ISSN 2348-1218 (print) International Journal of Interdisciplinary Research and Innovations ISSN 2348-1226 (online) Vol. 8, Issue 1, pp: (146-149), Month: January - March 2020, Available at: www.researchpublish.com
Linguistic Skills vs Communicative Competence: Insights on Use of ICT Dr. Jayashri Balasaheb Aher Associate Professor, Department of English, New Arts Commerce and Science College, Ahmednagar, MS, India. PIN 414001
Abstract: Linguistic Skills and Communicative competence are two integral aspects of Language learning. Generally it is taken for granted that the knowledge of the previous entails the later. But the research has found that it is not the case. The knowledge of linguistic skills does not necessarily result in good communicative competence. On the contrary the ability to communicate (though by means of para- linguistic features) has the potential to enhance the knowledge of Linguistic skills. The paper argues that in a classroom use of ICT the teacher must carefully choose paradigms and equipments so as to strengthen both the linguistic skills and Communicative competence. Keywords: linguistics, communication. Information and CommunicationTechnology, competence, pedagogy, skills.
1. INTRODUCTION In the light of the age old controversy regarding the communicative skills and language skills the study presents an account of whether the communication be really taught in the conventional classroom? Beginning with the negative response and an endless interrogation about the very nature of both the skills the study argues that with the changing of time and with the advent of technology a teacher could provide a real like communicative experiences to the students. The exposure to linguistic and cultural environment in quasi real time and space provides impetus and adequate paraphernalia to express themselves. The conventionally negative approach towards the validity of the of teaching communication in classroom situation has turned larely positive. Despite its many advents the study suggests the use of technology with caution and care. David Abercrombie says, “We speak with our vocal organs but we converse with our entire bodies”. Statement is very significant and contains the potential to highlight the process of communication. When we speak, normally in the course of natural communicative interaction, we do not only use our vocal organs. The act of speaking involves not only the production of sounds but also the use of gesture, the movements of muscles of the face and indeed the whole body. H. G. Widowson makes distinction in linguistic skills and communicative ability. In his article with the same title he states, “Those skills which are defined with reference to medium (speaking, learning, composing and comprehending) are linguistic skills. They refer to the way in which the language system is manifested or recognized to be manifested, as usages. And we will refer to those skills which are defined with reference to the manner and mode, in which the system is realized as use, as communicative abilities. Communicative abilities embrace the linguistic skills but not the reverse.” What then should be the role of teacher in teaching through ICT? How should he carefully select and monitor ICT in order to fulsome development of both the linguistic skills and communicative competence? Though the distinction is clear, they can‟t be isolated from each other. The teacher must therefore understand the nature of communicative abilities. Essentially they are way of creating or re-creating discourse in different modes. This activity involves inferring what propositions sentences are being used to express and how they interrelate. It involves also the ability to infer what illocutionary acts these propositions are being used to perform and how these combine in a coherent way. In brief it involves an understanding of the communicative value of linguistic elements in context and this is based on knowledge of how these elements may serve as a clue which can be interpreted by reference to shared conventions of communication.
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