In Fundamental Considerations of Language Testing, Bachman offers an extremely dichotomous definition of communicative competence. In large part, Bachman is making the case that separate components of language exist that can’t be measured in objective, starkly grammatical terms. That while Organizational Competence, or “those abilities involved in producing…grammatically correct sentences” is a major component of language, communicative competence functions to illuminate the necessity of teaching, “…language users and the context of communication” – that is, pragmatic concerns (Bachman 87). The issue becomes particularly muddied when discussing Strategic Competence, as some researchers identify this aspect of communication as compensatory to the Linguistic and Pragmatic elements. It seems that Bachman differs from past research here in that he includes Strategic Competence in as vital a position of communication as the Pragmatic and Organizational Components.The correction of errors within the communicative competence spectrum is best understood within the actual process of learning. One example situates a second language learner reading a foreign textbook and encountering difficulty, not because of its grammatical or vocabulary elements, but because of the textual positioning of sentences. Communicative competence theory argues that this difficulty occurs because there are rhetorical elements that function in-addition to the lexical structure of the text; therefore, teachers must take into account these extra-linguistic elements into account when correcting errors. While it’s. Mainstream Language Teaching Methods.
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