A PRELIMINARY STUDY OF THE NATURE OF COMMUNICATIVE COMPETENCE
A PRELIMINARY STUDY OF THE NATURE OF COMMUNICATIVE COMPETENCE
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交际能力本质的初步研究
DOI：
10.1002/j.2333-8504.1992.tb01449.x
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发表时间：
1992
影响因子：
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通讯作者：
Eduardo C. Cascallar
中科院分区：
文献类型：
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作者：
Grant Henning;Eduardo C. Cascallar
自1972年Hymes提出“交际能力”这一概念以来，人们越来越多地从提高交际能力的能力或对语言能力和表现的交际观点的敏感性方面来评价英语作为第二语言或外语的教学和测试项目。遗憾的是，尽管有这种明显的趋势，但对交际能力结构的性质并没有达成共识，也没有为所提出的各种解释模型提供足够的实证支持。
本研究的目的是对与交际能力相关的理论文献进行综述，确定构成交际能力的主要变量，并在典型的本族语/非本族语大学学术交际中检验这些变量的相对存在性和可测量性，提出一个综合这些变量的交际能力的初步模型。并考察了托福、口语和书面英语考试成绩与实验模型各要素之间的关系。因此，设计了一个图式的学术交际语言性能的系统启发，并将此图式应用于评估的79名成年人，英语作为第二语言的学生谁被选为研究。在所有的，158小时的视频记录的语言互动的插曲和12个交际写作样本收集了训练有素的对话者，和40个交际能力变量（21个在口头形式，19个在书面形式，其中18个在每种形式在这里报告）的意见进行了评估。变量的可靠性和相关性进行了检查，与托福，TSE和TWE考试的分测验和总分。
结果提供了一些理论为基础的交际能力变量的语言，话语，社会语言学和战略能力域的比较贡献的信息。反过来，这些能力域进行了调查，他们的关系，以语言能力的组成部分，由托福，TSE和TWE测试评估。12个口头和12个书面沟通任务也进行了分析，并在引发交际语言性能的适用性排序。
Since the introduction of the expression “communicative competence” by Hymes in 1972, programs for the teaching and testing of English as a second or foreign language have increasingly been evaluated in terms either of their ability to promote communicative competence or of their sensitivity to a communicative view of language competence and performance. Unfortunately, despite this evident trend, there is no consensus on the nature of the communicative competence construct(s), nor has sufficient empirical support been provided for the various explanatory models proposed.
The present study was conducted to survey the theoretical literature related to communicative competence; to identify major variables said to comprise the construct(s); to test for the comparative presence and measurability of such variables in typical native/nonnative speaker university academic communication; to propose a tentative model of communicative competence as- a synthesis of these variables; and to examine the relationship of Test of English as a Foreign Language (TOEFL), Test of Spoken English (TSE), and Test of Written English (TWE) scores with the various elements of the tentative model. Accordingly, a schema was devised for the systematic elicitation of academic communicative language performance and this schema was applied in the assessment of the 79 adult, English-as-a-second language students who were chosen for the study. In all, 158 hours of video-recorded language-interaction episodes and 12 communicative writing samples were gathered by trained interlocutors, and observations on 40 communicative competence variables (21 in an oral modality, and 19 in a written modality, of which 18 in each modality are reported here) were rated by trained evaluators. Variables were examined for reliability and correlation with subtest and total scores of the TOEFL, TSE, and TWE examinations.
Results provide information about the comparative contributions of some theory-based communicative competence variables to domains of linguistic, discourse, sociolinguistic, and strategic competencies. In turn, these competency domains were investigated for their relation to components of language proficiency as assessed by the TOEFL, TSE, and TWE tests. Twelve oral and twelve written communication tasks were also analyzed and rank ordered for suitability in eliciting communicative language performance.