Towards an aesthetic reading of communicative competence models: the relevance of creativeness

Antonio Garcés Rodríguez. Facultad de Ciencias de la Educación. Universidad de GranadaRecepción: 10/02/2019 | Aceptado: 25/05/2019Correspondencia a través de ORCID: Antonio Garcés-Rodríguez - 0000-0002-3426-7841El presente trabajo realiza una revisión bibliográfica de los diferentes conceptos y modelos de competencia comunicativa, revisitándolos en función del desarrollo creativo y estético que estimulan en el discente. Los diferentes modelos clásicos de Hymes (1972); Halliday (1971,72); Munby (1978); Widdowson (1978); Savignon (1983); Canale and Swain (1980), Canale (1983); Spitzberg (1988); Saville-Troike, 1989, 1996); Stern (1986); Spolsky (1990) y Bachman (1990) son revisados con un doble objetivo: (i) recopilar e integrar los hallazgos sobre CC y (ii) revisar el modelo de competencia comunicativa a través del filtro de la creatividad y la lectura estética. La metodología de investigación selecciona los diferentes modelos analizados en función de su alto grado de aceptación en el campo de la Didáctica de la Lengua y la Literatura y de motores de búsqueda especializados en temas académico-científicos. La discusión y conclusiones sugieren la necesidad de ofertar un modelo más abierto de competencia comunicativa cuyo eje central sea la creatividad y la estética como sustentadores de la competencia lingüística y su transformación en competencia comunicativa.Abstract: This paper makes a literature review of the different concepts and models of communicative competence, revisiting them according to the creative and aesthetic development that they stimulate in students. The different classic models of Hymes (1972); Halliday (1972); Munby (1978); Widdowson (1978); Savignon (1983); Canale and Swain (1980), Canale (1983); Spitzberg (1988); Saville-Troike, (1989, 1996); Stern (1986); Spolsky (1990) and Bachman (1990) are revised with a double objective: (i) to collect and integrate the findings on CC to offer future teachers of English as a Foreign language clear notions and models and (ii) to revise the model of communicative competence through the filter of creativity and aesthetic reading. The research methodology selects the different models to be under review according to their high degree of acceptance in the field of Language and Literature Didactics. The discussion and conclusions suggest the need to offer an open model of communicative competence whose central axis is creativity and aesthetics as supporters of linguistic acquisition and learning and its transformation into communicative competence

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