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IPP's/IEP's: The Transitions Section || Writing Difficulties: A Computer Peripheral May Be the Answer? || Career Competencies From Kindergarten to Grade Twelve || Communicative Competence: Far More than Language Arts!

Communicative Competence: Far More than Language Arts!

Communicative competence is far more than an aggregate of listening and speaking, reading and writing. It is the ability to use appropriately in a variety of contexts, ALL aspects of verbal and nonverbal language, as would a native speaker. There are two components to communicative competence. The first is linguistic competence, which is mastery of:

  • the sound system and the written system
  • the syntax, or word order of communications
  • the stress, pitch, juncture (passage from one sound to another in the stream of speech), and volume
  • the semantics, or meanings of words and phrases, and the how/when/where/why they are used in a language (this is most often culturally implied, not explicitly taught)


    • No doubt, if you look at the items singularly and in various combinations, you will recall situations where some of these elements were missing or “not quite right” in someone’s communication. Perhaps, although the grammar was perfect, the pronunciation and “sentence melody” were unusual to your cultural/linguistic ear. Perhaps the word meaning was correct, but the word was out-of-date or awkward, or a phrase was not appropriate in the context. Often we think of a child’s amusing (or embarrassing) comments as she learned to communicate, or the writing or speaking of someone whose native language is different.

    Now, the “greater half” of the story! Communicative competence also includes pragmatics competence: knowing the appropriateness of communication formats, verbal and nonverbal responses and interactions in many contexts. Communicative competence includes a seemingly endless list of skills, such as

  • appropriateness of action and speech in view of speaker/listener roles, status, ages and perspectives
  • frequency and pattern of eye contact and facial expressions
  • personal space and body movement
  • establishing rapport, taking turns, not talking excessively
  • initiating, contributing relevance to, and ending conversation
  • being comprehensible, supplying all necessary information and requesting clarification
  • creating smooth changes in topic, and responding to timing and pauses in dialogue


    • These pragmatics elements are so powerful that they can easily overwhelm the intent of the verbal message. If some are missing, “inappropriate” to, or in conflict with the verbal message, we may feel perplexed, uneasy or distrustful. At the least, the message becomes distorted. Today’s classrooms often have a wide diversity of skills, abilities, experiences, cultures, lifestyles and languages that can provide a wonderful opportunity to expand and enhance communicative competence. However, there is also the risk that if we do not consciously pay attention to pragmatics competence, we will not provide our students with fully–developed experiences concerning acceptable communication.

    The point? Often, people perceived to be socially incompetent are those who lack strong pragmatics competence. Some students who we believe have “attitude” and “behavioural” difficulties, on closer scrutiny, may lack communicative pragmatics. These skills can be taught! As a purposeful thread through our discussions, lessons and activities, we can provide opportunities for students to develop context-sensitive behaviour: to become more aware of, and more adept at responding appropriately to social contexts. Pragmatics competence is a crucial survival skill in life and in the workplace. We must address it.