THE COMMUNICATIVE COMPETENCE MODEL IN FOREIGN LANGUAGE EDUCATION
https://doi.org/10.5281/zenodo.20006593
Kalit so‘zlar
communicative competence, foreign language education, communicative language teaching, discourse competence, pragmatic competence, applied linguistics.Annotasiya
The communicative competence model has become a cornerstone of modern foreign language education. Unlike traditional grammar-based approaches, this model emphasizes the learner’s ability to use language effectively and appropriately in real-life communicative contexts. This article examines the theoretical origins of communicative competence, its structural components, its evolution through different models, and its pedagogical implications. Drawing upon the works of Hymes (1972), Canale and Swain (1980), Bachman (1990), and Celce-Murcia et al. (1995), the study highlights the significance of communicative competence in shaping contemporary communicative language teaching (CLT). The article also discusses the model’s relevance in the digital era and multilingual educational contexts.
Foydalanilgan adabiyotlar ro‘yhati
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Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6(2), 5–35.
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin.
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