Options
A systematic review of communicative competence in second language : how it was gradually replaced with intercultural and multimodal competencies
Author
Khomeshwaree Mootoosamy
Supervisor
Aryadoust, Vahid
Abstract
The formulation of the construct of communicative competence (CC) was the consequence of the inappropriateness of the theory of linguistic competence and performance (Chomsky, 1965). Subsequently, the conceptualization of CC was further developed to include models of communicative language ability and competence in second language learning and assessment (Bachman, 1990; Canale, 1983; Canale & Swain, 1980; Celce-Murcia, Dörnyei & Thurell, 1995).
In order to obtain a comprehensive understanding of communicative competence, a systematic review of 150 studies from the Web of Science database was carried out to gauge the manner in which empirical studies have defined and operationalized the construct in the context of second language learning and assessment. The need of such a study arises since no empirical review of CC has been previously undertaken. A coding scheme grounded in the dataset generated four main themes, namely, “beliefs and perceptions about CC”; “expansion of CC”; “mixed specifications about CC” and “tests and measures of CC and CLA”.
The analysis of these themes foregrounded four significant findings. First, the construct of CC is prevalent in the body of research compared to communicative language ability (CLA). Second, CC is a multifarious construct that has been researched in varied perspectives. It was found that older studies were more consistent with traditional approaches to CC and CLA, while the construct shifted focus to technology and self-appraisals in more recent studies. Third, there is no consensus amongst the reviewed studies about tests and methods of operationalization of CC, implying that the evidence provided is sample specific. However, most importantly, it was found that over the years CC has undergone an evolution. With the multimodal (Kress, 2000) and intercultural turn (Thorne, 2010), CC has branched into new concepts namely intercultural and multimodal communicative competencies. CC has also been, for long, analogous to performance, proficiency, social rules of language use, rules of appropriateness, willingness to communicate, self-perceptions of CC, and the goal of being a native speaker. The implications of the present research synthesis are two-fold. It becomes imperative to adapt world language classrooms to this rising trend. In addition, further investigations should focus on developing optimal language assessments and methods of operationalization that are in line with the new and old theoretical frameworks of CC.
In order to obtain a comprehensive understanding of communicative competence, a systematic review of 150 studies from the Web of Science database was carried out to gauge the manner in which empirical studies have defined and operationalized the construct in the context of second language learning and assessment. The need of such a study arises since no empirical review of CC has been previously undertaken. A coding scheme grounded in the dataset generated four main themes, namely, “beliefs and perceptions about CC”; “expansion of CC”; “mixed specifications about CC” and “tests and measures of CC and CLA”.
The analysis of these themes foregrounded four significant findings. First, the construct of CC is prevalent in the body of research compared to communicative language ability (CLA). Second, CC is a multifarious construct that has been researched in varied perspectives. It was found that older studies were more consistent with traditional approaches to CC and CLA, while the construct shifted focus to technology and self-appraisals in more recent studies. Third, there is no consensus amongst the reviewed studies about tests and methods of operationalization of CC, implying that the evidence provided is sample specific. However, most importantly, it was found that over the years CC has undergone an evolution. With the multimodal (Kress, 2000) and intercultural turn (Thorne, 2010), CC has branched into new concepts namely intercultural and multimodal communicative competencies. CC has also been, for long, analogous to performance, proficiency, social rules of language use, rules of appropriateness, willingness to communicate, self-perceptions of CC, and the goal of being a native speaker. The implications of the present research synthesis are two-fold. It becomes imperative to adapt world language classrooms to this rising trend. In addition, further investigations should focus on developing optimal language assessments and methods of operationalization that are in line with the new and old theoretical frameworks of CC.
Date Issued
2022
Call Number
P118.2 Kho
Date Submitted
2022