Third Assignment of Applied Linguistic

Iva Dlurrotun Nihayah
2201409009
401-102
Third Assignment of Topics in Applied Linguistic

Summary of Communicative Competence
           The main key in this case are the words performance and competence. The term ‘performance’ and ‘competence’ are used differently by the research, so that why Chomsky (1965) had differed those two terms. According to Chomsky (1965), the term ‘competence’ refers to the linguistics system (grammar) that an ideal native speaker of a given language has internalized whereas ‘performance’ mainly concerns the psychological factors that are involved in the perception and production of speech. Given this perspective, theory of competence is equivalent to the theory of grammar or language rule that can generate and describe the grammatical sentence of a language. In other hand, theory of performance focuses on the acceptability of sentence in perception and speech production.
           in other words, communicative competence can be defined as a knowledge that enables someone that enables someone to use that knowledge communicatively. Some researchers had been defining the term communicative competence, Munby (1978) assumed that communicative competence should focus minimally on the relationship and interaction between regularities in grammatical competence and regularities in sociolinguistic competence. It can be assumed that the rule of language will be useless if there is no grammar rule “not only knowing the grammatical rules of language, but also what to say to whom in what circumstances and how to say it, example: the rule when we greet the younger will be different with the rule when we greet the elder.
                There are some guiding principles for communicative competence in second language teaching. The first, communicative competence is composed minimally of grammatical competence, sociolinguistic competence, and communicative strategies. A communication approach must be based on and respond to the learner’s need. The second language must have the opportunity to take part in meaningful communicative interaction with highly competent speaker of the language. It is particularly at the early stages of learning (young age). The primary objective of a communication-oriented second language program must be to provide the learners with the information, practice, and much of the experience needed to meet their communicative needs in second language.