A Framework for Testing Communicative Competence

There has been a plethora of models offered for testing writing and comprehension proficiency, but there is a distinct lack of models for testing oral language proficiency. This paper addresses this issue and proposes a communicative testing model which is grounded in a wider, multi-dimensional interpretation of what is believed to constitute communicative behaviour and oral language proficiency. It proposes a framework and observation instruments which can be used as a basis for testing communicative competence in a second/foreign language (L2). Communicative competence is the ability of learners to interact meaningfully, as distinct from their ability to perform competently on discrete-point tests of grammatical knowledge, and comprises four areas of knowledge and skill: linguistic competence, sociolinguistic competence, strategic competence, and discourse competence. As such, the framework aims to provide a more integrated assessment of a learner's ability to communicate in spoken, interpersonal interaction. The paper reports on an investigation undertaken by the writer to ascertain the effects of different modes of input on L2 communicative competence, and how this could be measured. Integrated proficiency tests were carried out through the use of carefully constructed test and observation instruments which were designed to measure both verbal and non-verbal (paralinguistic) behaviour; both of which are asserted to be integral to being communicatively competent.