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assignment 3 final

The document discusses three fundamental models of communicative competence in language testing: Canale and Swain's model, Bachman's model, and the framework by Celce-Murcia, Dornyei, and Thurrell. These models emphasize the importance of assessing language skills in realistic contexts, moving beyond traditional tests to include authentic, task-based assessments. They advocate for evaluating students' abilities to use language effectively in social situations, thereby enhancing their communicative competence.

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5 views

assignment 3 final

The document discusses three fundamental models of communicative competence in language testing: Canale and Swain's model, Bachman's model, and the framework by Celce-Murcia, Dornyei, and Thurrell. These models emphasize the importance of assessing language skills in realistic contexts, moving beyond traditional tests to include authentic, task-based assessments. They advocate for evaluating students' abilities to use language effectively in social situations, thereby enhancing their communicative competence.

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liasa.ecuacion
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Three Fundamental Models in Language Competence Testing: Language

Assessment in Context
The significance of communicative competence models in language testing is
immense. Canale and Swain's model of communicative competence, along with
Bachman's model of communicative ability, and the framework proposed by Celce-
Murcia, Dornyei, and Thurrell, are three key structures that have influenced how
language testers evaluate language skills. These models stress the necessity of
assessing language ability in a comprehensive and realistic manner, considering the
intricacies of language use in everyday situations. Being a language teacher, it is
very important to be knowledgeable about the models of language competence to
measure the student’s ability in a more credible or realistic way.

First, we have Canale and Swain's communicative competence model (1980)


serves as a foundational framework that outlines four essential components of
communicative competence: grammatical competence, sociolinguistic competence,
discourse competence, and strategic competence. This model highlights that
language proficiency extends beyond merely understanding grammar and
vocabulary; it also involves the ability to effectively use language in social settings. In
the realm of language testing, Canale and Swain's model has inspired the creation of
more authentic, task-based assessments that measure a test-taker's capacity to
communicate effectively.

In my English class I always use a role-play exercise to evaluate my students'


sociolinguistic competence. This role-play could simulate a social scenario, such as
a job interview or a casual conversation with a friend, allowing students to interact
with one another. In this method I can assess how well the students use language
appropriately within a given social context, considering aspects like register, dialect,
and cultural norms. This method of assessment is more genuine and mirrors real-life
language use, offering students greater chances to enhance their sociolinguistic
skills.

Next, Bachman's communicative ability model (1990) expands on the


framework established by Canale and Swain, highlighting two key components of
communicative ability: organizational knowledge and pragmatic knowledge.
Organizational knowledge encompasses a language user's understanding of the
language system, which includes grammar, vocabulary, and discourse structure. In
contrast, pragmatic knowledge pertains to the user's skill in employing language
effectively in communication, considering elements such as context, purpose, and
audience. This model has influenced language testing by fostering the creation of
more comprehensive assessments that gauge a test-taker's capacity to use
language in a manner that is both grammatically sound and pragmatically effective
For example, in a language classroom, a teacher might assign a writing task
to evaluate students' organizational and pragmatic knowledge. This task could
involve students composing a persuasive essay on a topic of their choice, utilizing
various linguistic structures and vocabulary to bolster their argument. The teacher
can then assess how well the students use language in a grammatically correct and
pragmatically effective manner, taking into account aspects like coherence,
cohesion, and rhetorical devices. This method of assessment offers students greater
opportunities to enhance their writing skills and communicate in a compelling and
effective way.
Then, in 1995 a significant framework that has influenced how language
testers evaluate language skills had started in the person of Celce-Murcia, Dornyei,
and Thurrell. This model outlines four key components of communicative
competence: linguistic competence, sociolinguistic competence, discourse
competence, and strategic competence. It highlights that language proficiency goes
beyond merely knowing grammar and vocabulary; it also involves effectively using
language in social situations and communicating well with others. In the realm of
language testing, this model has inspired the creation of more authentic, task-based
assessments that measure a test-taker's ability to communicate effectively.

In this scenario, I have implemented group discussion activities to evaluate


students' discourse and strategic competence. During this discussion, students could
engage in conversations about topics like current events or social issues, employing
various linguistic structures and vocabulary to articulate their points. I could then
assess how well the students use language coherently and effectively, considering
aspects such as turn-taking, meaning negotiation, and rhetorical techniques. This
method of assessment offers students greater chances to enhance their discussion
skills and use language persuasively.

Indeed, the communicative competence model by Canale and Swain,


Bachman's model of communicative ability, and the framework by Celce-Murcia,
Dornyei, and Thurrell are three pivotal models that have influenced language testing
practices. These frameworks stress the necessity of assessing language ability in a
comprehensive and authentic manner, acknowledging the complexities involved in
real-world language use.
The 3 models in language competence show that language testing can be
conducted more than of the traditional paper-and-pencil tests, advocating for
assessments that incorporate actual language performance tasks alongside
knowledge items. This approach ensures that tests reflect a learner's ability to use
language effectively in context.

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