Abstract
M.Phil. ( Education Linguistics)
Since communication between language groups is of crucial importance in a multicultural
country, the inadequate second language proficiency of school-Ieavers gives cause for
concern. The current paradigm shift to relevant and vocationally orientated education raises
questions about the relevance of the literature component and literature methodology within
a communicative approach to second language teaching.
The aim of this study is to investigate the nature of communicative competence and the way
in which this is accounted for in second language teaching. The nature of literature is studied
to determine whether it allows for a literature-orientated approach which can contribute
towards the development of communicative competence within the parameters of a second
language communicative approach.
Research findings have indicated that communicative competence functions as a cognitive
web of interwoven abilities and that second language teaching, which has as its ultimate aim
the fluent and correct use of the target language, has to take the complex and interactive
nature of the various components into account.
It has also become evident that a literature teaching approach, based on the readerresponse
theory, affords opportunity for stimulating language acquisition processes. By
participating in analytical and communicative acts of learning, proceeding from the literature
text, the leaner is involved in a process which can result in the gradual development of
linguistic, strategic and psychomotor abilities. Literature thus forms a relevant and functional
component of the second language syllabus and can contribute to the development of
communicative competence.