To ‘know a language’ is a more complicated notion that most people would think. Some scholars such as Cummins (2006) have suggested that language proficiency can be measured in three different aspects: conversational fluency (holding a conversation without linguistic gaps or speech boulders), discrete language skills (speaking, writing, reading, and listening), and academic language (being able to communicate, formulate and understand ideas within academic contexts that comprehend all subjects taught at school). However, this view has been criticized, due to the fact that it oversimplifies the complex notion of language, although is still used in standardized tests.
Another point of view
is the one proposed by Chomsky (1965), who introduced the concepts of linguistic competence and performance
as two fundamental skills that truly proficient/native speakers of a
language have. The first one describes the mental knowledge that a speaker or
listener has of a language (similar to interlanguage
when talking about SLA); whereas the second one is used to describe the
individual’s production, as well of general comprehension of a language.
Later on, Hymes
(1972) coined the term of communicative
competence to conceptualize a perhaps idealistic vision of a proficient
speaker of a language regardless of the point of acquisition.
·
Possibility
(Grammatical competence): the
ability the theoretical bases of language in order to code and decode
meaningful code and sentences. In other words, the ability to know what is
possible and what is not in a specific language
·
Feasibility (Discourse competence): the
ability to connect diverse sentences and therefore ideas in order to understand
the general meaning of a whole, and limit the linguistic material that can be
processed by the mind.
·
Appropriateness
(Sociolinguistic competence): the ability to understand the basis of the
social situation where a speech act or discourse is taking place, as wells as
the participants and other pragmatic values.
·
Attestedness
(Strategic competence): the ability to formulate immediate strategies when
communication seems to be falling down, because of the lack of information to
know if something is said or done in a language.
Another important part of language
is how we use it for social interaction on our daily basis, and the many
factors that determine the nature of an utterance on a social scenario. Thus,
concepts such as register (high vs. low
or formal vs. informal), lexical repertoires (the vocabulary to address different
topics and engage in different speech acts) genres (the linguistic elements
that allow us to know if someone is narrating, persuading, arguing, joking,
lecturing, complaining, asking etc. in
both, written and spoken discourses) functions
of language (referential, expressive, conative, poetic, phatic and
metalinguistic) and other features such as gender,
culture, paralanguage, kinesics, etc. are also relevant to measure language
proficiency.
Chomsky, Noam.
Aspects of the Theory of Syntax. Cambridge: M.I.T., 1965. Print.
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