Communicative Competence In Language Acquisition

The knowledge and skills that are required by learners to communicate effectively in English are closely connected and translates to the learners need for every aspect in order to achieve language competency. Young and adult learners need to acquire knowledge of specific language items, such as grammar, vocabulary, and features of particular text types. Developing an understanding of how language works in the context of communicative learning activities, while integrating themselves and ensuring that they develop both implicit and explicit knowledge of the target language. 'Implicit is the knowledge learners acquire and use unconsciously, and explicit is the knowledge that requires conscious teaching and learning.

Learners acquire the system of a

Hymes’ proposed that communicative competence was a reaction vs Chomsky’s concept of ‘linguistic competence’, and the distinction he made between linguistic ‘competence’ and linguistic ‘performance’. For Hymes, Chomsky’s view of linguistic competence was too narrow because it ignored the sociocultural features that define appropriate language use. Hymes argued that knowledge of language not only includes knowledge of language structure, but also knowledge of how to use language appropriately depending on who we are communicating with, about what, and in what context. Hymes called this revised view of the knowledge of language competence communicative competence. Hymes’ notion of communicative competence was adopted by some who set it up as the main aim in language teaching. David Crystal’s Theory On Child Language Acquisition.

David Crystal divided child learning acquisition into different stages in his work "Child Language, learning and Linguistics". Crystal gave characteristics based on age; he supported these information through typical speech examples.

Stage 1 (from around 9 to 18