Communicative Competence and English as an International Language
Communicative Competence and English as an International Language
Language is used for expressing our thoughts , and for verbal thinking, problem-solving, and creative writing, but it is used essentially for communication. What makes it difficult to grasp the language user’s systems of representation for communication with others is the fact that the capability of individuals to interact with others through language is a unique quality and at the same time a universal human quality. The successful language use for communication presupposes the development of communicative competence in the users of that language and that the use of language is constrained by the socio-cultural norms of the society where the language is used. The use of English in Britain is influenced by the British socio-cultural norms which underlie individual differences. So are American English, Indian English, Nigerian English, and Singaporean English. That holds true in areas where English is used daily either as a native language or as a second language. In the use of English for international communication, however, what society’s or societies’ socio-cultural norms should be observed? Should they be the Anglo-American norms because speakers use American or British English as the model? Or would they be the socio-cultural norms of speakers’ native societies, which are not conspicuous nevertheless inevitably ooze out? Or is there what might be called pan- human or universal socio-cultural norm(s) overarching individual societies and cultures?
In this paper, I would first review communicative competence briefly, then discuss what English as an International Language (EIL) is, and lastly argue that communicative competence, especially socio-cultural competence, of EIL speakers does not necessarily need to be that of native English speakers.
Communicative Competence
Chomsky (1965) made a distinction between ‘grammatical competence’ and ‘performance.’ The former is the linguistic
Language is used for expressing our thoughts , and for verbal thinking, problem-solving, and creative writing, but it is used essentially for communication. What makes it difficult to grasp the language user’s systems of representation for communication with others is the fact that the capability of individuals to interact with others through language is a unique quality and at the same time a universal human quality. The successful language use for communication presupposes the development of communicative competence in the users of that language and that the use of language is constrained by the socio-cultural norms of the society where the language is used. The use of English in Britain is influenced by the British socio-cultural norms which underlie individual differences. So are American English, Indian English, Nigerian English, and Singaporean English. That holds true in areas where English is used daily either as a native language or as a second language. In the use of English for international communication, however, what society’s or societies’ socio-cultural norms should be observed? Should they be the Anglo-American norms because speakers use American or British English as the model? Or would they be the socio-cultural norms of speakers’ native societies, which are not conspicuous nevertheless inevitably ooze out? Or is there what might be called pan- human or universal socio-cultural norm(s) overarching individual societies and cultures?
In this paper, I would first review communicative competence briefly, then discuss what English as an International Language (EIL) is, and lastly argue that communicative competence, especially socio-cultural competence, of EIL speakers does not necessarily need to be that of native English speakers.
Communicative Competence
Chomsky (1965) made a distinction between ‘grammatical competence’ and ‘performance.’ The former is the linguistic