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Wschód–Zachód:Przestrzeńwzajemnegoprzenikaniasiękultur*Słupsk2020
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Inotherwords,itconsistsofgrammaticalcompetenceaswellassociolinguistic
competence;thelaterembracingfactorswhichrefertotheseting,participants,
ends(objectivestoaccomplish),act(sequencingofuterances),key(mannerand
toneofuterances),instrumentalities(channelsandcodes),norms(conventions),
andgenre(categoriesofcommunication)[Hymes1972].
Thenotionofcommunicativecompetencebroughtawiderperspectivetothe
notionofcompetenceandaddedakeyword–context–whichhasfacilitatedthe
implementationofturn-taking,activitytypes,andelicitationtechniquesinthe
languageclassroomdiscourse.Itledtothedevelopmentofthecommunicative
approachinlanguageteachingandthesocalledcommunicativewave[Graves
2016].Thelanguageisdefinednowascommunicationwhichdependsonma-
steringtheskillsofspeaking,understanding,readingandwritingsothatvarious
aimsinmultiplecontextscanbeachieved.Asuccessfulteacherpreparesstudents
forusinglanguageforcommunicationandorganizeslessonsasplacesoftrialand
errorforpractisingcommunicativetasksthatareconsideredsimilartothosethat
studentsmayencounterinarealworld.
Fromhindsightitisclearthatnotallassumptionsofthecommunicativewave
provedefective.Thesuccessofcommunicativeteachingisafectedbysuchfac-
torsaswholearnersare,whatmotivationsforlanguagelearningtheypossess,
howtheirneedsaredefined,andhowmuchtheirlanguagelearningisrelatedto
theirfuturelives.Itcouldbeexpectedthatlowmotivation,lackofstudentefort,
noidentificationoflanguageinalearner’sfutureplanswouldleadtopoorre-
sults.Writingaboutteachers’dilemmasanddisappointmentsrelatedtocommu-
nicativeteaching,Komorowska[2003]pointedtoteachers’disillusionscausedby
thebanalityoftopicspromotedbycommunicativeteaching,thediscrepancybe-
tweenthepromisedfluencyandcommunicativeemciencyontheonehand,and
therealityinwhichlearnersexhibitcommunicativefluencyontheotherhand,
yet,becomelabelledandembarrassedduetotheirfossilizederrors.
2.3.Theglobalizationwave
Thethirdwavethatisdiscussedinthischapter–theglobalizationwave
–referstocontemporarysocio-politicalchangestowhichforeignlanguagele-
arningisnotimmune.Definedassuch,theglobalizationwaveisanalogousto
Kumaravadivelu’s[2006]notionoflanguageaslideology’whichstandsforHasy-
stematicbodyofideasorganizedfromaparticularpointofview”[Kress,Hodge
1979:6].Intheglobalizationwave,languageislaresource’usedforpersonalun-
derstandingoftheworld.Inlinewiththis,notextisconsideredneutral,aseach
representsafragmentofrealityinwhichpeoplelive.Successfulteachingisalso
subjecttoredefinition.Itisimportanttoteachalanguageforcontentexplora-
tion,forstudents’participationininternationaleducationalprojects,forpurposes
consideredbylearnersastheirownorthosethatprovidelearnerswithpersonal
valueandpossibilityoftransfertonewsituations[Wiggins,McTighe2005].What
