Cunningsworth's model of communicative competence

Introduction

In the realm of language teaching, the term \"communicative competence\" was introduced by Hymes in the 1960s, and later further defined by Canale and Swain in the 1980s. The basic premise is that proficiency in a language involves more than just accurate grammar and vocabulary, but also the ability to use language effectively in a variety of social contexts. Cunningsworth's model of communicative competence expands on this concept by outlining four different aspects of communicative competence, each of which is essential for effective communication in any language.

The four aspects of communicative competence

The first aspect of communicative competence according to Cunningsworth is \"linguistic competence,\" which refers to a speaker's knowledge of the underlying rules and structures of a language. This includes knowledge of grammar, vocabulary, pronunciation, and syntax, and is essential for constructing meaningful sentences and comprehending what is being said. The second aspect is \"sociolinguistic competence,\" which refers to the ability to use language appropriately in different social contexts. This includes an understanding of social norms, attitudes, and taboos, as well as the different registers and dialects that exist within a language. Speakers who possess strong sociolinguistic competence are able to convey their intended message effectively and avoid offending others. The third aspect is \"pragmatic competence,\" which refers to the ability to use language in a way that achieves the speaker's intended purpose. This involves understanding the nuances of language use, such as when to use direct or indirect speech, how to make requests, and how to convey politeness or impoliteness. Speakers who possess strong pragmatic competence are able to use language to achieve their goals effectively and appropriately. Finally, \"strategic competence\" refers to the ability to use various communication strategies to compensate for gaps in one's knowledge or understanding of a language. This includes the ability to ask for clarification, use gesture and nonverbal cues, and paraphrase information to make it more comprehensible. Speakers who possess strong strategic competence are able to navigate difficult communication situations with ease and continue to convey their intended message effectively.

Implications for language teaching

Cunningsworth's model has important implications for language teaching, as it suggests that language instruction needs to go beyond mere grammar and vocabulary instruction to encompass all four aspects of communicative competence. Teachers need to provide opportunities for learners to practice using language in a variety of social contexts and to develop their pragmatic and strategic competence. Additionally, teachers need to be aware of cultural differences in language use and ensure that learners understand the appropriate social norms for using language in different contexts. By focusing on communicative competence, language learners can develop the skills they need to truly communicate effectively in their target language.

Overall, Cunningsworth's model of communicative competence provides a useful framework for understanding the complex nature of language proficiency. By encompassing all four aspects of communicative competence, language learners can develop a well-rounded set of skills that enable them to communicate effectively in a variety of situations. This model has important implications for language teaching, as it suggests that language instruction needs to be centered around the development of communicative competence rather than merely linguistic knowledge.