Competence and capacity in language learning Chapter 18

(p.5)
It is generally assumed as self-evident that language learning is a purposeful goal-oriented activity,
its objective being the internalization of a system of rules which define correct linguistic
comportment, that is to say the acquisition of competence. The learner is thus represented as
directing his efforts, either under his own volition or with pedagogic persuasion, towards a
submission to authority.
Course design and discourse process Chapter 17
(p.1)
It is a self-evident truth that language is a rule-governed behavior. The task of language teaching
pedagogy is the seen to be a matter of organizing these rules in the most effective order to produce
appropriate course design, and the devising activities which will lead the learners to internalize the
rules for the futures use.
In other words, the linguist describes competence and the teacher then bases course design on this
description. On the face of its operation appears to be unproblematic and it seems a pity to cause
trouble by calling it into a question. But I think we must; because the whole operation depends

In Chomskys original formulation, the term competence refers to the language users knowledge of
rules for the composition of sentences. But have noticed that the language user, in the actuality of
communicative behavior, never in fact use his knowledge to compose sentences. This is what the
language analyst, the grammarian, does in demonstrating this operation of rules by citation forms.