Competence and performance in learning and teaching: theories and practices

Abstract

For the past forty years the nature of linguistic competence has been at the centre of discussions among linguists, both theoretical and applied. This paper examines the different ways in which both competence and performance have been defined by linguists and considers how differing interpretations of these concepts have influenced foreign language learning and teaching. Special consideration is given to the role of two Council of Europe publications, the Common European Framework of Reference and the European Portfolio for Student Teachers of Languages