAPPROACH,THENOTIONOFCOMMUNICATIVECOMPETENCEANDPOINTSOUTTHEPROBLEMSINTHECLTCLASSROOMTHENITINTRODUCESTHETHEORIESOFSLATHEROLESOFOUTPUT,INTERACTIONANDAFFECTIVEFACTORSTOL2ACQUISITIONTHECOREOFTHETHEORIESISLEVELTSPROCESSANDMECHANISMOFL1LANGUAGEPRODUCTION,DEBOTSADAPTEDMODEL,ANDERSONSDECLARATIVEPROCEDURALKNOWLEDGEMODELANDMCLAUGHLINSINFORMATIONPROCESSINGMODELWHATFOLLOWSTHATISTHEINTRODUCTIONOFSYNCHRONOUSCOMPUTERMEDIATEDCOMMUNICATION,INCLUDINGCALLDEVELOPMENT,INTERPRETATIONANDFEATURESOFSCMCANDSTUDIESOFSCMCANDLANGUAGELEARNINGCHAPTERTHREEISTHESECTIONOFMETHODOLOGYITSUPPLIESRESEARCHQUESTIONS,DESIGNOFTHERESEARCHEXPERIMENT,BRIEFLYINCLUDESTHESUBJECTANDSETTINGSOFTHERESEARCHTREATMENTANDPROCEDURESOFTHEEXPERIMENTTHEINSTRUMENTSOFTHERESEARCHAREMAINLYQUESTIONNAIREANDPRETEST/POSTTESTCOMPARISONOFTHEEXPERIMENTTHENITILLUSTRATESHOWTHEDATAISCOLLECTEDANDANALYZEDTOPROVETHERELIABILITYANDVALIDITYOFTHESTATISTICSCHAPTERFOURISTHERESULTSANDDISCUSSIONOFTHEEXPERIMENTITCONSISTSOFTHEANALYSISOFTHEQUESTIONNAIRESCOMPARISONSANDTHEANALYSISOFTHEPRETESTANDPOSTTESTCOMPARISONS,THEMAJORFINDINGSOFTHERESEARCHQUESTIONSAFTERTHEEXPERIMENT,LIMITATIONSOFTHEPRESENTSTUDYANDTHESUGGESTIONSFORFURTHERSTUDYCHAPTERFIVEISTHECONCLUSIONANDTHEIMPLICATIONSOFTHERESEARCHFORFOREIGNLANGUAGETEACHINGCHAPTERTWOLITERATUREREVIEW21COMMUNICATIVELANGUAGETEACHINGCOMMUNICATIVELANGUAGETEACHINGBEGANINBRITAININTHE1960SASAREPLACEMENTTOTHEEARLIERSTRUCTURALMETHOD,CALLEDSITUATIONALLANGUAGETEACHINGTHISWASPARTLYINRESPONSETOCHOMSKYSCRITICISMSOFSTRUCTURALTHEORIESOFLANGUAGEANDPARTLYBASEDONTHETHEORIESOFBRITISHFUNCTIONALLINGUISTIS,SUCHASFIRTHANDHALLIDAY,ASWELLASAMERICANSOCIOLINGUISTS,SUCHASHYMES,GUMPERZANDLABOVANDTHEWRITINGSOFAUSTINANDSEARLEONSPEECHACTSCOMMUNICATIVEAPPROACHINLANGUAGETEACHINGSTARTSFROMTHENOTIONOF“COMPETENCE”WHICHWASFIRSTPUTFORWARDBYCHOMSKY1965,ANDTHENWASCONSTANTLYEXTENDEDBYMANYOTHERLINGUISTSSUCHASHYMES1972,CANALEANDSWAIN1980,1983COMMUNICATIVECOMPETENCEANDCOMMUNICATIVEAPPROACHITWASCHOMSKYWHOFIRSTDIFFERENTIATEDTHETWONOTIONSOFLINGUISTICCOMPETENCEANDPERFORMANCECOMPETENCEREFERSTOTHEINTERNALIZEDKNOWLEDGEOFTHESTRUCTURES,RULESANDSYSTEMSOFAPARTICULARLANGUAGEWHILEPERFORMANCEREFERSTOTHEACTUALMANIPULATIONANDAPPLICATIONOFTHEUNDERLYINGKNOWLEDGECHOMSKYSNOTIONOFCOMPETENCEANDPERFORMANCEISOFGREATSIGNIFICANCEYET,HISCOMPETENCEONLYDISCUSSESLINGUISTICKNOWLEDGE,ITSSCOPEBEINGTOONARROWHYMESEXTENDEDTHESCOPEOFCHOMSKYSLINGUISTICCOMPETENCEINTOFOURASPECTSANDPROPOSEDTHENOTIONOFCOMMUNICATIVECOMPETENCEHEMAINTAINSTHATAPERSONWHOACQUIRESCOMMUNICATIVECOMPETENCEACQUIRESBOTHKNOWLEDGEANDABILITYFORLANGUAGEUSEWITHRESPECTTO1WHETHERANDTOWHATDEGREESOMETHINGISFORMALLYPOSSIBLETHECORRECTNESSOFACERTAINLANGUAGEFORM2WHETHERANDTOWHATDEGREESOMETHINGISAPPROPRIATEINRELATIONTOITSCONTEXTINWHICHITISUSEDANDEVALUATEDTHEAPPROPRIATENESSOFALANGUAGEFORMINASPECIFICCONTEXT3WHETHERANDTOWHATDEGREESOMETHINGISFEASIBLEINVIRTUEOFTHEMEANSOFIMPLEMENTATIONAVAILABLETHEPRACTICALITYOFALANGUAGEFORM4WHETHERANDTOWHATDEGREESOMETHINGISINFACTDONE,ACTUALLYPERFORMED,THEACTUALPERFORMANCEOFALANGUAGEFORMINREALITYHYMES,1972281HYMESPROPOSALOFTHENOTIONOFCOMMUNICATIVECOMPETENCEISFURTHERCLARIFIEDBYCANALEANDSWAINACCORDINGTOCANALEANDSWAIN,FOURDIMENSIONSOFCOMMUNICATIVECOMPETENCEAREIDENTIFIEDGRAMMATICALCOMPETENCE,SOCIOLINGUISTICCOMPETENCE,DISCOURSECOMPETENCEANDSTRATEGICCOMPETENCEGRAMMATICALCOMPETENCEREFERSTOWHATCHOMSKYCALLSLINGUISTICCOMPETENCEANDWHATHYMESINTENDSBYWHATIS“FORMALLYPOSSIBLE”ITISTHEDOMAINOFGRAMMATICALANDLEXICALCAPACITYSOCIOLINGUISTICCOMPETENCEREFERSTOANUNDERSTANDINGOFTHESOCIALCONTEXTINWHICHCOMMUNICATIONTAKESPLACE,INCLUDINGROLERELATIONSHIPS,THESHAREDINFORMATIONOFTHEPARTICIPANTS,ANDTHECOMMUNICATIVEPURPOSEFORTHEIRINTERACTIONTOPUTITMORESPECIFICALLY,ITISTHEABILITYTOUSELANGUAGEAPPROPRIATELYINVARIOUSSOCIALCONTEXTSDISCOURSECOMPETENCEREFERSTOTHEINTERPRETATIONOFINDIVIDUALMESSAGEELEMENTSINTERMSOFTHEIRINTERCONNECTEDNESSANDOFHOWMEANINGISREPRESENTEDINRELATIONSHIPTOTHEENTIREDISCOURSEORCONTEXTINOTHERWORDS,THEABILITYTOACHIEVEAUNITYOFFORMANDMEANINGSTRATEGICCOMPETENCEREFERSTOTHEABILITYTOOR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