Situating Literacy Within Traditions of Communicative Competence英文文献.pdfVIP

Situating Literacy Within Traditions of Communicative Competence FRAIDADUBIN University of Southern California This paper investigates some of the affinities between the traditions of communicative competence and literacy studies by tracing back twenty-five years to the early calls for an ethnography of communication. In this decade, literacy studies have utilized ethnographic methodology, keeping the tradition alive and flourishing. The paper also shows how communicative competence theory, in more recent times, has branched into a communicative approach to second language pedagogy. In doing so, the tradition has mingled both psycho- and socio- views of language. Looking into the ways scholars have characterized literacy as a field, particularly through autonomousand ideological models, offers a window for viewing similar strands in applied linguistics. 1. THE CASE FOR LINKING LITERACY AND COMMUNICATIVE COMPETENCE 1.1 Introduction At first, the proposal to link literacy (reading and writing) with the term communicative competence may strike the applied linguist as an anomaly. Communicative competence, in its most familiar realization as a communicative approach to language teaching, has stressed meaningfulness and appropriate- ness. Although reading and writing have not been excluded, the very jargon of the field—communication, interaction, performance, fluency—implies oral modes. Another reason for this apparent anomaly is that there still lurks, at least in American attitudes, the idea that language is speech: writing is simply a secondary way of recording primary, spoken language (Bloomfield 1933). Although communicative competence theory onl