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Dichotomy of competence and performance

a fundamental distinction between competence (the speaker-hearer’s knowledge of his language) and performance (the actual use of language in concrete situations”

Chomsky

(1965)

Natural communication

“ to use language to communicate successfully requires much more than linguistic competence. One must be able to translate intentions into words and do so in such a way that those intentions will be recognized by the recipient”

Hymes

(1972)

“competence in this perspective, is tied to actual performance of the language in social situations”

Allen and Brown (1976)

“the ability if an interactant to choose among available communicative behaviors”

Wiemann (1977)

“the ability of an individual to demonstrate knowledge of the appropriate communicative behavior in a given situation”

Larson et al. (1978)

grammar and sociolinguistics features must both be included in second language coursework and both must be assessed, as well. This is in sharp contrast to the grammar-centered syllabi found in most coursework by Canale and Swain

Bachman (1997)

Canale y Swan 1980

communicative language ability (CLA)

Three components of communicative competence: language and strategic competence and psychophysiological mechanisms

Howatt

(1984)

"the communicative Language Teaching Stresses the importance of providing learners with opportunities to use English for communicative purpsesand attempts to integrate such activities into a wider program of language teaching"

Celce-Murcia

(1995)

proposed that actional competence (the ability to comprehend and produce all significant speech acts and speech act sets) should also be part of communicative competence.